WEEK 10

WELCOME TO FINAL EXAM WEEK! (Sort of — I'm posting this in Thanksgiving week, so you have an extra week to get the essay done.)

Here's your essay topic:

Looking back at what you've written (multiple drafts of different essay types in 4 modes of discourse and a bunch of writing exercises) what have you learned about yourself as a writer? 

This is a pretty open-ended assignment, but you do have some parameters:

• 800 words minimum
• beginning, middle, end (other than that, organization is up to you)
• proofed very carefully
• make it readable (be natural; let me hear your voice; 1st person pronouns are fine for this essay; you do NOT need to mention everything you've written)

That's it. Have fun! Turn it in by NEXT Friday at midnight. 

 

WEEK 9

Good Morning, and welcome to our penultimate post! (Given that this is week 9 out of 10, what do you think penultimate means?)


YOUR WORK FOR THE WEEK . . . .


1. Revise your Lit Analysis essay. 

2. If you haven't yet, get the OK from me on your definition/classification essay topic. If you haven't proposed a topic (a word or idea to define or classify), then do that NOW. Email me. 

3. LBGB...

    a. Read chapter 6

    b. Semicolon (;) - write out the three rules; write an original sentence for each rule.

    c. Colon (:) - write out the four rules; write an original sentence for each rule.

    d. Read the BOX on p.79. What's the trick for remembering the difference between a colon and a semicolon?

    e. Read the BOX on p.88. Define fragment. When are you allowed to use one?

    

4. Write the definition/classification essay...

Last week, I wrote this: 

You're teaching your readers a new definition. Consider the example essays. One breaks down an activity into its different types; one opens our eyes to 3 ways of looking at a familiar city; one deals with a distinction between two often-confused terms; and the last one re-defines a familiar word. None of these is reflective, and each one uses definition or classification in a slightly different way.

I need to clarify something I just said: "You're teaching your readers a new definition." This can mean one of two things: 

a) that you're redefining a familiar term; or...

b) that you're teaching your reader a term he or she is unlikely to know. 

Either approach is valid.

The best source to use for finding a term to define is your own interests. Let's say you're a horse enthusiast. You could break down the term "tack" into it's various parts. What's the difference between bridle and halter? (I'm familiar with those words, but I can't define them, so I would be a good audience for that essay). 

Hobbies, sports, any activities that have their own jargon are all great places to find topics for this essay.

Re-read the sample essays to get a sense of the wide range these essays can take. But notice again, they're ALL ORGANIZED IN SOME WAY. They all have beginnings, middles, and ends. And they all have a POINT! That's what we've been emphasizing all term.

You only get one shot at this essay! We're practicing for the final exam so, your first draft will be the final draft. Make sure you're taking care of the basics like organization, topic sentences, and proofing. There is no "official" format for the definition/classification essay (maybe you noticed that in the examples), so you've got some freedom here in terms of what you do with it. It can be informal. You can use I, me, myself. You can moralize and have opinions. Just make sure your writing makes sense, that it has a basic beginning, middle, end structure, and that it's in proofed and final-draft quality. (Extra credit if you can make me laugh.)

600+ words. 

I'm looking forward to these. Have a great week!

Oh give thanks to the Lord, for he is good, for his steadfast love endures forever! ~Psalm 107:1

WEEK 8

Good morning!

HERE'S YOUR WORK....

1. Revise your book or film review. 

2. Write a limited literary analysis. Show how Guy de Maupassant communicates the theme that APPEARANCES ARE DECEIVING. 

Requirements (read these very carefully):

i.  Use evidence from the text to support your arguments.

ii.  Quote the text at least 3 times (no citations needed).

iii.  Watch this short video on incorporating direct quotations.  

iv.  Do NOT summarize the story in this essay. I'm your audience and I've read it bunches of times. You will, of course, need to reference what happens in the story in order to make your points, but you don't need to summarize anything. Here's the difference between summarizing (bad!) and referencing (good!): 

Summarizing: "Yoda was a Jedi master who mentored Luke Skywalker." (You don't need to tell me that.)

Referencing: "When Yoda used the force to pull the x-wing out of the water, he was showing Luke that strength is not in one's size." (You can tell me that because you're analyzing.)

