Exam Section B
All directives must be followed and completed.
1. Student will bring the folder that Professor Lorenzo gave to them when returning the Writing Proficiency Drill.
2. Student must put all the papers that Professor Lorenzo has returned with the letter grade earned for assignment.
3. Student is responsible for the papers that are not in the folder. Note: Ms. Lorenzo has continually brought documents to the classroom that students have not picked up.
4. Student will put section B of their exam within the stated folder.
5. Student will make sure that the following information is hand written on the front outside cover of the folder: Full name, time of course, section number of course.
------------
Writing Assignment Directive - Section B of exam
1. Students will receive the directives for the written section of the final exam when they arrive to class on Tuesday - 4/28/09, no later than five minutes after the hour. Smart room door will be closed and no students will be allowed in - thus forfeiting this section of their exam.
Wednesday, April 22, 2009
Spring Exam - Section A Online Classroom (first of three sections) 4/27/09 Monday (no class)
Central State University
Spring Semester 2009
English 1102: Writing and Research for College Learning Communities
Final Exam – Section A
Posted 04/22/09
Section A - Exam Day 4/27/09 (online) - Deadline 4/27/08
Section B - Exam Day 4/28/09 (smart room) - Deadline 4/28/08
Section C - Please see your exam schedule listed in course syllabus and the Central State University websit. Deadline - actual day of posted exam schedule.
NOTE: Students must complete all three sections of the exam in order for all three sections to be graded. All section deadlines must be made.
Instructor: Ms. Annette Lorenzo, MPA
1102 - 12:00Noon
1102 - 1:00 PM
1102 - 2:00 PM
Office: Wesley 337
Phone: 937-376-6271 Office
937-776-6410 Cell
Student _______________________________________ Section___________ Class Time_____
Directive:
1. Student must answer exam within course journal.
2. No cell phones allowed in classroom.
3. Students must show that they have retained the language of the course topics. Academic verbiage required.
4. Two types of questions:
1. Short-answer – Vocabulary items will require the student to write a word, phrase, or sentence.
2. Extended-response answers – items will require the student to write several phrases (paragraphs).
Questions 1 -10 pertain to classroom text, class notes, class handouts, blog, assigned fictional readings, field trips, WebCt, blog, and professor’s mini lectures.
Extended response answers required: possible points 70.
1. Define/Explain what a fully-developed research paper.
2. Display the proper MLA format.
3. Explain what is a: correct sentence, structure, grammar, and spelling
4. Explain the critical thinking process
5. State the correct design of a five paragraph essay document.
6. Identify the process of how to read the text properly to comp rend the readings content.
7. Identify your proofreading challenges, listing at least two areas of difficulty and what methods you can perform to upgrade your skills.
8. What makes up a proper draft outline? Formal and/or Informal
9. Display a prewriting technique.
10. Provide a sample of a correct reference/work sited item.
Vocabulary
Vocabulary items will require the student to write a sentence or two responses. Note: Course content language usage is required for points to be earned. Students must show that they have retained the language of the course topics.
Vocabulary - possible points of 30
1. Thesis Statement
2. Annotated Bibliography
3. Plagiarism
4. Library Research
5. Grammar
6. Punctuation
7. Top level domains: org./edu./gov./net./mil.
8. Abstract
9. Cite
10. URL
Spring Semester 2009
English 1102: Writing and Research for College Learning Communities
Final Exam – Section A
Posted 04/22/09
Section A - Exam Day 4/27/09 (online) - Deadline 4/27/08
Section B - Exam Day 4/28/09 (smart room) - Deadline 4/28/08
Section C - Please see your exam schedule listed in course syllabus and the Central State University websit. Deadline - actual day of posted exam schedule.
NOTE: Students must complete all three sections of the exam in order for all three sections to be graded. All section deadlines must be made.
Instructor: Ms. Annette Lorenzo, MPA
1102 - 12:00Noon
1102 - 1:00 PM
1102 - 2:00 PM
Office: Wesley 337
Phone: 937-376-6271 Office
937-776-6410 Cell
Student _______________________________________ Section___________ Class Time_____
Directive:
1. Student must answer exam within course journal.
2. No cell phones allowed in classroom.
3. Students must show that they have retained the language of the course topics. Academic verbiage required.
4. Two types of questions:
1. Short-answer – Vocabulary items will require the student to write a word, phrase, or sentence.
2. Extended-response answers – items will require the student to write several phrases (paragraphs).
Questions 1 -10 pertain to classroom text, class notes, class handouts, blog, assigned fictional readings, field trips, WebCt, blog, and professor’s mini lectures.
