Today we are going to examine what an essay is and what goes into one (parts of an essay).
Here are some notes from this class:
The purpose of an essay is to explain
We use them everyday (an instruction manual is an essay; a tourist brochure is an essay; an opinion piece is an essay; a letter is an essay; an article is an essay)
Essays are used to show perspective, explain a position, instruct on how to do something or persuade someone around to your point of view.
Essays can be very long or very short; what matters though, is that they will always have an introductory paragraph, at least one body paragraph, and a concluding paragraph
The introductory paragraph is the most important in that it will get your reader interested or turn them off from reading further.
Questions to accompany “Keep it to yourself, please”
INSTRUCTIONS: You may do this with a partner.
1. What is the writer’s purpose in writing this column? Keep in mind that there is probably more than one.
2. How does the writer suck you in to reading it? Is this approach effective? Explain.
3. What is the tone of this essay? (Tone is the author’s attitude toward the subject)
4. What is the mood of this essay (mood is the overall feeling produced in the audience by the text)
5. Is this a serious piece or a humourous piece?
6. Locate three pieces of evidence (fact or generalities about humans) in this essay. Write them down.
7. Locate three pieces of opinion in this essay. Write them down.
The Reading: Keep it to yourself, please
by Dawn Adam, Spotlight Editor
Once upon a time there were millions of little children. These children had to be taught how to do things and how not to do things, so that they would grow up and become polite, well mannered members of their communities. These children learned that urinating in the swimming pool is not a good thing, that defecating on their neighbour’s steps is not a good thing, and that they must always put their candy wrappers in the garbage and not on the ground.
The parents of these children were proud. They had done a good job of raising them up to be productive and inoffensive. They all patted themselves on the back and went strolling on their merry way. They did not realize, until it was too late, that they had missed teaching their children a very important point; if it is in our mouth and there is no place to put it then keep it inside.
The only realized the error of their ways when they saw these otherwise seemingly well adjusted young people horking indescribably chunks of items unto the sidewalk ….
“Oh my!” they cried in disgust and shock.
“How could we not have taught them how revolting such an act is?” they lamented.
Give me a break.
I just had to get that off my chest. Why is it that some full grown adults, in this case I’m including anyone of legal age (and anyone who likes to think they are full grown), feel they need to leave little pieces of themselves all over the sidewalks and anywhere else that they feel the urge?
A few weeks ago, I was more than a little surprise to see a teenage girl create her own little “prize” (as demonstrated by the sinus sucking sounds she was producing) and, with great gusto, deposit it through air born propulsion, some distance away. It was, I suppose, a rather good shot. I’m sure the people in the food court where she did it were all really impressed…. Likewise, I’m sure the janitor, who had to clean it up, applauded her for all her creativity….
Please. Spitting is just down-right disgusting.
Recently, I had the opportunity to ask a guy I didn’t know why he was living these little presents all over the place (he was depositing them regularly – about one ever 20 or so feet – forcing me to walk around them like pylons in an obstacle course).
“I’ve got a cold,” he responded defensively. “What am I supposed to do?”
Perhaps swallow it? Spit it into a napkin and throw it away when the opportunity arises? Keep it in your nose instead of working so hard (guessing from the sounds…) to produce the product in the first place?
I suppose the whole thing wouldn’t bother me so much if it was only an activity practiced by a select few; the rare, unschooled, unrefined individual who is incapable of understanding the importance of respecting the rights of others, but it seems to be extremely common these days. I can’t even specifically lay it on the heads of this recent generation of young people who are currently using spitting as a way to mark where they’ve been or where they are traveling. As unfortunate as it is, adults, undeniably mostly men, also perform this act with a certain amount of vigor and pride.
Let’s get one thing straight; expelling body parts in front of others, regardless of what orifice it’s coming out of, is simply disgusting and crude.
I have had many moments in my life when the need to urinate has been almost unbearable. Most of the people I know also can come up with moments such as this. It doesn’t hit when there is a toilet within reach either (otherwise I’d never have let it get to that point!). Nope. It hits when I am out and about – at some sort of even that makes it hard to slip away (like on a drive, in the middle of a really good movie or at a concert). Yet not once has this urge caused me to lose my bladder on the front walk. If it ever did happen, I know that I would be humiliated for life at having so little control over my own bodily functions. Taken a step further; I would be apologetic over the incident, not defiant.
We human beings, living in what most of us would like to think of as polite society, wouldn’t even think of squatting down on a main street and leaving a parcel that would require a pooper-scooper. We wouldn’t think of performing this task because we know how truly disgusting that would be. When will the spitters get the message that, to some viewers, what they are doing is equally disturbing?
