Writing and Assignment Learning Journal

English ci censorious Thinking and report TTH 930am to 1050 am Laurence E. Musgrove Office Hours 11am to noon and by appointment Office N416 Office Tele forebode 773 298-3241 Office E-mail emailprotected edu General Course Description English 101 Critical Thinking and Writing (3) Application of the principles of clear thinking and effective write to expositive and argumentative turn ups. Must be passed with a grade of C or better. English 101 training Objectives . Understanding the values of narration, theme, and critical thinking in the University community Students should recognize the role construe, writing, and thinking play in the University, as well as the significance of such intellectual virtues as humility, courage, honesty, perseverance, hopefulness, consideration, and civility. 2. Understanding rhetoric Students should be introduced to rhetoric and fancy the dramatic and situational nature of communication.Understood as the subterfuge of discovering, evaluating , and communication knowledge in chemical reaction to the ideas of others, rhetoric reminds us that writing is the means, not the end of communication, the evidence of a authors desire to require a particular consultation through crafted prose for a specific purpose. 3. yarn actively, critically, and reticuloendothelial systemponsibly Students should learn to analyze the writing of others, noting focus, arrangement, logical development, vocabulary, and style. Students should learn the difference among reading in dression and reading literary art.Students should similarly learn to acknowledge how their experiences and attitudes limit, enable, and determine their responses to texts. 4. Understanding writing as a handle Students should learn writing as a process of various problem-solving tasks, including planning, discovering, drafting, revising, and editing. Students should withal learn that this process is situational different purposes and audiences for writing demand dis tinct writing processes and presentation formats. . Writing clearly and effectively Students should learn to see writing as an act of communication rather than solely an act of private expression. They should learn nigh(predicate) the contends and responsibilities entailed in report concise, vivid, and coherent prose for a superior general readership and specific audiences. 6. Thinking critically Students should learn critical thinking as an active, purposeful, and organized process that we use to make horse sense of the world.They should learn to evaluate the quality of their ideas as well as the ideas of others. 7. Understanding the formal conventions of various analyse genres, paragraphs, sentences, and record usage Students should learn the basic textual conventions of academic writing, including the per paroleal essay, expository writing, analysis, and argument, as well as understand the need to fulfill readers expectations rough focus, organization, development, and voice in each. Students should learn the conventional forms and functions of paragraphs.Students should also develop the ability to use various sentence patterns and to edit for correctness, variety, and correct usage. 8. Developing an aw areness of language Students should learn how language is a value-laden tool for discovering and communicating ideas. Students should recognize how a language-user is al routes a language-chooser who promotes or inhibits (consciously or not) further thinking, communication, and action. Required text editions The Bluest Eye, Toni Morrison The Hunger of Memory, Richard RodriguezThe Situe Stories, Frances Khirallah courtly Siddhartha, Herman Hesse The 17 Essential Qualities of a Team Player, tush Maxwell Mini-Lessons Packet for English 101, Laurence Musgrove meter of the Day Packet for English 101 Required Supplies 1 ? or 2 inch triplet-ring presentation ligature with at least 9 section dividers to separate and organize portfolio ingredients. O ther supplies should include a three-hole punch, stapler, computer paper, and manila folders for essay submissions. Section Portfolio Ingredient 1 Resume 1 Initial attainment Achievements and Goals 2 learnedness Journal Reading Responses 3 evidence 1 4 leaven 2 5 taste 3 6 show 4 7 midterm examination Exam, Self-Evaluation, and Learning Achievements and Goals 8 Final Exam, Self-Evaluation, and Learning Achievements and Goals 9 Packets and other handouts Conferences Several measure during the term, I exit cancel cast befittingings and schedule individual conferences so that we can discuss drafts of your essays. These conferences should last no longer than 20 minutes, and they are required. A confused conference go out be equivalent to two absences. I would also encourage you to use the extra time made available by the cancelled class meetings to catch up on your reading and writing assignments. Student Athletes and