Category: Composition

Weekly Reports – Composition, Week Six

Here are some reports from the teachers of each of our Composition classes for the last week in the Program. We have organized them by class:

Freshman Composition (Ms. Cecil Tate, Instructor)

During the last week of Composition I, the students wrote a constructed response based on a question from the short story “Harrison Bergeron.” They volunteered to read their responses to their classmates. After reading a short opinion piece, they began pre-writing which helped them prepare to compose a persuasive essay. On Wednesday the students began writing the actual persuasive essay. Thursday most students volunteered to read and we discussed the various opinions. We “cubed” a paper clip. Cubing is a six step writing strategy. One of the steps is arguing for or against the cubed object, and as you can imagine, everyone participated vociferously! On Friday the students, participated in logic games, and quiz bowl questions from their courses at GPGC.

 

Senior Composition and Grad Composition (Brett Hanley, Instructor)

English 002: The class read and discussed “Stone Animals” by Kelly Link.  We also discussed magical realism and the conventions of science fiction, fantasy, and horror writing. We began to watch excerpts of films that follow these conventions and works of fiction that employ elements of fantasy, the unreal, and the surreal. The grads also worked in groups to answer analysis questions regarding “Stone Animals” and the excerpts of The Shining we watched. The grads turned in their final packets of poetry or short fiction.

Composition III:  We read and discussed the craft essay, “The Energy of Revision” by Kim Addonizio and Dorianne Laux and discussed advanced strategies for revising creative work. The seniors also completed an in-class writing assignment analyzing a work of literature or film we’ve previously discussed in class.

 


Weekly Reports – Composition, Week Four

Here are some reports from the teachers of each of our Composition classes for the last week in the Program. We have organized them by class:

Freshman Composition (Ms. Cecil Tate, Instructor)

Students read about the trial, and death of Socrates from the biography by Cora Mason. They then wrote a short opinion about Socrates’ verdict. On Tuesday the class read Aristotle’s description of friendship. They applied the descriptions to one of their friends in a short essay. Next they read “The Cask of Amontillado” and began analyzing the story using the elements of drama and the parts of a short story. On Thursday the students filled in a short guided writing planner and developed an original short story.

 

Sophomore Composition (Ms. Stacey Simien, Instructor)

This week’s focus was Poetry. Each day we concentrated on learning about a different type of poem. Monday-Blackout Poetry, Tuesday-Ode, Wednesday, Ekphrastic, Thursday-Sonnet, Friday-Freevers. Several students really shined this week as poetry was their niche.

 


Weekly Reports – Composition, Week Three

Here are some reports from the teachers of each of our Composition classes for the last week in the Program. We have organized them by class:

Freshman Composition (Ms. Cecil Tate, Instructor)

On Monday of week three, the composition classes read story beginnings and practiced writing an original descriptive beginning, The next day they read “The Lady or the Tiger” and wrote their own endings. On Wednesday they volunteered to share their endings with the class, then they wrote apostrophe poems to subjects of their choice. We found a few examples of apostrophes and they were interested in the form. Thursday was another day of poetry writing. This time the students had to try to create poem using a list of words given to them. They seemed to enjoy trying to make sense out of nonsense. They also tried creating a snapshot of a friend just using words. Friday was freshman fun day.

 

Sophomore Composition (Ms. Stacey Simien, Instructor)

This week was all about rhetoric. We explored rhetorical devices with a fun Quizziz on iPads and through songs. We then reviewed the rhetorical appeals in advertisements. This week’s writing was an argumentative essay due on Friday.

 

Senior Composition (Brett Hanley, Instructor)

In Composition III, we discussed how to model plot in fiction, completed a critical analysis of a short story, completed a 100-word story, and read fiction by Amelia Gray, George Saunders, Lydia Davis, ZZ Packer, and Michael Cunningham.

 

Grad English (Brett Hanley, Instructor)

In English 002, we discussed key elements of flash fiction and plot, completed in-class creative and academic writing assignments, and read stories by Lorrie Moore, ZZ Packer, and Michael Cunningham.


Weekly Reports – Composition, Week Two

Here are some reports from the teachers of each of our Composition classes for the last week in the Program. We have organized them by class:

Sophomore Composition (Ms. Stacey Simien, Instructor)

This week’s focus was on the Short Story. Each day this week we reviewed the elements that make a story good. The 6 traits of effective writing, short story elements-irony, characterization, conflict, theme, symbols and Freytag’s Plot diagram. The weekly assignment was an original short story that demonstrates their knowledge and understanding of the literary elements of fiction.

 

Senior Composition (Brett Hanley, Instructor)

In Composition III, we read and discussed craft essays about writing what you know and writing about place. Students completed exercises to help them compose their own poems about home and family. They also read a collection of modern and contemporary poetry and participated in class discussions about what we read. Two original poems were due at the end of the week, and we began discussion flash fiction on Friday. Seniors who chose to write poetry for their senior projects met with me individually to discuss their work.

 

Grad English (Brett Hanley, Instructor)

In English 002, we read and discussed craft essays regarding writing what you know, using images in poetry, writing about place, and writing about family. We also read an array of contemporary poetry and discussed common craft choices contemporary poets make. Students also composed a critical analysis of a poem of their choice and turned in two original poems of their own at the end of the week.


Weekly Reports – Composition – Weeks Four and Five

Here are the reports from the Composition teachers for Weeks Three and Four.

Freshmen Composition (Mrs. Cecil Tate, Instructor)

Week Three:

The students chose to write a mystery story this week. I led them through a guided story exercise in order to review the parts of a short story, and practice adding descriptive details to scenes. After sharing their stories and exchanging ideas, the students are writing an original story. They also had more practice correcting run on sentences. Because they are writing stories, I have included practice and a review of quotation marks for dialogue. To break things up a bit, I gave them a poetry assignment just for fun – an eight line (minimum) apostrophe. I hope they have enjoyed the week as much as I have!
Week Four:
Students turned in their original stories, the rubrics, and partner peer review feedback. In order to practice writing from another character’s viewpoint, they wrote a response to the apostrophe poem. The person or thing they wrote to in the first poem had to answer the author. Because students will have to respond to literature or historical pieces, I have assigned several chapters in Socrates, The Man Who Dared to Ask. They will look for answers to the question “what is beauty?” according to Socrates.
Sophomore Composition (Ms.Stacey Simien, Instructor)
Week Three: 
Each day we begin class with a ten minute quick-write to get the creative juices flowing. We watched a video on, The art of persuasion and learned several different Persuasive writing techniques. Tuesday we discussed feminism and stereotypes associated with the concept. Then we watched a Ted talk- “We should all be Feminists” and then discussed feminism again. Because students had two essays this week one for Humanities and one for Comp I allotted classtime for writing Wednesday. In preparation for next week’s essay we Read aloud a Comparison article “How Modern Like Depletes Gut Microbes” hmwk- Think of something you’d like to compare (ideas, subjects, themes, cultures, etc). And Friday we Read aloud “Sweat” by Zora Neale Hurston discussed symbolism, authors purpose, character development within the short story.
Week Four: 
Monday- Assigned essay topic: comparison contrast Essays, discussed several organizational types for this type of essay, and possible topics.
Tuesday- Returned last week’s essays, discussed common mistakes. Watched short videos on the following topics: Evaluating sources, connecting your audience through writing, and understanding tone and voice.
Wednesday- Reviewed videos from yesterday, Read aloud three different comparison essays and critiqued each orally discussion style.
Thursday- Students asked for an extension on this week’s essay. I decided to give them until Tuesday to turn in. Students will be allowed to work on and share essays for peer critique in class next week.
Senior Composition (Mr.Cody Magee, Instructor)
Week Three: 

This week we finished up on poetry and started transitioning to fiction.

Week Four: 
This week we worked fiction/prose. Both how to examine short stories from the perspective of craft, as well as how to begin writing fiction. We started by introducing very short stories (one sentence to 200 words) and moved on to discussion a couple of contemporary short stories. Additionally, those students who are choosing to do senior projects in composition received feedback and direction.

Weekly Reports – Composition – Weeks One and Two

Here are the reports from the Composition teachers for Weeks One and Two.

Freshmen Composition (Mrs. Cecil Tate, Instructor)

Week One:

During the first week, the I required the students to write a letter introducing themselves to me, but they had to include a self portrait with the letter. This assignment allows me to assess their grammar, mechanics, punctuation, and sentence structure skills while learning a little about them as individuals. The class worked on pre-writing techniques in order to generate material for use in later writings. We ended with a “debate” that made it clear that these students have some very strong opinions! I hope they enjoyed the week as much as I did.
Week Two:
The freshman classes had a very good week. They practiced adding elaboration to concrete details in paragraphs they wrote. Next they chose a character from The Odyssey, decided on two outstanding character traits then used his/her actions in the epic to illustrate those traits. The students enjoyed writing poems and haikus and sharing those poems with their classmates.
Sophomore Composition (Ms.Stacey Simien, Instructor)
Week One: 
We wrote Imaginative Stories with a focus on Plot. Thank you for sharing your kids with me this summer.
Week Two: 
Descriptive essays
Senior Composition (Mr.Cody Magee, Instructor)
Week One: 

This week we discussed class format as well as senior projects. We also discussed the way that ideas can be formed into arguments for the purpose of essay writing, as well as writing about the writing process in craft essays (metacognition). 

