ESL 25: Week By Week Schedule, Winter, 2007
Sucher, section #1324

 

Week 1

Tues Jan 2: Today was our first day of class: we reviewed the syllabus; class members introduced themselves; Kathy demonstrated the course homepage and how to access eCompanion.

HW (homework):

1. Buy the book; we will begin Chapter 1 on Weds.

2. Establish eCompanion account and browse around.  Your first discussion assignment will be for Weds. night.

Weds Jan 3: We began by meeting classmates whose first day was today; we recited the names of all 16 class members; Kathy explained that there has been a technical issue with eCompanion, but it should be resolved today; we completed 4 exercises on "making inferences" (Abraham Lincoln, Tina Turner, etc.); we shared a little bit about educational practices here in the U.S. and in other countries; Kathy also outlined the court case that Pick-a-Prof recently won regarding disclosure of individual faculty course grade distributions.  In the second half of the class, we previewed chapter one in the textbook.

Horizons:Chapter 1: "Getting Ready to Read" pages 1-14

HW:

1. Post to online discussion (located under "Course Home" in eCompanion) due Weds at 8 pm

    Topic: "Introductions and Response to Today's Class"

2. Read Chapter 1: "Getting Ready to Read" pages 1-14

Thurs Jan 4: The thrust of today's class was to practice using the reading strategies we discussed on Weds from Chapter 1.  Strategies include previewing the text, asking yourself questions before reading, making notes on both the author's ideas and your own reactions to those ideas, and--of course--writing responses to things you have read.  We practiced these strategies in class by previewing Chapter 2, "Americans Care Little for Canada, Poll Finds", and "The Perfect Family"

Additionally, we examined the structure of the "Canada" article, specifically the facts that (1) the 'beginning, middle, and end' of an essay can be immediately visible--even when previewing, and (2)  the number of paragraphs and the order of paragraphs can exert an influence on the reader.

Finally, Kathy explained to the class that she is 'on call' for Jury Duty next week. Everyone is advised to check the homepage every evening, beginning Sunday, Jan 7th, in case the class needs to be cancelled for one day...

Horizons: Chapter 2: "Getting Ready to Write" pages 15 - 28

HW:
1. Read Chapter 2: Getting Ready to Write pages 15-28

2. Post to online discussion (located under Week 1 in eCompanion) due Friday at 8 pm.

    Topics: "Reading and Writing" and "Americans Care Little for Canada, Poll Finds"  article
3. Read "The Perfect Family" by Alice Hoffman. Complete the exercises that follow the essay: "Checking Comprehension, Responding to Reading, Identifying Mode and Purpose, & Working with Words.

4. Post to online discussion (located under Week 1 [second discussion]) due Sunday at 8 pm.

    Topic: "The Perfect Family"  Use page 16 of your textbook (the 6 bullet points) to guide your response, if necessary.

Week 2: Jan 8, 9, 10, 11

Monday Jan 8 - Discussion of "The Perfect Family"; how is this essay organized? What kind of examples does the author choose? How does the author reveal the "macro" world through revealing her "micro" world? We also looked at a South Park video clip and listened to "Canadian Idiot" as a follow up to the essay detailing American attitudes towards Canada.
    HW:

    Read "Under the Shade" and complete exercises.
    Post to online discussion and reply to 2 classmates.

 

Tuesday Jan 9 - Discussion of "Under the Shade"; focus on vocabulary & geography. Why does the author choose to include details about place? How does this compare with the other essay?

    HW:

    Read David Levinson's "Helping to Create New Kind of Family"
    Post to online discussion and reply to 2 classmates.
 

Wednesday Jan 10 - In small groups, we discussion "A New Kind of Family".  Kathy also met with groups to comment on Tuesday night's posts to the online discussion.  How can you develop examples into stronger, more personal and visual mini-stories to illustrate your point implicitly?  Everyone signed up for a conference time/date for next week (Tue & Wed).  Kathy outlined the expectations for Essay #1. Film suggestions to accompany this essay include: Brokeback Mountain (drama of relationship between 2 gay cowboys--one of them is from Texas.) and TransAmerica (comedy about a transsexual).

    HW:

    Read "After Two Years in the Melting Pot"
    Post to online discussion and reply to 2 classmates
    Read pp 113-177: How to write using examples to illustrate

    Peruse all essays in Unit 5: how do the authors make connections between ideas?

    Consider which question you will respond to your essay this weekend.

 

Thursday Jan 11

Week 3: Jan 16, 17, 18 (no class on Monday, Jan 15th)

Monday Jan 15 – no class

Online Discussion
 

Tuesday, Jan 16

Essay #1 Due

Tuesday/Weds – individual conferences

 

Wednesday Jan 17

Essay #1 Due

Tuesday/Weds – individual conferences

 

Thursday, Jan 18

Revision #1 Due

Read-Around in class

HW:
1. Read "In Defense of Rudeness" pages 321-324.
2. Complete all exercises except for "Writing About Mode and Theme"
3. Final Rewrite of Essay #1 due via email attachment to sucher_kathryn@smc.edu at 3 pm Sunday (Do NOT post this to the discussion area; just email an attachment to me)
4. Online Discussion, Week 4 , #1 - Post once and reply twice.

