Due October 15 (Letter & FI #8)

Essay Assignment:
Write a letter to a loved one, preferably to someone you care about greatly.
Choose someone who would especially appreciate a letter from you.
Suggestions in class included:
1) Brother or sister in college
2) Grandparent
3) Aunt fighting cancer
4) Pen-pal
5) Retired Priest or Nun
6) A sponser child
7) A shut-in, Meals-on-Wheels

If you need someone to write to, I personally know: a jet fighter named Clancy who is overseas & could always use a letter from home. I also know a cloistered nun who would love to hear from a young person. I also know certain young man (14) who is discerning the priesthood and is at school 1000 miles away from home.

 
WHERE TO START:
• Brainstorm subjects you might want to write about.                            
• Create your KWO next! Jot down reminders of what you want to share. See the list of ideas at the end of this post.
• Staple RD, Checklist and KWO to finished letter
• Minimum 3 paragraphs.   
Note: 
1^st Year: @ least 4 sentences per paragraph. 
JV & V:  @ least 5 sentences per paragraph.

  THIS ASSIGNMENT ONLY!                                             
Include at least one of each dress-up and each opener and each DEC in your whole letter. I AM NOT REQUIRING 1 per paragraph as usual. Soooooooo, start a new paragraph when you switch topics. Make sure each paragraph has at least 5 to 6 sentences minimum (JV & V).          
4 sentences minimum for 1^st Years. 
No T/C required.
 

REPEAT: INDICATE ONLY ONE OF EACH DRESS UP AND REQUIRED OPENERS & DECs IN THE WHOLE LETTER.
Keep a copy without the bolding, underlining, etc., so that you can mail to your loved one. 

Examples of the kinds of subjects that your KWOs could include:

Weather
    Sweaters here Sunday
     Rain on Mon
     Roses happy 7Bloomed!
     Dogs loving it
     Fido outside lots
TY 4 sweater (still use!)
       liked zigzag embroidery
       People compliment
       Never want 2 outgrow
I like class
      Kisses 4 Kate bk.
      Writing getting better
       A's on papers

        Read w/ microphone
       Share w/ U soon
Sister's school picture
       Silly smile
       Blinked eyes
       Teacher laughed
       Re-taking next week
Football game w/ neighbors
       Parents against kids
       P' better than expected!
       I caught pass
       Sister made touchdown
       kids won
Thanksgiving plans
         Can U come?
          Miss you
          @ least Skype
Homily @ Mass good 1!
         Priest told joke
         Gospel from Matthew
         I understood & liked b/c
         Had 2 explain 2 brother
         Included fav Bible verse
         Reading next Sun.'s B4 Mass
         Easier to follow
Learning to kayak
         Fell in twice
         Water not deep
         Dad took picture
         Will post on FB
         Practiced again yesterday
         River pretty & clam
         Heron, Fish, Dragonflies


 

1)  DRESS UP requirements:  
ly, ww, bc, asia, QA, SV
2)  OPENER requirements:
(2), (3), (vss)
3)  Fix It #8
4)  Vocabulary assignment

1)  DRESS UP requirements:  
ly, ww, bc, asia, QA, SV
2)  OPENER requirements:
(2), (3), (5), (vss)
3)  DEC requirements:
(ALLIT), (Q?), (SIM)
4)  Fix It & Vocab #8

1)  DRESS UP requirements:  
ly, ww, bc, asia, QA, SV
2)  OPENER requirements:
(2), (3), (4), (5), (vss)
3)  DEC requirements:
(ALLIT), ("Q"), (Q?), (SIM)
4)  Fix It & Vocab #8




Fix Its: 

Remember that periods and commas go inside the closing quotation marks.  

• Correctly use like or as. Like is a preposition and should be followed by an object to create a prepositional phrase (she sings like a bird). As is a conjunction and should be followed by a clause with a subject and a verb (she sings as a bird does).  
• A predicate nominative is the noun following a linking verb such as “is.” Example: She is the queen. Queen is the predicate nominative.  Use I instead of me if it is a predicate nominative. Do not say, “It is me.” Instead say, “It is I.”  

