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Class 6


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Class 6

  1. 1. EWRT 1A: Class 6
  2. 2. Me versus Myself Me • Me is an object pronoun, which means that it refers to the person that the action of a verb is being done to, or to which a preposition refers. • They want me to study more. • Tell me a story. • Between you and me, he's right. • Carol wants to meet with John and me tomorrow. • The book was written entirely by me. • Please call Hillary or me with any questions. Myself • Myself is a reflexive or stressed pronoun, which means that, generally speaking, it should be used in conjunction with the subject pronoun I, not instead of the object pronoun me. • I bought myself a car. • I myself started the company. • I did the laundry by myself. • I feel like myself again. • Tired of waiting, I just did it myself.
  3. 3. I versus Me • John and me/I went to the store • Me went to the store • I went to the store • John and I went to the store • Maria went to the store with Chase and I/me. • Maria went to the store with I • Maria went to the store with me. • Maria went to the store with Chase and me.
  4. 4. AGENDA • Presentation: Vocabulary Chapters 5-7 • Discussion: The Hunger Games: What is your take on the game so far? • Group Work/Discussion: Bragg: “Analyzing Writing Strategies #1 p 36: Comparing • In-Class Writing: Similes and Metaphors • Preparing the complete draft: SMG 52-53
  5. 5. Groups: The Hunger Games
  6. 6. The Hunger Games Vocabulary
  7. 7. The Hunger Games: Chapters 1-12 1. Describe District 12. 2. What is the reaping? Do you think this practice is fair? 3. What act of kindness does Peeta’s dad show to Katniss? How do you think this man might of influenced his son? 4. The presentation of the tributes seems to be greatly focused on the visual— what does this reveal about the belief systems of the Capitol? 5. What does Katniss do before the judges? Why might this act be considered controversial? 6. What shocking secret does Peeta reveal during his interview? 7. What does Peeta mean when he says the following: “I want to die as myself.” 8. How are the tributes notified that someone has died in the arena? What does this say about attitudes about death?
  8. 8. ESSAY #2 Finishing it up!
  9. 9. Review • Introduction/Long quotation • Transition/Thesis • Intro to event • Description of places • Description of people • Climax (with sentence strategy) • Dialogue (or 2) • Significance • Concluding strategy
  10. 10. Bragg: “Analyzing Writing Strategies #1 p 36 • In your groups, read “Analyzing Writing Strategies” #1 aloud. • Locate the comparisons in paragraphs 1, 3, 7, 9, 13, and 16. • As a group, pick one or two that you think works well and make notes about why. • What impression do these comparisons give you of the young Bragg and the event he is writing about?
  11. 11. Metaphor: a literary figure of speech that describes a subject by asserting that it is, on some point of comparison, the same as another otherwise unrelated object. All the world’s a stage Simile: a figure of speech that directly compares two different things, usually by employing the words “like” or “as.” I’ve been working like a dog
  12. 12. • Formulate 5-7 metaphors or similes appropriate to your essay.
  13. 13. A WELL-TOLD STORY A Sentence Strategy: Time Transitions and Verb Tenses
  14. 14. As you draft a remembered event essay, you will be trying to help readers follow the sequence of actions in time. To prevent readers from becoming confused about the chronology, writers use a combination of time transitions and verb tenses to help readers understand when the event occurred and when particular actions occurred in relation to other actions.
  15. 15. occurred when she went to the mall for “a day of last-minute Christmas sopping.” Early in her essay, Dillard identifies when the event took place: “On one weekday morning after Christmas . . .” (par. 3). You can also use calendar time to establish the time the event began; if your narrative Covers several days, you might readers a series of time cues throughout the essay so we can easily follow the progression: “A year before his death”; “That August, I had turned 22”; and so on. Cite calendar or clock time to establish when the event took place and to help readers follow the action over time. Writers often situate the event in terms of the date or time. Brandt, for example, establishes in the opening paragraph that the event
  16. 16. Use temporal transitions combined with appropriate verb tenses to help readers follow a sequence of actions. Writers can employ temporal transitions such as after, before, in the meantime, and simultaneously to help readers keep track of the sequence of actions: When I got back to the Snoopy section, I took one look at the lines. . . . (Brandt, par. 3) In this example, when signals that one action followed another in time: Brandt did not take a look at the lines until she got back to the Snoopy section.
  17. 17. • Here’s another example of a simple one-thing-and- then-another time progression: • We all spread out, banged together some regular snowballs, took aim, and, when the Buick drew nigh, fired. (Dillard, par. 7) In this example, the word when together with a series of simple past-tense verbs indicates that a sequence of actions took place in a straightforward chronological order: they took their positions, made snowballs, aimed, the Buick came near, they threw their snowballs.
  18. 18. Look for a paragraph (or paragraphs) in your essay that tells a part of the story that relies on order. Add temporal words to help the reader understand when events happened. After, afterward, before, then, once, next, last, at last, at length, first, second, etc., at first, formerly, rarely, usually, another, finally, soon, meanwhile, at the same time, for a minute, hour, day, etc., during the morning, day, week, etc., most important, later, ordinarily, to begin with, afterwards, generally, in order to, subsequently, previously, in the meantime, immediately, eventually, concurrently, simultaneously
  19. 19. SMG 52-53 Preparing the complete draft
  20. 20. The Essay: The Beginning • Do I have my quotation? • Have I explained it? • Do I have a transition to my own story? • Have I aroused readers’ curiosity? • Can my readers identify with me? Should I tell them a few things about myself? • Should I do something unusual, such as being in the middle of the action or with a funny bit of dialogue?
  21. 21. The Story • Should I follow strict chronological order? Or would flashback or flashforward make the narrative more interesting? • Do I have narrative action and dialogue that intensify the drama? • Can I add description to detail or dramatize the story? • Do I have a climax that builds appropriately?
  22. 22. The Ending • In my effort to conclude with some reflections on meaning, have I tagged on a moral? Do I sound too sentimental? • If I want readers to think well of me, should I conclude with a philosophical statement, as Wolff does? Should I end with a paradoxical statement like Dillard? Should I be self-critical to avoid seeming smug? • Have I emphasized the events continuing significance in my life? Have I contrasted my remembered and current feelings? • Have I framed the essay by echoing back to my long quotation? Do I give readers a sense of closure?
  23. 23. HOMEWORK • Read: Catch up on HG (You should be through chapter 12. • Write: Complete Draft of Essay #2 • Blog Prompt #6: Post two dialogues from your essay. • