Carrie's Blog: http://clk-wcom.blogspot.com/
Pear's Blog: http://keddypear.blogspot.com/
Zaid's Blog: http://www.zaidwc.blogspot.com/
Kamdeen's Blog: http://kamdeen.blogspot.com/
Ugur's Blog: http://uzunsoy.blogspot.com/
Upakar's Blog: http://upkshrestha.blogspot.com/
Yalcin's Blog: http://e77cavocabblogspotcom.blogspot.com/
Farruh's Blog: http://farruhi777.blogspot.com/
Mardoche's Blog: http://mardoche-wcom.blogspot.com/
Tochi's Blog: http://tochiopara.blogspot.com/
Fah's Blog: http://tofahja.blogspot.com/
Sunday, January 25, 2009
Saturday, January 24, 2009
Course Syllabus
| Syllabus Instructor | Written Communication I (Eng 82A) Dr. Sylvia Y. Schoemaker Rippel Profs360@gmail.com | |
| Course Title | WRITTEN COMMUNICATION I | |
| Course Number | ENGLISH 82A | |
| Instructional Contact Hours/Credits | 3 Units | |
| Prerequisite(s) | None | |
| Co-requisites | None | |
| Instructional Materials and References | Required Text: VanderMey et al. The College Writer. 2nd Edition. Boston: Houghton Mifflin Company, 2007. ISBN: 0 618 74253 0 | |
| Recommended Texts: Clouse, Barbara Fine. A Troubleshooting Guide for Writers: Strategies & Process.4th Ed. Boston: Mc-Graw-Hill, 2005. | ||
| Adams, Katherine H. and Michael L. Keene, Research and Writing across the Disciples 2nd Ed. Mountain View, CA: Mayfield Publishing Company, 2000. | ||
| Dictionary, thesaurus | ||
| Description | ENG 82A & 82B - WRITTEN COMMUNICATION I & II | |
| First term: A thorough study of grammar and the fundamentals of composition. Practice in writing themes, book reviews and other short papers is given. Particular attention is directed toward sentence structure, syntax, and general rhetorical principles. Second term: Critical reading and evaluation of selected texts and writings; composition of well-organized expository papers; a careful consideration of methods of research, organization in a clear, logical manner and other elements involved in writing research papers. (3 + 3 units) | ||
| Course Objectives | Students will develop their writing skills for academic, professional, and socio-cultural purposes, in context-centered essay writing. Students will learn editing, documentation skills, use of online and other resources | |
| University learner goals 1 -6, and specifically in English: To develop basic academic and professional skills (1); to develop the ability to communicate effectively in English, orally and in writing, and to read with understanding (1.1) and institutional goals, especially 1, (1.1-1.4), 2.4 | ||
| Students will demonstrate written communication skills in writing and presenting their essays for personal, peer and instructor evaluation based on established rubrics, including competencies in planning, drafting, editing, and documentation skills. | ||
| Topical Outline | Overall Schedule | |
| English 82A covers the aspects of composing well-organized written communications. The core of the course will emphasize practice in organizing ideas in a clear, logical manner and other elements involved in writing papers in descriptive, narrative, analytical and persuasive rhetorical contexts. | ||
| Assignments Overview | Students will complete the following: Essays for 3 Units, 2 to 3 weeks each, midterm and final exams, ePortfolios/blogs/wikis, due weeks 8 and 15, notes and maps for each unit and text assignment, including reference data, in-class presentations, readings and exercises | |
| Course Outline | ||
| Date | Unit | Assignments |
| Each chapter contains an Intro, an Overview, Guidelines, Example Readings, and Writing Checklist/Activities. | ||
| 1/15/2009 | 1 Intro | I. A Rhetoric: College Student's Guide to Writing |
