College+Prep+Writing+(2011-2012)


 * Welcome to College Prep Writing** year: **2011-2012** semester: **Spring**


 * IMPORTANT INFORMATION FOR STUDENTS / ALUMNI wishing to transfer their PAAC credits from St. Mary's University to another college. Please click on this link: Transfer Credits**

Please read the course description, responsibilities, and policies.
 * Please download** this syllabus for the course

THIS IS THE "WELCOME" letter concerning policies, expectations, and responsibilities.

.....................CLASS LOG FOR SPRING SEMESTER....................................................................................................................................................................... ANY STUDENTS WHO intend on taking the College Prep Writing course for college credit (PACC) through St. Mary's University, Winona, must bring in $180 check for St. Mary's and a signed SMU registration form by THIS FRIDAY, JANUARY 27. Failure to meet this deadline means that you will not be enrolled in the PACC course. Students are to download and sign the "description, responsibilities, and policies" letter. (see link above)
 * January 24-** Introductions were made; students reviewed class rules, goals, purposes, got books, assignment : Pretending you are a student ambassador of TG and sitting with a couple of dozen parents who haven't decided whether TG is the right choice of a high school for their 8th graders, write 300 words to persuade them that TG is the right school for them. Students will have to read chapter one and take notes on it by Thursday.
 * January 25-** Students are to read chapter one for Friday. SMU registration is due on Friday.
 * January 26-** Students discussed the elements of purpose and audience, enrolled in Mr. Kocon's classes for turnitin.com and Quizstar, and then took a vocabulary test using //quizstar.4teachers.org// and are to read/ take notes for chapter one for Friday. SMU registration is due on Friday.
 * January 27**: Students took a group quiz on chapter 1, and were assigned to finish a worksheet on sentence structure. Those students who have not completed the quizstar vocabulary quiz should do so by Monday.

Students** in eighth hour ** worked on sentence structure and were assigned to read chapter 2 and take notes for tomorrow.
 * January 30**: Students ** in third hour ** answered these journal questions in class and were assigned to read chapter 2 and take notes for tomorrow.
 * January 31**: Students discussed the sentence structure of compound and simple sentences, reviewed the quiz on chapter one, and were assigned to read chapter 5 on "Description". The class will discuss the notes from chapter 2 and chapter 5 tomorrow.

sample of outline for narrative essay sample openings / closings for narrative essay Students of period 3- should decompose the essay on "Homeless" (see yesterday's link for an example) by Monday's class as well as the other assignments. __REsearch deadlines were posted on March 13.__ [] Students took quiz on works cited. Answers. Different styles of recording Notes were discussed, Works Cited passed back. "Writing Strategy" and "Language" questions in their notebook.
 * February 1**: description assignment was assigned for Friday. Students discussed chapters 2 and 5 in class.
 * February 2:** Students discussed chapter 5 in class, and did some writing exercises with description. Students are to complete the description assignment for tomorrow.
 * February 3:** Students handed in assignments, were to reread the essay called "Arm Wrestling with My Father" and do the "questions on Writing Strategy" for homework. Answers should be in complete sentences and written in the students' notebooks. Always- looked up and know any words that you didn't understand in the piece. Those definitions can be placed in your notebook, too.
 * February 6:** Students discussed some good examples of descriptive writing and the essay "Arm Wrestling with My Father". They were assigned to read the chapter on Narration (chap. 4) and the opening essays by Maya Angelou for tomorrow.
 * February 7:** Students discussed pitfalls in writing and the narrative essay and were assigned to write a draft of one by Monday, Feb. 13. Please check thswi link for the Narrative Assignment and due dates.
 * February 8-9:** Students reviewed narrative essays about "Champion of the World" and "Fish Cheeks" and were assigned to write their draft of their narrative essay by Monday.
 * February 10:** Students worked in groups working on writing techniques. click here for notes about thoughtshots. Typed drafts are due on Monday!
 * February 13:** Students were put into groups and gave feedback on their partners' essays. Final Drafts are due on Wednesday of this week. Check out this resource: grammar rules for governing clauses in sentences.