Absences Student athletes should provide instructor with schedule of classes that entrust be missed collect to University-sanctioned events. Academic Honesty All work composed for this class must be written exclusively for this class and be your original work.You whitethorn of trend receive assistance on your writing, exclusively submitting someone elses work as your own or failing to acknowledge sources curbly allow for be grounds for plagiarism. Violations of academic honesty will result in failure. See your Student Handbook for more on Academic Honesty. raise Grades Essays will be graded according to the essay military rating criteria attached. Students may revise essays once after receiving the introductory evaluation on their third drafts. An essays last(a) grade will be an average of the last two grades it receives. For example, if an essay received a C on the third draft and an A on the quadrupleth, the final grade for that essay would be a B. Other Effects on Final Grade Five absences will result in fail ure.If you must miss a class, contact a classmate to get the homework assignment for you or to turn in your work. Late work will not be accepted under any circumstances. All assignments must be submitted to receive a passing grade. No in collars will be given. special Credit Options During the term, I will provide you with a routine of extra reliance opportunities link upd to attending events on and off campus that in some way relate to our course. In addition, students may earn up to 500 extra credit points for sharing with the class a song, article, or poem that relates to any course topic. Students may earn this second type of extra credit no more than four times or a limit of 2000 extra credit points. Academic Support Services for StudentsPersonal Counseling Counseling and Career Services offers individual counseling for a variety of issues that impact on students motivation to last out and succeed in college. If you are having problems keeping up with your aim work becaus e of personal issues, these free services may be able to help you. Self-Disclosure of handicap Services for students with disabilities are coordinated through Learning Assistance Services. Students seeking academic accommodations should contact that office to self-disclose their disability, provide appropriate and current documentation, and request accommodations. The Learning Assistance Services will forward confirmation of disability to faculty with recommended accommodations.Writing Tutors in Learning Assistance Center. The Learning Assistance Center offers tutoring in writing at no cost. Tutors will not write or edit your papers, but they will help you develop the skills you need to plan, draft, and revise your work. Computer Labs rely availability of all University computer labs on campus and in the dormitories. Schedules should be posted at each lab. Final Portfolio Your grade for the course will be establish entirely upon the ingredients in your portfolio. You must save all of your graded work throughout the semester and submit it in a manila file folder at the end of the term. These ingredients and their point values are keep downed below. INGREDIENT POINTS POSSIBLE POINTS EARNED FACTOR FACTOR TOTAL TOTAL Resume 100 X 10 1000 Learning Goals and Achievements 100 X 10 1000 Average of 15 Best Learning Journal 100 X 50 5000 Responses Essay 1 100 X 50 5000 Essay 2 100 X 50 5000 Essay 3 100 X 80 8000 Essay 4 100 X 80 8000 Midterm Exam 100 X 100 10000 Midterm Self-Evaluation 100 X 20 2000 Midterm Learning Achievements and 100 X 10 1000 Goals Final Exam 100 X 100 10000 Final Self-Evaluation 100 X 20 2000 Final Learning Goals and Achievements100 X 10 1000 EXTRA CREDIT Total 59000 Divide Total by 590 =Final Grade array EQUIVALENCIES Letter Grade Numerical Equivalent Grade Ranges A 100 93-100 B 88 84-92 C 78 74-83 D 68 64-73 F 58 0-63 Tentative Schedule English 101, TTH 930 am Musgrove workweek Tuesday Thursday workweek One 8/21 Poem of the Day To Be of Use build Topics Introductions Week Two 8/26 8/28 Poem of the Day Fear I Give You Back Class Topics Questions about the class What Happens When We Read Critical thinking/writing What Happens When We Read survey Mini-Lesson Basic Vocabulary of clips Eight Basic Sentence Strategies Reading fitting Hesse 3-11 Hesse 13-23 Writing appellation Academic Performance Agreement due Resume & Learning achievements and goals due Week Three 9/2 9/4 Poem of the Day Curiosity A Ritual to Read to Each Other Class Topics Rhetoric, Rhetorical sensitivity, Critical Writing as a process, reading The Bundle of Sticks What the Reader Brings What the Reader Brings Attitude Knowledge Mini-Lesson Simple Sentences Compound Sentences Creating Titles Compound Sentences with Semi-Colons Conventions for Quoting and Citing Sources Reading appellation Hesse 25-56 Hesse 57-88 Maxwell, Introduc tion Maxwell, Adaptable Writing Assignment Learning daybook 1 due Learning journal 2 due Essay 1 Assigned Week Four 9/9 9/11 Poem of the Day Drouth When Death Comes Class Topics What the Reader Brings The beingness of the Text Experience Author Mini-Lesson Complex Sentences Sentence-Combining Exercises 2 and 3 Sentence-Combining Exercise 1 Reading Assignment Hesse 89-132 Mazwell, Committed Maxwell, Collaborative Writing Assignment Learning journal 3 due Learning journal 4 due Essay 1. Due Week Five 9/16 9/18 Poem of the Day Class Topics NO CLASS NO CLASS Conferences in N416 Conferences in N416 Distribute MBTI Surveys Distribute MBTI Surveys Mini-Lesson Reading Assignment Writing Assignment Essay 1. 