15 Ethos, Pathos, Logos Paragraphs // Due the week of Jan. 7, 2014

Hi Everyone!

This week's homework is fairly complicated, so hopefully this blog post can explain it well enough! Email me if you're still confused :)

8 Steps of Homework:

1. Pick one of your 15 thesis statements (one you haven't written an outline on yet) that you find interesting and exciting to you!
2. Write an outline for that thesis statement like we did last week. **See bottom of post for the outline format. 
3. Make sure that each body paragraph has at least 1 instance each of Logos, Pathos, and Ethos:
1. Logos: Facts, Statistics, Reasonings that prove your reason from your thesis
2. Pathos: Emotional or personal story that demonstrates the truth of your reason from your thesis
3. Ethos: Quotation or statement from an expert (i.e.: doctor, scientist, expert, etc) that backs up your reason from your thesis
4. Write out all three body paragraphs (As paragraphs, not outlines), starting each with a topic sentence and ending each with a concluding sentence.
5. Include and underline all 6 dress-ups:
1. Because Clause
2. Who/Which Clause
3. Adverbial Clause
4. Adverb
5. Strong Verb
6. Imagery
6. Print off your 3 paragraphs, double-spaced
7. Take three different colored markers/highlighters and for each paragraph:
1. Highlight the example of Logos one color
2. Highlight the example of Pathos a different color
3. Highlight the example of Ethos a different color
8. Make a key at the top or on the back for what colors correspond to what types of evidence

**Outline Format:

1. Introduction
1. Thesis: Opinion because reason1, reason2, and reason3.
2. Body paragraph about reason1
1. Reason/detail/fact/example 1
2. Reason/detail/fact/example 2
3. Reason/detail/fact/example 3
4. Reason/detail/fact/example 4
3. Body paragraph about reason2
1. Reason/detail/fact/example 1
2. Reason/detail/fact/example 2
3. Reason/detail/fact/example 3
4. Reason/detail/fact/example 4
4. Body paragraph about reason3
1. Reason/detail/fact/example 1
2. Reason/detail/fact/example 2
3. Reason/detail/fact/example 3
4. Reason/detail/fact/example 4
5. Conclusion

14 Persuasive Paper: Outline // Due the week of Dec. 17, 2014

Hi Everyone!

This week, we learned how the thesis provides the foundation for the outline—which is the basic structure of the persuasive essay!

It looks like this:

1. Introduction
1. Thesis: Opinion because reason1, reason2, and reason3.
2. Body paragraph about reason1
1. Reason/detail/fact/example 1
2. Reason/detail/fact/example 2
3. Reason/detail/fact/example 3
4. Reason/detail/fact/example 4
3. Body paragraph about reason2
1. Reason/detail/fact/example 1
2. Reason/detail/fact/example 2
3. Reason/detail/fact/example 3
4. Reason/detail/fact/example 4
4. Body paragraph about reason3
1. Reason/detail/fact/example 1
2. Reason/detail/fact/example 2
3. Reason/detail/fact/example 3
4. Reason/detail/fact/example 4
5. Conclusion

So for example, it could look like this:

1. Introduction
1. Thesis: Cats are the best pet because they are clean, inexpensive, and friendly
2. Clean
1. They use litter boxes.
2. Veterinarian Dr. Richard Brant said, "Cats are 93% more sanitary than dogs."
3. They clean themselves.
4. Their saliva only has 2 types of germs.
3. Inexpensive
1. They cost $50 to buy—$100 less than dogs.
2. They don't eat very much.
3. They don't need much clothing or many toys.
4. They don't live as long as dogs, so they cost less over time.
4. Friendly
1. They like to cuddle 40% more than birds and reptiles.
2. They have smiles consistently on their faces.
3. They have the ability to sense when people are sad and help comfort them.
4. 3/4 cats has a friendly personality.
5. Conclusion

So for homework:

1. Write 2 outlines
1. One of them can be the one you did in class
2. The other must be new
2. Requirements:
1. 3 body paragraphs
2. At least 4 pieces of evidence for each body paragraph
3. Must be typed and printed out
4. Does not need dress-ups

13 Persuasive Paper: The Thesis // Due the week of Dec. 8, 2014

Hi Everyone!

