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
Tuesday, October 30, 2012
Tuesday, October 23, 2012
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.
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
Tuesday, October 16, 2012
Fragments & Run-ons
after
|
since
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when
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although
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so that
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whenever
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as
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supposing
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where
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because
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than
|
whereas
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before
|
that
|
wherever
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but that
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though
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whether
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if
|
though
|
which
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in order that
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till
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while
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lest
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unless
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who
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no matter
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until
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why
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how
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what
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even though
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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?
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.
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?
Tuesday, October 9, 2012
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?
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.
Tuesday, October 2, 2012
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.
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.
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