Week Two: 
This week we worked on poetry. We spent time looking at a poetry packet made of poems picked out by the students. We talked about formal elements of poems and how these elements impact meaning. The students worked on poems of their own to be submitted the following Monday. 

Weekly Reports – Composition

Here are the reports from the Composition teachers for Weeks One and Two.

Freshmen Composition (Mrs. Cecil Tate, Instructor)

Week One:

The students wrote letters introducing themselves to me.  They were free to tell me whatever they thought was important and interesting about themselves. The letters were great and very creative.  They also made a list of their favorite books and wrote reviews for their top three.  Each day the students wrote a journal entry which provided practice for a writing technique.One of the techniques the students enjoyed was the cubing exercise.  They used a paper clip to practice the six ways of writing about a subject or object. They really liked arguing for or against paper clips – or maybe they just enjoyed arguing!
Week Two:
This week the goal was to have the students use various sources as inspiration for compositions  The class used their journals as a brainstorming source in order to develop a personal narrative. They read a translation of Plato’s “ Death of Socrates” and short biography about the life of Socrates which they used to write a short description of his trial.  Next, they practiced varying their sentence structure by imitating examples of sentences by various famous authors.
Sophomore Composition (Ms. Talisha Shelly, Instructor)
Week One: 
In week one, a combination of lecture/discussion/workshop teaching style was employed. To start the week, we worked on familiarizing (or refamiliarizing) ourselves with the writing process, and students wrote down their goals and intentions for the class (which will be revisited during the final week of class). On Tuesday I lectured about the various components of an essay, and on Wednesday and Thursday we discussed the importance of imagination to the writing process (research, prewriting, drafting, editing, revision). Poems by Shel Silvertein were read aloud, along with a short story called “Zolaria” by Caitlin Horrocks–which featured basilisks, space dolphins and other mystical creatures–to demonstrate imaginative writing. For homework, the students wrote their own imaginative stories, and presented them in class; I pointed out the importance of reading aloud, audience awareness and the similarities between essay and story writing.
Week Two: 
During week two, a combination of lecture and discussion teaching style was employed. To start the week, we read and discussed a handout (“Choosing a Topic for Your Essay”); for homework, students were assigned to come up with their own topics for the first essay assignment (Descriptive Essay), based on their personal interests and the world around them. On Monday, students were provided with guidelines for writing the essay. Poems by Shel Silverstein, Robert Hayden and Joy Harjo were also read to demonstrate the components of good descriptive writing.On Tuesday, students worked on prewriting and drafting in class; students were to finish writing rough drafts for homework. On Wednesday, I lectured briefly about common errors in essay writing (word choice, point of view, tone/audience awareness, etc.), then students conducted peer reviews in pairs and worked on corrections. For homework, students completed final drafts of their Descriptive Essays. On Thursday, we read an article (“How Modern Life Depletes Our Gut Microbes”) and began discussing the next essay assignment (Comparative Essay). For homework, students were asked to brainstorm topics for the Comparative Essay assignment.
Senior Composition (Ms. Kristina McBride, Instructor)
Week One: 

The first week of the summer, the class picked up from where they left off at the end of last summer. After taking time in the first two days of class to reacquaint ourselves and decide on focus for senior projects, we discussed the poetry presentations that will be due near the end of the summer. Each student will choose a style, form, or movement of poetry to research and teach. The class then spent time reviewing paragraph and essay structure before working on the first writing assignment, a persuasive essay speaking from the perspective of a holiday’s mascot persuading another holiday’s mascot of their superiority. On Thursday the class debated on which of the class chosen holidays is more important or significant. Friday will be spent working on some in class writing as a way to distinguish between favorite and best through the righting of movie reviews.

Week Two: 
On Monday the class discussed the movie reviews they wrote on Friday, and we created a criteria for a universally good movie. After that discussion we applied that idea to what a good essay should look like, creating a rubric for their persuasive essay they had written and brought to class. After the discussion, the class switched essays and completed peer reviews, focusing on constructive criticism. Monday night’s homework was to read a short essay by Ray Bradbury titled “Just this Side of Byzantium” that was included in his introduction to his novel Dandelion Wine. On Tuesday we discussed Bradbury’s essay and his method for writing. We also discussed how despite how little life experience one may have, everyone has a story to tell that is both universal and personal. We then read a chapter of Anne Lamott’s book Bird by Bird titled “Short Assignments.” We looked at ways to tackle writing and life challenges by taking them on a little piece at a time, or “bird by bird.” We talked about Lamott’s idea of using a one inch picture frame as a reminder that you only need to focus on a small section of an idea at a time in order to complete a project, whether it be a writing assignment or a life goal. On Wednesday the class created their own one inch picture frames and decorated them. Thursday was spent beginning reading “The Thing in the Forest” by A. S. Byatt. On Friday the class used their one inch picture frames to look at the world around them to write a story that would fit within the one inch frame.