Intro and Serving Questions

Introduction: Getting Ready

1)    Why had Barbara Ehrenreich avoided "run of the mill low paid job[s]" in the past?

2)    Why does Ehrenreich deny herself the skills her education has afforded her in seeking employment?

 

What rules does she set up?

 

1. Ehrenreich believes "there's no way [she] was going to "experience poverty'"(6). How can she say this, given that she fully plans to force herself to eat, sleep, and get by on the money she earns from minimum wage jobs?
   

 

What do you think of the "reassuring limits" she puts on any impending hardship she'll encounter?

 

4)     What advantages does Ehrenreich have that she believe mean that she has "everything going for her" (7) in terms of her chances for meeting with success in living on the minimum wage?

Do these advantages matter as much as she thinks they do, in your opinion?

1. The general response of Ehrenreich's coworkers in the course of the three individual tests she makes of living on the minimum wage is to find what she is doing unremarkable and "anticlimactic": "My favorite response [was], "Does this mean you're not going to be back next week?'"(9). What does such a response show us about these co-workers? Why do they not find her adventure compelling, given that their very lives are what she is studying?
   

 

 

1. How relevant to their lives do you think Nickel and Dimed might be? (and this might be a question to reflect upon when you are in the middle or at the end of the book).
   

 

Serving in Florida

1)    In what ways is the process of interviewing that Ehrenreich encounters demeaning or unappreciative of workers' individuality?

 

Would you be willing to go through what she does to get a job?

 

2)    How do managers and assistant managers, as Ehrenreich depicts them, function as adversaries to those beneath them?

 

3) What might explain the managers' behavior and mentality given that most of those in such positions came from the same jobs their employees fill and that they themselves for the most part make very little money?

 

4) Have you formed an opinion of those in managerial positions from your own experiences? Does it correspond to what Ehrenreich observes?

 

5)    How do the brief vignettes (25-6) about her coworkers' living quarters add to Ehrenreich's tale of her own experiences?

 

 

6) One point that Ehrenreich makes throughout the book is that "starting conditions are everything" (27).

1. What does she mean by this, and why does she make this point more than once?
   

 

Think about your own situation of starting college, as you are right now. Is there a similar experience in relation to the effort you are undertaking?

Syllabus

Yakima Valley Community College-- English Composition 102:

The Valley and The World

Dan Peters, Instructor (dpeters@yvcc.edu 574.6800.3194)

Spring 2008

 

yak-cheese vendor spinning his prayer wheel in Lhasa

 

Course Description:

The second of two college-level courses, English 102, will continue to require clear, unified, coherent, and well-developed essays of increasing complexity. While consideration of audience is an inherent part of the writing required in English 101, students in English 102 will learn to consider more explicitly the role that audience plays when they write. In seeking to gain credibility with their audience and to persuade others to their point of view, students will write extended arguments. Through reading, writing, and discussion, students will continue to examine their own assumptions and opinions and to consider the facts and reasoning of others. In their writing they will bring to bear a variety of texts to support their arguments as they learn basic research techniques and the documentation conventions of the Modern Language Association or comparable style sheets from other disciplines. Extended research, the province of English 203, will not be required.

 

 

Prerequisites:

English 101

 

Course Outcomes:

Upon completion of the course, the student will be able to

 

• Write clear, unified, coherent, and well-developed extended essays that employ primary and secondary sources in writing
  
• Demonstrate an understanding of those sources and their relevance to the arguments being advanced
  
• Employ documentation conventions, as specified by the Modern Language Association or other style sheets, in support of extended arguments
  
• Conduct research using a variety of sources, such as library collections, electronic databases, and/or other sources in support of extended arguments
  

 

Abilities:

1. Students will have the opportunity to practice the following Abilities as they meet course objectives: Analytical Reasoning (AR) and Communication (C).
   

 

Required Texts

• Class Matters, Bill Keller, ed.
  
• Nickel and Dimed, Barbara Ehrenreich
  
• The World is Flat, Friedman
  
• A copy of a reputable college dictionary
  
• A Writers Reference, Sixth Edition, Hacker
  
• Suggested: 3 ring binder, highlighter pens, blue & black ink pens, email address, thumb drive, computer at home with internet connection, Microsoft word.
  

 

Required Work

• Two-Three complete assignment sequences. Sequences will center on Globalization and the Yakima Valley. These sequences will include various prewriting activities, a rough draft and a second draft of all three essays.
  
• Preparation for class activities, often by reading outside of class.
  
• Participation in class discussions and activities.
  
• Attendance.
  
• Quizzes over readings.
  
• Various homework assignments, as needed.
  
• Publish/Present your work.
  

 

End of Quarter Grade:

30% Work before Final Draft

60% Final Drafts

10% Revision and/or final reflection.

 

93= A 90= A- 87= B+ 83= B 80= B- 77= C+ 73=C 70=C- 67=D+ 60=D 59 and below= F

General Requirements for essays

1. All essays/exercises are due on the date assigned.
   
   1. No late work accepted. Email, friends, fine.
      

 

1. Essays will vary in length. They should be double-spaced, in a normal sized (10-12 point) font or type comparable to Times New Roman. Essays not meeting the minimum length requirement, and/or the use of a larger than normal font, or large margins, will have a reduced grade, depending on the amount of text missing. Works Cited pages, graphics, charts, etc. do not count toward the minimum page requirement.
   
   
2. All essays must be typed or printed on a computer printer.
   
   
   
3. Essays must be typed in MLA format.
   
   
4. Keep a HARD COPY of your essay, so that you will have a back-up in case of loss, disk crash, etc.. Anyone working on computer should have a back-up copy of his/her essay on disk.
   
   
5. Do not expect to receive the same grades on these papers that you have received in the past. My criteria for grading are very different and possibly more demanding than those with which you have worked previously. Moreover, while effort tends to improve the quality of the paper,
   

 

your grade will be based on the quality of your paper alone,

not the amount of effort you put into it.

 

There is no final exam.

 

Be Here, Now

If you miss 5 classes for any reason, you will lose one letter grade.

 

If you miss 8 classes you will lose two letter grades.

 

If you miss 10 classes, you will be withdrawn from the course.

 

An absence will be recorded if you arrive 15 minutes late or leave 15 minutes early.

 

Please, turn off the electronics, come on time and lean in.