A thesis is a statement of your opinion that you will proceed to defend in a persuasive essay (in which you are trying to persuade your readers to act or think a certain way). For the purposes of this class, we will take the thesis one step further (a step which will greatly help you with your organization later on).

For this class, a persuasive thesis should have what you think and three reasons that support your opinion. Basically, a what and a why.

Formula:

• Th = O + R1 + R2 + R3
• Thesis = Opinion + Reason1 + Reason2 + Reason3
• ie:
• (This is true) because (this), (this,) and (this).
• Example: 
• Cats are the best animal in the world because they are clean, useful, and good companions.

Take an opinion on the following 15 topics and write a thesis statement for each. Each should be a complete sentence with a clear opinion and 3 reasons. Underline the "because" in each thesis statement.

1. All students should have daily chores.
2. Every home should have a pet.
3. Every student should play a musical instrument.
4. Homework should be banned.
5. School uniforms should be required.
6. Year round education is better for students.
7. Children should not be allowed to drink soda.
8. PE should be required of all students throughout middle and high school.
9. All students should be required to volunteer in the community.
10. Corporal punishment should be allowed in schools.
11. The Internet should be banned from schools.
12. Junk food should be banned from schools.
13. All parents should be required to attend parenting classes before having a child.
14. All students should be required to learn a foreign language in middle school.
15. All museums should be free to the public.
    
    
    Email me if you have questions!

12 Writing Get-Back-to-Basics-Before-Essays! // Due the week of Dec. 2, 2014

Hi Everyone!

This week, I just want you to spend some time enjoying writing! I want you to write 3-4 pages of anything you'd like, from paragraphs about neat topics like crocodiles or black holes, to short stories, to poems, to journal entries, etc—as long as it's writing!

You don't need to do the dress-ups for this project—just enjoy the joy of writing!

When we come back we'll get started on the essay.

11 Writing Pre-Test // Due the week of Nov. 17, 2014

Hi Everyone!

If you were in class this week, then no homework! However, if you were not in class, your homework is this:

We took a pre-test of sorts—a test to show me what you already know about writing an essay so we can see how you improve over the course of this year! Therefore, I want you all to sit down at home with absolutely no distractions—no music, TV, or anything else in the background. Then hand-write for a maximum time of 35 minutes—no more. If you're not done at 35 minutes, then just quit where you are, even if it's mid-sentence!

You should write on the following topic:

• Some people thing more field trip would get kids more excited about learning and be useful (especially in everyday schools). Others think more field trips would take away from valuable in-class learning time. What do you think? Write an essay/paper convincing your reader why schools should have either more or fewer field trips.

10 IEW Personal Paragraphs // Due the week of Nov. 12, 2014

Hi Everyone!

This week, we used our new paragraph-writing skills to start writing paragraphs based on things YOU know and like!

You wrote out 6-10 things you know a lot about that were somewhat specific (not "Food" but rather "Italian Food")

For homework, pick two things and write a paragraph on each, using the paragraph outline we learned over the last two weeks, and then expanding it into a full paragraph:

1. Topic Sentence
1. Fact 1
2. Fact 2
3. Fact 3
4. etc
5. etc
2. Clincher (conclusion) sentence

Be sure you're still putting in the following criteria:

1. Typed
2. Double-spaced
3. Header in top right corner
4. All 6 dress-ups we've learned so far

09 IEW Researched Paragraphs 2 // Due the week of Nov. 4, 2014

Hi Everyone!

This week, you are getting a chance to further establish what we learned over the last couple of weeks—pulling information from several sources to create one paragraph of your own!

You were given new mini books in class, but if you were absent, you can print them off at:

Elephant Mini Books

Remember that the process is:

1. Underline 2-4 repeating/reflecting words from each paragraph's topic and clincher sentences.
2. From those words, decide on a topic for each paragraph, and label it right above it.
3. Make a column for each article and list each of the article's topics.
4. Choose a topic that repeats itself in at least three different sources.
5. Write a paragraph using information from those paragraphs, using the following outline:
1. Topic Sentence
1. Fact 1
2. Fact 2
3. Fact 3
4. Fact 4
5. Fact 5
2. Clincher (concluding) sentence

You should complete EVERY step of the list, but you will only be turning in ONE typed paragraph next week.

