1. +
Week 10 Class 2
EWRT 211

2. +
AGENDA
 Common Writing Errors: Spelling out or using figures for numbers incorrectly
 In-class essay: choosing one for the portfolio
 Out of class essay: choosing one for the portfolio
 Out of class essay: revision strategies
 Works Cited page
 In-text Citations
 Reflective Essay : Essay 5
 Lecture: Content and Format
 In-class writing: Reflective Essay

3. + Common Writing Errors: Spelling out or using figures
for numbers incorrectly
 Rule 1 Spell out single-digit whole
numbers. Use numerals for numbers  Correct: My 10 cats fought with their 2 cats. My
ten cats fought with their two cats.
greater than nine. Examples: I want
five copies. I want 10 copies.  Incorrect: I asked for five pencils, not 50. e.g.
A minimum of 6 eggs went into that batter.
 If you have numbers in different
categories, use numerals for one
category and spell out the other. Given
 Rule 2 Be consistent within a the budget constraints, if all 30 history
category. For example, if you choose students attend the four plays, then the
numerals because one of the 7 math students will be able to attend
numbers is greater than nine, use only two plays.
numerals for all numbers in that
 (Students are represented with
category. If you choose to spell out
numbers because one of the figures; plays are represented with
numbers is a single digit, spell out all words.)
numbers in that category.

4. +
In-class essay: choosing one for the
portfolio
 Does it have a clear thesis that  Do the body paragraphs support
the thesis?
addresses the prompt?
 Do you have topic sentences?
 Have you answered the  Do you have evidence to
question that the prompt support your assertion
gives?  Do explain your evidence?
 Do you have transitions?
 Do you have a counterargument?  Do the introduction and conclusion frame
the essay?
 Have you addressed common  Does your introduction catch the attention of
arguments against your the reader?
assertion?
 Does your conclusion wrap up the essay by
 Did you either refute or providing insights, a prediction of the future,
a warning, or another ending that brings
accommodate those arguments? closure to your essay?

5. +
Out of class essay: choosing one for
the portfolio
 Does it have a clear thesis that  Do the body paragraphs support
the thesis?
addresses the prompt?
 Do you have topic sentences?
 Have you answered the  Do you have evidence to
question that the prompt support your assertion
gives?  Do explain your evidence?
 Do you have transitions?
 Do you have a counterargument?  Do the introduction and conclusion frame
the essay?
 Have you addressed common  Does your introduction catch the attention of
arguments against your the reader?
assertion?
 Does your conclusion wrap up the essay by
 Did you either refute or providing insights, a prediction of the
future, a warning, or another ending that
accommodate those arguments? brings closure to your essay?

6. +
Out of class essay: revision strategies
Works Cited Entries

7. + Out of class essay: revision strategies
Works Cited Entries

8. +
Sample Works Cited Page

9. +
In-Text Citations
Whether you quote, summarize, or paraphrase, you MUST cite
your sources.
Generally, the first time we use a source in a paper, whether it be through a
paraphrase or a quote, it's a good idea to use the author(s) full name(s) and the
title of the source we are using in the actual sentence so that readers feel that we
have introduced the source to them. After we have introduced the source, it's
perfectly acceptable to refer to the author by his or her last name or even to leave
the name out of the body of our text and simply include it in the citation.
First use:
In his Narrative of the Life of Frederick Douglass, An American Slave, Written by
Himself, Frederick Douglass argues that "Slavery proved as injurious [to slave holders]
as it did to me" (31).
Second use:
Douglass earlier argues that slavery was "a fatal poison of irresponsible power" to slave
holders (29).
Third use:
The use of the word "hypocrites!" suggests that even the religious faith of the slave
holders was tainted by their ownership of other humans (Douglass 77).

10. +
Punctuating Quotes
Punctuating quotes can be frustrating because we often get
confused about where to put punctuation.

11. +
Quotes within Quotes
One of the messiest types of quotes to punctuate is a quote within a quote.
Sometimes we want to use quoted dialogue or a quote that includes a word
set off by quotation marks. To mark a quotation within the text we want to
quote in our own paper, we need to enclose them in single quotation marks
('. . .'):
ORIGINAL TEXT:
I got hold of a book entitled "The Columbian Orator." (FD 32)
QUOTED TEXT:
Because Douglass "got hold of a book entitled 'The Columbian Orator,'" he
was able to learn how to read and broaden his mind.
Notice that the comma at the end of the quote goes inside not only the
double quote but the single quote mark as well.

