Link to English Page

Here is a good page to check for help with our current text assignments:
http://www.englishpage.com/

Narrative Assignment -- Dante's Valentine Narrative

Valentines Day!

Well, this topic brings back so many memories yet one seems to remain at the top of all the rest. I guess we can begin on the night before Valentines Day of 2002. As a junior at Redwood High School, I decided that I was going to do something special for the girl of my dreams. Others thought it was pure insanity but I didn’t care what anyone else thought or how much they doubted me.

The night before Valentines Day I went out to buy a dozen red roses, a balloon that read “be mine,” and a box of chocolates. The next morning, I showed up early to school and walk to her first period class from the parking lot. I could feel everyone I passed by looking at me with wondering eyes. My friends approached me with endless questions as I broke down [EL1] what I was about to do. Before I knew it, there was a crowd of people behind me. I walked in to her class to exchange a few words with the teacher. I asked him to invite Caitlin to do a math problem on the board exactly at ten minutes passed eight. The scene was set and it was only a matter of time until I had to execute my plan.

The bell rang at eight o’clock and I went to my first period class. I requested to leave for a few moments at 8:10 and was granted my request. I sat in my chair preparing myself both mentally and physically. The time had come. I excused myself from class and began my venture up the stairway with everything occupying both my hands. As I approached the class, I noticed a group of people standing beside the door. The rumor spread faster than I could ever imagine and now I new I couldn’t back down.

I reached out to open the door and stepped inside the classroom. Everything was exactly as I had planned. Caitlin was in the front of the class doing some sort of math problem on the board. I began to walk towards her, smiling. I could hear laughter in the background full of 26-30 students, they were whispering back and forth. I took one step after another until I was standing inches away from her.

I spoke for a few moments sharing with the class that I had long wished to tell her how I felt about her. “You know there is one big reason I am standing here today and that is to ask you one question, so here it goes.” These were the words that I spoke before I did the most surprising thing of all.

I got down on one knee and simply said “Caitlin, will you be my Valentine?”

As I stood there barely breathing, waiting for the answer that would make my day, yet at the same time prepared for the answer that would destroy my intentions. The next few minutes seemed like hours, as I glanced into her eyes and held her hand, the whole class went from laughter to disbelief, to absolute silence in a matter of milliseconds. I could hear my own heart beat, thump thump, thump, thump. I remember thinking to myself what am I doing? Am I nuts? A million thoughts went through my head as I observed her laugh off the shock and begin to speak. The time had come.

In a gentle voice she spoke these words…

“I would love to be your Valentine and thank you for this special gift, but…” She paused.

At first my eyes lit up brighter than any star in the sky in the darkest of nights, my smile so full of life I cannot describe in words how relieved I was, and then the word “but,” the word that scared me the most appeared out of thin air. I still held that smile, hoping for the best. “I have a boyfriend,” she said. My heart sank to the floor faster then I could remember as I caught someone in the front of the class room shed a tear in the corner of my eye.

I stood up still smiling, I knew that regardless of the result, I did what I came there to do. I received the most exhilarating hug from Caitlin and still keep in touch with her to this very day. I learned that life doesn’t always turn out as you planned and that you should always prepare for the worst yet hope for the best. Most importantly, if you really want something, and I mean really want something, you have to risk it all, and go out and get it, otherwise life will only be a series of unfulfilled dreams and wonders.

Yes, it was one of the most embarrassing moments of my life, but I can also say that I left that classroom with a story that I will continue to tell for the rest of my life.

---

Grammar Tips from ICTY

What is the best way to continue to learn grammar at an advanced level?

Five short answers:
1. Learn as much as you can from practice and experience rather than text books
2. Keep your own examples and observe patterns (and exceptions) in the language
3. Focus on particular areas which give you difficulty (eg. articles, relative clauses)
4. Learn as much as you can from any feedback you get on your written English
5. Remember that almost every grammatical 'rule' is likely to be breakable in some situations (so don't become slave to rules!)

As English becomes more of a diverse and international language it is less and less possible to point to an authority and say 'that is the correct way!' (or 'that is a mistake!').But there are of course general conventions for British and American English grammar which you need to know.