| 1/22/2009 | Brief Overview Chapters | I. A Rhetoric: College Student's Guide to Writing Reading, Thinking, Viewing, and Writing 1. Critical Thinking Through Reading, Viewing, and Writing The Writing Process 2. Beginning the Writing Process 3. Planning 4. Drafting 5. Revising 6. Editing and Proofreading 7. Submitting, Writing, and Creating Portfolios The College Essay 8. One Writer's Process |
| 1/29-2/12 | Unit I Weeks 3-5 | Narrative, Descriptive, and Reflective Writing |
| 1/29/2009 | Chapter | 9. Forms of College Writing Narrative, Descriptive, and Reflective |
| 2/5/2009 | Chapter | 10. Narration and Description |
| Selected Reading | "Mzee Owitti" by Jacqui Nyangi Owitti | |
| Selected Reading | "That Morning on the Prairie" by James C. Schaap | |
| Selected Reading | "A Hanging" by George Orwell | |
| Selected Reading | "Sunday in the Park" by Bel Kaufman | |
| Selected Reading | "Northing" by Annie Dillard | |
| 2/12/2009 | Chapter | 11. Description and Reflection |
| Selected Reading | "The Stream in the Ravine" by Nicole Suurdt | |
| Selected Reading | "Call Me Crazy But I Have to Be Myself" by Mary Seymour | |
| Selected Reading | "None of This Is Fair" by Richard Rodriguez | |
| Selected Reading | "Who Shot Johnny?" by Debra Dickerson | |
| 2/12/2009 | Unit I (Narrative, Descriptive, and Reflective Writing) Paper Due | Presentations |
| 2/19-2/26 | Unit II Weeks 6-10 | Unit II -- Analytical Writing |
| 2/19/2009 | Chapter | 12. Cause and Effect |
| Selected Reading | "Adrenaline Junkies" by Sarah Hanley | |
| Selected Reading | "The Legacy of Generation N" by Christy Haubegger | |
| Selected Reading | "Our Tired, Our Poor, Our Kids" by Anna Quindlen | |
| 2/26/2009 | Chapter | 13. Comparison and Contrast |
| Selected Reading | "A Fear Born of Sorrow" by Anita Brinkman | |
| Selected Reading | "Two Views of the River" by Mark Twain | |
| Selected Reading | "Shrouded in Contradiction" by Gelareh Asayesh | |
| Selected Reading | "Like Mexicans" by Gary Soto | |
| 3/5/2009 | Chapter | 14. Classification |
| Selected Reading | "Three Family Cancers" by Kim Brouwer | |
| Selected Reading | "Four Ways to Talk About Literature" by John Van Rys | |
| Selected Reading | "No Wonder They Call Me a Bitch" by Ann Hodgman | |
3/12/2009 3/12/2009 | MIDTERM Chapter | 15. Process Writing |
| Selected Reading | "Wayward Cells" by Kerri Mertz | |
| Selected Reading | "Downloading Photographs from the MC-150 Digital Camera" (from WFB) | |
| Selected Reading | "Hair Today, Gone Tomorrow" by Verne Meyer | |
| Selected Reading | "Campus Racism 101" by Nikki Giovonni | |
3/19/2009 3/26/2009 | SPRING RECESS Chapter | 16. Definition |
| Selected Reading | "The Gullible Family" by Mary Beth Bruins | |
| Selected Reading | "Understanding Dementia" by Sarah Anne Morelos | |
| Selected Reading | "Deft or Daft" by David Schelhaas | |
| Selected Reading | On Excellence by Cynthia Ozick | |
| 3/26/2009 | Week 10 Unit II (Analytical Writing ) Paper Due | Presentations |
| 4/2-4/30 | Unit III Weeks 11-15 | Persuasive Writing |
| 4/9/2009 | Chapter | 17. Strategies for Argumentation and Persuasion |
| 4/16/2009 | Chapter | 18. Taking a Position |
| Selected Reading | "An Apology for Ms. Barbie D. Doll" by Rita Isakson | |
| Selected Reading | "In Defense of the Animals" by Meg Greenfield | |
| Selected Reading | "Apostles of Hatred Find It Easy to Spread Their Message" by Leonard Pitts Jr. | |
| Selected Reading | "Pornography" by Margaret Atwood | |
| Selected Reading | "Demystifying Multiculturalism" by Linda Chavez | |
| 4/23/2009 | Chapter | 19. Persuading Readers to Act |
| Selected Reading | "To Drill or Not to Drill" by Rebecca Pasok | |
