Assignment 2: Reading and Prompt

Assignment #2: Storytelling, Interviewing, & Writing Activity

1. Tell a story from your personal experience in response to one of the following prompts:

·      Tell a story about a time you learned something by helping someone.

·      Tell a story about a time you learned something when someone helped you.

·      Tell a story about a time you learned something by taking a risk.

·      Tell a story about a time you learned something by being careless.

·      Tell a story about a time you learned something when you did something difficult.

·      Tell a story about a time you learned something when you succeeded at something.

·      Tell a story about a time you learned something when you failed at something.

2. Write an essay that tells your story. Be sure (a) to describe the sequence of events that occurred in the story and (b) to explain what the story means to you.

Your essay may be one paragraph or a few paragraphs, but it must be at least eight sentences long.

Possible structure for a one-paragraph story:

1.   Topic sentence/ Introductory sentence

2.   First event / step of the story

3.   Explanation

4.   Second event / step of the story

5.   Explanation

6.   Third event / step of the story

7.   Explanation

8.   Conclusion – meaning of the story

Here is an example of the kind of essay you are being asked to write. You can find this on page 449 in Stepping Stones

A Duty To Heal

by Pius Kamau

As heard on NPR’s Morning Edition, January 16, 2006

Growing up in Kenya, Pius Kamau was inspired by the equality preached by Dr. Martin Luther King, Jr. Now a surgeon in Denver, Kamau believes in caring for his patients, whatever their racial views.

                  => Notice how the author tells a story and explains its meaning

Growing up in the grinding poverty of colonial Africa, America was my shining hope. Martin Luther King’s non-violent political struggle made freedom and equality sound like achievable goals. America’s ideals filled my head. Someday, I promised myself, I would walk on America’s streets.

But, as soon as I set foot in America’s hospitals, though, reality — and racism — quickly intruded on the ideals. My color and accent set me apart. But in a hospital I am neither black nor white. I’m a doctor. I believe every patient that I touch deserves the same care and concern from me.

In 1999, I was on call when a 19-year-old patient was brought into the hospital. He was coughing up blood after a car accident. He was a white supremacist, an American Nazi with a swastika tattooed on his chest.

The nurses told me he wouldn’t let me touch him. When I came close to him, he spat on me. In that moment, I wanted no part of him either, but no other physician would take him on. I realized I had to minister to him as best as I could.

I talked to him, but he refused to look at me or acknowledge me. He would only speak through the white nurses. Only they could check his body for injury. Only they could touch his tattooed chest.

As it turned out, he was not badly hurt. We parted strangers.

I still wonder: Was there more I could have done to make our encounter different or better? Could I have approached him differently? Could I have tried harder to win his trust?

I can only guess his thoughts about me, or the beliefs he lived by. His racism, I think, had little to do with me, personally. And, I want to think it had little to do with America, with the faith of Martin Luther King and the other great men whose words I heard back in Africa, and who made me believe in this nation’s ideals of equality and freedom.

My hands — my black hands — have saved many lives. I believe in my duty to heal. I believe all patients, all human beings, are equal, and that I must try to care for everyone, even those who would rather die than consider me their equal.

Outline Outline

Complete this form to create your outline for your essay

Tentative title for your essay: ________________________________

I. Introduction

Thesis statement: ______________________________________________________________

Your thesis statement should be a complete sentence that provides direction for the essay. Note: The thesis statement need not be the first sentence of your essay, but it should be part of your introductory paragraph.

II. Supporting point 1: _____________________________________________________

Try to express your point in a complete sentence that can serve as a topic sentence for the paragraph.

List specifics and details that you plan to use to develop your point.

A.    _______________________________________________________

B.    _______________________________________________________

C.   _______________________________________________________

D.   _______________________________________________________

III. Supporting point 2: _____________________________________________________

A.    _______________________________________________________

B.    _______________________________________________________

C.   _______________________________________________________

D.   _______________________________________________________

IV. Supporting point 3: _____________________________________________________

A.    _______________________________________________________

B.    _______________________________________________________

C.   _______________________________________________________

D.   _______________________________________________________

(Add more supporting points if necessary.)

Superman and Me

April 19, 1998|SHERMAN ALEXIE | Sherman Alexie is the author, most recently, of "Indian Killer."

Editor's Note: The following essays by Sherman Alexie, J.D. McClatchy, Robert Pinsky, Mona Simpson and Ted Kooser are included in a recent anthology published by Milkweed Editions, entitled "The Most Wonderful Books: writers on Discovering the Pleasures of Reading." They are reprinted here with the kind permission of the publisher and the authors.

*

I learned to read with a Superman comic book. Simple enough, I suppose. I cannot recall which particular Superman comic book I read, nor can I remember which villain he fought in that issue. I cannot remember the plot, nor the means by which I obtained the comic book. What I can remember is this: I was 3 years old, a Spokane Indian boy living with his family on the Spokane Indian Reservation in eastern Washington state. We were poor by most standards, but one of my parents usually managed to find some minimum-wage job or another, which made us middle-class by reservation standards. I had a brother and three sisters. We lived on a combination of irregular paychecks, hope, fear and government surplus food.

My father, who is one of the few Indians who went to Catholic school on purpose, was an avid reader of westerns, spy thrillers, murder mysteries, gangster epics, basketball player biographies and anything else he could find. He bought his books by the pound at Dutch's Pawn Shop, Goodwill, Salvation Army and Value Village. When he had extra money, he bought new novels at supermarkets, convenience stores and hospital gift shops. Our house was filled with books. They were stacked in crazy piles in the bathroom, bedrooms and living room. In a fit of unemployment-inspired creative energy, my father built a set of bookshelves and soon filled them with a random assortment of books about the Kennedy assassination, Watergate, the Vietnam War and the entire 23-book series of the Apache westerns. My father loved books, and since I loved my father with an aching devotion, I decided to love books as well.

I can remember picking up my father's books before I could read. The words themselves were mostly foreign, but I still remember the exact moment when I first understood, with a sudden clarity, the purpose of a paragraph. I didn't have the vocabulary to say "paragraph," but I realized that a paragraph was a fence that held words. The words inside a paragraph worked together for a common purpose. They had some specific reason for being inside the same fence. This knowledge delighted me. I began to think of everything in terms of paragraphs. Our reservation was a small paragraph within the United States. My family's house was a paragraph, distinct from the other paragraphs of the LeBrets to the north, the Fords to our south and the Tribal School to the west. Inside our house, each family member existed as a separate paragraph but still had genetics and common experiences to link us. Now, using this logic, I can see my changed family as an essay of seven paragraphs: mother, father, older brother, the deceased sister, my younger twin sisters and our adopted little brother.

At the same time I was seeing the world in paragraphs, I also picked up that Superman comic book. Each panel, complete with picture, dialogue and narrative was a three-dimensional paragraph. In one panel, Superman breaks through a door. His suit is red, blue and yellow. The brown door shatters into many pieces. I look at the narrative above the picture. I cannot read the words, but I assume it tells me that "Superman is breaking down the door." Aloud, I pretend to read the words and say, "Superman is breaking down the door." Words, dialogue, also float out of Superman's mouth. Because he is breaking down the door, I assume he says, "I am breaking down the door." Once again, I pretend to read the words and say aloud, "I am breaking down the door" In this way, I learned to read.

This might be an interesting story all by itself. A little Indian boy teaches himself to read at an early age and advances quickly. He reads "Grapes of Wrath" in kindergarten when other children are struggling through "Dick and Jane." If he'd been anything but an Indian boy living on the reservation, he might have been called a prodigy. But he is an Indian boy living on the reservation and is simply an oddity. He grows into a man who often speaks of his childhood in the third-person, as if it will somehow dull the pain and make him sound more modest about his talents.

*

A smart Indian is a dangerous person, widely feared and ridiculed by Indians and non-Indians alike. I fought with my classmates on a daily basis. They wanted me to stay quiet when the non-Indian teacher asked for answers, for volunteers, for help. We were Indian children who were expected to be stupid. Most lived up to those expectations inside the classroom but subverted them on the outside. They struggled with basic reading in school but could remember how to sing a few dozen powwow songs. They were monosyllabic in front of their non-Indian teachers but could tell complicated stories and jokes at the dinner table. They submissively ducked their heads when confronted by a non-Indian adult but would slug it out with the Indian bully who was 10 years older. As Indian children, we were expected to fail in the non-Indian world. Those who failed were ceremonially accepted by other Indians and appropriately pitied by non-Indians.

I refused to fail. I was smart. I was arrogant. I was lucky. I read books late into the night, until I could barely keep my eyes open. I read books at recess, then during lunch, and in the few minutes left after I had finished my classroom assignments. I read books in the car when my family traveled to powwows or basketball games. In shopping malls, I ran to the bookstores and read bits and pieces of as many books as I could. I read the books my father brought home from the pawnshops and secondhand. I read the books I borrowed from the library. I read the backs of cereal boxes. I read the newspaper. I read the bulletins posted on the walls of the school, the clinic, the tribal offices, the post office. I read junk mail. I read auto-repair manuals. I read magazines. I read anything that had words and paragraphs. I read with equal parts joy and desperation. I loved those books, but I also knew that love had only one purpose. I was trying to save my life.

Despite all the books I read, I am still surprised I became a writer. I was going to be a pediatrician. These days, I write novels, short stories, and poems. I visit schools and teach creative writing to Indian kids. In all my years in the reservation school system, I was never taught how to write poetry, short stories or novels. I was certainly never taught that Indians wrote poetry, short stories and novels. Writing was something beyond Indians. I cannot recall a single time that a guest teacher visited the reservation. There must have been visiting teachers. Who were they? Where are they now? Do they exist? I visit the schools as often as possible. The Indian kids crowd the classroom. Many are writing their own poems, short stories and novels. They have read my books. They have read many other books. They look at me with bright eyes and arrogant wonder. They are trying to save their lives. Then there are the sullen and already defeated Indian kids who sit in the back rows and ignore me with theatrical precision. The pages of their notebooks are empty. They carry neither pencil nor pen. They stare out the window. They refuse and resist. "Books," I say to them. "Books," I say. I throw my weight against their locked doors. The door holds. I am smart. I am arrogant. I am lucky. I am trying to save our lives.

Writing Assignment #1

Writing Assignment #1 – Descriptive Paragraph

For this assignment, you will write a descriptive paragraph of a photograph of your choice. Your paragraph should be at least eight sentences long.

Choosing your photo

To begin this assignment, you need to find a photograph you are interested in writing about. I recommend that you pick a color photo (unless black-and-white is part of the style of the photo). You can use a photo from a magazine or from the Internet. If you choose an online photo, you should print out a color copy that you can bring to class.

Please do not use personal photos that include people you know personally or celebrities with whom you have strong associations.

Prewriting & Outline – worth 10 points – in-class Wednesday, September 18

Observe and brainstorm

1.     Look at your photo carefully. Make a list of everything you notice. Include small details, as well as your impressions and major features of your photo.

2.     Free-write for five minutes on your photo.

Create an outline

1.     What is your overall impression of your photo? What is the main point you want to make about it? Draft your topic sentence.

2.     Identify three to five points you want to make about your photo that support your topic sentence. (Remember, the final draft of your paragraph must be at least eight sentences long!)

3.     Organize your points in the order you will discuss them in your paragraph.

To get credit for your prewriting & outline, you must show it to your instructor before the end of the class period.

Draft of descriptive paragraph – worth 10 points – due in class Monday, September 23

Write a draft of your descriptive paragraph and bring it to class. Your draft should follow your outline and include a topic sentence that expresses your main idea, as well as supporting sentences that develop your supporting points with specifics and details. You may type your draft or neatly handwrite it. Please double-space!

To get credit for draft, you must bring it to class on the day it is due and participate in the in-class draft workshop.

Final draft – worth 80 points – due in class Monday, September 25

Revise your essay based on the feedback you receive during the in-class draft workshop. Type and double-space your paragraph.

A Duty to Heal

A Duty to Heal

PIUS KAMAU

GROWING UP IN THE GRINDING POVERTY of colonial Africa, America was my shining hope. Martin Luther King’s nonviolent political struggle made freedom and equality sound like achievable goals. America’s ideals filled my head. Someday, I promised myself, I would walk on America’s streets.

But, as soon as I set foot in America’s hospitals, reality—and racism—quickly intruded on the ideals. My color and accent set me apart. But in a hospital I am neither black nor white. I’m a doctor. I believe every patient that I touch deserves the same care and concern from me.

In 1999, I was on-call when a nineteen-year-old patient was brought into the hospital. He was coughing up blood after a car accident. He was a white supremacist, an American Nazi with a swastika tattooed on his chest.

The nurses told me he would not let me touch him. When I came close to him, he spat on me. In that moment, I wanted no part of him, either, but no other physician would take him on. I realized I had to minister to him as best as I could.