 

 

 

Course Adaptation: If you need course adaptations or accommodations because of a disability, if you have emergency medical information to share, or if you need special arrangements in case the building must be evacuated, please talk with me as soon as possible.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

English 102 Rubric

Presents an identifiable arguable claim and sustains coherent support for that claim (AR—Supports claims with evidence)
Unacceptable (1)	Developing (2)	Acceptable (3)	Proficient (4)
The student's essay does not have a clear focus and includes little credible or relevant evidence.	The student's essay has a focus and offers some relevant supporting evidence, but also offers additional claims, evidence from questionable sources, and/or evidence of questionable relevance.	The student's essay has an identifiable claim; the student supports his or her claim with appropriate evidence that is generally relevant to that claim.	The student's essay has a unique, arguable claim; that claim is supported using appropriate, sufficient, and relevant evidence from credible and varied sources.

 

Integrates relevant outside sources, documents them according to MLA conventions (AR—Applies discipline-specific conventions)
Unacceptable (1)	Developing (2)	Acceptable (3)	Proficient (4)
The student produces an essay that does not use MLA documentation appropriately (i.e. lacks in-text documentation or lacks a reference page; paraphrases border on plagiarism, etc.).	In the essay, the student includes sources information, but does not fully integrate them; the student demonstrates some understanding MLA documentation, but struggles to consistently and correctly apply it.	The student produces an essay in which sources consistently and accurately quoted or paraphrased and are cited (in-text and on Works Cited page) according to MLA format.	The student produces an essay that complies with discipline standards: the essay is formatted correctly; sources are integrated effectively and are properly quoted/paraphrased and cited in-text; Works Cited page is complete, accurate, and correctly formatted.

 

Demonstrates reasonable command of standard written English (C — Uses contextually appropriate language and conventions; AR – Methods)
Unacceptable (1)	Developing (2)	Acceptable (3)	Proficient (4)
The student's essay includes many major errors—in grammar, syntax, and diction—that distort meaning and interrupt flow of reading.	The student's research essay includes a number of distracting minor errors or some major errors that distort meaning, though overall meaning is not lost; at times, sentence structure disrupts flow, and word choices lack variety and precision.	The student's research essay contains few distracting errors in syntax, diction, grammar, or mechanics, and the errors do not detract from the meaning;	The student's essay contains few or no noticeable errors in grammar or mechanics and errors do not distract reader; sentences fluency and word choice enhance the readability and "voice."

 

Addresses and integrates perspectives(s) different from the writer's (AR — Identifies perspectives)
Unacceptable (1)	Developing (2)	Acceptable (3)	Proficient (4)
The student's essay fails to consider other viewpoints or perspectives, often relying heavily on a single source of information.	In the essay, the student acknowledges, but does not explore perspectives outside his or her own.	In the essay, the student recognizes and addresses viewpoints different than his or her own.	In the essay, the student analyzes and evaluates different viewpoints appropriate to the issue, demonstrating an understanding of the issue's multiple dimensions.

 

If You're Asking Me: The Whole Deal On (Almost) One Page

Introduction

    Hook

    Thesis

Boring—Arguable—Tenuous

The Umbrella & The Arrow            

        So What?

        Everything follows    

Paragraphs                        

    Each works

    Have a purpose

    Are in the right place

 

Transition

    Weave the points together.

 

Structure

    Lead us

Best point last            

    Second best point first?

    C-A

    Digress?

 

Evidence

    Relevant

From the texts, from research, from life

    Integrate                     Heavily-burdened yak struggles through deep snow

    Cite

 

Counter-Arguments

    State

Unwork

 

Conclusion

    Don't just summarize, Synthesize

    Leave an echo

 

Balance

    Logic

    Emotion

    Credibility

 

Eloquence

    Pick the right words                            

Put them in the right order

Metaphor, analogy, suggestion
    Paint a picture

Make it sing

"Everything important is ultimately simple."

—Gerry Bowers, Professor of English, Willamette University

Another RFK story

This from a conservative (David Brooks) at the New York Times.

Robert Kennedy April 4th 1968

italian subtitles, but the best footage of the speech.

Here's a link to another story about it from NPR.

Day 4

Lesson Plan Day 4

1. 15 Years Slide Show
   
2. Homework: Prepare for In Class Essay over Shadowy Lines and 15 Years
   
3. Complete notes on Shadowy Lines
   
4. Whole class discussion of several key points
   
5. In Class Essay Question
   
   
1. How to prepare for and take an in class essay: Short Link, Longer Link
   
2. How to prepare for THIS in class essay
   
   
1. Notes
   
2. List of quotations/page numbers
   
3. Outline
   
4. Open book
   
5. Typed or not, double spaced
6. Not written before class.
7. C206, 50 minutes

In-Class Essay

In-class writing for Friday:

Answer the question as completely as possible. Read the question carefully. Use direct quotes from the books to support your points. Consider a quick outline before you start writing.

According to Class Matters:

• on the surface, class is less of an issue,
  
• while in reality the divisions between classes run deeper than ever.
  
• And, this is unlikely to change.
  

In your own words, explain why there is a difference between our perception of class and the reality and explain why this gap is or is not likely to change. Evidence from "Shadowy Lines" will help here. Finally, give examples "15 Years on the Bottom Rung" that support your argument.

Bonus Point Opportunities

One Page Summary due the next day, include your reaction/opinion of the event.
No late work.
Less than a page= less than full credit.
Here's the library schedule
(Prior 177)
Eligible workshops:
Copyright
Plagiarism
Proquest
Research Skills--Information Sources
Research Skills--Topic and Thesis
Web Evaluations

Also:
April 10th Diversity Series: "In Whose Honor? American Indian Mascots in Sports"
7pm at the Seaons Music Hall

14: Visiting Lecture Series presents Dr. Diandra Leslie-PeleckyThe Visiting Lecture Series hosted by YVCC High Demand Grant for Science and Math presents Dr. Diandra Leslie-Pelecky, Associate Professor of Physics, at the Nebraska Center for Materials and Nanoscience. She will present Building Speed: The Physics of Nascar® at 7:00pm in Kendall Hall Auditorium. Admission is free. For more information: 509-574-4646.

April 16th Sec. of State Sam Reed, 3pm Kendall Theatre
April 16th: Herb Blissard, 7pm faculty Lecture Kendall

30: Visiting Lecture Series presents Dr. Mark BodamerThe Visiting Lecture Series continues with Dr. Mark Bodamer, Associate Professor of Psychology at Gonzaga University, who will present Chimpanzee Studies Cultivate Reverence for Life: Discovery, Empathy and Action at 7:00pm in Glenn Anthon Hall Room 119. Admission is free. For more information: 509-574-4646.

MAY
7: Faculty Lecture Series presents Mr. Mark FuzieThe Faculty Lecture Series hosts Mr. Mark Fuzie, YVCC English Instructor, who will present A Brief Talk on Nothing (and other impending matter(s)). His lecture will begin at 7:30pm in Kendall Hall Auditorium. Admission is free. For more information: 509-574-4646.

