+

Week 10 Class 2

EWRT 211

+AGENDA

Common Writing Errors: Spelling out or using figures for numbers incorrectly

In-class essay: choosing one for the portfolio

Out of class essay: choosing one for the portfolio

Out of class essay: revision strategies Works Cited page In-text Citations

Reflective Essay : Essay 5 Lecture: Content and Format In-class writing: Reflective Essay

+Common Writing Errors: Spelling out or using figures for numbers incorrectly

Rule 1Spell out single-digit whole numbers. Use numerals for numbers greater than nine.Examples:I want five copies.I want 10 copies.

Rule 2Be consistent within a category. For example, if you choose numerals because one of the numbers is greater than nine, use numerals for all numbers in that category. If you choose to spell out numbers because one of the numbers is a single digit, spell out all numbers in that category.

Correct: My 10 cats fought with their 2 cats. My ten cats fought with their two cats.

Incorrect: I asked for five pencils, not 50.e.g. A minimum of 6 eggs went into that batter.

If you have numbers in different categories, use numerals for one category and spell out the other.Given the budget constraints, if all 30 history students attend the four plays, then the 7 math students will be able to attend only two plays. (Students are represented with

figures; plays are represented with words.)

+In-class essay: choosing one for the portfolio

Does it have a clear thesis that addresses the prompt? Have you answered the

question that the prompt gives?

Do you have a counterargument?

Have you addressed common arguments against your assertion?

Did you either refute or accommodate those arguments?

Do the body paragraphs support the thesis? Do you have topic sentences? Do you have evidence to

support your assertion Do explain your evidence? Do you have transitions?

Do the introduction and conclusion frame the essay?

Does your introduction catch the attention of the reader?

Does your conclusion wrap up the essay by providing insights, a prediction of the future, a warning, or another ending that brings closure to your essay?

+Out of class essay: choosing one for the portfolio

Does it have a clear thesis that addresses the prompt? Have you answered the

question that the prompt gives?

Do you have a counterargument?

Have you addressed common arguments against your assertion?

Did you either refute or accommodate those arguments?

Do the body paragraphs support the thesis? Do you have topic sentences? Do you have evidence to

support your assertion Do explain your evidence? Do you have transitions?

Do the introduction and conclusion frame the essay?

Does your introduction catch the attention of the reader?

Does your conclusion wrap up the essay by providing insights, a prediction of the future, a warning, or another ending that brings closure to your essay?

+Out of class essay: revision strategiesWorks Cited Entries

+Out of class essay: revision strategiesWorks Cited Entries

+Sample Works Cited Page

+In-Text CitationsWhether you quote, summarize, or paraphrase, you MUST cite your sources.

Generally, the first time we use a source in a paper, whether it be through a paraphrase or a quote, it's a good idea to use the author(s) full name(s) and the title of the source we are using in the actual sentence so that readers feel that we have introduced the source to them. After we have introduced the source, it's perfectly acceptable to refer to the author by his or her last name or even to leave the name out of the body of our text and simply include it in the citation. First use: In his Narrative of the Life of Frederick Douglass, An American Slave, Written by Himself, Frederick Douglass argues that "Slavery proved as injurious [to slave holders] as it did to me" (31). Second use: Douglass earlier argues that slavery was "a fatal poison of irresponsible power" to slave holders (29). Third use: The use of the word "hypocrites!" suggests that even the religious faith of the slave holders was tainted by their ownership of other humans (Douglass 77).

+Punctuating Quotes

Punctuating quotes can be frustrating because we often get confused about where to put punctuation.

+Quotes within Quotes

One of the messiest types of quotes to punctuate is a quote within a quote. Sometimes we want to use quoted dialogue or a quote that includes a word set off by quotation marks. To mark a quotation within the text we want to quote in our own paper, we need to enclose them in single quotation marks ('. . .'):

ORIGINAL TEXT:I got hold of a book entitled "The Columbian Orator." (FD 32)

QUOTED TEXT: Because Douglass "got hold of a book entitled 'The Columbian Orator,'" he was able to learn how to read and broaden his mind.

Notice that the comma at the end of the quote goes inside not only the double quote but the single quote mark as well.

+Block Quotes

One problem that occurs when we are working with longer quotes is that our paragraphs grow to be huge on the page. In order to give the reader a visual break, we use block quotes to physically separate the quote from the rest of our text.  Current MLA style states that prose text over four lines should be put in a block quote.

The MLA wants us to DOUBLE-SPACE the block quote and indent TEN spaces from the LEFT margin.

+Block Quotes

Notice too that the block quote is technically part of the preceding sentence because of the use of a colon at the end of the introductory statement.  We also do not indent the text after the end of the block quote; we are still in the same paragraph. Be aware that the parenthetical citation goes outside the final period. Finally, note that we do not use quotation marks in a block quote; the indentation tells readers that it is a quote.

+Ellipses

One final note on: we do not need to put an ellipse at the beginning or end of a quote if we do not start the quote at the beginning of the sentence and end it at the close of the sentence. Thus, if we want to quote the phrase "beings of my own species had greater claims," we do not have to include an ellipse before or after the quote:

ORIGNIAL TEXT:My duties towards the beings of my own species had greater claims to my attention, because they included a greater proportion of happiness or misery.

INCORRECT QUOTE:By arguing that ". . . beings of my own species had greater claims . . ." (184), Frankenstein in essence displays a racist attitude. CORRECT QUOTE:By arguing that "beings of my own species had greater claims" (184), Frankenstein in essence displays a racist attitude.

+Reflective Essay : Essay 5Lecture: Content and Format

Content: Write an essay of at least two pages (500 words) to

look back on your progress in writing this quarter and explain

why you are ready to go to EWRT1A. This goes in the front of your

portfolio, as an introduction to your work for the teachers

evaluating the portfolio.

Review all the work you've done for the class. Consider why you

chose the essays in your portfolio and how they show your

readiness for EWRT1A. Give specific examples from these essays

to show your improvements.

+Audience: De Anza English teachers

Clear organization

Well-developed, focused paragraphs

Specific examples, details

Well-constructed sentences

Correct grammar and punctuation

Form: typed, double-spaced, MLA, proper citations, and works cited

page

Due: This essay is due as part of your portfolio on March 22nd.

What we're looking for in the reflective essay:

+Ways to Begin

Include how your writing has changed as a result of what you have learned in this class. Remember to provide specific evidence for your claims.

Discuss what you have learned in LART 211 or EWRT 211. This might include practice in organization, analysis, development, vivid examples, construction of better sentences, proofreading, writing process, and so on. You also may include learning from EWRT 212 or Readiness classes.

What still needs improvement? Write about what you'd still like to work on with your writing. Remember that all of us are still trying to be better writers, so what are you going to focus on in 1A and beyond?

+Begin Reflective Essay (#5) by making an outline

Intro: Personal history of your writing experience? Anecdote about how you felt about being placed in 211? Anecdote about an epiphany? Funny story? Sad story?

Thesis: My writing has significantly improved in 211Body 1 will be about the in-class essay you choose to submit

Why did you choose this essay?What specific strategies did you use to improve your writing?How did each strategy change your writing?

Body 2 will be about the out-of class essay you choose to submitWhy did you choose this essay?What specific strategies did you use to improve your writing? How did

each strategy change your writing?

Body 3 will be about your goals for your own writing. Where do you need to improve your writing? What do

you want to work on next year in your Reading, 1A, 1B, or 1C classes? Conclusion

Why you are ready to go on to 1A or How has your writing changed as a result of what you learned in this

class

+Strategies to consider:

Commitment Sentence types and constructionGrammar Eliminating passive sentencesFormattingWorks Cited PageResearch

ProcessBrainstorming with

FREECASHOrganizationOutliningExamplesExplanationDefinition

+Reflective Essay : Essay 5 In-class writing: Reflective Essay

Get out your computer, your outline, or a clean piece of paper and begin writing!

+Homework

1. Revise one in-class essay for your portfolio

2. Write your reflective essay3. Get a folder to serve as your

portfolio