| Selected Reading | "Soul of a Citizen: Living with Conviction in a Cynical Time" by Paul Rogat Loeb | |
| Selected Reading | "I Have a Dream" by Dr. Martin Luther King, Jr. | |
| Selected Reading | "The Media's Image of Arabs" by Jack G. Shaheen | |
| 4/30/2009 | Chapter | 20. Proposing a Solution |
| Selected Reading | "Preparing for Agroterror" by Brian Ley | |
| Selected Reading | "Uncle Sam and Aunt Samantha" by Anna Quindlen | |
| Selected Reading | "The Media and the Ethics of Cloning" by Leigh Turner | |
| Week 15 Unit III (Persuasive Writing) Paper Due | Presentations Final Exam (Objective) Last class day | |
| 5/7/2009 | Week 16 | ePortfolio /essays/final materials (maps, summaries, written work, exercises, etc.) (Email all materials by midnight 5/7) |
Tuesday, January 13, 2009
Where Do You Stand?
Where do you stand with regard to critical thinking?
FEET: What do I stand for as a foundation of critical thinking?
STOMACH: What upsets me about critical thinking?
HEART: What do I love about critical thinking?
HANDS: What do I feel about critical thinking?
EARS: What do I hear about critical thinking?
EYES: What do I see about critical thinking?
BRAIN: What do I think about critical thinking?
FEET: What do I stand for as a foundation of critical thinking?
STOMACH: What upsets me about critical thinking?
HEART: What do I love about critical thinking?
HANDS: What do I feel about critical thinking?
EARS: What do I hear about critical thinking?
EYES: What do I see about critical thinking?
BRAIN: What do I think about critical thinking?
Wednesday, January 7, 2009
Tuesday, December 2, 2008
From The Foundation for Critical Thinking
The Thinker's Guide to Fallacies: The Art of Mental Trickery and Manipulation
By Dr. Richard Paul and Dr. Linda Elder
"Most people deeply believe in -- but are unaware of -- the following premises:
1. It's true if I believe it
2. It's true if we believe it
3. It's true if I want to believe it
4. It's true if it serves my vested interest to believe it"
From http://www.criticalthinking.org/
44 Foul Ways to Win an Argument (which include the following):
By Dr. Richard Paul and Dr. Linda Elder
"Most people deeply believe in -- but are unaware of -- the following premises:
1. It's true if I believe it
2. It's true if we believe it
3. It's true if I want to believe it
4. It's true if it serves my vested interest to believe it"
From http://www.criticalthinking.org/
- Appeal to Authority
- Appeal to Experience
- Appeal to Fear
- Appeal to Popular Passions
- Appeal to Tradition or Faith ("the tried & true")
- Assume a Posture of Righteousness
- Attack the person (and not the argument)
- Beg the Question
- Call For Perfection (demand impossible conditions)
- Create a False Dilemma (the great either/or)
- Question Your Opponent's Conclusions
- Create Misgivings: Where There's Smoke, There's Fire
- Create A Straw Man
- Deny or Defend Your Inconsistencies
- Demonize His Side Sanitize Yours
- Evade Questions, Gracefully
- Flatter Your Audience
- Hedge What You Say
- Ignore the Evidence
- Ignore the Main Point
- Attack Evidence (that undermines your case)
- Insist Loudly on a Minor Point
- Make Much of Any Inconsistencies in Your Opponent's Position
- Make Your Opponent Look Ridiculous
- Oversimplify the Issue
Monday, December 1, 2008
F A L L A C I E S
F A L L A C I E S
Fallacies of Distraction
Fallacies of Distraction involve the misuse of logical operators--or, not, if-then, and--which distract the reader away from realizing an apparent falsity within the text. Each of the following examples contains links to web pages that further elaborate their meaning.
False Dilemma (misuse of "or")
Argument from Ignorance (misuse of "not")
Slippery Slope (misuse of "if-then")
Complex Question (misuse of "and")
Appeals to Motives in Place of Support
The fallacies in this category are without reasons for belief and tend to appeal to the emotions or other psychological factors of their readers.
Appeal to Force
Appeal to Pity
Appeal to Consequences
Prejudicial Language
Appeal to Popularity
Changing the Subject
The fallacies in this category target the person making the argument rather than the issue being argued.
Attacking the Person
Appeal to Authority
Anonymous Authorities
Style over Substance.
Inductive Fallacies
The fallacies in this category are assumptions about a whole from properties of a part. Although statistical sampling is a means of reasoning the composition of a whole, no sample is a perfect representation of its whole.
Hasty Generalization
Unrepresentative Sample
False Analogy
Slothful Induction
Fallacy of Exclusion
Fallacies Involving Statistical Syllogisms
The fallacies in this category are assumptions about a part or even a whole that are made from statistical syllogisms, such as "most," as in "Most teachers know how to teach," or "generally," as in "Students are generally good learners." However, no syllogism is actually necessary to engage in this fallacy. For example, "People like to get haircuts."
Accident
Converse Accident.
Causal Fallacies
The fallacies in this category are assumptions about conclusions that are based on their causes. In other words, we can make a mistake in assumming that if cause A occurs, conclusion B will occur also--such as if students are handed textbooks, then they will read them.
Post Hoc
Joint Effect
Insignificant
Wrong Direction
Complex Cause
Missing the Point
The fallacies in this category are false assumptions that fail to prove that a conclusion is true.
Begging the Question
Irrelevant Conclusion
Straw Man
Fallacies of Ambiguity
The fallacies in this category involve using a word or phrase unclearly (ambiguously or vaguely).
Equivocation (Using the same term in two different ways)
Amphiboly (Two different interpretations)
Accent (what is actually said isn't what is actually meant)
Category Errors
The fallacies in this category occur when one thinks the sum of all the parts fits into a gestalt.
Composition (The whole does not necessarily have the properties of its parts)
Division (The parts do not necessarily have the properties of the whole)
Non-Sequitur
The fallacies in this category occur as a result of invalid arguments.
Affirming the Consequent
Denying the Antecedent
Inconsistency
Syllogistic Fallacies
The fallacies in this category occur as a result of invalid categorical syllogisms.
Fallacy of Four Terms: a syllogism has four terms
Undistributed Middle
Illicit Major
Illicit Minor
Fallacy of Exclusive Premises: a syllogism has two negative premises
Fallacy of Drawing an Affirmative Conclusion From a Negative Premise
Existential Fallacy: a particular conclusion is drawn from universal premises
Fallacies of Explanation
The fallacies in this category refer to errors in making explanations.
Subverted Support (The phenomenon being explained doesn't exist)
Non-support (Evidence for the phenomenon being explained is biased)
Untestability (The theory which explains cannot be tested)
Limited Scope (The theory which explains can only explain one thing)
Limited Depth (The theory which explains does not appeal to underlying causes)
Fallacies of Definition
The fallacies in this category refer to errors in defining words or concepts.
Too Broad (The definition includes items which should not be included)
Too Narrow (The definition does not include all the items which shouls be included)
Failure to Elucidate (The definition is more difficult to understand)
Circular Definition (The definition includes the term being defined as a part of the definition)
Conflicting Conditions (The definition is self-contradictory)
Fallacies of Faulty Reasoning
false analogy
compares two things that are not alike in significant respects or have critical points of difference
hasty generalization
draws a conclusion about a class based on too few or atypical examples
false cause
post hoc
mistakes temporal succession for causal sequence
single cause fallacies
occurs when an advocate attributes only one cause to a complex problem
slippery slope
assumes, without evidence, that a given event is the first in a series of steps that will lead inevitably to some outcome.
