- Part 1: grammar, 10 points. There will be ten sentences, like the ones from the grammar handouts. They will exhibit problems in the areas we've gone over: fragments, run-ons, pronouns, agreement, and shifts. You can write your revisions on the paper itself.
- Part 2: in-class essay, 90 points. There will be a series of prompts to choose from. Each prompt will address a different theme and each will ask you to synthesize one of the education essays (Freire-Rodriguez) with one of the voice essays (Walker-Kakutani). Look at the reading responses to get ideas. For the essay you can use your reader and a print dictionary, but no other books or notes. You will also need paper.
Wednesday, May 18, 2011
EWRT1A-24: midterm
The midterm is Thursday, May 19th. It will be composed of two parts.
Monday, May 16, 2011
California budget news
It seems like California is doing better than expected. The budget is up by $6.6 billion, which isn't enough to solve the debt, but means the amount of cuts to education that people had been fearing won't come to pass. Hopefully this means that we've hit the bottom and we'll be on the way back up. More will need to be done, but it looks as if the worst case scenarios people have been throwing around won't happen.
Friday, May 13, 2011
EWRT1A-24: essay 2 first draft
I sent this out in e-mail earlier today.
The first draft of essay 2 is due Tuesday. If you are having trouble coming up with ideas, here are some suggestions.
Personally, I like making lists. So one thing to do is take each prompt and make a list of themes from the essays that relate to each prompt.
What obstacles are there to finding a voice (prompt 2)?
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•
•
•
•
What assets does a person need to be able to find a voice (prompt 1)?
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•
•
•
•
What effects are there to having a voice (prompt 3)?
•
•
•
•
•
After you have a list of themes for each prompt, list which essays relate to which themes. For instance, if under "what assets does a person need to be able to find a voice" you put "a role model," you could list Walker and Anzaldúa. Devor's concept of "significant other" may fit there, too.
Yet the themes you have listed are probably a bit broad, so you would probably want to go deeper with each theme. One way to do that is to ask the questions I brought up when we discussed revising thesis statements: how, why, and what is the significance. For example, if under "what obstacles are there to finding a voice" you put "language," you could ask how language acts as an obstacle.
Another way to go about this is to start with which essay you got the most out of. Then figure out which of the prompts you think this essay best relates to and formulate an answer to the prompt from there. After that, try to figure out which other essay (or essays) relates to the same theme.
You can bring in essays from the education section if you'd like, but my intent with essay 2 is to get you to engage with the ideas brought up by the texts in the "finding a voice" section.
Obviously, how far you go with all of this is correlated to how actively you've read. Critical reading is the foundation of everything, from writing to test taking.
If you have any questions, feel free to e-mail me.
The first draft of essay 2 is due Tuesday. If you are having trouble coming up with ideas, here are some suggestions.
Personally, I like making lists. So one thing to do is take each prompt and make a list of themes from the essays that relate to each prompt.
What obstacles are there to finding a voice (prompt 2)?
•
•
•
•
•
What assets does a person need to be able to find a voice (prompt 1)?
•
•
•
•
•
What effects are there to having a voice (prompt 3)?
•
•
•
•
•
After you have a list of themes for each prompt, list which essays relate to which themes. For instance, if under "what assets does a person need to be able to find a voice" you put "a role model," you could list Walker and Anzaldúa. Devor's concept of "significant other" may fit there, too.
Yet the themes you have listed are probably a bit broad, so you would probably want to go deeper with each theme. One way to do that is to ask the questions I brought up when we discussed revising thesis statements: how, why, and what is the significance. For example, if under "what obstacles are there to finding a voice" you put "language," you could ask how language acts as an obstacle.
Another way to go about this is to start with which essay you got the most out of. Then figure out which of the prompts you think this essay best relates to and formulate an answer to the prompt from there. After that, try to figure out which other essay (or essays) relates to the same theme.
You can bring in essays from the education section if you'd like, but my intent with essay 2 is to get you to engage with the ideas brought up by the texts in the "finding a voice" section.
Obviously, how far you go with all of this is correlated to how actively you've read. Critical reading is the foundation of everything, from writing to test taking.
If you have any questions, feel free to e-mail me.
Tuesday, May 10, 2011
EWRT1A-24: "The Word Police" by Michiko Kakutani
Here is a direct link the the article. If you want to view it all on a single page, click here. Bring a print-out to use in class Thursday.
Thursday, May 5, 2011
EWRT1A-24: more Devor
Aaron Devor has a lot on-line. This is one article that you may find interesting. It defines a lot of the terms he uses in the essay in our reader. It also provides faces to illustrate his theories by using historical examples and first-hand testimony.
Tuesday, May 3, 2011
EWRT1A-24: reading response 5
Reading Response 5
Aaron Devor “Becoming Members of Society…”
Choose one or come up with your own focus.
• Explain Devor’s distinction between “I” and “me” (paragraphs 7 and 8). How may this separation contribute to problems with finding one’s own voice? Use examples from the reading, other readings, or your own experience and observation.
• Do some of the aspects of the traditional gender roles described by Devor seem to be changing? If so, which ones, and how? Contrast specific aspects of Devor’s essay with specific examples of your own.
• Use Devor’s concept of the dominant gender schema to explain how voice is oppressed in either the essay by Walker or Anzaldúa or the Tough Guise video.
Aaron Devor “Becoming Members of Society…”
Choose one or come up with your own focus.
• Explain Devor’s distinction between “I” and “me” (paragraphs 7 and 8). How may this separation contribute to problems with finding one’s own voice? Use examples from the reading, other readings, or your own experience and observation.
• Do some of the aspects of the traditional gender roles described by Devor seem to be changing? If so, which ones, and how? Contrast specific aspects of Devor’s essay with specific examples of your own.
• Use Devor’s concept of the dominant gender schema to explain how voice is oppressed in either the essay by Walker or Anzaldúa or the Tough Guise video.
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