May15: 2007-2008 Diversity Series Challenging Diversity- Challenging Our Thinking“Pico de Gallo” Jade Esteban Estrada What do illegal immigrants, politicians, ESL kindergarteners, school teachers, unwed mothers, bartenders, flight attendants, Dr. Phil, opinionated grandmothers, cable access talk show hosts and socialist taco vendors all have in common? They make up the face of 21st century Latinos in the United States in the new solo play Pico de Gallo. Estrada has been praised by critics around the country for his skillful onstage transformations. From one character to the next, he unravels a multitude of stories, songs and humorous contradictions in a celebration of the heartbeat of Latino culture. This event will begin at 7:00pm and will be held at The Seasons Music Hall, 101 N. Naches Ave, Yakima. The event is free and open to the public. For a complete list of upcoming Diversity Series events please see the following or call 574-6800 ext. 3151.

Day 3

English 102 Lesson Plan Day 3

1. Photos. Quiz Monday.
   
2. Homework: Read 15 Years on the Bottom Rung
   
3. Introduce in groups of 3.
   
   1. Worst jobs/Worst Bosses
      
   2. What made it bad
      
   3. Something we don't expect when we see you. Something we couldn't tell by looking at you.
      

      
       

4. Shadowy Lines in groups
   
   1. Discuss your answers with your group.
      
   2. Group fills in as you talk.
      

      
       

5. Tomorrow, discuss as a class
   

   
    

6. Friday, meet in C206 for In Class Essay over Shadowy Lines and 15 years.
   

   
    

Reading:

 

For Thursday. CM: 15 years on the bottom rung

(Friday, in class writing based on these first two readings)

For Monday: N&D intro and Serving in Florida

For Tuesday: First half of Scrubbing in Maine

For Wednesday: Second half of Scrubbing in maine

For Monday: Evaluation chapter

 

Day 2

English 102 Lesson Plan Day 2

• Survey
  
• Question about the Class/Teacher.
  
• Interview in groups of 3
  
  • Worst jobs/Worst Bosses
    
    • What made it bad
      
  • Least paid per hour
    
  • Something we don't expect when we see you. Something we couldn't tell by looking at you.
    
• In Groups of 3—Shadowy Lines Questions
  

 

Homework: Read Shadowy Lines to end.

Reading the next week or so:

For Thursday. CM: 15 years on the bottom rung (111-133)

(Friday, in class writing based on these first two readings)

For Monday: N&D intro and Serving in Florida

For Tuesday: First half of Scrubbing in Maine

For Wednesday: Second half of Scrubbing in maine

For Monday: Evaluation chapter

Day One

English 102 Lesson Plan Day 1

• Question to your right. Question about the class. Question about the teacher.
  
• Ask question to the right.
  
  • Pictures
    
• To the left: shirts and shoes on side? board
  
• Careers, current/anticipated on board
  
• Syllabus read. Revise question based on syllabus.
  
  • A couple of additions
    
    • Office Hour 1130-1230
      
    • Frequent BP offered, but only up to 100% of prewriting grade
      
• Homework: Shadowy Lines That Still Divide (Class Matters). 1-14
  
• I've got English 70 after English 102. What have you learned about college? What wisdom/tips can you pass on about:
  
  • Academics
    
  • Culture
    

Difference between HS and College

Last Day

Lesson Plan Last Day English 102

1. MLADM2K8 Shootout
   
2. H/I Cover Letter H/I Final, Final Draft
   
3. Essays must include my comments
   
4. Paper clips/staples
   
5. Due Monday by Noon at my office.
   
6. gated community TWIF
   
7. Complete Feedback.
   
8. Return of Essays, etc
   
   1. First week of Spring Quarter.
      
   2. Grades mostly.
      
   3. For more feedback from me, bring your essay in and we'll go over it.
      

      
       

9. Grades due Next Friday, posted online under schedule that day
   
10. My schedule
    
    1. Spring English 070 x2 and English 102.
       
    2. Fall: English 101x3 and Creative Writing.
       
    3. Winter 102x3
       
    4. Spring 70 x2 and Creative Writing
       

    
     

11. Also, you can ask about anything anytime.
    
12. You can say hi to me on campus. Say your name and I'll say mine.
    
13. You can say hi to each other.
    

    
     

14. Andy Blevins' story.
    

    
     

    1. One in there Americans in their mid-twenties attended but did not finish college.
       

       
        

    2. Only 41 percent of low-income students entering a four year college managed to graduate within five years. (66% of high income did).
       

 

1. 75 percent of students enrolling in community colleges said they hoped to transfer to a four year institution. But only 17 percent of those made the switch within five year. The rest were out working or still studying toward the two year degree.
   

 

1. This is not the path you are on.
   

 

This is the path you are on.

http://camellia.shc.edu/literacy/tablesversion/quizzes/quiz6.htm

http://writingtutorial.niu.edu/writingtutorial/style/quizzes/MLA.htm

Learn from Lindsey, too

Learn from Leon

Day 45

English 102 Lesson Plan Day 45

 

1. Peer Edit at your tables
   
2. Tomorrow: Portfolio Review Worksheets due
   
3. MLADM2K8: The Final Conflict
   
4. Friday: Last day of class. Turn in work early if you'd like to get a jump on break.
   

Monday: Cover letter, final draft of one essay for improved score and copy of essay with my comments, to my office by noon. NO LATE WORK ACCEPTED.

Round Two

http://unitproj.library.ucla.edu/col/bruinsuccess/03/quiz.cfm http://anywhere.tennessee.edu/iei/laap/eng1010/mla/practice.htm http://www.lib.usm.edu/legacy/tutorials/mlatutorial/quiz.php?type=pre http://library.albany.edu/usered/plagiarism/page8.html http://highered.mcgraw-hill.com/sites/0072873469/student_view0/avoiding_plagiarism_tutorial/citing_sources/works_cited_quiz.html http://collegewriting.us/1101/MLAQuiz.aspx

Round One

MLA Deathmatch 2K8 Round One

Monday: Cover letter and Final, Final Draft of One Essay Due. You MUST INCLUDE with it the draft with my comments (Draft 2) and the rubric with your score for this essay to be considered.

1. H/I Portfolio Revision Worksheet on Thursday.
   
2. MLA DeathMatch 2007.
   
   1. Four Teams enter, one team leaves
      
   2. First Prize: 5 BP
      
   3. Second Prize: Steak Knives
      
   4. Third Prize: You're fired
      
   5. It's on…
      
3. The Final Week—Special Guest Leon Lett will be here Wednesday
   
1. Wednesday: Peer Editing, Bring two copies of Final, Final Rough Draft or Cover letter
   
2. Thursday: MLA DeathMatch 2007, Round Two
   

Business Letter Format

Here's one.
Here's another.