For reference, I would recommend Advanced Grammar in Use (Second edition 2005) by Martin Hewings (Cambridge University Press, http://cambridge.org/uk/, ISBN 0521532914 with answers). This book covers grammatical points in an imaginative way, giving examples and practice exercises on facing pages. Also has some useful summaries at the back. If you buy this book for self-study, make sure you get the one with the answer key!

For more practice exercises, try Advanced Language Practice (Second edition 2004) by Michael Vince(Macmillan Heinemann, http://www.macmillaneducation.com/ , ISBN 0435241249 with answers).

Online grammar resources can be very mixed in quality and scope. I would recommend the OWL (Online Writing Lab) at Purdue University for guidance on grammar and writing at http://owl.english.purdue.edu. Go to 'Handouts and Materials' for options.

For some useful quizzes on English grammar, donated by teachers, see http://a4esl.org/ (uses mostly Java and Flash).

I would also strongly recommend the pages on tenses at Englishpage.com. All the tenses are explained clearly and there are online practice exercises for each one. See http://www.englishpage.com/verbpage/verbtenseintro.html.

For questions on usage you might try the vast Alt. English Usage at http://alt-usage-english.org/index.shtml. This is searchable and very good for settling disputes over usage, such as: ‘Do we say ‘different from, different to or different than?'

More grammar guides are at the US Webster University site http://webster.commnet.edu/grammar/index.htm where there is also an online text book on writing called 'Sentence Sense' at http://webster.commnet.edu/sensen/index.html.

A teacher, David Tillyer, has produced a useful summary of a tricky area - gerunds and infinitives - at http://www.geocities.com/gwyni_99/gerinfless.html. He also offers a list of verbs and practice tests.

Fall 2005 Weekly CalendarTuesday and Thursday

Tuesday and Thursday Fall 2005 Weekly Calendar

1 9/1/2005

2 9/6/2005 Holiday 9/8/2005

3 9/13/2005 9/15/2005

4 9/20/2005 9/22/2005

5 9/27/2005 9/29/2005

6 10/4/2005 10/6/2005

7 10/11/2005 10/13/2005

8 10/18/2005 10/20/2005

9 10/25/2005 10/27/2005

10 11/1/2005 11/3/2005

11 11/8/2005 11/10/2005

12 11/15/2005 11/17/2005

13 11/22/2005 Holiday 11/24/2005

14 11/29/2005 12/1/2005

15 12/6/2005 12/8/2005

16 Finals Week

English 82A Syllabus

English 82A Syllabus
Lincoln University
Written Communication A
Dr. Sylvia Schoemaker Phone: 510.628.8036

Semester: Fall 2005

Units: 3 Contact hours: 40
Course Days: T-Th; Time: 9:30 – 10:45; Location: Room 302
Course Blogsite: writcommca.blogspot.com
Course Website: writCommunication.tripod.com;
Office: Room 305
Office Hours: T-T, 9:9:30, 12:15-1, and by arrangement

Email: drsylviasf@gmail.com

Objectives

You will develop your writing skills for academic, professional, and socio-cultural purposes, in context-centered essay writing. You will learn editing, documentation skills, use of online and other resources.

University learner goals 1 -6, and specifically in English:: To develop basic academic and professional skills (1); To develop the ability to communicate effective in English, orally and in writing, and to read with understanding (1.1) and institutional goals , especially 1,(1.1-1.4), 2.4

Description:

English 82A covers the aspects of composing well-organized written communications. The core of the course will emphasize practice in organizing ideas in a clear, logical manner and other elements involved in writing papers in various rhetorical contexts.

Catalog Description: ENG 82A & 82B - WRITTEN COMMUNICATION I & II

ENG 82A & 82B - WRITTEN COMMUNICATION I & II

First term: A thorough study of grammar and the fundamentals of composition. Practice in writing themes, book reviews and other short papers is given. Particular attention is directed toward sentence structure, syntax, and general rhetorical principles. Second term: Critical reading and evaluation of selected texts and writings; composition of well-organized expository papers; a careful consideration of methods of research, organization in a clear, logical manner and other elements involved in writing research papers. (3 + 3 units)

Course Materials:
Required Texts:

VanderMey et al. The College Writer. Boston: Houghton Mifflin Company, 2004.

Recommended Texts:

Clouse, Barbara Fine. A Troubleshooting Guide for Writers: Strategies & Process.4^th Ed. Boston: Mc-Graw-Hill, 2005.

Adams, Katherine H. and Michael L. Keene, Research and Writing across the Disciples 2^nd Ed. Mountain View, CA: Mayfield Publishing Company, 2000.

Dictionary, thesaurus

Format

A cooperative learning model will be employed. Small group and individual discovery exercises and presentations will augment lectures, discussion and applications.

Student Responsibilities:

Students are expected to attend class, to complete assignments, to participate in the course in a productive manner, and to take personal responsibility for meeting the objectives of the course.

Evaluation

Essays, assignments, exercises, class participation, notebooks, midterm and final presentations, extra credit work/journals will be averaged in determining the final grade in the following proportions:

Policies:

· Assignments are to be submitted in a timely manner. Late work will receive reduced points and must be accompanied with a written explanation for its tardiness.

· Plagiarized work will receive 0 points, and if persistent will result in course failure.

· All assignments must be typed, include in the top right hand corner your name, course, date submitted, assignment name and revision number.

· Attendance is mandatory. Missed classes will constitute 0 points for the day’s class participation points. Excused absences are limited to serious medical or other problems, and are to be explained in writing either before or immediately after the absence. Persistent unexcused absences will result in course failure.

Assignments:

Overall Schedule:

Units, 2 to 3 weeks each (see calendar table ), Midterm notebooks, week 8, including essays for each unit, notes, reference data, in-class materials and assignments.

Grading:

Essays: 50 percent)

Homework/in-class writing: 30 percent

Participation: 20 percent

Week		Topic	Assignments due	Rhetoric	Reader	Handbook
1		Introduction		1, Critical Thinking and Reading	9, Personal Narrative	35, Marking Punctuation
		Unit I Assignment:
	9/1/2005	Narrative and Descriptive Writing
2	9/6/2005	Reading and Thinking		2, Getting Started	10, Personal Reflection	36, Checking Mechanics
3	9/13/2005	Writing Process	Unit I Paper	3, Planning	11, Personal Description	Multilingual and ESL Guidelines
4	9/20/2005	Writing and Rewriting		4, Drafting
5		Narrative and Descriptive Writing		5, Revising	6, Editing and Proofreading	Parts of Speech
	9/27/2005
6		Analytical Writing	Unit II Paper	7, Submitting	12, Cause and Effect	Parts of Speech
	10/4/2005
7		Comparison and contrast		8, One Writer’s Process.	13, Comparison and Contrast	Sentence Basics
	10/11/2005
8	10/18/2005	Classification			14, Classification	Sentence Problems
9	10/25/2005	Process	Portofolio I Due		15, Process Writing
10		Definition			16, Definition	Numbers, Word Parts, and Idioms
	11/1/2005	Vocabulary and writing				Using the Right Word
11		Persuasive Writing	Unit III Paper Due		17, Strategies for Arggumentation and Persuasion	Understanding Grammar
		Rhetoric of Persuasion
	11/8/2005
12	11/15/2005	Defining a point of view			19, Persuading Readers to Act	39, Constructing sentences
13	11/22/2005	Responding to an argument			20, Arguing Against a Claim	40, Avoiding Sentence Eerrors
14	11/29/2005	Problem-solution format	Portfolio II		21, Proposing a Solution
15	12/6/2005	Review
16	12/13/2005	Final Exam Week

Writing Modes

Description: picture in words, appeal to senses, what- / who-oriented

Narration: telling a story, "and then, and then," when- /where-oriented

Argumentation/persuasion: Emphasizing a particular point of view, why-oriented

Exposition: using rhetorical patterns to convey information, how-oriented

Rhetorical Patterns

Assignment C1 Critical Thinking and Writing

Assignment -- Chapter 1, Vandermey

Read chapter one. Briefly write a paragraph in which you discuss what you think are three main ideas in the chapter. Email your paragraph to the E82 group for their comments and suggestions.