Your paragraph should still have all 6 dress-ups we've gone over:

1. Because Clause
2. Who/Which Clause
3. Adverbial Clause WWWASIA
4. Adverb
5. Strong Verb
6. Imagery

08 IEW Homework: Researched Paragraphs // Due the week of Oct. 28, 2014

Hi Everyone!

This week in class, we went over how to write a paragraph that combines information from three different sources!

You all have your three Humpback Whale mini-books with each of the paragraphs labeled. From these, (in class) we picked the topic of "Migration" and looked at—only—the paragraphs from each of the mini-books that talk about migration of whales. We made an outline that included the topic sentence, the concluding sentence (clincher), and then 5 pieces of information in the middle:

1. Topic Sentence: Migration of Humpback Whales
1. Whales feed in cold water; birth in warm water (I'm using more words for my explanation; try to use as few as possible)
2. Whales spend 2 mo traveling to each place
3. etc
4. etc
5. etc
2. Clincher Sentence: Travel of Humpback Whales

Then, we talked about taking that outline and putting it into our own words into a paragraph, like:

              Did you know that humpback whales migrate around the world every year? They must do so because they catch and eat food in cold water, but they need waters to give birth and raise their babies. It takes around two months for whales to swim from their warm-water birthing grounds to their cold-water hunting grounds, and vice versa. etc, etc, etc…

Then, in class with a partner, you all created a paragraph outline using another whale topic (like "Family" or "Body Structure").

THURSDAY/FRIDAY HOMEWORK: Your homework is to bring in 2 finished paragraphs, written in your own words, based on the outline you did in class with a partner, and one extra you'll do at home by yourself. (DO NOT do one on "Migration" as we already did this in class)

• Criteria—Your paragraph must:
• Have facts/information from at least 2 different source paragraphs
• Be double spaced
• Have a header in the top right corner:
• Your name
• My name
• Class name
• Date
• Have all six dress-ups

WEDNESDAY HOMEWORK: Your homework is to bring in 1 finished paragraph, written in your own words, based on an outline you'll do at home by yourself. (DO NOT do one on "Migration" as we already did this in class)

• Criteria—Your paragraph must:
• Have facts/information from at least 2 different source paragraphs
• Be double spaced
• Have a header in the top right corner:
• Your name
• My name
• Class name
• Date
• Have all six dress-ups

07 IEW Homework: Paragraph Topics // Due the week of Oct. 22, 2014

Hi everyone!

This week, we went through the three mini books in lesson 11 in your notebooks.

We underlined about 2-4 repeating/reflecting keywords in the topic and clincher (concluding) sentences, and then used just those two sentences to determine the main topic of each paragraph.

For homework:

• Finish going through all three mini books and underlining and determining the topic for each paragraph, if you were unable to finish them in class with your partner.
• On a piece of paper (notebook paper and handwriting is ok here), make three columns, one for each of the mini books. Then, list the paragraphs topics under each column.

**I know this is not much homework (depending on how far you got in class). I like to give more, but the next thing we do with your lists is very complex and I want you to do it under my supervision. If you'd like more homework, I encourage you to spend time journaling or creative writing every day!

Email me if you have questions!

06 IEW Homework 4 // Due the week of Oct. 14, 2014

Hi Everyone!

This week, we learned about summarizing a story effectively in 1-3 sentences!

To do so, we need to mention 3 parts of a story:

1. Exposition: Setting and main characters
2. Inciting Event: Event that gets the story going and changes everything
3. Climax/Resolution: The biggest, most exciting, or most important part of the book, usually the most important

Then, you can turn those into 1-3 sentences. For example:

1. Finding Nemo
1. 3 things:
1. Exposition: Ocean; two clownfish fish—Marlin and his son Nemo
2. Inciting Event: Nemo gets captured and Marlin must go on a journey to find him
3. Climax/Resolution: Marlin saves Nemo and goes back home
2. Sentences: "Finding Nemo is the epic story of a clownfish named Marlin and his son Nemo who live in the ocean. When Nemo is captured by fishermen and taken away, Marlin must journey the world to find him. After a long journey Marlin finally finds and rescues his son, and together they return home." That's all you need!
2. Hunger Games
1. 3 things:
1. Exposition: Dystopian (bad) futuristic world; a young girl named Katniss
2. Inciting Event: Katniss must go to the hunger games, a competition where children are forced by the government to fight each other by the bad government
3. Climax/Resolution: Katniss wins the Hunger Games and becomes a symbol for the people of how someone can overcome terrible things
2. Sentences: "The Hunger Games is a book about a young girl named Katniss living in a terribly dystopian futuristic world where the government forces children to compete and fight in a competition called the Hunger Games. When Katniss is forced to go into this competition, she experiences many troubles, but finally wins in the end. In winning, Katniss becomes a symbol for the people of how someone can overcome terrible things.

