Weeks 10-14 October 10 – November 4

THURSDAY/FRIDAY, October 20/21:  We leisurely read today; to make up these points, you need to read for 10-15 minutes and write a ¾ page summary of what you read. Be sure to submit when you return.

Everyone submitted their Descriptive Outlining papers, as well as their grammar worksheets from last class. Be sure to submit these when you return.

Today, we discussed the fact that Rifkin is using rhetoric to try to persuade people to side with him, but there are a LOT of holes in his argument.  We went back add added annotations to the article ARGUING with him. You should have MANY MANY annotations in the margins by now (like NO MORE SPACE to write annotations). We also looked at his “Ethos” from a different perspective, which can be found here:  https://www.consumerfreedom.com/2003/11/2239-activistcash-profiles-pseudo-intellectual-jeremy-Rifkin/ Be sure to add notes to your annotations from this website, as well.

We added some videos to Activity three in your notebook – be sure to watch these videos and take notes on them:




We also read the two “Letters to the Editor” on pg. 31 in response to Jeremy Rifkin’s article and annotated them – adding a response to the author who you most agree with (telling them why in your annotations).

Finally, we discussed your next out-of-class assignment, which is to research this topic on your own and see what you can find out about Animal Rights – this should help you support your argument of whether or not you agree with Rifkin that American’s need to have a serious “change of heart” about animals. The websites below are just a few of the MANY places you can find information on this topic.

You will need to read and take notes on at least three websites. You need at least a page and ½ of notes. You also need to create a Works Cited Page using www.easybib.com .  BE SURE TO INCLUDE THE URL (web address) for the websites you selected!!!

Informational Background of Animal Rights

The Animal Legal Defense Fund’s “Animal Bill of Rights” can be found here:  http://animalbillofrights.aldf.org/

History of Animal Rights Movement: authored by Prof. David Walls

Animal Rights 101: Background history of animal rights movement

Animal Rights: History and Scope of a Radical Social Movement

The Animal Welfare Act: Historical Perspectives and Future Directions

Animals in Research: from the National Institutes of Health

Animal Rights Proponents (support for Animal Rights)

Animal Concerns.org: Clearinghouse for information on animal rights and welfare

FARM (Farm Animal Rights Movement): Nonprofit, public-interest organization promoting vegan diets to save   animals, protect the environment, and improve health

Animal Rights FAQ: Explains speciesism as moral reason for animal rights

International Society for Animal Rights: Animal rights are a moral principle

People for the Ethical Treatment of Animals (PETA): Focuses on mistreatment of animals in factory farms,  labs, clothing trade, and entertainment

Society & Animals: professional psychology organization whose mission is to reduce violence against human  and non-human animals

Animal Welfare Proponents (support for use of animals in research)

National Institutes of Health: information about policy and guidelines for use of animals in biomedical research

USDA National Agricultural Library: Information on animal care and guidelines for use in research

Animal Welfare Institute: Non-profit agency promoting family-owned farms and humane hunting and trapping

Animal Research: (Americans for Medical Progress) – Non-profit agency which promotes medical research successes from use of animals

Animal Research Issues: (American Physiological Society) – Support for use of animals for medical research

The Humane Society: Animals in Research: Support and education for animals used in research

Research Defense Society: Understanding Animal Research in Medicine – British organization which supports use of animals for medical research

Human Rights and Welfare

S.D.A. Institutional Review Board: guidelines for studies involving humans

Research-to-Results Trends: Studies involving children as subjects

Center for Consumer Freedom: Nonprofit organization devoted to promoting personal responsibility and protecting consumer choices

Homework:  your reworked Personal Statement is due next class!

Also, do some self-research using the websites listed above OR other reputable websites/videos. You need 1 & 1/2 page notes, minimum, using least three websites listed on a Works Cited page using EasyBib.. Mix it up – in other words, select websites from each of the different headings found above. Extra points offered for more than three websites and additional notes.


WEDNESDAY, October 19 (all classes):  Today we completed the grammar work found here:  Grammar Activity for Module 2a .  Be sure to carefully read the information on the grammar worksheet and follow the directions as you correct the sentences on the back.  We will be building on the information throughout the rest of this module and beyond.  Submit the grammar work to me when you return.