For the record, let me add that I have yet to meet one woman who finds this habit charming or endearing.
“Oh, look! Isn’t he just the hottest? Did you see how he placed his spit with so much force on the sidewalk in front of that old woman? He’s got so much class!” Sorry spitters. Most women react to this discharge barely managing to keep themselves from leaving a much bigger parcel of waste : Toying with our gag reflexes is not wise.
Tuesday, January 30, 2007
Wednesday, January 24, 2007
Tuesday, January 30, 2007
We will go over the course outline, classroom expectations, dates, etc. I have pasted this information below for your convenience. Refer to it if you are in doubt about something. Keep in mind that journals are needed for Thursday, February 1 (I will sell them for a dollar), cue cards are needed A.S.A.P. Please call me at 826-8931 if you have any questions or concerns.
In addition, each student was given a reading and M.C. questions to do. Please check your box for these. The following questions also had to be answered in relation to your readings.
1. Hand in multiple choice questions
2. Get a piece of paper and answer the following questions
3. What was the purpose of your reading?
4. How many paragraphs was your reading?
5. How many paragraphs was your reading?
5. Was your reading meant to be funny, serious, ---- what?!
6. How did it try to get your attention?
7. From what you remember, list all the things that go into an essay
Course Outline English 30-2
Welcome to English 30-2! This course is being presented in a slightly unusual way this semester but don’t panic! I will be sure to create lessons that suit your level and mark you accordingly. We will include all of the five strands of the Language Arts Program (reading, writing, speaking, viewing, listening and representing) with a major emphasis on expression and relating various works of literature to ourselves and to the society in which we live.
Like any other English course, this one requires you to give it your best when it comes to assignments and attendance. If you fall behind or find that you don’t understand something, it is important that you speak to me so that we can get you back on track. Do not wait until it is too late for any type of remedial action. I will make the effort to help or guide you, but ultimately YOU are responsible for YOU! I look forward though, to working together.
The semester will be divided into six units. These units will provide a general framework for literary choices. Students will also work on word processing skills, and other computer technology skills.
UNITS OF STUDY:
1. Getting the Point Across: The Successful Attempt
Persuasive writing (letters) will be studied with respect to the purposes behind such writing and their usefulness in getting your own point across. I will work with you to try and help you rectify your writing difficulties with this form of communication. Students will also focus on thesis formation (pick a side), writing strategies, effective proofreading and fine-tuning their own writing voice and style.
Texts: Fit to Print, Passages 12
Time Frame: January 31 – February 23 (14 classes)
2. Short Story: Values, Beliefs and Choices
A minimum of three short stories will be read and discussed with emphasis on interpretive literature, theme, symbolism, character, plot, irony, conflict, etc. Students will focus on what seems to be the author’s purpose in writing, achievement of that purpose, and other critical thinking skills. The ability to state and expand upon theme and purpose will be key.
Text: Passages 12
Time Frame: February 26 – March 15 (13 classes)
3. Film and Media: The Visual Approach
Students will learn to evaluate what they see based on subjective and objective approaches as well as purpose.
Texts/Visuals: Passages 12, clips, TBA
Time Frame: March 21 – April 10 (11 classes)
3. Modern Drama: The Pursuit of Happiness
Students will appreciate the impact Steinbeck in changing drama to analyze real social, psychological and personal problems for “real” people. Our own aspirations, dreams, desires and ideals will be challenged through the study of this genre.
Texts: TBA
Time Frame: April 11 – May 8 (11 classes)
4. Poetry: The Voices of Life
This unit will further develop skills of poetic expression and response, and expose students to the full range of creative language and form. Knowledge and use of common poetry terms will be a focus.
Text: Viewpoints 12
Time Frame: May 9 – May 30 (11 classes)
5. Novel: Experiences that Change You Forever
This genre has the power to act as a social commentary, make us see ourselves in characters in conflict and depict the relationship between an author’s purpose and the nature of his/her work.
Texts: Fahrenheit 451
Time Frame: May 31 – June 8 (11 classes)
In addition to this, you will also be working in journals on Tuesday and Thursday, and on Grammar/writing concerns on Wednesdays.
Evaluation
Major Assignments 35%
Daily Work 30%
Unit exams 35%
School Mark: 50%
Provincial Diploma Exams (Part A and B): 50% (Dates TBA)
Assignment Expectations:
· Name, class and date submitted are to be written in the upper right-hand corner of all work that is to be handed in (with the exception of essays, which are to have a cover page)
· Write assignments only on one side of the paper.
· All assignments that are being marked for editing (essays, paragraphs, etc.,) are to be double spaced.
· All assignments (unless otherwise specified) are to be written in dark blue or black ink or completed on a computer.