Week 8  

 

If you would permit me madam I should be honored to rescue your plaything”, a throaty voice offered. And Dorindas tears dried instantly as she looked around for the person belonging to the voice.  

  

A little flustered when sighting no one, she inquired “pray tell, who has tendered such a thoughtful offer Groomed in courtly speech Dorinda could talk as a princess when convenient.  

  

When a slimy putrid green amphibian hopped toward her on the rim of the well, croaking, “It was me Dorinda let lose a spine tingling shriek and nearly ran away, her inquisitiveness got the better of her however.  

  

“How is it you can talk Mr Frog” “Its a dull story but maybe I’ll tell it to you one day, for the present, would you like me to salvage your ball?”  

  

throaty: 
 tendered: 
 inquisitiveness: 
salvage:

Due October 8 (Descriptive Essay & FI#7)

Write a descriptive essay using all 5 senses in the description: 

Sight

Sound

Taste

Smell

Touch

• Take time to brainstorm 

• Choose vivid language.

Why use horse when you can choose stallion? Why not use tempestuous instead of violent? Or why not miserly in place of cheap? Such choices form a firmer image in the mind of the reader and often times offer nuanced meanings that serve better one’s purpose.

        • Use your senses!

Remember, if you are describing something, you need to be appealing to the senses of the reader. Explain how the thing smelled, felt, sounded, tasted, and/or looked. Embellish the moment with senses.

For example, a strong paragraph about a trip to the zoo will include not only details about what animals the narrator saw, but also details about what the narrator smelled, felt, heard, and touched. These details help transport the reader to the zoo and establish a deeper connection with the writer. 

Another example: a descriptive paragraph about a busy household could include mostly details that deal with sounds. This allows the reader to focus on a sense and experience a familiar setting in a different way.

       • What were you thinking?!

If you can also describe emotions or feelings related to your topic, you will connect with the reader on a deeper level. Many have felt crushing loss in their lives, or ecstatic joy, or mild complacency. Tap into this emotional reservoir in order to achieve your full descriptive potential.

 

1)  Descriptive Essay

ly,  ww,  b/c,  asia,  SV,  QA
Opener #2 (prep)
Topic/Clincher should reflect, repeat, or reiterate
No banned words

Always be prepared to read your essay to the class.
2)  Staple KWO, Rough Draft, & Checklist to your essay
3)  Frog Prince Fix Its #7 (found below)
4)  Vocabulary assignment

1)  Descriptive Essay

ly,  ww,  b/c,  asia,  SV,  QA
Openers #2 (prep) and #3 (ly)
Topic/Clincher should reflect, repeat, or reiterate
No banned words

Always be prepared to read your essay to the class. 2)  Staple KWO, Rough Draft, & Checklist to your essay
3)  Frog Prince Fix Its #7  (found below)  
4)  Vocabulary assignment

1)  Descriptive Essay

ly,  ww,  b/c,  asia,  SV,  QA
Openers #2 (prep) and #3 (ly) and #4 (ing) and #6 (vss), 
Decs: (MET) and (SIM) and (ALLIT)
Topic/Clincher should reflect, repeat, or reiterate
No banned words

Always be prepared to read your essay to the class.
2)  Staple your KWO, Checklist, and @ least 1 draft to your final-copy essay
3)  Frog Prince Fix Its #7
4) Vocabulary assignment

Fix Its: 

• Its vs. it’s. Its is a possessive pronoun (like his) while it’s is a contraction standing for it is.  
• Some fragments are legal when used in casual conversations.  

• Be careful not to overuse the word and to link main clauses.   
• Introduce the #6 V.S.S. (Very Short Sentence) opener. See the Appendix page A-5.  

Week 7  

 

 “Sweet” Princess Dorinda responded not noticing her fathers grimace. “Its like nice enough outside you know. Might be a like cool idea.” “Precisely.” What else could he say to such twaddle  

  

Beyond the imperial patio Princess Dorinda meandered aimlessly through the stately gardens tossing her ball up up up yet again, and catching it repeatedly with slick confidence.  