Do you see the difference? If you said the first example to anyone who knew the Star Wars story, they would say, "Duh." But you might say the second example to that same person, and they would say, "Hmm. Good point." Avoid the Duh statements. 

v.  organize it in a logical way. Here's one such way:

1) intro paragraph that mentions the theme, the story, the author's full name (After that you can simply refer to the author by last name, and you won't need to mention the story title again).

2) three body paragraphs to unpack the theme (you could walk chronologically through the story or pick 3 elements like plot, characterization, or setting to discuss.)

3) conclusion paragraph. 

vi. Proof it carefully.

vii.  600 words minimum

3. Read the following:

The essays you'll be looking at (they're at the end of this post) all fall into the category of definition /classification (a sub-category of expository or informative writing). This kind of essay defines or classifies something (the "something" can be just about anything, but generally the something can be stated IN A WORD.)

As you read the examples, take note of a few things (and this will all make more sense after you've read the examples): 

1. Though "definition/classification" sounds stuffy and academic, most of these examples are anything but. Be creative.

2. The organization is not rigid like some of the other essays we've done. Be creative.

3. The variety of topics is wide: a thing, a person, a place, feeling, idea, an activity, an area of study, a mental action. You could also differentiate between two things as in ---- vs. ---- (see the last grammar vs. usage essay below). Be creative.

4. I'll repeat myself here: you NEED to be creative. You're not reporting back to me on what a dictionary definition says—I can read a dictionary for that—You're creating a new way of looking at something!

One more time: This will make more sense after you read the essays below.

4. Do the following for each essay below:

1. Explain what other modes of discourse are being used (i.e. in addition to its being an expository piece, does it also include description, narration, and/or argumentation?).

2. Briefly describe the various parts of the definition. An outline would work for this. 

Here are the essays:

• An old (even the font looks old) but funny essay on Shaking Hands
• An excerpt from Here is New York by EB White. Begin at the bottom of p.25 ("There are roughly three New Yorks...") and end at the break in p.29. 
• Two blog posts by your teacher: one on Grammar vs. Usage 
• another on a new definition of sport.

5. Propose a word, term, or phrase for your definition/classification essay, and briefly explain your thesis. IF YOU WANT TO SHOOT ME AN EMAIL EARLY IN THE WEEK, I'LL APPROVE IT FOR YOU. Here's how my sport topic might sound: 

"I'm defining the term sport. I don't like how sport includes so many things, so I'm going to propose a stricter definition. 

Choosing a term to define can be tricky. You're not writing an essay on how a word or phrase makes you feel or on what you think about when you hear a particular word or phrase. That would be a purely reflective piece. This is primarily an expository essay. You're teaching your readers a new definition. It will likely have some argumentative discourse too; you're trying to convince your reader that your definition is helpful.

Good luck! (There's no such thing as luck; in fact, as a Christian who believes in God's complete sovereignty, I could write an essay re-defining the phrase "good luck" to mean something like "I hope things go well for you in that particular endeavor." See? There are topics all around us. I would start looking in the places you're most interested in.)

Be inspired by Isaiah: Behold, I am doing a new thing; now it springs forth, do you not perceive it? I will make a way in the wilderness and rivers in the desert. Is 43:19

Due Friday at 5:00, as usual. Have a great week!

CATCH UP!

 

This is our second catch-up week. Get caught up! 

On work. 

On rest. 

On that thing you've been putting off.

WEEK 7

Happy Monday!

Here's your work...

1) Revise the comparison essay.

2) Write a review on the book or film of your choice (check last week's post for the no-no list, and I'll add no cartoon character works as well). 

• Include the title of the book or film and its author or director in the introduction paragraph.
• This writing is not highly prescriptive like the comparison or editorial was, but still be thinking beginning, middle, end.
• Your review should include a recommendation--to watch it or not, thumbs up or down, etc. Even a qualified recommendation (as in "read this book only if you're interested in....") will work. Whatever you do, don't leave your review completely neutral. 
• Be careful of how much of the plot you give away. Remember your audience--assume they haven't seen or read it yet, but they might based on your recommendation. NO BIG SPOILERS. Just give enough plot to build interest.
• 500 words minimum.

3) Limited Literary Analysis readings / characterization...