I talked to him, but he refused to look at me or acknowledge me. He would only speak through the white nurses. Only they could check his body for injury. Only they could touch his tattooed chest.

As it turned out, he was not badly hurt. We parted strangers.

I still wonder: Was there more I could have done to make our encounter different or better? Could I have approached him differently? Could I have tried harder to win his trust?

I can only guess his thoughts about me, or the beliefs he lived by. His racism, I think, had little to do with me, personally. And, I want to think it had little to do with America, with the faith of Martin Luther King and other great men whose words I heard back in Africa, and who made me believe in this nation’s ideals of equality and freedom.

My hands—my black hands—have saved many lives. I believe in my duty to heal. I believe all patients, all human beings, are equal, and that I must try to care for everyone, even those who would rather die than consider me their equal.

---

Before coming to the United States in 1971, PIUS KAMAU studied medicine in his native Kenya as well as in Spain and England. In addition to being a thoracic and general surgeon, he writes a column on African issues for theDenver Post. Kamau is organizing medical volunteers to work with him in Sudan.

English 21 Syllabus F14

English 21

Los Angeles Southwest College

Instructor: Tommy Amano-Tompkins                                                        Fall 2014

Section 0904: MW 8:00-9:25 am                                                     Location: SSEC223A

Office Hours: M 9:30-10 am in SSEC121-H

Email: tomp99@earthlink.net

Website: http://caliteacheng21.blogspot.com

Introduction:  Welcome to English 21!  By enrolling in this course, we have committed to creating an environment to improve reading and writing skills.  Ask many questions in class about writing throughout the semester.  Additionally, plan to visit your instructors during office hours, the Student Success Center located in SSEC 110 and 110-A, the Reading Center (SSEC 116A), and the English Writing Center SSEC116, and like or follow LASC on Facebook or Twitter to learn about all the resources and opportunities available in our learning community.  If anyone needs special accommodations to ensure success in this course, visit the Disabled Students Programs and Services (DSPS) located in the Student Services Building.

English 21 is an inquiry-based writing course.  We will use writing to investigate issues that influence our lives, and in so doing, develop habits of mind that are important not only for writers but for active participants in our community.  These habits include: distinguishing between face and opinion, reading critically, engaging with diverse ideas, recognizing rhetorical styles, and understanding and applying the writing process.  In short, we will investigate not only how writing may be used to communicate ideas but also how we can use writing and reading to create and express our own ideas.

Course Description:  English 21 introduces the student to basic academic reading, writing, and thinking. Students develop reading comprehension by studying shorter published essay, which then provide models of and/or subjects for their compositions. Basic grammar is covered as an essential component of the writing process.

Eighteen (18) lab hours are also required.  The focus of the class is compositions and essays (up to 500 words), including the research paper.

Prerequisite: Developmental Communications 21 and 23 OR ESL 6A and 6B with a grade of “C” or better OR appropriate placement recommendation based on assessment results and other multiple measures.

Student Learning Outcomes:

Upon successful completion of this course, the student will be able to:

1.     Apply in writing rules for Standard English sentences, grammar, and word usage.

2.     Write a 300-500 word 3-paragraph essay that is unified, well-organized, coherent and adequately supported in facts, examples, and details.

Required Texts:

Stepping Stones: A Guided Approach to Writing Sentences and Paragraphs by Chris Juzwiak (ISBN 0312675992)

Devil in a Blue Dress by Walter Mosley (ISBN 0743451791)

Assignments:

Composition 1 (100 words)                                          5%                              50 points

Composition 2 (150 words)                                          7%                              70

Composition 3 (200 words)                                          10%                             100

Composition 4 (300 words)                                          15%                             150

Reading Analysis Presentation 1 (150-200 words)        4%                              40

Reading Analysis Presentation 2 (150-200 words)        4%                              40

In-Class Essay (200 words)                                           5%                              50

Final Exam (300 words)                                                           15%                             150

Homework                                                                   10%                             100

LAB Portfolio                                                             20%                             200

Participation                                                                  5%                             50

Total                                                                           100%                           1000 points

Note: English 21 is a pass/no pass class. To receive a passing grade in this course, you must turn in all coursework and pass the final exam.  In other words, grades in this class are dependent on successful performance in all areas of the class (participation, attendance, lab work, writing, and reading), not just one area.  All components must be successfully completed to receive a passing grade.

Written Compositions: All essays and written compositions written outside the classroom must be typed on a computer.  Please double-space your work. Writing on a word processor improves writing skills.  Because writing is a process of prewriting, organizing, composing, revising, and editing, traditional methods of typing or handwriting assignments are often time-consuming and ineffective.  Certainly, they discourage revision.  Computers, on the other hand, make revision and the writing process more manageable at every stage.  There are computer labs in several locations on campus, most noticeably in the Cox Library (3^rd floor) and in the TEC Building.

Planning / Discovery: When you turn in an essay, you must turn in all prewriting, drafts, and peer reviews as well as the final draft to receive credit on the essay. 

Peer Review: We will be peer reviewing rough drafts for all take-home essays.  In order to be eligible to be turned in for credit with the final version of the essay, the rough draft must be present in class on day that it is due and the author must participate in peer review.  Failure to attend class or failure to thoroughly complete the peer review will result in the reduction of your essay grade by 10%. 

Revisions: All take-home essays, except Essay 4, may be revised and resubmitted for re-evaluation.  Revisions must be turned in within two weeks of the original assignment due date.

Reading Assignments: Reading assignments should be completed prior to the due date on the syllabus.  Being prepared for class and earning full credit for participation includes keeping up with the reading assignments and coming to class prepared to discuss them. 

Late Work: Late work will not be accepted without emergency documentation.  Failure to turn in an assignment will result in a “0” for that assignment. 

Participation: Our classroom needs to be an optimal, positive environment for learning, so that you can focus on the course materials without disturbance; therefore, all cell phones, hands-free and other electronic devices must be turned off and put away before class.  No texting, no phones on vibrate since this is audible, and, of course, no answering phones.  If you have an emergency that requires you to be available by phone during class hours, please notify your instructor before class starts, and sit near the door with your phone on a silent setting.  It is never okay to disrupt the learning environment.

English Writing Center (Lab): The English Writing Center (SSEC 116) is located in the Social Sciences and English Complex (SSEC) in Room 116. The EWC is where English 21 and English 28 students fulfill the required lab component of these courses. We provide a friendly, comfortable atmosphere for these students to use online lab assignments to improve their reading and writing skills. We also help promote English Department events and publications. Our goal is to be a support system and encouraging environment for basic skills English students.

English Writing Center Hours:

Monday: 9:30 am – 2:30 pm

Tuesday: 9:30 am – 3:30 pm

Wednesday: 9:30 am – 2:30 pm

Thursday: 9:30 am – 7:30 pm

Friday: CLOSED

Saturday 9:30 am – 2:00 pm

Policies:

Attendance: Attendance is mandatory.  Attend each class and be on time.  To create a learning environment, we all must attend class on time.  Anyone who fails to follow the attendance policy may be dropped from the class at the instructor’s discretion.  Anyone who arrives late to class risks being counted as absent; anyone leaving early must notify the instructor of his/her obligation at the beginning of the period.  If there is a dispute over attendance, the attendance sheet will serve as proof of attendance.

Excused Absences: There are no excused absences.  Attendance is mandatory.  Each student is allowed only 3 absences (regardless of the reason), the Los Angeles Community College District limit.  Upon a student’s 4^th absence, the student may be dropped from the class unless there are dire extenuating circumstances that can be documented.

Partial Absences: Any student who arrives late or leaves early will receive an “L” on the roster.  A student who leaves class early or goes in and out of class excessively will receive a “P” for partial attendance for that class meeting.  Two tardies or partial attendances will count as 1 absence. No student has the right to disrupt the learning environment for other students. 

Being Dropped from the Class:  Upon the 4^th absence created by missed classes, tardiness, partial absences, or a combination, the student may be dropped from the class. 

 Plagiarism:  Plagiarism is the act of presenting someone else’s words or ideas as your own (for example, checking the internet for a little information on a subject and then using that information as if it were something you thought of).  It also consists of cheating on quizzes or exams, or having someone else write your essays for you.  Any student who presents another’s work as his or her own will fail this course and risk further action taken by L.A. Southwest College and the L.A. Community College District, including expulsion from the college.

