Presentation on theme: "GOOD MORNING! “Editing is the same as quarrelling with writers - same thing exactly. “ ~Harold Ross 14 Oct. 2013 Please reclaim your English notebooks,"— Presentation transcript:
GOOD MORNING! “Editing is the same as quarrelling with writers - same thing exactly. “ ~Harold Ross 14 Oct. 2013 Please reclaim your English notebooks, pick up the purple, pink, and green papers, and copy down the learning target! Learning Target: Use specific language to discuss own and other’s writing
Homework Updates Part One *some changes to our calendar! Keep working on your TTTC Rhetorical Analysis Essay (due date has been moved to the end of the day FRIDAY!) Remember to do a quality job on the TYPED reflection questions! You’ll turn in a paper copy AND turnitin.com copy Keep all planning materials and drafts-they all get turned in with the final copy! Lab Times: Tuesday 1 st period in library, 2 nd and 3 rd periods in Lab 200, Wednesday everyone is in Lab 100
Homework Updates Part Two Read “Lives of the Dead” for class on Thursday no notes are required, but be prepared for a quiz! Socratic Seminar packet is due at the beginning of class Friday We’ll have a graded discussion Friday (rubric to come) After Friday, we will be done as a whole class with TTTC! Feel free to return it to the library…UNLESS you’ll still need it for your Porfolio Workshop Week!
Portfolio Workshop Week Sneak Peek Next week, you’ll choose ONE of the following pieces to work on improving to submit for your portfolio. You should choose a piece with which you can make significant and meaningful improvements The Things They Carried Rhetorical Analysis On Rainy River Writing Prompt (make this into a longer, more complex and detailed narrative piece) Your “wildcard”selection College admissions/scholarship essay (NOT the short little ones- this should be at least 2 pages) Or something else that you clear with me BEFORE choosing!
Writing Rubrics/Tools Pink sheet: this is how you would describe GOOD writing DPA rubric-How I’ll evaluate all of your writing in a general sense Purple sheet: this is what you’ll use today for evaluating your own and other’s work USE THE LANGUAGE ON THIS FOR YOUR EDITING NOTES! The “yellow sheet” is now the pink sheet
Bellwork (do this on your essay!) 10/14/13 Read through your essay one time. Count the number of direct quotes you used and write that number on top of your essay. On the last page of your essay, write what you were trying to do with this essay. One direct statement of purpose is all you need. On the purple sheet, complete the whole column for “Author’s Comments” Comment on each of the rows Use language from the descriptions If appropriate, mention particular parts from your essay At the bottom of the purple page, write at least one specific question for your editor
Peer editing Trade papers and purple sheets. Read the question the author wrote on the bottom of the page, and read what they say their purpose is on the last page of their essay Write your name in the “Editor’s Comments” column Read their paper through once, writing all over their essay (don’t fill in the purple sheet yet) Ask questions at parts you don’t understand Write suggestions for improvement Identify parts you like or think are strong Identify (and fix?) areas with incorrect spelling, grammar, or formatting Tell them whether or not they achieved their purpose as stated on the last page of their essay Go back to the purple sheet. Using specific language from the descriptions, give them feedback in each category. Skim over their essay as you need to in order to cite specific areas in your comments. Answer their question at the bottom of the page.
Reflection On the back of your purple sheet, consider the following and write your responses down: Did your editor think you achieved your purpose? Why or why not? Look at the D/P/A descriptions Where do you fall currently? (you can explain why you’re between descriptions, too) What are you going to do to improve your weaker areas? What, if anything, do you think you need help on still?