English 1102 - Aiken

Macon State REQUIRES that 1102 cover fiction, poetry and drama; to that end, MY English 1102 will read:

Format for the Literary Essay

Your English 1102 class will go into more depth in delineating what the specifics are for writing about literature. For your final essay in English 1101, and your essay on The Kite Runner, keep the following GENERAL format expectations in mind:

The first paragraph should introduce the book and author, as well as provide a "hook" for the read AND it should contain an explicit thesis statement (an obvious main idea) that the rest of the paper will support.

The body paragraphs should support the main idea with MANY DEFINITE, SPECIFIC DETAILS FROM THE NOVEL. Do not make unsupported generalizations. Provide SPECIFIC EVIDENCE.

The conclusion needs to bring a graceful or memorable closing to the essay; it should not STOP abrubtly.

Those are the basics . . . you may have more information on format next semester, bu t that's it for your last essay THIS semester.

What To Pay Special Attention To in The Kite Runner to Prepare for the Final Essay??

Obviously, the best way to prepare for the final essay is to have read and studied the book thoroughly. With that as a given, you might want to focus your attention on the following concepts/ideas explored in the novel:

Parallelism – especially between Ali/Baba as well as Hassan/Amir

Redemption – is it achieved for Baba? Ali? Sanaubar?

The framework of the novel, beginning and ending as it does – as well as evidence of other situations that also repeat themselves or seem to go in cycles. Keep in mind the passage from the novel: “Afghans like to say: Life goes on, unmindful of beginning, end . . . crisis or catharsis, moving forward like a slow, dusy caravan of kochis [nomads].”

Class distinction and its role in forming the lives of the characters – not just Amir’s, but ALL the characters

And – obviously – the friendship between Amir & Hassan

You WILL get your research paper, any other papers (essay & quiz) and your grade on your blog, on the day of the final. (I have one final every day next week = catch up time!! Finally.)

Macon State - SPRING SEMESTER 2010

The novel for spring semester: The Story of Edgar Sawtelle by David Wroblewski. Interview with the author is available on audio at:

http://www.npr.org/templates/player/mediaPlayer.html?action=1&t=1&islist=false&id=92858522&m=93020237

Questions from THE KITE RUNNER

Some editions of the book have the following questions in the back. This is an edited list:

1. The novel begins and and ends with kite running. Why does the author choose to frame the novel with these scenes? Refer to the following passage: " Afghans like to say: Life goes on, unmindful of beginning, end . . . crisis or catharsis, moving forward like a slow, dusty caravan of kochis [nomads]." How is this significant in framing the novel?

2. The pomegranate tree is important to Amir and Hassan; they spend hours reading and playing there: "One summer day, I used one of Ali's kitchen knives to carve our names on it: 'Amir and Hassan, the sultans of Kabul.' Those words made it formal: the tree was ours." In a letter to Amir later in the story, Hassan mentions that "the tree hasn't borne fruit in years." Discuss teh significance of this tree.

3. What is the significance of the irony in the firest story that Amir writes? Afer hearing Amir's story, Hassan asks, "Why did the man kill his wife? In fact, why did he ever have to feel sad to shed tears? Couldn't he have just peeled onions?" How is his reaction to the story a METAPHOR for Amir's life? How dose this story epitomize the difference in character between Hassan and Amir?

4. On Amir's trip back to Afghanistan, he stays at the home of his driver, Farid. Upon leaving he remarks: "Earlier that morning, when I was certain no one was looking, I did something I had done twenty-six years earlier: I planted a fistful of crumpled money under a mattress." Why is this moment so important to Amir's journey?

5. When does Amir finally stand up for himself?

6. Amir and Hassan have a favorite story. Does the story have the same meaning for both men? Why does Hassan name his son after one of the characters in the story?

7. When Amir discovers that his father has lied to him, he realizes that "as it turned out, Baba an dI were more alike than I'd ever known." How does this make Amir feel about his father? How is this both a negative and a positive realization?

Thanksgiving Assignment

The Kite Runner by Khaled Hosseini : A brief Study Guide

Before reading, it would listen to the interview with the author at:
http://www.npr.org/templates/player/mediaPlayer.html?action=1&t=1&islist=false&id=1358775&m=1358776

Post your responses to the following on your blog NO LATER THAN Sunday, Nov. 29 by 5 PM
1. Topics in The Kite Runner – for each of the following, write a clear statement about what the book says about this topic in the novel
• Role of women
• Betrayal
• Brothers
• Guilt – hidden guilt vs. open guilt
• Redemption
• Exodus
• Fathers & sons – patriarchal society
• Class distinction

2. Style – in 2-3 clear, concise, complete sentences, comment on each the author’s use of eachthe following in the novel
• Parallelism
• Character foils – look for characters in pairs OR characters who could be placed side by side for contrast
• Foreshadowing
• Flashback
• Positives & negative aspects of the writing

3. Settings – both time and place and culture – list five important cultural aspects of setting identified in the novel - e.g., Hazara vs. Pashtun

4. Identify at least 5 minor characters and their role in the novel

5. Identify at least 5 Symbols and the significance of each


There is a movie on The Kite Runner – I have no idea if it is a good translation of the book or not; there will be a quiz on the book the Monday after Thanksgiving; it will be taken from the book

Leaving Comments on the 3rd Essay: Comparison/Contrast

Now that everyone is competent in posting and commenting . . . you're (almost) on your own. Choose 3 blogs you have not previously read or critiqued. Read those and offer comments, again, depending on whether you're the first reader, second reader, or third reader. Some of you are beginning to establish a following of those who know you are conscientious and offer real commentary and suggestions. FEEL FREE TO READ AND CRITIQUE AS MANY AS YOU WANT--JUST KEEP UP WITH WHICH ONES, SO I CAN GIVE YOU CREDIT!!


FIRST READER:Title, Introduction, Conclusion

If you are the first reader to critique a comparison/contrast essay, look carefully at the title, the introduction, and the conclusion. Can you tell from the title and introduction what the focus of the essay will be? Is there a definite thesis statement that directs your attention to the main idea of the paper? does the conclusion bring the paper to a logical, graceful end? If the paper is argumentative, is it clear in the conclusion that the writer clearly favors one thing over the other? If it is NOT argumentative, does the conclusion deal fairly with both elements that have been compared and contrasted?

SECOND READER: Organization

Make sure a point by point comparison has been established throughout the essay. Each of the body paragraphs should begin with a logical point of comparison, followed by the differences. The order that is established between the two should be maintained in every body paragraph. (For example, if we were discussing the illustrations of the 1930s, a writer could discuss the painting first, then the photograph in the second paragraph that may deal with the background. In the next paragraph, the author may deal with the couples in the foreground, but the order would STILL be painting first, then the photograph.) ORGANIZATION should be tightly structured and clear in this paper -- extrememly logical.

THIRD READER: Support and Development

Has the writer given adequate details, specific examples, and thorough development to every point in the paper? Has the author come up short in some areas of contrast? Has the author fully explained each of the similarities and differences in each paragraph? Are there any questions the author needs to answer.

Forward . . . To the Land of Comparisons & Contrasts!

Two Views of the Great Depression

1-2 sent. intro. the Depression & the various illustrations we have of the life of farmers in the G.D. - Lead into farmers at the beginning of the 1930’s, pictured in Grant Woods' "American Gothic" compared to the result mid-depression represented in ___'s photograph. Initially, both portrait and photo present a couple who are obviously farmers, pictured in front of their homes, during the Depression. A closer look reveals striking, painful differences between the two couples.

par. 2 - houses/homes –
“American Gothic”
photo

par. 3 – people
“American Gothic”
photo

par. 4 - time pd. -----
“American Gothic”
Photo

to par. 5 – conclusion – the difference between the media—portrait painted vs. the stark reality of photograph . . . leads back to illustrations of the 1930s.

nice circularity & closure

2nd Essay in Review

Again, on your blog, I would like for you to reflect on the second essay you've written. In theory, the Example Essay is "supposed" to be easy. It's one that you'll undoubtedly use later in the semester and next semester in English/Composition. It's one you've used in the past and will likely use in the future in social science classes and in whatever in-depth study you make in your chosen discipline. HOWEVER, several people have said it was the "hardest essay" they had ever had to write. In a new post on your blog, discuss your own experience in writing this essay. Was it difficult? What was hardest? What was easiest in writing it? What advice would you give the next 1101 student who could be taking your seat?

Now that you've got your blog and have been posting--what do you think of your efforts? Are you surprised at your own ability? Specifically, comment on the remarks you have or have not received. Vent, if you like. I know some of you have not had positive experiences with comments or being able to comment. Please feel free to use this portion of the post to discuss the problems and difficulties AND, if possible, MAKE SUGGESTIONS on improvement. If, on the other hand, you found the practice of posting, receiving comments helpful, explain why you think it's worked for you.

NEXT WEEK: The Comparison/Contrast Paper -- bring books to our next class

What butters my bread? – if gold stars weren’t so corny, I’d hand them out!!

* Great papers that follow MLA format – font size, margins, header, pagination—everything! Thank you!!
***Essays that are not afraid to incorporate the writer’s insight which is thoughtful and expressed well. It not only indicates independent thought and analysis but also that the author took the time to choose his/her words and their arrangement carefully.
***** Comments like the following:...
This is a very thorough exemplar of the rules of basketball, however it doesn't seem like the information is directed towards anyone. Your purpose is very clear, as you are apparently an avid fan of the game, but there is no connection to the reader.
The author of the essay read the comment above, took the words constructively and went back to his essay and REVISED it! That doesn’t mean he corrected spelling, punctuation or otherwise edited the essay – he revised the entire essay. There could be no better example of the influence of blog comments. GREAT JOB, GUYS!! Right now, both of your blogs are A+ !!

What Burns My Biscuits?

grr - Students on either MSC or WRC campus who do not use their Macon State email
grr - Blogs on which it is not possible to post comments!!
grr - Careless proofreading: “Leader not fried.”
grrr - Students who may not realize I’m serious: “So... this is my first update for this week. I've really been slacking.. I wonder if Mrs. Aiken really checks if we update or not.. hehe”
GRRR!!! Essays not posted in a timely fashion; comments not given in a timely manner
GRRR!!!! A blog established but NO posts – nada; nil; zilch – Blogs count 20% of your total grade, which is the equivalent of two zeros so far . . . YOU do the math.
Real Name Deleted
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Peer Review Protocol for the Example Essay

Each person who reads needs to give constructive review, not just compliments. If you feel like you cannot improve on the paper, BRIEFLY explain why the author's writing "worked." That focus will help the writer and will help you as you look back on your own work.

READER #1: AUDIENCE AND PURPOSE:
Comment on the writer's awareness of his/her AUDIENCE and his/her PURPOSE. Does the writer seem to provide adequate information and seem to realize he/she is writing for more than himself/herself and just one person? Do his/her efforts provide a basis on which all people can relate or is it too personal, too focused on the writer for that? Is his/her Purpose in writing this essay clear by the end of the paper? Has he/she established a generalization either in the opening of the paper or by the concluding paragraph--and can you identify his/her purpose?

Reader #2:SUPPORT, DEVELOPMENT, ORGANIZATION:
Has the author of the Example Essay offered at least two and no more than four illustrations or examples that support his/her generalization? Have any ideas included in the paper STRAYED from the topic at hand? Do all the examples contribute directly to the paper. Has he or she THOROUGHLY explained the examples in such detail that he/she has SHOWN you the examples clearly and NOT just listed them? Have the examples been thoughtfully arranged in the paper? Does the organization of the paper seem clear? Is there a logical progression AND TRANSITION from paragraph to paragraph without constantly using "For example . . ."?