2 Due Essay 1. 2 Due Week 6 9/23 9/25 Poem of the Day The Summer Day Forgiving Our Fathers Those Winter Sundays Class Topics Personality Type Personality Strengths The World of the Text The World of the Text Topic Form Mini-Lesson Compo und-Complex Sentences Sentence Unscrambling Exercises 1 and 2 Sentence-Combining Exercise 4 Reading Assignment Noble, Situe Albert and Esne Noble, Genevieve, The War Mazwell, Communicative Maxwell, effective Writing Assignment Learning Journal 5 due Learning journal 6 due Essay 1. due Essay 2 designate Week Seven 9/30 10/2 Poem of the Day Washing Rice Blackberry Eating Class Topics The World of the Text Options for Response Audience Personal, Biographical, and Creative Mini-Lesson Effective Intentional Fragment Editing Unpunctuated Paragraph 2 Editing Unpunctuated Paragraph 1 Review of Basic Sentence Strategies Reading Assignment Noble, The Table The American Way Noble, The Hike to Heart Rock Sustenance Maxwell, Dependable Maxwell, Discip suck upd Writing Assignment Learning journal 7 due Learning journal 8 due Essay 2. 1 due Midterm Self-Evaluation Assigned Essay 3 Assigned Week Eight 10/7 10/9 Poem of the Day Class Topics NO CLASS NO CLASS Conferences in N416 Conferences in N416 Mini-Lesson Reading Assignment Writing Assignment Essay 1. 4 due Essay 1. 4 due Essay 2. 2 due Essay 2. due Week Nine 10/14 10/16 Poem of the Day Learning by Doing Class Topics TBA Options for Response Formal and Audience Analysis Mini-Lesson sexual congress Clauses Sentence-Combining Exercise 5 Reading Assignment Noble, Dry Goods Kahlil Gibran Noble, The Honor of Her Presennce Maxwell, Enlarging Writing Assignment Learning journal 9 due Learning journal 10 due Midterm Exam Midterm Self-Evaluation and Learning Goals and Essay 2. 3 due Achievements due Week Ten 10/21 10/23 Poem of the Day How to Like It Early Snow Class Topics Options for Response Topical, Interpretive, and Ethical Mini-Lesson Analogies Chiasmus Subject and Pronoun Agreement Reading Assignment Morrison, 1-32 Morrison, 33-58 Maxwell, Enthusiastic Maxwell, Intentional Writing Assignment Learning journal 11 due Learning journal 12 due Essay 3. due Week Eleven 10/28 10/30 Poem of the Day Class Topics NO CLASS NO CLASS Conferences in N416 Conferences in N416 Mini-Lesson Reading Assignment Writing Assignment Essay 2. 4 due Essay 2. 4 due Essay 3. 2 due Essay 3. 2 due Week Twelve 11/4 11/6 Poem of the Day Here Letter Home Class Topics Mini-Lesson Four Basic Modifying Phrase Strategies Appositive Phrases Reading Assignment Morrison, 59-93 Morrison, 95-131 Maxwell, Mission Conscious Maxwell, Prepared Writing Assignment Learning journal 13 due Learning journal 14 due Essay 3. due Essay 4 designate Week Thirteen 11/11 11/13 Poem of the Day Art One Art This is vindicatory to Say Class Topics pickings Responsibility Taking Responsibility Checking with Other Resources Checking with Ourselves Mini-Lesson Participial Phrases Absolute Phrases Reading Assignment Morrison, 132-183 Morrison, 184-216 Maxwell, Relational Maxwell, Self-Improving Writing Assignment Learning journal 15 d ue Learning journal 16 due Essay 4. 1 due Week Fourteen 11/18 11/20 Poem of the Day Class Topics NO CLASS NO CLASS Conferences in N416 Conferences in N416 Mini-Lesson Reading Assignment Writing Assignment Essay 3. 4 due Essay 3. 4 due Essay 4. 2 due Essay 4. 2 due Week Fifteen 11/25 11/27 Poem of the Day By Heart Advice to Writers Class Topics Taking Responsibility Taking Responsibility Checking with the Text Checking with Others Mini-Lesson Adjectives Out-of-Order Editing Unpunctuated Paragraph 3 Reading Assignment Rodriguez, Middle Class Pastoral Aria Rodriguez, The Achievement of Desire Maxwell, Selfless Maxwell, Solution Oriented Writing Assignment Learning journal 17 due Learning journal 18 due Essay 4. 3 due Final Self-Evaluation Assigned Week Sixteen 12/02 12/04 Poem of the Day Thesaurus Eating Together Class Topics Mini-Lesson Review of Basic Modifying Phrase Strategies Review of Basic Sentence and Phrase Strategies Reading Assignment Rodriguez, church doctrine Rodriguez, Complexion Maxwell, Tenacious Maxwell, Conclusion Writing Assignment Learning journal 19 due Learning journal 20 due Week xvii 12/09 12/11 FINALS WEEK Final Exam Final Portfolio with Final Self-Evaluation and Learning Achievements and Goals due RESUME Name Address Telephone electronic mail Present Educational Objective In this section, you should describe your main purpose for attending college. I plan on receiving a college degree in a health-related field so that I can go to medical school I plan on getting an MBA. I am taking a range of courses that will help me eventually choose my major. I am planning on a degree in elementary education. Highlights of Qualifications and accomplishments In this section, you should list your most significant qualifications, relevant experiences, accomplishments, and strengths that would contribute to your educational objective.During high school, I served as a volunteer at a local hospital. I was headmaster of our volleyball team. I was student council president in high school. I graduated with academic honors. I was an active member of the speech and drama clubs in high school. Last summer, I traveled to Europe. Employment In this section, you should list your employment history. Education In this section, you should list the high schools and colleges youve preceding(prenominal)ly attended accompany by the dates of attendance. Other General Interests In this section, you should list other activities of personal interest. Student Name Professor Musgrove English 101 Date Learning Achievements and Goals 1.I expression surefooted about my writing in the following ship canal for the reasons given. (a pattern response I feel confident about writing research essays because I had plenty of practice during my senior year. ) 2. I feel confident about my reading ability in the following ways for the reasons given. 3. I feel confident about my critical thinking abilities in the following ways for the reasons given. 4. I would like to improve my writing ability in the following ways for the reasons given. (a sample response I would like to learn how to use commas correctly because my last teacher always marked my papers for commas. ) 5. I would like to improve my reading ability in the following ways for the reasons given. 6.I would like to improve my critical thinking abilities in the following ways for the reasons given. 7. I can see how these improvements would relate to my academic work and career plans in the following ways. Students Last Name Students Name Professor Musgrove English 101 Date Version Number or Description Standard Essay Format Following Modern Language Association guidelines, this knave demonstrates the standard format for essays and acquirement journal responses. Left, right, top, and bottom margins are set at one inch, and a header with the authors last name and knave number is set at one-half inch from the top of any page and right-justified.The standard heading at the top left is left-justified and single-spaced. For the purposes of this course, Ive added an extra line in the heading so that a author can more easily keep track of the version of the essay submitted or the definition of the culture journal response. After the heading, the title of the essay is centered above the body of the essay. This title does not require quotation marks or underlining, nor does it need to be bold. All of the other text is left-justified, double-spaced, and set in Arial, Times New Roman, or Courier New font no larger than size 12. The first line of each paragraph begins with a one-half inch tab, and there should be no extra spaces between paragraphs.For more information on arrange essays and research projects, see A Guide to MLA Documentation. Guidelines for Learning Journal Reading Responses In this class, your accomplishment journal reading responses are one of the main ways you will use writing to engage, respond to, and learn from the course reading assignments. Each learn journal entry should be at the minimum three short paragraphs, one page, and typed. In these three paragraphs, you should complete the following. 1. Briefly summarize the assigned reading. This is not a detailed account of the events or argument presented, but a short overview of the story or essay. 2. Describe how you skill relate your experience, someone you know, or some previous knowledge to the reading.In some cases, you may be able to easily relate some experience or another(prenominal) individual or prior knowledge to the reading. In other cases, this may be more difficult if this is the case, challenge yourself to make the connection. 