Fallacies of Distraction
Fallacies of Distraction involve the misuse of logical operators--or, not, if-then, and--which distract the reader away from realizing an apparent falsity within the text. Each of the following examples contains links to web pages that further elaborate their meaning.
False Dilemma (misuse of "or")
Argument from Ignorance (misuse of "not")
Slippery Slope (misuse of "if-then")
Complex Question (misuse of "and")
Appeals to Motives in Place of Support
The fallacies in this category are without reasons for belief and tend to appeal to the emotions or other psychological factors of their readers.
Appeal to Force
Appeal to Pity
Appeal to Consequences
Prejudicial Language
Appeal to Popularity
Changing the Subject
The fallacies in this category target the person making the argument rather than the issue being argued.
Attacking the Person
Appeal to Authority
Anonymous Authorities
Style over Substance.
Inductive Fallacies
The fallacies in this category are assumptions about a whole from properties of a part. Although statistical sampling is a means of reasoning the composition of a whole, no sample is a perfect representation of its whole.
Hasty Generalization
Unrepresentative Sample
False Analogy
Slothful Induction
Fallacy of Exclusion
Fallacies Involving Statistical Syllogisms
The fallacies in this category are assumptions about a part or even a whole that are made from statistical syllogisms, such as "most," as in "Most teachers know how to teach," or "generally," as in "Students are generally good learners." However, no syllogism is actually necessary to engage in this fallacy. For example, "People like to get haircuts."
Accident
Converse Accident.
Causal Fallacies
The fallacies in this category are assumptions about conclusions that are based on their causes. In other words, we can make a mistake in assumming that if cause A occurs, conclusion B will occur also--such as if students are handed textbooks, then they will read them.
Post Hoc
Joint Effect
Insignificant
Wrong Direction
Complex Cause
Missing the Point
The fallacies in this category are false assumptions that fail to prove that a conclusion is true.
Begging the Question
Irrelevant Conclusion
Straw Man
Fallacies of Ambiguity
The fallacies in this category involve using a word or phrase unclearly (ambiguously or vaguely).
Equivocation (Using the same term in two different ways)
Amphiboly (Two different interpretations)
Accent (what is actually said isn't what is actually meant)
Category Errors
The fallacies in this category occur when one thinks the sum of all the parts fits into a gestalt.
Composition (The whole does not necessarily have the properties of its parts)
Division (The parts do not necessarily have the properties of the whole)
Non-Sequitur
The fallacies in this category occur as a result of invalid arguments.
Affirming the Consequent
Denying the Antecedent
Inconsistency
Syllogistic Fallacies
The fallacies in this category occur as a result of invalid categorical syllogisms.
Fallacy of Four Terms: a syllogism has four terms
Undistributed Middle
Illicit Major
Illicit Minor
Fallacy of Exclusive Premises: a syllogism has two negative premises
Fallacy of Drawing an Affirmative Conclusion From a Negative Premise
Existential Fallacy: a particular conclusion is drawn from universal premises
Fallacies of Explanation
The fallacies in this category refer to errors in making explanations.
Subverted Support (The phenomenon being explained doesn't exist)
Non-support (Evidence for the phenomenon being explained is biased)
Untestability (The theory which explains cannot be tested)
Limited Scope (The theory which explains can only explain one thing)
Limited Depth (The theory which explains does not appeal to underlying causes)
Fallacies of Definition
The fallacies in this category refer to errors in defining words or concepts.
Too Broad (The definition includes items which should not be included)
Too Narrow (The definition does not include all the items which shouls be included)
Failure to Elucidate (The definition is more difficult to understand)
Circular Definition (The definition includes the term being defined as a part of the definition)
Conflicting Conditions (The definition is self-contradictory)
Fallacies of Faulty Reasoning
false analogy
compares two things that are not alike in significant respects or have critical points of difference
hasty generalization
draws a conclusion about a class based on too few or atypical examples
false cause
post hoc
mistakes temporal succession for causal sequence
single cause fallacies
occurs when an advocate attributes only one cause to a complex problem
slippery slope
assumes, without evidence, that a given event is the first in a series of steps that will lead inevitably to some outcome.