Reader #3: INTRODUCTION, CONCLUSION, STANDARD CONVENTIONS:
Has the author drawn you into the paper or piqued your curiosity with an interesting opening paragraph? Are you interested in reading the paper after the first paragraph? WHY? WHY NOT? (Explain both in your comment.) Whether the paper has been arranged by giving the thesis/generalization FIRST, followed by examples, OR by providing examples that lead to a conclusion, does the ending of the paper come logically and provide graceful closure or leave an impact on you, as a reader? Again, tell the author why or why not. As a reader, what general impression of this writing do you take away with you? Finally, has the author used Standard Conventions as well as possible to provide clear expression? Are all sentences complete, clear and purposeful?

At Home Plate, Swinging Away Again

If you take a look to the left side of the page, to the list of HELPFUL LINKS, you'll see additions that are specifically directed to the Example Essay. If you're having difficulty in writing, developing, or conceptualizing any aspect of the paper and neither I nor the Brief Bedford Reader was helpful, take a look at one of those links. Just as the cat may be skinned any number of ways, information may be presented in a variety of ways--and hopefully, you will have found one that you understand and that clarifies how simple the Example Essay is.

Once you have your ideas, your initial draft and once you let someone else (a friend or family member, perhaps) read and help you with your paper, you're ready to compose your final draft. If you feel insecure about your writing or use of the conventions of Standard English, you may also want to get a tutor from the ARC to proofread your paper. Essentially what you're doing, as you post your essay, is the Dress Rehearsal. It doesn't have to be "perfect" but it needs to be presentable. You need to make sure that the essay you post is one you're satisfied with, more or less. After all . . . your audience is waiting. What you may also find is that those people who read your blog last time may go back to see what you wrote THIS time. Remember: I'll be assigning you blogs to read, and in the next post providing the criteria, but YOU will be able to read any blogs you like and you'll be able to comment on them, as well. As always, it is both an empowering and frightening prospect.

So. Whether it's at home, in the library, sitting in your car or under a tree, go ahead and post your Example Essay--LABEL IT EXAMPLE ESSAY -- that way, no one will wonder whether it is or isn't what they need to be reading and critiquing.

FINAL drafts will be due next Thursday for those classes that meet Tuesday and Thursday. That shoud give you time to receive comments, make revisions and perfect your paper. I'm looking forward to some "good reads."

"No Man is An Island" ~ John Donne

No man is an island, entire of itself; every man is a piece of the continent, a part of the main. . . .Any man's death diminishes me, because I am involved in mankind . . . . ~ John Donne


This is my first post since last week. As you know, my Train of Thought occasionally takes scenic detours; this time, it simply ran out of electrical [mental] current and came to a screeching halt. I have been trying to maintain blogs for English 1101 and 1102, grade over 75 essays handed in last week, prepare for an Arts & Crafts fair in my little hamlet of a town, and, oh, yeah--be the chief cook and bottle-washer at my house. It's a pretty full agenda, just like everyone has. That Train and agenda came to an abrupt halt last week, when two of my closest friends called to tell me that members of their respective families were critically, terminally ill. As things go, one dear friend (whose mother-in-law is in Intense Care for an unknown infection) lost her brother-in-law, just one day after the other friend lost his father-in-law--both were victims of cancer. My Train paused for today, for the sake of our shared humanity. Now that it has resumed, you'll find additional information, concerning class on the very next post. My best regards. Take care. Be well. Live with awareness and appreciation.