Classroom Conduct: College, and this classroom specifically, are places that ask for active participation in various activities in the process to being an informed and participating citizen.  Part of the process will include writing activities and discussions.  Sleeping, engaging in side conversations, doing other homework, playing with your cell phone or electronic devices, or other activities that are disruptive to the class will negatively affect the participation component of our class, may result in you being asked to leave (and thus being marked absent), and may warrant a referral to the Dean for further action.

Classroom Environment:  Our classroom needs to be an optimal, positive environment for learning, so that you can focus on the course materials without disturbance; therefore, all cell phones, hands-free and other electronic devices must be turned off and put away before class.  No texting, no phones on vibrate since this is audible, and, of course, no answering phones.  If you have an emergency that requires you to be available by phone during class hours, please notify your instructor before class starts, and sit near the door with your phone on a silent setting.  It is never okay to disrupt the learning environment.

Resources:

Student Success Center: LASC, like many other colleges, offers services and resources beyond the classroom and teachers to help students achieve academic goals.  The SSC offers tutoring, a study lab, workshops, as well as a computer lab open 8am-8pm Monday through Thursday.

English Writing Center Tutoring (SSEC 116): The English Writing Center also provides walk-in and by-appointment tutoring in writing for any student in any class, and offers numerous special workshops throughout the semester.  For tutoring help, it is best to go into a tutoring session with specific problems in mind.  Tutors do not edit but help revise. See hours of operation above.

Grievances: Anyone who believes a college decision has adversely affected status, rights, and/or privilege as a student should consult the instructor for resolution, and, if needed, confer with the English Department Chair, Darren Cifarelli as a second level of authority if no resolution is found.  Beyond that, the student can make an appointment with the Dean Stephanie Brasley if there is still no resolution.  Dean Brasley may refer the grievance to the Dean of Student Services.

Students with disabilities: Accommodations are provided to a student with a verified disability and are determined by the educational limitations the disability places on the student.  Any one in need of assistance or accommodations should contact the instructor by the end of the first day of class. FYI- DSPS office (323) 241-548

Schedule of Topics and Assignments (subject to change)

Date	Homework & class preparation to complete before class Unless otherwise noted, all assignments are from Stepping Stones ***IMPORTANT: For grammar activities from Stepping Stones, turn in answers to even numbered questions only. Answers to odd numbered questions are in the back of the book. ***	Quizzes, exams, and major assignments
Week 1
Tues. 9/2		Diagnostic writing
Thurs. 9/4	Read: TO BE ANNOUNCED Written homework: One paragraph summary + thesis In-class: Discuss purpose and audience
Week 2
Tues. 9/9	Read Chapter 2: Developing a Topic, pp. 20-37 Chapter 10: The Simple Sentence, pp. 225-234 Written homework: Chapter 10 - Activities 1-4 & 7-9 ***IMPORTANT: For grammar activities from Stepping Stones, turn in answers to even numbered questions only. Answers to odd numbered questions are in the back of the book. *** In-class: Writing process, Introduce Composition 1 assignment
Thurs. 9/11	Read Chapter 7: Developing Details, pp. 139-149 “A Duty to Heal” by Pius Kamau, pp. 449-450 Chapter 10: The Simple Sentence, pp. 234-239 Written homework: Chapter 10 - Activities 11, 12, 14, & 15 **(posted) One-paragraph reaction to “A Duty to Heal” *** Last day to drop class with refund and no “W” is Sept. 13 (in-person) and Sept. 14 (online)
Week 3
Tues. 9/16	Read Chapter 4: Outlining Your Paragraph, pp. 66-72 Patterns of Development; Description, pp. 172-3 Chapter 10: The Simple Sentence, pp. 239-245 “The Joy of Reading and Writing: Superman and Me” by Sherman Alexie, pp. 441-443 Written homework: Chapter 10 - Activities 17, 18, 21, & 25 One-paragraph reaction to “The Joy of Reading and Writing: Superman and Me”	Bring photo for Composition 1
Thurs. 9/18	Read Chapter 5: Composing the Paragraph, pp. 88-112 Chapter 10: The Simple Sentence, pp. 246-254 Written homework: Chapter 10 – Activities 27, 28, 30, 31, & 33	Outline of Composition 1
Week 4
Tues. 9/23	Read Chapter 6: Revising, pp. 113-122            Chapter 15: Using Verbs Correctly, pp. 381-395 Written homework: Chapter 15 - Activities 1-4	Draft of Composition 1
Thurs. 9/25	Read Chapter 6: Revising, pp. 123-131 In class: Read and discuss “Caring Makes Us Human” by Troy Chapman, pp. 467-468; introduce Composition 2 assignment	Composition 1 due
Week 5
Tues. 9/30	Read Exemplification; Narration, pp. 176-178 Chapter 7: Developing Details, pp. 152-163 Chapter 15: Using Verbs Correctly, pp. 395-401 Written homework: Chapter 15 - Activities 6-10
Thurs. 10/2	Read Chapter 11: Compound Sentences, pp. 265-283 Written homework: Chapter 11 Activities 10, 12, 14, 16	Outline of Composition 2 due
Week 6
Tues. 10/7	Read Chapter 11: Compound Sentences, pp. 283-301 Written homework: Chapter 11 Activities 23-24, 27-28 In class: Read and discuss “The Sanctuary of School” by Lynda Barry, pp. 445-447
Thurs. 10/9		Draft of Composition 2
Week 7
Tues. 10/14	Read Chapter 12: The Complex Sentence, pp. 302-315 Written homework: Chapter 12 Activities 1, 3, 5, 7, & 9 Read Devil in a Blue Dress, Ch. 1-3, pp. 45-68.	(Reading Analysis Presentation 1 – if you’re signed up)
Thurs. 10/16	Read Devil in a Blue Dress, Ch. 4-7, pp. 69-96. In class: Introduce Composition 3 assignment	Composition 2 due (Reading Analysis Presentation 1 – if you’re signed up)
Week 8
Tues. 10/21	Read Chapter 9: Moving from Paragraphs to Essays, pp. 203-212 Chapter 12: The Complex Sentence, pp. 315-327 Written homework: Chapter 12 Activities 10, 13, & 15 Read Devil in a Blue Dress, Ch. 8-11, pp. 97-128.	(Reading Analysis Presentation 1 – if you’re signed up)

