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English2200LessonPlans1stQuarterFall2017.notebook
English2200LessonPlansSeptember5ththrough8th2017
September08,2017
Aug205:10PM
ENGLISH2200
Tuesday,September5th
Aug264:23PM
OBJECTIVES:Studentswillbeableto1.Identifyadjectivesandadverbsinasentence.2.Understandthemeaningandusingoftheverb,articulate.3.Understandthedifferencesamongtheverbsassure,ensure,andinsure.5.Understandintertextuality.6.Readandannotateashortstory.7.Analyzeaphotograph.
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English2200LessonPlans1stQuarterFall2017.notebook
English2200LessonPlansSeptember5ththrough8th2017
September08,2017
Sep1411:06AM
Sep1411:06AM
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English2200LessonPlans1stQuarterFall2017.notebook
English2200LessonPlansSeptember5ththrough8th2017
September08,2017
Sep43:59PM
Sep98:37AM
https://www.youtube.com/watch?v=YdGehiPYwfs
PICTUREDAY
PICTUREDAYisMONDAY.
https://www.youtube.com/watch?v=YdGehiPYwfs
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English2200LessonPlans1stQuarterFall2017.notebook
English2200LessonPlansSeptember5ththrough8th2017
September08,2017
Aug1912:26PM
CANVASFIVEstudentsstillnotonCANVAS
Sep412:20PM
DOyouhaveanEnglish2200FOLDER(inyourGoogleDrive)?TrymovingyourExemplificationessayintothatfolder.
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English2200LessonPlans1stQuarterFall2017.notebook
English2200LessonPlansSeptember5ththrough8th2017
September08,2017
Aug2210:19AM
GRAMMARLESSON
Thedictatorhadtotalpower.
Thedictatorhadgreatpower.
Thedictatorhadlittlepower.
Thedictatorhadnopower.
Thenewmoonroseslowlyoverthedesert.
Themoonroseslowlyanddramaticallyoverthedesert.
Slowlythenewmoonroseoverthedesert.
MODIFIERS
Aug2411:23AM
ADJECTIVEmodifiesanounandpronoun
Theyoungeagleperchedontherockycliff.
Poisonousplantsaredangerous.
1.Descriptivewords.Thatisanuglywound.Iownabluesuit.
2.Possessivenounsandpronouns.IparkedmymotorcyclenexttoJohn'scar.
3.Limitingwordsandnumbers.Somepeopleseeeverymoviethatcomesout.Twoaccidentshavehappenedonthisstreet.
4.Nounsthatmodifyothernouns.Thebasketballgamewasheldintheneighborhoodgym.
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English2200LessonPlans1stQuarterFall2017.notebook
English2200LessonPlansSeptember5ththrough8th2017
September08,2017
Aug2411:23AM
ADVERBmodifiesaverb,adjective,oranotheradverb.
Thepresidentwalkedacrosstheroomquickly.
Thepresidentseemedunusuallynervous.
1.Findthewordthatisbeingmodified.
Thelmaseriouslyinjuredherfingerduringthe
tennismatch.
MybrotherandIhavecompletelydifferent
attitudestowardSpam.
Tuanalmostalwaysarrivesontimeforwork.
2.Lookforwordsthatanswerthequestions
when?where?how?ortowhatextent?
Mygrandparentsoftenbringgiftswhentheyvisit.
(when?)
Theturnipsweregrownlocally.(where?)
Rachelcarefullyremovedthepaintfromthe
antiquedesk.(how?)
Homeriswidelyknownasatrainerintheflea
circus.(towhatextent?)
Aug2411:24AM
ADVERBSTHATDONOTENDIN"LY"
already now stillalso often thenalways quite toonever seldom verynot soon well
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English2200LessonPlans1stQuarterFall2017.notebook
English2200LessonPlansSeptember5ththrough8th2017
September08,2017
Aug2411:25AM
EXERCISE2A3X5CARDIdentifyadjectivesandadverbsineachsentence.1.Theblackcurtainslowlyrose,andthegratefulactressacceptedtheredroses.2.MarkTwainstubbornlyrefusedtousehisoriginalname.3.ThecorralwasemptywhenWyattEarpfinallyarrived.