  

At the corner of the well however a most regrettable event transpired. Up went her golden ball, then down with a splash, because she failed to catch it the heavy orb sinked to the bottom of the well  

  

Tears flowed copiously and huge drops splashed her golden dress. “Ooh my golden baaall! Dorinda wailed if only I could have my ball back I would bestow a handsome reward on my benefactor!”  

  

twaddle:  
 meandered:  
 transpired:  
 copiously:

Due October 1 (Aesops Fable FI#6)

GENERAL REMINDERS:
Essays should be typed. Be sure to follow essay format requirements.
KWO, Checklist, and @ least 1 rough draft should be stapled to your essay.

• Essay: Re-write your Aesop's Fable. 

~~> Essays should be typed. 
~~> Follow the essay format requirements. Be sure that you are indicating required dress-ups (and openers) properly. 
~~> Staple your KWO, @ least 1 rough draft, and checklist to the back of your final copy essay. 
~~> No banned words (nor any conjugations, inflected forms, plurals,  comparatives, or superlatives of the banned words)

Banned Words: eat, see, come, big, nice, pretty, go, say, get  

~~> AGAIN . . . . REMEMBER to include your checklist! and your KWO and @ least 1 rough draft!  10 point deduction if the any of those are missing. ~~> KWOs, vocabulary words, Fix Its should be handwritten. 
~~> Write or type your name on everything.

Vocabulary words are bolded in the Fix Its. Write each word's definition, part of speech, and a sample sentence using it correctly. 

Fix Its need to be re-written, making corrections as needed. There are hints and requirements preceding each Fix It. Please note that the highlighted instructions pertain to Varsity Students only. 

1)  Re-written Aesop Fable
ly,  ww,  b/c,  asia,  SV,  QA
Opener #2 (prep)

Topic/Clincher should reflect, repeat, or reiterate
No banned words
Staple your KWO, Checklist, and @ least 1 draft to your final-copy essay
2)  Always be prepared to read your essay to the class.
3)  Frog Prince Fix Its #6
4)  Vocabulary

1)  Re-written Aesop Fable
ly,  ww,  b/c,  asia,  SV,  QA
Openers #2 (prep) and #3 (ly)

Topic/Clincher should reflect, repeat, or reiterate
No banned words
Staple your KWO, Checklist, and @ least 1 draft to your final-copy essay
2)  Always be prepared to read your essay to the class.
3)  Frog Prince Fix Its #6
4)  Vocabulary 

1)  Re-written Aesop Fable
ly,  ww,  b/c,  asia,  SV,  QA
Openers #2 (prep) and #3 (ly) and #4 (ing) and #6 (vss), 
Decs: (MET) and (SIM)

Topic/Clincher should reflect, repeat, or reiterate
No banned words
Staple your KWO, Checklist, and @ least 1 draft to your final-copy essay
2)  Always be prepared to read your essay to the class.
3)  Frog Prince Fix Its #6
4)  Vocabulary

Fix Its:

• Be sure to use upper case for titles with names (Princess Dorinda), lower case for titles without names (princess).  
• Sometimes #2 openers are disguised; the preposition is only implied.  
• Explore cumulative and coordinate adjectives and the associated comma rule. See Comma Rule #1 on page A-10 of the Appendix.  

Week 6  

 

  

She had only too pout that her plasma TV was minuscule, and queen Magnifica told the Palace Accountant too order her a projection TV, complete with multimedia accessory’s two.  

  

Although they agonized, and fretted Princess Dorindas companions saw no remedy.  

One crisp spring morning when the cherry blossoms were just beginning to appear Princess Dorinda was distracted by her latest plaything a golden ball.  

  

She tossed it up as she wandered between the exotic, botanical species in the regal conservatory. Where her father had found haven from his monarchial cares  

  

Eyeing with trepidation the glass windows surrounding them King Morton suggested why don’t you toss that ball out in the garden  

  

  

minuscule:  
 fretted:  
 monarchial:  
 trepidation: