WELCOME

DENVER SOUTH HIGH SCHOOL
MRS. WESTENSKOW

As the name implies, this is a writing course to prepare students for college, so the emphasis will be on writing full expository essays. Students may also be required to read and analyze short pieces of literature written in a variety of forms. “Word of the day” will help expand vocabularies. All reference material for this class will be supplied, and many classroom notes and assignments can be found on line.

HOME DIRECTORY
	TENTATIVE SCHEDULE		HOMEWORK
	WORD OF THE DAY		WRITING
	GRADING		STUDENT RESPONSIBILITY
	THE ESSAY/THESIS		ILLUSTRATION
	PROCESS		CAUSE & EFFECT
	COMPARISON/CONTRAST		DEFINITION
	CLASSIFICATION		PERSUASION**
	COLLEGE APPLICATION ESSAY QUESTIONS		RESEARCH PAPER
	COMBINED METHODS**	**	under construction
	GRAMMAR/WRITING LAB		DENVER SOUTH HOME PAGE

TENTATIVE SCHEDULE
Rather than give you a time line for the work; the following is a tentative list of the writing assignments we will work on 1st. semester. We will also work with grammar as needed and sentence variety (fluency).
personal essay	model	college preference
Description	Illustration	Cause & effect
Process	Comparison/contrast	Classification
Definition

WORD OF THE DAY

Every week you will receive 12 words for a vocabulary section in your notebooks. Most of the words will be new vocabulary for you. I will give you the part of speech, a definition, and a sentence for each word. You will need to learn the words and their usage. The first meeting day of the week you will have a usage test over the words from the previous week. It is your responsibility to get the words if you are absent. If you are absent for the test, you must make up the test on the day of your return to school. If you have missed several class days and do not have all of the words, you will have two school days to make up the test. Make up tests must be scheduled with me. These quizzes are a part of your grade. Students can earn bonus points by using the vocabulary words in classroom discussions (when appropriate) and in writing. When a vocabulary word is used in a writing assignment, the word must be highlighted. All of the words and the assigned weeks are listed on a vocabulary page linked here: http://www.geocities.com/westenskowdorf/vocab.html

HOMEWORK

I give homework and I expect you to do the assignments and hand them in on time. The type of homework and grading will vary depending on the unit of study. In general, homework turned in one school day late will receive half credit. I will not accept assignments later than one day unless extensive absence is the cause. Homework not turned in is a "0" and counts against your final grade, so remember half credit is better than no credit. For writing assignments, homework is of such critical necessity (the work for the day is dependent on the assignment completion) that the failure to complete the work for the prescribed day will result in academic insubordination. At such times, the student will be expected to spend his/her following lunch hour or after school in my room making up the assignment. Students will be notified ahead of time when an assignment is critical.

WRITING
Writing is an essential part of the English curriculum. You will be required to write complete five paragraph essays based on the work we are studying. As the term progresses, you will learn skills to help you write better essays. The writing process is threefold: prewriting, writing, and revising. You will hand in all papers associated with your writing (even the backs of envelopes). Because writing is learning and relearning process, you will have the opportunity to rewrite your essays for a better grade. You can raise your grade by one letter grade, up to an A-. I will explain this more as we go.
Prewriting	Prewriting is the process of gathering and organizing information, and developing a thesis. We will explore a variety of methods for prewriting and organizing our ideas.
Writing	This is the pen to paper part of writing, starting with a rough draft and moving through several more drafts until we have a satisfactory product. Then we will complete a computer draft of the essay.
Revising	Revising is a two-step process. The first step is global revision. This is taking a long hard look at the essay to see if it makes sense, is complete, goes together. Students will do this first with their own essays and then find a peer editor to do the same thing. I have editing sheets that will help with the revision process and we will work together the first time. The second revision step is for mechanics, spelling, grammar, punctuation, etc. Use the spell check and grammar checks on the computer to help with this step.
Form	Once the revision has been completed and corrections made, the paper must be in the proper form to be handed in. All papers, prewriting, drafts, editing sheets, etc. will be turned in. The final draft must be word-processed, 12 or 14 pt. type, no fancy fonts, 1" margins, cover sheet with your name, class period, and title. The copy you wish me to read must be on top with the remaining materials stapled to it. Remember to highlight vocabulary words for bonus points.

