THE KITE RUNNER reading schedule

Next week you will receive a booklet/bookmark that contains our reading schedule for Khaled Hosseini’s novel The Kite Runner.

 

for the week of  

Jan 22—page 100

Jan 29—page 213

Feb 5—page 310

Feb 12—page 371

In other words, by the end of the first week I expect everyone has read at least to page 100.  The rest of the schedule follows this pattern.

Enjoy the story, and pace yourself well enough to keep up with the schedule.  Periodically, you will write about portions you have read.

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Snow-Day announcement! the work continues, despite school cancellation

The TURNITIN submission that follows the in-class-email assignment this week still applies–to all three sections.

Special note to H block class: see in-class-email instructions you received early Wednesday afternoon.  I expect you to complete this assignment from home, whereas the other two sections did this exercise during Tuesday’s class.

IF YOU HAVE QUESTIONS ABOUT THIS, LEAVE A COMMENT ON THIS POST, RATHER THAN EMAILING ME PRIVATELY.  Doing so will benefit not only yourself, but also others.

WR email/TRNTN instructions

Instructions for turning WR paragraph into TURNITIN

 Before the start of next class (Th/F Jan 18/19), submit to TURNITIN a fresh version of the paragraph you emailed during class. (Do not expect my feedback before you submit this fresh version.)

This is a fresh version because you have a chance to re-read and revise it. This may mean changing your idea altogether, refining a current idea, inserting additional examples, proofreading, or some other way of doing fuller justice to your thinking about the film.

Given the “WR email caution” below, be sure to submit your fresh paragraph on the prescribed template, and be VERY sure to acknowledge any sources other than your own knowledge and memory–sources that produce ideas or details that would not otherwise appear in your paragraph.

Between your sending of the email and your submitting a fresh paragraph, some of you may want to check your memory of a movie detail with a classmate. That is fine, but be sure to acknowledge such help where it influences the ideas or details in your fresh paragraph.   Be careful, however, to preserve your individual ideas and responses in the process of talking with someone else. Sometimes well-intentioned conversational clarifications start bending your thinking. In other words, it’s one thing to be reminded of a detail, but it’s another to hear someone else’s general idea and find it attractive enough to dissuade you from one of your own original ideas.

 

 16, 17 Jan 18 / WR email caution (premises and conclusion)

 Premise 1: Many of us may feel we remember the film less clearly than we would like.

Premise 2: Given the popularity of the film, numerous online sources about it exist.

Premise 3: Some people may feel the need to consult one or more of these online sources.

Premise 4: The “prescribed template” provides writers with a space to acknowledge sources of ideas or details that appear in the writing—sources beyond the writer’s knowledge and memory.

Premise 5: Unacknowledged ideas or details in a piece of public writing constitute plagiarism. This is a fundamental issue of academic integrity.

Conclusion: People who include ideas or details taken from a source other than herself/himself have committed plagiarism, unless they have accurately acknowledged those sources.

CAVEAT: I believe—firmly—you need none of these online sources.

 

 

 

agenda Th/F Jan 11/12: Poetry Day, Film Day

learning goal: what one or two observations about Simon Ortiz’s poem, “My Father’s Song,” mean the most to you as a poet?  why?

B, D blocks (Thurs): poetry exercise TBA  (D block has 10′ left in film)

H block (Fri): finish Whale Rider

Poetry Table of Contents: Simon Ortiz; speaker, assonance, concrete imagery

Whangara Community (map)

Whangara Community (photo)

Acoma Pueblo (map)

Acoma Pueblo (photo)

Membean resumes Mon Jan 8

Welcome to our first Membean Week of the second semester–Mon Jan 8 – Sun Jan 14.

As a reminder, I have re-posted the expectations below.

In response to several inquiries on the subject, I have clarified one aspect of the scoring that in the past was implied, but now is made more explicit. Red font shows the clarification.

Typically, a membean week runs Monday thru Sunday.

As recommended by the membean staff, do a series of brief learning sessions over the course of the week. Let the learning sink in over time, rather than trying to cram at the last minute. The point of using membean is to build a more robust vocabulary, in order to become a more forceful and flexible writer. Once you find a weekly rhythm, stay with it. Exercise discipline.

The corresponding weekly grading scheme looks like this:

90% for at least 45 minutes with at least 3 learning sessions on different days, and each session lasting at least 10 minutes (15 minutes works better)
100% for 60 minutes or more, with the same expectations as above
0% for totals below 45 minutes, regardless of number of sessions or days; 0% for fewer than 3 learning sessions on different days (of ten minutes or more)
students with significant “dubious minutes” receive 0% for the week (I define when the number of dubious minutes becomes significant)
conference required of those receiving 0% for dubious minutes
zeroes continue for each week, until conference has occurred
grade entered as “class preparation”