Homework:

• So, your homework is to read the two stories from the next two lessons—
• The Salt Merchant
• The Serpent and the Eagle
• Summarize each story in 1-3 sentences (the summary will go at the top of your page)
• Expand each story into 7+ sentences that really tell the story of the story, but including each of your many dress-ups that we have discussed in previous weeks.
• Feel free to change things up a bit—as long as you use that exposition, inciting event, and climax/resolution.
• Paper must be/have:
• Double-spaced
• 12 pt., Times New Roman Font
• Header at top right:
• Your name
• Teacher name
• Class name
• Date
• Dress-ups underlined:
• Adverb
• Adverbial clause (WWWASIA)
• Because clause
• Strong verb
• Who/Which Clause
• 1 piece of good imagery (description using one of the five senses as a reference)

05 IEW Homework 4 // Due the week of Sept. 30, 2014

Hi Everyone!

• This week, we learned about using Adverbial Clauses which answer questions like when, where, or how.
• You can start an adverbial clause with the words of WWWASIA:
• When
• Where
• While
• As
• Since
• If 
• Although
• For example, I could have the following series of sentences:
• When Johnny fell over, he hit his head.
• Where he looked, he could see a bump on his head.
• While he was walking to the doctor, he found a kitten.
• Ever since he was a kid, he had not owned a kitten.
• As he picked up the kitten, his head began to feel better.
• If the cat could heal his head, maybe it was magical!
• Although Johnny thought this might be true, it really wasn't.
• In your writing this week, you are going to include at least one adverbial clause and be sure to underline it.
• Homework:
• Complete the next two stories in the curriculum. 
• Make sure to have the following things included/finished:
• Who/Which Clause underlined
• Because Clause underlined
• Adverb underlined
• Strong Verb underlined
• Adverbial Clause underlined
• Typed and printed out
• Double-Spaced
• Title at the top
• Header at the top-right corner
• Your Name
• My Name
• Class
• Date

04 IEW Homework 3 // Due the week of Sept. 23, 2014

Hi Everyone!

This week you will be adding strong verbs and the "because clause" to your writing!

Complete the Key Word Outline and the Written Paragraph for both of the stories in lesson 3:

• Alice Sees the White Rabbit
• Dorothy and the Cyclone

For each of these, you will include and underline each of the following:

• Who/Which Clause
• Adverb
• Strong Verb
• Because Clause

Strong Verb:

• A strong verb is an exciting action verb that really puts a picture in your mind! The following words are "banned" and you must instead use a strong verb!
• Go/Went (or any tense of this word)
• You could say instead:
• Tip-toe
• Scamper
• Dance
• Stomp
• Say (or any tense of this word)
• You could say instead:
• Scream
• Whisper
• Mutter
• Cry out
• Thought (or any tense of this word)
• You could say instead:
• Ponder
• Imagine
• Dream
• Believe
• Eat/Drink (or any tense of these words)
• You could say instead:
• Gulp
• Scarf down
• Nibble
• Slurp

Because Clause

• A "Because Clause" answers the question of "Why?"
• My cat is happy because she gets to sleep next to me.
• Why is she happy? Because she gets to sleep next to me.
• Betty needs to go to the store because she ran out of food.

Email me if you have questions!

03 IEW Homework 02: Adverbs! // Due the week of Sept. 17, 2014

Hi Everyone!

This week for homework, you are to complete all of lesson 2 in the IEW workbooks!

This means writing (and bringing next week to class) a key word outline and a finished paragraph for both of the stories about the farmers from the second lesson.

In each finished paragraph, you will need to have:

1. Your name written on the top
2. Your page double-spaced (even if it's just on hand-written paper)
3. A who/which clause underlined
4. An adverb underlined

Email me if you have any questions!