Day 43

English 102 Lesson Plan Day 43

 

1. Hand back everything.
   
   1. Now's the time to get things straight.
      
   2. Abs.
      
2. Notes on AW climb essay    
   
   1. Again, impressive, given time allowed.
      
   2. Define Terms for capital first
      
   3. BE MORE SPECIFIC AND CONCRETE
      
   4. Education and Welfare rules
      
   5. TWIF tertiary education
      
3. Notes on In Class Essay
   
   1. Some improvements
      
      1. Some of it was me getting a second look
         
         1. After reading take homes
            
         2. After in class discussion on Tuesday
            
      2. Some of it was you adding support
         
4. Today:
   
   1. Work on revision
      
      1. Research
         
      2. MLA style
         
      3. Grammar
         
      4. Outline your essay
         
      5. Ask me questions
         
   2. Work on your cover letter
      
   3. Work on Portfolio Review worksheet
      
5. Tomorrow:
   
   1. MLA Deathmatch2K8—This time, it's personal.
      
   2. Portfolio worksheet due.
      
6. Wednesday
   
   1. Peer edit final, final draft
      
   2. Peer edit cover letter
      
7. Thursday
   
   1. MLA Deathmatch2K8, lightning round, sudden death and the dramatic conclusion
      
8. Friday
   
   1. Last day of our class.
      
   2. Shoot for this to hand in your work
      
9. Monday 17^th
   
   1. Final Revised Essay Due
      
   2. Cover Letter Due
      
      1. By Noon in front of my office
         

Day 42

English 102 Lesson Plan Day 42

1. Hand in Essays
   
   1. Essays back Monday.
      
   2. My focus will be on scores and improvement.
      
   3. If I'm late getting them back, due dates will be adjusted accordingly.
      
2. Grades including Bonus Points will be out on Monday so you can make some decisions.
   
3. Final Assignments (there's three things left)
   
   1. Revision Worksheet
      
   2. Letter
      
   3. Final, Final Essay
      
      1. If your paper needs RESEARCH/SUPPORT, don't wait.
         
4. Revision Tips
   
5. The Final Week—Special Guest Leon Lett
   
   1. Monday: Bring Essay to Work on in the Lab.
      
   2. Tuesday: MLA DeathMatch 2008, Round One, Portfolio Revision Worksheet Due
      
   3. Wednesday: Peer Editing, Bring two copies of Final, Final and/or letter
      
   4. Thursday: MLA DeathMatch 2008, Round Two
      
   5. Friday: Nearly there, but not yet done.
      

Monday: Final, Final Essays Due; A Cover Letter About Your Writing Due; Evaluation of my teaching in class.

Portfolio Review Worksheet

Portfolio Revision Worksheet, Due Thursday

Answer on your own paper

 

1. Which essay do you think is strongest? Explain your answer in detail, including a quote or paraphrase from the essay.
   

 

1. Did your peer readers agree with your assessment?
   

 

Paraphrase or quote from a peer

 

1. What did I have to say about the essay?
   

 

Paraphrase something I wrote to support your answer.

 

1. What essay do you think is your second best? Explain in detail.
   

 

1. For the second essay, explain what your peers had to say. Paraphrase or quote
   

 

1. Explain what I had to say. Paraphrase or quote
   

 

1. What is your weakest essay? Explain why you think it's weak, using quotes or paraphrase.
   

 

1. What do your readers have to say about this essay? Does their assessment or their comments reflect your opinion?
   

 

1. What is the strongest segment of writing within all three assignment sequences? By segment, I mean paragraph or several sentences. Write out the segment you choose and then explain why you think it's strong.
   

 

1. What revision would you need to do to submit the first assignment? List all the tasks you would need to complete below.
   

 

1. What revision would you need to do to submit the second assignment? List all the tasks you would need to complete.
   

 

What revision would you need to do to submit the third assignment? List all the tasks you would need to complete.

Cover Letter Assignment

Cover Letter Assignment

Your cover letter should be 1-2 single spaced pages and present an evaluation of how you have performed as a student/writer this quarter.

Your cover letter should take the standard letter format, (See Hacker for this) with a date, and an address:

Mr. Dan Peters

YVCC

Yakima, Washington

98907-2520

dpeters@yvcc.edu

 

and formal salutation, (Dear Mr. Peters is fine for now), and a signature line at the end for your own signature.

Ideas/Questions that might help you get started:

• How would you describe yourself as a writer before the class? How has this changed?
  
• How did you write papers before this class? How has this class changed your process?
  
• Evaluate the strengths and weaknesses as you see them in your thinking, reading, and writing for this course. Use the rubrics to help frame this response.
  
• What work do you do before you begin to write a draft of an essay? How do you develop a strong main point for your essays?
  
• How would you describe the peer group work as it affected your writing? Did it help you to have other readers for your papers besides the instructor? What sorts of comments were the most/least helpful to you? Did reading a peer's paper give you any new perspectives on your own writing?
  
• What have you improved on this quarter?
  
• What skills do you still need to work on?
  
• How about as a student overall? (Ways of Seeing the World, attendance, participation, homework etc)
  

 

 

Day 41

English 102 Lesson Plan Day 41

1. More notes on AW's climb
   
   1. Pick and choose from all three books
      
   2. What about the 56%, 39%, 35% numbers?
      
   3. What's wrong with saying: Marriage
      
      1. Why are we afraid of saying, Get married?
         
   4. What's wrong with saying: Public Housing/Childcare/Transportation
      
      1. Why are we cheap on these issues?
         
   5. What can the government do?
      
   6. What role does "awareness" play?
      
   7. What can't the government do?
      
2. Peer Editing in groups of three
   
3. Both in-class and take home questions are due tomorrow at the BEGINNING of the period. Don't use the writing center as a printing center, please.
   
4. In-text citataions: Yes
   
5. Works Cited: No
   
6. You have a week, starting on Monday, (or tomorrow if you know which one), to revise either: N&D'd essay; TWIF essay; In-class/Take home essay, for a better grade.
   
7. You can't get a worse grade.
   
8. I'll talk tomorrow about how to pick which one.
   
9. Essays back
   
10. Grades so far, not including bp
    

Day 40

English 102 Lesson Plan Day 40

1. H/B in class essays (1130)
   
2. Use N&D?
   
   1. Friction
      
   2. Classlessness
      
   3. Invisible
      
   4. Change
      
3. One more note on mobility and immigration:
   
   1. Fifteen Years Slideshow and chart
      
   2. Look around YVCC
      
   3. Look around Home Depot
      
      1. but, look around East Yakima, too. And in the paper.
         
