Friday, June 9, 2017

Informed Blogging

Sample Blog 1:

The Invisible Fence: The Limits of Freedom Online

The Internet.  It seems infinite.  Has anyone seen every webpage in existence?  Are there any limits in terms of the ways in which it can be developed?

            A quick glance suggests that the possibilities are endless.  But are they really?  Does the Internet really offer us endless opportunities and new frontiers of freedom?

In its earliest form, the Internet was mostly text-based (Nakamura 1).  However, even in this form—perhaps especially in this form—it was considered a potential utopia.  It was considered a place where people could make their thoughts public without necessarily being judged upon their identity.

            Recent publications challenge the true extent of the voice that the Internet allows its users.   Jodi Dean calls its supposed openness to all voices a “fantasy of democracy,” a “fantasy of participation” (24, 30).  She bases this on an argument that although the Internet circulates our messages, it does not guarantee that they will be received (20).  Nonetheless, she believes this placates people and directs their attention away from true political struggles and organization (40).  In her words “technology covers our impotence and supports a vision of ourselves as active political participants” (36). 

            Despite the logic of her argument, there is some evidence that it is not completely true.  Near the end of her article, she is forced to recognize the success of MoveOn’s virtual sit-ins (46).  More recently, there also have been virtual protests related to the conflict in Egypt—although they are too recent to determine the outcome of, it is clear that they are attracting a good deal of attention and uniting many people.  (Of course, Egypt also raises other questions of who really controls our access to the Internet).  Given such examples, can we really conclude that the Internet is becoming so overcome with voices that we cannot pick out the big issues and respond to them in some way?

            Virtual responses and their ultimate effects aside, isn’t it enough that we feel compelled to get our voice out online?  If we continue to do it, it must be doing something for us.  Is it not enough that it sometimes just fulfills this need to get out thoughts.  Do our words always need to lead to political action for them to be relevant?  Even if they are just making us happy, aren’t they accomplishing something?

            When considering this issue of voice it is important to consider that in recent years, the Internet has been changing.  Specifically, it has come to depend more and more on graphics than on just text (Nakamura 1).  Lisa Nakamura takes this into consideration as she debates how much freedom it allows us.  She notes that there has been “disagreement over just how empowering digital interactivity may be” (15).  She goes on to provide arguments for both sides as she explains the ways in which graphics allow for the collaborative production of “digital images of the body in the context of racial and gender identity formation” since new representations deal with and renegotiate these categories (1). 

However, Nakamura’s argument ends on a more positive note than Dean’s.  Despite her obvious reservations, she explains that the Internet is “interactive” and “empowering” (14).  She also makes it clear that even though women and minorities may not experience the Internet in the same ways as the majority, their experience can get turned into differential forms of access which allow them to redefine it (15).  Furthermore, she claims that creativity allows people to overcome majority opinions.  For example, she explains that avatars are “easily obtained and customized” (30).  She also ends her introduction on the note that the Internet arouses and enables “the passion for claiming identities” (35).

While I like Nakamura’s general assertions about avatars, I cannot help but think that she glosses some important issues related to them.  First of all, when things get put into a visual form, less is left to the imagination.  To understand this, one needs to only consider books in comparison to movies.  Have you ever read a book and later seen an adaptation of it that was nothing like your vision?  In some ways, the movie form forces you to see the book from another’s vantage point. 

A similar effect occurs when it comes to avatars.  Putting an imagined avatar into pixels leaves less to the imagination.  This is particularly the case when one is not in control of the design software.  In this case, one is stuck with the options thought up by another creator.  Consider the fact that when you register for a screenname or begin to create a new avatar that you typically only get to pick between male or female genders (and when it comes to the latter in video games, options are even more limited).  Additionally, there tends to be fewer minority avatar options.  Therefore, even if we decide to explore new frontiers and lifestyles unlike our offline lives, we might not have as much wiggle room as we would expect.

In both its text and graphic states, the Internet both allows for and limits freedom.  As the Internet grows and changes, what the future holds is uncertain.  Perhaps, a completely new interface will arise that will allow for more perfect freedom.  Until that happens, maybe we should be less concerned about the political issues and more concerned about the quality of individual user experiences.