Extended response answers required: possible points 70.
1. Define/Explain what a fully-developed research paper.
2. Display the proper MLA format.
3. Explain what is a: correct sentence, structure, grammar, and spelling
4. Explain the critical thinking process
5. State the correct design of a five paragraph essay document.
6. Identify the process of how to read the text properly to comp rend the readings content.
7. Identify your proofreading challenges, listing at least two areas of difficulty and what methods you can perform to upgrade your skills.
8. What makes up a proper draft outline? Formal and/or Informal
9. Display a prewriting technique.
10. Provide a sample of a correct reference/work sited item.
Vocabulary
Vocabulary items will require the student to write a sentence or two responses. Note: Course content language usage is required for points to be earned. Students must show that they have retained the language of the course topics.
Vocabulary - possible points of 30
1. Thesis Statement
2. Annotated Bibliography
3. Plagiarism
4. Library Research
5. Grammar
6. Punctuation
7. Top level domains: org./edu./gov./net./mil.
8. Abstract
9. Cite
10. URL
Student Appreciaton Day - 4/22/09 - Wednesday - No Class
Student Appreciation - no class,,,go enjoy your departments food.
Wednesday, April 15, 2009
Five Paragraph Mini Lecture and Smartroom Drill
Note: Five paragraph online mini lecture mirrors directives given during face-to-face classroom activities.
The five paragraph essay follows a defined format. The first paragraph introduces us to the thesis of the essay and directs us to the three main supporting subtopics. The second through fourth paragraphs are all similar in format. They individually restate the subtopics, and are developed by giving supporting information. The fifth and last paragraph restates the main thesis idea and reminds the reader of the three main supporting ideas that were developed. All of these paragraphs are important.
The introductory paragraph is the place in which the writer introduces the reader to the topic. It is important to make this a clear and limited statement. This is where the writer grabs the reader's attention. Because of its purpose, it is often the first sentence of the paragraph. It is followed by three subtopics that develop the thesis. Between this paragraph and all paragraphs of the essay, there needs to be some kind of a transition word, phrase, or sentence.
Next, the body of the essay contains paragraphs two through four. They are all similarly constructed. Their topic sentences are restatements, often in original form, of the three supporting ideas presented in the first paragraph. The subtopic of each of the body paragraphs is again supported by three or more supporting sentences. These cement, in the reader's mind, the relevancy and relationship of each of the subtopics to the thesis statement.
Finally, the fifth paragraph is the summary paragraph. It is important to restate the thesis and three supporting ideas in an original and powerful manner as this is the last chance the writer has to convince the reader of the validity of the information presented. Because the purposes of the first and fifth paragraph are so similar that some writers construct them at the same time. They will edit them, as necessary, as they do with each and every part of the essay.
It is important to reiterate that each of the paragraphs is joined together by a transition word, phrase or sentence. Transitions help the reader to follow the flow of the logic and sequencing. All of the essay types follow this basic transition format. However, there is more latitude with the narrative essay because of its nature.
-------------------------------------------
Five Paragraph Outline Drill
1. Pick one of your journal essays to process through the outline format.
2. MSW document.
3. Print and submit to instructor
Introductory Paragraph
General Topic Sentence
Subtopic One
Subtopic Two
Subtopic Three
Transition
First Supporting Paragraph
Restate Subtopic One
First Supporting Detail or Example
Second Supporting Detail or Example
Third Supporting Detail or Example
Transition
Second Supporting Paragraph
Restate Subtopic Two
First Supporting Detail or Example
Second Supporting Detail or Example
Third Supporting Detail or Example
Transition
Third Supporting Paragraph
Restate Subtopic Three
First Supporting Detail or Example
Second Supporting Detail or Example
Third Supporting Detail or Example
Transition
Closing or Summary Paragraph
Synthesis of main topic
Synthesis of Subtopic One
Synthesis of Subtopic Two
Synthesis of Subtopic Three
The five paragraph essay follows a defined format. The first paragraph introduces us to the thesis of the essay and directs us to the three main supporting subtopics. The second through fourth paragraphs are all similar in format. They individually restate the subtopics, and are developed by giving supporting information. The fifth and last paragraph restates the main thesis idea and reminds the reader of the three main supporting ideas that were developed. All of these paragraphs are important.