4. Consider C-A, brief one?
   
5. Angela Whitaker's Climb
   
   1. We've read three approaches to helping her:
      
      1. N&D
         
      2. TWIF
         
      3. CM
         
         1. Which of these, which combination, is the best?
            
6. Due tomorrow: Rough Draft of How Can We Duplicate Angela Whitaker's success?
   
7. Bring three copies
   

Angela Whitaker's Climb questions?

It's not Cookies

It's Marshmallows. But you should still wait to read this until you've written your take home essay. No. Really.

Day 39

English 102 Lesson Plan Day 39

1. CM in class essay question
   
   1. Jeff and Andy
      
   2. Deck of cards metaphor
      
   3. Perception v. Reality and likelihood of change
      
      1. Unlikely to change:
         
      2. Likely to change:
         
   4. Which is more likely?
      
   5. What if we take N&D'd into account and 15 yrs on Bottom Rung?
      
2. Hand in Shadowy Lines worksheets for 10 points.
   
3. Angela Whitaker's Climb
   
   1. Fast review of life before 23
      
   2. Life from 1996-2002
      
   3. Life after passing the test
      
4. What made her a success?
   
   1. How do liberals see it?
      
   2. How do conservatives see it?
      
   3. How are each wrong and each right?
      
5. Big Changes to Schedule and Scoring:
   
   1. Take Home Essay, rough draft due Wed—Plan about an hour of WRITING TIME but more thought/review/research time will be needed. 20 points possible—towards prewriting scores. There's no way I can read all the rough drafts in time, so I'll be looking for two (+) double spaced pages.
      
      1. How can we duplicate her success?
         
         1. Human capital
            
         2. Social capital
            
            1. What part can we solve through government?
               
            2. What part can we solve through changes to culture?
               
            3. What part is up to the individual?
               
         3. What about the recommendations from N&D'd in Evaluation chapter?
            
         4. What about Friedman in TWIF: Untouchables, The Right Stuff and This is Not a Test?
            
6. For Thursday: Bring both for peer editing and comments from me.
   

Friday: Revise and hand in both in-class and take home portions of the Class Matters essays—40 points possible.

Day 38

YHR from this weekend.

In class essay. Due at end of period.
Saving it to disk ok.

Hand in Shadowy Lines worksheet.
Hand in blog BP.

March 5th BP in the HUB.

Tomorrow, Angela's Climb, cont.
and take home question assigned.


TWIF essay progress: 2 classes, plus 8 done.
20 odd to go. This means you'll get them back, I think, by Thursday.

Day 37

English 102 Lesson Plan Day 37

1. The Border Fence in the news.
2. Living the Dream questions.
3. Bonus points from Blog site comments--due Monday (Happy Leap Day). Please clearly indicate the number of comments you have made.
4. Shadowy Lines worksheet (I'll pick this up from you on Monday after the writing exam)
   
5. Angela Whitiker's Climb
   
   
   1. Questions
      
6. Writing an In-Class Essay Exam—Short link, longer link
   
7. Monday: You can bring an outline, books and lists of quotes. It's worth 10 "big" points.
   

Day 36

English 102 Lesson Plan Day 36

1. Friedman's new book.
   
2. Worksheet for Shadowy Lines
   
   1. Combine
      
   2. Review
      
   3. Hand in (10 points)
      
3. Homework
   
   1. For 2/29: 214-233
      
   2. For 3/3: List of quotes—6 minimum—to be used during the assignment (books ok, too)
      
   3. 3/3: In-class writing assignment* (10 points)
      
   4. March 4: List of quotes for Angela Whitaker's Climb due—Take home question assigned.
      
   5. March 5^th: Take home writing assignment due. (10 points)
      
   6. March 7^th: Second draft of in-class writing assignment and take home due. (30 pts)
      
   7. March 17^th: Revised Essays Due.
      

      
       

*In-class writing for Monday:

Answer each question as completely as possible. Read the questions carefully. Use direct quotes from the books to support your points. Consider a quick outline before you start writing.

Pick one of the following questions to write about

1. According to CM:
   

• on the surface, class is less of an issue,
  
• while in reality the divisions between classes run deeper than ever.
  
• And, this is unlikely to change.
  

  
   

In your own words, explain why there is a difference between our perception of class and the reality and explain why it is unlikely to change. Evidence from "Shadowy Lines" will help here. Finally, give examples from N&D and/or "15 Years on the Bottom Rung" that support your argument.

Pretend you're Thomas Friedman. Pretend Andy Blevins and Jeff Martinelli are sitting across the table from you in a bar. What would you tell them to do? What evidence would you give them to convince them you are right? Treat each as individuals with different issues. Evidence from "Untouchables" and the sections dealing with education will be helpful here.

Day 35

English 102 Lesson Plan Day 35

1. Manuh Santos
   
2. Bonus Points:
   
   1. Tonight: 7pm G119/121 Dr. Ray Hyman
      
   2. Tomorrow: 7pm Deccio Parker Room: The Right to Dream
      
3. Complete O/R of Essay 2
   
4. This is Not a Test notes
   
   1. Nickel and Dimed
      
   2. TWIF
      
5. The Unflat World notes
   
   1. Too
      
      1. Sick (tb, for ex)
         
      2. Disempowered (1/2 flat)—rural v. cities
         
      3. Frustrated (terrorism)
         
      4. Many Toyotas (ecology)
         
      5. Others?
         
6. Worksheet for Shadowy Lines
   
7. Homework: Complete Shadowy Lines Worksheet
   
   1. and read first half of Angela Whitaker's Climb
      
8. Homework: Homework:
   
   1. For 2/27: Read Shadowy Lines that Still Divide from Class Matters
      
   2. For 2/28: Angela Whitaker's Climb 202-214
      
   3. For 2/29: 214-233
      
   4. For 3/3: List of quotes—6 minimum—to be used during the assignment (books ok, too)
      
   5. 3/3: In-class writing assignment* (10 points)
      
   6. March 4: List of quotes for Angela Whitaker's Climb due—Take home question assigned.
      
   7. March 5^th: Take home writing assignment due. (10 points)
      
   8. March 7^th: Second draft of in-class writing assignment and take home due. (30 pts)
      
   9. March 17^th: Revised Essays Due.
      

      
       

*In-class writing for Monday:

Answer each question as completely as possible. Read the questions carefully. Use direct quotes from the books to support your points. Consider a quick outline before you start writing.

