FINAL PORTFOLIO FOR ENG095

Due Date: 12/21/12

INSTRUCTIONS:

Part 1 - Revisions
Choose one of the writing assignments you have done this semester and revise it. This should be emailed AND posted to your blog.

Part 2 - Reflection
You will write a short essay answering the following question - how did reading the book Say You're One of Them change you? What did you learn from it and do you feel that reading it was worth your time? This essay should be 1 page long. This should be emailed AND posted to your blog along with your revision

In-Class Essay Assignment

Tonight, you will write a timed essay. It is VERY likely that this short essay topic will help you a great deal on the exit exam. You will have one hour to complete the essay. You MUST type the essay in Microsoft Word, print it, and turn it in when you are through. The essay MAY NOT LEAVE THE ROOM.

Describe the way that neighbors are characterized in Say You're One of Them (e.g. what is their role? what are the relationships between neighbors like? why are these relationships sometimes difficult?). Now, compare these descriptions to your own experience with neighbors. Based on the text and your own experience, answer the following question: what are the characteristics of a good neighbor?

MLA Parenthetical Citations

This gives an overview of parenthetical citations.
http://owl.english.purdue.edu/owl/resource/747/02/

Homework for Tuesday, 11/20

Due: Rough Draft of Essay. Read: "Xmas Feast."

Practice Exit Exam Prompt

DIRECTIONS:  Write an essay in response to one of the topics below.  The essay should contain an introduction with a clearly stated thesis, an organized body or discussion section with specific details, and a conclusion.  Take a few minutes to plan what you are going to say.  Allow some time after you finish writing to proofread and edit.  You may use a dictionary.  You may also look back to the reading as you write.

Your response should include the following:

·       clear, direct response to the topic

·       effective introduction

·       clearly stated main idea that focuses your response

·       effective overall organization

·       clearly stated topic sentences for body paragraphs

·       effective use of specific details to back up general points

·       adequate development (two or more body paragraphs)

·       effective conclusion

·       adequate control over sentence skills

“I’m Not Married, but I’m Far From Alone” by Rachel Harris

1.     Unexpected events change our lives forever.  Describe an unexpected and the change it brought to your life.  Compare and contrast it with the one that Rachel Harris describes in her article.  Be sure to give examples from the reading and from your own experience. 

2.     When faced with a serious medical problem, Rachel Harris learned the value of friendship.  Have you also had an experience that showed you who your true friends are?  Explain and provide specific examples from the reading and from your own experience.

Just a Reminder

Please be sure to read the article for the practice exit exam. You can make notes on it if you want and print them out before class.

Also, be sure to post your thesis statement for Essay #1.

CLASS CANCELLED TONIGHT DUE TO CONTINUING WEATHER ISSUES FROM HURRICANE SANDY

There will be no class tonight. Charlestown Campus is open, starting at 3:55, but I've been told that Chelsea remains closed.

You should read the directions on Essay #1. You should look for examples that you plan to use to develop your essay and bring an outline to class on 11/6/12.

Read the section of THESIS TIPS. Write your thesis and email it to me by 8:45 PM tonight.

Thanks,
Kara

Instructions for Response #4

Choose two of the questions answered by President Obama and Governor Mitt Romney. Evaluate which candidate provided the most satisfying answer and why. Phrase each of your evaluations in paragraph form, practicing the model we have been using so far this semester. Then answer this question in a final paragraph: Do you think debates such as this take place in the countries we've been studying (e.g Rwanda, Gabon, etc.)?

Each Paragraph Must Have:

1. Topic Sentence with Main Point.
2. Examples that show, explain or prove the main point.
3. Concluding sentence that recaps your main point and provides a "so what?" statment.

In-Class Writing 10/23

We've been studying stories written about life in war-torn countries and countries with incredibly corrupt political structures. Do you think the U.S. government is corrupt? Is it more or less corrupt than the governments in the other countries we've studied -- countries where genocide and child slavery are the norm rather than the exception? What do you think is the function of the ideal government?

Thesis Tips

 

What is a Thesis Statement? A thesis statement should indicate a clear position with a qualification, argument, and evidence.

Here are some DOS & DONTS:
Do....

• Supply reasoning and an overview of evidence in your thesis.
• Consider and address any exceptions to your argument using words like however, although, or despite.

Don't....

• Simply state the obvious. These ARE NOT thesis statements: These stories take place in Africa. These stories are told from the point of view of children.
• Forget that a thesis needs to make an arguable point. These ARE thesis statements. These stories take place in Africa and accurately depict conditions there. These stories are told from the point of view of children, which makes the reader feel more invested in their outcome.
• Forget that you must be able to provide evidence that SHOWS, EXPLAINS, or PROVES your thesis.
• EVER begin a thesis with "I believe" "I think" "In this essay I will tell you about ...."

Here is a template for wording your thesis.

Although/Despite/Even though _____[QUALIFICATION], _____________[POSITION]for example/demonstrated by/indicated in/ ___________[EVIDENCE].

Here's an example:
Although the stories take place in war-torn Africa, both "In My Parents' Bedroom" and "Fattening for Gabon" feature moments of hope and beauty, such as Monique's family's willingness to save other Tutsi, Monique's tender care for her brother, and Kotchikpa's gratitude for things other children do not have.

Let's look at how this could be made into an outline.

I. Introduction
A. Hook.
B. Context.
C. Thesis.

II. Example 1 - Monique's family's willingness to help Tutsi. Write a topic sentence _______________.
A. Detail - give quote or paraphrase from book.
B. Explain how it's an example of beauty or hope.

III. Example 2 - Monique's tender care for her brother. Write a topic sentence ____________________.
A. Detail - give quote or paraphrase from book.
B. Explain how it's an example of beauty or hope.

IV. Example 3 - Kotchikpa's gratitude for the things other children do not have. Write a topic sentence _____________________.
A. Detail - give quote or paraphrase from book.
B. Explain how it's an example of beauty or hope.

V. Conclusion

Fragments & Run-ons

after	since	when
although	so that	whenever
as	supposing	where
because	than	whereas
before	that	wherever
but that	though	whether
if	though	which
in order that	till	while
lest	unless	who
no matter	until	why
how	what	even though

A RUN-ON SENTENCE (sometimes called a "fused sentence") has at least two parts, either one of which can stand by itself (in other words, two independent clauses), but the two parts have been smooshed together instead of being properly connected.

Instructions for Response #3

Write a two-paragraph response to the following question. Follow the same format used in previous responses. Include a topic sentence, examples and conclusion for each paragraph.

The children's uncle and caretaker, Fofo Kpee, sells them into slavery. How does Fofo's poverty and vanity contribute to his unthinkable actions? Do his pangs of conscience redeem him for you?

Quiz

1.       Why did Yewa and Kotchikpa go to live with Fofo Kpee? (hint: what happened to their parents?)

2.       According the preacher poverty is a: (choose one) [fact of life, punishment for sin, gift from god).

3.       Fofo Kpee wants to get rich so he can fix something about himself. What?

4.       Describe two (2) of the many lies Fofo Kpee tells throughout the story.

5.       Kotchikpa’s name is changed. Why and to what?

6.       Who are the characters Mama and Papa – what is their relationship to the children?

7.       BONUS: What food and drink items does Yewa want when she says she wants “Gabon food”?

ANNOUNCEMENTS

Progress reports will be emailed to you via your Bunker Hill Community College email starting tomorrow morning. When you receive your progress report, please reply to me so that I know you got it!

Reminder: If you plan to take advantage of the extra credit, please do so by 10/20 as this is the last day of the exhibit.

In-Class Writing 10/16/12

After the quiz, work on this in-class writing assignment. Read the first paragraph on page 54 of the book. What does the Nanfang symbolize for Kotchikpa?

GROUP DISCUSSION QUESTIONS, PART 2 10/9/12

1. How were words and images in the media presented in the movie?
2. What was the response from different characters in the movie from the hotel
staff, the people in Kigali and the rest of Rwanda, the foreign nationals, the
foreign press, the UN, the international community to the following: the
information coming across the radio in Rwanda; the attitude and perception of
the foreign journalists in Rwanda; the reporting out of Rwanda to the international
community; the news coming into Rwanda from outside of the country?
3. What was the rest of the world watching, reading and listening to during the
genocide in 1994?
4. Who is accountable for the actions and inaction of the media?
5. What should we expect from the media; how can we hold them accountable?
6. What is the level of public responsibility when issues are brought to light
by the media?

GROUP DISCUSSION QUESTIONS FOR 10/9

In groups of three, discuss the following questions. 

What role did Tatiana Rusesabagina (Paul's wife) play in shaping Paul’s actions?

Who else influenced Paul’s decisions?

How did Paul’s definition of family expand to include the community later on in the film?

How and why does Paul’s attitude change over the course of the movie?

How would you characterize his level of personal responsibility and investment as events unfolded?

How would you describe Paul’s level of empowerment throughout the movie? Explain.

 **Choose one question and answer it in full paragraph form on your own. Post it to your blog. Include:

1. A topic sentence.

2. Supporting evidence (examples from the film).

3. A conclusion.

Rubric for Response #1

This rubric will be used to grade your response. I will score your response using the rubric and a classmate will do the same. You will then use the feedback from both of us to revise your response.

Paragraph 1 --

TOPIC SENTENCE: 1 point
1(A) = The topic sentence restates the question and makes the writer's position clear. It immediately engages the reader and does so in an original, creative way. The topic sentence is thought-provoking for the reader.
.8 (B) = The topic sentence restates the question and makes the writer's position clear. It engages the reader.
.75 (C) = The topic sentence restates the question and makes the writer's position clear.
.5(D) = The topic sentence does not indicate which question the writer is answering. The writer's opinion is unclear.
0(F) = There is no topic sentence.

SUPPORTING DETAILS: 2 points
2(A) The writer chooses unexpected details and examples from the reading or real life. The support shows, explains or proves the writer's position without a doubt. The reader is left feeling persuaded by the details and examples.
1.6 (B) The writer chooses vivid details and examples from the reading or real life. The support shows, explains or proves the writer's position while engaging the reader. The reader feels confident in the writer's argument.
1.4 (C) The examples and details provided are from the reading or from real life. There is sufficient support to show, explain or prove the writer's position.
1.2 (D) The support is not effective in showing, explaining or proving the writer's position.
0 (F) The support is missing.

ORGANIZATION & UNITY: 1 point
1(A) = The paragraph sticks to the topic. The writer avoids repetition or redundancy. The paragraph is organized in a logical, efficient manner.
.5(D) = The paragraph may occassionally wander off topic. The writer may repeat ideas unnecessarily. The paragraph is not organized in a logical, efficient manner. The paragraph's organization needs extensive revision.
0(F) = There is no discernible organization.

CONCLUSION: 1 point
1(A) = The conclusion recaps the topic sentence and summarizes the evidence, without repeating it word-for-word. It leaves the reader with a new, interesting idea about the topic or increases her desire to learn  more about it, while leaving her able to answer the "so what?" question.
.8 (B) = The conclusion recaps the topic sentence and summarizes the evidence, without repeating it word-for-word. It satisfies the reader's curiosity about the topic and allows her to answer the "so what?" question.
75 (C) = The conclusion recaps the topic sentence and summarizes the evidence, without repeating it word-for-word. The reader understands the purpose of the paragraph and can answer the "so what?" question.
.5(D) = The conclusion is simply a repeat of the topic sentence.
0(F) = There is no conclusion.

TOTAL = Add the scores from each section together.

Paragraph 2 --

TOPIC SENTENCE: 1 point
1(A) = The topic sentence restates the question and makes the writer's position clear. It immediately engages the reader and does so in an original, creative way. The topic sentence is thought-provoking for the reader.
.8 (B) = The topic sentence restates the question and makes the writer's position clear. It engages the reader.
.75 (C) = The topic sentence restates the question and makes the writer's position clear.
.5(D) = The topic sentence does not indicate which question the writer is answering. The writer's opinion is unclear.
0(F) = There is no topic sentence.

SUPPORTING DETAILS: 2 points
2(A) The writer chooses unexpected details and examples from the reading or real life. The support shows, explains or proves the writer's position without a doubt. The reader is left feeling persuaded by the details and examples.
1.6 (B) The writer chooses vivid details and examples from the reading or real life. The support shows, explains or proves the writer's position while engaging the reader. The reader feels confident in the writer's argument.
1.4 (C) The examples and details provided are from the reading or from real life. There is sufficient support to show, explain or prove the writer's position.
1.2 (D) The support is not effective in showing, explaining or proving the writer's position.
0 (F) The support is missing.

ORGANIZATION & UNITY: 1 point
1(A) = The paragraph sticks to the topic. The writer avoids repetition or redundancy. The paragraph is organized in a logical, efficient manner.
.5(D) = The paragraph may occassionally wander off topic. The writer may repeat ideas unnecessarily. The paragraph is not organized in a logical, efficient manner. The paragraph's organization needs extensive revision.
0(F) = There is no discernible organization.

CONCLUSION: 1 point
1(A) = The conclusion recaps the topic sentence and summarizes the evidence, without repeating it word-for-word. It leaves the reader with a new, interesting idea about the topic or increases her desire to learn  more about it, while leaving her able to answer the "so what?" question.
.8 (B) = The conclusion recaps the topic sentence and summarizes the evidence, without repeating it word-for-word. It satisfies the reader's curiosity about the topic and allows her to answer the "so what?" question.
75 (C) = The conclusion recaps the topic sentence and summarizes the evidence, without repeating it word-for-word. The reader understands the purpose of the paragraph and can answer the "so what?" question.
.5(D) = The conclusion is simply a repeat of the topic sentence.
0(F) = There is no conclusion.

TOTAL = Add the scores from each section together.


*Look at the blogroll on the right. Choose the name below yours on the blogroll. You will review that classmate's response #1. Copy and paste the above rubric into a MS Word document. Score your classmate's response. For each section, give one suggestion for improvement. Then fill in the following statements about your classmate's work:

The best part about these paragraphs is ....
These paragraphs could be improved if the writer ....

When are finished, save the document. Then, copy and paste it as a comment on your classmate's blog.

In-Class Writing

Take the first 15-20 minutes of class to write about this topic. Post your response to your course blog.

In the interview you read at home, Uwem Akpan makes the following statement:

Yes, I believe artists should be able to step into other people’s situations, contexts and cultures and work from there. If artists don’t have that freedom, then, as someone has said, are we all writing our autobiographies? Why shouldn’t a man write about a woman or a black man a white character?

Do you agree with his statement? Why or why not? Do you think Immaculee Ilibagiza, the woman interviewed in the news segment we watched last week would agree? Why or why not? How do you think she would feel reading "My Parents' Bedroom" as a genocide survivor?

A REQUEST

Hi All -
I am trying to make a plan for addressing the computer shortage in our classroom. Do any of you have your own laptop that you'd be willing to bring and use?

I have two laptops that could be used, but I figured some people might have their own that they'd be more comfortable using. It would be easier if a few students brought in their own laptop to work on, that way no one would have to go to the trouble of getting comfortable on the ones I have.

If you do have your own and would want to bring it in to do your work this semester, please let me know by leaving me a comment below.