TFY C12 Web Links
ARGUMENTS AND INFERENCES
Tie together what you have learned about inferences and argument by reading this article taken from Philosophy Pages.
http://www.philosophypages.com/lg/e01.htm
DECLARATION OF HUMAN RIGHTS
Explain how this document represents a deductive argument.
http://www.un.org/Overview/rights.html
DEDUCTIVE AND INDUCTIVE
These exercises help you understand the differences between inductive and deductive reasoning. Prepared by San Jose University, Mission Critical.http://www2.sjsu.edu/depts/itl/7/part2/ind-ded.html
MARTIN LUTHER KING, JR.Here is a biography of Martin Luther King, Jr.
http://nobelprize.org/peace/laureates/1964/king-bio.html
THOMAS JEFFERSON
Review the life and writings of Thomas Jefferson.
http://www.pbs.org/jefferson/
VALID AND INVALID
Learn more about valid and invalid deductive reasoning prepared by the Rhodes Writing Center.
http://www.rhodes.edu/writingcenter/group_b/deductive_reasoning.html
VENN DIAGRAMS
Past editions of this text have included Venn diagrams: a useful visual approach to logic.
http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M42&product_isbn_issn=141301772X&chapter_number=12&altname=Web+Links&resource_id=5##
Tie together what you have learned about inferences and argument by reading this article taken from Philosophy Pages.
http://www.philosophypages.com/lg/e01.htm
DECLARATION OF HUMAN RIGHTS
Explain how this document represents a deductive argument.
http://www.un.org/Overview/rights.html
DEDUCTIVE AND INDUCTIVE
These exercises help you understand the differences between inductive and deductive reasoning. Prepared by San Jose University, Mission Critical.http://www2.sjsu.edu/depts/itl/7/part2/ind-ded.html
MARTIN LUTHER KING, JR.Here is a biography of Martin Luther King, Jr.
http://nobelprize.org/peace/laureates/1964/king-bio.html
THOMAS JEFFERSON
Review the life and writings of Thomas Jefferson.
http://www.pbs.org/jefferson/
VALID AND INVALID
Learn more about valid and invalid deductive reasoning prepared by the Rhodes Writing Center.
http://www.rhodes.edu/writingcenter/group_b/deductive_reasoning.html
VENN DIAGRAMS
Past editions of this text have included Venn diagrams: a useful visual approach to logic.
http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M42&product_isbn_issn=141301772X&chapter_number=12&altname=Web+Links&resource_id=5##
Tuesday, November 25, 2008
Thursday, November 20, 2008
Tuesday, November 18, 2008
Links
Writing for the social sciences
http://www.dartmouth.edu/~writing/materials/student/soc_sciences/write.shtml
Writing the sociology paper
http://www.dartmouth.edu/~writing/materials/student/soc_sciences/sociology.shtml
Writing the history paper
http://www.dartmouth.edu/~writing/materials/student/soc_sciences/history.shtml
http://www.dartmouth.edu/~writing/materials/student/soc_sciences/write.shtml
Writing the sociology paper
http://www.dartmouth.edu/~writing/materials/student/soc_sciences/sociology.shtml
Writing the history paper
http://www.dartmouth.edu/~writing/materials/student/soc_sciences/history.shtml
Links
Writing for the social sciences
http://www.dartmouth.edu/~writing/materials/student/soc_sciences/write.shtml
Writing the sociology paper
http://www.dartmouth.edu/~writing/materials/student/soc_sciences/sociology.shtml
Writing the history paper
http://www.dartmouth.edu/~writing/materials/student/soc_sciences/history.shtml
http://www.dartmouth.edu/~writing/materials/student/soc_sciences/write.shtml
Writing the sociology paper
http://www.dartmouth.edu/~writing/materials/student/soc_sciences/sociology.shtml
Writing the history paper
http://www.dartmouth.edu/~writing/materials/student/soc_sciences/history.shtml
Thursday, October 30, 2008
Thursday, October 16, 2008
Money Vocabulary
Money
The words below are some of the most important used when talking about Money.