Pick one of the following questions to write about

1. According to CM:
   

• on the surface, class is less of an issue,
  
• while in reality the divisions between classes run deeper than ever.
  
• And, this is unlikely to change.
  

  
   

In your own words, explain why there is a difference between our perception of class and the reality and explain why it is unlikely to change. Evidence from "Shadowy Lines" will help here. Finally, give examples from N&D and/or "15 Years on the Bottom Rung" that support your argument.

• Pretend you're Thomas Friedman. Pretend Andy Blevins and Jeff Martinelli are sitting across the table from you in a bar. What would you tell them to do? What evidence would you give them to convince them you are right? Treat each as individuals with different issues. Evidence from "Untouchables" and the sections dealing with education will be helpful here.

Day 34

English 102 Lesson Plan Day 34

1. H/I Final Drafts Essay 2
   
   1. O/R: Y/N?
      
      1. Y= +5
         
      2. N= +/- 0
         

         
          

2. Homework:
   
   1. For 2/27: Read Shadowy Lines that Still Divide from Class Matters
      
      1. We'll do an in-class worksheet to guide us through it.
         
   2. For 2/28: Angela Whitaker's Climb 202-214
      
   3. For 2/29: 214-233
      
   4. For 3/3: List of quotes—8 minimum—that support your choice for the in-class writing assignment.
      
   5. 3/3: In-class writing assignment* (20 points)
      
   6. March 4: List of quotes for Angela Whitaker's Climb due—Take home question assigned.
      
   7. March 5^th: Take home writing assignment due. (20 points)
      
   8. March 7^th: Second draft of in-class writing assignment and take home due. (60 pts)
      
   9. March 18^th: Revised Essays Due.
      

*Answer each question as completely as possible. Read the questions carefully. Use direct quotes from the books to support your points. Consider a quick outline before you start writing.

Pick one of the following questions to write about

1. According to CM:
   

• on the surface, class is less of an issue,
  
• while in reality the divisions between classes run deeper than ever.
  
• And, this is unlikely to change.
  

  
   

In your own words, explain why there is a difference between our perception of class and the reality and explain why it is unlikely to change. Evidence from "Shadowy Lines" will help here. Finally, give examples from N&D and/or "15 Years on the Bottom Rung" that support your argument.

Pretend you're Thomas Friedman. Pretend Andy Blevins and Jeff Martinelli are sitting across the table from you in a bar. What would you tell them to do? What evidence would you give them to convince them you are right? Treat each as individuals with different issues. Evidence from "Untouchables" and the sections dealing with education will be helpful here.

Day 33

English 102 Lesson Plan Day 33

1. BP from Zontek?
2. Rubric Scores
3. Complete H/I Peer Review Review
4. Today:
a. Research (esp. Proquest: facts/Stats and Expert opinion)
b. Ask me for help
c. Anyone want to read each other’s essays?
5. Tomorrow: Final Drafts Due, bring 2 copies, don’t use the writing center, don’t come late, or try to turn in late essays.

Friedman on Immigration

Here's a great article on High Fences and Big Gates from TF.

Peer Review Review

Name:____________________________

Names of your reviewers:_________________________

Peer Review Questions:

List three changes suggested by your peers

1. Which of these changes did you make?
   
2. What did they see as strengths and weaknesses that you didn't see on your own?
   
3. What did they see that you already noticed?
   
4. Write down one or two things you saw in someone else's essay that you liked and that you will try to copy in your essay.

What else do you need to do to make this the best paper possible?

Day 32

English 102 Lesson Plan Day 32

1. H/O H/I peer edit take home
   
2. In same groups
   
1. Complete Peer Editing with 3^rd Reader
   
3. Peer Review Review
   
4. This is Not a Test Notes?
   
5. Monday: I'm there to help, to coach.
   
   1. Bring digital version of your essay.
      

Bring specific questions about your essay so we can use our time well.

Day 30

English 102 Lesson Plan Day 30

1. Locally: Levies pass, but what would Friedman say?
   
2. Rough Drafts
   
   1. Read silently and mark up
      
   2. Complete form
      
   3. Writer reads it
      
   4. Discussion with writer
      
3. Repeat as time permits
   
   1. Hand in one copy for next class to Peer Edit
      

   
    

Day 29

English 102 Lesson Plan Day 29

1. Locally: Suncadia Effect, Gilberts Come to Cordays?, Hotels booming
   
2. Andy Blevins, College Dropout Boom
   
3. Outlines
   
   1. Sample Essays
      
   2. What is the topic of your paragraph?
      
      1. What EVIDENCE DO YOU HAVE FOR EACH?
         
         1. TWIF?
            
         2. Facts/Stats or Expert Opinion?
            
4. Rough Drafts Due Tomorrow
   
   1. Bring Four copies
      
5. Intros
   
6. This is Not a Test, catching up?
   

15 Years on the Bottom Rung, slideshow?

Day 28

English 102 Lesson Plan Day 28

1. Red Wine and Chocolate (How Companies Cope) v. 50 jobs lost
   
2. Let's outline Friedman:
3. 1. Untouchables (8 types)
      
   2. How Companies Cope (7 rules)
      
   3. The Right Stuff (5 skills)
      
   4. The Quiet Crisis (5 dirty little secrets)
      
4. Let's try an outline for our papers, using Friedman
   
   1. From the POV of Yakima: Yes/No/Yes but/ No but
      
      1. Wal Mart
         
      2. DREAM act
         
      3. McCain/Kennedy
         
      4. H2A changes (include Zirkle/Global Horizons?)
         
   2. Working with Friedman for organization
      
      1. Right Stuff and Quiet Crisis
         
         1. Washington Learns
            
         2. EYELI
            
         3. YVTech
            
         4. School Levies
            
      2. Untouchables and How Companies Cope +?
         
         1. New Businesses (jails or wine, or something else…)
            
         2. Technology/Robots
            
   3. Others:
      
      1. What effect will the minute men/grassroots have on the YV in the new flat world?
         
      2. How will CAFTA affect Yakima in the new flat world?
         
5. Share quotes
   
6. Outlines—thesis and topic for each paragraph— due Tuesday
   
7. Rough Drafts Due Wednesday
   

Read: The College Dropout Boom in Class Matters

Day 27

English 102 Lesson Plan Day 27

Tonight I Can Write the Saddest Lines

1. Hand back quizzes
   
   1. A note about the book and about your reading
      
2. Continue in groups from yesterday to break down the quiet crisis
   
3. This is not a test notes
   
4. For Tomorrow, Read How Businesses Cope
   
5. For tomorrow: Find quotes related to your topic—try to find at least five and write them down, with page numbers, as a list. You don't have to write the entire quote, just enough to remember what it says.
   
