True ease in writing comes from art, not chance, as those who move easiest have learned to dance. ~Alexander Pope
Writer’s Binder
The writer s binder is worth 45 points each semester (fifteen points for each section). There are three major sections of the binder. Each entry in the various sections of the binder must start on a fresh page. The title of the assignment must be at the top of the page.
Sections in the Writer s Binder must appear in this order:
- Minilesson notes & Rhetorical Strategies
- Reading analysis
- Sentence structure and vocabulary
Section Directions
Minilesson notes & Rhetorical Strategies
Throughout the school year, students will experience minilessons on grammar in context, writing techniques, analytical strategies, thematic discussion and of course, the usage of rhetorical strategies. Students will maintain notes on these things in the binder so that they are easily accessible during the writing process. Additional evidence that should be added to your minilesson section:
- Peer Reviews
- Writer’s Conferences
- In-class assignments & quizzes
You will keep a running list of the rhetorical strategies we study throughout the school year including the ones assigned during the summer unit. In this section you must list the names of the strategies, provide definitions of the strategies in your own words, and describe examples of each of the strategies in writing. Strategies that appear on the quiz at the end of each unit must be present in this section of the binder.
Reading Analysis
This section hosts all of the texts that we annotate as a class or I require you to annotate on your own. For those class readings found in Language of Composition, you must maintain dialectical notes as a form of annotation. Each set of notes must be set-up as followed:
Name of Text, Name of Author (page number of text)
Mother Tongue, by Amy Tan (542)
Important Quotes Para. # Explanation of Importance
For each text, identify within your dialectical notes the author’s use of:
- thesis statement
- appeals
- rhetorical strategies
- connotative meaning of key terms
- thematic purpose
- explanation of complex passages
Sentence Structure and Vocabulary
Sentence Structure: Record the various sentence structure minilessons in this section of the binder. Write down the name of the sentence structure. Record a definition of the sentence structure. Copy the instructor’s example of the sentence structure. Record examples of the sentence structure from the studied text. Finally, create a unique example of the sentence structure based on the formal piece of writing we are working towards so that you can possibly use the sentences in your essay.
Vocabulary study: During the reading process, students will maintain a list of vocabulary words. This list should include vocabulary from class reading, independent novels, and/or words encountered in the media. Students are to select words that would be beneficial to their writing, enhance their understanding of the texts, or vocabulary that was simply unknown: slang expressions, regionalisms, idioms, interesting figures of speech, etc.
The main objective of this section is to enhance vocabulary knowledge; therefore, select words that are memorable. Students are to complete five vocabulary word studies a quarter. In conjunction with those found words, the instructor will also provide the students with a new vocabulary word, that must be present in the binder, on Wednesdays. Complete the following tasks with the words you select:
- Spell and define the term in your own words (do not copy the dictionary definition). It is recommended that you also label the part of speech.
- Consider where, how, and why the word was used in your reading.
- Use the word in a sentence.
- Consider where, how, and why you would use the word in your writing.
Example: Autonomy exists when a person or a group of people have the ability and freedom to self-govern. I recently came across this word when reading a book about the make-up of the modern English classroom. In the text, the author explains that it is imperative for students to experience and develop skills in autonomous learning. For example, autonomy is apparent in the classroom setting when a student chooses their own independent reading text; when a student conducts research on a topic of their interest; when a student creates a blog post based on their own original idea. Actually, come to think of it, this journal is an example of autonomous learning.
Usage examples: The National Anthem echoed through the State Capitol as the unions protested their right to preserve autonomy in contract negotiations. When developing a love of reading, it is essential to have autonomy during the literature selection process.
I believe I will primarily use this word when reflecting upon the autonomy within my English classroom. I will use it when considering whether my students are flourishing in self-governed assignments or whether I need to have more detailed restraints.