· Assignments that are written in pencil will be returned unmarked and must be re-submitted in ink. Work submitted in pencil will be considered “late work” as well.
Late Work:
· Most work will be accepted late and will have a maximum of 10% of the total possible mark deducted from the achieved mark for each delayed date.
· After THREE late days (-30%), the work will not be accepted for marks but still must be completed (then the “NHI” will be removed from Students’ Achieve).
· Occasionally, some work will not be accepted late (e.g., homework checks, in-class assignments, in-class group work). This will be specified at the time the work is assigned in class.
Absenteeism:
· If you are going to be absent, have a parent to call the office. If this is done in the morning, then I have it indicated on the computer when I do attendance (and will make sure you get copies of the assignments put in your portfolio).
· If an assignment is due on a day you are absent then it is due the day you get back. However, if your absence was planned and the assignment is a major one, you are expected to have it handed in before you go (ie; a holiday or field trip).
· If no one calls and there is no note, I will not treat the absence as an excused.
Classroom Expectations:
· This is a computer lab. As you are in a 30 level course, I will allow you to bring in food or drink. HOWEVER…. These items are to be kept away from the keyboards and screens (drinks on the floor!).
· Garbage (food or otherwise) is to be deposited in those things known as “garbage bins”. The space between the terminals, under the keyboards or on the floor does not meet the same definition; therefore, don’t leave this stuff there! (that includes used Kleenex).
· The computers are a privilege, not a right. Treat them well. Anyone who has been in this lab knows that it takes time to get a tech in to repair them.
· The NLSD has computer use policies in place that we are to follow. This means that accessing e-mail, chat rooms, “inappropriate” sites, or surfing aimlessly are not allowed.
· The computers are for teacher-approved and teacher-directed class use only. We have had recent situations in which misuse has placed an extreme burden on the system. When this happens things important to use – and you can get purged.
IMPORTANT!!!!
Any violation of the “computer use” policy will result in a suspension of your computer network access either for a shorter period of time; usually two weeks, or for the whole semester. Keep in mind that such a suspension will mean no computer access in any lab as you will have your log-on information itself suspended.
MORE IMPORTANT!!!
Plagiarism is a crime. It is NOT excusable. Doing so can range in consequences from a zero on an assignment to expulsion (see Student Handbook).
REMINDER
Any cell phones that go off in my class become my property until the end of the day. They can then be collected from Mrs. Ripkens (any phones in the class during a test = zero!!!)
Supplies Needed:
· Dictionary (optional)
· Thesaurus (optional)
· Journal duo-tang
· Cue cards
· Pens (dark blue and black only)
· Pencils (as required)
· Highlighter (this is really important at this level)
· Eraser
· White-out.
In addition, each student was given a reading and M.C. questions to do. Please check your box for these. The following questions also had to be answered in relation to your readings.
1. Hand in multiple choice questions
2. Get a piece of paper and answer the following questions
3. What was the purpose of your reading?
4. How many paragraphs was your reading?
5. How many paragraphs was your reading?
5. Was your reading meant to be funny, serious, ---- what?!
6. How did it try to get your attention?
7. From what you remember, list all the things that go into an essay
Course Outline English 30-2
Welcome to English 30-2! This course is being presented in a slightly unusual way this semester but don’t panic! I will be sure to create lessons that suit your level and mark you accordingly. We will include all of the five strands of the Language Arts Program (reading, writing, speaking, viewing, listening and representing) with a major emphasis on expression and relating various works of literature to ourselves and to the society in which we live.
Like any other English course, this one requires you to give it your best when it comes to assignments and attendance. If you fall behind or find that you don’t understand something, it is important that you speak to me so that we can get you back on track. Do not wait until it is too late for any type of remedial action. I will make the effort to help or guide you, but ultimately YOU are responsible for YOU! I look forward though, to working together.
The semester will be divided into six units. These units will provide a general framework for literary choices. Students will also work on word processing skills, and other computer technology skills.
UNITS OF STUDY:
1. Getting the Point Across: The Successful Attempt
Persuasive writing (letters) will be studied with respect to the purposes behind such writing and their usefulness in getting your own point across. I will work with you to try and help you rectify your writing difficulties with this form of communication. Students will also focus on thesis formation (pick a side), writing strategies, effective proofreading and fine-tuning their own writing voice and style.
Texts: Fit to Print, Passages 12
Time Frame: January 31 – February 23 (14 classes)
2. Short Story: Values, Beliefs and Choices
A minimum of three short stories will be read and discussed with emphasis on interpretive literature, theme, symbolism, character, plot, irony, conflict, etc. Students will focus on what seems to be the author’s purpose in writing, achievement of that purpose, and other critical thinking skills. The ability to state and expand upon theme and purpose will be key.
