Wednesday, June 1, 2016

Welcome to English Credit Recovery

For starters....
Let's meet each other.


And some useful information....
  • First, save this blog to your home screen. It is your text book for this class. 


Schedule

We will meet Monday-Friday from 8:00-2:30. Our class runs for two weeks (June 4-15).

Tardy Bell   8:00 a.m.
Break          10:00-10:15
Lunch         11:40-12:30
Done           2:30 p.m.


How does Credit Recovery work anyway?

Most simply, you must demonstrate competency in the following areas:
  • Literary Analysis 
  • Rhetorical Devices 
  • Research Writing
  • Grammar 
  • MLA format 
The goal of your competency is to demonstrate that you are worthy of being called an MV graduate OR that you are fully prepared with the skills you will need in order to enter your next grade level as a fully prepared student.

In this case, competency is demonstrated by a 75% score or higher in all assignments.

If competency is demonstrated, then your current semester grade will be replaced with a 75% C. However, a higher level of skill is more desirable than any grade because it will impact your future studies. My goal as your instructor is to send you with ease into your future writing endeavors.

It may be worthy to note that plagiarism cannot be tolerated. Any amount of plagiarism will result in termination of your opportunity to earn recovery credit with no refund.

You will need to be here everyday. Our time is short and two weeks is very short in comparison to the skills and semester you are making up. Please make an effort to be on-time every day. I will return your efforts with timely feedback and my best efforts to help you grow as much as possible in skill and understanding.

Please record the answers to  some starter questions on a piece of paper:
  • Who are you? Name three things that give you hope and joy at this point in your life? 
  • What strengths do you possess when it comes to writing? 
  • Do you hate any part of writing? Which one(s)? 
  • What skills do you hope to get from this class? 
  • On the back, record a one-page answer to a little practice prompt:
    • Let's suppose that there is a hidden door somewhere in your house. Only you know about it. When you enter it, you have a magical ability to make time pause and wait for you. When you exit, it is exactly the same time as when you entered. The only trick is, that you can only do one thing in this room. What hobby or activity is this room preserved for? Why is it so important? 
  • Grammar Assessment is hard copy.



Prompt #3 (Wed 6/15)