Works Cited
Dean, Jodi.  Digitizing Race: Visual Cultures of the Internet.  Minneapolis: University of
Minneapolis Press, 2007.  Print.

Nakamura, Lisa.  Democracy and Other Neoliberal Fantasies: Communicative Capitalism &

Left Politics.  Durham: Duke University Press, 2009.  Print. 



Sample Blog 2

If I Die Young…Update My Facebook Status
            Since my short hiatus from blogging, I had a bit of trouble thinking of something worthwhile to talk about this week…that is until my cell phone rang.  My default ringtone is currently The Band Perry’s hit single, “If I Die Young.”  (For those of you who have not heard it, I suggest you YouTube it, though the music video is fairly plain).  This may seem rather trivial, but it brought to mind a news article that I recently had to read for class, Rob Walker’s “Cyberspace When You’re Dead.”  The article questions what happens to all of the personal information and works that we have floating around the internet once we die.  Considering that each year the elderly population has more exposure to technology and is, thus, more likely to leave a virtual footprint, this question has growing significance.
            Nonetheless, the question of what happens to our Internet footprint is largely ignored.  Walker suggests that this is partially because as humans, we do not like to question our own mortality.  Although the morbidity of the topic is obvious, this does not seem like the best explanation.  What to do about people’s technological habits once they die has come up a lot before, just not necessarily when it comes to the Internet.  For example, I remember browsing through a technology magazine about four years ago and coming across an article about a man being buried with his cell phone.  His family’s rationale behind this had something to do with his love of technology and the simple fact that he always seemed to be on his cell phone.  This is not an isolated case.  In my attempt to rediscover this article through Google, I found many similar stories—the funniest of which had to be “Man gets buried with cell phone, still gets incessant calls from his wife” (http://m.gizmodo.com/5115670/man-buried-with-cellphone-still-gets-incessant-calls-from-his-wife).  There you have it folks!  Cell phones have become the 21st century’s grave goods.
            Given that the Internet—and the need to stay constantly wired into it in some form or another—has become so important to people, it seems like what to do with the deceased’s blogs, tweets, and Facebook pages should be a point of concern.  This is very much a current issue because it is not only the elderly who pass away.  Some people do die young, and these young people are generally tech-savvy and likely to have some online account that their death will leave abandoned.  I personally witnessed this issue two years ago, when a girl who I went to high school with was tragically killed in a car accident.  She spent a couple of days on life support in a nearby hospital before she was publicly declared dead.  However, one of my family’s close friends works in the hospital and told me what had happened before the media leaked the news, and subsequently, before most of my high school class found out.  I had this on my mind the next time that I logged onto Facebook.  As a result, I soon found myself looking through her wall posts and photographs.  A morbid idea?  Yes, and a very painful one.  Nonetheless, I just could not get over the strangeness of knowing a Facebook user, someone I could still digitally visit, who had passed away.  Walker touches on the idea of using digital media as a way to memorialize those who have left a mark on the Internet before passing on, but he does not get across the clear sense of strangeness that I felt.
            Although he mentions that advertisements and spam may begin to mar memorial sites, Walker also overlooks just how contentious things can get.  Going back to my example, after sifting through the webpage, I thought it would be cathartic to post a memorial status.  A number of my friends followed suit once they came across the status in their news feed.  Even though these were not even posts to the profile, they caused an uproar.  Other people we had gone to school with refused to acknowledge her death because the media had yet to confirm it.  Despite our honest intentions, they felt as though we were leaving hate messages and trying to send negative wishes.  Thus, a few simple status updates set off a drawn-out Facebook battle which ended in bitterness and a good deal of unfriending.  As petty as this may sound, it was very stressful.  The emotions and sensitivity that are connected to the loss of an Internet user need to be thoroughly considered as more companies and websites develop policies about what to do with what is left behind.  Not only is this new ground, it is clearly not an easy task. 
I think that this gets at the actual reasons why dealing with the deceased’s virtual footprint has not become a bigger issue today.  It seems natural that virtual creations and identities should follow people to their graves or get allocated to their relatives like more mundane pieces of property.  However, it must be understood that the former are much more complicated than the latter.  There are not unprecedented legal issues with the latter.  Moreover, they are not involved with this issue of the mass accessibility of the property.  Even when it comes to the example of cell phones—even those still being paid for by living family members—large numbers of people are not able to access and respond to one another’s messages.  They are not able to tread on one another’s raw emotions or affect one another’s image of the dead in quite the same way as mass, interactive forms of communication are able to. 
            If I die young, I don’t care if you update my Facebook…but my friends might.

Tuesday, June 6, 2017

Tone Review

Agenda:

  • Review diction, mood, and tone
  • Watch US documentary on internment
  • Complete worksheet on classroom

Homework:
  • Make sure worksheet is completed

Sunday, June 4, 2017

Reviewing Symbols

Agenda:

  • Symbol review notes
  • List race--how many symbols can we identify from the text?
  • Ticket out:
    • What is one symbol?
    • How is it a symbol?
    • What is it symbolic of?

Homework:
  • Read the handout on direct and indirect characterization
  • Answer the following questions:
    • Which type of characterization does Otsuka mostly make use of?  Why?
    • Quote a passage of the text where Otsuka uses the type of characterization that you identified in number one.  Explain what effect using this type has on the passage.
    • Relate your passage or the use of this type of characterization back to theme.

Wednesday, May 31, 2017

Showing not Telling Writing

Agenda:

  • Review yesterday's terms
  • Make sure exit ticket is submitted
  • Writing Exercise: Showing v. Telling

Homework:
  • Read Part V for Friday

Tuesday, May 30, 2017

Shikata ga nai

Agenda:

  • Review: tone, mood, diction
  • Stations: inner square--look for these devices in use
  • Overview: Shikata ga nai
  • Stations: outer square--connections to inner and to shikata ga nai analysis
  • Exit Ticket: Explain why Otsuka did not just come out and say Shikata ga nai?  Why did she use tone, mood, and diction to get it across instead?  (unless you disagree and want to argue that she is not doing this)
Homework:
  • Finish the book for Thursday w/ reading questions
  • Make sure your exit ticket from today is finished

Thursday, May 25, 2017

Point of View Practice

Agenda:

  • Review discussion points
  • Practice point of view with circle story writing

Homework:
  • Critical lens final drafts due tomorrow
  • Vocab due 6/1

Point of View Review

Agenda:

  • Notes on types of point of view
  • Reasons for using various POV
  • Discussion questions on three sections of the text

Homework:
  • Read Part IV for Friday
  • final draft of critical lens due Friday

Wednesday, May 24, 2017

Punctuation and Quotation Post

Agenda:

  • Exercise 3 (for those not finished)
  • Corrections and post test for other students
  • Make sure worksheet is complete

Homework:
  • Drafts due Friday
  • Vocab 6/1

Monday, May 22, 2017

Racial Profiling

Agenda:

  • Journal: How do you feel about how the family was treated in the novel?
  • Review--definition of racial profiling
  • Pros/cons list + worksheet

Homework:
  • Make sure you have read Part 3
  • Finish ws from class
  • Final drafts due Friday
  • 6/1--vocab due

Wednesday, May 17, 2017

Title Punctuation and Quotation Review

Agenda:

  • Review exercises 1 + 2
  • Complete exercise 3
  • Workshop time for critical lens

Homework:
  • 6/1--vocab
  • Part 3 reading and questions due Friday

Monday, May 15, 2017

Punctuating Titles and Quotes

Agenda:

  • Questions on pacing
  • Blue book p. 598--exercises 1 & 2

Homework:
  • Exercises due tomorrow
  • Part 3 reading will be due Thursday

Friday, May 12, 2017

Reading Workshop

Agenda:

  • Vocab site warm-up
  • Make sure you have turned in your draft
  • Reading workshop w/ questions
Homework:
  • Read "Train" and answers questions for Monday