**Remember to bring your workbook with you to class every week :)

02 IEW Intro Homework // Due the week of Sept. 10, 2014

Hi Everyone!

The first homework for this week is sort of an introduction into the IEW way. In class, we went over how to create a "Key Word Outline" and turn that outline into a paragraph.

For homework, take the two paragraphs from Lesson 1 in your notebooks about Cephalopods and do both a Key Word Outline and a Paragraph for each. A checklist of specific things I will be grading is on the back side of each original paragraph.

Some extra instructions are below in case you were absent or confused at all:

• Key Word Outline: 
• You are given a paragraph about something like snakes. You will look at each sentence and pick out and underline 3 "key words" that you think represent the gist of the sentence. You can test those key words by thinking, "If I only had these 3 words, would they remind me what the sentence was about?" 
• *Keep in mind, if something can be made into a symbol like a number or a greater-than-symbol (>), it is a free word. 
• Once you have underlined 3 words from each sentence, write a numbered list in which you list the 3 key words for each sentence. You will need to bring this to class next week.
• Example:
• 1) Most, venomous, jellyfish 
• 2) Eats, shrimp, shore
• 3) Stings, swimmers, die
• 4) etc.
• Paragraph:
• Without looking at the original paragraph, take your key word outline in hand and rewrite each sentence in your own words based on the outline. Feel free to exchange the words for synonyms or switch their order. 
• Example:
• The jellyfish with the most deadly venom is called the sea wasp.
• Make all of these sentences a paragraph of your own about the topic.
• Criteria I will check:
• Must be double-spaced, even if just handwritten on lined paper (which is okay for this assignment this week).
• Must have your name at the top.
• Must combine two of the sentences using a "Who/Which Clause" which should be underlined.
• Example:
• I could combine the following sentences: "Everest is a nice kitty. He likes to play with me" into one more elegant sentence: "Everest, who is a nice kitty, likes to play with me."

Email me if you have further questions!

01 Syllabus

Composition: 2014-2015

Hello! In this composition class, you will be completing a variety of writing exercises and ultimately essays. We will be using the IEW curriculum to focus on writing style and also we will venture into organization, research, and persuasive tactics!

I am very excited to meet you all, and if you have any questions throughout the year, feel free to come talk to or email me any time!

Bring to class:

• Pen/pencil
• Composition notebook just for this class (Be sure to have by the second week of school)

Writing objectives:

• Students will be able to…
• Support opinions with valid arguments.
• Write clearly, concisely, and with exciting detail.
• Consider their audience and purpose when writing.
• Critically think about and discuss their own and others' writing.
• Use research for better writing.

Grades will be calculated on a ten point scale:

90 - 100 = A

80 - 89 = B

70 -79 = C

60 - 69 = D

00 - 59 = F

If you are struggling with the homework or not understanding anything in class, come talk to me or email me—I'm always happy to help and we can certainly figure something out!

Attendance:

• We complete a lot of work in-class, and as I see you only 1 day per week, this time is invaluable. Most days, class will include graded activities. If the class is missed--even for excused absences--that grade will show up as a zero. However, these grades can be made up within 2 weeks of class by completing a writing assignment of my choice that relates to the in-class work. Email me within one week of the missed class to ask what make-up assignment can be completed.

Late Homework:

• In addition the to practical consequences of late work, late work will receive a lowered grade.
• You may turn in work one day late (over email to me) for full credit.
• You may turn in work one week late (over email or in class to me) for 50% credit.
• Work turned in more than one week late will receive 10% credit.

Homework:

• Homework assignments will be posted each week at writing1-options.blogspot.com.
• If it is not posted, I may have had technical difficulties without realizing it (sometimes I will post but the internet will not actually send it through. It happens occasionally). Feel free to email me and I will repost as soon as possible.
• Every assignment should be typed up and printed out for class in the following format:
• Times New Roman; 12 pt. Font; double spaced; 1/2-1” margins
• Including a header at the top left that reads:
• Student name
• Teacher name
• Class name
• Date
• Including a title

• Every assignment should be saved on the computer in a folder specifically for this class. Typing and saving assignments will make revising papers much easier and will help clear up any situations of lost papers.