Writing 201: September 2012

Thursday, September 20, 2012

Tuesday, September 11, 2012

At the end of last week's second class, the students completed the in-class writing exercise posted below. I followed along on the board with my own example and conclude class with a brief discussion of how this exercise offers an opportunity to create a mid-essay thesis and transition to the second part of the assignment.

Today they bring in the first full draft of their completed essay. The final is due a week from today. (Now, I think my due date is one class session too long. I should have had it done at the end of this week. Alas. Next time.)

WR 201:
Essay #1- The Ordinary, but Significant Person, Place or Thing (An Educational Memoir)
Workshop Activity: in-class writing
Over the weekend, you will revise your Part 1 and develop Part 2. For the next class session, you will bring two copies of your new draft which will include Part 1 (revised) and Part 2, an early attempt to explain the significance of your chosen subject.
Take into consideration all we’ve discussed this week and the feedback you have received from me, your peers and instructors in WR 280.
To begin Part 2, answer the questions posed below, filling in the blanks and exploring the implications.
   Although ____________________________________ seems ordinary or commonplace because, after all,
  ______________ is just _________________________________________________________________,   ______________ is significant to me because….(Try to think of two specific reasons (lessons) to support your assertion, one major, one minor. Allow these two “lessons” to begin to direct your drafting of Part 2 of your essay. Aim to return to class with two paragraphs detailing these “lessons” or reasons.)

The Writing Center: WR 280Now is also a good time to visit the Writing Center in B-353 and have a formal conference. Make sure to bring your assignment, the Writing Center signature sheet (attached) and your draft. The center is open until 8 pm tonight and is open on Friday from 9-3.

Wednesday, September 5, 2012

Week 3: Self-Review

Following the activity previously posted (a review of a sample student draft intro, approximately 30 minutes), my students did a directed self-review of their own draft using the exercise posted below. I often use a directed self-review in advance of - and sometimes in place of - peer review.

In this case, the students will revise their intros and bring them back in order to participate in small group peer review session at the next class session.

WR 201:

Essay #1- The Ordinary, but Significant Person, Place or Thing (An Educational Memoir)

Workshop Activity – self-review

Now, read your own draft and answer the following questions.

1) What kind of attitude do you have about your chosen subject? What words or details reinforce this attitude? Should your attitude be made more explicit? Should you add words – adjectives, verbs, etc. – to create a stronger attitude? Locate places where you can add or change your word choice to strengthen this.

2) Look at how you use specific details and sensory description. Choose one sentence that shows you using detail and description at your best. Underline this sentence.

3) Choose two-three sentences that could benefit from the addition of specific detail and sensory description. Circle these sentences.

4) Consider any unadorned nouns you have used. (A noun is a person, place or thing.) Work your way through the draft, pausing at any unadorned nouns and try to add adjectives that will help reinforce the impression that you are building.

5) Look for 2-3 places where you could add one more sentence. Mark these with an >.

6) Finally, see if you have final sentences act as a bridge to the second part of the assignment. If you do not, try to write some now.

Tuesday, September 4, 2012

Week 3- first draft activities

Today, my students bring in their first drafts of the first part of their first essay - whew. To set up a directed self-review activity, I will distribute this exercise first, then move on to direct a similar review of their own work. For the next class session, they will return with revised drafts and we will do peer review at that point.

This exercise is cobbled together from a previous student draft.

XXXXX XXXXXXX

Professor Lisa Alvarez

February 2, 2009

WR 201- draft 1 of essay 1

The Backseat

At first it was spacious and then, over the years, it seemed to grow smaller as I grew bigger. In the beginning, my feet did not touch the floor and I could not manage to open the windows or doors. I was trapped until someone bigger let me out.

Initially, I was alone but as the years passed, first one sister then another joined me, one wedged on each side, all of us strapped tightly in before our father or mother agreed to turn on the ignition. During the summer my exposed legs stuck to the vinyl-like seat covering and if I dreaded getting in, I dreaded getting out more because I had to peel my bare thighs from the hot sweaty seat. The seat was upholstered in a pale blue, a half fabric, half plastic-like fabric. Crumbs from countless numbers of snacks crept into the corners, potato chips, tortillas chips, anything fried and salted. It was a cheap car, the only one we could afford and I knew I would spend my childhood in it.

I spent more hours back there bored by my sisters or bored by my parents or both than I care to count. I'd look out the window in a trance imagining other places I wanted to be. But the back seat was also the place where I learned so much as I watched my parents navigate not only the roads and freeways but also life. As first one sister than another fell asleep and slumped next to me, my parents would begin to talk, imagining all of us sleeping unable to hear what they said.

1) What kind of attitude does the writer have about the chosen subject? What words or details reinforce this attitude?

2) Notice how the writer uses specific details and sensory description. Choose one sentence that shows the writer using detail and description at its best. Underline this sentence and be prepared to share.

3) Choose two-three sentences that could benefit from the addition of specific detail and sensory description. Circle these sentences.

4) Consider the unadorned nouns the writer uses: floor, windows, doors, summer, seat, snacks, childhood, hours, window, places, seat, roads, freeways, life, sister… Work your way through the draft, pausing at these mostly unadorned nouns and add adjectives that will help reinforce the impression the writer is building.

5) Look for 2-3 places where the writer could add one more sentence. Mark these with an >.

6) Finally, notice how the final sentences act as a bridge to the second part of the assignment. Where do you think the writer is going with this? Do we need to know more at this point or not?

Meeting the Goals of the Assignment (20 total) Drafting Final shows marked development through the drafting stages, the ability to incorporate suggestions and revise, with deletions and additions as necessary. (10) Subject choice, focus on description, detail and analysis as directed (10)
Content (20 total) Development, support, elaboration with use of description, detail and analysis
Organization (20 total) Arrangement of content (paragraphs, transitions, essay form)
Style (20 total) Word choice and sentence variety
Conventions (20 total) Grammar, mechanics, spelling, usage, sentence formation
Final Grade

Wr 280 signature form
Drafts
In-class work
At-home work

Writing 201