Which article did you enjoy reading the most? Why?
Which parts and/or sentences of the article did you particularly like or remember?
Which article did you not enjoy reading? Why?
What makes a good response article/essay?
(If you were absent today, do the writing exercises below and email them to me by Wednesday midnight.)
I gave back the persuasive essays and spoke to each student about it.
We read the grey areas of Unit 5 in the textbook, about writing a response essay.
Free-writing (15 minutes) about any book, movie, concert, exhibition, painting, dance, event, etc. that you saw, read, heard or experienced and that you have strong feelings about. Do this writing at home if you were absent to day, and email it to me by Wednesday midnight.
Editing: read over your free-writing. Look at it critically. Check it for errors, etc.
Free-writing (10 minutes, private writing). Write about anything you want, but try and write some kind of truth.
Your email address is not made public. Thank you for visiting.
Who is Dan Cohn? What is his job, and what company does he work for? Why did he look for information about Penenberg?
How much information did Cohn have about Penenberg before his investigation?
Did Cohn break any laws?
What does Penenberg hope readers will do or believe after they have read his article?
(1) For “the death of Marilyn Monroe”1. Yes. I agree with this essay.
2. Saying what I think freely does someone harm. We should think around us.
3. “That hatred of values has always existed in some people, in any age or culture. But a hundred years ago, the would have been expected to hide it. Today, it is all around us; it is the style and fashion of our century. ”
Because, various feelings ( especially something bad ) are open to us. The phrase persuaded me so much.
4. How we can feel other’s feelings? Only saying? I also think by eyes.(2) For “the article on writing a term paper”1. Yes.
2. I always write essay making only one draft. However, this article says writing essay needs three drafts at least. It is very surprising.
3. “If your mother has time to read your paper to you, have her do this. Print out two copies: one for her and one for you. She reads; you mark your copy. When your words sounds lumpy, mark them. When they sound confused, mark them. This is a kind of real-world technique.”
Because, we can’t think of asking someone to read my second draft. I can revise my fault. It is good thing.
4. We should take time to write essay.
Finish your final draft of your 2nd essay, the persuasive essay, and bring it to class on Friday November 30th (there is no class next Friday, Nov. 23rd). Write or type your essay using double space, so as to allow room for others to leave comments.
Continue writing and editing your draft for your persuasive essay. Writing and editing should not be done at the same time; Ayn Rand wrote that these two activities are mutually incompatible (see “The Art of Non-Fiction“). Find someone you trust to read and give you feedback on your drafts before you write your final one.
I spoke with all students present today and discussed their compare and contrast essay.
Some general points:
The best essays gave the reader some new, fresh or interesting information. E.g. some names (e.g. “Benezet“), figures (e.g. the area of Kansai University), or some unique personal experience, such as learning math again as an adult.
Many essays, unfortunately, did not tell the reader anything new, but repeated tired old knowledge that most readers already knew. Give the reader something new, something fresh, something unique, something original, something interesting. Please!
All essays were well written in terms of formatting, and only a few had grammar or syntax or vocabulary problems that interfered with comprehension.
I did not correct minor errors of grammar, vocab and syntax, unless they interfered with comprehension.
Many essay titles were rather vague: you want to tell the reader quickly what your essay will be about. The title is a good way to do that. A title like “Universities” is too broad and does not tell the reader what to expect.
Freewriting 2: same but for a neighbour: edit your freewriting #1 to create a piece of writing that you would be happy to let your neighbour in class read (or write something completely new, or mix the two, it’s up to you)
Freewriting 3: same but for whole class – edit your freewriting #2 (if necessary, if you want to) to create a piece of writing that could be read by the whole class.
Freewriting 4: how did your writing change? Did it change? Which was easier to write? Which was most interesting to read?
Get back your last week’s papers
Random groups of 5-6 students: share your list of possible topics, then say which one you chose & why. Make suggestions, ask questions, give feedback.
Changed your mind about topic? If so, change it now.
Each person told the whole class about their topic ( title only, not reasons)
Freewriting 5: about today’s class.
Hmwk:Comparison/contrast essay draft #1 – don’t worry about format, or grammar, or spelling. These can be dealt with later.