GRADING
Your grade is your reward for learning. In general, I grade on the product, not the effort; however, hard work usually produces a better product. Your grades will be based on your daily work, tests, and writing. I will use the school grade scale for letter grades. The percentages listed below for daily and test grades may be revised as the term progresses based on the class work.
daily	(10% of grade) classroom work, homework
tests	(15% of grade) quizzes, major tests (unlikely), vocabulary
writing	(75% of grade) all essays and major writing assignments

STUDENT RESPONSIBILITY
Students will come to class prepared to work with the required supplies.	notebook for class notes, vocabulary, homework, and essay work black or blue pen highlighters place for handouts 3 x 5 or 4 x 6 index cards positive attitude
Students should have access to a dictionary and thesaurus at home.
Cell phones will be turned off in class, or they will be confiscated until the end of the day.
When absent, students are responsible for checking the homework hotline or getting the assignments from a reliable classmate.

THE ESSAY & THESIS
Prewriting	gathering and organizing information –mapping/webbing/bubbling –brainstorming/listing/grouping –outlining –5W’s & H (who, what, where, when, why, & how) –free writing
Writing	lprocess of moving from prewriting to drafting involves one or more rough drafts ldraft for revision and editing
Revision Global (reassess)	–organization/thesis –logic –sufficient support –order of paragraphs/support
Revision Specific	ll –spelling, grammar, punctuation –fluency –word choice –voice
Five Paragraph Essay
Introduction	–introduces main idea –ends with thesis statement –thesis/quotation/rhetorical question/ general to specific/illustration
3 Body Paragraphs	–topic sentences relate to thesis –most important last, 2nd important first, least important in middle –transitions between paragraphs and back to thesis
Conclusion	l–relates to introduction –restates thesis –ties everything together –call to action
Thesis
Controlling sentence or sentences that direct and state the subject of the writingl
Expresses the topic and your assertions about the topic
Unified	only one idea
Restricted	manageable in space provided
lPrecise	exact, specific wording
Last sentence of introduction
NOT Announcement: l	l – “I am going . . .” – “You will learn . . .”l–
Title	How to write an essay
Question	Why do women watch soap operas?
Statement of fact:	–U.S. won WWII –South High School is over 70 years old

ILLUSTRATION/EXAMPLE
To illustrate is to explain a general statement by means of one or more specific examples.
series	the use of several specific examples
extended	the use of one lengthy specific example/ may also be a narrative
series and extended may be combined in one essay although series is more common and usually more effective

TRANSITION EXPRESSIONS FOR ILLUSTRATIONS
for instance	another instance of
for example	another example of
an illustration of this	another illustration of
a case in point is	to illustrate
SUGGESTED TOPICS FOR ILLUSTRATION
sense of humor	unusual music groups
inexpensive, enjoyable activities	films/TV (violence)
way people dress (shake hands)	restaurants

PROCEDURE

1. select topic (What do I want to prove/say about this topic?)

2. prewrite - think of as many examples as possible/select the best ones and expand, specific details

3. create tentative thesis

4. rough draft/check for transitions - link paragraphs to thesis - link sentences

5. peer editing draft (Tues., Sept. 5)

6. final draft (Tues. Sept. 11)

CAUSE AND EFFECT
View the essay as a sequence
Signaled by	because or since results of causes of
Two methods	view subject as effect taking place now (present) or having taken place (past) go back in time and trace causes
Two methods	view subject as cause move ahead in time toward present or future account for effects (results) or predict effects
	past present future CAUSE(S) from EFFECT(S) CAUSE(S) to EFFECT(S)
mixed cause & effect	chain reaction effect will become cause of another action
organization	chronological positive/negative (favorable/unfavorable) most important or point you wish to make last weakest point in the middle may use examples for support must be logical
topics	1. positive or negative effects of video games 2. positive or negative effects of TV 3. economic effects of computers 4. educational effects of computers 5. causes of "drop-outs" 6. results of "drop-outs" 7. causes or effects of Columbine 8. causes or effects of stress in high school seniors