Money - Banking
account
bank statement
bankrupt
borrow
budget
cash
cashier
check
traveler's check
credit (card)
currency
debt
deposit
exchange rate
interest (rate)
invest
investment
lend
loan
mortgage
owe
pay
save
savings
shares
withdraw
Money - Buying
bargain
bill
cost
expense
installments
price
purchase
purse
receipt
reduction
refund
spend
wallet
Money - Earning
bonus
earn
earnings
income
gross income
net income
rise
salary
wage
Money - Giving
collection
donate
donation
fee
fine
grant
income tax
inherit
inheritance
pension
pocket money
rent
scholarship
tip
winnings
Money - Verbs
add up
go up / down
make ends meet
pay back
pay into
put down
put towards
run out
save up
take out
Money - Other Related Words
profit
property
valuable
value
waste of money
wealth
worth
worthless
Money - Related Adjectives
affluent
broke
generous
hard-up
mean
poor
prosperous
rich
stingy
wealthy
well off
The words below are some of the most important used when talking about Money.
Money - Banking
account
bank statement
bankrupt
borrow
budget
cash
cashier
check
traveler's check
credit (card)
currency
debt
deposit
exchange rate
interest (rate)
invest
investment
lend
loan
mortgage
owe
pay
save
savings
shares
withdraw
Money - Buying
bargain
bill
cost
expense
installments
price
purchase
purse
receipt
reduction
refund
spend
wallet
Money - Earning
bonus
earn
earnings
income
gross income
net income
rise
salary
wage
Money - Giving
collection
donate
donation
fee
fine
grant
income tax
inherit
inheritance
pension
pocket money
rent
scholarship
tip
winnings
Money - Verbs
add up
go up / down
make ends meet
pay back
pay into
put down
put towards
run out
save up
take out
Money - Other Related Words
profit
property
valuable
value
waste of money
wealth
worth
worthless
Money - Related Adjectives
affluent
broke
generous
hard-up
mean
poor
prosperous
rich
stingy
wealthy
well off
WoW Student Assignment Word Numbers
| Student | Word # in Part 1 | Word # in Part 2 |
| Abraham | 1 | 12 |
| Yun-Hsing (Zach) | 2 | 11 |
| EA | 3 | 10 |
| Humbat | 4 | 9 |
| Azamat | 5 | 8 |
| Teeerawuth | 6 | 7 |
| Raj | 7 | 6 |
| Sumitra | 8 | 5 |
| Kornwika Pinky | 9 | 4 |
| Zanda | 10 | 3 |
| Sudil | 11 | 2 |
| Saken | 12 | 1 |
| Galiya | 1 | 1 |
| Halil | 2 | 2 |
| Yalcin | 3 | 3 |
| Wised | 4 | 4 |
| Benjamin | 5 | 5 |
| Extra Credit | Any word |
Friday, October 10, 2008
Assignments
Check syllabus for due dates
Where Do You Stand?
Introductory Essay & MindMap
Unit I: Humanities Essay & MindMap
Unit II: Social Sciences Essay & MindMap
Unit III: Physical Sciences Essay & MindMap
Chapter summaries & maps
Reflections
Presentations
Exercises
Blog with assignments, including graphic versions of the maps, and additional materials
Wiki (Optional)
Where Do You Stand?
Introductory Essay & MindMap
Unit I: Humanities Essay & MindMap
Unit II: Social Sciences Essay & MindMap
Unit III: Physical Sciences Essay & MindMap
Chapter summaries & maps
Reflections
Presentations
Exercises
Blog with assignments, including graphic versions of the maps, and additional materials
Wiki (Optional)
Assignments
Check syllabus for due dates
Where Do You Stand?
Introductory Essay & MindMap
Unit I: Humanities Essay & MindMap
Unit II: Social Sciences Essay & MindMap
Unit III: Physical Sciences Essay & MindMap
Chapter summaries & maps
Reflections
Presentations
Exercises
Blog with assignments, including graphic versions of the maps, and additional materials
Wiki (Optional)
Where Do You Stand?