The introductory paragraph is the place in which the writer introduces the reader to the topic. It is important to make this a clear and limited statement. This is where the writer grabs the reader's attention. Because of its purpose, it is often the first sentence of the paragraph. It is followed by three subtopics that develop the thesis. Between this paragraph and all paragraphs of the essay, there needs to be some kind of a transition word, phrase, or sentence.
Next, the body of the essay contains paragraphs two through four. They are all similarly constructed. Their topic sentences are restatements, often in original form, of the three supporting ideas presented in the first paragraph. The subtopic of each of the body paragraphs is again supported by three or more supporting sentences. These cement, in the reader's mind, the relevancy and relationship of each of the subtopics to the thesis statement.
Finally, the fifth paragraph is the summary paragraph. It is important to restate the thesis and three supporting ideas in an original and powerful manner as this is the last chance the writer has to convince the reader of the validity of the information presented. Because the purposes of the first and fifth paragraph are so similar that some writers construct them at the same time. They will edit them, as necessary, as they do with each and every part of the essay.
It is important to reiterate that each of the paragraphs is joined together by a transition word, phrase or sentence. Transitions help the reader to follow the flow of the logic and sequencing. All of the essay types follow this basic transition format. However, there is more latitude with the narrative essay because of its nature.
-------------------------------------------
Five Paragraph Outline Drill
1. Pick one of your journal essays to process through the outline format.
2. MSW document.
3. Print and submit to instructor
Introductory Paragraph
General Topic Sentence
Subtopic One
Subtopic Two
Subtopic Three
Transition
First Supporting Paragraph
Restate Subtopic One
First Supporting Detail or Example
Second Supporting Detail or Example
Third Supporting Detail or Example
Transition
Second Supporting Paragraph
Restate Subtopic Two
First Supporting Detail or Example
Second Supporting Detail or Example
Third Supporting Detail or Example
Transition
Third Supporting Paragraph
Restate Subtopic Three
First Supporting Detail or Example
Second Supporting Detail or Example
Third Supporting Detail or Example
Transition
Closing or Summary Paragraph
Synthesis of main topic
Synthesis of Subtopic One
Synthesis of Subtopic Two
Synthesis of Subtopic Three
Pro/Pro Essay - Typed Essay #5 Direcitves
Tuesday, April 14, 2009
Pro/Pro Essay #5 Directives
Follow all directives within this posting.
Pro/Pro Essay Exercise
This exercise helps writers examine two sides of an issue. Begin by writing down the controversy you want to explore. Next, write down your position in the controversy. Now, on the left side of the column list the arguments in support of your position. Be as specific as possible in listing these pro arguments. Next, list the arguments opposed to each of your points in the "Con" column on the right. Again, be as specific as possible in listing these con arguments.
What is the controversy you want to explore?
What is your position in the controversy?
Pro
1.
2.
3.
4.
5.
Pro
1.
2.
3.
4.
5.
Distinguishing Between Fact, Opinion, Belief, and Prejudice
When forming personal convictions, we often interpret factual evidence through the filter of our values, feelings, tastes, and past experiences. Hence, most statements we make in speaking and writing are assertions of fact, opinion, belief, or prejudice. The usefulness and acceptability of an assertion can be improved or diminished by the nature of the assertion, depending on which of the following categories it falls into:
A fact is verifiable. We can determine whether it is true by researching the evidence. This may involve numbers, dates, testimony, etc. (Ex.: "World War II ended in 1945.") The truth of the fact is beyond argument if one can assume that measuring devices or records or memories are correct. Facts provide crucial support for the assertion of an argument. However, facts by themselves are worthless unless we put them in context, draw conclusions, and, thus, give them meaning.
An opinion is a judgment based on facts, an honest attempt to draw a reasonable conclusion from factual evidence. (For example, we know that millions of people go without proper medical care, and so you form the opinion that the country should institute national health insurance even though it would cost billions of dollars.) An opinion is potentially changeable--depending on how the evidence is interpreted. By themselves, opinions have little power to convince. You must always let your reader know what your evidence is and how it led you to arrive at your opinion.
Unlike an opinion, a belief is a conviction based on cultural or personal faith, morality, or values. Statements such as "Capital punishment is legalized murder" are often called "opinions" because they express viewpoints, but they are not based on facts or other evidence. They cannot be disproved or even contested in a rational or logical manner. Since beliefs are inarguable, they cannot serve as the thesis of a formal argument. (Emotional appeals can, of course, be useful if you happen to know that your audience shares those beliefs.)