Aug263:38PM
VOCABULARY:COMMONLYCONFUSEDWORDS
assurevs.ensurevs.insure
Assuretopromiseorsaywithconfidence.
Itismoreaboutsayingthandoing.
Example:Iassureyouthatyoullbewarmenough.
Ensuretodoorhavewhatisnecessaryforsuccess.
Example:Theseblanketsensurethatyoullbewarmenough.
Insuretocoverwithaninsurancepolicy.
Example:Iwillinsuremyhomewithadditionalfireandfloodpolicies.
EspeciallyinAmericanEnglish,whatyouinsureisabusinesstransaction.Whatyouensureresultsfromyourpersonalefforts.
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English2200LessonPlans1stQuarterFall2017.notebook
English2200LessonPlansSeptember5ththrough8th2017
September08,2017
Aug285:02PM
> EXERCISEZZ@> 1.Wheneveryouaremailingsomething
ofvaluethroughtheUSPS,itisagoodideato(insure,ensure,assure)itsothatyouarereimbursedfortheitemsvalueifthepackageislost.
> 2.Jasonwasnervousaboutgivinghispresentation,sohisprofessor(insured,ensured,assured)himthataslongashegavehisbesteffort,theperformancewouldnothurthisfinalgrade.
> 3.Whileitisnotuptoyouto(insure,ensure,assure)thatIarriveontime,youhavemy(insurance,ensuranceassurance)thatIintendtoarriveinatimelymanner.
Aug264:03PM
CRITICALVERBOFTHEDAYARTICULATE
(ofapersonoraperson'swords)havingorshowingtheabilitytospeakfluentlyandcoherently.
synonyms: eloquent,fluent,effective,persuasive,lucid,expressive,silvertongued
Examples:
"Theyeffectivelyarticulatedtheirexperiences."
"Theywereunabletoarticulatetheiremotions."
WritingPromptExamples:
*ArticulatethepurposeandthecarefullychosenstrategiesofRoosevelt'sspeech.
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English2200LessonPlans1stQuarterFall2017.notebook
English2200LessonPlansSeptember5ththrough8th2017
September08,2017
Aug205:05PM
*THINK*PAIR*SHARE**Explainthestorybeingtoldinthesong. Sheisapyramid
Butwithhimshe'sjustagrainofsand
Thislove'stoostronglikemiceandmen
Squeezingoutthelifethatshouldbeletin
Shewasahurricanecanecanecane
Butnowshe'sjustagustofwind
Sheusedtosetthesailsofathousandships
Wasaforcetobereckonedwith
Shecouldbeastatueofliberty
ShecouldbeaJoanofArc
Buthe'sscaredofthelightthat'sinsideofher
Sohekeepsherinthedark
Oh,sheusedtobeapearl...Ohh
Yeah,sheusedtoruletheworld...Ohh
Can'tbelieveshe'sbecomeashellofherself
'Causesheusedtobeapearl
Shewasunstoppable
Movedfastjustlikeanavalanche
Butnowshe'sstuckdeepincement
Wishingthatthey'dneverevermet
Shecouldbeastatueofliberty
ShecouldbeaJoanofArc
Buthe'sscaredofthelightthat'sinsideofher
Sohekeepsherinthedark
Oh,sheusedtobeapearl...Ohh
Yeah,sheusedtoruletheworld...Ohh
Can'tbelieveshe'sbecomeashellofherself
'Causesheusedtobea
Doyouknowthatthere'sawayout,
there'sawayout
there'sawayout
there'sawayout
Youdon'thavetobehelddown,
behelddown
behelddown
behelddown
'CauseIusedtobeashell
Yeah,Ilethimrulemyworld
myworld,ohh,yeah
ButIwokeupandgrewstrong
AndIcanstillgoon
Andnoonecantakemypearl
Youdon'thavetobeshell,No
You'retheonethatrulesyourworld,ohh
Youarestrongandyou'lllearn
thatyoucanstillgoon
Andyou'llalwaysbeapearl
Sheisunstoppable
Aug182:44PM
FINISH&HANDIN:ModelofCloseReading/AnnotationofaLiteraryPassage:
"TheNecklace"byGuydeMaupassant
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English2200LessonPlans1stQuarterFall2017.notebook
English2200LessonPlansSeptember5ththrough8th2017
September08,2017
Aug205:10PM
ENGLISH2200
Thursday,September7th
Aug264:23PM
OBJECTIVES:Studentswillbeableto1.Identifynouns,pronouns,verbs,adjectives,adverbs,andinfinitivesinasentence.2.Writeasmallgroupshortstory.3.Understandintertextuality.4.Readandannotateashortstory.5.Preparetowritealiteraryanalysisessay.
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English2200LessonPlans1stQuarterFall2017.notebook
English2200LessonPlansSeptember5ththrough8th2017
September08,2017
Sep64:22PM
SMALLGROUPSTORY:Getintogroupsof4or5.ONEpersoncreatesaGoogleDocandsharesitwitheveryoneelseinthegroup.Eachpersoninthegroupmustcontributeatleastthreesentences.
STORYSTARTER:Ihadnoideamyfeetcouldmovethatfast.
Sep64:35PM
SHAREGROUPSTORIES
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English2200LessonPlans1stQuarterFall2017.notebook
English2200LessonPlansSeptember5ththrough8th2017
September08,2017
Aug264:28PM
INFINITIVEStoplustheverbi.e.towalk torun tosing toplaytodream
NOTaverb
Iwantedtogotothedance,butmomhatedtoletmegosinceahurricanewaspredictedtohitourtowninthenexttwohours.
**ALSO,IDENTIFYNOUNS,PRONOUNS,VERBS,ADJECTIVES,andADVERBS.
Aug1712:52PM
INTERTEXTUALITY
GoogleSlides**TAKENOTESINGOOGLEDOCS.
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English2200LessonPlans1stQuarterFall2017.notebook
English2200LessonPlansSeptember5ththrough8th2017
September08,2017
Aug2112:17PM
WORDOFTHEDAYARCHETYPEtheorginalmodelfromwhich
somethingisdevelopedormadethoseimages,figures,characters,
settings,andstoriesthatareuniversallysharedbypeopleacrosscultures
Aug245:04PM
"Federigo'sFalcon"fromTheDecameron
byGiovanniBoccacciohttps://www.youtube.com/watch?v=6mo2XCCSQ8E
https://www.youtube.com/watch?v=6mo2XCCSQ8E
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Attachments
Grammar[1].ppt
BETTERPrepositionsConjunctionsandInterjections.pptx
StealLikeAnArtist#6.pdf
StealLikeAnArtist#7.pdf
SentenceCombining.ppt
StealLikeAnArtist#8.pdf
StealLikeAnArtist#9.pdf
StealLikeAnArtist#10.pdf
Fragments,FusedSentencesandCommaSplices.ppt
HowtoWriteaLiteraryAnalysisEssay.ppt
Subject = Performer
Nouns
Pronouns
Verb = Action
Action vs. Linking
Main verb vs. Helping verb
Person, place, thing OR idea
Janitor, teacher, son, daughter
classroom, school, office
Desk, car, fence
Fear, courage, happiness
Could be introduced with a, an, the
Common
House, desk, daughter, family
Proper
John, Susan, Salt Lake, The Olive Garden
Takes the place of a noun
Personal pronouns
I, me, my, mine, you, your, yours, he, him, his
Indefinite pronouns
Some, one, all, each, many, everyone, somebody
Reflexive/Intensive pronouns
Myself, yourself, himself, herself, ourselves
Relative pronouns
Who, whom, whose, that, which, those, this, these
Interrogative pronouns
Who, whom, whose, which, what
Action verb (shows action)
Shane ran to the store
Linking verb (links subject to another word)
Helen is a woman of integrity.
