Wednesday, July 31st--4:30 pm

Greetings,

Just a quick reminder:
Due tomorrow is the one sentence completed that I wrote on the board in class today:

Honesty in a marriage is less about __________________and more about _____________

This will count for 10 points of the 50 points for quiz 3.

Monday, July 29th--11:30 am

Greetings:

Below you will find Packet #5 assignment.

***ALSO, be sure to bring the handout on Reading an Essay Critically to class tomorrow. We will be finishing up on that lecture.

PACKET #5:

"Why Does Health Care Cost so Much?:
http://www.thedoctorwillseeyounow.com/content/healthcare/art2809.html?getPage=1
(Please note: this article is three pages in length.)

"Abraham Verghese: A Doctor's Touch"--TED TALKS
http://www.ted.com/talks/abraham_verghese_a_doctor_s_touch.html

Thursday evening, July 25th--9 pm

Greetings,

1.  Attention: a minor error on the syllabus. I inadvertently listed Group Exercise 2 TWICE. Please cross it out where I have it listed for Tuesday, July 30th.

2.  Packet 4 Assignment:
"Lauren Zalaznick: The Conscience of Television"
http://www.ted.com/talks/lauren_zalaznick.html


3. I have only completed reading and scoring six of the sixty out of class essay #1's that were submitted today. Sadly, two out of those six have sections that are plagiarized word for word. If you are someone who did end up plagiarizing parts of your essay, this is a fairly serious act. Hopefully, the two I have encountered are the only ones. Sigh.

3. Also, please find below the assignment of out of class essay #2 which was distributed and discussed in class today. 

English 20, Summer 2013---C. Fraga

·       Date assigned: Thursday, July 25

·       Rough draft (optional): due no later than Tuesday, July 30

·       Final draft due: Thursday, August 1

Details:

1. MLA format OR APA format

2. At least 4 outside sources on your Works Cited page

3. Please, no Wikipedia

4. No formulaic, 5 paragraph essay

OUT OF CLASS ESSAY ASSIGNMENT #2

Among many things, the series Breaking Bad focuses on the family entity and what happens when something quite extraordinary occurs—how do members of the family cope, adjust, and/or “deal” with the event/situation? (In the case of this series, obviously it is Walter’s cancer that is the ‘event’).

I am not referring to the everyday “bumps in the road” that occur for all families. Instead, I am asking you to consider the family unit when faced with an especially challenging situation. These situations could include but are not limited to:

• death

• birth

• infidelity

• serious injury

• dementia

• serious illness

• divorce

• unemployment

• new employment

• moving to a new home/state/area/country

• the return of a war veteran

• moving BACK home after initially moving OUT

• alcoholism

• drug abuse

Select ONE situation that you are most interested in exploring. You may NOT focus on a topic/situation that you have actually experienced. (I will explain in class why)

You will conduct research (and possibly personal interviews, if possible) in order to write an essay that offers the reader background on the topic and makes an assertion about what elements impact a family in the most challenging of ways and supports it logically and interestingly.

Your thesis might read something like this:

When a family member develops dementia, the challenges are often devastating, yet the disease definitely impacts family members more than the dementia patient.

Or…

When a couple divorces, it most certainly impacts the children still living at home; however, it is the older children who have already moved away that are most affected by the split.

Wednesday, July 23rd--6:30 pm

Greetings,
Yet another reminder...
bring blue or green book to class tomorrow along with your Viewer's Journal.
We will also be discussing out of class essay assignment #2 and looking at a sample student response.

Tuesday, July 23rd--6 pm

Greetings,

A few things:

1. If you submitted a rough draft of out of class essay #1, please attach it to the final draft when submitting on Thursday.

2. Reminder: in class essay #1 on Thursday. Bring a blue or green book to class--size does not matter.  If you have viewed the first five episodes of  Breaking Bad, you will be prepared to write the essay. You will be able to refer to your Viewer's Journal during the planning and writing of the essay if you wish.

3. It is disturbing that I have to remain in the classroom during the entire time students are completing a quiz. Yet, after my observations today, it appears that I will have to stay and monitor. Quizzes are to be an individual endeavor and not a community sharing event.