*****ATTENTION***** You-HOO!!

Someone mentioned this morning that an observation/reflection which was posted received negative comments concerning comma use. The post, however, was not for an essay, but simply a means of personal expression. DO read and comment on posts made by the writers, but keep in mind that almost ALL posts are essentially rough drafts (INCLUDING MINE!). The purpose of blogs is to capture ideas, fleeting thoughts, and to use cyberspace and the blog to record them in words, available anytime, anywhere one has access to a computer & internet. In the fast-paced world we live in, just having the opportunity to retain important concepts quickly is needed. Blogs were not originally created to be used by English classes, after all. As I see it, blogs are a tremendous strategy that can be implemented to improve one's writing, but not everything that is posted requires editing commentary. For instance, it's perfectly fine to comment on a post with something as simple as: "Yeah, I know what you mean; I hate blogging for English, too." There is a huge difference between writers and editors. All of us are writers. I have a friend who is a copy editor for a magazine. She is not the writer who finds the inspiration for a topic, researches the information, tests the veracity of the facts, and finally writes the article. She is the one who reads the article, meticulously searching for errors, making corrections so that readers clearly grasp what the writer is saying and then she approves the piece for publication. There is a time and a place for writing and editing. EXCEPT WHEN ASKED TO DO SO, PLEASE DO NOT EDIT A BLOG POST. While grammar, mechanics, tense, sentence formation are all necessary to a polished final essay, blogs DO NOT have to be refined.

First Final Draft Due Today!!

Today's agenda and our next class is simple:

Today:
*** Hand in your final drafts, with all other drafts stapled beneath it
*** Take a couple of breaths and consider YOUR writing process that led you to your final draft.
Login to your blog and discuss the following questions in a new post before you leave today: What was the greatest challenge that you faced in the composition--was it: finding a topic? getting the computer to cooperate? adequate development? Whatever it was, explain the challenge in writing and what you did to handle it.
In another paragraph, explain how YOU reacted to reading other blogs. Did you enjoy it? What it more of a pain and aggravation? What did YOU gain in reading and , more importantly, commenting on the blogs you read? When you went back to YOUR own blog and to your essay that you posted, did the comments that were made give you reason to look at your essay more closely? Why -- or why not? Your honest responses will help make this a better learning experience next time. If you have any suggestions, please feel free to make them. I realize that not all essays were posted in a timely fashion, nor were all comments made conscientiously. Of those essays and comments that were attended to, what was your reaction?

For our next class:
Read pages 157-186 in the Brief Bedford Reader--this is the section on essays developed by example. Be sure to take a close look at the two essays on the homeless and the manner in which these are developed. We'll be discussing this chapter on Thursday and next Tuesday. Your next rough draft should be posted on your blog by next Thursday. You can create choose from topics at the bottom of page 187 -- or check with me, if you have another idea

IMPORTANT NOTICE

IF YOU WERE ABSENT ON SEPT. 10 OR DID NOT GIVE ME YOUR ROUGH DRAFT UNTIL SEPT. 10, YOU STILL HAVE A CHANCE TO PICK IT UP TO MAKE REVISIONS BEFORE THE DUE DATE, TUESDAY, SEPT. 15. GO TO THE HUMANITIES OFFICE AND ASK EITHER MS. GREEN OR MS. LECLAIR (EITHER OF THE SECRETARIES) TO RETRIEVE IT FOR YOU FROM MY MAILBOX.

ALL FINAL DRAFTS ARE DUE ON TUESDAY, SEPT. 15.

BE SURE TO BRING BOTH BOOKS TO CLASS THAT DAY AS WELL.

Just For Fun . . . Really

Think of the exercise on punctuation as the academic English to visual illusions--the kind that show you two different pictures, depending how you see them.

For interesting visual illusions, you can check out the following:

http://images.google.com/imgres?imgurl=http://brainden.com/images/optical-illusions-seal-bear.gif&imgrefurl=http://brainden.com/optical-illusions.htm&usg=__DEyzfPSydwDgCIPsafosfIn7gUU=&h=255&w=312&sz=7&hl=en&start=2&tbnid=-TYrHxanuzF-vM:&tbnh=96&tbnw=117&prev=/images%3Fq%3Dvisual%2Billusions%26gbv%3D2%26hl%3Den

MLA Format

Final drafts on your first essays are due Tuesday, Sept. 15. Keep in mind all of the comments that have come your way, whether from your blog comments or on your returned draft. Some people need to fully develop an essay, rather than a paragraph or a page; some need to create and maintain a more specific focus; many people need to look carefully at sentence formation and punctuation. We will focus on those two areas in the next few weeks. Almost everyone needs to make sure his/her paper is handed in correct MLA format.

The Modern Language Association created the format that, in English language arts, we simply refer to as MLA. It is detailed on page 300 in 6th edition of the St. Martin's Handbook. If you have a different edition--no problem, just look in your table of contents for the section on MLA FORMAT. The sample paper is on page 337 in St. Martin's. THERE IS NO TITLE PAGE, BUT THERE IS A SPECIFIC FORMAT IN WHICH THE PAPER MUST BE PRESENTED. Please refer to this as you begin your final draft!

Abbreviations:

WW = Wrong Word -- e.g., soar instead of sore
BW = Better Word -- not necessarily a "bigger" word, but one more exact than "a lot"
TR = Transition -- there may need to be a word or phrase for a smoother transition or "flow"
CS = Comma Splice!! :-/

PUNCTUATION AWARENESS DAY -- A period or comma may mean the difference between love and hate; read on!

Look at the following "Dear John" letter. By adding ONLY punctuation, convert this letter of rejection into a love letter:

DEAR JOHN:

I WANT A MAN WHO KNOWS WHAT LOVE IS ALL ABOUT YOU ARE GENEROUS KIND THOUGHTFUL PEOPLE WHO ARE NOT LIKE YOU ADMIT TO BEING USELESS AND INFERIOR YOU HAVE RUINED ME FOR OTHER MEN I YEARN FOR YOU I HAVE NO FEELINGS WHATSOEVER WHEN WE'RE APART I CAN BE FOREVER HAPPY WILL YOU LET ME BE YOURS

GLORIA

Essays and Commentators!

WOW! Overall, I was very impressed with some of the first drafts and the comments that accompanied them. It's pretty obvious from both those of you who seem to understand and realize the importance of both. I was even happier to see that some of you decided to read and comment on other blogs, as well as those that were assigned. Writing becomes more real, more authentic, when we realize that other people whom we don't know, don't expect, "drop by" to read our words. (Even though I admit it is a bit "forced" in this classroom situation.)

Keep in mind that your blogging--both your writing and your commentating--contribute 20% to your grade. It is an active means of class participation, as much as responding or questioning orally. It gives "quiet" people an opportunity to voice their ideas as well as the more verbal among us.

There were three blogs I was unable to comment upon, so there are no comments (YET!) on those. I don't know what the problem is, but we'll try to figure that out. If you were not one of those three, you may still have no comments--that's because there are always slackers among us. To be fair, people often underestimate their ability to comment--or they forget--or they just don't do it for their own reasons. Again, remember: I am not asking you to do my job; I'm asking you to improve your writing, which involves reading a lot and writing a lot. How well you comment is almost as important as how well you write.

Finally, let me urge you to offer constructive advice as you comment. It's always good to hear compliments; we ALL need that and respond warmly and appreciatively to compliments. When you read an essay, I think it's a fine idea to begin with a positive reflection--then, if possible, follow it up with suggestions, advice, even editing if you're confident in your skill. The comments that offer advice are those that cause you to return to your paper, to improve your writing, and ultimately improve your grade.

(In an ideal world we would focus more on the betterment of writing--for now, we have to focus on that and the betterment of the grade. *sigh*)

"The Time Has Come," the Walrus Said/Protocol for Peer Posting

In this case, the time has come to read rough drafts that have been posted AND to comment on those drafts/posts. In order to do that, it may put everyone a little more at ease to outline a protocol. Comments that are vague and innocuous don't really help to create better writers any more than mean, hurtful remarks. Nothing is gained from either. I refer you to the syllabus that suggests everyone use common sense and courtesy in all class activities; to that I would add that your commentary should be constructive, honest and professional.

If you are the FIRST READER of a draft:
Focus on PURPOSE in the essay.
Determine what the purpose or reason of the essay is. Determine what is being described. Is the purpose of the essay established in the first paragraph? Is the purpose
maintained throughout the paper? Are there any sentences or elements that detract from the essay's purpose.
Please write the author at least 3-5 sentences, telling him or her that you see the purpose of the paper to describe _________. Add to that what you identify as elements that continue to support the purpose or explain why an element may not contribute to the purpose.