Main verb
The action (walks, writes, ran, sang)
Helping verb
Helps the main verb (is, has, may, can, could)
Main verb vs. Helping verb
Anna had thirty pairs of shoes.
had, in this case, is the Main Verb (MV)
Thomas had thought about the problem for years.
had is the helping verb (HV) and thought is the Main Verb (MV)
Verb Tense
Present Tense
I walk, you walk, he walks, she walks, we walk
Past Tense
I walked, you walked, he walked, we walked
Future Tense
I will walk, you will walk, he will walk, we will walk
Main Verb vs. Helping Verb
She did well on her chemistry quiz.
did, in this case, is the MAIN VERB (MV)
Bob did go to the game after all.
did is the HELPING VERB (HV) and go is the MAIN VERB (MV)
Verbals
Infinitive
Main form of the verb
To run, to sleep, to draw, to ski
I hope to pass my drivers test this time.
Present participle
ing verb without helping verb
Used as an adjective
Running, flying, being
The people picking potatoes ignored Vincent.
Standing on third base, Barry could not believe his luck.
Gerund
ing verb used as a noun
Running in the marathon is a dream of mine.
Sweatin to the oldies is helping Suzie lose weight.
Multiples
Multiple subjects
Fred and Mary pet the dog.
Batman and Wolverine kicked butt.
The boys and girls did their school work.
Multiple verbs
Mary fed the dog and pet the cat.
Superman and Wolverine kicked butt and took names.
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Special Situations
Subject understood
In a command
Shut the door.
Get these papers filed before I get back.
Verb before subject
Is your mother home?
There is a bug in my soup.
Over the hill rode the cavalry.
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SMART Notebook
Prepositions, conjunctions, and interjections, by golly!
Parts of Speech
Prepositions
A preposition is a word, which introduces a phrase.
An object follows it.
The object is always a noun or a pronoun.
Sometimes there may be adjectives describing the noun.
Examples
The book (on the desk) is mine.
Keep this book (in your desk).
Students should put their knapsacks (under their desks).
The pedestrian walked (around the shady corner).
You will recognize these!
Prepositions Practice
Underline or highlight the prepositions.
Put round brackets around the prepositional phrase.
Example: Joe paid five dollars (for his well-worn jacket) that he found (at the thrift store).
CONJUNCTIONS
A conjunction is a word that joins words, phrases, or clauses.
There are two types of conjunctions:
COORDINATE: join equal parts (eg. Nouns, verbs, phrases, sentences)
And
SUBORDINATE: make a clause dependent on an independent clause (complete sentence)
COORDINATE CONJUNCTIONS
Coordinating conjunctions can be remembered like this:
FANBOYS
F for
A and
N nor
B but
O or
Y yet
S - so
Examples:
Jordan was startled, for she saw a bear.
Joins two complete sentences (clauses)
You and I will do the project.
Joins two pronouns
Neither Jack nor Jill made it up the hill.
Joins two proper nouns
I would make pizza, but we dont have cheese.
Joins two complete sentences (clauses)
Examples, contd.
Lets go to see Catching Fire or Divergent.
Joins two proper nouns
Its foggy yet warm outside today.
Joins two adjectives
Blake should do his homework so he can get a good grade on his report card.
Joins two complete sentences (clauses)
SUBORDINATE CONJUNCTIONS
Make a sentence incomplete
Therefore, it is dependent on a complete sentence to complete the thought
Begins a subordinate clause
Common Subordinate Conjunctions
http://schoolsquestiontime.org/what-is-a-conjunction/
Examples:
Georgia needed butter to make cookies.