Thursday, July 18th--9:15 pm

Greetings,

Assignment for Reading Packet #3--due Wednesday, July 24th:
"More and more Americans Want Pot Legal"
http://www.cnn.com/2013/01/16/opinion/nathan-comments-on-pot-column

**********************************************************
Reminder: please bring the second sample student essay I distributed in class today with you on Tuesday. As you know, we did NOT end up having enough time for Group Work #1. Discussion within the small groups on Tuesday will focus on your evaluation of the essay--its strengths and weaknesses.

Those who were absent today will be able to pick copies of both samples on Tuesday. My scanner is not working, so I am unable to scan and post them online. You may want to utilize your class contact sheet; perhaps a fellow student can scan and email them to you. (?)

Another reminder: optional rough draft for essay 1 is due on Tuesday. It must be typed, double spaced and stapled.

Wednesday, July 17th--5:30 pm

Hello,
below you will find three items:
1. Reading Packet #2, due to be read by class on Tuesday, July 23
2. Out of class essay assignment #1, distributed in class today
3. Instructions regarding the Viewer's Journal, distributed in class today

PACKET 2
***"How the Drug War Hurts Everybody" 
http://www.salon.com/2012/04/12/how_the_drug_war_hurts_everyone/


***"Tackling America's Drug Addiction"
http://www.npr.org/templates/story/story.php?storyId=127937271
(this is actually an audio--a 4 minute and 50 second interview that was recorded on National Public Radio in June of 2010.)

***"Confessions of a Mom (and a Former Teen Pothead)"
http://www.npr.org/blogs/tellmemore/2010/10/19/130677774/confessions-from-a-mom-and-former-teen-pot-head
*******************************************************************************

English 20, Sections 3 and 4

Summer, 2013

Catherine Fraga, Instructor

Out of Class Essay Assignment #1—200 points possible—VOICES AGAINST CONFORMITY

• Assigned: Wednesday, July 17

• Rough Draft Due (OPTIONAL), typed & double spaced, no later  than Tuesday, July 23

• Final Draft Due:  Thursday, July 25, typed & double spaced

***Note that you have eight (8) days to research and write this essay.

Let’s take a closer look at the issue of conformity/non-conformity.

The most interesting, focused and articulate essays I receive from students are ones where students select their own specific topic and are genuinely intrigued by the topic.

For this essay, you will research and write about one person who is/was considered a non-conformist in his/her field of interest. Consider the possibility that the person deemed a non-conformist may not, in your opinion, actually BE a non-conformist. So your essay could support or disprove the label given by the majority of society.

This topic allows for a wealth of flexibility and choice.

Your focus ideally will be on a person working in an area (and perhaps a time period in history) that you are most interested in: photography; art; literature; politics; film; computers; music; fashion; science; mathematics; education; or ???

To get a better idea of some possibilities, and for purpose of illustration, let’s look at some examples of topics within in the time period of the 1950s in America.

Premise: Many in the 1950s worked diligently for the comfort and conformity displayed on such TV shows as “Father Knows Best” and “Leave it to Beaver.” But regardless of the affluence of the new American middle class, there was still poverty, racism and alienation in America rarely depicted on TV.

Dozens of people rejected societal norms through their artwork, creativity and lifestyle. They used words, art, film and music to rebel against the cookie-cutter mentality of the established power structure and mass-marketed culture.

Many writers during this time period (referred to as the Beat Generation) adamantly refused to submit to the conformity of the 1950s. (these writers included Jack Kerouac, Allen Ginsberg, Diane Di Prima, Sloan Wilson, J.D. Salinger, William Burroughs, and others)

Likewise, many artists during this time period adamantly refused to submit to the conformity of the 1950s. (these artists included Willem De Kooning, Hans Hoffman, Mark Rothko, Jackson Pollock, Clement Greenberg, and others)

Also, according to an Internet article on Conformity in U.S. History: “While the 1950s silver screen lit up mostly with the typical Hollywood fare of Westerns and romances, a handful of films shocked audiences by uncovering the dark side of America’s youth.”

