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College Comp.

College Comp. Read the article on the green chair (teacher’s) Summarize the argument the article makes. 2a. Defend your answer by providing three quotes from the text (you can just star them in the article to avoid rewriting)

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College Comp.

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  1. College Comp. • Read the article on the green chair (teacher’s) • Summarize the argument the article makes. 2a. Defend your answer by providing three quotes from the text (you can just star them in the article to avoid rewriting) • What about these ideas are applicable to you as writing students? (What should you learn about learning how to write from this article)

  2. Schol. Essay Feedback • NEED TO DRAFT MORE—best essays had about 5 drafts. A majority of you had the 2 • I need to see all changes between drafts. Save each revision (even track changes) • ANSWER THE QUESTION—analyze and answer it. Many of you lost focus. • Answer the question (thesis) and come back to it in every paragraph. (that’s basic essay knowledge) • Turn the assignment into a question • “Explain your goals and your commitment to excellence” • “What are your future goals and how have you committed yourself to excellence?” • NEED TO BE SPECIFIC • I work hard every day…. • I put lots of effort into my schooling….

  3. Scholarship Specifics • Beaman folks—what this means to you • Means I can pursue dreams of [profession] = it means I will have more money for college • What should a non-monetary award me to you? • “Someone believes in me.” “Thinks I’m ok” • Wagner folks—generosity implies that you are giving something. • Petit folks—essay calls for you to explain character attributes that should be selected. • Hit SHES and Petit qualities a bit but they don’t HAVE to be the focus of your whole essay

  4. Grammar and Presentation • PRESENTATION—staple, seriously, STAPLE • Names on folders (old=fix) • “#-year-old” is hyphenated • “Have you ever saved a frog from drowning?” • “Most people have never saved a frog from drowning. But this girl has.”

  5. Introductions • INTRODUCTIONS have a purpose. • Not fluff • Education is the opportunity to enter a bigger world. Attending school is a dream of mine… • Banal, Platitudes= avoid • Need to specifically say what is coming up next (and actually state an idea) • Next slide for example

  6. When agreeing to teach swimming lessons, I never imagined the impact it would have on my life. At the start, it was enjoyable to be surrounded by the students while helping them learn something they loved, but halfway though, something changed. Numerous students began to swim by themselves. Cayden a three-year-old, first-time swimmer, always asked for help. Then, during his final private lesson, he swam the front crawl on his own. The look of excitement and pride on his little face was the most inspirational an rewarding moment of the job. It was moments like this with Cayden and many other students that solidified my decision to become an elementary school teacher. My involvement in community organizations, education, and job has led to my decision to impact children’s lives by becoming a teachers.

  7. Audience—all of them • “I’m worried I worked so hard and you still won’t pass me.” • “I’m worried it wont’ be good enough for you” • I’m worried that I’ll get a bad grade. • WOW people—talk about lack of audience awareness. • No student ownership in these comments • I know you’re all scared (I’m the one who warned you) • Reflection was the first thing I read, what impression on the reader did you create? • Writing focus

  8. “Coulter, if our papers are so bad why didn’t you look over them and give us more feedback on drafts?” • That’s just what I did, these were basically rough draft quality. I knew they would be going in.

  9. Grade Breakdown A= (excellent, you would be at the top of the pile) B = (above average, would be considered if nothing excellent comes along) C = (average, not bad but nothing exciting. If no one else applied they may still award) RW = (Not up to standard, not much of a chance of getting awarded) Note* for this paper you are graded as on par with HS students. Future papers you’re assessed on par with college students A = 2 , B=5 , C=9 , RW=16 ,

  10. What now? • Breathe • Read comments • Talk with me • Rewrite—I’ll go over that next class and show you what an excellent rewrite looks like.

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