 * February 14:** Students were peer editing, reviewed papers and asked questions. Papers are due on Wednesday.
 * February 15:** Students discussed papers, looked at sentence structure, writing tools, were assigned to read the chapter on Examples (chp 6) for tomorrow. Students who have not electronically submitted their papers to turnitin.com need to do that by tonight.
 * February 16:** Students were given the anecdote assignment, due tomorrow, and discussed nuances of writing and brainstormed about important details of chapter 6 in small groups.
 * February 17:** Small groups came up with ideas from chapter about examples. Students were assigned to do the vocabulary packet by Wednesday and read the following essays for next week. After each essay students are to reflectively answer in complete sentences all the questions in the section labeled "Questions on Writing Strategy" and the one question in the section called "Questions on Language" that concerns the vocabulary words from the essay. "On Compassion is due by Tuesday; "Homeless" is due by Wednesday, and "Black Men in Public Space" is due by Thursday.
 * February 21:** Students talked about using examples for support in writing, vocabulary packet is due on Wednesday, and **vocabulary test will be on Friday.** (see Feb 17 for this week's other reading assignments.)
 * February 22:** Students talked about essays of examples, corrected vocabulary. Look at the essay "On Compassion" in an outline format as an example of how to deconstruct or decompose an essay. Students in 8th hour were assigned to decompose the essay "Homeless" for tomorrow. Students in 3rd hour will be given the assignment for Friday. The first vocabulary test is scheduled for Friday.
 * February 23:** Students were introduced to their next writing assignment : an [|essay of examples]. Discussion of essays took place and students are expected to formulate their thesis by Monday the rough draft is due on Thursday, March 1, and the final copy is due on Monday, March 5. Vocabulary test for Unit 1 is tomorrow.
 * February 24:** Students took vocabulary test and discussed papers. Students should have their thesis for the next essay figured out by Monday. The rough draft is due on Thursday, March 1. Period 3 students: in addition to the thesis, the must have deconstructed (or decomposed) the essay "Homeless." for Monday, also.
 * February 27:** Students handed in their thesis for the next essay and were to brainstorm about, organize, start drafting the next essay. The rough draft is due on Thursday of this week. Bring materials, ideas, outlines, or whatever, you use to work on the essay in tomorrow's class. Review or download the assignment from Feb. 22 entry - if you need or want it.
 * February 28:** Students worked on their drafts which are due on Thursday. Students talked with Mr. Kocon about their topic or papers to help clarify their purpose, thoughts, or direction in this assignment.
 * February 29:** Students had no school. Drafts are due on Thursday.
 * March 1-2**: Peer Review was done during class. The final copy due date has been changed; it is now due on Tuesday. Students were asked to electronically submit their papers to turnitin.com for a first time by 4 PM Friday, and then submit a second time by Tuesday at 10 PM.
 * March 5:** grammar day: Students looked at phrases and clauses and then discussed sentence structure and ESSAYS that are due tomorrow. Please LEAVE your name off of the first page of your essay and put it on a separate page that will be stapled after the last page of the essay.
 * March 6**: students handed in papers and worked on sentence structure.
 * March 7-8**: Students corrected the sentence structure guide (check the answers) and were given a brief quiz. Vocabulary is due tomorrow and the packet about television is to be summarized by Friday according to the standards discussed in chapter 1.
 * March 9**: Students discussed the Ferenc Mate's article "Zeroes as Heroes" in small group. Vocabulary test #2 is to be given on MONDAY.
 * March 12**:Students took vocabulary test and were assigned to write a commentary concerning the Ferenc Mate article called "Zeroes as Heroes". Students should not use "I" or "you" in the commentary, only third person pronouns or nouns pertaining to third person.
 * March 13:** Students discussed their deadlines and research paper and chose topics. Students were told to do the Preliminary Research Activity.
 * March 14:** Students researched their topics and were told about the annotated bibliography assignment. Click on the following file for the annotated bibliography copy.[[file:annotated bibliography guide.pdf]]
 * March 15**: Students researched their topics and were told about the annotated bibliography assignment.