As you read the passage below, consider how the author uses
- evidence, such as facts or examples, to support claims.
- reasoning to develop ideas and to connect claims and evidence.
- stylistic or persuasive elements, such as word choice or appeals to emotion, to add power to the ideas expressed.
Helen Keller's Address before the New York Association for the Blind, January 15, 1907
1. It is a great pleasure to me to speak in New York about the blind. For New York is great because of the open hand with which it responds to the needs of the weak and the poor. The men and women for whom I speak are poor and weak in that they lack one of the chief weapons with which the human being fights his battle. But they must not on that account be sent to the rear. Much less must they be pensioned like disabled soldiers. They must be kept in the fight for their own sake, and for the sake of the strong. It is a blessing to the strong to give help to the weak. Otherwise there would be no excuse for having the poor always with us…
2. For it is the community where the blind man lives that ultimately determines his success or his failure. The State can teach him to work, supply him with raw materials and capital to start his business. But his fellow-citizens must furnish the market for his products and give him the encouragement without which no blind man can make headway…
3. It is not helpful, in the long run it is harmful, to buy worthless articles of the blind. For many years kind-hearted people have bought futile and childish things because the blind made them. Quantities of beadwork that can appeal to no eye, save the eye of pity, have passed as specimens of the work of the blind. If beadwork had been studied in the schools for the blind and supervised by competent seeing persons, it could have been made a profitable industry for the sightless. I have examined beautiful beadwork in the shops, purses, bags, belts, lamp-shades and dress-trimmings, some of it very expensive, imported from France and Germany. Under proper supervision this beadwork could be made by the blind…
4. In Boston, in a fashionable shopping district, the Massachusetts commission has opened a salesroom where the best handicraft of all the sightless in the State may be exhibited and sold. There are hand-woven curtains, table-covers, bed-spreads, sofa-pillows, linen suits, rugs; and the articles are of good design and workmanship. People buy them not out of pity for the maker, but out of admiration for the thing. Orders have already come from Minnesota, from England, from Egypt. So the blind of the New World have sent light into Egyptian darkness!
5. …Nay, I can tell you of blind men who of their own accord enter the sharp competition of business and put their hands zealously to the tools of trade. It is our part to train them in business, to teach them to use their tools skillfully. Before this association was thought of, blind men had given examples of energy and industry, and with such examples shining in the dark other blind men will not be content to be numbered among those who will not, or cannot, carry burden on shoulder or tool in hand—those who know not the honour of hard-won independence.
6. The new movement for the blind rests on a foundation of common sense. It is not the baseless fabric of a sentimentalist's dream. We do not believe that the blind should be segregated from the seeing, gathered together in a sort of Zion City, as has been done in Roumania and attempted in Iowa. We have no queen to preside over such a city. America is a democracy, a multi-monarchy, and the city of the blind is everywhere. Each community should take care of its own blind, provide employment for them, and enable them to work side by side with the seeing. We do not expect to find among the blind a disproportionate number of geniuses. Education does not develop in them remarkable talent. Like the seeing man, the blind man may be a philosopher, a mathematician, a linguist, a seer, a poet, a prophet.
7. But believe me, if the light of genius burns within him, it will burn despite his infirmity, and not because of it…
8. I appeal to you, give the blind man the assistance that shall secure for him complete or partial independence. He is blind and falters. Therefore go a little more than halfway to meet him. Remember, however brave and self-reliant he is, he will always need a guiding hand in his.
Write an essay in which you explain how Helen Keller develops her argument about the necessity of industries for the blind. In your essay, analyze how Keller uses one or more of the features listed above (or features of your own choice) to strengthen the logic and persuasiveness of her argument. Be sure that your analysis focuses on the most relevant aspects of the passage.
Your essay should not explain whether you agree with Keller's claims, but rather explain how the author builds an argument to persuade her audience.

Read more at http://www.cracksat.net/sat/essay/598.html#YP0tXWWfH9PCZ9LT.99

Prompt #4 (Fri 6/17)

As you read the passage below, consider how the author uses
- evidence, such as facts or examples, to support claims.
- reasoning to develop ideas and to connect claims and evidence.
- stylistic or persuasive elements, such as word choice or appeals to emotion, to add power to the ideas expressed.
Speech of Alexander the Great, from The Campaigns of Alexander by Arrian.
1. I observe, gentlemen, that when I would lead you on a new venture you no longer follow me with your old spirit. I have asked you to meet me that we may come to a decision together: are we, upon my advice, to go forward, or, upon yours, to turn back?
2. If you have any complaint to make about the results of your efforts hitherto, or about myself as your commander, there is no more to say. But let me remind you: through your courage and endurance you have gained possession of Ionia, the Hellespont, both Phrygias, Cappadocia, Paphlagonia, Lydia, Caria, Lycia, Pamphylia, Phoenicia, and Egypt; the Greek part of Libya is now yours, together with much of Arabia, lowland Syria, Mesopotamia, Babylon, and Susia; Persia and Media with all the territories either formerly controlled by them or not are in your hands; you have made yourselves masters of the lands beyond the Caspian Gates, beyond the Caucasus, beyond the Tanais, of Bactria, Hyrcania, and the Hyrcanian sea; we have driven the Scythians back into the desert; and Indus and Hydaspes, Acesines and Hydraotes flow now through country which is ours. With all that accomplished, why do you hesitate to extend the power of Macedon—your power—to the Hyphasis and the tribes on the other side? Are you afraid that a few natives who may still be left will offer opposition? Come, come! These natives either surrender without a blow or are caught on the run—or leave their country undefended for your taking; and when we take it, we make a present of it to those who have joined us of their own free will and fight on our side.
3. For a man who is a man, work, in my belief, if it is directed to noble ends, has no object beyond itself; none the less, if any of you wish to know what limit may be set to this particular campaign, let me tell you that the area of country still ahead of us, from here to the Ganges and the Eastern ocean, is comparatively small…Our ships will sail round from the Persian Gulf to Libya as far as the Pillars of Hercules, whence all Libya to the eastward will soon be ours, and all Asia too, and to this empire there will be no boundaries but what God Himself has made for the whole world.
4. But if you turn back now, there will remain unconquered many warlike peoples between the Hyphasis and the Eastern Ocean, and many more to the northward and the Hyrcanian Sea, with the Scythians, too, not far away; so that if we withdraw now there is a danger that the territory which we do not yet securely hold may be stirred to revolt by some nation or other we have not yet forced into submission. Should that happen, all that we have done and suffered will have proved fruitless—or we shall be faced with the task of doing it over again from the beginning. Gentlemen of Macedon, and you, my friends and allies, this must not be. Stand firm; for well you know that hardship and danger are the price of glory, and that sweet is the savour of a life of courage and of deathless renown beyond the grave…
5. I could not have blamed you for being the first to lose heart if I, your commander, had not shared in your exhausting marches and your perilous campaigns; it would have been natural enough if you had done all the work merely for others to reap the reward. But it is not so. You and I, gentlemen, have shared the labour and shared the danger, and the rewards are for us all. The conquered territory belongs to you; from your ranks the governors of it are chosen; already the greater part of its treasure passes into your hands, and when all Asia is overrun, then indeed I will go further than the mere satisfaction of our ambitions: the utmost hopes of riches or power which each one of you cherishes will be far surpassed, and whoever wishes to return home will be allowed to go, either with me or without me. I will make those who stay the envy of those who return.
Write an essay in which you explain how Alexander the Great builds an argument to persuade his exhausted troops to continue their advances into India. In your essay, analyze how Alexander the Great uses one or more of the features listed above (or features of your own choice) to strengthen the logic and persuasiveness of his argument. Be sure that your analysis focuses on the most relevant aspects of the passage.
Your essay should not explain whether you agree with Alexander the Great’s claims, but rather explain how he builds an argument to persuade his audience.

Read more at http://www.cracksat.net/sat/essay/599.html#6pr7kPBx8AX4UI41.99

Prompt #2 (Fri 6/10)

Prompt

As you read the passage below, consider how Dana Gioia uses
  • evidence, such as facts or examples, to support claims.
  • reasoning to develop ideas and to connect claims and evidence.
  • stylistic or persuasive elements, such as word choice or appeals to emotion, to add power to the ideas expressed.

