Highlighting That Syntax

For our first strategy of study, we will concentrate on syntax (the what) and the purpose of the author using particular patterns of sentence structure (the why).

While you may also analyze declarative, interrogative, exclamatory, and imperative sentences, we will be concentrating on the following six syntactical structures:

simple = the lonely independent clause
compound = 2 independent clauses with one of those FANBOYS added in for good measure
complex = a combination of an independent clause and a dependent clause (any order and with the possibility of an additional dependent clause(
compound-complex = see aforementioned sentence types and combine into one lengthy construction
cumulative = an independent clause followed by a series of dependent clauses or phrases
periodic = a series of dependent clauses or phrases followed by an independent clause

With these definitions, we identified sentence structures in sample sentences by highlighting clauses and FANBOYS prior to naming the type of sentence. Then, we created our own sentences, which I will make into a future syntax quiz. Last, we read "Superman & Me" by Sherman Alexie to identify the purpose of each paragraph and highlight his choice of syntax.

When I see you again -- Monday, ages from now it seems -- you should have a clear understanding of what types of syntax are used in each paragraph. We will use this information to discuss the patterns of syntax and complete a writing prompt.

Enjoy your Halloween!

Rhetorical Analysis

As an introduction to rhetoric (or the art of argument), we read an essay and identified the what (the strategies and structural concerns) and the why (the purpose). Rhetorical analysis, simply put, is the "what" and the "why." For instance, you noted that the author uses an anecdote of Jodi in the first two paragraphs and analyzed the contrasting diction. Then, you expressed the reasons: to create a relatable scenario for a hook and reflect the theme of the essay regarding economic strife.

In continuance, we began our review of rhetorical strategies -- from the three musketeers of logos, ethos, pathos to other considerations of diction, syntax, tone.

We will finish our review of these terms tomorrow. Then, you will have an independent rhetorical analysis. You will approve of the topic.

C/C Assessment

The compare and contrast St. Louis assessment was the featured item on today's agenda. If you were absent, you will need to make other arrangements to  make up this significant assessment.

Enjoy your weekend! We have 2 essays left for this class!

C/C Extravaganza

In order to prepare for your compare and contrast assessment on Friday, we practiced basis, introductions, and body paragraphs on a variety of topics.

If you were absent, you will need to create bases for these topics: spiders/snakes, 2 celebrities (you must select the specific celebrities first) and movies/novels. Then, you will select one basis and write an introductory paragraph. Then, you will select a second basis and construct a body paragraph. Then, you will select the third and last basis to construct a body paragraph. If you choose not to complete these paragraphs, you will not receive participation credit for Wednesday's class.

Be ready for your timed writing on Friday -- you will be able to use your group notes to assist your writing.

Student Evaluation

To mix up evaluation of paragraphs, students were responsible for critiquing (or "tearing apart" as one person commented) the compare and contrast writing. Overall, the common criticism revolved around using specific diction and providing specific examples to illustrate the ideas. As a result of these lackluster paragraphs, we will spend tomorrow practicing compare and contrast writing using the topics that you wrote on the communal board.

Outside of class, make sure you complete your St. Louis locale notes. The prompt will be on Friday.

The Last Quest

Our vocabulary enrichment is now behind us as we concentrate on compare and contrast writing. Groups resumed their team essay writing on learning and teaching with the final draft turned in today. During tomorrow's class, we will evaluate these essays and then have the remainder of the time to finish your research our St. Louis locales for the group research assignment.

Team Compare/Contrast

The first part of our class revolved around vocabulary and the competitive review of the units 1-5. The final vocabulary champion is Rowan. Don't forget to prep for the vocab quest on Monday.

Next, we began our team compare/contrast essay on the topics of learning versus teaching. In groups, you spent time constructing a basis to prepare for the writing process, determined a thesis statement for the group's writing, outlined body paragraphs, and began your individual paragraph writing. After our quest on Monday, we will be working on the completion of the team essay. 

As you have a three day weekend coming up, don't forget to that you can visit all the local area attractions assigned for your compare and contrast research!

The River & Conversation

The last four vocabulary words are in the books. Tomorrow, we will have a super review covering all 5 units. Monday, we will have the Vocabulary Quest covering all of our vocabulary.