We also went over your personal insight statements and grammar issues that we found there.

Homework for tonight is to revise/revamp/correct your Module one assessment and submit the new version (along with the old) to me next class!  This is MANDATORY. You MUST use semi-colons to combine some of your sentences into more rhetorical sentences.


MONDAY/TUESDAY, Oct 17/18: Since you were not here to Synthesis and Combine with your classmates, you need to select 15 words/phrases that were powerful from the article and fill in the top portion of the “5 Word Summary” assignment hyperlinked below. Using the 5 most powerful, you need to write a summary of the article in the space provided below.  Be sure to Use the “rhetoric” you selected.  Also, introduce article fully with author, title, source and date.

We leisurely read today; to make up these points, see the directions in one of the entries below.

We then went on to discuss the use of Jeremy Rifkin’s “Ethos” (his image) and discussed and marked his use of “logos” (logic) and “pathos” (emotion).

In the Jeremy Rifkin article.  You will need to use LOGOS to separate the article into an “Introduction”, the three main arguments, and the conclusion and mark those places in your margins. Also, you need to highlight what you see as being the five most powerful pieces of LOGOS (logic).

We also went through each paragraph and labeled in the margins which of the three rhetorical devices (ethos/pathos/logos) you thought were strongest in each paragraph. Be sure to write these in the margins.

You also missed the viewing of a video that was noted on Page 3 in your spiral notebook. You will want to get the Works Cited Info for the video from someone in class and view the quick video and take notes. https://www.youtube.com/watch?v=L_vqIGTKuQE .

Finally, we completed a “Descriptive Outline” of the article. Using ONE of the following documents, you will outline either the even or the odd paragraphs of the “A Change of Heart About Animals” and submit it when you return.  Descriptive Outlining  You only need to complete ONE of the two assignments attached here (we divided them with elbow partners in class)

I also collected the Tristan and Isolde notes and Works Cited Page. Be sure to submit them when you return.


THURSDAY/FRIDAY, Oct 13/14: We completed an activity based on the material linked here: Scavenger Hunt for “Change of Heart About Animals” .  Please fill the squares with your own thoughts. We then debriefed and talked about our feelings toward animals. 

We then went on to read and annotate “A Change of Heart about Animals”. Please read it and fully annotate.  We shared with the class some background information about this article. This information should go in your annotations of the article “A Change of Heart About Animals.”  It is from the Los Angeles Times (4th largest newspaper in USA) and about the author, Jeremy Rifkin.  Please take a look at his biography here:  http://www.foet.org/JeremyRifkin.htm and write down some of the important things that you learn about him at the top of his article “A Change of Heart about Animals”.   We discussed his “ethos” (image) and then we read the article WITH INTENTION.  This means we read it and made notations on the paper as we read – things we were thinking, questioning, wondering, as well as marking vocabulary and powerful words that Jeremy Rifkin uses.

We reread the Rifkin article and LISTENED FOR and HIGHLIGHTED the most powerful/influential/meaningful words that explain and/or clarify Rifkin’s main point.  We then added ten of those words to “Step One and Step Two” on the sheet that can be downloaded here: Five word summary

We also leisurely read… so if you wish to regain those points you need to write a 3/4 page summary of what YOU read at home for about 15 minutes today.

Reminder that your Works Cited page for your 20 things need to be completed by next class!

HOMEWORK:  Use http://easybib.com/ to create a Works Cited page for the websites (2) that you used to research the Tristan and Isolde myth.  You need to have 20 things written down that you discovered about the story, as well as your citation page.  Also next class is the LAST DAY that I am accepting essays from Module 1.  Also, your Works Cited page for the websites (2) that you used to research the Tristan and Isolde myth are due next class


Wednesday, Oct 12:  Final drafts (and other three drafts, as well) were submitted today.  Be sure to have them ready to submit when you return if you were absent – on final draft you need to highlight your dialogue and the words that tell me which prompt you addressed.

