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  • 1. EWRT 1A Class 8
  • 2. AGENDA  Due Electronically before class: Essay #2 (palmorekim@fhda.edu)  Vocabulary Test: (Chapters 5-9)  Discussion: Ngo and Toufexis  Essay #3: The Concept Essay  In-Class Writing: Consider topics for your essay from The Hunger Games. Make a list of four different possibilities. Write paragraphs for two of them, sketching out what you already know about the concept. Think of at least one example for each from HG.
  • 3. The Game: NEW TEAMS TODAY • With your group, discuss the words on the next slide for five or so minutes and prepare to compete
  • 4. Vocabulary Words
  • 5. You have 15 minutes
  • 6. The Concept Essay
  • 7. Ngo: “Cannibalism: It Still Exists” Get into groups of three or four to discuss this essay and answer questions.
  • 8. Take 10 minutes • First, briefly summarize the story • What is the concept about which Ngo writes? • Which extended anecdote does Ngo use to help explain the concept to his readers? • What is his thesis? • How does he classify his concept? • Categories? • Types? • How does he define his concept? • Find examples of each his classified concepts.
  • 9. Brief Summary and Concept Extended Anecdote
  • 10. Extended Anecdote Thesis and classification
  • 11. Thesis and Classifications Definitions
  • 12. Definitions Exemplification
  • 13. Exemplification Endocannibalism Exocannibalism  Survival: Vietnamese boat refugees  Ate people as they died on the boat  Dietary: Miyanmin (both types really)  Eats their own dead and catches outsiders  Religious/Ritual: African tribe of the Bimin-Kuskusmin  Eat parts of genitalia to enhance reproductivity  Survival: Japanese troops’ supply lines cut  Sacrificed Arapesh people to feed troops  Dietary: Leopard people; Alligator people  Hunt victims  Religious/Ritual: Bangalas and South American Tribes  To honor those held in high-esteem, they sacrifice slaves and captives
  • 14. Ngo has written a concept essay about cannibalism  Use this essay as a model for you own!
  • 15. Toufexis “ Love: The Right Chemistry  Get back into your groups to discuss this essay and answer questions.
  • 16. Take 10 Minutes to Answer These Questions  First, summarize the story.  How does Toufexis “Hook the Reader”?  How does Toufexis focus her plan?  How does she create a logical plan? Summary
  • 17. Summary Hooking the reader
  • 18. Hooking the Reader  What does Toufexis do to catch Readers’ attention?  The title—”Love: The Right Chemistry”  The epigraph quoting Greta Garbo’s line from the film Ninotchka.  The conversational tone of the essay  Using “O.K.” and “Let’s” rather than the more formal “let us.” Focusing the Plan
  • 19. Focusing the Plan What She Does What She Does Not Do  She focuses on certain scientific aspects of romantic love, specifically the evolutionary biology and neurochemistry of love between adult human heterosexual mates.  By keeping to her focus, she is able to present information that is unfamiliar, and therefore interesting, to her readers.  Because she wants to emphasize love as a tool to promote reproduction, she does NOT include same- sex love, or nonsexual love between friends and family members  She does NOT discuss views on love by various religions or cultures. A logical plan
  • 20. A Logical Plan  Introduction of topic  Thesis  Forecast  Transitions She provides clues for the reader
  • 21. Introduction of Concept: Paragraph 1: She announces that she is writing about “romantic love,” a concept that she will address with “scientific precision.” Thesis: Paragraph 2: What seems on the surface to be irrational, intoxicated behavior is in fact part of nature’s master strategy—a vital force that has helped humans survive, thrive, and multiply through thousands of years” Forecast: In paragraph two: “Love rests firmly on the foundations of evolution, biology, and chemistry.” Toufexis also uses transitions to let the readers know when she is leaving one topic and going to another: here is the transition from biology to neurochemistry:
  • 22. The Concept Essay  Topic: Write an essay about a concept from The Hunger Games that interests you and that you want to study further. When you have a good understanding of the concept you have chosen, explain it to your readers, considering carefully what they might already know about it and how your essay might add to what they know. In-Class Essay #3 3-5 pages 100 points possible You may use a page of notes You must have a Dictionary or other defining source and at least two quotations that exemplify your concept in The Hunger Games.
  • 23. Equality, Legal, Skill, Hunger, Cold, Friendship, Safety, Justice, Fair play, Class, Game, Play, Power, Identity, Strength, Competition, Sacrifice, Spectacle, Schadenfreude (happiness derived from others’ misfortunes), Fear, Privilege, Topics to Consider:
  • 24. In-Class Writing:  Consider topics for your essay from The Hunger Games.  Make a list of four different possibilities.  Write paragraphs for two of them, sketching out what you already know about the concept..
  • 25. Homework  Read: HG through chapter 19; SMG 148- 163  Post #8 Finish and post your in-class writing; then, find a good definition for your concept. It can be from a dictionary or an encyclopedia.  Post #9: Name the two concepts about which you wrote paragraphs. Find a few lines from The Hunger Games that illustrate each concept. Copy them into your post, and then explain how the example demonstrates, defines, or embodies the concept. (include page numbers)  Bring: SMG to Class  Study: Vocabulary 10-13