12. +
Block Quotes
One problem that occurs when we are working with longer
quotes is that our paragraphs grow to be huge on the page.
In order to give the reader a visual break, we use block
quotes to physically separate the quote from the rest of our
text. Current MLA style states that prose text over four lines
should be put in a block quote.
The MLA wants us to DOUBLE-SPACE the block
quote and indent TEN spaces from the LEFT
margin.

13. +
Block Quotes
Notice too that the block quote
is technically part of the
preceding sentence because of
the use of a colon at the end of
the introductory statement. We
also do not indent the text after
the end of the block quote; we
are still in the same paragraph.
Be aware that the parenthetical
citation goes outside the final
period. Finally, note that we do
not use quotation marks in a
block quote; the indentation
tells readers that it is a quote.

14. +
Ellipses
One final note on: we do not need to put an ellipse at the beginning or end of a
quote if we do not start the quote at the beginning of the sentence and end it at
the close of the sentence. Thus, if we want to quote the phrase "beings of my
own species had greater claims," we do not have to include an ellipse before or
after the quote:
ORIGNIAL TEXT:
My duties towards the beings of my own species had greater claims to my
attention, because they included a greater proportion of happiness or misery.
INCORRECT QUOTE:
By arguing that ". . . beings of my own species had greater claims . . ."
(184), Frankenstein in essence displays a racist attitude.
CORRECT QUOTE:
By arguing that "beings of my own species had greater claims" (184), Frankenstein in
essence displays a racist attitude.

15. +
Reflective Essay : Essay 5
Lecture: Content and Format
Content: Write an essay of at least two pages (500 words) to
look back on your progress in writing this quarter and explain
why you are ready to go to EWRT1A. This goes in the front of
your portfolio, as an introduction to your work for the teachers
evaluating the portfolio.
Review all the work you've done for the class. Consider why you
chose the essays in your portfolio and how they show your
readiness for EWRT1A. Give specific examples from these
essays to show your improvements.

16. +
Audience: De Anza English teachers
What we're looking for in the reflective essay:
 Clear organization
 Well-developed, focused paragraphs
 Specific examples, details
 Well-constructed sentences
 Correct grammar and punctuation
 Form: typed, double-spaced, MLA, proper citations, and works
cited page
 Due: This essay is due as part of your portfolio on March
22nd.

17. +
Ways to Begin
  Discuss what you have   Include how your writing
learned in LART 211 or EWRT has changed as a result of what
211. This might include you have learned in this class.
Remember to provide specific
practice in
evidence for your claims.
organization, analysis, develop
ment, vivid
examples, construction of
better   What still needs
sentences, proofreading, writin improvement? Write about what
g process, and so on. You also you'd still like to work on with
your writing. Remember that all of
may include learning from
us are still trying to be better
EWRT 212 or Readiness writers, so what are you going to
classes. focus on in 1A and beyond?

18. + Begin Reflective Essay (#5) by making an outline
 Intro: Personal history of your writing experience? Anecdote about how you felt
about being placed in 211? Anecdote about an epiphany? Funny story? Sad story?
 Thesis: My writing has significantly improved in 211
 Body 1 will be about the in-class essay you choose to submit
Why did you choose this essay?
What specific strategies did you use to improve your writing?
How did each strategy change your writing?
 Body 2 will be about the out-of class essay you choose to submit
Why did you choose this essay?
What specific strategies did you use to improve your writing?
How did each strategy change your writing?
 Body 3 will be about your goals for your own writing.
Where do you need to improve your writing?
What do you want to work on next year in your Reading, 1A, 1B, or 1C
classes?
 Conclusion
Why you are ready to go on to 1A
or How has your writing changed as a result of what you learned in this
class

19. +
Strategies to consider:
 Commitment  Process
 Sentence types and  Brainstormingwith
construction FREECASH
 Grammar  Organization
 Eliminating passive  Outlining
sentences  Examples
 Formatting  Explanation
 Works Cited Page  Definition
 Research

20. +
Reflective Essay : Essay 5
In-class writing: Reflective Essay
Get out your
computer, your outline, or
a clean piece of paper
and begin writing!

21. +
Homework
1. Revise one in-class essay for your
portfolio
2. Write your reflective essay
3. Get a folder to serve as your portfolio