With the 20+ things from your research about the movie, we discussed creating a citation page (Works Cited Page) of the story. Using www.EasyBib.com you need to create a citation page listing the three websites you used. Be sure to complete this assignment; it is worth a good amount of points, as it is our first attempt at creating prior Works Cited pages (which we will be doing all year).

Finally, using the words from “Activity 1” you need a sheet of paper titled “Hypothesis”.   Using the ten vocabulary words from Module Two that are included here – Vocabulary for Opinion Editorial ERWC  write a detailed summary of your guess (your “hypothesis”) regarding what this unit will be about.  You must use all 10 of the vocab words correctly, circling them as you use them.  You also need to fully introduce the class, your teacher, and your high school in the opening sentence (i.e. “In Mrs. Momaney’s third period ERWC class at Santiago High School I believe the next unit will be about…)  Be sure to include an explanation as to WHY you believe this.

HOMEWORK:  Use www.easybib.com to create a Works Cited page for the websites (2) that you used to research the Tristan and Isolde myth.  You need to have 20 things written down that you discovered about the story, as well as your citation page. 


MONDAY/TUESDAY, Oct 10/11:  MLA drafts were due today and we peer edited/commented on this draft, as well. If you were absent today, please ask two people to read/edit your paper and ask one of them to complete the rubric found here:  personal-narrative-rubric

Be sure they comment for each section! Be sure to submit this and your edited draft #3 when you return for your peer editing points!

We also leisurely read… so if you wish to regain those points you need to write a 3/4 page summary of what YOU read at home for about 15 minutes today.

Furthermore, today you missed the end of the movie, but you also missed some important activities to get us into our next module. If you would like to make up the movie points, be sure to complete the following activity:  If you were not here, you did not receive points for simply watching the movie. If you would like to make up those points, please read the following website and take notes. Be sure to submit them to me when you return http://www.studyenglishtoday.net/english-language-history.html

In your spiral notebook, please skip a page after Module 1 and title the next page “Module 2” and put your name, my name, your period and Santiago High School.

On the next page, title it “Activity 1 – Vocab for Module 2 ” On the top half of Activity 1 arrange the following words into groupings that make sense to you in some way (groups should be no larger than 5 and no less than 3)

1) biotechnology noun the use of living organisms or other biological systems in the manufacture of drugs or other products or for environmental management, as in waste recycling
2) nanotechnology noun a technology- controlling individual atoms and molecules, esp. to create computer chips and other microscopic devices.
3) esoteric adjective understood by or meant for only the select few who have special knowledge or interest; private, secret
4) purveyors noun a person who purveys (which means to provide or supply people with something)
5) stimuli Noun something that incites to action or quickens action, feeling, thought; something that excites an organism or part to functional activity.
6) neurochemical adjective (of a drug or other substance) affecting the nervous system
7) goslings Noun Baby geese
8) portend Verb to indicate in advance; to foreshadow, as an omen does:
9) empathy Noun the intellectual identification with or vicarious experiencing of the feelings, thoughts, or attitudes of another.
10) domain Noun a field of action, thought, influence, etc.

Record the final arrangement of the words . Circle your groupings. Then write a sentence justification as to WHY you put those words together.

Homework – a final draft of your personal insight is due Wednesday– MLA formatted ; also, all drafts of your paper will be collected for points then, as well. Also, the 20+ things that you learned about Tristan and Isolde with three websites is due next class, as well.

Weeks 5-9 (September 6 – October 7)



Thursday/Friday, Oct 6/7:  Today we peer read the typed drafts of your Personal Insight Statement.  If you were absent you should have your typed draft read/edited/ commented on by a two peers and/or a parent. Please show me the peer comments when you return and also come to class with a newly revised copy based on the comments/suggestions.  Ask them to not only check for errors in punctuation/spelling/grammar, but to also comment on how well you introduced and ended your paper.

I also went over the final submission requirements found here:  MLA Formatting word–high school.

We also leisurely read… so if you wish to regain those points you need to write a ½ – ¾ page summary of what YOU read at home for about 15 minutes today.