If you are the SECOND READER of a draft:
Focus on the AUDIENCE to whom the paper is directed:
Does the author seem to be writing with a "real world" audience in mind? Does the author write with an awareness that his/her audience is broader than just one reader? To that end, does the author provide his/her audience with adequate information and explanation? Does the author avoid making assumptions concerning his/her audience? Finally, does the author write with the audience in mind?
Please write the author 3-5 sentences as part of the wider audience for his writing. Give him/her appropriate and adequate feedback. Explain to him/her whether you, as his/her audience, felt he or she communicated with you well -- and WHY.

If you are the THIRD READER of a draft:
Focus on CLARITY in the paper.
Is the writing clear or confusing? Do you understand every sentence in each paragraph? Has the author clarified/defined vague terms? Did you have any trouble following any logic in the paper? You need not know exactly what the NAME of a problem is, in order to recognize that there needs to be revision and point it out.
Please write the author 3-5 sentences explaining whether his or her paper is clear and logical. While you cannot tell him/her that his/her paper is completely vague, you may indicate that a sentence or two may need revision (and, obviously, indicate which sentence(s)).

There should be no harm in reading all the posts you like. People write with a purpose to an audience. This is designed to make you all more aware of that, and to contribute to each other's work in a POSITIVE manner. Scarey? Yep. Absolutely. Important to your development as a writer? Yep. Absolutely. To use a cliche: The turtle only gets ahead by sticking his neck out. It's going to be fine. Really.

"How Do I Know What I Think Until I See What I Say?"

Do check my blog when you're absent from class. I will be making a conscientious effort to re-cap the week, essays and assignments due, reminders, etc. This should be a benefit to us both. I am glad to answer questions in emails, but recounting "what we did in class" can be time consuming.

If you have not already started posting on your blog, please do so! Post at least two times a week. Don't wait for a formal topic from me. The idea of the blog is that it is a place you can record your own ideas, insights, thoughts INFORMALLY. You don't have to worry about whether the topic is "good" or not; it's what's on YOUR mind and what YOU are interested in. At best, it may help to see your own thoughts made visible. "How do I know what I think until I see what I say?" That's NOT an original quote, but it's a quote writing teachers live by. Thinking and writing are intricately connected; we consider a person who is educated, intelligent, articulate to be able to express himself/herself clearly and well in writing. What we forget is that writing well is NEVER easy for anyone.

Where do you start? How do you start? Does everyone have as much trouble finding a topic or writing an interesting first paragraph? Should you pick something close to your heart to write about, or do subjects that carry great emotion provide a greater challenge? Are your thoughts clear? Do you KNOW what you want to say and yet struggle to find the correct phrasing or the right word? There are endless complications that you face. There is only one solution: WRITE. Revision and editing will come later.

I'm going to add a Blogroll so you can see some of the other blogs that are being created, see how other people are using them, and perhaps discover greater possibilities.

FINAL FIRST DRAFT DUE ON THURSDAY -- on your blog, if no where else.

Too Many Days Since Thursday!!

One of the most difficult aspects of this class (for me) is that I want to provide you with an adequate amount of background for each essay, enough information so that you feel as if you have a set of training wheels as you begin to tap-dance your fingertips across the keys. The truth, however, is that I can talk to you about writing your essays until I'm hoarse and you're asleep, but until you finally take action (think Nike commercial here: "Just do it!") nothing that I say will matter. No matter what I say or do, you'll be nervous about your first essay. You won't know what to expect until that paper is written, evaluated a couple of times, revised, and finally submitted for a grade.

Writing is not easy--not even for those who make their living by it. True enough, writers, journalists, and any others who make a living by the written word do so because they have found a certain niche that suits them, but . . . it's still work. Stephen King (yep, him again!) makes the comment that talent is may be an "almighty" gift, a huge one, but that the talent alone will not make a writer. The only thing that makes a writer is working at the craft, the talent that he/she possesses. Talent, intelligence, ability alone will not garner success (which translates to an "A" in college); whatever talent and intelligence you possess MUST be combined with work.