Another kind of assertion that has no place in serious argumentation is prejudice, a half-baked opinion based on insufficient or unexamined evidence. (Ex.: "Women are bad drivers.") Unlike a belief, a prejudice is testable: it can be contested and disproved on the basis of facts. We often form prejudices or accept them from others--family, friends, the media, etc.--without questioning their meaning or testing their truth. At best, prejudices are careless oversimplifications. At worst, they reflect a narrow-minded view of the world. Most of all, they are not likely to win the confidence or agreement of your readers.
(Adapted from: Fowler, H. Ramsey. The Little, Brown Handbook. Boston: Little, Brown, 1986.)
Argument Drafting
(to be completed by the writer)
Topic:
Question at Issue:
State Your Claim/Position:
1. Are there any qualifiers you need to use (or exceptions) to improve the defensibility of your claim/position? If so, explain.
2. Describe at least 3 reasons you could use to support your claim.
3. Write out 4-5 refutations (or opposing viewpoints) to your argument you think you will consider in your essay(s).
4. What strategy are you considering using for your essay--pro/con, classical, Rogerian, deductive, or a combination? That is, how do you plan on using the opposing viewpoints in your essay? As concessions? To present counter-arguments in a Rogerian style (beginning w/ these so a "wall of defense" is not created in your audience, and to show empathy for the opposition as a means of resolution and positing your own position/solution)? As a means of setting up an aggressive rebuttal? Explain in as much detail as possible.
5. What evidence do you plan on using to support your position? What evidence in support of your reasons? In support of your rebuttals? Why did you choose this evidence? Where do you plan to obtain more evidence? Please answer each question as fully as you can.
6. If you are writing more than one argument, what are your plans for the others? Will you change perspectives? Strategies? Questions at issue? Topics altogether? Explain.
Paper Design:
1. MLA format
2. 5 pagraph minium
3. Pro/Pro Exercise must be stapled to docuement
4. Draft must be stapled to document
5. Paper must be in folder
6. Two reference sources
Pro/Pro Essay #5 Directives
Follow all directives within this posting.
Pro/Pro Essay Exercise
This exercise helps writers examine two sides of an issue. Begin by writing down the controversy you want to explore. Next, write down your position in the controversy. Now, on the left side of the column list the arguments in support of your position. Be as specific as possible in listing these pro arguments. Next, list the arguments opposed to each of your points in the "Con" column on the right. Again, be as specific as possible in listing these con arguments.
What is the controversy you want to explore?
What is your position in the controversy?
Pro
1.
2.
3.
4.
5.
Pro
1.
2.
3.
4.
5.
Distinguishing Between Fact, Opinion, Belief, and Prejudice
When forming personal convictions, we often interpret factual evidence through the filter of our values, feelings, tastes, and past experiences. Hence, most statements we make in speaking and writing are assertions of fact, opinion, belief, or prejudice. The usefulness and acceptability of an assertion can be improved or diminished by the nature of the assertion, depending on which of the following categories it falls into:
A fact is verifiable. We can determine whether it is true by researching the evidence. This may involve numbers, dates, testimony, etc. (Ex.: "World War II ended in 1945.") The truth of the fact is beyond argument if one can assume that measuring devices or records or memories are correct. Facts provide crucial support for the assertion of an argument. However, facts by themselves are worthless unless we put them in context, draw conclusions, and, thus, give them meaning.
An opinion is a judgment based on facts, an honest attempt to draw a reasonable conclusion from factual evidence. (For example, we know that millions of people go without proper medical care, and so you form the opinion that the country should institute national health insurance even though it would cost billions of dollars.) An opinion is potentially changeable--depending on how the evidence is interpreted. By themselves, opinions have little power to convince. You must always let your reader know what your evidence is and how it led you to arrive at your opinion.
Unlike an opinion, a belief is a conviction based on cultural or personal faith, morality, or values. Statements such as "Capital punishment is legalized murder" are often called "opinions" because they express viewpoints, but they are not based on facts or other evidence. They cannot be disproved or even contested in a rational or logical manner. Since beliefs are inarguable, they cannot serve as the thesis of a formal argument. (Emotional appeals can, of course, be useful if you happen to know that your audience shares those beliefs.)