 * March 16**: Students studied the vocabulary words for unit 3 after handing in their annotated bibliographies. The worksheets are due on Wednesday.
 * March 26:** Students reviewed why and how to take notes from a source using the Purdue OWL. (online Writing Lab). Students are encouraged to find their 6 or more sources soon.
 * March 27:** Researched their topic.
 * March 28:** Students corrected vocabulary packets and Worked with MLA sources. Click on the link to practice the MLA formatting
 * March 29:** Students checked in their sources and discussed Works Cited Page for MLA format. Works Cited is due on Monday, April 2.
 * March 30:** Students took quiz on Vocabulary unit 3, worked on works cited page.
 * April 2:**Works Cited was collected, OWL (Purdue Online Writing Lab) packet about what kinds of notes to take and lessons on plagiarism were given.
 * April 3:** Preliminary note check was taken and students took notes from their sources.
 * April 4:** Plagiarism packet was discussed and students did a guided practice test of important information.
 * April 5**: Plagiarism test packets were taken and discussed. With extra time, students took notes from their sources.
 * April 10:** Notes were checked in and making a good outline was discussed with examples.
 * April 11:** Students handed in outlines and were shown a slide show on "Bullying".
 * April 12:** Students handed back outlines and talked about analogies for papers and were shown the grading rubric for the research paper.
 * April 13:** Students studied how to use numbers correctly in a research paper. They created their on Quiz questions. Students are to be writing their rough draft of their research papers. Rough drafts are due on Thursday, April 19.
 * April 14:** Corrected quizzes. Started writing rough drafts.
 * April 16- 18:** Students worked on computers writing their drafts which are due on April 19.
 * April 19**: Using a checklist, students peer reviewed the drafts cross-checking to see if their citations were correct among various other things.
 * April 20:** more peer reviewing in groups. Unit 4 vocabulary packets were passed out. They are due on Wednesday, April 25.
 * April 23**: Final questions, reviewing of papers, Papers are due tomorrow and must be electronically submitted in to Turnitin.com by Wednesday night.
 * April 24:** Papers turned in, students got vocabulary unit #4 which is due tomorrow.
 * April 25**: Students corrected vocabulary unit #4, reviewed units 1,2,3, and test is tomorrow.
 * April 26:** Students took vocabulary quiz and read chapter 7, assigned to do the following questions.
 * April 27:** Students took notes and were assigned to read the essay " Neat People vs. Sloppy People" and do the "Writing Strategy" and "Language" questions.
 * April 30:** Students discussed the Brits essay, for meaning, structure and language. Students were assigned to read the compare contrast essay on "Generals Lee and Grant" and do the
 * May 1:** Students worked in groups trying to ascertain the good elements of repetition, sentence fluency, word choice, figurative language in the Britts' essay. Those wishing to get ahead in class may start on the Barry essay called "Batting Clean-up and Striking Out".
 * May 2**: Discussion on the Barry essay included using humor as one is looking at differences in people. Students were assigned to complete exercise #1 under "Suggestions for Writing". found after the Barry essay. Students need only write about 300 words about one of the topics their group compiled in class.
 * May 3:** Papers were given back, paraphrasing problems were discussed and revisions were assigned for certain students who did not do that correctly.
 * May 4:** Compare/contrast essay discussed and students read various samples.
 * May 7-8:** Worked on drafts of Essays. Rough drafts are due on Wednesday. Final copies are due on Thursday, May 10.
 * May 9:** Worked in groups peer editing essays.
 * May 10**: Handed out vocabulary unit #5 and handed in final copies of their compare / contrast essays.
 * May 14:** Students worked in groups answering questions about the first few pages on "Definition." Students need to finish their vocabulary sheet for unit 5.
 * May 15:** Corrected vocabulary sheet for unit 5. Students worked in groups and discussed questions about definition essays.
 * May 16:** Discussed the essences of the Essay of Definition. Discussed notes
 * May 17**:Students were given the description of the final essay assignment: an essay of Definition. Students were to answer the 6 formative questions that will enable the students to look at the topic from multiple angles.
