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Thank you for a great class! Enjoy your break. 

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Thank you for a great class! Enjoy your break. 

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Unit Portfolios, 1-4 80%
Unit 5: Writer’s Statement essay 10%
Writing Community Membership 10%
Total 100%

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https://owl3.oit.umass.edu/owlj/servlet/OwlPreLogin?Server=owl-umacontedonlinecourseeval&datasrc=OwlUMAContEdOnlineCourseEval&fxn=cevallogin&showloginpage=true&callsrc=email

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Last Class!

Course Evaluations, with laptop (20 minutes)
Share out "what did you learn?" One piece of writing. (15 minutes)
Meme slide show (5 minutes)
Final questions on Unit 5/grades

Have a happy and healthy break!!

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1. Cover letter due. Reflections (bring laptop) 

What 112 skills do you think most helped you write your cover letter? (Refer to syllabus and other units.) 

What did you learn? What was useful in term of activities? 

How could the unit be better? (15 minutes)

2. Intro Unit 5: What did we learn? Refer to reflections. Group activity. 
Re-read assignment sheets. Make lists of at least 10 activities/skills and list the questions in the Unit's reflections. Share and add to google doc. (15 minutes)
3. Discuss Unit 5 assignment sheet. Read SWA essay as class. (10 minutes)
4. Assemble a folder of your reflections for unit 1-4. Re-read who I am as writer?
Free write: what's changed? (15 minutes)
4. Intro meme assignment. (5 minutes)
5. Final questions (upload to google classroom)

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1. Unit 5 final exam due in google classroom 12/13/18 by 12 pm. Late work will not be accepted.
2. Re-read all final drafts. Re-read all assignment sheets and syllabus. Select ONE paragraph that outlines course goals and be prepared to share, why does this paragraph demonstrate course goals? What did you get out of this class?
3. Email me 1-2 memes by 12 pm Monday 12/10/18.
4. Bring laptop for course evals

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Make an original English 112 meme and  a freshmen fall semester meme. Must be PG rated/adhere to community guidelines. You will email me the JPEGS directly and I will approve them for the final day slideshow. 

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Make an original English 112 meme and  a freshmen fall semester meme. Must be PG rated/adhere to community guidelines. You will email me the JPEGS directly and I will approve them for the final day slideshow. 

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Meme generators or make your own!
Email me the meme or memes by 12 pm 12/10/18
1. https://imgflip.com/memegenerator
2. https://makeameme.org/

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1. Cover letter due. Reflections (bring laptop)

What 112 skills do you think most helped you write your cover letter? (Refer to syllabus and other units.)

What did you learn? What was useful in term of activities?

How could the unit be better? (15 minutes)

2. Intro Unit 5: What did we learn? Refer to reflections. Group activity.
Re-read assignment sheets. Make lists of at least 10 activities/skills and list the questions in the Unit's reflections. Share and add to google doc. (15 minutes)
3. Discuss Unit 5 assignment sheet. Read SWA essay as class. (10 minutes)
4. Assemble a folder of your reflections for unit 1-4. Re-read who I am as writer?
Free write: what's changed? (15 minutes)
4. Intro meme assignment. (5 minutes)
5. Final questions (upload to google classroom)

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1. Use the active verb activity to revise sentences.
Finalize Cover Letter and upload entire Unit 4 portfolio onto the google drive.
Portfolio should include:

-Job Research (3 opportunities)
-1st draft of cover letter
-Final draft of cover letter

2. Collect and read reflections for Units 1-3.
3. Bring Student Writing Anthology to class.
4. Bring laptop to class, if possible.

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Active vs. Passive Voice | Grammar Lessons

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What's the best job for you?

Use The Muse to find a job at a company with a culture you love. Select the career path that aligns with you:

How many years of experience do you have?

What company benefits are most important to you?

Calculating your job matches...

Responsible for ...
Experience in...
Most resume bullet points start with the same tired old words hiring managers have read over and over-to the point where they've lost a lot of their meaning. They also don't do much to show off your accomplishments, and instead tend to just communicate your job duties.