In addition to our ever-evolving vernacular, we read two texts to analyze compare and contrast writing: "Two Ways of Seeing a River" by Twain and "Sex, Lies, and Conversation" by Tannen. While we did focus on basis, thesis, and organization, we also discussed some of the topics as well. In addition to analyzing how experience alters the perspective of a river boat captain or a doctor, we discussed how seniors in high school have changed their perspectives over 12 years of education. We also looked at our interlocutor patterns to determine how women and men differ in their expectations of conversational partners.

And, last but certainly not least, you were assigned the group research component for the compare/contrast essay. Your research is due next Wednesday so that I may make copies for your group and for the eventual individual compare and contrast in-class writing prompt.

One more day until our three day weekend! I hope you take the opportunity to visit your research locations.

Sadie & Maud

After learning four more vocabulary word, we concentrated on activities to practice compare and contrast writing. Up first, "Sadie & Maud," a poem reflecting progeny of the same family with conflicting outcomes in life. Then as partners, you created a basis, thesis, a block or point-by-point evidence outline, and a concluding statement on two items.

Tomorrow brings the last of our new vocabulary words for the class and compare/contrast reading samples.

Introduction to C/C

We will resume vocab experts tomorrow and complete the last 8 words of vocabulary this week. The end result will be an overall Vocabulary Quest next week.

To start off our compare and contrast writing unit (if you are counting, we have, including this one, three essays left to go), you were introduced to five key facets of this mode of discourse: the basis (brainstorming, planning component), the thesis (including the purpose and eradicating predictable words such as "similarities" and "differences"), the organization (block versus point-by-point), the transitions (utilizing comparison and contrasting phraseology), and the conclusion (final statement regarding the topics at hand). For tomorrow's expedition, we will start practicing compare and contrast writing and analyzing sample texts.

Make sure you are in class all week: the next essay begins as a group activity and you will need all of your partners on the same page and ready to complete the assigned tasks.

Finally, The End of the Exemplification Unit

After countless hours of researching and writing, the time has finally arrived: the exemplification essay deadline of 3:30 p.m. on Friday.

For Monday's class, we will review vocabulary and commence our next mode of discourse, compare and contrast writing. For a quick preview, we will be constructing an essay that involves St. Louis and its attractions.

Exemplification Peer Review

Today's class was split into a writing day for the exemplification essay and a peer review session. For Friday's class, we will have vocabulary for the first 5 minutes and then you will have the remainder of the hour to work on the final draft, which includes a Works Cited page. If you have major revisions planned, you will need to work on these outside of class.

Final draft deadline is 3:30 p.m. on Friday.

Work Day

During today's class, you had ample opportunity to work on your research and exemplification writing. As a reminder, you should work on this assignment this evening in order to have everything finished for tomorrow's class. Agenda for tomorrow will be as follows: 45 minutes to work on draft, 45 minutes to peer review, excess time for vocabulary.

Exemplifying Research

After choosing your abstract noun, the research process has begun in class -- and outside of class. The schedule for this week: Tuesday will be 5 minute vocabulary and then the remainder will be used to research examples and commence your first draft; Wednesday will be 45 minutes of class time for research and first drafting and the remainder of the class will be peer review time - you must have an essay draft at this point; Friday will be vocabulary and then time to work on your final draft during class time. The final draft of the exemplification essay will be due by 3:30 p.m. on Friday.

While we will be dedicating the majority of the week to finishing up the drafts in class, you may need more time outside of class to research and write. Keep this in mind tonight and tomorrow as you exemplify your noun.

Citing Evil

Takeaways from today's class exemplification, citations, and transitions.
1. Your thesis should directly define your comprehension of the abstract noun. It should not be a dictionary definition.
2. Each body paragraph's topic sentence should connect the abstract noun (evil) to the specific example.
3. Incorporate evidence via paraphrases and direct quotes from multiple sources.
4. Citations, traditionally, feature the author and the page number (Gianini 5). However, if you do not have an author, you should commence with the title of the selection. If you do not have a page number, you just put the author or title.
5. To avoid the immature full sentence quotations, work on selecting key phrases to transition into your writing. Your essays will have better flow and focus more on your writing than other texts.
6. Create a final concluding thought to tie together the example.

Following our evil practice, you were assigned your new vocabulary word for Vocab Experts starting on Monday.

Then, the preview of the exemplification essay. For your essay, you will be selecting an abstract noun from the given list of 441 abstract nouns. (Remember, "chaos" is not allowed due to the student example for next week.) When you walk into class on Monday, you should have a list of 3-5 nouns ready to go. Each student will pick a different noun and then we will discuss research policies, source pages, and the Works Cited Page.

We only have 4 essays left to go in this class -- how time does fly!