Week 4: Jan 22, 23, 24, 25

Horizons – chapter 10: Social Issues

Monday, January 22

In class, we discussed the "elements" of a persuasive essay (pages 314-320) including: (1) an assertive and persuasive thesis (which may include "should" or "must" and is without "hedging words") that states specifically who should follow your advice (for example in "Rudeness", it is AMERICANS that should change); (2) supporting reasons that include either or both LOGICAL and EMOTIONAL evidence; and (3) avoiding "logical fallacies"

HW:

1. Read "One-on-One Relationships Create True Integration", pages 330-333 and complete exercises, as usual.

2. Online Discussion - Week 4, Discussion #2 - 1 post + 2 replies.

3. Prepare 1-3 sentence "author biography" to introduce your "family" essay.

4. Re-read pages 314-320.

5. If you haven't yet submitted your final essay #1, please email it as an attachment to me today.

Tuesday, January 23

In class we defined some of the key vocabulary from the "One-on-One" essay and then discussed the essay in small groups.  During the break, students checked the essay website to make sure their essays and mini-bios were correct.

During the second part of class, we reviewed key elements of a persuasive essay (pages 314-320) and then identified those elements (assertive thesis, knowledge of reader/audience, types of evidence, concession)  within the "One-on-One" essay. Kathy also pointed out instances of the techniques of contrast as well as a general pattern of alternation of general information and specific example.

HW:

1. Read "Right to Know Trumps Privacy" and complete exercises.

2. Online discussion - Week 4, Discussion #3 - 1 post + 2 replies.

3. Review pages 314-320.  What persuasive elements can you identify in the  "Privacy" essay? ineffective?

Wednesday, January 24
Class cancelled - No homework.

Thursday, January 25
In class discussion of Leonard Pitts’ essay
Examination of the persuasive techniques in Pitts’ essay and in the Student Essay
Make sure you understand the Essay #2 Writing Guidelines
Make sure you understand that this weekend’s online discussion includes you playing the “devil’s advocate” in your replies!
HW:
1. Online Discussion: “Playing Devil’s Advocate” – Week 4, Discussion #4 (due Sunday, Jan 28th at 3 pm.)
The purpose of this special discussion is for you to help each other strengthen your supporting reasons and develop your “concession.”
a) Post one idea from your “Essay #2” to the discussion area, and INCLUDE one supporting reason.
b) Respond to 2 classmates’ posts by playing “Devil’s Advocate”.  State why you (hypothetically) disagree with your classmate, and provide a supporting reason.
Write your first draft of Essay #2.  Two typed copies due in class on Monday at 8 am.

NOTES about the DEVIL’S ADVOCATE
What is the devil’s advocate?   According to Wikipedia, a devil's advocate is someone who takes a position for the sake of argument. This practice is generally an instructional technique in which one person argues a position that another is less familiar with, thereby teaching proper argument.

"Playing the devil's advocate" can help ensure that alternate positions are given adequate exposure and to provoke deeper thinking about your stance on an issue.

Week 5: Jan 29, 30, 31, Feb 1

Monday, January 29

Essay #2 -first draft due today.

In class we discussed some of the issues class writers encountering including:
(1) balancing time for research and thinking against time for writing

(2) connecting your thinking with the given prompt

(3) recognizing that the writer is transformed by the writing process

(4) balancing emotional and logical support in a persuasive essay

(5) moderating the strong or "radical" argument through use of concession

(6) maintaining purpose and direction; allowing "going off on a tangent" or digression only when you can relate it back to your original thesis and purpose

 

Vocabulary included:

digression; going off on a tangent; restriction; recidivism (noun) + to repeatedly offend (verb); moderate (n. v.); radical (n. v.) human instinct; free will; specific motivation; vicitimless crime; mental illness; mental retardation; psychological issues; precursors.

 

Finally, we exchanged essays with 2 classmates for an in-class critique.

 

HW:
1. Tuesday (1/30) and Wednesday (1/31) of this week will be devoted to individual conference appointments.  Be sure you have signed up for a time slot (email me if you were absent and I will schedule you in).  Bring with you to the conference appointment 2 printed copies of your first draft.  Appointments will last approximately 15 minutes.
Plan to revise your essay this week.  Bring one printed copy of your final draft on Thursday.

2. Post once and reply twice to Week 5 - Discussion 1
3. Obtain your PIN number from your teacher.

 

Tuesday, January 30

Individual conference appointments

 

Weds, January 31

Individual conference appointments

 

Thursday, Feb 1

Essay #2 - revision due

Begin Horizons chapter 8: Media

Today we looked at the essay by Paul Klite, "Media Can Be Antibiotic for Violence". 

We examined some of the essay structure:
-he begins with examples, moves to rhetorical questions provides international examples of a solution, then recommends guidelines for U.S. broadcasters, explored some of the cultural references

We talked about some of the cultural references:
-Columbine, First Amendment, "A Clockwork Orange", Nirvana

We looked at the "medical" vocabulary that Klite uses to sustain his analogy:

antibiotic, contagious, contagion, sanitize, communicable risk, Hippocratic oath, etc.

We also glanced at the LimiTV.org article, "Television, Video Games, and Aggressive Behavior"

HW:

1. Read Paul Klite, "Media Can Be Antibiotic for Violence" and complete exercises.

2. Read the LimiTV.org article, "Television, Video Games, and Aggressive Behavior" and complete exercises.

3. Read pp 223-228 about "Cause and Effect Essays" and Media.

4. Online Discussion: Week 5, Discussion #2.  Post once, reply twice.

NOTE: Be sure you have 2 blue books, pencils and erasers or pen and whiteout for Tuesday's in-class writing assignment.

Week 6: Feb 5, 6, 7, 8

Monday, Feb 5

Horizons - chapter 8: Media

Online discussion

 

Tuesday, Feb 6th

Final Exam - in-class essay: (blue book)

 

Weds, Feb 7th

Full class meeting.  Short conferences as needed; revise with teacher and classmates.

Online Discussion – self evaluation

 

Thurs Feb 8th

Final Revision – in-class (blue book)

 

Have a nice break!