Thurs.  10/23	Read Chapter 9: Moving from Paragraphs to Essays, pp. 213-221 Read Chapter 16: Using Pronouns Correctly, pp. 416-426 Written homework: Chapter 16 Activities 1, 4, 7-8 Read Devil in a Blue Dress, Ch. 12-16, pp. 129-154	(Reading Analysis Presentation 1 – if you’re signed up)
Week 9
Tues. 10/28	Read Chapter 16: Using Pronouns Correctly, pp. 427-438 Written homework: Chapter 16 Activities 10-11, 13, & 15 Read Devil in a Blue Dress, Ch. 17-19	(Reading Analysis Presentation 2 – if you’re signed up)
Thurs. 10/30	Read Appendix A: Punctuation and Capitalization, pp. 487-493 Written homework: Appendix A Activities 1 & 3 Read Devil in a Blue Dress, Ch. 20-22, pp. 183-209.	(Reading Analysis Presentation 2 – if you’re signed up)
Week 10
Tues. 11/4	Read Devil in a Blue Dress, Ch. 23-26, pp. 210-235.	(Reading Analysis Presentation 2 – if you’re signed up) Thesis statement for composition due (in-class)
Thurs. 11/6	Read Appendix A: Puctuation and Capitalization, pp. 494-499 Written homework: Activities 4-6 Read Devil in a Blue Dress, Ch. 27-31, pp. 236-263.	(Reading Analysis Presentation 2 – if you’re signed up) Outline for Composition 3 due Complete first paragraph of Composition 3 due
Week 11
Tues. 11/11	VETERANS’ DAY – NO CLASS
Thurs. 11/13	In-class: Discuss Devil and final paper	Composition 3 due
Week 12
Tues. 11/18	In-class: Introduce Essay  4 assignment; prepare for in-clas essay
Thurs. 11/20		In-class Essay

Week 13
Tues. 11/25	In-class: Workshop prewriting for Essay 4	Outline of Assignment 4 due
Thurs. 11/27	THANKSGIVING HOLIDAY – NO CLASS
Week 14
Tues. 12/2	Read TBA Prepare for final exam
Thurs. 12/4		Draft of Essay 4 due
Week 15
Tues. 12/9	In-class: Peer review of drafts of Essay 4	Peer correction of essay 4 (must be written as a final draft)
Thurs. 12/11	Final review
Finals Week
Tues. 12/16	Final Exam 8:00 am - 10:00 am period	Essay 4 due