Many filmmakers of this time period adamantly refused to submit to the conformity of the 1950s. (these films include The Wild One; Blackboard Jungle; Rebel without a Cause, etc)

No matter what non conformist you select to research, your essay must contain the following:

·      your working definition of a non-conformist (in order to frame and set up your argument)

·      a brief history of the country’s mood during this time period;

·      background and details about the non-conformist you will focus on, in particular, those that help support your premise;

·      how his/her work challenged the status quo;

·      the impact of his/her work on others in the same field and on society;

·      and the repercussions and influence felt today or what you predict WILL be the repercussions in the future.

Your essay will be both informative and analytical: your thesis will “prove” the person’s influence, or not, on people’s lives, then and now.

Things to Consider:

This is NOT an essay in which you write an in depth analysis of the literature, film, music, fashion, etc. of the time period you are focused on. To do that, you would need to carefully read, view, or listen to the work or material at great length.

Instead, you are conducting research to discover the mood of the country and the status quo during a particular time period——why and how a person’s work was considered non conformist—and how their work influenced those living then…and now. Of course, do not feel as if you must select a person NOT living now in the 21^st century. That certainly is an option.

Your thesis might read something like this:

Although 1950s America appeared to be almost unrealistically content, many visual artists at this time, particularly Jackson Pollack, successfully combated the blissful charade by using innovative methods and themes in his work.

A BRIEF LIST OF TOPIC SUGGESTIONS:

Mahatma Ghandi                                    George Carlin

Martin Luther King, Jr.                        John Cassavetes

Eminem                                                Yves St. Laurent

Georgia O’Keefe                                    Abby Hoffman

Galileo Galilei                                    John Lennon

Emma Goldman                                    David Mamet

Janis Joplin                                                Jim Morrison

Johnny Cash                                                Ralph Nader

Steve Jobs                                                Joan of Arc

Nelson Mandela                                    Che Guevara

Karl Marx                                                Bill Gates

Dr. Jack Kevorkian                                    James  Dean

Quentin Crisp                                    Henry David Thoreau

Ayn Rand                                                Elvis Presley

Carl Jung                                               

Carl Sagan

Alexandr Solzhenitsyn

****************************************************************************

English 20, Summer 2013, C. Fraga

If one is able to write an in depth character analysis, one will be able to write ANY kind of analysis.

Observing character and determining/analyzing why someone acts, thinks, speaks, reacts, feels, and responds the way one does is both intriguing and also the most challenging of tasks.

Viewer Journal Assignment

For your Out of Class Essay #3, you will be writing a very in-depth analysis of ONE of the characters from Breaking Bad, Season 1.

(This is NOT the official assignment for the essay. You will receive that on the day indicated on the syllabus.)

However, when you do eventually submit Out of Class Essay #3 you will ALSO be submitting a Viewer’s Journal as well. If you do not submit the Journal, 20 points will be deducted from your score on the essay. And remember, you will not be able to revise this essay.

What is a Viewer’s Journal?

Simply, as you watch each episode of Season 1, you will jot down notes. There are no specific guidelines for WHAT you will write.

Record what you believe is significant or may end up being significant. Some of your entries might read a lot like recaps of the episode. That is fine.

As you view each episode, begin to think about what character you would like to write about for essay 3. More than one character may intrigue you, so you may be jotting down observations and details about more than one character.

This journal is strictly for YOU and for your use and reference when planning and preparing to write essay 3. I will not be reading through them. There is no requirement for length or content. These notes can be typed or handwritten or be barely readable. Obviously, though, they should be at least readable to YOU. J

When you submit essay 3, you will attach these journal entries to the back of the essay.

It must be clear to me that you have SEVEN distinct entries, one for each episode. Each entry must be titled by the name of the episode.

Example:

Episode 2: “Cat’s in the Bag”

As you view each episode, and observe the main characters, here are some questions to guide your note taking.

• What does this character do (and not do) and why?

• What do others think about your character? And how do you know?

• What motivates your character to do what he/she does?

• What influences this character to do what he/she does?

• What was your first impression of this character and does it change as you view new episodes? Why or why not? In which ways?

• What are this character’s goals, dreams, desires, needs? How do you know?

• Do you like this character? Why or why not?

• Is this character a believable one, a genuine one? Why or why not?