Because Georgia needed butter to make cookies
Now we have created a subordinate clause
Now what do we need to add in order for this subordinate clause to make sense?
a complete thought
Eg. Because Georgia needed butter to make cookies, she went to the store.
Lets try another one!
Joes dog eats his homework.
If Joes dog eats his homework
Now we have a subordinate clause
Lets add a complete thought
If Joes dog eats his homework, his teacher will not be happy.
Interjections! Awesome!
An interjection is a word that expresses strong feeling or emotion
Usually an interjection comes at the beginning or end of a sentence
It is followed by an exclamation point (!) when the emotion is strong
It is followed by a comma (,) when the emotion is mild
Try not overuse interjections!
Source: Umstatter, Jack. Got Grammar.
Common Interjections
Phew
Wow
Whoops
Yippee
Ouch
Hey
Really
Whoa
Well
Shoot
Can you think of other interjections?
http://jaimerehm.blogspot.ca/2008/08/interjections-comic-strip.html
SOME COMMON PREPOSITIONS
PLACE POSITION DIRECTION TIME OTHER
above
across
along
among
at
behind
below
beside
between
from
in
past
beyond
by
down
from
in
inside
into
near
off
with
without
on
opposite
out
outside
over
around
through
throughout
to
towards
under
up
after
before
at
by
for
during
from
in
of
except
as
like
about
with
without
by
for
SOME COMMON PREPOSITIONS
PLACE
POSITION
DIRECTION
TIME
OTHER
aboveacrossalongamongat
behindbelowbesidebetween
from
in
past
beyondbydownfromininsideintonearoff
with
without
onoppositeout outsideoveraroundthrough
throughouttotowardsunderup
afterbeforeatbyforduringfromin
of
exceptaslikeaboutwithwithoutbyfor
SMART Notebook
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SMART Notebook
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SMART Notebook
Four Ways to Combine Two Sentences
Suzie did well on the ACT test. She was accepted into her favorite college.
#1. Add a comma and a coordinating conjunction.
Suzie did well on the ACT test, so she was accepted into her favorite college. (CS,so CS)
Coordinating Conjunctions
(FANBOYS)
For
And
Nor
But
Or
Yet
So
#2. Add a conjunctive adverb with a semi-colon before it and a comma after it.
Suzie did well on the ACT
test; therefore, she was accepted into her favorite college.
(CS; therefore, CS)
Conjunctive Adverbs
Therefore
However
Furthermore
Then
#3. Add a semi-colon.
Suzie did well on the ACT test; she was accepted into her favorite college.
(CS; CS)
#4. Make one sentence a subordinate clause.
Because Suzie did well on the ACT test, she was accepted into her favorite college.
Suzie was accepted into her favorite college because she did well on the ACT test.
A subordinate clause has a subject and a verb but cant stand on its own.
Because Suzie did well on the ACT test
A subordinate clause must be attached to a main clause in order to make a complete sentence.
Because Suzie did well on the ACT test, she was accepted into her favorite college.
(Main Cl Sub Cl) OR (Sub Cl, Main Cl)
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SMART Notebook
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SMART Notebook
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SMART Notebook
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SMART Notebook
Fragments,
Fused Sentences and
Comma Splices
**Sentence Fragment
A sentence fragment occurs when a group of words that lacks a main clause is punctuated as a sentence.
Every sentence MUST have a main clause.
If you do not have a main clause, you do not have a sentence.
Three Types of Fragments
1. Contains no clause at all
i.e. The snow in the street.
2. Contain a verbal but still no clause
i.e. The snow falling on the street. (participle)
To slip on the snow in the street. (infinitive)
3. Contains a subordinate clause but no main clause.
i.e. After the snow had fallen on the street.
Because I had slipped on the snow in the street.
Correcting Fragments
Add words to give it a main clause.
i.e. The snow in the street (fragment)
I gazed at the snow in the street.