So let's get a little more creative, shall we? Next time you update your resume, switch up a few of those common words and phrases with strong, compelling action verbs that will catch hiring managers' eyes.

What are action verbs and how can you use them on your resume?

Action verbs convey doing-for example, "She walked to the door," or, "The dog chased the ball." On your resume, action verbs show readers you accomplished something at your past jobs, you weren't just "responsible for" it. Instead you "streamlined" or "coordinated" or "executed" it. You got the job done and you achieved something in the process.

But be careful: Not all action verbs are as strong as others. For example, words like "led" or "handled" may have their place on a resume (sparingly), but don't give the reader any details about how you did it. Did you lead by assigning work to a team; by creating a road map for a project; by organizing resources, people, and deadlines; or by doing some combination of the three?

No matter what duty or accomplishment you're trying to show off, we've got just the resume action verb for you. Check out the list below, and get ready to make your resume way more exciting.

Action verbs for when you led a project

Actions for when you envisioned and brought a project to life

Action verbs for when you increased efficiency, productivity, profit, sales, revenue, or customer satisfaction (or reduced costs or time spent)

Action verbs for when you changed or improved something

Action verbs for when you managed a team

While "managed" may have a place on your resume (especially if it's a keyword), phrases like "Managed a team..." or "Managed employees..." are just reciting your job duties. Instead, you can show what an inspirational leader you were with terms like:

Action verbs for when you brought in partners, funding, resources, or clients

Were you "responsible for" a great new partner, sponsor, source of funding, or client? Try:

Action verbs for when you supported customers

Because monitoring the phones, answering questions, or providing customer service really means you're advising customers and meeting their needs, use:

Action verbs for when you did research or analysis

Action verbs for when you communicated

Action verbs for when you oversaw or regulated

Action verbs for when you achieved something

Did you hit your goals? Win a coveted department award? Don't forget to include that on your resume, with words like:

The Muse is a values-based careers site that helps people navigate every aspect of their careers and search for jobs at companies whose people, benefits, and values align with their unique professional needs. The Muse offers expert advice, job opportunities, a peek behind the scenes at companies hiring now, and career coaching services. You can also find The Muse on Facebook, Twitter, LinkedIn, Instagram, TikTok, and Flipboard.

More from The Muse Editors

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185+ Action Verbs That Will Majorly Impress Hiring Managers

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No matter what duty or accomplishment you're trying to show off, these resume action verbs will show hiring managers you're the best candidate for the job.

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Find a sentence and revise the verb usage to be active and present tense.

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Opening Conversations: A Writer's Reader, Introduction

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Opening Conversations: A Writer's Reader, Introduction

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1. Review The Rhetorical Situation and A Writer's Context in OC (p. VIII-Xi. Split into groups of 3 and relate each section to the cover letter writing experience. How do you see the the Cover Letter fitting into or utilizing larger course goals? Share (15 minutes)
2. Adding "flair" to your letter. Language, personality, fluency, ect. Active Verbs in the present tense. "I consistently exceed customer expectations"  Active verbs in present tense activity. SUBJECT VERB OBJECT (take a passive statement from your cover letter and rewrite it.)  (10 minutes)
4. Peer review letters in groups. Answer first and then share with each other on questions. (25 minutes)
7. Discuss interview skills, linkedin, resumes, career center, ect.

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1.1st draft of Cover Letter. Use format below. Do not include your Personal address/information....Just use your name and omit the rest.  Upload to google classroom and please bring in a hard copy for class.
2. Bring Opening Conversations for class.

*Optional* Read additional cover letters online.

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Free write Resume and Cover letter builder

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Free write Resume and Cover letter builder

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Make a list of:

work (duties, skills)

highest level of education (anticipated graduation date)

certificates, licenses,

skills, talents, strengths

accomplishments, awards,

volunteer work,

professional organizations you are a member of,

information about the company itself (What do you know? What would you like to learn?)

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Cover Letter Structure *format your letter like this*

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Cover Letter Structure *format your letter like this*

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Do not include your Personal address/information....Just use your name and omit the rest.

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Additional resource on how to write a resume

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Additional resource on how to write a resume

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How to Write a Resumé (...Like a Wizard)!

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There are many many video resources for this on youtube if you choose to explore.

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How To Write A Cover Letter (Example Included)

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Here are 6 valid reasons why a cover letter is absolutely necessary:

It tells the employer who you are and why they want you. ...

It showcases your writing ability. ...Why is this important?

It lets you highlight your strengths. ...What can a cover letter do that a resume cannot?

It shows that you're serious about the opportunity. ...

It makes up for a resume that can't stand alone.

It sets up the follow-up.

-https://www.pongoresume.com/blogPosts/144/6-reasons-you-won-t-get-hired-without-a-cover-letter.cfm

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1. Why write cover letters? Briefly go over the bullets. (5 minutes)
2. What do you look for in a team member? Give academic scenario. Free write and share. (10 minutes) Resume and Cover letter build activity. (5 minutes)
3. How to write a cover letter...students take notes on structure and format. (10 minutes)
4. Group work in teams read cover letters and look for places where the writer impresses you as a reader. Who is this person? What is their personal and professional context? Share at 3 ways in which you see this piece of writing effective given the context. Would your team hire this person? What's missing? (20 minutes)
5. Share out (10 minutes)
6. Take out job searches. Free write: after these exercises which position do you see yourself most qualified for? (5 minutes)
7. Partner share and switch, discuss your search experience and give each other feedback. (5 minutes)

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1. Find three opportunities you would like to apply for. Use the link below if needed.
2. Write a brief annotation summarizing the position and why you would like to apply to this position (response). (4-6 sentences per annotation.) Upload to google classroom. Please bring in a hard copy for class.

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Where Do I Start? | Career Services | UMass Amherst

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"I loved it!" - What did you love about it? What made it great? Find more of the same or try something slightly different to broaden your experience. "It was OK." - What would have made it better? What was missing? What parts did you like?

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Career Planning & Exploration | Career Services | UMass Amherst

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We'll give you a chance to meet employers on campus who are interviewing for full time positions.

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Unit 3: Adding to the Conversation Reflection 

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Unit 3: Adding to the Conversation Reflection 

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1. As a class, review the process went through to develop Unit 3. (Look at Padlet, notebooks, homework) Partner share and share out. (10 minutes)
2. Unit 3 Reflection. Upload to portfolio. (25 minutes)
3. Introduce Unit 4. Write a letter free write. (5 minutes)
Discuss audience selected, refer to Rhetorical Triangle.
4. Hand out Unit 4/5 Assignment sheet and discuss expectations. Attendance and participation are heavily graded. (10 minutes)
5. Free write on jobs, applications, experience, things you are passionate about or would like to try. (5 minutes)
6. Show Career Services website. (5 minutes)
6. Small groups or partners share and give each other ideas. Break out into groups and come back with one area you will research for homework. (15 minutes)

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1. Finalize/Copy-edit/Format and upload Unit 3: Adding to the Conversation portfolio to the google classroom.
Portfolio includes:
-Free write: what did you do yesterday list
-Annotated bib initial
-Initial draft
-1st revised draft
-Final draft w/final annotated bib
-Reflection (done in class on 11/27)

2. Bring in laptop on 11/27 if possible for Unit 3 reflection.

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1. Read Unpaid Labor Union in SWA as class. Look for something to share or that resonated with you. Discuss use of research, progression, writer's context, syntax, and tone. (20 minutes)
2. Go over Unit 3 portfolio expectations. Due 11/27 by class time on Google classroom.
-Free write: what did you do yesterday list
-Annotated bib initial
-Initial draft
-1st revised draft
-Final draft w/final annotated bib
-Reflection (done in class on 11/27)
Look at assignment sheet and rubric. (10 minutes)
3. Activity: Audience. Character sketch of intended audience. Describe audience in as much detail as possible. Who is your audience? What is their position on your conversation? What is their context? Why do they believe what they do?

Exchange with paper and sketch with partner.

Partner responds as intended audience.
Pick one guide:
-"Here is what I think you are saying about this conversation..."
-"I see what you are saying about this conversation. However, as a member of this audience this is what I think..."
-"In order to convince me of your point you will need to include (more research, develop your own point more, etc.)"
-"Here is what you have not considered about me..."

Writer develops a revision plan. What further research needs to be done? What needs to be included to further convince audience of purpose/point? (25 minutes)

4. Top Twenty grab bag and video resources.  In small groups, proof read each others essays for errors. (20 minutes)

5. Closing recommendations, homework and dismiss. (5 minutes)

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Have a fun and relaxing break!

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What conversation are you entering into? What is it you want to say? 
What is the purpose of this paper?
▪ Analysis: convincing readers (issues, stakes)
▪ Review: scholarly thoughts matter
▪ Survey: opinions matter
▪ Argument: assembling evidence

What context is informing your perspective? 

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1. 1st Revised draft due 11/15. Please bring in hard copy.
2. Watch Using Citations and Write a Killer Conclusion video. (below)
3. Bring Easy Writer and SWA for Thursday.

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11/13/18 Agenda Peer Review and Mini Conference

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11/13/18 Agenda Peer Review and Mini Conference

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1. Free write: Writer describe the purpose and point of your paper.
What conversation are you entering into? What is it you want to say?
What is the purpose of this paper?

▪ Analysis: convincing readers (issues, stakes)

▪ Review: scholarly thoughts matter

▪ Survey: opinions matter

▪ Argument: assembling evidence

What context is informing your perspective?

What kind of relationship do you want to build with the reader?

o Recognize: draw attention to a problem

o Relationship: inform, provoke thought, change mindset

o Response: working with old notions

2. Peer review:
1. Summarize the draft. What conversation is this piece entering into? What is the writer's position within the conversation?

2. What is the writer's context/perspective? How do you know? If not included does this seem like useful information to you as the reader?

3. What is the overall point the writer is making? What questions do you have about the conversation being discussed?

4. Summarizing, quoting, paraphrasing- pick one. How does the quote connect, extend, and/or add to the conversation? Does the writer give an original response to multiple viewpoints? What point is the writer making that the quote is not?

5. Annotated Bibliography. Check the sources. Does the source seem valid? Reliable? Appropriate for the purpose and audience? Do the annotations summarize, analysis, and evaluate the source effectively?

Return papers. Compare responses on intent and purpose. Do reflective free writer. Does the reader understand your point? Where do you need to further develop and /strengthen your overall point/purpose? Select one of the questions the reader asks.

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Unit 3: Adding To A Conversation *Entire portfolio due Tuesday 11/27*

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Unit 3: Adding To A Conversation *Entire portfolio due Tuesday 11/27*

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Assignment sheet with rubric

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1. Read Easy Writer pg. 86-100. Pay close attention to Synthesizing sources, quoting, and avoiding plagiarism.
2. Write initial draft. Bring in TWO  hard copies  for Tuesday. (700 words)
3. Add 1 more source to AB. Could be opposition.

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Pass around topics and have peers write questions they have on that topic (5). Look at questions and decide if any of these fit into your concerns, or if they give you new ideas.
Consider that your topic and angle is shaped not only by your interest, but your audience's knowledge and desire for it, and by the resources available to you.

- When it comes to research topics, what might you conclude about the value of lots of feedback early on in the process of writing? -
-  Did anyone get any questions they hadn't thought of?
- You can get insight about what others already know from the questions listed on your page, as well as insight into what might interest an audience, what their questions might be as you go about researching this topic.
-You get insight about what your audience knows or doesn't know, what it might be safe to assume and what you will have to explain.