Another kind of assertion that has no place in serious argumentation is prejudice, a half-baked opinion based on insufficient or unexamined evidence. (Ex.: "Women are bad drivers.") Unlike a belief, a prejudice is testable: it can be contested and disproved on the basis of facts. We often form prejudices or accept them from others--family, friends, the media, etc.--without questioning their meaning or testing their truth. At best, prejudices are careless oversimplifications. At worst, they reflect a narrow-minded view of the world. Most of all, they are not likely to win the confidence or agreement of your readers.
(Adapted from: Fowler, H. Ramsey. The Little, Brown Handbook. Boston: Little, Brown, 1986.)
Argument Drafting
(to be completed by the writer)
Topic:
Question at Issue:
State Your Claim/Position:
1. Are there any qualifiers you need to use (or exceptions) to improve the defensibility of your claim/position? If so, explain.
2. Describe at least 3 reasons you could use to support your claim.
3. Write out 4-5 refutations (or opposing viewpoints) to your argument you think you will consider in your essay(s).
4. What strategy are you considering using for your essay--pro/con, classical, Rogerian, deductive, or a combination? That is, how do you plan on using the opposing viewpoints in your essay? As concessions? To present counter-arguments in a Rogerian style (beginning w/ these so a "wall of defense" is not created in your audience, and to show empathy for the opposition as a means of resolution and positing your own position/solution)? As a means of setting up an aggressive rebuttal? Explain in as much detail as possible.
5. What evidence do you plan on using to support your position? What evidence in support of your reasons? In support of your rebuttals? Why did you choose this evidence? Where do you plan to obtain more evidence? Please answer each question as fully as you can.
6. If you are writing more than one argument, what are your plans for the others? Will you change perspectives? Strategies? Questions at issue? Topics altogether? Explain.
Paper Design:
1. MLA format
2. 5 pagraph minium
3. Pro/Pro Exercise must be stapled to docuement
4. Draft must be stapled to document
5. Paper must be in folder
6. Two reference sources
Tuesday, April 14, 2009
Week: 15 Typed Essay #5 (or Learning Community Paper)
Note: We have been collobrating with the learning community paper for two weeks. Please refer to your course notes.
Assignment:
Typed Essay #5. Pro/Pro Essay or Learning Community Paper
Due:Typed Essay #5. Pro/Pro Essay - 4/28 Tuesday (Smart Room - Beginning of class) No other day - closed after 4/28.
Learning Community Paper - 4/28 Tuesday (Smart Room - Begining of class), no other day - closed after 4/28.
Format: Refer to Learning Community syllabus and/or ENGLISH assignment directives.
Apa
MLA
Chicago Style
Length: Refer to Learning Community syllabus or ENGLISH1102 assignment directives
NOTE: On Thursday of this week, Lorenzo will check off your progess on the Typed Essay #5.
Assignment:
Typed Essay #5. Pro/Pro Essay or Learning Community Paper
Due:Typed Essay #5. Pro/Pro Essay - 4/28 Tuesday (Smart Room - Beginning of class) No other day - closed after 4/28.
Learning Community Paper - 4/28 Tuesday (Smart Room - Begining of class), no other day - closed after 4/28.
Format: Refer to Learning Community syllabus and/or ENGLISH assignment directives.
Apa
MLA
Chicago Style
Length: Refer to Learning Community syllabus or ENGLISH1102 assignment directives
NOTE: On Thursday of this week, Lorenzo will check off your progess on the Typed Essay #5.
Monday, April 13, 2009
Week 15 Overview
4/13/09 - Monday. Online Research Day: Continue working on your final project in your (Psy. or Business or Global History) class and be prepared to fill out an research/assignment agreement form on Tuesday. Note: Assignment from your learning community and or the typed paper #4 from your syllabus will not be approved without the professor signing off on project. One on One with students in Lorenzo's office: appointments made last Thursday & Friday: Scheduled office hours: 9:00 AM - 4:00 PM.
4/14/09 - Tuesday. Review of academic calendar; exam schedule, journal meeting, proficiency test, online classroom, study tables...
- Proficiency writing review
4/15/09 - Wednesday. Critical Thinking lecture (student performed).
4/16/09 - Thursday. Computer drills related to writing/research
4/14/09 - Tuesday. Review of academic calendar; exam schedule, journal meeting, proficiency test, online classroom, study tables...
- Proficiency writing review
4/15/09 - Wednesday. Critical Thinking lecture (student performed).
4/16/09 - Thursday. Computer drills related to writing/research
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