3. Ask one or two questions about what youve read. These questions will reveal your interest in the characters, events, topics, and craft of the assigned reading. These questions will also serve to guide our daily class discussions. To write I dont cede any questions. wo uld not be an appropriate response. In addition, you should include at least one in-text citation from the reading assignment. This should be a direct quotation and include a parenthetical page reference that corresponds to the cited information.See Conventions for Quoting and Citing Sources on page 39 in your mini-lessons packet on how to cite and reference direct quotations correctly. As the term progresses, I will also ask you to incorporate a variety of sentence and phrase strategies in your learning journals. These reading responses are a very important contribution to your learning in this class as well because they will be the main source material for your midterm and final self-evaluation essays. They will also serve as practice for your midterm and final exams. In addition, you may submit up to four alternative responses that in some way creatively represent the main concepts or arguments in the assigned reading(s).In other words, rather than follow the guidelines above, yo u may submit an original poem, song lyric, PowerPoint slide, or two-dimensional drawing, painting, or collage that represents your response to the assigned reading(s). These alternative responses should also be submitted on regular 8 ? X 11 paper. These alternative responses should include the passage from the reading with corresponding page number that relates to or inspired in some way your alternative response. Writing Project 1 Narrative Essay The first major essay we will work on together in class will be a narrative essay. The other three will include an expository essay, an analysis essay, and an argumentative essay.These are four of the most vulgar types of essays because telling stories, explaining, analyzing, and persuading are the most common ways we use writing to communicate with others interior school and beyond the classroom walls. Narrative essays are distinct from other forms of writing because they generally focus on a dramatic situation that the writer has perso nally encountered and wishes to share with someone else for a specific reason. Along the way, the writer must narrate in detail the elements of the story, including the setting (where and when the action took place), the characters (who did what to whom), and the action (what took place).The writer must also provide the reader with sensual detail (sights, sounds, smells, tastes, and other sensations) as well as the emotions, attitudes, and thoughts of the main characters, including the narrator. In other words, the writer is stimulate to make the story come to life in as many ways as possible, so that the reader can see and understand what the writer experienced. Thus, for your first assignment, compose at least a three page narrative essay in response to one of the prompts below. 1. map Tell about an event that helped you understand your cultural identity. Audience A friend, a member of your family, an important person in your cultural community, or readers of the school newspape r.What conclusions would you want your audience to draw? What response would you want them to prolong to your story? 2. Purpose Tell about an event that helped you learn how to value your parent(s) or a friend. Audience Your family, your friends, or the readers of the school newspaper. 3. Purpose Tell about an event in the last two or three weeks that caused you to change your preconceptions about college life. What did you turn over about college in the first place this time? What do you now believe? What event and people contributed to that change? Audience Your friends, family, seniors in high school who are planning to come to school, or readers of the school newspaper. Narrative StructureNarrative essays are similar to stories, except that the setting, characters, and events are true. Narrative essays are also similar to stories because they follow the same structure that is, narrative essays have a chronological structure that 1. begins with an introduction of the setting a nd the main characters, 2. moves from one event to the next, 3. includes a conflict or climactic moment, 4. and then reaches a gag law of the conflict. Traditionally, a narrative plot or story line is represented as follows Narrative Openings Opening 1 Give reader detailed description of the scene where the first event in story takes place. The cool autumn breeze jostled the leaves in the maple high above the dew-covered lawn.As I walked out into the yellow traverse light, a squirrel scampered across the sidewalk and wound himself up the maple. I bent to pick up the daily news, and he chattered his complaints at me. I must have interrupted his morning rounds. Suddenly, I heard the telephone ring from the house. Who could be calling so early? Opening 2 Start in media res with dialogue. Let reader hear significant dialogue from significant encounter in story. Then begin the story. I just cant believe this is happening to me, Dan said. He was obviously upset. His voice sounded hoarse and strained. What do you want me to do? I could drive over and be there in a couple of hours, I offered. Yes, why