Tuesday, July 16th--SECOND POSTING FOR TODAY

Below you will find three items:
1. course syllabus, distributed today in class
2. unacceptable errors handout, distributed today in class
3. out of class essay assignment #3. This is JUST to give you an idea of what you will be required to do for the character analysis you will be writing for essay #3.

English 20—Composition II

Summer 2013

Sacramento State University

July 15-August 25

English 20, Section 3 TWR 10:30-12:50 pm – Calaveras 134

English 20, Section 4 TWR 1:00-3:20 pm – Calaveras 134

Instructor: Catherine Fraga

Email:  sacto1954@gmail.com

Office hours:  (Calaveras 149) TWR, 9:30 am-10:20 am

AND

3:30-4:00 pm OR BY APPT.

Course Description (from CSUS Catalog):  Advanced writing that builds upon the critical thinking, reading, and writing processes introduced in ENGL 1A and ENGL 2. Emphasizes rhetorical awareness by exploring reading and writing within diverse academic contexts with a focus on the situational nature of the standards, values, habits, conventions, and products of composition. Students will research and analyze different disciplinary genres, purposes, and audiences with the goals of understanding how to appropriately shape their writing for different readers and demonstrating this understanding through various written products. Note: Writing requirement: a minimum of 5,000 words. Prerequisite: Completion of ENGL 1A and ENGL 2 or equivalent with a C- or better; sophomore standing (must have completed 30 units prior to registration). Units: 3.0.

Required Texts & Materials:

•               Two blue (or green) books.

•               Lined notebook paper with a clean, straight edge.

•               Stapler.

•               Reliable access to a computer and a printer. You will need the computer to access readings, access the course blog, English20Summer2013.blogspot.com, and view the seven episodes of Season I of Breaking Bad. (we will watch episode 1 in class on the first day)

In addition, many of the readings will be items found on the Internet and will need to be printed and brought to class.

•               Sacramento State Student Writing Handbook, 1^st edition—available free on line at:

http://www.csus.edu/wac/WAC/Students/CSUS_Writing_Handbook.pdf

You may also purchase a hard copy of the handbook for ten dollars at FedEx/Kinkos, on the corner of J Street and 56^th (5600 J Street)

(Suggestion: you may want to bookmark the two web addresses above on your personal computer for quicker access.)

Recommended Text:

Any writing handbook that, at a minimum, offers information on MLA research documentation.

Newly updated MLA format is available free online at:

http://library.csus.edu/guides/rogenmoserd/general/mla.html

Classroom Policies:

1.  Attendance is especially important during this accelerated summer school course, which meets a total of only 18 days.   Classroom discussions prepare students for all writing assignments, and your fellow students and I need your input in order to make this class more complete and enjoyable.  

2.   YOU MUST TYPE AND DOUBLE SPACE ALL OUT OF CLASS WORK

3.     In all fairness to other students, out of class assignments must be handed in on time.  For out of class essays, for every day it is late, there will be 10 points deducted from your earned grade, even on weekends. You may not earn these points back in a revision.  In-Class Writing Responses and quizzes cannot be made up.

4.     You’re responsible for finding out what you missed if you are absent.  I will provide you with a class roster for your convenience.  If you miss class, ALWAYS ASSUME YOU HAVE MISSED SOMETHING IMPORTANT.

5.      My policy on EXTRA CREDIT is…I do not believe in extra credit. In short, “real” life outside the university does not operate on the extra credit option. You earn the grade you receive. It really is a fairness issue.

6.     ABOUT REVISIONS:  you have the option to revise one of your first two out of class essays. If you choose to revise, you must submit the revision with the original within one week of receiving the graded essay back. No exceptions. An essay with unacceptable errors might be an essay you choose to revise. Once you submit your revision, and receive it back with the revised score, you can continue to revise and re-submit as many times as you wish until you earn the grade you desire. ALL REVISIONS MUST BE HIGHLIGTED WHERE YOU HAVE MADE CHANGES AND/OR CORRECTIONS, ADDITIONS, ETC. and THE ORIGINAL GRADED ESSAY MUST BE ATTACHED TO THE REVISION. NO EXCEPTIONS.

