What is college-level writing?

How do you define college-level writing? Post a definition in the comment section.

Day with the Grizzlies: date change and exciting info

I spoke with Ms. Burnett, and Alcott had a change in MEAP scheduling. They have a test the week of the 8th. So we rescheduled for 11/15, the folllowing Thursday. I called the Provost's Office, and he can still attend. I also called several other individuals we have contacted and will finish those calls on Monday since some folks were gone for the day when I found out yesterday.

The exciting information: the bus is FREE! If the trip is within certain mileage and certain times, it is free. We just learned our campus and our plan meet both criteria, so FREE bussing for the kids.

Finally, I have started making requests for money to pay for the children to have lunch on campus. I will let you know how that goes.

So some changes, but all for the good. We have another week to plan; it's a better time for Alcott; and the finances are smoothing out.

Boyle, Jamison, Trimble

Where are you in your book?

Write a response to the introduction/prologue in the comment section here.

There is 20 minutes left of class for this.

Day with the Grizzlies

Spend 30 minutes working on the draft of the grant. We get 250 words to state what YOU will learn and how this project contributes to course outcomes. Check the syllabus and review course outcomes.

Collage Essay

How is your drafting going? Review the links that discuss writing, revision, transitions, etc. Take 60 minutes to read about these things and work on your collage essay.

Then post a well-develped paragraph that tells exactly what you did with your 60 minutes.

Email me the draft of the paper. Do not post the draft here, just the description of what you did goes in comments.

Electronic Class: Agenda 10/25

1. Sign in.
2. Collage essay.
3. Day with the Grizzlies.
4. Books.

Electronic Class: sign in 10/25

Who is here?

We have a lot going on

As we expected, the 8th is coming fast. In addition, we are working on the collage essays. Be sure to review (again) the characteristics of a paragraph -- topic sentence, supporting details and evidence -- and make each of your seven paragraphs solid on its own.

Then, look for ways to arrange the paragraphs and transition between them. This is the Collage Essay. It may not have a thesis; it may not have an introduction; it may not have a conclusion. But it must have the seven paragraphs...all well-developed. And it will need a title.

The abstract you drafted (and will get back to again) is an exercise in precision and reading comprehension.

The collage is an exercise in paragraph structure, transition, flow, and sentence level style.

The final researched essay will bring everything together.

Grant rough draft...ideas?

Rht 102 students are planning a “Day with the Grizzlies” for Alcott Elementary fifth graders on November 8, 2007. The $100 would pay approximately half the cost of bussing the children to campus. Students are, in addition to writing this grant, planning the entire event, developing creativity, leadership and collaborating skills. Additional learning outcomes supported by this project include brainstorming, drafting, revising, and editing texts, including this grant summary and business letters, to various audiences, thus building audience awareness, mechanics, and style. Service learning and community service contribute to your learning ---

Paragraphing

Please read these links.

Paragraphs and Topic Sentences.

Paragraph and Sentence Structure.

Developing Coherent Paragraphs.

Write a one paragraph response in the comments that explains how this information will be used to revise your paragraphs for Tuesday's Writing Workshop.

Electronic Class 10/17, part 3

1. Complete this parallelism exercise. Read the discussion of parallelism in Aaron.
2. Select the two areas in which you need the most work in on this page, review the two topics in Aaron, and complete the exercises.
Post your thoughts on parallelism as a writing tool. In addition, state which topics you read about in #2 and your thoughts on those.

Electronic Class 10/17, part 2

I want to present another view of commas based on authors Biays and Wershoven's book, Along These Lines. Deadline is 8pm 10/17.

COMMAS in Four Categories:

Listers used to create a list.
I am drinking coffee, typing on my laptop, listening to music, and wanting a cookie.

Linkers used with a coordinating conjunction to link independent clauses. Remember the coordinating conjunctions with FANBOYS: for, and, nor, but, or, yet, so.
We are in class, but we are not in the class room.
This is my first independent clause, and this is my second independent clause.