dont I drive over. It wont take me long. Well, uh. I dont know. Then there was a long silence at his end of the line. I tried to imagine what he was feeling, but I couldnt. I hadnt seen him or talked to him in three years. Dan? Yeah, come on. I think Ill need your help. How soon can you be here? Two hours. Im on my way. Ill leave here now. I guess it wasnt so odd that he called me. We were the closest friends not that long ago. Opening 3 Start in media res with description of scene. Give reader detailed description of the scene of significant event, apprizely hint at event, and then begin the story. The traffic was snarled, and the broadcast thickened with brown blowing dust and gray exhaust.The blinding sun sunk just ahead, and I dropped my visor so that I could focus on the make of red brake lights in front of me. Stop and go, stop and go. Somewhere in the dis tance, twisted metal, broken glass, and snapped necks stalled this three-lane, rush hour torture. I was late to meet Dan and wondered if he was feeling snarled, twisted, broken, snapped, stalled, and tortured as well. Opening 4 Relate your specific story to a long-familiar story. Unfortunately, were all too familiar with the trouble men have with women and women with men. Boy meets girl. Boy woos girl. Boy gets girl. Boy loses girl. Boy calls best friend. Same with girls. Girl meets boy. Girl woos boy.And so forth. TV sitcoms are filled with such stuff. First attractions, eventual breakups, and best friends consoling one another. Seems like we would have learned how to get out of this mess by now. just no. Writing Project 2 Expository Essay The second major essay we will work on together in class will be an expository essay. The first was a narrative essay, and the next two will include an analysis essay and an argumentative essay. These are four of the most common types of essays because telling stories, explaining, analyzing, and persuading are the most common ways we use writing to communicate with others in spite of appearance the University and beyond.Expository essays are distinct from other forms of writing because they generally focus on explaining a concept or process through definition, analysis, classification, or comparison/contrast. In other words, expository essays are mean to clarify a concept or process through explanation. Thus, for your second assignment, compose a three-page, typed expository essay in response to one of the prompts below. 1. Purpose Think about a process or procedure that you know very well and perform flourishingly. Perhaps you are an expert in this process and could teach it in detail to someone you know. Explain this process so that someone else could perform it following your instructions. Audience Someone who would earn from learning this process. 2.Purpose Taking a humorous approach, explain in a how to successfu lly fail at something. For example, you might describe the procedures for failing at friendship, or at caseing, or at writing a college essay, or at being a dorm roommate, or being a teammate, or being a son or daughter. There may be other procedures you wish to explain. Audience Readers of the school newspaper. 3. Purpose Describe someone you know who has helped you understand how to be successful in some aspect of your life. Who is this person and what have they taught you? Audience Readers of the school newspaper. 4. Purpose How would you define the characteristics of a successful person?In other words, complete this sentence I believe a successful person demonstrates the qualities of .. Also provide examples that clarify your definition. How do these examples fit the characteristics in your definition? Audience Readers of the school newspaper. 5. Purpose Contrast two definitions of success. In our culture, many definitions for success compete for our attention. What do you tak e to be the best definition? Why is this the best? What do you take to be a flawed definition for success? Why is it flawed? Audience Readers of the school newspaper. Organizational Strategies for Expository Essays In expository essays, writers work on clarity and detail to procedures and concepts.They usually begin by introducing a general process or idea. They then proceed paragraph by paragraph by providing specific examples and evidence to help their readers better understand the steps or qualities of these procedures and concepts. Explaining a Process Introduction Identify the process, your expertise, and why audience would benefit from learning this process Step 1 Step 2 Step 3 .. Conclusion Describing an Influential Person Introduction Name the person, describe their relationship to you, and their general influence Description of Person First influential lesson Second influential lesson ternary influential lesson . Conclusion Defining a ConceptIntroduction General claim abo ut concept, and your specific definition Characteristic 1 Characteristic 