7.       Plagiarism:  Students who plagiarize may be expelled from the university. Copying papers off the Internet or using other sources without documenting them are examples of plagiarism. (It is quite easy for instructors to discover whether a student has done this.) Quotes and paraphrases in your essays must be cited. Students who are discovered to have been plagiarizing will be referred to the appropriate University Dean.

A note on classroom etiquette:

If you feel you cannot survive each class session without the use of your cell phone, iPod, iPad or laptop computer, etc., please do not enroll in this class. (Simply, it is the highest degree of rudeness and disrespect.)  If I see you busy texting, etc. I will not hesitate to ask you to leave. (IF THERE IS A COMPELLING REASON THAT YOU MUST KEEP YOUR PHONE ON VIBRATE FOR AN EMERGENCY PHONE CALL THAT MAY OCCUR DURING CLASS HOURS, PLEASE INFORM ME BEFORE CLASS.) Again, we only meet for 18 days. I plan to give you my full attention for the 2 hours and 20 minutes, and I expect the same from all my students.

HOW YOUR GRADE IS EARNED:

See attached grade roster. At no time should you wonder how you are “doing” in the course. The grade worksheet makes it very easy to keep track. Simply record your scores as you receive back your graded work. Do not discard any assignments that are graded and returned to you until the semester is over.

ABOUT THIS COURSE…

I have designed a very different and I hope interesting and provocative set of themes for discussion and critical thinking/writing for the semester. The core of the course from which these themes/ideas will spring is the first season of the television series, Breaking Bad.

You will view the first episode on the first class day and on your own, you will view the remaining six episodes as well as read a wealth of material connected either directly or indirectly to some of its themes. (if you have a Netflix account, you can view online. It is also available for instant viewing on Amazon.com. I do not recommend that you watch the episodes on youtube because many of the episodes are missing scenes.

This series poses so many intriguing questions about conformity, morals, family values/responsibilities, the line between good and evil, the war on drugs, greed, health care and so much more, including a comparison between current television vs. film viewing. In short, we will examine and expand on several issues connected with the overall term of “breaking bad”—straying from the path of morality, of legality, of conformity towards something deemed unacceptable by the majority of society. In fact, the origin of the term is American Southwest, a slang phrase meaning to challenge conventions, to defy authority, to skirt the edges of the law.

Here is an excerpt from a review of the series:

“It’s difficult to fathom a more dangerous and enthralling piece of television than Breaking Bad, the AMC drama that is quietly redefining the creative and content limits of primetime.”

--Ray Richmond, The Hollywood Reporter, March 4, 2009

Class Schedule:

(Please note:  This schedule is subject to change at a moment’s notice.  Please bring this schedule and required readings and appropriate handouts to every class session.)

Each time a reading assignment is given, you are expected to arrive to class having read the assignment.  If it is an assignment from the Internet, please bring a hard copy to class on the day it is assigned to have been read. You may access the reading online during class for reference, but do NOT wait UNTIL class to actually read the assignment.

NOT EVERY ACTIVITY IS LISTED ON THIS CLASS SCHEDULE. It is not unusual to have a quick quiz over reading material. There will be no prior announcement for these quizzes.

Tuesday, July 16

·      Introduction to the Course

·      Course Outline (handout)

·      Unacceptable Errors (handout)

·      Lecture: Television vs. Film

·      View Breaking Bad, Season 1, Episode 1 in class

Wednesday, July 17

·      Discussion: How to Critically Read and Evaluate an Essay (handout provided on blog—print out and bring to class)

·      Read Packet #1 (print out ALL reading packets & bring to class)

·      In class WR #1

·      Out of class essay #1 assigned

Thursday, July 18

·      Group Work #1

·      View Episode 2 of Breaking Bad (come to class having viewed)

·      Review of Sentence Mechanics

Tuesday, July 23

·      Out of class essay #1 ROUGH DRAFT due today (OPTIONAL)

·      View episode 3 of Breaking Bad (come to class having viewed)

·      Arrive to class having read pages 34-48 in the Handbook.