 * May 18:** Students read the essay "Pride" by Dagoberto Gilb.
 * May 21:** Students read the essay "The Meaning of a Word" and passed back essays. Students are assigned to study for vocabulary test Unit 5 for tomorrow.
 * May 22:** Students discussed the essay "Needs" and took their vocabulary test.
 * May 23**: Students were working on their final essay of Definition. The Essays are due on Friday.
 * May 24:** Students worked on essays.
 * May 25:** Evaluations were filled out, vocabulary test taken, and essays collected.

.....................CLASS LOG FOR SPRING SEMESTER.................................................................................................................. **Welcome to College Prep Writing** year: **2011-2012** semester: .........................................**Fall** **Welcome to College Prep Writing** year: **2011-2012** semester: **Fall** **August 30-** Students reviewed class rules, goals, purposes, got books, assignment : Pretending you are a student ambassador of TG and sitting with a dozen 8th graders who haven't decided where to go for high school next year, write 300 words to persuade them that TG is the right school for them. Students will have to read chapter one and take notes on it by Thursday. **August 31-** Students reviewed why the audience is important with any piece of writing. Students will have a quiz on chapter one - OF THE NEW BEDFORD READER. **September 1-** Students took quiz for chapter one and were assigned to find the definition and example of a chosen literary term(s). Chapter 2 and chapter 5 are to be read for Tuesday. **In chapter 5 we will discuss the two essays "Arm Wrestling with My Father" and "Shooting Dad." only, not the last two essays.** **September 2**- Students took an online vocabulary test and were to complete their assignments for Tuesday (check yesterday's log). **September 6**- Students collected College tuition forms (they must be handed in by Wednesday, Sept 7 ), discussed the literary terms, the quiz on chapter 1 from last week, and Wednesday's assignment. **September 7-** **Students discussed objective/subjective description and then went outside to write down sensory images or figurative language related to the school building. For homework students need to write about 200 words that subjectively describe the school. Click on the link to see the two opening sentences and a review of the terms.** **September 8-** Students looked at an example of descriptive writing about a new television program (p124) and discussed that when writing good description, the author must understand the purpose of the writing plays an important part in determining which details (sights, sounds, smells, tastes, objects) will be pointed out, what verbs will be used, what figurative language should be selected, what specific words will be written down (remember choose words with connotations that go with the overall purpose of the writing). Assignment for Tomorrow: Through the use of specific details, figurative language, sensory images, and strong verbs, students are to type up a description (approx. 200 words) of the school conveying its personality of being welcoming or sinister, OR students may write a description of a room in their house conveying its personality. **September 9 -** Students highlighted and handed in assignment, delivered definitions of some literary terms began discussing an essay and were assigned to read chapter 4 and especially prepare to discuss the essay "Champion of the World" and write answers (in complete sentences) to the "writing strategy" questions for that essay. **September 12 -** Students discussed the essay "Champion of the World" and "Arm Wrestling with My Father", were told to start thinking of a narrative that they can tell for a purpose, and were to reread the essay "Fish Cheeks" and "The Chase" for tomorrow. **September 13 -** Students discussed how "purpose" is essential for writing and important in any good story, received the description and deadlines for the Narrative Essay assignment (due Sept 21) - and drew maps of the neighborhood. Period 2 discussed description assignment Period 5 discussed "Champion of the World" and its purposeful writing. Outlines are due on Thursday. **September 14 -** Students were to create their outlines for their narrative essays. Click here to see sample. **September 15 -** Students discussed essay "Fish Cheeks" and handed in their outlines. **September 16 -** Students thoughtshots, using sensory images, realistic dialogue, figurative language, allusions, as well as building up their narratives to a climactic moment. Practiced showing versus telling the audience. OUtlines were passed back. **September 19 -** Students are to sign up for turnitin.com TONIGHT, and then submit their papers by the Wednesday night, Sept. 21 for credit. Those not submitted by WEDNESDAY, will receive a 2 pt deduction. Students read and discussed their drafts. **September 20 -**Students experimented with sentence fluency. Students read other papers and prepared for handing in their first assignment, which should be handed in tomorrow and electronically submitted to Turnitin.com by 11PM as well. **September 21 -**Students were to read chapter 6 about "Examples" and then were to read the essay "On Compassion" and do questions 1-4 for "Writing Strategy" and questions 1-4 for "Language". Our first vocabulary unit of words was passed out as well and students were to complete the packet by Tuesday, Sept. 27. **September 22 -**Students discussed the ideas in chapter 6 and the essay "On Compassion". Vocabulary unit is due on Tuesday. **September 26 -** Students were to deconstruct the essay called "Homeless". After reading the essay make an outline of the essay's main points, images, ideas, in the order they were written. Click on the example here to see what the deconstructed outline should look like. This is going to take a little bit of time to complete, so don't "gulp" down the reading. Vocabulary is due on Tuesday, also. **September 27 -** Students discussed the two essays, reviewed homework, writing strategy, were asked to look at the possible writing topics at the end of the chapter and were assigned to read the two remaining essays in the chapter for discussion in the next two days. **September 28 -** Students received essays back, corrected vocabulary and were reminded of the vocabulary test tomorrow. **September 29 -** Students worked in groups electronically- finding good examples of good writing in the essay "Black Men in Public Space' after they took the vocabulary Unit #1 test. **September 30 -** Students reviewed newest essay assignment, the outline is due on Monday, homework was collected and student's writings were examined.  **October 3 -** Students discussed "Black Men in Public Spaces" and were assigned to write out their opening description to their ESSAY OF EXAMPLES. The rough draft is due on Thursday (typed!) and the final is due on MOnday, October 10.  **October 4 -** Students' outlines were passed back and many needed to be changed to INCLUDE SPECIFIC EXAMPLES OR ILLUSTRATIONS that will show the purpose in the essay. Many of the students presented a list of reasons to support their thesis, which amount to just "Telling" the readers instead of "showing" them through clear, concrete illustrations (vivid descriptions) and examples. **The rough draft is due on Thursday (typed!)** **October 5 -** In groups, Students discussed essays of examples of former students. Rough drafts are due tomorrow. Students also received the second unit vocabulary words and packet which is due on Monday, October 10. **October 6 -** Students critiqued other students' essays. **October 7 -**Students critiqued other students' essays, and were reminded that they should do the following for the final draft of their Essay of Examples. Put asterisks where their allusions are located, place their name and heading on the final page by itself, electronically submit it to turnitin.com by Monday, October 10 at 10 P.M. Also, students were encouraged to show vs tell, use figurative language, use multiple examples, have a great opening description, and create some sentence fluency. The second unit vocabulary words and packet are to be completed on Monday, October 10. **October 10 -**Students corrected vocabulary, collected essays, were told to electronically submit the paper tonight so as to not have a 2 pt deduction. Vocabulary test is tomorrow. **October 11 -**Students took vocabulary quiz, worked on units 1,2,and 6 in the grammar packet, and were given Friday's assignment, write one sentence summaries for each paragraph of the article " Zeroes as Heroes" by Franec Mate and then after reading all the single sentence summaries, write a paragraph that captures the essence of the article and its main points. **October 13 -**Students reviewed comma rules and checked packet and worked on tomorrow's assignment (checklog for Oct 11). **October 14 -**Students were discussing the merits and writing style of Franec Mate's article "Zeroes as Heroes" and were assigned to write a Thought Paper for Tuesday concerning the article. Students should check the link for an example and further instructions. **October 17-** DISCUSSED the thought paper due tomorrow (check Oct 14- for link describing assignment), and talked about the essays of examples. **October 18** -reviewed punctuation of commas, collected commentary assignment for "Zeros as Heroes". **October 19-** Students will complete the grammar packet tomorrow. **October 20-** Students reviewed sentence structure and the appropriate punctuation. See these links for extra notes. Fire drill card, Adverbs/Clauses,compound sentence structure. Students were to critically read the article "A Convenient Untruth" for Tuesday's class. Students will have an open note quiz about the article. Consider knowing the answers to these types of questions: What is the author's thesis? What are the arguments, he makes to support his thesis? Do you agree with all, some, none, of his arguments? If you were assigned to write a research paper about the "global warming" issue, in what ways might you use the article "A Convenient Untruth" in your research project? The article is yours to write on, highlight or use as you will. Absent students may download the article "A Convenient Untruth" by Michael Shnayerson (the PDF). I would suggest that you start the reading/ note taking/ highlighting over the long weekend. **October 24-** Students independently read, reviewed, highlighted, took notes on the article to prepare for the quiz tomorrow on the article "A Convenient Untruth" by Michael Shnayerson. Vocabulary unit 3 will be due on Friday. **October 25-** Students took the quiz on the article "A Convenient Untruth" by Michael Shnayerson. Vocabulary unit 3 was passed out and will be due on Friday. **October 26 -** Students looked at quizzes, reviewed critically reading skills, and were asked to look at the topics list because they will make a choice for their research paper in tomorrow's class. **October 27 -** Students were given a description of the research assignment and the research deadlines and topics were chosen. Students were asked to think of questions (at least 6) and reasons and strategies to use in their research papers. **October 28 -** Students were given time to research their topic and find articles, so the vocabulary unit will be checked on Monday. REMINDERS: Students need 6 or more credible articles for this paper. The annotated bibliography for ONE article is due on Tuesday. works cited example **October 31 - S**tudents corrected vocabulary packet, were reminded to finish annotated bibliography for tomorrow, Vocabulary test on unit 3 (also words from unit 2 and 1) will be Thursday! An extra credit assignment about "college culinary readiness" was handed out and can be completed by next Monday. **November 1 - S**tudents worked with finding sources and handed in their annotated bibliographies. **November 2 - S**tudents should study for vocabulary test and bring in any of their sources for tomorrow. **November 3** - Students took vocabulary quiz and found resources for their research topics. **November 4** - Students reviewed how to make Works Cited pages and checked research progress. Checklist of rules for Works Cited page.At least 6 sources are to be brought in on Monday, November 7. **November 7** - Students worked on note taking for their research papers. The Works Cited Page is due tomorrow. **November 8** - Students worked on note taking for their research papers. The Works Cited Page was handed in. Mr. Kocon will check any notes the students have tomorrow. **November 9** - Students will need to have all of their notes brought to class on Monday. **November 14** - Students had their notes checked, and were to create their outline to be handed in tomorrow. **November 15** - Students handed in their outlines, discussed analogies, were assigned to write out their analogy that could be used in their paper and read the packet on Plagiarism for tomorrow. Rough Draft is supposed to be typed up by Next Tuesday. **November 16** - Students are to continue to WRITE THEIR ROUGH DRAFTS for their research papers which are due Tuesday, November 22. In class, we reviewed when in-text citations are needed and when they are not, also when we can use numerals and when we must spell out the words for numbers in our paper. **November 21** **-22:** Students are to continue to WRITE THEIR ROUGH DRAFTS for their research papers which are due November 23. (note that this deadline has been extended) **November 23-** Students shared their drafts with peer editors and discussed changes to research. **November 28-** Students were given Unit 4 vocabulary packet, test on Friday. FINAL DRAFTS of the RESEARCH PAPER IS DUE TOMORROW, students need to electronically submit their papers to TURNITIN.COM by midnight tomorrow as well. **November 29 -**read chapter on Compare/contrast and answered questions, discussed in class, and were assigned to read the Essay about "Neat People vs. Sloppy People" and do all of the questions about //writing strategy// and //Language// that followed. **November 30 -** Students discussed the homework and vocabulary unit #4 is due tomorrow. **December 1-** Students corrected vocabulary, discussed comparison essay, and wrote about question # 5 called "Connections" in the sections of the book called " Suggestions for Writing" which is found after the reading and questions of the Suzanne Britt essay. Vocabulary test for unit 4, as well as some words from unit 3,2,1 is tomorrow. **December 2-** Students were assigned to read Dave Barry's essay and do all the questions for "writing strategy". **December 5:** Students examined their papers for unintentional plagiarism, all students were allowed to resubmit their papers BY WEDNESDAY, DEC. 7, for more credit if they do the following: return the original paper, bold all changes and submit a new paper, and return the (yellow) score sheet. The essay assigned for today and the questions are due tomorrow. **December 6:** Students discussed Dave Barry's style and essay. Students who were revising their research papers were reminded that they MUST BE HANDED IN TOMORROW and check the entry from DEC 5 for details. **December 7:** Students discussed "Batting Clean-up or Striking Out" and were do write a 500 words about an exaggeration of Men and Women. **December 8:** Students handed in assignment and read/ discussed "Grant and Lee: A study in Contrasts" **December 9:** Students read parts of their Men vs. Women essay, discussed "Grant and Lee" article, and were asked to write out as many possible topics for a comparison essay, and then the students were assigned to write about a page on each topic for Monday. Check Mr. Kocon's list if he was doing the essay. The essay can have a serious or humorous tone on any one of those tones in between. **December 12-13:** Students read past essays about compare and contrast, discussed the merits of the essays and what techniques they might use in their essays. Rough drafts are due on Friday and Final drafts are due on MONDAY, Dec 19. **December 14:** Students discussed parallel structure, the use of repetition, figurative language, word choice, sentence fluency in a Max Lucado writing. **December 15:** Students worked on their rough drafts which are to be typed and brought to class tomorrow. The final draft is due on Monday, Dec.19. **December 16 :** students edited and revised with one another using the checklist provided by Mr. Kocon. The final draft is due on Monday, Dec.19. and must be electronically submitted by Monday night at 11PM. **December 19:** Students filled out evaluation forms for SMU and were assigned the vocabulary unit 5 packet to be completed by Wednesday. **December 20:** Students worked on reviewing their vocabulary for unit #5; the packet is due tomorrow, and the schedule for the final essay and final day was discussed. **December 21:** Students played a vocabulary game and will have their vocabulary packet corrected on Tues. Jan 3. with the test for unit 5 and the rest of the units 4,3,2,1 on Friday, January 6. **January 3:** Students corrected vocabulary packet; the unit #5 test is on Friday, Jan 6. They were assigned a set of questions and examples for correcting some sentence structure mistakes, which is due tomorrow. **January 4:** Students are to read the chapter on "Definition: Tracing a Boundary"and also read the first essay called "The Meanings of a Word" as always please pay attention to the questions about "Writing Strategy" (#1-4) and and the questions about "Language" (2,3); put down your answers in your notebook to help you remember for tomorrow's discussion. **January 5:** Students did some divergent thinking, received their final essay assignment, in pairs wrote down answers and discussed 9 important questions about chapter 12: Definitions. Vocabulary test is Tomorrow, so students are encouraged to study unit 5 words, as well as unit 4,3,2,1. **January 6:** Students took quiz, discussed questions and essay "Meanings of Word" and were assigned to choose their topic for their final essay on DEFINITION and then carefully answer the 6 - discovery questions about their topic. Questions are found on pages 399-400 in the hardcover BBR, or on page 402 in the softcover BBR. **January 9:** Students discussed the assignment, checked in their answers, and read Gloria NAYLOR's essay. Homework is to finish Essay of Definition by Friday, January 13. **January 10:** Students discussed Gloria NAYLOR's essay and were assigned to continue to work on their essay of definition which is due on Friday, Jan. 13. **January 11:** Students read and wrote down important passages/examples of good writing from the essays "Pride," "Needs," and "Being a Chink" and were assigned to continue to work on their essay of definition which is due on Friday, Jan. 13. **January 12:** Students worked on their essays of definition which are due on Friday, Jan. 13. Directions on the board specified making the allusion, repetition examples bold, writing your name on the last page of the essay, as well as using all the other needed requirements that were specified on the original assignment. Please click on this rubric to see how the paper will be graded. **JANUARY 13:** Student writing assignment **January 17:** Students were reviewing for grammar test and finishing their writing assignment. **January 18-20: Students are taking finals.** Confusing/commonly misspelled words