Adapted from Dana Gioia, “Why Literature Matters” ©2005 by The New York Times Company. Originally published April 10, 2005.
[A] strange thing has happened in the American arts during the past quarter century. While income rose to unforeseen levels, college attendance ballooned, and access to information increased enormously, the interest young Americans showed in the arts—and especially literature—actually diminished.
According to the 2002 Survey of Public Participation in the Arts, a population study designed and commissioned by the National Endowment for the Arts (and executed by the US Bureau of the Census), arts participation by Americans has declined for eight of the nine major forms that are measured....The declines have been most severe among younger adults (ages 18–24). The most worrisome finding in the 2002 study, however, is the declining percentage of Americans, especially young adults, reading literature.
That individuals at a time of crucial intellectual and emotional development bypass the joys and challenges of literature is a troubling trend. If it were true that they substituted histories, biographies, or political works for literature, one might not worry. But book reading of any kind is falling as well.
That such a longstanding and fundamental cultural activity should slip so swiftly, especially among young adults, signifies deep transformations in contemporary life. To call attention to the trend, the Arts Endowment issued the reading portion of the Survey as a separate report, “Reading at Risk: A Survey of Literary Reading in America.”
The decline in reading has consequences that go beyond literature. The significance of reading has become a persistent theme in the business world. The February issue of Wired magazine, for example, sketches a new set of mental skills and habits proper to the 21st century, aptitudes decidedly literary in character: not “linear, logical, analytical talents,” author Daniel Pink states, but “the ability to create artistic and emotional beauty, to detect patterns and opportunities, to craft a satisfying narrative.” When asked what kind of talents they like to see in management positions, business leaders consistently set imagination, creativity, and higher-order thinking at the top.
Ironically, the value of reading and the intellectual faculties that it inculcates appear most clearly as active and engaged literacy declines. There is now a growing awareness of the consequences of nonreading to the workplace. In 2001 the National Association of Manufacturers polled its members on skill deficiencies among employees. Among hourly workers, poor reading skills ranked second, and 38 percent of employers complained that local schools inadequately taught reading comprehension.
The decline of reading is also taking its toll in the civic sphere....A 2003 study of 15- to 26-year-olds’ civic knowledge by the National Conference of State Legislatures concluded, “Young people do not understand the ideals of citizenship… and their appreciation and support of American democracy is limited.”
It is probably no surprise that declining rates of literary reading coincide with declining levels of historical and political awareness among young people. One of the surprising findings of “Reading at Risk” was that literary readers are markedly more civically engaged than nonreaders, scoring two to four times more likely to perform charity work, visit a museum, or attend a sporting event. One reason for their higher social and cultural interactions may lie in the kind of civic and historical knowledge that comes with literary reading....
The evidence of literature’s importance to civic, personal, and economic health is too strong to ignore. The decline of literary reading foreshadows serious long-term social and economic problems, and it is time to bring literature and the other arts into discussions of public policy. Libraries, schools, and public agencies do noble work, but addressing the reading issue will require the leadership of politicians and the business community as well....
Reading is not a timeless, universal capability. Advanced literacy is a specific intellectual skill and social habit that depends on a great many educational, cultural, and economic factors. As more Americans lose this capability, our nation becomes less informed, active, and independent-minded. These are not the qualities that a free, innovative, or productive society can afford to lose.

Write an essay in which you explain how Dana Gioia builds an argument to persuade his audience that the decline of reading in America will have a negative effect on society. In your essay, analyze how Gioia uses one or more of the features in the directions that precede the passage (or features of your own choice) to strengthen the logic and persuasiveness of his argument. Be sure that your analysis focuses on the most relevant features of the passage.
Your essay should not explain whether you agree with Gioia’s claims, but rather explain how Gioia builds an argument to persuade his audience.

Prompt #1 (Wed 6/8)

Prompt

As you read the passage below, consider how Paul Bogard uses
  • evidence, such as facts or examples, to support claims.
  • reasoning to develop ideas and to connect claims and evidence.
  • stylistic or persuasive elements, such as word choice or appeals to emotion, to add power to the ideas expressed.

Adapted from Paul Bogard, “Let There Be Dark.” ©2012 by Los Angeles Times. Originally published December 21, 2012.
At my family’s cabin on a Minnesota lake, I knew woods so dark that my hands disappeared before my eyes. I knew night skies in which meteors left smoky trails across sugary spreads of stars. But now, when 8 of 10 children born in the United States will never know a sky dark enough for the Milky Way, I worry we are rapidly losing night’s natural darkness before realizing its worth. This winter solstice, as we cheer the days’ gradual movement back toward light, let us also remember the irreplaceable value of darkness.
All life evolved to the steady rhythm of bright days and dark nights. Today, though, when we feel the closeness of nightfall, we reach quickly for a light switch. And too little darkness, meaning too much artificial light at night, spells trouble for all.
Already the World Health Organization classifies working the night shift as a probable human carcinogen, and the American Medical Association has voiced its unanimous support for “light pollution reduction efforts and glare reduction efforts at both the national and state levels.” Our bodies need darkness to produce the hormone melatonin, which keeps certain cancers from developing, and our bodies need darkness for sleep. Sleep disorders have been linked to diabetes, obesity, cardiovascular disease and depression, and recent research suggests one main cause of “short sleep” is “long light.” Whether we work at night or simply take our tablets, notebooks and smartphones to bed, there isn’t a place for this much artificial light in our lives.
The rest of the world depends on darkness as well, including nocturnal and crepuscular species of birds, insects, mammals, fish and reptiles. Some examples are well known—the 400 species of birds that migrate at night in North America, the sea turtles that come ashore to lay their eggs—and some are not, such as the bats that save American farmers billions in pest control and the moths that pollinate 80% of the world’s flora. Ecological light pollution is like the bulldozer of the night, wrecking habitat and disrupting ecosystems several billion years in the making. Simply put, without darkness, Earth’s ecology would collapse....
In today’s crowded, louder, more fast-paced world, night’s darkness can provide solitude, quiet and stillness, qualities increasingly in short supply. Every religious tradition has considered darkness invaluable for a soulful life, and the chance to witness the universe has inspired artists, philosophers and everyday stargazers since time began. In a world awash with electric light...how would Van Gogh have given the world his “Starry Night”? Who knows what this vision of the night sky might inspire in each of us, in our children or grandchildren?
Yet all over the world, our nights are growing brighter. In the United States and Western Europe, the amount of light in the sky increases an average of about 6% every year. Computer images of the United States at night, based on NASA photographs, show that what was a very dark country as recently as the 1950s is now nearly covered with a blanket of light. Much of this light is wasted energy, which means wasted dollars. Those of us over 35 are perhaps among the last generation to have known truly dark nights. Even the northern lake where I was lucky to spend my summers has seen its darkness diminish. 
It doesn’t have to be this way. Light pollution is readily within our ability to solve, using new lighting technologies and shielding existing lights. Already, many cities and towns across North America and Europe are changing to LED streetlights, which offer dramatic possibilities for controlling wasted light. Other communities are finding success with simply turning off portions of their public lighting after midnight. Even Paris, the famed “city of light,” which already turns off its monument lighting after 1 a.m., will this summer start to require its shops, offices and public buildings to turn off lights after 2 a.m. Though primarily designed to save energy, such reductions in light will also go far in addressing light pollution. But we will never truly address the problem of light pollution until we become aware of the irreplaceable value and beauty of the darkness we are losing.

Write an essay in which you explain how Paul Bogard builds an argument to persuade his audience that natural darkness should be preserved. In your essay, analyze how Bogard uses one or more of the features in the directions that precede the passage (or features of your own choice) to strengthen the logic and persuasiveness of his argument. Be sure that your analysis focuses on the most relevant features of the passage.
Your essay should not explain whether you agree with Bogard’s claims, but rather explain how Bogard builds an argument to persuade his audience.

Tuesday, May 10, 2016

CAB Thesis

Writing Instruction: CAB style thesis

Notes: What makes a good thesis?

For starters: Are these Strong Thesis Statements?
  1. The myth, Midas, has a great lesson.
  2. My essay is about the lesson on greed in Midas
  3. While greed is universally known to lead to disaster, Midas is one Greek myth that shows the painful effects of greed on the individual, the family, and society
How do you write a STRONG Thesis Statement?
      *In this case, strong means clear and specific.

1st -Figure out the question.
         What traits make a hero universal hero?
         Why has the hero changed?
         How has the hero changed since Greek times?
         Which traits do I view as the true hero?
         
2nd - Answer the question.  
  One possible format to use is the CAB thesis:

       Contest
                   Although the Greek heroes were often demigods and quite selfish,
          Assert
                   they do have some major similarities with the typical modern hero
          Because
                    because they share the traits of self-sacrifice, loyalty and courage.

3rd - Check it.
  • Did I take a debatable position? No Summary!!!
  • Is my thesis specific enough? Avoid general words. For example, if you contain words like "good" or "successful," then state what makes it good or specifically what the standard for success is.
  • Does it pass the "So What?" test? If not, you may need to clarify, connect your ideas to a larger issue, or narrow your topic down somehow. 
  • Does my thesis match my body paragraphs? If the topics of your body paragraphs do not match your thesis, then one of them has to change. It is ok to change your thesis. This often happens as your write and think more deeply about a topic. For this reason, many people write the introduction to the essay last. 
For more help, go to this website.
For more practice, go to this website.


Thursday, April 28, 2016

Welcome!

EQ: What does it take to complete this course for C credit?