·      Read Packet #2

·      In class WR #2

Wednesday, July 24

·      View episodes four and five of Season 1, Breaking Bad (come to class having viewed)

·      Read Packet #3

·      Group Work #2

Thursday, July 25

·      Out of Class Essay #1 due today

·      Out of Class Essay #2 assigned today

·      In Class Essay #1 (bring blue or green book to class)

Tuesday, July 30

·      Out of Class Essay #2 ROUGH DRAFT due today (OPTIONAL)

·      In-Class Group Work #2 in class

·      Read pgs. 67-78 in the Handbook and Packet #4.

Wednesday, July 31

·      View episode six of Breaking Bad, Season 1 (come to class having viewed)

·      Group Work #3

·      Read Packet #5

Thursday, August 1

·      View episode seven (final episode) of Breaking Bad, Season 1

·      Out of Class Essay #2 due today

Tuesday, August 6

·      Read Packet #6

·      In class WR #3

Wednesday, August 7

·      Out of Class Essay #3 assigned today

Thursday, August 8

·      In-class Group #4

Tuesday, August 13

·      Out of class essay #3 ROUGH DRAFT due today (OPTIONAL)

·      Reading Packet #7

·      Arrive in class having read one of the four sections in Part III of the Handbook: Writing Across the Curriculum at Sacramento State. Select the section that “fits” your major field of study. If you have not yet declared a major, select the one that BEST fits what you THINK your major will be. (Your choices are: Natural Sciences and Math; Social Sciences; Arts and Humanities; or Business and Professional Communications.)

Wednesday, August 14

·      Reading Packet #8

·      WR #4 in class

Thursday, August 15

·      Out of Class Essay #3 due today

·      Discussion of WPJ—How to prepare & what to expect

Tuesday, August 20

·      In class essay #2 (WPJ Practice)

Wednesday, August 21

·      Reading Packet #9

Thursday, August 22

·      Last day of class; grade roster check

***********************************************************************

Name:________________________________________

Summer 2013, Prof. Fraga

POINTS EARNED: Your English 20 Grade Worksheet

1650 points possible

OUT OF CLASS ESSAYS—600 pts.

Essay 1 (200 points)_____     Essay 2 (200 points)_____Essay 3(200 points)

IN-CLASS ESSAYS—400 pts.

In class essay 1 (200 points)_____

In class essay 2 (200 points)_____

IN-CLASS WRITING RESPONSES—200 pts.

WR 1 (50 points)_____

WR 2 (50 points)_____

WR 3 (50 points)_____

WR 4 (50 points)_____

IN-CLASS GROUP WORK (200 pts.)

Each session is worth 50 pts.

Group Work 1 _____     Group Work 2  _____     Group Work 3  _____  Group Work 4 _____

QUIZZES (these five quizzes may not always be “announced” and they cannot be made up. (250 pts. total) Each quiz is worth 50 points. Please record each quiz and your score below.

Quiz 1_____  Quiz 2_____  Quiz 3_____  Quiz 4_____  Quiz 5_____

How to assess your grade earned: Divide the points you earn by 1650 to find the percentage.

100-95=A                                                           

94-90=A-                                                           

89-85=B+                                                           

84-80=B                                                                       

79-75=B-

74-70=C+

69-65=C

64-60=C-

59=D

58 and below=F

 **********************************************************************

UNACCEPTABLE ERRORS

In English 20, students should already be very proficient in word usage.  We do not have time for grammar lessons.  (I will, however, provide short ‘mini’ lessons when I feel they are warranted.)  The following errors that are commonly made on student papers are considered unacceptable.

For out of class essays, each unacceptable error takes ten points off your final earned grade. You may correct unacceptable errors and receive the points back if you choose to revise. In class essays that have unacceptable errors CAN always be corrected to earn back the points lost.

1.  there – place                                                Put it over there.

2.  their – possessive pronoun                        That is their car.

3.  they’re – contraction of they are                        They’re going with us.

4.  your – possessive pronoun                        Your dinner is ready.

5.  you’re – contraction of you are                        You’re not ready.

6.  it’s – contraction of it is                        It’s a sunny day.

7.  its – possessive pronoun                        The dog wagged its tail.

8.  a lot – always two words                        I liked it a lot.

9.  to – a preposition or part of an

      infinitive                                                I like to proofread my essays carefully.

10. too – an intensifier, or also                        That is too much.  I will go too.

11. two – a number                                    Give me two folders.

