Despite the sensational details and the glamorized accounts of drug taking, Ellen Hopkins’ book delivers a sobering message; those who take “meth” will lose control of their behavior and morality.
“I sank down into my pillow” (286).
Body Paragraphs:
A) Sensational / Glamorization
 Examples from the text and my commentary.
B) First stages of addiction
 Examples of Kristina’s choices.
C) Negatively affects behavior
 Examples of Kristina’s actions.
D) Drugs lead to immorality.
 Examples of Kristina’s / Cristal’s negative impact.

Character Analysis (Transformation / Impact of Others)
No need to answer all questions.
How should readers react to these characters?

Intro: hook, topic overview, thesis statement.

Negative impact
Chase, Brendan, and Kristina’s father each contribute to the downfall of the protagonist; however, Adam serves as the most destructive influence because he introduces Kristina to the “Monster.”

A) Chase
B) Brendan
C) Dad
D) Adam

Compare / Contrast
Kristina and Bree

Introduction: Hook, topic overview, thesis statement.
Thesis: Although the novel Crank might not be appropriate for 9th and 10th grade classrooms, Ellen Hopkins’ book has the potential to create a positive impact on the lives of readers in the 11th grade and above.

Body Paragraphs:
A) What is beneficial and appropriate for grades 9 – 12?
Define your terms…
B) Crank has been banned in schools. Why? / Offer a rebuttal. (Opposing view.)
C) Positive impact potential.
D) Be careful… Libraries / 11th and 12th Grade =ok
a. Not a good idea for classroom discussion in 9th or 10th grade.

www.wadebradford.com/blog5

Read at least two of the essays from chapter 8 in The Prose Reader. (270 -314)

http://www.nevadadailymail.com/story/1471400.html

Here’s the link:

http://www.wadebradford.com/thesis.html

Tip #2 Paraphrasing does not require quotes, but you must have a citation.
Tip #3 Italicize BIG THINGS, put quotes around “little” titles.
Tip #4 Quotes from the internet don’t have page numbers.

Sample of Works Cited Page:

http://www.dianahacker.com/pdfs/hacker-daly-mla.pdf

http://owl.english.purdue.edu/owl/resource/747/01/

www.easybib.com

I asked President Obama about his favorite foods and he replied, “I love pizza.”

“I love pizza” (Obama 7).

The president stated, “I love pizza” (qtd. in Stein).

Students will create a +6 paragraph essay that: A) Proves that a problem exists and B) Provides well-thought, viable solution(s) to fix or alleviate the problem.
Students are free to choose a “problem” from a wide range of areas:
• Environment Issues
• International Issues
• Criminal/Legal Issues
• Internet/Social Media Issues
• Local Issues (Problems in your immediate neighborhood)
If this seems very general, that’s part of the assignment. It is up to the student to narrow their subject. Find something worthy of an argument; find a genuine problem and offer a potential solution.

Each essay will include at least two direct quotes from two different research sources. Students will also include a works cited page (follow MLA format).

Draft Day / Peer Review: April 4th

Final Draft Due: April 11th

Vocabulary Word of the Day:
Alleviate: to improve, lessen the burden, to make easier to endure

Write at least one paragraph that narrates one of the following:
A) A surprising event that happened to you.
B) An annoying event that happened to you.
Incorporate description, action, and personal reflection.
Due: Feb 24th

Narrative Essay
Create a five-paragraph essay that tells a true story about someone whom you know personally. Provide narrative detail in order to recount an experience (or multiple experiences) that helped this person learn something important about life. Did they gain happiness? Grief? Wisdom? Skills? (All of the above?)
Your introduction should provide a biographical/personality overview. The body paragraphs should focus on telling the story. And the conclusion should analyze the lessons that were learned.

First draft / Peer Review: March 1st
Final draft: March 3rd

Describe a significant location (a place to which you feel emotionally connected). You may wish to describe how you felt about this location in the past, and how you feel about this location today.

Consider using imagery, narrative detail, and metaphoric language to give your reader a vicarious experience.

You may use material from our journal writing session, or you may choose a new subject. The paragraph may be written in 1st or 3rd person.

Minimum length: 20 sentences.

Typed, double spaced.

Due: January 31st (Mon.)

Subjective Writing: Opinion-based, expressed personal points of view, often creative/emotional.

We will be using both objective and subjective details in most of our essays, combining reliable information with our thoughtful opinions.

Persuasive Writing: Any form of writing that attempts to convince the reader. We discussed how some forms of persuasive writing (such as commercials) flood the reader with lots of emotion.

Imagery: A form of descriptive writing that focuses on the five senses: sight, sound, taste, touch, and smell.

Metaphor: A creative comparison. “My love is a red, red rose.” Or: “He isn’t the sharpest tool in the shed.”

Simile: A creative comparison using “like” or “as.” (Unlike a metaphor which makes a direct comparison.) “He is as brave as a lion.” Or: “The old man was as wrinkled as an elephant.”

1st Person: The narrator tells the story as a character within the text. ‘I walked down the street.”

3rd Person: The narrator tells the story from an “outside” point of view. “Fred walked down the street.”

Connotation: The implied meaning of a word, phrase, or text. (Not what it directly states, but what it indirectly conveys. Or, as I have heard many times before, “It’s not what you said; it was the way you said it!” (The opposite of connotation is “denotation” – the literal meaning of a word.)

