Friday, January 27, 2012

Friday evening, January 27th, 2012




Below you will find the two poems that comprise Packet 2. Remember, your first set of Q & C's are due for this Packet on Friday, Feb. 3. All out of class work must be typed and double spaced and in MLA format. Refer to your class notes, your course outline, and sample Q & C homework handout. And...remember to bring a print out of the poems to class on the day they are due to be read.

The second poem, "Flies," is considered a prose poem. You may not be familiar with prose poems but they are interesting because they do not follow the same format as free verse or rhyming poems. They read more like a very short short story and even though there are stanzas, each stanza is prose that runs from the left to the right margin, as all prose does.

As we discussed in class...
about question and comment homework...
you must write a separate question (optional) and comment (mandatory) for EACH of the readings in the packet.
For example,
for Packet 2, there are two readings, so you will have TWO separate question and comments to submit.

PACKET 2

"Arturo" by Maria Mazziotti Gillan

http://www.pccc.edu/home/cultural-affairs/poetry-center/maria-mazziotti-gillans-poems2




“Flies”
By: Donald Hall

A fly sleeps on the field of a green curtain. I sit by my grandmother’s side, and rub her head as if I could comfort her. Ninety-seven years. Her eyes stay closed, her mouth open, and she gasps in her blue nightgown—pale blue, washed a thousand times. Now her face goes white, and her breath slows until I think it has stopped; then she gasps again, and pink returns to her face.

Between the roof of her mouth and her tongue, strands of spittle waver as she breathes. Now a nurse shakes her head over my grandmother’s sore mouth, and goes to get a glass of water, a spoon, and a flyswatter. My grandmother chokes on a spoonful of water and the nurse swats a fly


In the Connecticut suburbs where I grew up, and in Ann Arbor, there were houses with small leaded panes, where Formica shone in the kitchens, and hardwood in closets under paired leather boots. Carpets lay thick underfoot in every bedroom, bright, clean with no dust or hair in them. Nothing looked used, in these houses. Forty dollars’ worth of cut flowers leaned from Waterford vases for the Saturday dinner party.

Even in houses like these, the housefly wandered and paused—and I listened for the buzz of its wings and its tiny feet, as it struggled among cut flowers and bumped into leaded panes


In the afternoon my mother takes over at my grandmother’s side in the Peabody Home, while I go back to the farm. I nap in the room my mother and my grandmother were born in.

At night we assemble beside her. Her shallow, rapid breath rasps, and her eyes jerk, and the nurse can find no pulse, as her small strength concentrated wholly on half an inch of lung space, and she coughs faintly—quick coughs like fingertips on a ledge. Her daughters stand by the bed, solemn in the slow evening, in the shallows of after-supper—Caroline, Nan, and Lucy, her eldest daughter, seventy-two, who holds her hand to help her die, as twenty years past she did the same thing for my father.

Then her breath slows again, as it has done all day. Pink vanishes from cheeks w3e have kissed so often, and her nostrils quiver. She breathes one more quick breath. Her mouth twitches sharply, as if she speaks a word we cannot hear. Her face is fixed, white, her eyes half closed, and the next breath never comes.


She lies in a casket covered with gray linen, which my mother and her sisters picked. This is Chadwick’s Funeral Parlor in New London, on the ground floor under the I.O.O.F. Her fine hair lies combed on the pillow. Her teeth in, her mouth closed, she looks the way she used to, except that her face is tinted, tanned as if she worked in the fields.

This air is so still it has bars. Because I have been thinking about flies, I realize that there are no flies in this room. I imagine a fly wandering in, through these dark-curtained windows, to land on my grandmother’s nose.

At the Andover graveyard, Astroturf covers the dirt next to the shaft dug for her. Mr. Jones says a prayer beside the open hole. He preached at the South Danbury Church when my grandmother still played the organ. He raises his narrow voice, which gives itself over to August and blue air, and tells us that Kate in heaven “will keep on growing . . . and growing . . . and growing”—and he stops abruptly, as if the sky had abandoned him, and chose to speak elsewhere through someone else.


After the burial I walk by myself in the barn where I spent summers next to my grandfather. I think of them talking in heaven. Her first word is the word her mouth was making when she died.

In this tie-up chaff of flies roiled in the leather air, as my grandfather milked his Holsteins morning and night, his bald head pressed sweating into their sides, fat female Harlequins, while their black and white tails swept back and forth, stirring the flies up. His voice spoke pieces he learned for the lyceum, and I listened crouched on a three-legged stool, as his hands kept time strp strp with alternate streams of hot milk, the sound softer as milk foamed to the pail’s top. In the tie-up the spiders feasted like emperors. Each April he broomed the webs out and whitewashed the wood, but spiders and flies came back, generation on generation—like the cattle, mothers and daughters, for a hundred and fifty years, until my grandfather’s heart flapped in his chest. One by one the slow Holsteins climbed the ramp into a cattle truck.


In the kitchen with its bare hardwood floor, my grandmother stood by the clock’s mirror to braid her hair every morning. She looked out the window toward Kearsarge, and said, “Mountain’s pretty today,” or, “Can’t see the mountain too good today.”

She fought the flies all summer. She shut the screen door quickly, but flies gathered on canisters, on the clockface, on the range when the fire was out, on set-tubs, tables, curtains, chairs. Flies buzzed on cooling lard, when my grandmother made doughnuts. Flies lit on a drip of jam before she could wipe it up. Flies whirled over simmering beans, in the steam of maple syrup.

My grandmother fretted, and took good aim with a flyswatter, and hung strips of flypaper behind the range where nobody would tangle her hair in it.

She gave me a penny for every ten I killed. All day with my mesh flyswatter I patrolled kitchen and dining room, living room, even the dead air of the parlor. Though I killed every fly in the house by bedtime, when my grandmother washed the hardwood floor, by morning their sons and cousins assembled I the kitchen, like the woodchucks my grandfather shot in the vegetable garden which doubled and returned; or like the deer that watched for a hundred and fifty years from the brush on ragged mountain, and when my grandfather died stalked down the mountainside to graze among peas and corn.


We live in their house with our books and pictures, writing poems under Ragged Mountain, gazing each morning at blue Kearsarge.

We live in the house left behind; we sleep in the bed where they whispered together at night. One morning I wake hearing a voice from sleep: “The blow of the axe resides in the acorn.”

I get out of bed and drink cold water in the dark morning from the sink’s dipper at the window under the sparse oak, and fly wakes buzzing beside me, cold, and sweeps over set-tubs and range, one of the hundred-thousandth generation.

I planned long ago I would live here, somebody’s grandfather.

Wednesday, January 25, 2012

Wednesday evening, Jan. 25, 2012 (2nd posting for today)


Hello, below you will find Reading Packet #1, due to be read by Wednesday, Feb.1st. There are four poems to read. Two of them are provided in full text below and the other two are to be found on the Internet. Print out all four poems and bring to class on the 1st, the day they are due to be read. You will also note that NO question and comment homework is due for this packet.


POETRY READING PACKET #1 (four poems)

“Taking my Son to School”
by Eamon Grennan

(do a google search of the above poem exactly as it is written above. The first posting will be a commencement speech give by Mr. Grennan. Open this and you will see the poem right at the beginning of the speech. Focus only on the poem, not the speech)
************************************************************************************
"One Home”
By William Stafford

Mine was a Midwest home—you can keep your world.
Plain black hats rode the thoughts that made our code.
We sang hymns in the house; the roof was near God.

The light bulb that hung in the pantry made a wan light,
but we could read by it the names of preserves—
outside, the buffalo grass, and the wind in the night.

A wildcat sprang at Grandpa on the Fourth of July
when he was cutting plum bushes for fuel,
before Indians pulled the West over the edge of the sky.

To anyone who looked at us we said, “My friend”;
liking the cut of a thought, we could say “Hello.”
(But plain black hats rode the thoughts that made our code.)

The sun was over our town; it was like a blade.
Kicking cottonwood leaves we ran toward storms.
Wherever we looked the land would hold us up.

*************************************************************

“Where Children Live”
by Naomi Shihab Nye

Homes where children live exude a pleasant rumpledness,
like a bed made by a child, or a yard littered with balloons.
To be a child again one would need to shed details
till the heart found itself dressed in the coat with a hood.
Now the heart has taken on gloves and mufflers,
the heart never goes outside to find something to do.
And the house takes on a new face, dignified.
No lost shoes blooming under bushes.
No chipped trucks in the drive.
Grown-ups like swings, leafy plants, slow-motion back and forth.
While the yard of a child is strewn with the corpses
of bottle-rockets and whistles,
anything whizzing and spectacular, brilliantly short-lived.
Trees in children's yards speak in clearer tongues.
Ants have more hope. Squirrels dance as well as hide.
The fence has a reason to be there, so children can go in and out.
Even when the children are at school, the yards glow
with the leftovers of their affection,
the roots of the tiniest grasses curl toward one another
like secret smiles.

**********************************************************************
“To a Daughter Leaving Home”
by Linda Pastan
(please google the poem and you will find it on PoemHunter.com)

Wednesday afternoon, January 25, 2012


Hello,

Below you will find a copy of the handout on unacceptable errors that was discussed and distributed in class today.
You will also find a sample copy of a Question and Comment assignment as distributed in class today.

PLEASE NOTE: For the question comment homework, you are required to submit a commentary on EACH reading assigned. For example, a packet may have more than one reading. You must write a commentary for each individual writing, 8 sentences minimum.

UNACCEPTABLE ERRORS
In English 1A, students should already be very proficient in word usage. We do not have time for grammar lessons. (I will, however, provide short ‘mini’ lessons when I feel they are warranted.) The following errors that are commonly made on student papers are considered unacceptable.

For out of class essays, each unacceptable error takes ten points off your final earned grade. You may correct unacceptable errors and receive the points back if you choose to revise. In class essays that have unacceptable errors CAN always be corrected to earn back the points lost.
1. there – place Put it over there.
2. their – possessive pronoun That is their car.
3. they’re – contraction of they are They’re going with us.
4. your – possessive pronoun Your dinner is ready.
5. you’re – contraction of you are You’re not ready.
6. it’s – contraction of it is It’s a sunny day.
7. its – possessive pronoun The dog wagged its tail.
8. a lot – always two words I liked it a lot.
9. to – a preposition or part of an
infinitive I like to proofread my essays carefully.
10. too – an intensifier, or also That is too much. I will go too.
11. two – a number Give me two folders.
12. In today’s society Instead use “Today” or “In America” or “Now” etc
13. right(s)/write(s)/rite(s) rights are a set of beliefs or values in which a person feels entitled: His rights were read to him before he was arrested for stalking Dave Matthews. Writes is a verb indicating action taken with a pen, pencil or computers to convey a message: Michelle writes love letters to Dave Matthews in her sleep. Rites are a series of steps or events which lead an individual from one phase in life to the next, or a series of traditions that should be followed: The initiate began his rite of passage ceremony at the age of thirteen.
14. definitely/defiantly This error USUALLY occurs when a writer relies solely on spell-check. You really must learn to become the final editor of your work. Definitely is an adverb and it means without a doubt. Mary will definitely miss the Dave Matthews Band concert. Defiantly means to show defiance. She was in a defiant mood. It is an adjective. Or it could be used as an adverb. She was defiantly rude and sullen towards the professor.
15. On your Works Cited page: you MUST center and type at the top the heading just as it is here: Works Cited. NOT ALL CAPS, NOT BOLDED, NOT UNDERLINED, NOT MISSPELLED, NOT IN A DIFFERENT SIZED FONT, ETC.
***********************************************************************
An accumulation of the following errors can affect your grade, but not one error, ten points down. The number depends on how serious the error is, and how often you make it. Some do not slow up the reader as much as others.
• Misuse of the word “you”. You must actually mean the reader when you use the word “you”.

• Avoid use of contractions in formal expository writing. (can’t, shouldn’t, didn’t, etc.)

• Agreement of subject and verb. Both must be either singular or plural.

• Fragmented sentences, comma splices and run-ons. Be sure to proofread your papers carefully before turning them in.

You will not pass English 1A if you cannot write an intelligent sentence in correct English.

********************************************
SAMPLE QUESTION AND COMMENT HOMEWORK ASSIGNMENT:
(although the sample here displays an error in spacing, please remember that all work is double spaced.) :)

Dave Matthews

Professor Fraga

English 1A, 1

2 February 2012

“Traveling through the Dark”

by William Stafford

Q: I have no question.

C: During a very brief event on a dark country road, poet William Stafford chronicles a very somber and difficult decision the

speaker has to make; Stafford has written a very universal poem. Even if the reader has never been in a similar situation, almost

everyone has had to weigh the pros and cons of a challenging decision. By the end of the second stanza, when we learn that the

dead deer is pregnant and her fawn is alive, we are drawn into the dilemma the speaker and his friends face.

This poem reminds me of what makes life so exciting and yet so frustrating at the same time. Whenever we make a decision,

we are never completely guaranteed we have made the “right” decision; we just make the best decision we can based on the

information we have.

The last two lines of the poem are especially effective and very visual. The sadness seeps through the words: “I thought hard

for us all…and then pushed her over the edge into the river.” In fact, Stafford’s careful word choice throughout the poem keeps

the reader focused and tense. Sometimes living is very much like “traveling through the dark” without any signs for direction.

Sunday, January 22, 2012

January 22, 2012, Sunday afternoon

Welcome to English 1A, Spring 2012.

This blog is exclusively for my two sections of 1A, Sections 7 and 9.

Below you will find a copy of the course outline and grade worksheet. In case you misplace the hard copy distributed to you in class on the first day, you will always be able to access a copy here on the blog.


SPRING 2012, CSU SACRAMENTO
COURSE: English 1A: College Composition I
Section 7, MWF, 10-10:50 AM (Douglass Hall 206)
Section 9, MWF, 11-11:50 AM (Douglass Hall 206)
INSTRUCTOR: Catherine Fraga
E-mail: sacto1954@gmail.com
Office Hours: CLV 149, MWF 12-1:00 PM or by appointment

CLASS BLOG: http://English1ASpring2012Fraga.blogspot.com

Prerequisites: Placement by examination OR successful completion of English 1 or its equivalent.
************************************************************************
REQUIRED TEXTS & MATERIALS
• Made for You and Me: Going West, Going Broke, Finding Home—A Memoir
By Caitlin Shetterly
Publisher: Voice

• The Unwanted: A Memoir of Childhood
by Kien Nguyen
Publisher: Bay Back Books

• Rules of Thumb: A Guide for Writers—8th Edition
by Jay Silverman, Elaine Hughes, Diana Roberts Wienbroer
Publisher: McGraw-Hill

• 8 1/2” x 11” lined notebook paper (paper that is torn out of a notebook without a straight edge will not be accepted).

• Stapler

• Reliable access to a computer and a printer.

• Two (2) Blue (or Green) Books for the two in-class essays
(these can be found in the university’s bookstore or at the Student Union store—they are available in two different sizes—either size is acceptable)

COURSE DESCRIPTION:
English 1A is a freshman writing course that offers students the opportunity to learn and develop the reading and writing skills that will be most useful to them during a four-year college program. The course is designed to help students improve their ability to understand and critically judge reading material and to write an essay which has a single controlling idea and which is coherently developed using idiomatically and grammatically correct English.

The heart of the course is readings that require a range of narrative, analytical, reflective and research writing skills.

COURSE REQUIREMENTS:

1. Attendance and punctuality are required. I have designed this course so that it depends on your presence and participation. If you’re absent, you are still responsible for finding out what you’ve missed (including lecture notes, handouts, changes in due dates, etc.) Refer to your class phone list.

2. Having more than three absences will seriously alter your final grade. This is not because I do not consider you mature enough to make a commitment to a class; it is because if you do miss more than 3 classes, you miss group work, or in class writing, or a journal assignment, or a quiz, or an in class essay assignment, and/or a bevy of other possible events, all of which affect the grade you earn. Please communicate with me. I am very understanding and reasonable.

If you must miss a class on a day an assignment is due, you are still responsible for getting the assignment to me on time. Again, use the phone list, call your mother, or??? This is merely a fairness issue; we all have life situations that are often difficult and unexpected, and if others manage to still get their work in on time, I cannot give special exceptions to just a few.

3. There will be numerous reading and writing assignments in this course. I expect you to complete them on time and come prepared to class. We may not get an opportunity to discuss everything we read for class, but that is inevitable in any college course.

4. You will complete a question and comment assignment for several of the reading assignments. The question is optional, but the commentary is not. Your commentary must be a minimum of eight sentences in length. (I know ALL the shortcuts students may try. Be assured that if you write eight very short, simple sentences you will not receive credit for the assignment. A thorough explanation of what is required for these question and comment assignments and a sample will be provided.) No late homework will be accepted.

5. Out of class essays may be handed in late, but there is a stiff penalty. For every day your essay is late, the grade for that essay will drop a full ten points. This includes weekends. Points subtracted for lateness cannot be made up during the revision process.

6. Journal writing assignments are assigned and completed in class and are not allowed to be made up.

7. Quizzes: There will be three scheduled quizzes on the Handbook and five unannounced, unscheduled quizzes during the semester. If you come prepared to class the quizzes should present no problems for you.

8. A note on classroom etiquette:
If you feel you cannot survive each class session without the use of your cell phone, iPod, iPad, laptop computer or other similar devices, please do not enroll in this class. (I own three of these devices, and value each of them, but I do not plan on using them during my classroom time with you. Simply, it is the highest degree of rudeness and disrespect.) If I see you busy texting, etc. I will not hesitate to ask you to leave. (IF THERE IS A COMPELLING REASON THAT YOU MUST KEEP YOUR PHONE ON VIBRATE FOR AN EMERGENCY PHONE CALL THAT MAY OCCUR DURING CLASS HOURS, PLEASE INFORM ME BEORE CLASS.) Each cIass session is a mere 50 minutes long and plan to give you my full attention for 50 minutes and I expect the same from all my students. (Of course, if you have documented paperwork from the university indicating the need for a computer in the classroom, that is perfectly fine!)

9. HOW YOUR GRADE IS EARNED:
See attached grade roster. At no time should you wonder how you are “doing” in the course. The grade worksheet makes it very easy to keep track. Simply record your scores as you receive back your graded work. Do not discard any assignments that are graded and returned to you until the semester is over.

10. English 1A is graded A, B, C, D, or F. Do not assume that because you have not submitted an out of class essay assignment, you will still be able to pass the course. Even though you have missed the due date, and have an automatic “F” for that assignment, YOU STILL MUST WRITE AND SUBMIT ALL THREE OUT OF CLASS ESSAYS TO PASS THE COURSE, as well as earning passing scores on your other work.

Theme: The Significance of Home

• We will consider home as our course-long theme. The significance of home – as a place of beginnings, as a starting point, as a place of comfort, regret, anguish, joy, personal growth, and loss – fuels a meaningful, intriguing collection of themes. Home is a base from which all of us emerge.

• Most of us have pre-conceived notions of home as a place of love, comfort, security. For millions of children, however, these definitions do not fit their reality of home as a place to escape: escape from cycles of poverty, mistrust, abuse.

• The course will explore not only home as a safety net, but also the illusions we have of home perpetuated by Madison Avenue advertising agencies.

• What are our expectations of home? Again, does our “real” home live up to the expectations society has created? How do different cultural values and priorities play a role in determining what home should and should not be? Attempting to answer these questions is the task I have set for us during this semester.

• What does it mean to leave home for the first time? What does it mean to be rootless, without a home?

• Finally, how can we reconnect to the earth as home, knowing full well that the lives we have created for ourselves impact the finite planet all of us call home?

• We view at least two films which explore the theme of home. These films will allow us to observe and witness concepts we have read about and discussed.

COURSE OUTLINE
(Please note: Bring this outline to class each session; changes could occur at a moment’s notice. Also, most reading and writing assignments are noted -- other class exercises and lectures may not be noted specifically)

ALL OUT OF CLASS ASSIGNMENTS (HOMEWORK, ESSAYS, ETC) MUST BE TYPED AND DOUBLE SPACED UNLESS INSTRUCTED OTHERWISE. PLEASE USE TIMES NEW ROMAN, 12 POINT FONT.

Week One (January 23-27)
• Introduction to the Course (course theme explained)
• Course Outline Distributed (handout)
• Question/Comment Homework Explained
• Unacceptable Errors (handout)
• Oral Presentation Assigned (for last week of class)
• Discussion: Reading and Evaluating Poetry

Week Two (January 30-Feb. 3)
STAPLER CHECK ON MONDAY--BE SURE YOU HAVE IT IN YOUR POSSESSION TODAY AND FROM NOW ON...:-)
• In class Demonstration/Discussion on the Writing Process
• Read Packet 1 (Wednesday)
• In class Journal #1 (Wednesday)
• Read Packet 2 (Friday) Q & C #1 due today
• Group Work #1 (Friday)

Week Three (Feb. 6-10)
• Quiz based on pgs. 2-60 in Rules of Thumb (Monday)
• Discussion: How to Evaluate a Documentary Film (Wednesday)
• Out of Class Essay #1 assigned today (Wednesday)
• Discussion: Reading and Evaluating Short Fiction (Friday)

Week Four (Feb 13-17)
• View 1st half of film in class (Monday)
• View 2nd half of film in class (Wednesday)
• Preparation for in-class writing next week (Friday)
• IF YOU HAVE NOT ALREADY, I RECOMMEND THAT YOU START READING MADE FOR YOU AND ME. THE FIRST 65 PAGES IS DUE TO BE READ BY WEDNESDAY, MARCH 7TH.

Week Five (Feb. 20-24)
• In-class Essay #1 (Monday)
• Out of Class Essay #1 due today (Wed.)
• Read Packet #3 (Wed.) Q & C #2 due today
• Out of Class Essay #2 assigned today (Friday)
• Discuss MLA Documentation in class (Friday)

Week Six (Feb. 27-March 2)
• Read pgs. 112-134 in Rules of Thumb (Monday)
• Quiz on pgs. 112-134 (see above) (Monday)
• Read Packet #4 (Wednesday)
• Group Work #2 (Friday)

Week Seven (March 5-9)
• Read pages 136-149 in Rules of Thumb (Monday)
• Quiz on pages 136-149 (see above) (Monday)
• Read pages 1-65 in Made for You and Me (Wed.)
• In class Journal #2 (Wed.)
• Group Work #3 (Friday)

Week Eight (March 12-16)
• Read pages 66-152 in Made for You and Me (Monday)
• Discussion: How to Read and Evaluate Essays (Wed.)
• Read Packet #5 --Q & C #3 due today (Friday)
• Review all Sentence Level Errors (Friday)

MARCH 19-23—SPRING RECESS…CAMPUS CLOSED

Week Nine: (March 26-30)
• Read pages 152 through to the end of the book Made for You and Me (Monday)
• In class Journal #3 (Wednesday)
• Read Packet #6--Q & C #4 due today (Wednesday)
• FRIDAY, MARCH 30, CESAR CHAVEZ BIRTHDAY…CAMPUS CLOSED

