Tag Archives: Writing

notes

1 Jul

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Tonight, I feel tired but unwilling to just jump into some decided sleep.  That’s what I’m SUPPOSED to do, right?  Go to sleep?  What if I didn’t?  What if I stay up and write and collect myself and have a mere moment for me?  The run took most of my fire.  But I can marathon or half-marathon this evening with whatever I can capture in my head.  I’m always urging students to think for themselves and throw themselves into their work like bizarrely mad jackals.  And me, this ‘instructor of record’, only able to think about how tired he is.  Hear the wind outside playing with the decoration on the other side of the door.  The wind’s talking to me, knocking on the door to keep me awake.  Keep my thinking and maybe writing a word or two.  Bag, right, think I have work in there somewhere to do but I can’t remember.  I’ll stay here.  Not many notes taken today, more reviewing ones from yesterday— “…formidable and poised, reasoned and dramatic…” What was that ‘bout?  Can’t remember.  Doesn’t matter, I know think.  I’ll just use the words I rush-wrote into the Comp Book.

Babies asleep upstairs, me here on the couch uncomfortable trying to get a few more words to this bloody screen before either bed or ice cream.  Sleep, sounding better and better but I hear another knock at the front door and I know now, I get it— I’m supposed to be writing, just here on the couch uncomfortable logging thoughts.  I’ve decided, and the gusts entirely aided— no sleep.

06:22…

29 Jun

I’m already going, already writing the day’s story and have logged steps forward.  How about you?  How are you making the day your own?

Sometimes, and I’ve said this before,

29 Jun

doing nothing’s what you have to do to know what you need to do.  

The best writing, at times, is penned internally when you’re not materially writing.

Sit, stop, breathe, see, listen…

That passing car or plane flying over your house could answer every question you had, have, will have.

Opennes is onus.

Today…

27 Jun

Try going outside pattern.  Be You, just find a different way to do so.  Be creative, be free, be speedily defiant.  Turn your story in a new direction.  Could be simple as driving a new way to work, or leaving early, or having an extra cup of coffee….

Record the outcomes of your character.

Summer Syllabus

20 Jun

English 305.1, section 9055 ~ “Development of College Reading and Writing”

Summer 2017

1624 Emeritus Hall, Santa Rosa Junior College,

Main Campus

Michael J. Madigan

M-Th, 6pm-8:15pm

6/19/17 to 8/10/17

CATALOGUE DESCRIPTION

Development of general education and career-technical reading, writing, and information competency skills necessary for college work.

STUDENT LEARNING OUTCOMES

1. Describe and apply reading strategies and rhetorical patterns of organization for level appropriate materials.

2. Comprehend, infer, interpret, and analyze vocational and academic texts.

3. Use the writing process to: narrow a topic suitable for an essay of a prescribed length; formulate and develop a thesis with details, examples, and reasons; and express ideas in clear and grammatical sentences and logical paragraphs.

4. Demonstrate proficiency in reading comprehension through writing summaries, and responses, short essays, and short research assignments.

5. Demonstrate proficiency in learning practices that foster literacy skills and promote student success.

6. Access, select, and evaluate research materials, recognize the principles of academic integrity, and use research materials in written assignments.

Objectives:

Using general education and career-technical readings of various lengths and increasing

complexity, such as short articles, chapters from textbooks, short

stories, novels, full-length works of nonfiction, and/or other materials, students

will:

EFFECTIVE LEARNING PRACTICES

1. Participate in college classes effectively.

2. Demonstrate effective academic habits.

3. Find and use campus and community resources that foster literacy skills and student success.

Attendance:  All classes are mandatory.  If you miss more than 4 meetings, for any reason, you will not pass the class.

GRADE COMPOSITION

Short Writings — 30%

Essays — 20%

Attendance & Activity — 20%

Journals — 10%

Quizzes — 10%

Readings — 5%

Creative — 5%

Before we can address anything in the course outline, we have to get you comfortable with you, and the way you think, what you think about in reaction to something you read.  THEN, we can get fancy.  We’ll start the first day reading a couple short passages, and talking with each other about what we notice.  What does it make us think of, how does the writing feel, what kind of punctuation is used… when reading a text, what issues are brought up?

WE ONLY HAVE EIGHT WEEKS.  That’s it.  To get through everything we have to and have you leave feeling comfortable, more comfortable about how you read in a college setting and your written reactions to what you read, as well as the discussions that follow with your colleagues.

My biggest advice to you, before we begin, is relax.  Then, think about your life, everything you’ve seen, and everything you know.  Your life, and all the experiences that entails.  Your Human Experience will help you identify certain themes in what we read, will help you conduct research, write a thesis and defend it.

The catalogue description specifies, “necessary for college work”.  Well, what is truly necessary for academic success at the college level is not only being able to read the material and understand it, but notice what’s taking place in what you’re reading— What’s being said, how the author feels and what their intentions are, taking a closer look at the examples provided and them forming our own conclusion and opinions to civilly share with one another.

Over the summer, we’ll be keeping a ‘new word roster’, somewhere in our journals.  This is not just for sakes of widening our vocabularies, but as well exploring words themselves, seeing how they affect the feel of a reading and how it might say something about the author’s attitude.  And, okay, it’s just fun to find and gather new words, words that we can make out own and use how we want.  This will also help with becoming more comfortable with the way you think and read a text and write a reaction to what you read.  We only have eight weeks, so consider your first assignment finding a couple new words, why not make it three, and reporting back to us telling what the words mean and how they might be used in prose.

YOU…. this is about You.

TENTATIVE SCHEDULE —

WEEK 1:  Short writings, discussion

WEEK 2:  Essay 1, readings, journal WEEK 3:  Readings, creative

WEEK 4:  Essay 2

WEEK 5:  Journal, short writings, creative

WEEK 6:  Research, readings, re-writing of essays, editing

WEEK 7:  Presentations, planning… short writings

WEEK 8:  Presentations, journals, re-writes, short writings

Hughes, Desire

Discussion 1—  What does this poem mean to you?  Does it remind you of anything?  How does Mr. Hughes sound in the poem?  And, what does “mingled breath” mean?

With anything you write,

10 May

put on a more-than-fantastic show for YOURSELF.

Trust yourself,

25 Apr

just not too much, with writing.

Sometimes you need to let the story steer.