The snow was in the street.
i.e. The snow falling in the street (fragment)
The snow falling in the street covered my car.
The snow was falling in the street.
2. Join the fragment to a main clause written before or after it.
i.e. I love to see the ice on the lake. And the snow in the street. (incorrect)
I love to see the ice on the lake and the snow in the street.
i.e. My back was so sore that I could not stand straight. Because I had slipped on the snow in the street. (incorrect)
My back was so sore that I could not stand straight because I had slipped on the snow in the street.
**Fused Sentence
The fused sentence occurs when two or more main clauses are joined without a coordinating conjunction and without punctuation (sometimes called a "run-on" sentence).
i.e. Rauol drove by his uncle's house he waved at his cousins.
**Comma Splice
The comma splice occurs when two or more main clauses are joined with a comma but without a coordinating conjunction.
i.e. The hot sun beat down on the construction workers, they looked forward to the end of the day.
i.e. I wanted a dog for Christmas, however, my parents gave me a car.
Repairing Fused Sentences and Comma Splices
1. Use a comma and a coordinating conjunction.
i.e. Jack left for work early he arrived late. (fused)
Jack left for work early, but he arrived late. (correct)
2. Use a semicolon.
i.e. Jack left for work early, he arrived late. (comma splice)
Jack left for work early; he arrived late. (correct)
3. Use a semicolon and a transitional word or phrase.
i.e. Jack left for work early, he arrived late. (comma splice)
Jack left for work early; however, he arrived late. (correct)
SMART Notebook
Writing a Literary Analysis
BRIAN YOTHERS
Brought to you in cooperation with the Purdue Online Writing Lab
Rationale: Welcome to Writing the Literary Analysis. This 14-slide presentation is designed to help teachers introduce writing literary analyses to their students.
Directions: Each slide is activated by a single mouse click, unless otherwise noted in bold at the bottom of each notes page.
Writer and Designer: Brian Yothers
Updating authors: Arielle McKee, 2014
Developed with resources courtesy of the Purdue University Writing Lab
Grant funding courtesy of the Multimedia Instructional Development Center at Purdue University
Copyright Purdue University, 2007.
*
Its literary.
Its an analysis.
Its
An Argument!
It may also involve research on and analysis of secondary sources.
This screen is designed to provide a brief overview of the entire presentation. The most significant point to be emphasized here is that literary analysis is an argument about a literary work, and that whatever recommendations are made throughout the presentation stem from the need to write persuasively about a clear, debatable thesis.
Click mouse for each paragraph.
*
These concepts can be described in as much detail or as cursorily as time permits. It can be helpful to give an explanation of some of the terms, but also to direct students to glossaries of literary terms that can help them learn about these concepts for themselves.
*
Check your library for:
Various handbooks of literary terms
Numerous introductions to literary criticism and theory, widely available.
Example: A Handbook to Literature, Harmon/Holman
Students (and teachers) can find information on the Purdue OWL for researching literature.
However, its important to emphasize the importance of using sources other than/in addition to Internet sources to students.
Image from Amazon (http://www.amazon.com/A-Handbook-Literature-12th-Edition/dp/0205024017/ref=sr_1_1?ie=UTF8&qid=1403707393&sr=8-1&keywords=A+Handbook+to+Literature+Harmon%2FHolman)
*
Usually, a literary analysis will involve a discussion of a text as writing, thus the term literary, which means having to do with letters.
This will involve the use of certain concepts that are very specifically associated with literature.
This might be a good moment at which to asked students what it means to look at a novel, poem, play, essay, etc. as writingwhat kinds of emphases that does and does not imply. I particularly stress the fact that words, figures of speech, and patterns of organization matter when we are talking and writing about literature.
*
An analysis of a literary work may discuss:
How the various components of an individual work relate to each other.
How two separate literary works deal with similar concepts or forms.