Week Ten: (April 2-6)
• If you have not already, begin reading The Unwanted. Please have pages 5-136 read by Wednesday of this week.
• Out of class essay #3 assigned (Monday)
• Discuss The Unwanted, pages 5-136 (Wednesday)

Week Eleven: (April 9-13)
• View film in class (Monday)
• Complete viewing of film in class (Wednesday)
• In class essay #2 on film viewed this week (Friday)

Week Twelve: (April 16-20)
• Read Packet #7 (Monday)
• In class Journal #4 (Wednesday)
• A Reading Day (Friday)

Week Thirteen: (April 23-27)
• By today you will have read the entire memoir, The Unwanted (Monday)
• Out of class essay #3 due today (Wed.)
• Discuss The Unwanted in class (Wed.)
• Group Work #4 (Fri.)
• Take home test on The Unwanted distributed today (Friday)

Week Fourteen(April 30-May 4)
• In class Journal #4 (Monday)
• Take home test on The Unwanted due today (Wednesday)
• Complete my specially designed evaluation for this course (Friday)

Week Fifteen (May 7-11) LAST WEEK OF CLASSES
• Oral Presentations (Monday and Wednesday)
• Grade Worksheet Check and last day of class (Friday)

Week Sixteen (May 12-18) FINALS WEEK
There is no scheduled final exam for this class.

***A NOTE ABOUT REVISIONS***
Since this is a composition course, where the goal is to become a better writer and a more sophisticated thinker, you are invited to revise one of the three out of class essays. If you choose to revise an essay, the revision along with the original, is due no later than one week after you receive the graded essay back. You MUST highlight all changes and additions you make on your revised essay.

***A NOTE ABOUT HOW TO SUBMIT OUT OF CLASS ESSAYS #2 AND #3***
Please read these instructions carefully because I will not accept out of class essay 2 or 3 unless these instructions are followed. You do not want to end up submitting an essay late.

When submitting out of class essays 2 and 3, you must MAKE A COPY of the editing reminders I attached to your previous out of class essay and attach it to the one you are submitting.

This is to assure that you have READ and EDITED the current essay based on errors from your previous essay. I will not accept out of class essays 2 or 3 without it. Your grade on the submitted essay will obviously be evaluated partially based on your improvements in editing and proofreading from your previous essay.



English 1A, Spring 2012, Prof. Fraga
GRADE WORKSHEET-----1975 POINTS POSSIBLE

Stapler Check (25 pts.)
Monday, January 30—stapler in your possession!______

Oral Presentation=(100 pts.)

Oral Pres._____(100)

Out of Class Essays (400 points)
Out of Class Essay 1_____(100 pts.) Out of Class Essay 2_____(200 pts.) Out of Class Essay 3_____(100 pts.)

Rules of Thumb Quizzes (300 points)
Pgs. 1-60 (100)_____ Pgs. 112-134 (100)_____ Pgs 136-147 (100)_____

Unannounced Quizzes (250) (50 points each)
Quiz 1____Quiz 2_____Quiz 3_____Quiz 4_____Quiz 5_____

Journals=(100 pts.)
Journal 1 (25) _____Journal 2 (25)_____Journal 3 (25)_____Journal 4 (25)_____

Homework=(200 pts.)
Q and C #1 (50)_____Q and C #2 (50)_____Q and C #3 (50)_____Q and C #4 (50)_____

In Class Group Work (200 pts.)
Group Work 1 (50 pts)_____Group Work 2 (50 pts)_____Group Work 3 (50 pts)_____Group Work 4 (50 pts)_____

In Class Essays (200 pts.)
In class essay #1 (100)_____In class essay #2 (100) _____

Take home essay on The Unwanted (200)_____
**************************************************************************************
How to assess your grade earned: Divide the points you earn by 1975 to find the percentage. Then see chart below.

100-94=A 63-60=C-
93-90=A- 59-54=D
89-84=B+ 53-0=F
83-80=B
79-74=B-
73-70=C+
69-64=C