Introducers used after an introductory word, phrase, or clause.
Yikes, I better start my quiz.
While on my way to class, I saw lots of cars.
After I teach class, I will go home and go to sleep.

Interrupters used most often in pair when inserting a word or phrase within an independent clause.
This, however, is the fourth comma category.
Tinker Bell, who is a bunny, likes to hop.

Try this self grading exercise and email the results to me.

Electronic Class 10/17

Please post your seven paragraphs here by 8pm on 10/17. No credit will be given if they are posted at 8:01 pm.

7 paragraph topics

Write seven well-developed paragraphs on the following topics:

-Physical description of yourself
-A response to the quotes
-An abstract
-Sports
-Holidays
-Choose one: Animals/butterflies, Current event , campus life and classes
-Choose: Food, vacation, entertainment (movies, music, weekends), jobs, shopping/fashion/beauty

Quote that open the three books

Gloria Steinem

Byron

Lady Justice

Langston Hughes

if you see this before class on 10/16

Bring magazines. Nothing inappropriate, please.

Also, I have decided on the tasks for Thursday while I am at the funeral and will share them with you in class.

Very Sad News

Sharon Whilhelm is the Senior Executive Secretary who has been helping me with the "A Day with the Grizzlies" and figuring out the proper channels to follow on campus. This is very shocking. I will be attending her funeral on Thursday, which is during class time, so I have permission to give you an electronic assignment instead of regular class. I will tell you more about that tomorrow in class.

The Announcement I received today with other staff from the Provost:

It is with deep sadness that I inform you of the passing of Sharon L. Wilhelm. Ms. Wilhelm served as the Senior Executive Secretary to the Vice-President of Academic Affairs and Provost since 1984, but her service to Oakland University began in 1962.

In her forty-five years at Oakland University, Sharon worked in various capacities: first at the University Book Center from 1962-1967, Departmental Secretary in the Department of Psychology from 1967-1971, Secretary to the University Ombudsman from 1971-1973, Executive Secretary for the Assistant President of Academic Affairs from 1973-1975, Secretary to the Associate Provost 1975-1980, Executive Secretary to the Vice-Provost and Dean of the Graduate School from 1980-1984, and Senior Executive Secretary to the Provost from 1984.

Ms. Wilhelm's devoted service to Oakland University and to the Office of Academic Affairs will be deeply missed. In her passing, we have lost a genuinely good human being.

REMINDER FOR 10/11

Meet in 225A Kresge.

The importance of sensory detail in paragraphs

Read this link in class on 10/11. Write one paragraph in response to this link.

Why you chose Trimble, Jamison, or Boyle

Post your paragraph here. Be sure to state the title of the book and the author.

Your college purpose

Post your paragraph here.

Physical appearance paragraphs

Post your paragraph here. Remember that the purpose of this paragraph is to paint a picture/snapshot of what you look like, so the reader could pick you out on campus.

For 10/11

Write three individual paragraphs:
-Why you chose the book you chose.
-Physical description of yourself.
-Purpose for your college education.

Local Issues (local referring to specific parts of the essay)Paragraph coherence – each paragraph contains a topic sentence and several sentences supporting details (guideline, which is different from a rule: the average paragraph at the college-level is 7-10 sentences)
Sentence Variety – to show relationships between ideas, establish rhythms, contribute to flow, and maintain reader interest

In addition to the three paragraphs you will post to my blog for use in class on Thursday, you will need to:
-Get book
-Read Aaron
-Blog
-Go to library on Thursday
-Check timeline

Check the timeline

Timeline

Vote for one book on 10/9

Arc of Justice by Kevin Boyle
Review of the book and interview with author.

Writing with Style by John R. Trimble
Notes on the book.

An Unquiet Mind by Kay Jamison
Reading group summary of the book and interview with author.

Possible Lives by Mike Rose
Excerpt of book and interview with author.

Draft 2 of letter to Dr. Sudol

Dear Dr. Sudol:

The students of Suzanne Drapeau’s fall Rht 102 class would like to include you in our day with the 5th graders of Alcott Elementary School from the Pontiac School District http://www.pontiac.k12.mi.us/. The purpose of the day will be to educate the children about college and what it is like to be a college student. Also this is to help motivate them in their future career plans. We are asking for your approval to have this event on November 8th from 8am to 2pm. We have drafted a grant seeking half of the funds to bus the children to and from campus and continue to look for other sources to cover the remaining costs.

Here is a list of our planned activities for the day: Welcome
• Campus touro Class roomso Lecture hallsDorm Room
o Cafeteria
Library
OCo Rec Center
The reason for doing this is simple. Many in the fifth grade class of Alcott Elementary School will be first generation college students, like some of us. For us, this alone is enough inspiration.

We are not only doing this to benefit the Alcott students, but our class will benefit and learn a lot. We have been planning the field trip since the first day of class and have used our writing skills to formulate professional letters and emails to administrators, drafted a grant to pay for the bussing, and utilize our people and leadership skills. We will learn through reflection and service to the community, and it will also be good publicity for the school.

Your participation would be greatly appreciated. We invite you to join us to welcome the children, speak with small groups, and/or join us for lunch. Thank you for your time. You can contact Suzanne drapeau@oakland.edu or her phone

Francis Bacon "Of Studies"

Of Studies
by Francis Bacon

Studies serve for delight, for ornament, and for ability. Their chief use for delight, is in privateness and retiring; for ornament, is in discourse; and for ability, is in the judgment, and disposition of business. For expert men can execute, and perhaps judge of particulars, one by one; but the general counsels, and the plots and marshalling of affairs, come best, from those that are learned. To spend too much time in studies is sloth; to use them too much for ornament, is affectation; to make judgment wholly by their rules, is the humor of a scholar. They perfect nature, and are perfected by experience: for natural abilities are like natural plants, that need proyning, by study; and studies themselves, do give forth directions too much at large, except they be bounded in by experience. Crafty men contemn studies, simple men admire them, and wise men use them; for they teach not their own use; but that is a wisdom without them, and above them, won by observation. Read not to contradict and confute; nor to believe and take for granted; nor to find talk and discourse; but to weigh and consider. Some books are to be tasted, others to be swallowed, and some few to be chewed and digested; that is, some books are to be read only in parts; others to be read, but not curiously; and some few to be read wholly, and with diligence and attention. Some books also may be read by deputy, and extracts made of them by others; but that would be only in the less important arguments, and the meaner sort of books, else distilled books are like common distilled waters, flashy things. Reading maketh a full man; conference a ready man; and writing an exact man. And therefore, if a man write little, he had need have a great memory; if he confer little, he had need have a present wit: and if he read little, he had need have much cunning, to seem to know, that he doth not. Histories make men wise; poets witty; the mathematics subtile; natural philosophy deep; moral grave; logic and rhetoric able to contend. Abeunt studia in mores. Nay, there is no stond or impediment in the wit, but may be wrought out by fit studies; like as diseases of the body, may have appropriate exercises. Bowling is good for the stone and reins; shooting for the lungs and breast; gentle walking for the stomach; riding for the head; and the like. So if a man's wit be wandering, let him study the mathematics; for in demonstrations, if his wit be called away never so little, he must begin again. If his wit be not apt to distinguish or find differences, let him study the Schoolmen; for they are cymini sectores. If he be not apt to beat over matters, and to call up one thing to prove and illustrate another, let him study the lawyers' cases. So every defect of the mind, may have a special receipt.

Quiz on Thursday

Just a reminder that the Quiz scheduled for Tuesday, 10/2, is rescheduled for Thursday, 10/4.

Reading assignments due 9/27 and 10/2 will be covered on the quiz.

