Welcome to the Writing Workshop!

1. Welcome to the Writing Workshop! Introduction to this Course

2. Who is our teacher? • Introduction • Background • Memories • Family • Student • Writer • Teaching/Other Experience • Philosophies (Richard Conway, George Bailey, Van Gogh, Tolstoy)

3. Essential Questions • What is a Writing Workshop? • What is our mission? • What are our goals? Commitment to mission or Compliance with expectations?

4. Think and Write….* (handout) • What are some basic and specific goals, policies/rules of • This class? • College? • Work/Career?

5. Workshop Environment Workshop Intro (*) Personal Data (*) Thinking/Writing Activities (*) Course Introduction Instructor Theme Syllabus (*) Policies & Procedures (*) Basic Guidelines Specific Rules Routines, Procedures Teams, Duties (later) Agreement/Contacts Sign and return Handouts and Info (*) For Homework Friday For next week (later) First Day Agenda (please copy)

6. Quotation for You: “Whatever you can do, or dream you can do, begin it. Boldness has genius, power, and magic in it.” Johann Wolfgang von Goethe

7. Standards: (please copy) Students will understand that • participation in discussion enhances learning • developing new vocabulary will improve reading, speaking, and writing • the English language should be used correctly when writing and speaking • participating in discussions with teachers and peers enhances communication skills

8. What am I (as a Writing Intern) expected to • BE • KNOW • DO?

9. “Bubbling In” is not a career skill; writing IS.

10. BE, KNOW, DO • ROLES • Expectations / Duties / Procedures • GOALS • Standards (GPS)

11. BE: What are my roles? • Participant • Student • Explorer • Observer • Evaluator • Writer • Discussant • Professional • Candidate (job, university, scholarship….)

12. KNOW • What kinds of writing will I do? • Will I have to read? What? • How will I be graded?

13. Rhetoric The Reading Process The Writing Process Style Sentence Skills Grammar Vocabulary Analysis Synthesis SAT College Applications Personal Experience Narration Illustration Classification Comparison Argumentation Argumentation: Research Units of Study Re: Composition

14. Types of Assignments/Grades • Writing to Learn (WTL) • Writing to Communicate (WTC) • Writing to Persuade (WTP) • Grammar / Style / Sentence Skills • Vocabulary • Reflections about Assignments, Portfolio • Individual Writing Conferences • Final Researched Argument • Portfolio of Work • (AP Associated Work)

15. Basic COMP Grading RUBRIC • Focus on 2-3 skills per essay • Unity • Support • Coherence • Sentence Skills • Audience/Purpose: Readers, Writers • Logos, Pathos, Ethos

16. Rhetoric The art of speaking/writing effectively. • The study of the art and power of LANGUAGE • How does language shape our culture? • How does our culture shape our language? • What rhetorical tools do you need in order to communicate effectively in the 21st century? • Logos, Pathos, Ethos

17. Writing Workshop ETHOS: The disposition, character, or fundamental values characteristic of a specific person. Rhetoricians state that ethos is connected to the overall moral character, experience, expertise, attitude, behavior, and history of the speaker.

18. Skills, Abilities, Knowledge • What makes a good writer? • How can I become one? • How can I grow as one?

19. DO • What is expected of me as a • Student • Professional • Citizen • Human?

20. DAILY: Class Session Types • Agenda/Starter (every day—on board, desk) • Mini-lessons (Workshops) • Writing Workshop • Individual work (writing, reading) • Group work (writing, reading) • Individual conferences • Summary, review • Homework

21. Policies, ProceduresBasic Class Rules--DO • Follow CHS and Class Policies. (see Handbook). • Take very good care of computers, materials, books, furniture, and other supplies or equipment in this classroom. Clean up after yourself. • Be in class, seated, ready to work, on time. until you are dismissed. Sit in your assigned seat daily. • Every class starts with an agenda to copy and/or an assignment. Be in your seat and working when the bell rings. • Follow instructions the first time I give them. • Display courtesy: Be polite and helpful; use professional language at all times. • Be prepared—do your work and turn it in on time. • Raise your hand to walk and talk—one person at a time.

22. WORKSHOP ETHICS (or DO’s and DON’Ts) • DO: • Imagine yourself at a job/college interview (one you really want!). • Speak clearly, using professional language. • Pay attention, work hard, and participate in class at all times. • Follow instructions. • Complete all assignments and turn them in on time. • Come to me with your questions and concerns. • DO NOT: • Speak in a manner that would hurt your grandmother, pastor, or mentor. • Bring Drinks/Food/Candy • Leave Gum/Mint Wrappers • SLEEP • Talk when others are • Display personal technology: by sound or sight – CHS ADMINISTATION.

23. Policies, ProceduresBasic Class Rules—DO NOT • Talk when others are talking. • Use unprofessional language. • Bring food/candy, drinks. • Use your own “technology.” • Groom—Lotion, brush, etc. • Leave trash, papers, materials. • SLEEP. • Speak in a manner that would hurt your grandmother, pastor, or mentor.

24. Consequences (except technology—instant referral) • Warning • Stay after class • Work after school • Call Parent/Meeting • Parent & Administrator meeting

25. Observation Watch Listen Read Write Learn!

26. Interaction/Collaboratin • LISTEN • Talk • WORK

27. THEME: Tolstoy • My question...was the simplest of questions, lying in the soul of every man from the foolish child to the wisest elder: It was a question without an answer to which one cannot live, as I had found by experience. It was: "What will come of what I am doing today or shall do tomorrow? What will come of my whole life? How then, shall I live?”

28. Our Theme: HOW THEN SHALL I LIVE? • Readings • Writings • Reflection • Discussions • Movers and Shapers • Initiation--from child to adult • Archetypes – recurring images or symbols in art/literature • Ripple Effect—George Bailey, Richard Conway • Rhetoric (Classical) • Civil Discourse (Rogerian)

29. Theme Topics • MOVERS AND SHAPERS • Innocence/Experience • Conformity/Rebellion • Family/Culture/ Class/Gender • Love/Hate • Technology/Communication

30. Movers and Shapers

31. The Ripple Effect Just like stones thrown into a quiet pond, simple actions create ripples in the lives of all the people you touch— and sometimes in the lives of people you have never even met (for good or for bad). Are YOU a mover and a shaper? What kind of “ripple” do you (or will you) leave?

32. The Mirror: Self at all angles • Reflection of Self • Skills • Knowledge Base • Abilities _______________ • Attitudes • Beliefs • Dispositions: Mood, temperament; Behavioral tendency

33. Reflection • Self-analysis • Honest Evaluation • Assessment • Identify strengths and weaknesses • Acknowledge ways to improve • Responsibility • Insight • Action • GROWTH

34. Where do we go from here? • Who am I? • What do I want to BE? • What do I want to KNOW? • What do I want to DO? • HOW will I live? • How will I move and shape the world?

35. Where will you go next? How can this class help you?

36. How do I reach Dr. Bagby? • My email: • sonja.bagby@carrolltoncityschools.net • Websites • CHS • Edu 2.0 • Google • School phone—leave a message • 770-834-7726 (Ms. Adair or ext 5031) • Stop by…. • 7:30 – 8:00 am • 3:30—4:00 pm