On Tuesday, I'll give you the "rubric" or the guidelines that have been established by Macon State (much like other colleges & universities) which outlines the criteria for papers. You'll have a chance to self-evaluate and you'll get a chance to post it on your blog, as well as offer comment on other essays. We'll also look at something in the Brief Bedford Reader that relates to grammar, mechanics, and the like.
Finally, you and I might both discover that if we work on posts shortly after class that our memory is much more fresh than the night before we see each other again. I find myself vaguely remembering last Thursday, knowing that it is connected to what I have to do now and what we will discuss tomorrow . . . hmmmmm. "Tomorrow and tomorrow and tomorrow . . ."

Daily Writing Assignment - Paragraph Description & Preview of Our Next Class

Below is an example of standard MLA format. The only difference is that I added "descriptive paragraph" to designate what it is you're writing, to specify. I've adapted the assignment on the top of page 155. Rather than write 3 paragraph, just write ONE GOOD DESCRIPTIVE PARAGRAPH on one of the topics suggested. Make sure you print your paragraph & you're done for the day.

Your Name

Mrs. S. Aiken

English 1101 – descriptive paragraph

August 25, 2009

A ________

Try to use all your senses in your description:

Sight
Sound
Taste
Touch
Smell

It may sound odd to begin with . . . but give it a try. Aim for roughly a half page paragraph.

THEN . . . print it out!

Go to File – Select Print –
IF you are in H/SS 124, MAKE SURE THE PRINTER IS SET ON m124-lpt1
If you are at JCHS, hand in your paper, & if you're in PSC 107, copy and paste to your blog.

Make sure you read pages 117-143 before our next class. We will continue to discuss the use of description AND prepare to begin your first essay.

Purpose and Audience

Now that you have your own blog, you can go to it when you come to class, if you like. I'd like for you to post at least two times a week--and keep in mind that:

*YOUR blog can be as useful or useless as YOU make it
*It will be public; I won't be the only one to read it, any more than I will be the only one to read your papers.


PURPOSE and AUDIENCE are vital concerns in writing. Why we write is just as important as to whom we write. Even though you may be asked to write a variety of different essays, each will have its own purpose in addition to being a particular "type." For example, a descriptive essay can do much more than simply describe a scene, a person, a room. A good description is often part of a comparison/contrast, an element in telling a story, or support to clarify an argument.

In addition to PURPOSE, your AUDIENCE--the readers of your blog or your essays--should be kept in mind. If the only writing you ever did was academic, then all of your writing would be expected to be formal. There would be no use of personal pronouns, no contractions, no colloquial expressions, and you would be expected to sound like a "starched shirt" or textbook in everything you write. But the world we live in today is not as formal as the one twenty or even ten years ago. Today, we have a wide range of readers, just as we have a wide range of purposes for writing. Yes, the GRADE you receive for this class eventually comes from me, but I am NOT the only reader of your work. Look around the classroom the next time you come in--here is your audience. You want to write clearly and coherently to capture and maintain their attention, not just mine. You will be reading their writing as well, assisting each other in developing unified papers.

It all sounds good on paper and cyberspace here, doesn't it? And we all know it's not that easy.

We've got to start somewhere, though. And so today, we begin the study of the descriptive essay.

Blog #1 for English 1101

On the first day of class we went over the syllabus, covering materials, books, expectations, etc. Primarily the focus was on what I had to say and what YOU had to read. There was little opportunity for you to interact.

The blog you establish on the second day of class should take care of that problem. On you have created your blog (or gone to the one you already have) think about WHAT YOU WANT TO GET OUT OF THIS CLASS. What are YOUR expectations? What do you hope to accomplish? What are the strategies YOU would like to see us deal with in this class.
Are there any particular types of writing you know you will be expected to complete in your area of interest or discipline?

How can this class assist you in accomplishing your aspirations or goals?