2 Characteristic 3 Conclusion Contrasting Two Ideas Introduction General claim about two ideas and the obvious differences First idea Second idea First contrasting feature of two ideas Second contrasting feature of two ideas Third contrasting feature of two ideas . Conclusion Writing Project 3 Analysis Essay The third major essay we will work on together in class will be an analysis essay. The first essay was a narrative essay, the second was an expository essay, and the fourth essay will be an argumentative essay.These are four of the most common types of essays because telling stories, explaining, analyzing, and persuading are the most common ways we use writing to communicate with others inside the University and beyond. Analysis essays are distinct from other forms of writing because they generally focus on explaining the relationships between the whole and its parts. In the case of analysis, the writer of the essay explains how another author uses his or her craft to promote his or her larger purpose, whether it be a story, political speech, editorial, or advertisement. Instead of telling a story (as in a narrative) or explaining a process that the writer already knows (as in an expository essay), the writer in the case of an analysis focuses on examining something new.In other words, sort of of focusing on knowledge inside the writer, the writer must focus on knowledge outside or beyond the writers previous experiences. Thus, for your third assignment, compose a four-page, typed essay in response to one of the two prompts below. 1. Purpose Analyze Herman Hesses Siddhartha by providing your reader a brief biographical description of Hesse, summarizing the main action of the novel, detailing some of the main topics of the novel, describing Hesses use of literary form, and concluding with a discussion of what kind of reader(s) might best appreciate the novel. Audience Someone who ha s not read the novel and would find value in it. 2.Purpose Select and analyze two stories by Frances Khirallah Noble by providing your reader a brief biographical description of Noble, summarizing the main action of the stories, detailing some of the main topics of the stories, describing Nobels use of literary form, and concluding with a discussion of what kind of reader(s) might best appreciate the stories. Audience Someone who has not read the stories and would find value in them. In each case, you should provide evidence from the novel or stories to support your analysis. See information on quoting and citing sources in the mini-lesson packet. Recommended Organizational Strategy for Analysis Essay 1. Introduction a creative introduction that draws readers attention 2.Brief biography of author 3. Summary of main action 4. Main topics 5. Literary form 6. Conclusion remarks on what kind of reader(s) might best appreciate novel or stories Writing Project 4 Argumentative or Persuasi ve Essay The fourth and final major essay we will work on together in class will be an argumentative or persuasive essay. The first essay was a narrative essay, the second was an expository essay, and the third essay was an analysis essay. These are four of the most common types of essays because telling stories, explaining, analyzing, and persuading are the most common ways we use writing to communicate with others inside the University and beyond.Argumentative or persuasive essays are distinct from other forms of writing because writers generally focus on an issue or problem that they share with their readers and attempt to provide a specific point-of-view or solution. We might also think of this kind of essay as a problem-solving essay. Thus, for your fourth assignment, compose a three-page, typed essay in response to the prompt below. Purpose Select a specific problem related to your experience at Saint Xavier this year. This problem may have to do with student life, housing, re gistration, parking, scheduling of classes, course offerings, school activities, sporting events, or student resources like the library or computer labs, but it must be a problem that you know other students have encountered as well.Audience Compose an editorial for the student newspaper or a letter to the President of the University in which you describe the problem in detail and offer a specific solution. Recommended Organizational Strategy for Persuasive Essay 1. Introduction discussion of values and concerns University already promotes 2. Description of problem and who it affects 3. Real and possible consequences of problem 4. Possible solutions to problem 5. Best solution to problem and why its best 6. Conclusion discussion of how best solution supports values and concerns University holds Student Name__________________________________________________ Essay ______ Version ______ Evaluation Criteria A a clear aim, a strong introduction, and a houghtful conclusion an excellent essay