Week of May 2 - 6, 2016

Post date: May 4, 2016 4:35:00 PM

Monday May 2, 2016 - 2Green and 4Green

Today's goals: final choice on our individual Op-Ed project issues, research, putting our Op-Ed project issues through the debate distiller, and editorial drafts

Resources: Pro/Con Debate Topics link (thank you for the resource, A.T.): http://www.procon.org/debate-topics.php and the debate distiller (photo, below).

Suggestion / Strong Encouragement: use EasyBib to keep track of your resources, as I'll be being REALLY UPTIGHT about MLA for this assessment

Homework: write an editorial about your Op-Ed issue (you may use Activity 3.10 as a guideline). You may also use this guideline for the differences between editorials and letters to the editor: http://www.ccmc.org/node/16090

Tuesday May 3, 2016 (2Black) and Wednesday May 4, 2016 (2Green and 4Green)

• Clarification about editorials, letters to the editor, and editorial cartoons
• Clarifications about EA expectations

Unit 3, Embedded Assessment #1 add-ons (assignment and rubric stay the same, except that you'll be doing this project as individuals)

• You need a minimum of four resources - the sources you used to do your research (NOTE: if you looked at a copy of a newspaper to get ideas, that counts);
• MLA bibliography and in-text citations need to be **perfect** - don't forget to use Purdue's OWL and your ICEing resources for this;
• You must have one editorial, one letter to the editor, and one choice editorial product (see the poster in my room or the image of the poster, below, for the editorial products to choose from)

Thursday May 5, 2016 (2Black) and Friday May 6, 2016 (2Green and 4Green)

• workshop day for U3EA1 (due Monday for 2Black and Tuesday for 2Green and 4Green) - >>>Please note that your expectations for your embedded assessment add-ons are listed above on the Tuesday/Wednesday lesson plan<<<

This is the note I put on the substitute's lesson plan for today:

"Please also ask them to send me an email at the end of class, with a note about their progress.

1. How much of their work on embedded assessment 1 from Unit 3 is done?

2. At what stage of writing/revising are they?

This email will go in as an academic initiative score."

>>> UPDATE!!! <<<< HERE'S A YOUTUBE VID FOR YOU, TO **HOPEFULLY** CLARIFY YOUR WORK TODAY. :) EMAIL ME ASAP IF YOU CAN'T OPEN THIS. I'LL OPEN UP A GDOCS CONVO, IN THAT CASE.

Research and syntax / concision resources:

1. Pro/Con Debate Topics link (thank you for the resource, A.T.): http://www.procon.org/debate-topics.php
2. Purdue OWL's concision site (they use the term "conciseness," but same diff...): https://owl.english.purdue.edu/owl/resource/572/1/ (NOTE: There are a total of four "conciseness" sites, all clickable from the yellow and light yellow buttons to the left of the page)
3. UNC-Chapel Hill's Writing Center Conciseness page: http://writingcenter.unc.edu/handouts/conciseness-handout/
4. Eliminating wordiness (a replacement chart): https://writing.wisc.edu/Handbook/CCS_wordyphrases.html
5. Mixing up your syntax (if I've told you that your writing is choppy and needs variety): http://academicguides.waldenu.edu/writingcenter/scholarlyvoice/sentencestructure
6. Another syntax resource: Activity 2.24 in your Springboard textbook