If you were not here, you did not receive credit for Tristan and Isolde.  If you would like to make up those points, please read the following website and take notes. Be sure to submit them to me when you return http://www.studyenglishtoday.net/english-language-history.html

Homework: Clean and reprinted MLA formatted final draft is due next class!  Also, for Wednesday, you need a list of 20+ things that you learn from researching Tristan and Isolde – be sure to record the websites you used for your research (three minimum). 


WEDNESDAY, Oct 5: Today we continued the movie and learned some of the history behind it. If you were not here, you did not receive points for simply watching the movie. If you would like to make up those points, please read the following website and take notes. Be sure to submit them to me when you return http://www.studyenglishtoday.net/english-language-history.html

Homework: Double-spaced Typed draft of your paper is due in-class next session!


MONDAY/TUESDAY, Oct 3/4:  We read some samples of essays for the final assessment for this module.  Once again, due to the past-student’s requests and confidentiality, I cannot post these essays for you on-line. You are more than welcome to read them next class prior to writing your own, so you have an idea of what is expected of your for your final draft.

We wrote our hand-written draft of the assessment for Module one.  First, we sketched out our “story” (using one of the 8 writing topics from last class) using the storyboard found here:  Storyboard for One Personal Insight Question .  You will be writing the story when you return.  Homework was to publish what you wrote today and bring it typed next class. If you were absent, you will be writing your assessment during class on Wednesday, so have your storyboard ready.   MLA formatting for your final paper (and homework) can be found here:  MLA Formatting word

We also leisurely read, so be sure to do the reading/writing assignment if you would like to re-earn these points.

Homework: You need a typed, double-spaced copy of your paper in class on Thursday/Friday! Do NOT show up to class without one… so be sure to print it out at home or in the library PRIOR to the start of class!


THURSDAY/FRIDAY, Sept 29/30: Today we worked on the start of our end assessment for Module 1. If you were absent, you will need to do the writing quick writes and submit them when you return (1/2 page+ each). They can be found here:

  1. Leadership – How do you define a “leader”? List three words that you think describe what a leader:        In what ways do these words apply to you? How? At what time in your life have you displayed any/all of these traits?
  2. Creative Side – Do you have a passion for the arts? i.e. music, theater, visual art, drawing, dance, etc.? What have you gained from this passion that has affected other parts of your life?
  3. Talents/Skills – List three of your talents or skills: Were these talents or skills the same a few years ago? What changed? What improved? Which one of the three talents or skills you listed is the most meaningful or important to you and why? Does the talent come naturally or have you worked hard to develop this skill or talent?
  4. Educational Opportunities: List any programs or additional classes that have better prepared you for college: What did you learn in these programs or classes? How did you find out about them? How did you take what you learned and apply it to your schoolwork or other aspects of your life?
  5. Challenges: Have you had a difficult experience in your life? How did you get through it? What did you learn going through this experience?
  6. Classes: Think about all of your classes.   Now fill in the blank: “I would go to [class name] even if I didn’t have to.” It doesn’t have to be a class in which you’ve earned good grades – the important thing is you enjoyed the subject and it impacted you in some way.
  7. School/Community: In what ways have you contributed to a positive change at your school or in your community? What steps have you taken to accomplish this? Remember, even small changes can have a big impact. Why were you inspired to act? What did you learn from your effort?
  8. Your “You”niqueness: List three of your personality traits (remember those words your friends/family used to describe you) 1. 2. 3. What do you value in your life? 1. 2. 3. What’s important to you? 1. 2. 3. What are you passionate about? 1. 2. 3. What items or possessions do you cherish? 1. 2. 3. How is your family unique? 1. 2. 3. Hobbies/Interests 1. 2. 3.

We also leisurely read, so be sure to do the makeup read/write if you want to receive points.


WEDNESDAY, Sept 28th –  We had a visit from a couple ARMY spokesmen who shared with use the benefits of joining the Armed Forces after high school.  Be sure to do the makeup read (your book for 10-15 minutes) and 1/2 page summary if you want to receive today’s participation points.