12. In today’s society            This phrase is grossly overused and very cliché. Instead use “Today” or “In America” or “Now” etc

13. right(s)/write(s)/rite(s)            rights are a set of beliefs or values in which a person feels entitled: His rights were read to him before he was arrested for stalking Dave Matthews. Writes is a verb indicating action taken with a pen, pencil or computers to convey a message: Michelle writes love letters to Dave Matthews in her sleep. Rites are a series of steps or events which lead an individual from one phase in life to the next, or a series of traditions that should be followed: The initiate began his rite of passage ceremony at the age of thirteen.

14. definitely/defiantly            This error USUALLY occurs when a writer relies solely on spell-check. You really must learn to become the final editor of your work. Definitely is an adverb and it means without a doubt. Mary will definitely miss the Dave Matthews Band concert. Defiantly means to show defiance. She was in a defiant mood. It is an adjective. Or it could be used as an adverb. She was defiantly rude and sullen towards the professor.

15. On your Works Cited page:            you MUST center and type at the top the heading just as it is here: Works Cited. NOT ALL CAPS, NOT BOLDED, NOT UNDERLINED, NOT MISSPELLED, NOT IN A DIFFERENT SIZED FONT, ETC.

16. woman/women            woman is used when you are referring to ONE female lady.

                                                            women is the plural of woman, meaning MORE THAN ONE lady

                                                            There are many women at the nail salon, but only one woman is shopping at the market next door.

***********************************************************************

An accumulation of the following errors will affect your grade, but not 10 points off for EACH error.  My evaluation of your work depends on how serious the error is, and how often you make it.  Some do not slow up the reader as much as others.

• Misuse of the word “you”.  You must actually mean the reader when you use the word “you”.

• Avoid use of contractions in formal expository writing. (can’t, shouldn’t, didn’t, etc.)

• Agreement of subject and verb.  Both must be either singular or plural.

• Fragmented sentences, comma splices and run-ons.  Be sure to proofread your papers carefully before turning them in.

You will not pass English 20 if you cannot write an intelligent sentence in correct English.

 *********************************************************************

English 20, Summer 2013, Instructor: C. Fraga

Out of Class Essay Assignment #3 (200 points)

Requirements:

• MLA format

• If you utilize any outside sources (not required) you must follow MLA format for in- text citations, Works Cited page, etc.

At the very least, you must have a Works Cited page that lists Season 1 of Breaking Bad.

• Attach your Viewer’s Journal (all 7 entries) to back of essay when submitting.

Before we began viewing the first season of Breaking Bad, I assigned a Viewer’s Journal. You were to record your observations and any other notes you wished in order to eventually select a character to focus on more carefully than others. However, as we have discussed, your first few journal entries, or perhaps more than a few, might just be summary plots and notes regarding several different characters.

This Viewer’s Journal will now be a valuable source as you write your last out of class essay for this course.

Assignment:

Write an in-depth character analysis of one of the characters in the first season of Breaking Bad.

Your essay must include the following:

• Assertion(s) about your character

• Evidence from the episodes that support your assertions (how did you come to the conclusion(s) you did regarding this character?)

Your supportive evidence might include but is not limited to:

• what others observe/say (or don’t observe/say) about the character—either directly or in private

• the actions of the character in particular situations

• the reactions/responses of the character in particular situations

• what drives this character

• what terrifies this character

• what pleases this character

• what does this character long for

• what does this character need

Your thesis must be assertive…it is YOUR opinion as a viewer of these episodes.

·      Whether or not you LIKE or DISLIKE this character is not an issue in this essay.

·      Whether you LIKE or DISLIKE the series is also not an issue in this essay.

Proving to the reader that this character has the attributes (good, bad, layered, shallow) that you assert he or she has is your goal.

Keep in mind that your reading audience HAS viewed each of the seven episodes so avoid writing extensive summaries of each episode.

Your thesis might read something like this:

Once Walter learns of his terminal cancer and begins cooking meth, he appears very unstable and irresponsible; however, his behavior truly represents a very determined, loving, highly intelligent and moral father and husband.

or…

Marie is a very insecure and lonely woman who is unhappy and uncomfortable living in the shadows of her power-driven DEA husband and her happily married and very bright sister, Skylar.