PROCESS ESSAY
How to essay
Explanation
Four Elements of Process
What’s needed	Element of time
Process itself	End product

What’s needed	Raw materials
	Ingredients
	Undergo change
	lOften machinery needed (ex.: blender)
Element of time	How long each stage should take
Element of time	Chronological order
Process itself	Narration of step-by-step
	Logical order
	Transitions: next, then, when
End product	Tells process
End product	\Quantity or physical appearance at conclusion
Types of Processes
How to	how something is made
Mechanical	how it works
Scientific	how it is done
Historical	how it came into being

How to	Step-by-step
	How to make product
	Able to create
	Example.: recipe
Mechanical	Put something together
	Do-it-yourself books
	Examples: how to change sparkplugs; l“easy to assemble” furniture; lhow to install a computer programl
Scientific	Scientific principles
	Natural process not mechanical
	Chemistry involved in process
	Example: How a battery works; How solar panels workll
Historical	Chronicles stages of change
	Documents historical process
	Not causal
	Example: lHow the constitution was adopted; lHow a species becomes extinct

COMPARISON/CONTRAST
COMPARISON	lTo show similarities between two or more items in the same class or category
	Ex. Two books, cars, etc
CONTRAST	lTo show differences between two or more items in the same class or category
Purpose
lPoint out difference or similaritiesll
Show superiority of one thing over another
Explain unfamiliar by comparison to familiar
Comparison/Contrast
lMust share some points in common
Purpose is to clarify
Should have an ordered plan
Avoid obvious and far-fetched
Forms
lComparison onlyl
Contrast only
lMixed comparison and contrast
3 Formats
Point by point
Block method
Mixed
Alternating/Point-by-Point
Point 1
	Item A
	Item B
Point 2
	Item A
	Item B
Point 3
	Item A
	Item B
lSharper comparison or contrastl
Total picture may be lost
Block Method
Item A
	Point 1
	Point 2
	Point 3
Item B
	Point 1
	Point 2
	Point 3
lSee subjects more as a whole
lLose contrasting points
Combined Comparison/Contrast
Comparison	lItem A/Item Bll
Contrast (Order may be reversed)	Item A/Item B either point-by-point or block method
llTopicsl
lCompare two related professions
Compare/contrast permissive and lenient parents
lTeachers
Towns or neighborhoods

CLASSIFICATION/DIVISION
Gather into categories, types or kinds
Single basis of division
Divisions can be given name
Purpose for method
Classification	•Smaller fit into larger groups
	Already part of larger group based on characteristic
	ex. Peanut candies ex. Licorice candy
Division	•Larger to smaller
	Divisions within divisions
	Single principle
	Classes should not overlap
Process
•Group/topic	–Basis of classification
		category
		category
		category
Transitions
	•Can be divided
	Can be classified
	Can be categorized
	Another type
	Another kind
	__________ category
Essay Topics
Tourists
Towns
Colleges
Restaurants
Coaches
Students

DEFINITION
Answers question: “What is it?”
Purpose	Clarify
	Explain
	Add relevant information for audience
	Describes essential qualities
	Lists characteristics
	Gives examples
Used	when subject has more than one meaning
			General
			Ambiguous
			Vague
	•Subject is indefinite –Several meanings
	Technical or scientific writing –Terms defined
Types of Definition
Stipulative
Formal
Informal
By contrast
Etymological
Stipulative		•Says “Let’s agree for the purpose of this essay that the word means . . . "
Formal		•Shown in relationship to large category then shown by differences •Genus to species
		• Ex. Dictionary Democracy –“form of government in which the supreme power is vested in the people and exercised directly by them or their elected agents under a free electoral system.”
Informal		•Lists characteristics of something
		Ex. Teddy Bear Chollas cactus –Prickliest in cactus family –Small & shrubby - teddy bear –Spines straw colored and numerous – looks furry
By contrast		•Contrasts with different item in same classification –“Country” differs from “Land”
Etymological		•Historical definition •Root of word •Original meaning •Democracy from Greek demos, etc.