TUESDAY, Sept 27th –  Today we wrote a 1/2 page + quickwrite on the following topic:  Describe what you know about your parent’s career (or another person in your family).  What have they shared with you about this job?  In what ways do they enjoy their job?  Dislike their job?  What type of education was required of them? Are you familiar with salary?  Benefits? Etc.   Be sure to submit it when you return to class

We also collected your readers and passed back a lot of papers and checked grades.  Be sure to go to Q and check your current grade, if you were absent.

We finished with some tips for your assessment this week.  On page 5 of your spiral notebook title it “Assessment notes” and record summaries for the following pieces of advice:

1)Avoid common mistakes:

  • Avoid Repetition: Have different topics for each question
  • Avoid Quotations: We want to know YOUR thoughts & words, not someone else’s
  • Avoid Generalities: Stick to facts and personal examples
  • Avoid asking questions: Get to the point and tell us what you mean
  • Avoid acronyms: Spell it out for us!

2)Write persuasively:Making a list of accomplishments, activities, awards or work will lessen the impact of your words. Expand on a topic by using specific, concrete examples to support the points you want to make (SHOW US!!!)

3)Use “I” statements: Talk about yourself so that we can get to know your personality, talents, accomplishments and potential for success on a college campus, military branch or career field. Use “I” and “my” statements in your responses.

4)Proofread and edit: You should proofread your work and make sure your writing is clear. Grammatical and spelling errors can be distracting to the reader and get in the way of what you’re trying to communicate.

Be sure to be ready to write about yourself on Thursday/Friday in class for your in-class assessment!


THURSDAY/FRIDAY, Sept 22/23:  We leisurely read – read and write a ½+ page summary of what you read to receive your points.

Then we did a “divide and conquer” share of the next four articles in your reader and the article hyperlinked here: Military Article – Ways to Benefit From Joining the Armed Forces.  If you were absent, you will have to read them all yourself and annotate them. These will be due next week.

Also, you need to select one of the five articles and write a Thesis Analysis on one of them. The template for the analysis is here:

Introduce Author, “Title of article”, Title of Newspaper, website and/or (date) argues/suggests/ claims/asserts that __________. This is made clear when they say “_____” (#). They believe this because _________________. Although _______ may believe that__________ , this article is correct/incorrect because _____ .


WEDNESDAY, Sept 21: Today we were visited by Marine Sergeants who shared ideas and inspiration about life after high school. We collected the “Asking Questions” and Interview notes. Be sure to submit those when you return.


MONDAY/TUESDAY, Sept 19/20: We leisure read today.  To receive points back for leisure reading, you must submit 1/2 page description of what you read for about 10-15 on your own time.

We completed the next grammar activity for Module 1. Download it here  Grammar Activites #2 and complete for next class.

We discussed the homework for tonight, which is detailed on the bottom of the “5 Words” worksheet hyperlinked in last class’s blog. You need to interview someone who knows you well and ask them to select 5 of the words (listed below or hyperlinked on the blog) that they think best describes you. Have a conversation with them about their selection and share with them the words that you selected. You need to take notes on the interview and submit ~one page along with the worksheet next class.

We then went to the computer lab and all students researched many/all of the websites that are highlighted on pages 22-24 in your reader. You need to submit at least one page of notes highlighting what you learned/discovered/read about on these websites.

HOMEWORK: REMINDER… the “5 Words” worksheet and your family interview notes are due next class.


Below are words to start the conversation for your interview (or use this powerpoint slide for all of them):  The words to help start the interview conversation
















































street smart











light hearted























THURSDAY/FRIDAY, Sept 10/11:  We took a close look at two well written failure stories . Please take a look at the papers attached here and record five things on the back of each that make these stories really good.   Be sure to submit your copies of the articles with the 10 things next class for your class points! failure-samples-for-blog

So, we brainstormed what makes a good story/reflection.

Next, we continued with leisure reading today.  To receive any points back for leisure reading, you must submit 1/2 page description of what you read for about 10-15 on your own time.

Then we wrote our Thesis Analysis of the article “What to Get Into College? Learn to Fail.” And finished our annotations on BOTH sides of the argument. Using the following template, write a thesis analysis and submit it next class:

Introduce Author, “Title of article”, Title of Newspaper and (date) argues/suggests/claims/asserts that ____________________.   This is made clear when he says “_____” (#). He believes this because _______________. Although _______ may believe that______ , Perez is correct/incorrect because ______ .

Then at the bottom of the page in your spiral notebook titled “My Rhetorical Vocab” add the heading “Key Concepts”   First, look at the words on the following list and select five words that you do not know; look these words up and write down their definitions. Then, select and record words from the list that best describe you: Possible words to describe you for Activity 3  or chose words of your our choice that best describe you and what you are bringing to the next stage of your life.

Next, analyze these rhetorical words and rank them in order of importance in describing who you are right now.

We then took a look at your words from “Key Concepts” and selected the top 5. Using the worksheet attached here ( Asking Questions) reflect on your words fully and thoughtfully. Your homework is explained at the end of the worksheet.

Homework:  “Asking Questions” quickwrites on your five words are due next class and the notes for your interview is due Wednesday of next week.  If you would like to show your interviewee the list of starter words, they can be found here:  Possible words to describe you for Activity 3


WEDNESDAY, Sept 14: I collected the redo/rewrites of your district assessment. Be sure to submit that when you return!

We also discussed Angel Perez’ advice (writing about failure for your admissions essay) and why it might or might NOT be the best thing for you, as you are formulating your own college entrance essay (or thinking about applying for a job). You need to reread the Perez article.   As you re-read, highlight any words/phrases where you can argue that talking about failure may NOT be a good thing and in the left margin next to the passage write any questions or comments that crop up in your mind; this time, however, DISAGREE with him! I WANT you to!  Write back to him in your margins with ways that you question his message.  You should have lots of notes (annotations) in both your margins after this rereading.

With Angel Perez’s article “Want to Get into College? Learn to Fail!” in your reader, title the space at the bottom of the back page “Quote Analysis”. Go back through the article again and choose two of the sentences you highlighted. Create a paragraph using each of your direct quotes and the paragraph number in your first sentence.  Once you have recorded that introductory sentence, write for a few minutes about what the quote made you think about, and/or why you chose that quote (1/3 page each).

Do this for the second quote, as well.


MONDAY/TUESDAY, Sept 12/13:  Today I collected the “Less than Perfect” paper –  a one-page description of an event or moment when you were less than perfect and explain to a reader what your response to that moment says about your character, or values, or potential for work or study.   We then did a peer-edit of these stories.  If you were not here today, you have one day to pick up a peer paper from me and edit it/offer assistance for class points.  If you are not able to do this, you will not be able to receive the peer editing points. Be sure to have your paper ready to submit when you return.

We also leisurely read (so read and write ½ page to make up missed points) and I went over current grades. Be sure to check Zangle, as everything is up to date.

We discussed the District Assessment that you took a few weeks ago. For one of the written responses, you need to write and submit a more “rhetorical answer” than the one you did for the exam. The promised sentence stems are here:

Source 1 in the District Assessment titled “Your Turn Now” uses logical reasoning when they say “________________” (p#). This supports his claim in that it _________________________. Although _______ may believe that______ , this author is correct/incorrect because ________________________________________ .

Jillian Keenan’s article “Paying Taxes and Going to Jail Like Adults; Teens Deserve the Right to Vote Too” uses emotional appeal (i.e. pathos) when she claims “______” (p#).   This supports her claim by___________________. Although ____ may believe that____ , this is correct/incorrect because ______________________.

The February 11, 2016 article titled “Press Releases: Assemblywoman Gonzales, students Unveils Vote @16 Constitutional Amendment” establishes credibility when they states “______________________” (p#). This establishes credibility by_____. Although _______ may believe that_____, this is correct/incorrect because ____________________.

And if you decide to rewrite #20, the tips are here:

  • Ties together all three!
  • Clear Stance! (one side or the other)
  • Cite evidence (use quotes!!!)
  • Address Counterarguments      (limitations of your points and audience’s needs)

This is homework – due Wednesday!


