Wednesday, March 17, 2010
March 17, 2010 Notes
Today in class we took the midterm. It was in two parts: Grammar Exam 1 and Synthetica (Pronoun Case). If students were late they were not admitted to the classroom. If you missed the midterm or part of it, come to my office hour next week to take it. You need half an hour for each part. You only have the one day to make it up.
Some students didn’t do well, but you can certainly revise the essays.
Check your sentences against the errors recap:
1. ". . . Ditch wanted to come with Camper and I . . ." (1).
2. "the General attacked two of the hill divers, Camper and
I . . ." (1).
3. ". . . Ditch was smarter than Camper and me . . ." (1).
4. "Me and Camper laughed . . ." (2).
5. "It was me . . . " (2).
6. "you are almost as pretty as her" (2).
7."[I]f the Pidd men, Sid and me, can do a little camping . . . (2).
The authors wanted me to give you the answers with ellipses, but I have confidence that you will write the answers correctly (smile). You don't loose points on the ellipsis mistakes. I just expect you to correct them. The grade drops on the templates and the basic MLA for essays: heading, header, works cited page, in-text citations.
We then reviewed the initial planning sheet and worked on our outlines for the Half the Sky essay.
Using the mapping strategy to develop ideas to write about, the afternoon class came up with the following on the theme or topic: Oppression of Women
1. Denial of education—lack of access
2. Abuse: physical, emotional, mental; sexual abuse: devaluing of women, sex slaves, lower social status
3. Culturally supported views and practices; actors often both men and women
4. Gender-based violence
5. Poverty—gender discrimination. Who controls the wealth and one’s access to it? Women have no opportunity to accumulate or control their wealth
6. Healthcare: an oppressed woman has little or no healthcare, which means she might not live as long or have a good quality of life
My question to students was, is this a true statement: Empowered women are not or can’t be oppressed.
Outline:
ThesisThe life of an oppressed woman is a missed opportunity.
Major point 1: Oppression is cruelty towards women and girls. (I don’t think this sentence is a good definition because the terms are too vague, but one must certainly define the term “oppression” simply because it is an abstract term and can be defined in a number of ways, none of them perhaps the way the writer intended.
A definition of the words yielded these key words: “an authority’s exercise of power in a cruel or unjust manner.”
Evidence: pp. 69, 154
Second supporting point: A woman who is oppressed has no opportunity for education. This is no necessarily true. Many oppressed women are highly educated.
Looking at the situation from multiple circumstances means there are no absolutes.
The numbered points from the mapping are places the writer planned to go when developing the outline.
The concluding sentence is: When women have access to resources the power often shifts in their favor. (This is not what was on the board but it ties back into the thesis better than what was there (smile).
Remember, students can only use three citations: one block quote, one in-text citation and one free paraphrase.
After you create the outline, write the paper. You can add the citations later.
We didn’t get to review signal phrases but in SPHE look at pages 330 In-text Citations, 331 Common Parenthetical Citation Errors, 333 Ellipsis Marks: Omitting Parts of a Sentence, 335 Telling and then Showing, 336 The Quotation Sandwich, 356 Signal Phrase Structure: Simple vs. Complex, 357 Creating Context: A Writer’s Credentials and Title, and related exercises.
Homework: Write the Half the Sky related essay. Bring it in in an electronic format Wednesday, March 24. Also bring in your book you are reading for the Book Report essay. We will share.
Thursday, March 26 is a Staff Development Day which means there is no class on any of the Peralta Colleges campuses.
Some students didn’t do well, but you can certainly revise the essays.
Check your sentences against the errors recap:
1. ". . . Ditch wanted to come with Camper and I . . ." (1).
2. "the General attacked two of the hill divers, Camper and
I . . ." (1).
3. ". . . Ditch was smarter than Camper and me . . ." (1).
4. "Me and Camper laughed . . ." (2).
5. "It was me . . . " (2).
6. "you are almost as pretty as her" (2).
7."[I]f the Pidd men, Sid and me, can do a little camping . . . (2).
The authors wanted me to give you the answers with ellipses, but I have confidence that you will write the answers correctly (smile). You don't loose points on the ellipsis mistakes. I just expect you to correct them. The grade drops on the templates and the basic MLA for essays: heading, header, works cited page, in-text citations.
We then reviewed the initial planning sheet and worked on our outlines for the Half the Sky essay.
Using the mapping strategy to develop ideas to write about, the afternoon class came up with the following on the theme or topic: Oppression of Women
1. Denial of education—lack of access
2. Abuse: physical, emotional, mental; sexual abuse: devaluing of women, sex slaves, lower social status
3. Culturally supported views and practices; actors often both men and women
4. Gender-based violence
5. Poverty—gender discrimination. Who controls the wealth and one’s access to it? Women have no opportunity to accumulate or control their wealth
6. Healthcare: an oppressed woman has little or no healthcare, which means she might not live as long or have a good quality of life
My question to students was, is this a true statement: Empowered women are not or can’t be oppressed.
Outline:
ThesisThe life of an oppressed woman is a missed opportunity.
Major point 1: Oppression is cruelty towards women and girls. (I don’t think this sentence is a good definition because the terms are too vague, but one must certainly define the term “oppression” simply because it is an abstract term and can be defined in a number of ways, none of them perhaps the way the writer intended.
A definition of the words yielded these key words: “an authority’s exercise of power in a cruel or unjust manner.”
Evidence: pp. 69, 154
Second supporting point: A woman who is oppressed has no opportunity for education. This is no necessarily true. Many oppressed women are highly educated.
Looking at the situation from multiple circumstances means there are no absolutes.
The numbered points from the mapping are places the writer planned to go when developing the outline.
The concluding sentence is: When women have access to resources the power often shifts in their favor. (This is not what was on the board but it ties back into the thesis better than what was there (smile).
Remember, students can only use three citations: one block quote, one in-text citation and one free paraphrase.
After you create the outline, write the paper. You can add the citations later.
We didn’t get to review signal phrases but in SPHE look at pages 330 In-text Citations, 331 Common Parenthetical Citation Errors, 333 Ellipsis Marks: Omitting Parts of a Sentence, 335 Telling and then Showing, 336 The Quotation Sandwich, 356 Signal Phrase Structure: Simple vs. Complex, 357 Creating Context: A Writer’s Credentials and Title, and related exercises.
Homework: Write the Half the Sky related essay. Bring it in in an electronic format Wednesday, March 24. Also bring in your book you are reading for the Book Report essay. We will share.
Thursday, March 26 is a Staff Development Day which means there is no class on any of the Peralta Colleges campuses.