Thanks,
Kara

Notes for First Assignment

TOPIC SENTENCE = main point (topic + INTERPRETATION)

*Restating the question.

Monique’s father’s actions were not a matter of choice because _______.

This paragraph is going to be about symbolism ….

I’m going to tell you about

According to me

In my mind I think

I believe, I feel

MUST BE SOMETHING YOU CAN SHOW, EXPLAIN, OR PROVE. (i.e. SUPPORT)

1.

2.

3.

CONCLUSION –

Sums up – recaps

“So what?” statement

I wrote this because I wanted you to know

QUIZ - 9/18

Complete the following quiz on a sheet of notebook paper. Bring it up to the desk when you are finished. Then begin the in-class writing posted on the course blog.


You do not have to phrase your answer in complete sentences. If you can't remember a character's name, a short description is fine.

1. What does Maman tell Monique to say if anyone comes to the door?
2. Monique is left alone with a family member when her mother leaves. Who is it?
3. Monique's parents were hiding Tutsi people from the Hutus in their house. Where were the Tutsi hiding?

Read these links before class for Tuesday, 9/25

Article on UN troops involvement in Rwanda.

Interview with Uwem Akpan.

Handout on summarizing and paraphrasing.

In-Class Writing for 9/18

In the article you read last week, a doctor cuts a woman in half to save her. In this week's story, a husband kills his wife to save his children. Do you think the doctor and the man in the story might have experienced similar emotions? Write about emotions that you think each might have experienced.


If you finish writing early, view the links on paraphrasing and summarizing.

Writing Sample (In-Class Writing for Tues. 9/11/12)

Read the following article practicing the reading strategies you were introduced to earlier in the class period. http://www.huffingtonpost.com/paul-rieckhoff/my-911-story_b_29144.html

In this article, Rieckhoff writes about a dramatic rescue attempt that he witnessed in the aftermath of 9/11. A doctor is forced to make a difficult decision about how to save a young woman. Do you agree with his decision? Use evidence from the text to support your argument. Then, compare this event to a time in your own life when you have made a difficult decision or sacrificed something for someone else.

In your answer, include:
An introduction that clearly states whether you agree or disagree.
Specific examples from the reading and your own life to show, explain or prove why you agree or disagree.
A conclusion that recaps your introduction.

You should post your answer to your OWN course blog and hit publish when you are finished.

You have the rest of the class period to work. When you are finished, you may leave for the evening.

Homework #2 - Due 9/18

As you read "My Parents' Bedroom" in Say You're One of Them. Take note of the everyday details that find their way into the story. Note the following:

Sights:
Sounds:
Smells:
Tastes:
Textures:

Then answer the following question. Which details help you to relate to or identify with the narrator of the story?

DISCUSSION QUESTIONS FOR HOMEWORK ARTICLE

• What is the main point of this article?
• What support does the author use to show, explain or prove the main point of this article?
• What is the purpose of this article?

Warm-up for 9/11

Read the following tips for critical and active reading:
http://www.columbia.edu/cu/augustine/study/focus.html

Re-read last week's essay on paper (see handout).
As you are reading, practice the strategies given in the link above. Make a list of unfamiliar words and use this dictionary to look them up: http://www.merriam-webster.com/

Reading Assignment for 9/11

In this course, we'll be studying Uwem Akpan's Say You're One of Them. Though Akpan's stories are fiction, they are based on the genocide that occurred in the African nation of Rwanda in 1994.

Click here to read article for more information about Genocide in Rwanda.

For Homework #1, write a short response answering the following question. Why do you think widespread violence like war and genocide happen?

Post your response as an entry on your blog.

Hello and Welcome to the Course!

Hello All,

Welcome to the course! I'm excited to have you on board. Please take a moment to look around the course blog and get familiar with it. To practice commenting, please leave a comment on this post.

Thanks,
Kara