Thursday/Friday, Sept 8/9: We leisurely read; to receive any points back for leisure reading, you must submit ¾ page description of what you read for about 10-15 on your own time.

Then next page of your spiral notebook should be titled “Rhetorical Vocabulary– My Personal Vocabulary”  Here you will need to brainstorm a list of 4-6 activities, hobbies, sports, etc. that you enjoy in your free time – things that set you apart from other people.  Then select one of those activities and come up with a list of 5 “rhetorical words” that are related to that activity.  These should be words that are specific to the activity and words that are not just “ordinary” (like the example of rough, albatross, pin, card and wedge for the sport of Golf).

On a loose sheet of notebook paper title it  “Less than Perfect – A time I failed”.   Please put your student ID # in the upper left corner and your name in the upper right (this will be anonymous once I cut off the names).   Write a one-page description of an event or moment when you were less than perfect and explain to a reader what your response to that moment says about your character, or values, or potential for work or study.   (Try to be as rhetorical as possible).  This will be due at the start of class next Thursday/Friday and we will be sharing them anonymously.  Please have yours written by next class! If you type it and print it out, it will be eligible for an “A”; if you handwrite it you will be eligible for a “B”.

Then we turned to Angel Perez’s article “Want to Get into College? Learn to Fail” that is the first article in your reader that you received in class.

As you read, highlight the best advice Perez gives about how to represent yourself. Mark the ideas or sentences where you think Perez is giving advice you can use as you consider the best way to represent yourself to the community you want to enter.

Then go back and comment in the RIGHT margin on the things that you highlighted. Why did you chose these words? What connection do they have to your life or the lives of people you know?

Homework: finish (and type) your story of a time you failed at something. Also, finish your comments on each of the things that you highlighted in the “Want to Get into College” article (you need at least 5 comments for a passing grade – the more you have the better your grade)

Also, Homework: typed Letter and envelope


Wednesday, Sept 7th: We briefly talked about the letter/envelope assignment that is due next Monday/Tuesday.

Then in Periods 1/3/5 we added to the “Thesis Analysis” page in your spiral notebook. In Periods 2 and 4 we simply titled a blank sheet of paper “Thesis Analysis”. Then, going back to the Hidden Intellectualism article we wrote a sophisticated analysis of Graff’s thesis using the following template:

Gerald Graff, in “Hidden Intellectualism”, an excerpt from his book They Say/I Say: The Moves that Matter in Academic Writing argues that _____________.   Although _______ may believe that______ , Graff is correct/incorrect because ______ .

I shared with the class some samples, but your analysis should be 100+ words, so be sure to detail your response.  Also, you must include a quote with paragraph number.  We submitted those in class.

Then next page of your spiral notebook should be titled “Rhetorical Vocabulary– My Personal Vocabulary”  Here you will need to brainstorm a list of 4-6 activities, hobbies, sports, etc. that you enjoy in your free time (or things that make you different) – i.e. things that set you apart from other people.

Homework: typed Letter and envelope


TUESDAY, Sept 6:  We introduced the first ERWC module “What’s Next” with a play (starring your classmates) and a discussion regarding “Life after High School.”

Then I gave directions for a professional business letter, which you will be writing to a college admissions officer, a recruiter, a businessman, or someone offering a scholarship; you will be introducing yourself and asking them to send you information. This will be typed and will be accompanied by a typed envelope that you will (hopefully) put in the good-old-fashioned mailbox for delivery.  See this document for directions on the format of the letter: 3-business-letter-sample

Letter and envelope are due by next Monday/Tuesday.

Then we graded the grammar assignment from last class. If you were absent, you will probably be asked to peer check a peer’s paper when you return.

Homework: letter and envelope


Hello again!  If you are receiving this, it is because you asked to “follow” our class blog.  As we prepare for the next four weeks, be sure to check this blog anytime you are absent and/or anytime you need extra assistance on your assignments.

You will now find the first four weeks on the hyperlink below.

If you are no longer in my classes, please “unfollow” the blog by clicking on the “unfollow” button at the bottom of this email.

Have a good Labor Day weekend!  And be sure to make good use of your extra day off!  Carpe Diem – Seize the Day!