   1. One other way of doing this: Notecards.
      
6. The easiest topics:
   
   1. Washington Learns
      
   2. Immigration Reform/H2A Visas
      
   3. School Levies
      
   4. DREAM Act
      
   5. East Yakima Early Learning
      
7. List of quotes related to your topic from Friedman –2.15
   
8. Outline—2.19
   
9. Rough Draft—2.20
   

Draft 2—2.26

Snokist and The Flat World

Snokist packs it in.
Key quote

Observers said the fresh side of Snokist's business became a victim of significant changes in the growing and packing industry that now require handling large volumes of fruit to meet the demands of worldwide buyers.

Snokist, with its growers having smaller acreages, struggled to compete.
"This is the end of an era for a quality company," said Keith Mathews, manager of the Yakima Valley Growers-Shippers Association. "There are, in fact, tremendous pressures on smaller growers to stay competitive."

Des O'Rourke, an agricultural economist and now owner of a firm that analyzes global fruit marketing trends, said the cooperative model is a difficult one to sustain in the current economic environment.

"Snokist has a legacy of having a lot of small growers. They have had a difficult time over the last few years," O'Rourke said. "The integrated packer-shippers have been able to develop the new orchards and get into supplying higher-value apples."

Day 26

English 102 Lesson Plan Day 26

1. Yakima and Jails again in the news
2. Let's try something
   
   1. Education (The Right Stuff, The Quiet Crisis, This is Not a Test)
      
   2. Agriculture (america and free trade, untouchables and how companies cope)
      
   3. Walmart (ten flatteners, america and free trade, untouchables and how companies…)
      
   4. Business ideas(america and free trade, untouchables and how companies cope)
      

      
      

3. The Right Stuff
   
   1. Learn how to learn
      
   2. Passion and curiosity
      
   3. You need to like people
      
   4. Nuture your right brain
      
4. Test Tubes and Tubas first paragraph and GTech
   

   
   

5. HOW DO THE TOPICS IN THE EDUCATION OPTIONS COMPARE TO HIS ASSESSMENT AND HIS RECOMMENDATIONS?
   

   
   

   1. Some people say we should_________________________.
      
   2. (Other people say we should_________________________.)
      
   3. Friedman says we should_______________________________.
      
   4. It looks to me, here in the Yakima Valley, like we should_______________________________.
      

   
   

6. The Right Country
   
   1. The Good News: Reasons we are in a good spot
      
      1. Flexible, deregulated, free-market, universities, and institutional strengths, consumers, political stability, open, legal system--TRUST
         
7. The Quiet Crisis
   
   1. Dirty Little Secrets 1-6
      
   2. Bottom Line
      
8. This is not a test
   

Reading homework: How Companies Cope by Friday

Quotes related to your topic by Friday.

We'll work with

1. Feb 13^th: How Companies Cope
   
2. Feb 14^th: The Unflat World
   
3. Feb 15^th: 11/9 versus 9/11
   

1. List of quotes related to your topic from Friedman –2.15
   
2. Outline—2.19
   
3. Rough Draft—2.20
   

Draft 2—2.26

Education links

East Yakima Early Learning: ESD site, Gates site

Washington Learns

DREAM act

The World is Green

Friedman's new book?
Lots of good links here.

Loads of Friedman Stuff

Here's a link to NYTimes site for Friedman.
Videos on environment, oil addiction, flat world (including Daily Show)
plus recent columns.

TWIF Notes 276-306

Notes TWIF 276-306

This is Not a Test

 

The main challenge in the cold war came from extreme communism. The challenge in the flat world is extreme capitalism. (277)

 

It requires a president who will push science, math, engineering.

 

Compassionate Flatism

 

Cold War: Nation at risk.= easy to rally US

Flat World: Individuals at risk= harder to rally US (278)

 

Being an American, I am most focused on my own country. (280)

 

Compassionate Flatism- five categories:

1. Leadership
   
2. Muscle building
   
3. Cushioning
   
4. Social Activism
   
5. Parenting
   

 

1. Leadership

• Chinese politicians are all math.
  
• We're all lawyers set on making us stupid, disabled
  
• W cut National Science Foundation $
  
• Short term pay offs are the only ones voters seem to want.
  

 

282: Replace the idea of lifetime employment with idea of lifetime employability.

Give access to knowledge, but share the responsibility to take advantage of it.

 

Politicians can make us more fearful or they can inspire us.

 

Energy Independence is our moon shot.

    284—combines global war on terror with education race/flat world

    (and he misses his guess on 284)

 

 

1. Muscles
   
   1. New kinds of muscles are needed.
      
   2. Portable Benefits
      
      1. Pensions/Healtcare
         
   3. Lifelong learning
      
      1. In house and K-14
         
         1. Locke/Clinton
            
   4. Immigration should be controlled to protect wages of low wage workers.
      
   5. Immigration and PhD's
      

 

 

1. Good Fat
   
   1. Wage Insurance,
      
      1. Displaced
         
      2. 2 years on the job
         
      3. Found new job
         

 

1. Be compassionate because without it, you are asking for social unrest. (296)
   
2. AKA: Enlightened Self Interest
   
3. "If you want to live like a republican, vote like a democrat." (297)
   

 

 

 

 

1. Social Activism
   
   1. Global Companies need moral conscience.
      
      1. Environment and Farmers (298)
         
      2. Collaborate between activists and companies. Not just gov.
         
      3. Computer makers (299)
         
      4. Not just the local rules should apply.
         
      5. Consumers make value decisions, moral choices, when they buy (301).
         

 

 

 

1. Parenting
   
   1. Time for tough love.
      
   2. Time to teach kids to delay gratification (303) for the future.
      
   3. Ambition comes from the parent (304)
      
   4. COSBY!
      
      1. Everybody knows it's important to speak English except these knuckleheads. You can't be a doctor with that kind of crap coming out of your mouth.
         
      2. Too much protection from hurt/ego/self esteem.
         
      3. Dodge ball? No cut sports? Grades?
         
      4. We need to level the playing field by lifting ourselves up, not pulling others down. (305)
         
      5. I am suggesting that we do more to push our young people to go beyond their comfort zones, to do things right and to be ready to suffer some short term pain for longer gain.
         