Jan 19th: (Wed) Discuss “The View of 80″ (p. 90 – 98)
Descriptive Writing Workshop

Jan 24th: (Mon) Discuss The Prose Reader (p. 170 – 190)

Jan 26th: (Wed) Compare / Contrast Workshop

Jan 31st: (Mon) Discuss The Prose Reader (p. 318 – 344)
Paragraph Sample #1 Due

Feb. 2nd: (Wed) Definition Writing Workshop

Feb 7th: (Mon) Discuss The Prose Reader (p. 374 – 404)

Feb 9th: (Wed) Peer Review – Bring Draft of Compare/Contrast

Feb 14th: (Mon) Compare / Contrast Essay Due
Discuss The Prose Reader p. 110 – 131

Feb 16th: (Wed) Narrative Writing Workshop
Discuss The Prose Reader (p. 134 – 153)

Feb 21st: (Mon) NO CLASS – President’s Day

Feb 23rd: (Wed) Paragraph #2 Due / Brainstorming Workshop

Feb 28th: (Mon) Peer Review / Bring Draft of Narrative Essay

March 2nd: (Wed) Narrative Essay Due / In-Class Writing Strategy Workshop

March 7th: (Mon) Examples / Specific Details Workshop

March 9th: (Wed) Midterm – In-class Essay

March 14th and 16th: Spring Break

March 21st: (Mon) Discuss The Prose Reader (p. 201 – 217)

March 23rd: (Wed) Discuss The Prose Reader (p. 220 – 236)

March 28th: (Mon) Video / Discussion

March 30th: (Wed) Brainstorming / “How-To” Group Work

April 4th: (Mon) Peer Review / Bring Draft of Process Analysis Essay

April 6th: (Wed) Poetry Workshop

April 11th: (Mon) Process Analysis Essay Due / Discuss Prose Reader p. 306 – 315

April 13th: (Wed) Discuss CRANK

April 18th: (Mon) Discuss The Prose Reader (p. 434 – 437)

April 20th: (Wed) Discuss CRANK
Paragraph #3 Due

April 25th: (Mon) CRANK

April 27th: (Wed) CRANK

May 2nd: (Mon) Incorporating Quotes / Research

May 4th:(Wed) CRANK

May 9th: (Mon) Peer Review / Prep for Final

May 11th: (Wed) Argument Essay Du

Course Description:
This course introduces students to the elements of composition and critical reading and is designed to assist them in making a successful transition to English M01A. It emphasizes grammar, sentence structure, paragraph and essay writing.

Course Objectives:
Students will learn to develop ideas and organize them into multi-paragraph essays, maximize communication, and correctly use theses and supporting details. Students will also learn critical reading skills: identifying the author’s thesis (explicit or implicit), evaluating supporting detail, drawing logical inferences from readings, and recognizing elements of composition. Students will also learn a variety of writing methods: narration, description, example, comparison and contrast, process analysis, division, classification, cause and effect, definition, and argument and persuasion.

Books:
The Prose Reader (Edited by Kim and Michael Flachmann)
Tuesdays with Morrie by Mitch Albom
Recommended: Pocket Style Manual by Diana Hacker

Note: Bring a Journal to every class (along with pens and/or pencils).
PROCEDURE:
Class time will be used for discussion, analysis, and evaluation of assigned readings and for writing and speaking activities concerning various rhetorical concepts and strategies. Class participation is necessary for student understanding and progress.
Students are expected to have read the assignments BEFORE class discussion of them and to participate in the discussions.
ATTENDANCE:
Regular class attendance assures that students will not miss assignments and will receive assignment instructions firsthand. I allow for two “free” absences. After those two “freebies” have been used, students may lose 1.5% of their grade for each unexcused absence. After five unexcused absences, I reserve the right to drop you from the course.
TARDINESS:
If you arrive late to class, please enter as quiet and as courteously as possible. Students who arrive late often (more than three times) will lose participation points.

Assignment Breakdown:
• Participation / Attendance 10%
• Quizzes / Workshops 10%
• Paragraph Samples 10%
• Compare / Contrast Essay 10%
• Narrative Essay 10%
• Process Analysis Essay 10%
• Argument Essay 20%
• Midterm In-Class 10%
• Final In-Class 10%

REGARDING PLAGIARISM
Students must not steal the writing of others. Even cutting and pasting a single sentence is an act plagiarism. If you quote from another source, you must give reference to that source; otherwise, you are being academically unethical. Students who are caught plagiarizing (or cheating in some way or another) will receive a zero on that particular assignment. The English Department will then be notified and trouble will ensue. In short, think for yourself; write for yourself.

LATE HOMEWORK
Do I accept late homework? It depends on the reason for the lateness of the paper. In most cases, if the paper is a few days late, I might accept the paper; however, I will often cut the grade in half. (So an A+ paper is then worth 50%). If this seems too harsh, I suggest you submit your papers on time.

NEED HELP?
Contact me via email: wbradford@vcccd.edu
You can also find course information and supplemental material online at my blog:

www.wadebradford.com/blog5

I also recommend the English Department’s homepage. They have lots of useful links and resources:

http://www.moorparkcollege.edu/departments/academic/english/index.shtml

Students with a disability, whether physical, learning, or psychological, who believe they will need accommodations in this class, are encouraged to contact ACCESS as soon as possible so accommodations can be set up in a timely fashion. Accommodations are based on eligibility and can only be provided if you have submitted a verification from ACCESS in the form of a Confidential Memo. The ACCESS office can be reached at (805) 378-1461 and is newly located in the LMC.

TURN OFF CELL PHONES AND ELECTRONIC DEVICES.
PLEASE DO NOT TEXT MESSAGE DURING CLASS. STUDENTS WHO
DISREGARD THIS RULE MAY BE ASKED TO LEAVE.