Executive Order 9066

Agenda:

  • Vocab
  • Packing List Activity
  • Executive Order Review
  • Author bg

Homework:
  • Draft due tomorrow
  • Read part 1 for tomorrow

Wednesday, May 10, 2017

Colon and Semicolon Test +Workshop

Agenda:

  • Colon and semicolon test
  • Essay workshop
Homework:
  • Draft of essay due Friday

Friday, May 5, 2017

Critical Lens: Drafting

Agenda:

  • Vocab warm-up
  • Workshop for Critical Lens

Homework:
  • Draft of Critical Lens due 5/12
  • Vocab due (approx 6/1)

Grammar Review and Continuation

Agenda:

  • Review colons and semi-colons
  • Continue brainstorming sheet #2

Homework:
  • Brainstorming due tomorrow
  • Colons and semi-colons quiz next week
  • Continue working on next vocab list for OMM

Thursday, May 4, 2017

Critical Lens: Brainstorming II

Agenda:

  • Overview of worksheet
  • Directions on thematic statements and finding quotes
  • Workshop
Homework:
  • Brainstorming part II will be due Friday
  • OMM vocab--begin to work on, due date coming

Tuesday, May 2, 2017

Critical Lens: Brainstorming

Agenda:

  • Brainstorming page
  • Continue group work from yesterday
    • Reading questions if not done with the text
    • Wang Lung's end questions otherwise
Homework:
  • Wang Lung's end summative questions
  • Brainstorming sheet should have been completed before the end of class

Monday, May 1, 2017

Wang Lung's End

Journals:
*In a paragraph explain how or to what extent Wang Lung is a static or a dynamic character. Be sure to consider the 4-square posters.
*Look back at the "About the Good Earth" reading. Answer one of the following: Does Buck illustrate a universal farmer? (last paragraph of the reading) -or- Discuss briefly the extent to which the story is historically accurate. This also should be a paragraph.
*What do you make of the ending of the novel? Why? Will the family be ruined by leaving the land as the old man warns earlier in the text. You need to write in full sentences and support your answer.

-Your work will be graded on the basis of the quality of your writing and the content of your answer. (Your answers should accurately reflect what happens in the text.)


Homework:
Summative Questions Due Wed.

Friday, April 28, 2017

Post-Test and Presentations

Agenda:

  • Complete chapter post-test on commas and semi-colons
  • 4-Square Presentations

Homework:
  • Make sure that you are caught up!  Next week, we are going to start our writing exercises!

Thursday, April 27, 2017

Wednesday, April 26, 2017

4 Square II: The Land and Wang Lung

Agenda:

  • Review colon and semi-colon exercise
  • 4-Square Introduction
Homework:
  • Make sure you have enough of your square finished that you can complete it in class tomorrow

Monday, April 24, 2017

Semi-colons and Colons

Agenda:

  • Complete exercises 1 and 2 from the chapter

Homework:
  • Be prepared to review at the beginning of class
  • Read to end of book and complete reading of The Good Earth

Cultural Constructions

Agenda:

  • What makes a good breakfast?
  • Breakfast around the world: http://www.independent.co.uk/life-style/food-and-drink/features/what-people-eat-for-breakfast-around-the-world-a6730126.html
  • Discussion of cultural lens and cultural relativism
  • Qigong practice
Homework:
  • Found poems due before break
  • Read 31-32

Wednesday, April 12, 2017

Parallels in Literature

Agenda:

  • What are parallels in Lit?  (study.com video) http://study.com/academy/lesson/what-is-parallelism-in-literature-definition-examples.html
  • Use notes to complete worksheet
  • Use book to discuss parallels in The Good Earth
Homework:
  • Finish worksheet
  • Read ch 28-29 for tomorrow
  • Found poems are due tomorrow

Thursday, April 6, 2017

4-Square Continued

Agenda:

  • Continue working on 4-square project
Homework:
  • Read ch 20-21 and answer questions
  • Found Poem due before break

Wednesday, April 5, 2017

Wang Lung's Relationship to the Land

Agenda:

  • 4 Square Activity Explanation
  • Classwork time
Homework:
  • Read chapters 18 + 19
  • Found poems due 4/13

Tuesday, April 4, 2017

Found Poem Workshop

Agenda:

  • Continue workshop

Homework:
  • Poems due before break
  • Make sure that you are on pace with your reading (through chapter 17)

Thursday, March 30, 2017

Extending the Debate to the Text

Agenda:

  • Tips for future debates (what went well and what didn't)
  • Summative worksheet: Apply the information from the debate to Wang Lung.  Will his arranged marriage survive? 
Homework:
  • Make sure that you have read chapters 9-11 for tomorrow

Debate

Agenda:

  • Lincoln-Douglas Debate
Homework:
  • Read Ch 9-11 w/ reading questions

Wednesday, March 22, 2017

Short Period: Arranged Marriage Continued

Agenda:

  • Review video link and article interview
  • Pros/cons list with partner
  • Continue adding to list and to the paragraph at the end with chapters 2 and 3
Homework:
  • WS due tomorrow
  • Ch 2-3 w/ reading questions due tomorrow
  • Comma test Friday

Tuesday, March 21, 2017

Short Period: Eastern Thoughts on Arranged Marriage

Agenda:

  • Sign out books and reminders about the Chinese Dictionary entries
  • Viewing: https://www.youtube.com/watch?v=GlIBiSoz6rQ
  • Reading interview
  • Partner activity: start pros/cons list

Homework:
  • Read ch 1 and answer reading questions

Monday, March 20, 2017

O Pioneers Presentations

Agenda:

  • Presentations
  • Review of comma post-test

Homework:
  • Chinese Dictionary entries due tomorrow
  • Comma test will be Friday unless you achieved an MP

Thursday, March 16, 2017

Workshop Day

Agenda:

  • Choice
    • Group project
    • Chinese dictionary entry
    • Enrichment: poetry

Homework:
  • Presentation due Monday
  • Chinese dictionary entry due Tuesday

Friday, March 10, 2017

Intro to The Good Earth

Agenda:

Homework:
  • None, think about which term you would like to work on tomorrow

Thursday, March 9, 2017

Comma Work and Group Time

Agenda:

  • Hand in comma revisions
  • Complete ch 24 Posttest on pg 584-585 (all questions)
    • Your grade could exempt you from a summative
  • Continue group work

Homework:
  • Summative on 3/16 if do not pass
  • 3/14 group projects due

Tuesday, March 7, 2017

Directions for Presentation Project

Agenda:

  • Presentation directions and rubric
  • Time to work in groups

Homework:
  • Comma work due on Thursday
  • Presentation due on Tuesday

Monday, March 6, 2017

Continued

Group Work continued


Homework:

  • WIN boxes due tomorrow
  • Comma exercises due Thursday
  • Check Missing Work asap

Friday, March 3, 2017

Informational Text Reading Strategy, Group Project

Gender on the Great Plains: O Pioneers! Project

Name:
Ms. Hoffmann
English 10
Date:
Gender on the Great Plains Project
Goals:
  • To practice understanding and discussing information from informational texts
  • To discuss literary works in light of informational text
  • To create multimedia presentations to share information with peers

Overview:
Now that you have read your assigned encyclopedia article, it is time for you to share your findings with others in your group. You will be using these findings to analyze ideas in O Pioneers!, which you will share with the rest of the class through Google Slides or Prezi.

Due Date:  Monday, March 13th

Directions:
Step 1: Compare reading notes with others in your group.  It is essential that you make sure you all are on the same page now before you begin your analysis or presentation.  Take the time to help each other and ask questions.

Step 2: Consider the questions below.  You should have someone record notes as you discuss for your presentation.

Note: If you have the journal article by Dyck, you will be focusing on whether or not you agree with his interpretation of the novel, why, and what that means for the deeper message of the novel.

  • How does Alexandra compare to the woman pioneers discussed in your text?

  • What makes them similar or different?  Please refer to specific details from the text and your article.