Unenbat's In-class A1 Revised

Last semester I studied English Listening and Speaking. This semester I chose English writing class because this is next step of my English; also, most other classes need written communication skills for many assignments.

After I graduate from this university, I will need to write business letters and reports.

Tee's A1 Revised

I would like to study at Lincoln University to obtain a BA in Business Administration and minor in computer science, so that I will be skilled and certified to maintain a career that will financially secure the lives of my daughter and me.

I believe attending Lincoln University, with its small classes and professional environment will give me the opportunity to succeed successfully at the goals that I choose to achieve by coming to this University.

Deaw A1 Revised

In this class, I would like to learn how to write in academic English and also how to write business English, for example, a business letter. In academic English, I would like to know how I can setup the topic, introduce it, write a topic sentence, develop the body paragraph, and write a conclusion. Also, I would like to know how to fix the Grammar.

Irene--A1

For my first semester at Lincoln University, I chose to study written communication because I want to learn more basic English including grammar, speaking, writing, and reading in English 82A class.

In-class assignment 1

Write a paragraph (or two) about why you are in this class and what you want to learn about written communication. Discuss your previous writing classes. What did you learn? What didn't you learn that you still want to learn?

College Writer -- Writing Activities Supplement

English 82A Written Communication College Writer Text
For English 82A -- Written Communication -- our course textbook, The College Writer, has the following excellent web site:
http://college.hmco.com/english/vandermey/college_writer/1e/students/


College Writer: Writing Activities
Step-by-Step Writing Assignments
Reading Notes: One Writer's Process, several mini-assignments with a topic and raw material, including source articles and research links

Annotated ReadingsJournal SupportInteractive journal assignments that reflect the content of each chapter

Test Your Reading Comprehension Answer questions about a short reading(image placeholder)(image placeholder)

Visual Activities Writing assignments based on visuals to help readers learn to see the visual environment and to think critically or interpret it

Music Activites Extensive activities based on musical passages that demonstrate the principles for the patterns of writing development

Game Fun ways to help you learn how to revise an essay into a unified and coherently organized whole

Interactive Calendar A planner that helps you schedule the time needed for a each stage of a writing assignment

Publishing Your Work A resource center for venues that accept student papers, advice on submitting your work

Real-World Web Links Links to sites and subjects that demonstrate the underlying principles for the patterns of writing development

100 Words to Know Increase your vocabulary using these flashcards derived from The American Heritage College Dictionary list of the top 100 words you should know.

Welcome

This blog is a support site for Written Communication.
Name: writcommca
Title: Written Communication
E-mail: drsylviasf@gmail.com

Website: Written Communication

Alpha Notes

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A

Assignments

• Intro: Autobiography
• In-class I -- course objectives
• Unit I, II, III papers
• Portofolios I, II
• Chapter maps and summaries
• Exercises

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B

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C
Chapters/Week
C1/W1 C2/W2 C3/W3 C4/W4 C5/W5 C6/W5 C7/W6 C8/W7 C9/W1 C10/W2
C11/W3 C12/W6 C13/27 C14/W8 C15/W9 C16/W10
C17/W11 C19/W12 C20/W13 C21/W14
C39/W12 C40/W14


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D

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E

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F

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G

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H

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I
Info
Writing Modes
Rhetorical Patterns

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J

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K

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L
Links
Writing Skills
English Page -- ESL Review
Grammar Tips


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M

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N

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O

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P

Papers:

Unit I: Narration/Description, Autobiography
Unit II: Analytical Paper
Unit III: Persuasive Papers

Portfolios:

Portfolio I
Portfolio II


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Q

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R

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S
Student Work
E82 -- At external site



At blog:
Irene:
Intro

Deaw:
Intro

Dante:
Valentine's Day Narrative
Autobiography

Unenbat:
Intro


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T

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U

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V

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W

Weeks/Chapters

W1/C9 C35 W2/C2, C10, C36 W3/C3, C11 W4/C4 W5/C5,C6
W6/C7, C12 W7/C8, C13 W8/C14 W9/C15 W10/C16
W11/C17 W12/C19, C39 W13/C20, C40 W14/C21

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X

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Y

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Z

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