Greetings:

Yesterday in class, we looked at source 1 and gave 3 peers feedback and one self assessment. Here is the rubric we used:

• Citation (correct and full)-2 pts-Click on link and scan article
• Summary (Key Words) and bulleted quotes (3 to 5)- (5 pts)
• Source Story-Method/Strategy (1 pt)
• Evaluation (2 pts)

Today, in class, we used Ornish’s essay, “The Killer American Diet” to spearhead work on our 1st body paragraph. Students will write one paragraph at home that we can use for revision in class tomorrow.

Best,

Dr. Kassem

Greetings:

Use google classroom to work on your source 1. I posted an example of what you need. All work must be turned in by Tuesday 3/3 although I believe you should work on it today and if you have questions we can answer them in class tomorrow. No class time will be given for this.

Greetings:

In class for the last three days, we have been hard at work revising student practice intro to rhetorical analysis essays. Students were given tools, strategies, and rubrics to guide their writing and their feedback. For tomorrow, students turn in their third revision for “The Ugly Truth About Beauty” by Dave Barry. They will also spend part of the hour drafting an in class introduction to an SAT style essay.

Students turned in their mini-research (trial write up) on Monday 2/3 and will spend the rest of the week learning/refining their rhetorical analysis writing skills. On Wednesday 2/5, students will write the SAT style essay in class based on a released SAT prompt and we will use it to assess where they are and where they need to go. Students took the prompt home to prepare and read. In class today, they will draft and revise their essays. The rest of this week and next, well into our after break period, we will learn writing and feedback strategies that will help students improve their thinking, reading, and writing in this genre. If they invest well, this type of writing will also aid their reading and writing SAT scores.

1. A claim must be arguable but stated as a fact. It must be debatable with inquiry and evidence; it is not a personal opinion or feeling.
2. A claim defines your writing’s goals, direction, and scope.
3. A good claim is specific and asserts a focused argument.

Here’s a packed rubric for your claim:

• Answers your research question
• Packed (complex sentence with 2-3 prongs)
• Arguable opinion (debatable)
• Concise
• Clear

Claim (Use the Rubric): ________________________________________________________________________________________________________________________________________________________________________________.

Write-Up:  Choose one element of the claim, make your topic sentence and provide reasoning and evidence (1-2 paragraphs): _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

Greetings:

We have so far found one source for our mini-research question…Reading Entry #1 on Source 1 was due today 1/28/2020. However, some people requested they take a second look after our feedback in class. The revisions are due tomorrow 1/29/2020 for those students…If you were still working on your research question revision, that is also due tomorrow.

Best,

Dr. Kassem

Title of Article:        

Author:

Publication:          (# of pages)

Date of Publication: 

For your response, please write  a minimum of three paragraphs distributed so:

• Summarize the main ideas (Claim(s) key vocabulary): (3)
• How do these ideas add to/deviate from/support ones you know? (3 pts)-Extension of prior knowledge
• Evaluate: How will this help you answer your research question? What does it mean to you(us)? So what?

• As you reflect back on the past few months in this class (call them semester 1), what are some thoughts, accomplishments, regrets, trials and tribulations you encountered? 
• Did you achieve your goal(s) this semester? Why or why not? Present your evidence. 
• What are your final thoughts as you wrap up this period of your education and your life and what are some goals/plans you would like to set for the next one? 

Think, jot downs notes/evidence,  then make a (super)claim and perhaps some (sub)claims and defend using evidence and reasoning. Your  successful reflections must:

• Demonstrate a conscious and thorough understanding of the writing prompt and the subject matter. It is well organized (intro, body, conclusion) and can be used as an example for other students.
• Use specific and convincing examples from to support claims in your own writing, making insightful and applicable connections to our unit of studies and our standards and skills.  
• Use stylistically sophisticated language that is precise and engaging, with notable sense of voice, awareness of audience and purpose, and varied sentence structure. 
• Demonstrate control of the conventions with essentially no errors, even with sophisticated language. 

Due Date: On or before the day of your final exam….

For Quiz 2 take home of the crucible, please use a half sheet of paper to provide speaker, audience, and significance of each quote. Use one side of the paper for each of the quotes: Here are the quotes:

1. “I do not judge you. The magistrate sits in your heart that judges you.”
2. “You must see it sir, it’s God’s work we do. So I’ll be gone every day for some time. I’m–I am an official of the court…”

Greetings:

Remember to review/study for Act I Quiz tomorrow.