Text: Passages 12
Time Frame: February 26 – March 15 (13 classes)
3. Film and Media: The Visual Approach
Students will learn to evaluate what they see based on subjective and objective approaches as well as purpose.
Texts/Visuals: Passages 12, clips, TBA
Time Frame: March 21 – April 10 (11 classes)
3. Modern Drama: The Pursuit of Happiness
Students will appreciate the impact Steinbeck in changing drama to analyze real social, psychological and personal problems for “real” people. Our own aspirations, dreams, desires and ideals will be challenged through the study of this genre.
Texts: TBA
Time Frame: April 11 – May 8 (11 classes)
4. Poetry: The Voices of Life
This unit will further develop skills of poetic expression and response, and expose students to the full range of creative language and form. Knowledge and use of common poetry terms will be a focus.
Text: Viewpoints 12
Time Frame: May 9 – May 30 (11 classes)
5. Novel: Experiences that Change You Forever
This genre has the power to act as a social commentary, make us see ourselves in characters in conflict and depict the relationship between an author’s purpose and the nature of his/her work.
Texts: Fahrenheit 451
Time Frame: May 31 – June 8 (11 classes)
In addition to this, you will also be working in journals on Tuesday and Thursday, and on Grammar/writing concerns on Wednesdays.
Evaluation
Major Assignments 35%
Daily Work 30%
Unit exams 35%
School Mark: 50%
Provincial Diploma Exams (Part A and B): 50% (Dates TBA)
Assignment Expectations:
· Name, class and date submitted are to be written in the upper right-hand corner of all work that is to be handed in (with the exception of essays, which are to have a cover page)
· Write assignments only on one side of the paper.
· All assignments that are being marked for editing (essays, paragraphs, etc.,) are to be double spaced.
· All assignments (unless otherwise specified) are to be written in dark blue or black ink or completed on a computer.
· Assignments that are written in pencil will be returned unmarked and must be re-submitted in ink. Work submitted in pencil will be considered “late work” as well.
Late Work:
· Most work will be accepted late and will have a maximum of 10% of the total possible mark deducted from the achieved mark for each delayed date.
· After THREE late days (-30%), the work will not be accepted for marks but still must be completed (then the “NHI” will be removed from Students’ Achieve).
· Occasionally, some work will not be accepted late (e.g., homework checks, in-class assignments, in-class group work). This will be specified at the time the work is assigned in class.
Absenteeism:
· If you are going to be absent, have a parent to call the office. If this is done in the morning, then I have it indicated on the computer when I do attendance (and will make sure you get copies of the assignments put in your portfolio).
· If an assignment is due on a day you are absent then it is due the day you get back. However, if your absence was planned and the assignment is a major one, you are expected to have it handed in before you go (ie; a holiday or field trip).
· If no one calls and there is no note, I will not treat the absence as an excused.
Classroom Expectations:
· This is a computer lab. As you are in a 30 level course, I will allow you to bring in food or drink. HOWEVER…. These items are to be kept away from the keyboards and screens (drinks on the floor!).
· Garbage (food or otherwise) is to be deposited in those things known as “garbage bins”. The space between the terminals, under the keyboards or on the floor does not meet the same definition; therefore, don’t leave this stuff there! (that includes used Kleenex).
· The computers are a privilege, not a right. Treat them well. Anyone who has been in this lab knows that it takes time to get a tech in to repair them.
· The NLSD has computer use policies in place that we are to follow. This means that accessing e-mail, chat rooms, “inappropriate” sites, or surfing aimlessly are not allowed.
· The computers are for teacher-approved and teacher-directed class use only. We have had recent situations in which misuse has placed an extreme burden on the system. When this happens things important to use – and you can get purged.
IMPORTANT!!!!
Any violation of the “computer use” policy will result in a suspension of your computer network access either for a shorter period of time; usually two weeks, or for the whole semester. Keep in mind that such a suspension will mean no computer access in any lab as you will have your log-on information itself suspended.
MORE IMPORTANT!!!
Plagiarism is a crime. It is NOT excusable. Doing so can range in consequences from a zero on an assignment to expulsion (see Student Handbook).
REMINDER
Any cell phones that go off in my class become my property until the end of the day. They can then be collected from Mrs. Ripkens (any phones in the class during a test = zero!!!)
Supplies Needed:
· Dictionary (optional)
· Thesaurus (optional)
· Journal duo-tang
· Cue cards
· Pens (dark blue and black only)
· Pencils (as required)
· Highlighter (this is really important at this level)
· Eraser
· White-out.
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