Reading & Writing Journal:Bailey

Reading and Writing is very essential in life, without these two fundamentals in life you can not reach far or become successful. I was taught to read and write by my mother. She believed that teachers shouldn’t have to teach you to read and write instead you suppose to come prepared willing to learn. When I entered school I didn’t have to rely on the teacher all I had to do was practice my handwriting to perfection. My mother taught me how to read from the primary school books that my brother used to use in Trinidad. She would sit me at the table and go over the words with me by pronouncing them properly. The words that I struggled with she underlined it and I had to learn to say them by the end of the night. While I attended school my reading and writing skills constantly improved as years went on. In 2^nd grade I was in the top class and our teacher taught us how to write in cursive. My second grade teacher name was Ms.B.Cooke she stated that we was getting older and need to write like grown ups. At first it was hard to write certain words but by practicing everyday I soon got the hang of it. By learning to write cursive at an early age it came with good outcomes because other kids my age didn’t learn to write cursive at a later age or still haven’t learned. Also my cursive penmanship improved & by writing cursive I am able to write faster. Reading and writing have always been apart of my life, but as you get older you learn and experience different ways of completing the task. Now I hardly spend time reading for leisure because I think I spent enough time already reading for a better education. I do not regret what I learned in reading and writing because I wouldn’t have reach so far in life.  The accomplishments reading & writing provided me with was obtaining an 80 average and all the credentials to graduate high school & enter college.

Research Writing Syllabus – 3/8 – 3/12

Monday, March 8 – Session Twelve: Grammar and Interview Questions
DUE: 300 word review (typed) that works to determine the tone and voice of Carver’s short story “What We Talk About When We Talk About Love.” Graded on focus on summary, analysis, inference, and synthesis to defend a thesis.

Tuesday, March 9 – Session Thirteen: Primary and Secondary Sources
HW: Conduct an interview with someone about yourself following the interview questions guidelines given to you during class (also posted on wordpress). Due in class on Monday, March 15, along with Friday’s assignment.

Friday, March 12– Session Fourteen: Beginning Research
HW: Gather one primary and one secondary source to help begin your interview research project. Due Monday, March 15 along with your full interview (typed). If you choose to post your copy on wordpress you must have it completed and posted by the end of the day on Sunday, March 14 ABSOLUTELY NO EXCEPTIONS.

Syllabus 3/1 – 3/5

Monday, March 1 – Session Nine: Self and Peer Editing
HW: Revise your short photo essay into no fewer than 500 words, using the suggestions from your peer editing session. Consider the tone and voice you want your reader to hear in this essay. Remember that all type written assignments must be in times new roman, 12 point f ont and double spaced with 1” margins. Due Friday, March 5 at the beginning of class for a final grade. All peer editing sheets must be attached to your final copy.

Tuesday, March 2 – Session Ten: Analysis and Synthesis with Short Fiction
HW: Write a 250 word journal in response to Raymond Carver’s “When We Talk About Love.” In your entry give love your own definition either in agreement or disagreement with Carver’s characters. You will be graded heavily on your interaction with the text.

Friday, March 5– Session Eleven: Arguing the Point (Bigger Picture)
HW: Type 300 word review that works to determine the tone and voice of Carver’s short story “What We Talk About When We Talk About Love.” You’ll want to focus on summary, analysis, Inference, and synthesis to defend your thesis.

Peer Editing Workshops

You will receive a peer editing form in class during peer editing workshops.  Should you need to access this form outside of class for any reason just click the link below for the pdf version.

Peer Editing Form

Syllabus 2/22 – 2/26

Monday, Feb. 22 – Session Six: The Big Picture & Peer Evaluation
HW: Revise your peer edited journal entry for class on Tuesday, 2/23. Bring one for a journal grade. All peer editing sheets must be attached to your final copy.

Tuesday, Feb. 23 – Session Seven: Introduction to Voice & Tone
HW: Write a 300-500 word essay about the your picture. Generate a thoughtful critique of your photo using the 3 points discussed in class (p. 26 of Brief Bedford Reader handout). Remember that all type written assignments must be in times new roman, 12 point font and double spaced with 1”margins. Due Friday, February 26 at the beginning of class.

Friday, Feb. 26 – Session Eight: Peer Editing Pairs
HW: Revise your short photo essay into no fewer than 500 words, using the suggestions from your peer editing session. Consider the tone and voice you want your reader to hear in this essay. Remember that all type written assignments must be in times new roman, 12 point font and double spaced with 1” margins. Due Monday, March 1 at the beginning of class for a final grade. All peer editing sheets must be attached to your final copy.

Journal Reflection: Memory of Writing/Reading

Read Sherman Alexie’s excerpt from “Superman and Me” (a link to this story is provided under “blogroll” on the homepage).  Reflect on when you began to read/write and your first memories of both.  Consider what impact your first memories have on your approach to writing now.  Your goal is to write the highest quality journal entry you are capable of creating at this point in the year.  Follow your rubric and use the example given during class to complete the task.

Print a hard copy for class on Monday, February 22nd.

Syllabus

College Research Writing Reitano, rms. 208D& 301
Syllabus: Winter/Spring 2010 reitanoapril@yahoo.com

Conference/Office Hours: My office hours are from 1:40-2:40pm (period 6) Monday-Friday. To ensure you receive the individual time you might need, please schedule your conferences at least two days in advance. If you cannot reach me during the school day you may email me afterward to set up a meeting time.

Class Description: As we work through essays, narratives, and compositions, students are expected to develop college-level writing, researching, and analytical skills. To meet these goals, students will build upon the analytical and writing skills developed in their former ELA classes. To exceed all expectations, students will perform with the goal of creating extensive and sophisticated college papers. Through close reading and analysis of selected text, students will develop the composition and research skills necessary for higher level college work. Additionally, reflective journal entries and an extensive research paper are required.

COURSE OBJECTIVES

Upon Completion of this course the student will:

• Demonstrate the ability to cite research using MLA format.
• Understand components that build effective arguments in varying texts.
• Demonstrate the ability to explain different texts; expanding and further developing your analytical skills.
• Develop knowledge of research tools and gain confidence in using techniques and sources.
• Further refine grammar and writing mechanics.

GRADING POLICY

30% Journal & Reflective Writings

40% Participation (in-class and on-line) & Attendance

40% Final Research Essay with annotated bibliography

Texts and Supplies

• Hacker, Diana. The Bedfored Handbook, 7^th ed. Boston: Bedford Books.
• The Brief Bedford Reader, 10^th edition and selected text.
• A good college-level pocket dictionary
• Spiral notebook, college ruled
• Regular access to a word processor, printer, and Internet

Extended Expectations

Journal & Reflective Writings: 20 journal reflections of 250-words, most of which will be written in class in your spiral-bound notebook. Any reflection written outside of class should be carefully planned and revised, typed, double-spaced, and submitted on time. Your journal will be collected periodically, unannounced, for grading. Journal entries must be at least two hand-written pages (no more than 3) in response to reading material covered in class. Your entries must be self-reflective and address points made during class discussion.

All typed writing assignments must be in times new roman, 12 point font and double spaced. If a hard copy is required all margins must be 1 inch.

Participation (in-class and on-line) & Attendance: Students will quickly become active members of classroom discussion, providing at least two talking points for each discussion in order to receive partial credit. The quality and thoughtfulness of the response will warrant the appropriate grade. Just as journals are meant to be reflections of the learning process, so too are class discussions. From discussion, students will create higher level discourse from which they will draw during the research writing process. A lack of participation will result in automatic failure of the course.

Note on Attendance: This class meets only 3 days a week for approximately 18 weeks (50 days). Missing one day is equivalent to missing almost an entire week of material. Because our time is limited and valuable, you are allowed two unexcused absences only. Your third unexcused absence and each subsequent unexcused absence will result in a drop of one point each on your final grade for the course. Two unexcused latenesses of more than ten minutes count as one unexcused absence: Come to class every day on time and prepared for discussion.

Research Paper: Students will work to complete a 7-page research paper based on five sources from a completed annotated bibliography and following the MLA format described in The Bedford Handbook. Grades will be earned based on satisfactory completion of the various stages of the research process as well as on your final paper, which must be submitted with any note cards, drafts, and an annotated bibliography with at least 10 sources and following the procedure and MLA format described in The Bedford Handbook.

The final paper, on a literary subject of your choice, is due in class on Monday, June 21, 2010. You will be graded on notes taken during the research process, the quality and substantial revision of at least three drafts, and the overall quality of writing, e.g. correct use grammar covered throughout the course. No late papers will be accepted. The project is worth 40% of your grade, without it you cannot pass the course.

Plagiarism: It is unethical to present as one’s own work the ideas or words of another without the proper indication of the source. Plagiarism on any assignment will result in a failing grade for that assignment and can lead to failure of the course.