Stockton Writing Class #4: September 19th, 2018

I love deadlines. I love the whooshing sound they make as they rush by. – Doug Adams

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BEFORE YOU COME TO CLASS: 

  1. Class will meet in computer lab D19.
  2. Have hard copy of FE #1.2. You can print this in the computer lab.

 

CLASS AGENDA: 

  1. Video “Good Writing?”
  2. Build Blogger/Google peer to peer help out
  3. We Fall…/Narrative Edit

 

 

CLASS NOTES: 

  1. We will begin building our class blogs on Blogger. Use the very explicit directions provided here.    Name the blog “LastnameStocktonWriting.blogspot.com”

 

ASSIGNMENTS: 

  1. Narrative final REVISION in by class on Monday. 

2. Read “How to Mark a Book” from The Saturday Review by Mortimer Adler.

3. Blog Post #1: Read this article from the Atlantic Monthly that asks the question: “Have Cellphones Destroyed a Generation?” 

In a post of your own, discuss your own battles with “connection distress.” Using the Atlantic Monthly article to back your point. Remember that you can make any point about your generation and cell phones. You can use anecdotal evidence. Just be sure your post speaks to at least one the broader issues explored in the article. Create a citation for the article in your response. Due Monday. approx. 300 words. 

Twenge, J. (2017, September) Have Smartphones Destroyed a Generation? Atlantic          Monthly. Retrieved from: https://www.theatlantic.com/magazine/archive/2017/09/has-the-smartphone-destroyed-a-generation/534198/

4. Blog Post #2: (due rolling)

Read & annotate “You Can Find Love Now” by Ramona Ausubel. Respond to the short story in writing as Blog Post #2. 

YOU NEED NOT HAVE THE BLOG POSTED BY MONDAY, but be sure that you have had the story read. 

Focus on one or more of the following questions. Do not attempt to answer them all. Include direct reference to the story. An APA citation is included below the questions.

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1. What was your “horizon of expectation?” How did it affect your enjoyment, understanding?

2. What is the story’s exemplary moment? Why? How did you know? How did it drive the story’s overall purpose?

3. What rhetorical devices does the author use? How do they accentuate the story. If you read The Odyssey in high school, how did this story accentuate or otherwise widen your view of the original piece?

4. Did the format of the piece (the back and forth between the voice of the Cyclops and the voice of the computer program) accentuate how you related to the theme? If so, how specifically?

5. Do you think that the Cyclops will be successful in luring love back to his cave? Why or why not?

6. Is this good writing? How do you know?

7. Was this a hopeful story or a sad story? Discuss why you feel that way?

Here is the citation to use for your paper

Ausubel, R. (2014, June 9). You Can Find Love Now. The New Yorker. Retrieved September 28, 2016, from http://www.newyorker.com/2014/06/09/you-can-find-love-now

Blog post should be approx 300 words.

 

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Stockton Writing Class #3A, September 17, 2018

The road to hell is paved with ‘works in progress.’ – Phillip Roth

APTOPIX Tropical Weather North Carolina

BEFORE YOU COME TO CLASS:

Have completed your narrative. I KNOW  I DID NOT SPECIFY LAST CLASS, but if you read this, please PRINT a copy of FORMAL ESSAY #1: NARRATIVE for class today. 

 

CLASS AGENDA: 

  1. Finish learning traits activity (3:30pm class only)
  2. Double check paper hand-in protocol
  3. Costal’s Keys to Writing #2 & #3

 

IN-CLASS RESOURCES

Costal’s 5 Keys to Writing: 

  1. SHOW don’t TELL
  2. Good writing = Strong Verbs
  3. Writing IS Rewriting
  4. XXX
  5. XXX

Shooting An Elephant by George Orwell:  When I pulled the trigger I did not hear the bang or feel the kick–one never does when a shot goes home–but I heard the devilish roar of glee that went up from the crowd. In that instant, in too short a time, one would have thought, even for the bullet to get there, a mysterious, terrible change had come over the elephant. He neither stirred nor fell, but every line of his body had altered. He looked suddenly stricken, shrunken, immensely old, as though the frightful impact of the bullet had paralyzed him without knocking him down. At last, after what seemed a long time–it might have been five seconds, I dare say–he sagged flabbily to his knees. His mouth slobbered. An enormous senility seemed to have settled upon him. One could have imagined him thousands of years old. I fired again into the same spot. At the second shot he did not collapse but climbed with desperate slowness to his feet and stood weakly upright, with legs sagging and head drooping. I fired a third time. That was the shot that did for him. You could see the agony of it jolt his whole body and knock the last remnant of strength from his legs. But in falling he seemed for a moment to rise, for as his hind legs collapsed beneath him he seemed to tower upward like a huge rock toppling, his trunk reaching skyward like a tree. He trumpeted, for the first and only time. And then down he came, his belly towards me, with a crash that seemed to shake the ground even

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where I lay.

NPR piece.

 

 

 

ASSIGNMENTS

  1. Revise FE #1. If you make changes, save and change title to FE#1.2. Do not forget to share with me.

2. Read the exemplary narratives (hand out).

 

 

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