ENGL 1301: Long Paragraph Exercise; Begin Unit 2 College Pressures and Why Colleges

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1 ENGL 1301: Long Paragraph Exercise; Begin Unit 2 College Pressures and Why Colleges October 5, 2017 Skip to 0:33

2 Agenda TODAY Approx. 10 mins work on exercise for dividing long paragraphs. Due on Canvas by 7:00 p.m., *Thurs.* Quiz 4pts Quick vocab review Begin Unit 2 College Pressures Why Colleges Coming Soon Updates to WS Check FLW 10/6 AND 10/10 Meeting to make up missed instruction. 10/12 MIDTERM EXAM Sample instructions on FLW You need a large blue [examination] book from the HCC bookstore. No bluebook = -3 points

3 Exercise for Long Paragraphs - Canvas Approx. 10 mins Work in class. Upload everything by 7:00 p.m., Thursday 10/5 1 person per group List all names Group assignment to help you understand problems with long paragraphs and some ways to fix them. A 5-page essay composed of 5 paragraphs = C at best. Lots of tiny paragraphs = C at best

4 Quiz 4q s / 4pts 1. In College Pressure, Zinsser says, I see four kinds of pressure working on college students today (438). Name TWO. Economic, Parental, Peer, Self-induced 2. In Why Colleges Shower Their Students with A s, Staples says some students threaten to, if the professor will not turn C s into A s (389). Complain / Contest the grade 3. Staples briefly discusses which specific profit-making school? University of Phoenix 4. He writes about a statistics professor at Yale who suggested a way to recalculate GPA s. What was this suggestion? Recalculating the grade point average to give rigorously graded courses greater weight.

5 Vocabulary Begin list for Quiz 2 1. Wretched (p. 437) - (of a person) in a very unhappy or unfortunate state; of poor quality / very bad 2. Supplicants (p. 437) - a person who asks for something in a respectful way from a powerful person or God 3. Laden (p. 437) overloaded; weighed down 4. Vacillates (p. 440) - alternate or waver between different opinions or actions; be indecisive; to keep changing one s mind 5. Blithe (p. 442) showing a casual and cheerful indifference considered to be callous or improper; joyous Pronounced the same: 6. Stanch [from Staples essay] - stop or restrict (a flow of blood) from a wound 7. Staunch firm; steadfast; resolute

6 Sample Rapid Answer Can be about structure or issues raised in the essays Stay focused. Speak for no more than 1 min. at least 30 seconds Shorter than 30 seconds, partial credit, depending on duration Say something new OR add to what someone has said If you can t answer / didn t read / can only (pretty much) only repeat something that was said, zero points

7 Focus on only these two essays. Reference specific passages: 1. Compare and contrast how the introductions the essays function in introducing their respective topics and tones. Group C 2. Compare and contrast students (the ones discussed in the essays) reactions to and perceptions of success and failure. Group D 3. Compare and contrast how the authors anticipate and respond to readers claiming preparation for adult life or later education (such as high school or medical or law school). Group B

8 Focus on only these two essays. Reference specific passages: (p. 2) 4. Who does the intended audience appear to be? (Look at the publication information.) Does an author say anything that could potentially alienate his intended audience? Group E 5. To what degree do the authors offer solutions to the overall problems addressed in each essay? Does the tone / approach match the tone of the rest of the essay? What are some reasons for these strategies? 6. Compare and Contrast the conclusions of the essays. What are their functions? Does the tone differ from the introduction? Group A