Every conversation or speech has a 1)message and 2) nonverbals.
For this assignment, you need to reflect on ten conversations and/or speeches you’ve witnessed recently.
Take note of the message (the content of what’s communicated) next take note of a nonverbal, and then write about how that nonverbal affected the message!
We handed out a sheet in class that provides a format for you to use, and includes categories of nonverbals on the back. This will help you think about what you’re looking for.
Your textbook explains the SAFER acronym on page 27.
It explains the GAIN acronym on page 28.
Assignment:
- Good examples of SAFER feedback. Give three brief examples of you giving feedback to someone about any performance they’ve done.
- Each example you give should display one of the 5 points in the acronym SAFER (p.27)
- Bad examples of receiving feedback: Give 3 brief examples of someone giving you feedback, but you do NOT use the principles in the GAIN acronym. What does it look like?
In-Class Graded Work: Choose either “Close Reading the Literature” or “Making Connections-Social Class Dynamics”
Assignment: “Analyzing the Literature” handout. Due Monday, 10/03/2023
Getting an “A” on either of these handouts requires answers with multiple complete sentences, frequent referring to selections from the book, and at least two in-text citations to the part of the book you reference.
For example,
Describe Ponyboy and SodaPop’s relationship compared to Ponyboy’s relationship with Derri. Which do you think is more important to Ponyboy?
Ponyboy loves his older brother more than he loved his late parents. Derry always yells at Pony, and Pony thinks Derri doesn’t care for him. But Pony understands that Derri cares for them with their parents gone (2). Pony says he doesn’t know which lifepath is better, Soda’s or Derri’s, so I would say we’re not sure which he finds more important.
Complete the Extra Assignment prompt on p. 37 of your book.
You will need
1st: Read and take notes: Read through Exodus 12:1-16 and answer the questions given under the Extra Assignment prompt. They should be brief and accurate.
2nd: Use that information to make a 1-2 paragraph essay.
This is our first essay, and I want to see where the students are at with their writing ability.
It will be due Monday.
On your free-write notebook or word processor file, you will
section off four blank pages; put a guided writing prompt at the top. Make up your own prompt, or look here.
- Upon first waking up, immediately go and free-write for at least 5 minutes.
- Do this four times, from here (Weds) to Monday.
- Use a new page for each session.
Pilgrim’s Progress Paper (PPP)
- 3 page minimum.
- Must quote the book at least 3 times.
- Long Quotations (2+ sentences) do not count toward your paper length.
- Due Monday, 9/25/23
- Choose one of the following prompts
- Check MLA information here.
- Writing Improvement Major tip for this paper is !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! the active vs. passive voice. Check it out here, and incorporate it into this paper.
- In “The Pilgrim’s Progress,” Christian’s journey is filled with trials and tribulations. Pick three significant obstacles he encounters and analyze how each one contributes to his overall spiritual journey.
- Discuss the development of the protagonist, Christian, throughout the novel. How does he change and grow as the story progresses?
- Who are the main characters in “The Pilgrim’s Progress” and what role does each play in the story? Analyze their motivations, relationships, and growth throughout the book.
Grading Rubric
Focus: |
Student’s analysis shows an understanding of the assignment and thoroughly addresses each part of the prompt. Paper is at least 3 pages |
Student’s analysis shows some understanding of the assignment, and each part of the prompt receives attention. |
Shallow understanding of the assignment, much of the prompt still needs to be answered.
How to avoid: Read your prompt over several times. Explain it to someone else and let them read it. |
Content: |
Ideas are detailed, well-developed, and supported with examples and specific details from the book. |
Ideas have some development. Limited examples that only sometimes connect. Paper includes only generalized references to the book. |
Ideas still need to be developed. No examples or no relevant examples/illustrations, and only vague references to the book.
How to avoid: When you come up with an idea, consider it only “half-power” until you have 1) examples/illustrations to help the reader understand your view and 2) specific quotations from the book that show you a) understand that part of the book and b) it supports your idea. |
Organization: Paragraphs |
All paragraphs have clear ideas, are supported with examples, and have smooth transitions. |
Paragraphs contain too many ideas and should split, or they contain no real idea and should combine with another–weak transitions. |
Paragraphs do not develop ideas and often lack a clear beginning and end.
How to avoid: Once you finish your paragraph’s content, revise until you 1) can see that your ideas are clear and supported. * 2)
Each paragraph naturally flows to the next. |
Grammar and Style: |
Sentences are clear. They are varied in pattern. Some are simple, while some are complex. Excellent use of punctuation gives the paper a professional flow and look. |
Sentences make sense, but there are too many complex sentences in a row or too many simple sentences in a row. Punctuation helps the reader understand. |
Sentences should be given more consideration and include fragments or run-ons. Incorrect punctuation weakens the final product and confuses the reader.
How to avoid: After working out your Focus, Content, and Organization, you’ll grasp your paper’s important points, setup, and flow. Now, you can revise your sentences to flow and better communicate your work.
Too many long, complex sentences make a paper difficult to understand. Too many simple sentences in a row get choppy.
Vary your sentence length and complexity. |
*Having another person read the work can help you know whether the writing is clear/confusing, difficult/choppy etc. It also helps with proofreading.
Turn in a “selections assignment” from the last assigned reading of the story
- The last 30 pages of the Penguin Classics edition
- Chapter 31-end of the chapter book edition
- Reference a selection of text from the book
- Explain why you chose this selection.
- Be thoughtful
- Be specific
- If you have questions, make an attempt at an answer, even a guess
Example:
The Pilgrim’s Progress, chapter book (or Penguin Classics,) p. 278, “And now were these…”
Their vision of the angels stuck out to me because they show up too much to be unimportant. At one point, the author calls them “ministering spirits” (p. ….), and at another point, these shining ones help them out of the flatterer’s net.
Why didn’t the ministering spirits, upon first meeting Christian, pick them up and carry them off to the celestial city, or at least guide them there? An answer probably comes from another instance…