      6. The crisis is in slow motion (305)
         
      7. We aren't going to catch up by going slower.
         

 

Day 25

Lesson Plan Day 25 English 102

1. Bonus Points?
   
2. News: Editorial on Jails/ Prosser and Grandview changing
   
3. Quiz
   
4. Correct Quiz
   
5. Complete Untouchables
   
6. Notes from Education chapters
   
7. Reading Homework
   

   
   

   1. Feb 9^th: The Right Stuff
      
   2. Feb 10^th: The Quiet Crisis
      
   3. Feb 11^th: This is Not a Test
      
   4. Feb 12^th: Quiz—Followed by me talking too long
      
   5. Feb 13^th: How Companies Cope
      
   6. Feb 14^th: The Unflat World
      
   7. Feb 15^th: 11/9 versus 9/11
      
8. List of quotes related to your topic from Friedman –2.15
   
9. Outline—2.19
   
10. Rough Draft—2.20
    

Draft 2—2.26

Day 24

Lesson Plan Day 24

1. Bonus Points: V-Week-every night and day: 1130 (G119) and 7pm (Parker Room) plus Tonight: Visiting Lecture 7pm GA 119,
2. Today's links
   
   1. Housing in Yakima (N&D)
      
   2. Wine, again.
      
3. Which topic interests you?
   
   1. For education: The Right Stuff, The Quiet Crisis, This is Not a Test
      
   2. For agriculture and business ideas: The Untouchables, How Companies Cope
      
   3. For WalMart: Supply Chaining, America and Free Trade, How Companies Cope
      
4. 1130: How to interpret my comments and your grade.
   
5. U-Make Quiz—Due Monday—Quiz Tuesday
   
   1. In groups of five
      
      1. America and Free Trade
         
      2. The Untouchables
         
      3. The Quiet Crisis
         
      4. The Right Stuff
         
      5. This is Not a Test
         
         1. Five t/f questions
            
         2. Five multiple choice
            
         3. Five fill in the blank
            
         4. No repeats
            
   2. I'll pick the best from both classes and the quiz will be Tuesday
      
6. Untouchables
7. Reading Homework
   
   1. Feb 9^th: The Right Stuff
      
   2. Feb 10^th: The Quiet Crisis
      
   3. Feb 11^th: This is Not a Test
      
   4. Feb 12^th: Quiz—Followed by me talking too long
      
   5. Feb 13^th: How Companies Cope
      
   6. Feb 14^th: The Unflat World
      
   7. Feb 15^th: 11/9 versus 9/11
      
8. List of quotes related to your topic from Friedman –2.15
   
9. Outline—2.19
   
10. Rough Draft—2.20
    

Draft 2—2.26

How You Get Good

Here's one theory about soccer and birth month.

UNC Writing Center Handout

Here's a quick guide to argument essays.
Friendly and easy to read.

Handing Back Essays

What your score means

84 was average (79 w/o the BP)

I used the rubric. It's still early in the quarter.

College is hard. We're not going to catch up by going slower.

I have high expectations.

CHECK MY MATH.

Come talk to me if you disagree/want help.

Be as specific as possible.

Two types of comments- as I read (local) and as I look over it again for score (global).

1. As I read (Local comments)
   1. w/c
      
   2. v/t
      
   3. v/a
      
   4. sp
      
   5. B, b
      
   6. frag
      
   7. r/o
      
   8. redun
      
   9. ?
      
   10. awk
       
   11. nope
       
   12. eh
       
   13. hm
       
   14. ok
       
   15. yep
       
   16. yes
       
   17. good
       
   18. *, **, ***
       
   19. great
       
   20. wow
       
   21. !
       
   22. redun
       
   23. hook
       
   24. ¶
       
   25. sig
       
   26. explain, use, analysis
       
   27. more, expand
       
   28. [ ]
       
   29. ex? Support, evid
       
   30. ha
       
   31. org
       
   32. Be specific
       
   33. See me
       
   34. format
       
   35. C-A
       
   36. trans
       
   37. T.S.
       

My impressions from a distance are: (global)

1. Biggest issue:
   
   1. Support
      
      1. Academic evidence, by far the biggest issue.
         
      2. Here's a quick look at it from Colorado State.
         
      3. Hacker section C5-e
      4. Also, another one on evaluating evidence
         
2. Second biggest issue
   
   1. C-A
      
      1. Look at the levels of scoring—very few scored in the "Proficient" range.
         
   2. This is MUCH MORE THAN A TECHNICALITY
      
      1. Red Teams and the CIA
         
      2. Creates credibility and soundness of logic.
         
3. Organization
   
   1. Hooks need work/ Conclusions, too
      
   2. Paragraphing/Road maps pretty good
      
4. Grammar not much of an issue.
   
5. MLA
   
1. an issue but it shouldn't be.
   
2. Paper format, MLA in text citations, Works Cited.
   
   
1. The 24 hour rule
   
2. SAVE EVERTHING
   
   1. IT'S NOT WHERE YOU START, IT'S WHERE YOU FINISH!
      
   2. You will have a chance at the end of the quarter to improve your score for one of your essays by revising based on my comments and based on what you've learned.
      

1. Your options if you don't like your grade:
   

• Work Harder.
  
• Change your habits/attitudes.
  
• Read/Review Hacker.
  
• Read more closely.
  
• A more detailed outline.
  
• More drafts .
  
• Writing Center.
  
• See Me.

Day 23

Lesson Plan Day 23

Yesterday's paper

1. Wapato gets in the prison game.
   
2. WSU turns to wine. Insert your own joke here.
   
3. H-2A from a local and H2A from NYTimes
   
4. Today: Immigration, front page news, local and
   
1. Black Rock gets 55k from realtors
   
1. How to interpret my comments and your grade.
   
2. Untouchables
   
3. U-Make Quiz—Due Monday—Quiz Tuesday
   
   1. In groups of five
      
      1. America and Free Trade
         
      2. The Untouchables
         
      3. The Quiet Crisis
         
      4. The Right Stuff
         
      5. This is Not a Test
         
         1. Five t/f questions
            
         2. Five multiple choice
            
         3. Five fill in the blank
            
         4. No repeats
            
   2. I'll pick the best from both classes and the quiz will be Tuesday
      
4. Reading Homework
   
   1. Feb 8^th: The Untouchables
      
   2. Feb 9^th: The Right Stuff
      
   3. Feb 10^th: The Quiet Crisis
      
   4. Feb 11^th: This is Not a Test
      
   5. Feb 12^th: Quiz
      
   6. Feb 13^th: How Companies Cope
      
   7. Feb 14^th: The Unflat World
      
   8. Feb 15^th: 11/9 versus 9/11
      
5. List of quotes related to your topic from Friedman –2.15
   
6. Outline—2.19
   
7. Rough Draft—2.20
   

Draft 2—2.26