Form five focusing questions about their topic, these should help guide (not limit your research) (10 minutes)

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Topic:
Narrowed Topic:
Issue:
Research Question:
Hypothesis:

Example:
Topic: Farming
Narrowed Topic: Small family farms in the United States
Issue: Making a living from a small family farm
Research question: How can small family farms in the United States successfully compete with big agriculture?
Hypothesis: Small family farmers can succeed by growing specialty products that consumers want and by participating in farmer's markets and community-supported agriculture programs that forge relationships with customers.

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1. Review annotated bibliography guidelines. Plagiarism video.
Peer feedback 1, partners (10 minutes)
1. Are the sources credible and useful?
2. What content in the annotation will be useful as background information, and what content deserves elaboration and analysis?
3. Give suggestions for additional sources your partner should seek.

Peer feedback 2 (10 minutes)
●  Each student will bring the Annotated Bib to class, and (whether in rows or sitting around in a circle) pass the AB to their left.
●  The student to the left will read over the AB, and when they have gained an understanding of the original writer's ideas and use of research, they will write a research question for the potential essay.
●  The student to the left will then hand the AB back.
●  The original writer will then pass the AB to the student on the right.
● This student will now read through the AB, as well as the freshly-crafted research question now included, and write a title for the potential essay. (15 minutes)

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1. Post-it icebreaker - draw your favorite emoji. Go over reading in small groups or read aloud-

Make notes on how the author progresses from point A to B to C.
-Mark each paragraphs purpose, what is each paragraph saying?
- Look at their works cited list.
Think about progression vs. repeating. (15 minutes)

2. Annotated bib. peer review. (30 minutes)
3. Work on Research question and hypothesis . Ask focusing questions just topic. (15 minutes)
4. Partner share. (5 minutes)
5. Look at rubric and assignment sheet. What is Unit 3? (5 minutes)
5. How to outline the paper. Give guidelines from EW. Using quotes, plagiarism,  reading to respond hand out use for each source, ect. (5 minutes)

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Tuesday 11/6  Research day please work remotely. 

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Tuesday 11/6  Research day please work remotely. 

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We will not be meeting as a class today.
You will be expected to conduct your own research.
Please see my email and below for further information.

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1. Add 3-5 sources to annotated bibliography. Hard copy please due in class.

2. Read Texting and Language by Emily Smith in SWA p. 109-113.

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Goals:
1. To feel more comfortable with text-wrestling for your research.
2. To begin to learn fundamentals of analyzing, critiquing, interpretation, and reactionary writing.
3. To see text in ulterior ways; song, video, art, ect.

Write while listening to the lyrics and the music.
Think about how the music and lyrics work well or don't work well together:

● Does the song evoke a memory?

● How does it make you feel?

Break up into groups and discuss thoughts on songs.

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How to find a book at 1:25

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What is this source about? Would it help me to summarize a part of the text?
- What were my first reactions to the text? Any emotional or cognitive responses?
- What is the author’s purpose—to argue, explore, reflect, discuss?
- Is this source useful? Why or why not? This can include, perhaps, only one aspect of the text
that might be useful where the rest might be irrelevant.
- Do you think you will want to use this source for your project?
- How does this source relate to your project?

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1. Go over reading. OC part iii. (15 minutes)
2. How to Research tutorial/expectation (15 minutes)
3. Craap method (5 minutes)
4. Annotated Bib expectations and purpose. Plagiarism document.  (5 minutes)
5. Song activity (25 minutes)
6. Go over homework

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Please bring hard copies to class on due dates.

Tues. 11/6- Initial Annotated Bib due.

Thurs. 11/8-Initial draft due.

Tues. 11/13- Revised draft and Revised Bib due.

Thurs. 11/15- Portfolio due and reflection done in class.

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1. Read OC essay From On Immunity: An Inoculation by Eula Biss (p. 46-58) in OC. Make a mark next to each time the author incorporates research (or use post it). Please answer these questions regarding the essay.

Purpose: What is the author’s position on the issue? What is she trying to communicate? For what purpose?

Assumption/Beliefs: Do you know why it is important for this author to express the views that are voiced in this text?

What is at stake for this author? What assumptions does she bring to the text that seem to be unquestioned?