How concepts and forms in literary works relate to larger aesthetic, political, social, economic, or religious contexts.
Here the facilitator may wish to give examples of how these categories can play out in essays on specific literary works discussed in class and/or ask students to suggest examples.
*
Writing an Argument:
When writing a literary analysis, you will focus on specific attribute(s) of the text(s).
When discussing these attributes, you will want to make sure that you are making a specific, arguable point (thesis) about these attributes.
You will defend this point with reasons and evidence drawn from the text.
Here the facilitator may wish to define precisely what a thesis statement is give some examples of thesis statements for literary essays. The comparison to law can be useful in order to demonstrate to students that when they write a literary analysis they are advocating a specific understanding of the text in relation to other understandings of the text, some of which their argument may coincide with, and some of which their argument may directly oppose.
*
Which is the best Thesis Statement?
Moby-Dick is about the problem of evil.
Moby-Dick is boring and pointless.
Moby-Dick is about a big, white whale.
The use of whiteness in Moby-Dick illustrates the uncertainty of the meaning of life that Ishmael expresses throughout the novel.
The fourth option, while not scintillating, is the one thesis statement on the list that could be developed and supported throughout an essay. A good strategy here is to ask students to talk about why each of the first three options is problematic. (Examples: Option 1 is too broad and abstract, Option 2 is appropriate if they are asked to recommend or not recommend a book to those who havent read it but doesnt offer an interpretation of the book, Option 3 is excessively obvious)
The Purdue OWL hosts a number of resources of building strong thesis statements and developing arguments.
*
Evidence and Support:
Include examples from the text:
Direct quotations
Summaries of scenes
Paraphrases
Cite other critics opinions
Discuss the texts historical and social context
Always remember to read carefully and highlight useful passages and quotes.
Many students need to have the importance of direct quotations emphasized strongly. It may be useful here as well to direct students to the handout on Summarizing, Paraphrasing, and Quoting on OWL. The facilitator might also ask students to suggest ways of finding out about historical and social context in preparation for the next two slides.
*
Secondary Sources:
A book or article that discusses the text you are discussing.
A book or article that discusses a theory related to the argument you are making.
A book or article that discusses the social and historical context of the text you are discussing.
For example: In discussing Chaucers Pardoners Tale,
Lee Patterson argues that:
Many students are simply not familiar with the term secondary sources, so its worthwhile to take the time to define the concept.
*
You might consult:
Academic Databases
EX: The MLA International Bibliography
The Dictionary of Literary Biography
Discipline-specific sources:
EX: America: History and Life for American Literature
Other search engines
A bibliography that is part of your text
Your instructor
The facilitator may wish to ask students what resources they have found helpful in the past. For help in searching the library, students can refer to the Research and Citation and Internet Literacy resources on the Purdue OWL.
*
When you use secondary sources, be sure to show how they relate to your thesis.
Dont overuse any one secondary source, or for that matter, secondary sources in general
Remember that this is your paper, your argumentthe secondary sources are just helping you out.
Never, never, never plagiarize. See the OWL handout on plagiarism for more information.
The OWL handout on plagiarism can be a useful supplement for this slide. See http://owl.english.purdue.edu/owl/resource/589/01/.
*
When writing a literary analysis:
Be familiar with literary terms.
Analyze specific items.
Make an a argument.
Make appropriate use of secondary sources.
Consult instructors and tutors for help when needed.
This screen gives the facilitator a chance to sum up the content of the presentation.
*
Purdue University Writing Lab, Heavilon 226
Check our web site: http://owl.english.purdue.edu
Email brief questions to OWL Mail:
https://owl.english.purdue.edu/contact/owlmailtutors
Notes:
The Writing Lab is located on the West Lafayette Campus in room 226 of Heavilon Hall. The lab is open 9:00am-6:00 pm. OWL, Online Writing Lab, is a reach resource of information. Its address is http://owl.english.purdue.edu. And finally, you can email your questions to OWL Mail at owlmail@owl.english.purdue.edu and our tutors will get back to you promptly.