strong supporting details logically developed and very well organized a lineament appropriate to the aim of the essay stylistic maturity and confident facility with language as demonstrated by sentence variety and appropriate word choice virtually free of surface and usage errors B a clear aim and a strong introduction and conclusion a goodish essay good supporting details logically developed and well organized a face appropriate to the aim of the essay lacks the stylistic maturity and facility with language of an A essay largely free of surface and usage errors C a clear aim, an introduction, and a conclusion an acceptable essay adequate supporting details competence in logical development and organization, although it may exhibit occasional organizational and developmental weakness a tone appropriate to the aim of the essay basic competence in sentence variety and word choice a pattern of surface and usage errors D lack of a cle ar aim, focus, or conclusion a poor essay lack of sufficient support supporting details may be trivial, inappropriate, logically flawed flaws in organization/development inappropriate tone stylistic flaws characterized by lack of sentence variety and by evidence of contain vocabulary frequent usage or surface errors F focus may be too general or too specific an impossible essay lack of support lack of organization inappropriate tone serious stylistic flaws serious usage or surface errors No evaluation Essays receiving no grade will fail to address the topic or assignment, fail to fulfill other requirements of the assignment, show evidence of plagiarism, or fail to be accompanied by previous drafts. Recommendations for Revision Recommendations for Editing Academic Performance Agreement English 101 Musgrove In order to make the requirements of this class and your responsibilities as a student as clear as po ssible, Ive created this document titled Academic Performance Agreement. Please read this information carefully because it outlines the kinds of behaviors, study habits, and attitudes necessary for success in this class, as well as in the University writing community at large.If you agree to the terms and conditions set forth below, interest sign your name on one of the two copies Ive provided you. By signing and returning this agreement to me, you commit yourself to the standards of conduct and academic performance listed below. If you do not accept these standards, you should see your advisor about withdrawing from this course. 1. I understand that attendance is a requirement of the class and that 5 absences of any sort (excused or unexcused) will result in automatic failure. I also understand that if I miss class that I should contact another student, rather than the professor of the class, to discover what Ive missed. A missed conference will be equivalent to two absences. 2. I understand that arriving late to class is inappropriate because it disrupts the class agendum and interferes with teaching and learning. I understand that the instructor will shut the door to the classroom when the class starts and that I will not attempt to enter the class after the door has been closed. 3. I understand that cell phones must be turned off before entering class. I understand if my cell phone rings during class I will be asked to leave the class. 4. I understand that this class has substantial reading and writing requirements. These requirements will demand that I manage my time carefully and schedule at least 6 hours of study time per week or 2 hours of study time for every one hour of scheduled class time. 5.I understand that purchasing the course texts and bringing the texts to class to support my discussion of the assigned readings is a requirement of the course. 6. I understand that I should be prepared each day to share my learning journal responses to the r eading assignments in class. I will share these learning journals responses with other students in the class. I also understand I may not turn these journals in late. 7. I understand that I will be required to contribute to class discussions and small group work in class. In other words, I will be required to speak in class, share my ideas, and respect the ideas of others. 8. I understand that I will be composing learning journal responses, four major essays, and two self-evaluations.I also understand that any writing I submit must be my own and written exclusively for this class. 9. I understand that my writing assignments should be composed and save on a word-processor or personal computer. I also understand that I should schedule my time and supplies carefully so that I know when I have access to a word-processor or computer and that I have adequate paper and printing supplies. 10. I understand that I will benefit from discussing my ideas and writing with my family, friends, and other students. I also understand that I can get help with my ideas