Audience: Who does the author seem to be addressing with the text? What does the author seem to think this audience believes/assumes about the topic?

Context: What other positions does the essay refer to and/or imply are “out there” about this issue? What other solutions to the problems? What might other groups not included in the audience think?

Post assignment on google classroom.

2. Upload your song to 112 playlist in google classroom in COMMENTS section. Please choose a community friendly song. We will only listen to the first 20 seconds or so.

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Concept Mapping: How to Start Your Term Paper Research

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Winona State University - Research Questions

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A GREAT teacher and offered over the Winter break. :)

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1. Concept mapping video. (5 minutes)
2. Community guidelines review. Give thoughtful feedback. Where could you see this topic going? Be creative. (50 minutes)
3. Research questions/Thesis video. Easy Writer. (5 minutes)
4. Free write on possible ways of framing your question, use EW prompt. (5 minutes)
5. How does the rhetorical triangle come in. Read OC introduction part 3. (5 minutes)

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Happy Halloween!

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Show and Tell
1. Students bring in a text or item that interests them, anything that they are obsessing over or care about (a book they are reading, an article they encountered, a piece of artwork, a famous photograph, a song, song lyrics, a movie clip). Email me your text if needed.

2. Prepare 1-2 minute presentation on item and how its subject could prompt an academic conversation. Peers will give feedback after presentation.

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**Please note Tuesday October 30th is the last day to Withdraw from a course and receive a W on your transcript. You may want to do this if you are in danger of receiving a D/F.**I will notify you if you are.  

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**Please note Tuesday October 30th is the last day to Withdraw from a course and receive a W on your transcript. You may want to do this if you are in danger of receiving a D/F.**I will notify you if you are.  

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Please copy and paste into your google classroom portfolios.

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1. Unit 2: Free write and discussion.
Review the process worked through for this Unit. What essays/texts were discussed? What kinds of generative writing was done? Revision activities? Peer response/group activities? (10 minutes)
2. Unit 2 Reflection on google classroom (cut and paste into portfolio.) (20 minutes). If finished review The Rhetorical Situation on page viii of OC (15 minutes)
3. Discuss Unit 3: Adding to a Conversation. Read Entering a Conversation on page xiii of OC as class. Ask about SWA  Preface and essays, what do you think was the author's exigence or purpose to write? Share with partner. All share out. (15 minutes)
4. Generative writing exercise: Make a list of everything you did yesterday. How can an every day activity become a larger conversation from various perspectives?  List topics that truly interest you.
List possible audiences you would like to speak to about these topics. Discus with group how each audience might affect the writer's purpose. (10 minutes)
5. Partner share (5 minutes) Concept mapping.
6. Discuss homework

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1. Finalize Unit 2: Interacting with Texts Portfolio and upload to google classroom by your class time on 10/25.
2. Use Conclusion and Copy-editing resources (below).
3. Self review your portfolio using the Unit 2 Rubric (on assignment sheet).

**Please bring a laptop (or let me know if you can't) for the Unit 2 reflection we will be completing in class on 10/25.**

Unit 2: Interacting with Texts Portfolio:
1. Summary and Response of Almond
2. Summary and Response of Anzaldua
3. Initial Draft
4. Revised Draft
5. Final Draft
6. Reflection (to be done in class)

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Resource Easy Writer p. 216

Last name, First name. "Title of Essay." Title of Collection, edited by Editor's Name(s), Publisher, Year, Page range of entry.

Some examples:

Harris, Muriel. "Talk to Me: Engaging Reluctant Writers." A Tutor's Guide: Helping Writers One to One, edited by Ben Rafoth, Heinemann, 2000, pp. 24-34.

Swanson, Gunnar. "Graphic Design Education as a Liberal Art: Design and Knowledge in the University and The 'Real World.'" The Education of a Graphic Designer, edited by Steven Heller, Allworth Press, 1998, pp. 13-24.

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Kind of silly.