Introductory Essay & MindMap
Unit I: Humanities Essay & MindMap
Unit II: Social Sciences Essay & MindMap
Unit III: Physical Sciences Essay & MindMap
Chapter summaries & maps
Reflections
Presentations
Exercises
Blog with assignments, including graphic versions of the maps, and additional materials
Wiki (Optional)
Thursday, October 9, 2008
Book Report Assignment
Assignment:
1. Select a book that interests you from the public library near you or the main San Francisco Library.
2. READ IT
3. MAP IT (Central idea, main topics, selected details)
4. WRITE ABOUT IT
Who wrote it?
What's the title?
Where, By Whom, and When was it published? (Back of title page)
Why did you choose it?
What did you find most interesting about it?
.
.
.
1. Select a book that interests you from the public library near you or the main San Francisco Library.
2. READ IT
3. MAP IT (Central idea, main topics, selected details)
4. WRITE ABOUT IT
Who wrote it?
What's the title?
Where, By Whom, and When was it published? (Back of title page)
Why did you choose it?
What did you find most interesting about it?
.
.
.
Saturday, October 4, 2008
BioPoem Exercise
How to Write a Biopoem
(Line 1) First name
(Line 2) Three or four adjectives that describe the person
(Line 3) Important relationship (daughter of . . . , mother of . . . , etc)
(Line 4) Two or three things, people, or ideas that the person loved
(Line 5) Three feelings the person experienced
(Line 6) Three fears the person experienced
(Line 7) Accomplishments (who composed . . . , who discovered . . . , etc.)
(Line 8) Two or three things the person wanted to see happen or wanted to experience
(Line 9) His or her residence
(Line 10) Last name
---------------------------------------------------------------------------------------------------------
Biopoem Sample
Rosa
Determined, brave, strong, loving
Wife of Raymond Parks, mother of all children
Who loved equality, freedom, and the benefits of a good education
Who hated discrimination, loved to stand up for her beliefs, and loved to help others
Who feared that racism would continue, feared losing the opportunity to make a difference, and feared that young people might lose opportunities to develop strength and courage
Who changed history as she accomplished great strides for equality and encouraged excellence for all
Who wanted to see love triumph and see an end to all bias and discrimination in a world in which respect is freely given to all
Born in Alabama and living in Detroit
Parks
From Abromitis, B.S. (1994, June/July). Bringing lives to life. Biographies in reading and the content areas. Reading Today, 11, 26. Reprinted with permission of the publisher and author.
Copyright 2004 IRA/NCTE. All rights reserved.
(Line 1) First name
(Line 2) Three or four adjectives that describe the person
(Line 3) Important relationship (daughter of . . . , mother of . . . , etc)
(Line 4) Two or three things, people, or ideas that the person loved
(Line 5) Three feelings the person experienced
(Line 6) Three fears the person experienced
(Line 7) Accomplishments (who composed . . . , who discovered . . . , etc.)
(Line 8) Two or three things the person wanted to see happen or wanted to experience
(Line 9) His or her residence
(Line 10) Last name
---------------------------------------------------------------------------------------------------------
Biopoem Sample
Rosa
Determined, brave, strong, loving
Wife of Raymond Parks, mother of all children
Who loved equality, freedom, and the benefits of a good education
Who hated discrimination, loved to stand up for her beliefs, and loved to help others
Who feared that racism would continue, feared losing the opportunity to make a difference, and feared that young people might lose opportunities to develop strength and courage
Who changed history as she accomplished great strides for equality and encouraged excellence for all
Who wanted to see love triumph and see an end to all bias and discrimination in a world in which respect is freely given to all
Born in Alabama and living in Detroit
Parks
From Abromitis, B.S. (1994, June/July). Bringing lives to life. Biographies in reading and the content areas. Reading Today, 11, 26. Reprinted with permission of the publisher and author.
Copyright 2004 IRA/NCTE. All rights reserved.
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