How to write a summary

From, Research Writing Simplified: A Documentation Guide.

SUMMARY

Summary: A presentation of the substance of a body of
material in a condensed form or by reducing it to its main
points; an abstract.

In a summary (also referred to as a pre'cis or an abstract),
the writer reduces material in an original work to its main
points and key supporting details.

A summary may be a word, phrase, several sentences, or one
or more paragraphs. The length of the summary depends upon
the instructor's expectations and the length of the original
work. If no length is prescribed, try to make the summary
no more than one-fourth the length of the original.
Writing a summary brings together a number of important
reading, study, and writing skills. To condense the
original matter, the student should preview, read, evaluate,
and organize the assigned material. Summarizing is an aid
to understanding that lets the student realize fully what is
being written.

Steps in Summarizing:

1. Take a few minutes to preview the work.
Preview by taking a quick look at the following:
a. Title. A title often summarizes what the article is
about.
b. Subtitle. A subtitle, if given, is a short summary
appearing under or next to the title.
c. First and last several paragraphs. In the first
paragraph the author may introduce the subject and state the
purpose of the article. In the last paragraphs, the author
may present conclusions or a summary.
d. Other items. Note any head or subheads that appear
in the article. They often provide clues to the article's
main points. Also notes words or phrases set off in italic
or boldface type; such words are emphasized because they
deal with important points.
e. Use signal words and transitions as keys to the
layout of the major points, too.

2. Read the article for all you can understand the first time through. Do not slow down or turn back. Check or mark the main points and key supporting details. Look for definitions, examples, and enumeration. Mark words or concepts you do not understand. Look them up.

3. Go back and reread more carefully, marking the points you missed the first time through.


4. Take notes on the material. Concentrate on getting down the main points and support used to demonstrate them.


5. Prepare the first draft, keeping the following points in mind:

a. Identify the title, the author, the topic, and thesis of the work in the first sentence or two. For example:

In “Multiple Intelligences: Gardner’s Theory,” Amy Brualdi, faculty
member at Harvard University’s Intelligence Institute, summarizes Howard Gardner’s theory of multiple intelligences, defined as . . . .

This “formula” first sentence is very important. Readers need to know who wrote the text and in what publication it appears. If you have the author’s credentials, cite them. This sentence should clearly communicate the thesis/main point/hypothesis of the original article without adding opinion about the quality of the ideas being summarized. Consider your choice of words carefully, particularly of verbs. Verbs such as “says” and “states” do not communicate enough information about the author’s purpose. Give preference to verbs like “reports, defines, declares, argues, opines, examines, proposes, etc."

b. Remember that the purpose of summary is to reduce the original to its main points and important details.

c. State the main points used by the author to support or develop the thesis.

d. Include a brief explanation of a major point if it is needed to be clear, but do not include detailed descriptions of case studies and examples. Instead, you might include a summative sentence like, “The authors includes numerous examples to demonstrate the . . . .”

e. Express all ideas in your own words. If you feel tempted to quote, you probably don't understand the material and need additional clarification. A one-paragraph summary should not contain more than one quoted sentence. If you do quote, do not forget to use quotation marks.

f. In some summary assignments, you are asked to preserve the balance and proportion of the original work. An abstract is a 75-150 summary, which means it is often shorter than traditional summary.

g. Revise and edit. Ask yourself: Did I slip into commentary upon the work? Did I miss homonym errors? Did I fail to provide good signal words and transitions that would help the summary move smoothly from point-to-point?

Kresge: 4th floor

What did you find on the 4th floor.

Kresge: 3rd floor

What did you find on the third floor?

Dear OU admin.

Write your own letter to OU administrators without looking at what others have posted. What would you need to hear if your were a campus leader being asked for support, participation, and money for this event? Write your own letter here. Remember to include some discussion of how you will learn as a reader, writer, researcher, and student.

Blogging tips

Ryan has some great links about blogging that all of you should review.