• Read this: Maybe this will be review, maybe not, but "characterize" means that the author gives the character some personality and makes him or her "real." Characterization is direct when the author tells us about the character explicitly. "Joe was cruel" or "Joe weighed 400 pounds" would be direct. Characterization is indirect when we have to infer something about the character from something that happens or something he or she says. "Joe hid a flower for his wife to find in her luggage" implies that Joe is thoughtful. It's indirect.  
• Read the short story The Necklace; In one, well-developed paragraph (75+ words), explain how the author characterizes Messr. Loisel (the husband). In a 2nd paragraph explain how the author characterizes Mathilde. Include one quote from the text for each character. 

Next week you'll be writing a Limited Literary Analysis. This sounds fancy, but it's really just an essay that focuses on one element of literature in a novel, short story, poem, or play. Essays that discuss such things as characterization, character development, theme/motif, voice, setting, figurative language, point of view, or allegory are in the category of literary analysis. You'll be writing on the element of theme. I'll tell you what the theme is next week.

4) LBGB

1. Read chapter five, "The Comma."

2. There are four comma rules (it looks like five, but I won't make you review the misc conventions; you should look through those though). For each rule, A) Write out the rule in your own words; B) Write out two examples from the book; C) Write out two original (your own) examples.  

3. Explain each of these usage problems as though you were an expert (What's the problem? And what is the fix?): 

• action verbs over linking
• ambiguous they
• parallel structure
• begs the question
• mano a mano
• Choose one of your own.

Have a great week!

WEEK 6

Good Morning!

So this week we'll be doing at least two things: writing the comparison essay, and looking at the next essay form: the film/book review. Some of you are even doing final drafts of the narrative essay. That's a lot of writing. Oh, and there's a little Strunk and White too. 

Pace yourselves. Home schoolers are especially good at that, right?

1. Due to computer issues (I was up north this weekend), I was unable to get work graded. I will get it done some time Monday. When I do, you can revise your narrative essay (final draft). 

Read my comments carefully. And when you think you're all done and you're ready to turn it in, proofread it one more time. 

2. Begin the comparison essay (first draft).

Some reminders...

The choices you make need to involve a legitimate choice. In other words, it needs to be something that reasonable people probably think hard about often. Pepsi vs. Coke is not good comparison essay material. No one really thinks about that, despite what the commercials say. Whether a football kicker should go with soccer or football cleats is better. Whether a 20 gauge or 12 gauge is the better load for a shotgun is better. 

Write a draft of 600+ words, carefully proofed, in one of the two outline forms -- alternating or opposing -- and no deviating from this format! YES, this is a highly prescriptive essay. NO, you don't have the freedom to organize it however you want. We're becoming disciplined writers.

3. The book or film review (no essay draft yet, just pre-writing). 

Read this book review. Notice it MAKES A JUDGMENT on the book. That's key. Your job will be to critique a book or film and make a recommendation to your reader (yes, no, or a qualified yes or no). Summarize the Opening Moves review in one paragraph.

Read this film review.  It's a little heavy on re-telling of the plot (something we'll need to avoid), but it's well-written and does the job of critiquing. And this one. It's a good example of a "qualified" yes. What do the two film reviews have in common? One paragraph, please. 

Before you get your wheels turning too fast, I'll let you know now that there are some off-limits subjects: Your book or film may NOT be on anything Tolkien, Rowling, Collins (Hunger Games), or Lucas related. It may not feature aliens or superheroes (sorry, Marvel and DC fans. You'll need to stretch beyond your comfort zone). The rest of the literary world is open for your enjoyment! 

4. LBGB...

1. Read chapter 4, "The Clause."

2. Define the following:

a. clause

b. simple sentence

c. independent clause

d. dependent clause

e. the complex sentence

f. the compound sentence

g. the compound-complex sentence 

3. Choose one from the four "Avoid" items and explain how it might improve your writing. 50+ words.

4. Explain the problems in these usage items (how do people tend to mess them up?) and their correct usage:

a. who / whom

b. literally

c. choose one

  

Turn everything in by 5:00 Friday. 

Have a great week!

CATCH UP!

 

 This is our first catch-up week. 

Use it to CATCH UP. If not in my class then in some other endeavor that you've neglected. 

Have a great week, and see you next Monday.