  • Why does Cather make Alexandra so like or unlike the depictions in the articles?  Hint: Think about how it helps her get across her message or theme to have Alexandra so alike or unlike these New Women pioneers.
Step 3: Create your presentation in Google Slides or Prezi.  Make sure all members of your group can access it.  Your presentation needs to contain the following information.  It also should be completed keeping in mind the presentation rubric (http://bie.org/object/document/9_12_presentation_rubric_ccss_aligned).
  • Title Slide
  • Summary of information from the article.  (This should happen over a few slides. If you have one slide you either do not have enough information, or you are putting too much on single slides. Please do not let any of your slides get too wordy.)
  • Slides comparing Alexandra to the women pioneers of the article
  • Explanation of what the similarity or difference means for the theme of the text
  • Concluding slide (if the previous explanation did not tie your ideas together)

Step 4: Edit! Proofread!  Yes, even for a presentation.

Commas Revisited

Agenda:

  • Complete Exercises for the questions that you got wrong on the diagnostic test
  • Vocab List if finished early
Homework:
  • Finish comma exercises by next Thursday
  • Vocab list due Monday

Tuesday, February 28, 2017

Groups Day

Agenda:

  • Split into groups
    • Cather Letter
    • Motifs/Land II
    • Exceeds Group
Homework:
  • Vocab now due on 3/6  (no more extensions)
  • Please check and see if you need to make up the subject-verb test

Monday, February 27, 2017

Film Adaptations: Day 3 Conclusions

Agenda:

  • Finish film
  • Work on film questions

Homework:
  • Complete Q 1-3 and another 3 questions of your choice on the film
  • Check your missing work logs, progress reports are closing soon

Friday, February 17, 2017

Media Adaptations and O Pioneers!

Agenda:

  • Worksheet Review
  • Viewing O Pioneers! Hallmark adaptation

Homework:
  • Make sure you are caught up
  • You should have your six O Pioneers! questions ready to hand in by the end of today's class

Friday, February 10, 2017

Comma Diagnostic

Agenda:

  • Comma/end mark diagnostic test (pp. 564-566)
  • Work on The Good Earth vocabulary list  (or a chance to make up late work)
Homework:
  • Make sure you have finished reading O Pioneers!
  • Vocab list will be due 3/1

Wednesday, February 8, 2017

Workshop Time

Agenda:

  • Academic Integrity Discussion
  • Group work
Homework:
  • Friday Bird Motif Summative Due
  • Part V reading questions due tomorrow

Monday, February 6, 2017

Motif and Allusion Review

Agenda:

  • Motif and allusion review
  • Connecting to themes:  In a Google Doc explain if your prediction was correct as well as which theme the allusion/motif of the mulberries supports.
  • Group Work
Homework:
  • Part 5 Reading and Questions due Wednesday
  • 2/10 Q2 finalized work due

Friday, February 3, 2017

The Mulberry Bush Motif

Agenda:

  • Review motif and answers from previous doc
  • Reading allusion/motif: "Pyramus and Thisbe"
  • Prediction: Based on Cather's motif of the mulberry bush (allusion to P & T), how do you think the story will end?
Homework:
  • Read the second half of part IV and answer the reading questions that come with it

Thursday, February 2, 2017

Motif Intro

Agenda:

  • Motif Notes: https://www.youtube.com/watch?v=DQ3gPeUh34M
  • Part A and B w/ partner in notes doc
Homework:
  • Letters due tomorrow
  • Finish reading Part IV with questions for Monday

Friday, January 27, 2017

Goals Worksheet

Agenda:

  • STAR Results
  • Grade sheet reflection
  • Workshop Time


Homework:

  • Letter due Wednesday
  • POL on Tuesday

Thursday, January 26, 2017

STAR

Agenda:

  • STAR testing
  • Workshop time for letter and reading questions

Homework:
  • Letter now due Wednesday
  • Reading questions still due tomorrow for Part 4 Ch 1-4

Monday, January 23, 2017

Part 3: Novel Demeuble Raft

Agenda:

  • Review
  • Review Task and Grading Criteria: https://docs.google.com/document/d/13G6nMlj6Q5uF0-QL8KXyl4lj4mBKa1apNOYySURM92U/edit
  • Workshop Time
Homework:
  • Finish Letter for Friday
  • Read ch 1-4 of Part 4 for Friday
  • Practice poems (guest artist comes on Thursday)

Thursday, January 19, 2017

Close Reading Continued

Agenda:

  • Overview of the grading system
  • Review terms
  • Close reading of selected passages
Homework:
  • P3 reading questions now due tomorrow
  • Begin reviewing your POL poem

Wednesday, January 18, 2017

The Novel Demeuble Continued (selections to choose from)

Name:
Ms. Hoffmann
English 10
Date:

The Novel Démeublé Passages

Selection from Willa Cather’s My Antonia:


Selection from Nathanial Hawthorne’s The Scarlet Letter:


Selection from Mark Twain’s Huckleberry Finn:


Selection from Henry James The Portrait of a Lady:

Selection from Leo Tolstoy’s Anna Karenina:

Tuesday, January 17, 2017

POL: Changing Emphasis

Agenda:

  • Review of last activity
  • Listening to Sonnet 18 for tone and meaning
    • How does the tone support the meaning
  • Practice changing emphasis

Homework:
  • Practice your poem
  • Read Part 3 for Thursday with reading questions

Thursday, January 12, 2017

Catch-up Day

Many students absent on a field trip.  See previous post regarding deadlines.

Wednesday, January 11, 2017

The Novel Demeuble

Agenda:

  • Review Cather's Article
  • Answer Questions
  • Extra Time?  Workshop

Homework:
  • Complete Cather Style Questions
  • Read 8-9 for tomorrow (10-12 saved for Friday due to glitch)
  • SPOTTTS STILL DUE FRIDAY
  • Draft due Tuesday

Tuesday, January 10, 2017

Subject Verb Review

Agenda:

  • Complete Review Exercise A pp. 460-461 (must pass to take Friday's Quiz)
  • Continue working on SPOTTTS analysis (due Friday)
  • Edit and Revise Papers (due next Tuesday)
Homework:
  • See deadlines above
  • Complete reading questions for chapters 8-9 (and make sure you actually read!)

Monday, January 9, 2017

POL: SPOTTTS Analysis

Agenda:

  • Review of SPOTTTS
  • SPOTTTS analysis of selected poem
Homework:
  • Blue Book 1-13 should be completed for tomorrow
  • Read chapters 6 +7 along with questions for tomorrow
  • SPOTTTS due Friday
  • Draft now due 1/17

Friday, January 6, 2017

Subject-Verb Agreement

Agenda:

  • Continue working on subject-verb agreement.  You should finish up through exercise 13 by next Wednesday in preparation for Friday's test.
  • Work on paper if finished early
Homework:
  • Final paper due 1/13
  • Read chapters 1-5 with questions for Monday

Thursday, January 5, 2017

City or Country Life: Agree/Disagree Lines

Agenda:

  • Read article
  • Complete agree/disagree survey.  Be sure to answer the whys.
  • Agree/Disagree Lines
  • Blue book work with extra time
Homework:
  • 1/13 Final Draft of paper due
  • Read chapter 6 and 7 w/ questions for tomorrow
  • Make up work from before break due tomorrow

Wednesday, January 4, 2017

Paper Workshop

Agenda:

  • Common Issues in Drafts Reviewed
  • Final Draft Writing
Homework:
  • Revisions and Retakes from before break due at the end of the week
  • Final Draft due 1/17 (date may need to be bumped back to 1/13 depending on when the quarter ends...I will update you accordingly)

Tuesday, January 3, 2017

Grammar Practice: Subject-Verb Agreement

Agenda:

  • Announcements
  • Subject-Verb 
    • pp 446-455 reading and exercises 1-8

Homework:
  • You have through to the end of the week to complete make-up work from before break
  • Land paragraph and reading questions 4-5 should have been handed in
  • Complete additional exercises if you did not get close to finishing the 8 exercises during class