*
The End
WRITING A LITERARY ANALYSIS
BRIAN YOTHERS
Brought to you in cooperation with the Purdue Online Writing Lab
Rationale: Welcome to Writing the Literary Analysis. This 14-slide presentation is designed to help teachers introduce writing literary analyses to their students.
Directions: Each slide is activated by a single mouse click, unless otherwise noted in bold at the bottom of each notes page.
Writer and Designer: Brian Yothers
Updating authors: Arielle McKee, 2014
Developed with resources courtesy of the Purdue University Writing Lab
Grant funding courtesy of the Multimedia Instructional Development Center at Purdue University
Copyright Purdue University, 2007.
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This screen is designed to provide a brief overview of the entire presentation. The most significant point to be emphasized here is that literary analysis is an argument about a literary work, and that whatever recommendations are made throughout the presentation stem from the need to write persuasively about a clear, debatable thesis.
Click mouse for each paragraph.
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These concepts can be described in as much detail or as cursorily as time permits. It can be helpful to give an explanation of some of the terms, but also to direct students to glossaries of literary terms that can help them learn about these concepts for themselves.
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Students (and teachers) can find information on the Purdue OWL for researching literature.
However, its important to emphasize the importance of using sources other than/in addition to Internet sources to students.
Image from Amazon (http://www.amazon.com/A-Handbook-Literature-12th-Edition/dp/0205024017/ref=sr_1_1?ie=UTF8&qid=1403707393&sr=8-1&keywords=A+Handbook+to+Literature+Harmon%2FHolman)
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This might be a good moment at which to asked students what it means to look at a novel, poem, play, essay, etc. as writingwhat kinds of emphases that does and does not imply. I particularly stress the fact that words, figures of speech, and patterns of organization matter when we are talking and writing about literature.
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Here the facilitator may wish to give examples of how these categories can play out in essays on specific literary works discussed in class and/or ask students to suggest examples.
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Here the facilitator may wish to define precisely what a thesis statement is give some examples of thesis statements for literary essays. The comparison to law can be useful in order to demonstrate to students that when they write a literary analysis they are advocating a specific understanding of the text in relation to other understandings of the text, some of which their argument may coincide with, and some of which their argument may directly oppose.
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The fourth option, while not scintillating, is the one thesis statement on the list that could be developed and supported throughout an essay. A good strategy here is to ask students to talk about why each of the first three options is problematic. (Examples: Option 1 is too broad and abstract, Option 2 is appropriate if they are asked to recommend or not recommend a book to those who havent read it but doesnt offer an interpretation of the book, Option 3 is excessively obvious)
The Purdue OWL hosts a number of resources of building strong thesis statements and developing arguments.
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Many students need to have the importance of direct quotations emphasized strongly. It may be useful here as well to direct students to the handout on Summarizing, Paraphrasing, and Quoting on OWL. The facilitator might also ask students to suggest ways of finding out about historical and social context in preparation for the next two slides.
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Many students are simply not familiar with the term secondary sources, so its worthwhile to take the time to define the concept.
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The facilitator may wish to ask students what resources they have found helpful in the past. For help in searching the library, students can refer to the Research and Citation and Internet Literacy resources on the Purdue OWL.
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The OWL handout on plagiarism can be a useful supplement for this slide. See http://owl.english.purdue.edu/owl/resource/589/01/.
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This screen gives the facilitator a chance to sum up the content of the presentation.
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Notes:
The Writing Lab is located on the West Lafayette Campus in room 226 of Heavilon Hall. The lab is open 9:00am-6:00 pm. OWL, Online Writing Lab, is a reach resource of information. Its address is http://owl.english.purdue.edu. And finally, you can email your questions to OWL Mail at owlmail@owl.english.purdue.edu and our tutors will get back to you promptly.
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