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1. What is an interesting way, original way to restate my main points?
2. What is important or interesting about the points I've made?
3. What can readers take away from my essay that is useful, or that  might shed light on their own lives or the world around them?
4. If I'm describing a problem in my paper, what might be a possible solution? 

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Examine your paper for these common errors. 

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Examine your paper for these common errors. 

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● Affect, effect : Affect is an active verb, and effect is a noun. Think of affect with an a for action and effect with an e for the end result. Effect can be used as a verb with to, as in “to effect change,” but that is not a common use.

○ Example: "Failing your style tests will affect your grade, but the effect on your writing will be more serious."

●  A lot, a lot : Two words, please. Always. If you can’t remember, use many instead of "a lot."

●  Alright : Use two words, all right, to mean OK.

●  Comma: Use a comma between two independent clauses joined by a conjunction –

and, but, yet, for, or, nor – unless the clauses are short. Use a comma after an introductory clause unless it is short. Always put commas inside the quotation marks in a direct quote.

○ Example: “When a sentence includes a direct quote (that’s an introductory clause), the comma always goes inside the quotation marks,” the professor said. “So does the period.”

●  Dangling modifier: A phrase or a participle (an adjective made from a verb ending in ing) is said to dangle if it is not placed directly before the noun or pronoun it modifies. Example:

○  Dangling modifier: "After studying for three hours, the test was canceled." (The test did not study for three hours. The student did.)

○  Correct: "After studying for three hours, the student learned that the test was canceled."

●  Farther, further : Farther is distance; further involves length of time, quantity, or intensity.

○  Example: "How much farther do we have to drive?"

○  Example: "I’ll give this further thought."

●  Fragment: An incomplete sentence, sometimes just a word or a phrase. (That is a

fragment.) Fragments can be effective as a writing technique, but should be used

cautiously and rarely.

●  Goes without saying : If it does go without saying, then why say it?

●  It’s, its: It’s is a contraction for it is; its is a possessive word meaning belonging to it.

○ Example: It’s going to cost more to attend college next year, because the university raised its tuition.

○ Needless to say : If it’s needless to say, don’t say it.

●  Should have, not should of : Of should never be used as a verb. Also wrong: could of

and would of in place of could have and would have.

●  Than, then : Than is used for comparison; then is used for time.

●  Their, there, they’re : Their means “belonging to them”; there means “where” or

indicates a place or is sometimes used to begin a sentence; they’re is a contraction for they are.

○ Example: "Students who did not qualify for their loans this year said they’re going to file new applications while there is still time."

● Your, you’re : Your is possessive, meaning “belonging to you,” and you’re is a contraction for you are.

○ Example: "Now you’re ready to test your skill by editing your essays."

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Resource for MLA format - Purdue OWL Online Writing Lab

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Resource for MLA format - Purdue OWL Online Writing Lab

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https://owl.english.purdue.edu/owl/

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Interacting With Texts_ Analyzing Development

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Easy Writer: p. 88, 196-201

There are four elements to the sandwich –

1. Introduction of the quotation that responds to your claim. This is the top layer of bread.

2. The lead-in to the quotation (e.g. "according to," "Kincaid writes," etc.) This is the peanut butter.

3. The quotation itself. This is the jelly.

4. Interpretation or explanation of the quotation in the context of your argument. This is the bottom layer of bread.

After reading your partner's essay select one quotation that they should elaborate on.

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1. Check in regarding papers and assignment expectations. Read assignment sheet. (5 minutes)
2. Introduce quotation sandwich and peer review. (5 minutes)
3. Students review four papers. (25 minutes)
4. Class discussion on exercise. (5 minutes)
5. Copy-edit and MLA Format workshop.
Students use resources to copy-edit their work.
EW resource:
1. Read Easy Writer on MLA format (write your citation) (p. 232), Coordination and Subordination (p.167), Semicolons (186), Quotation Marks (193) The Top Twenty (p.2-11) and Other Punctuation (196). OR read any Unit 2: Student Writing Anthology essay.
6. Go over homework and portfolio expectations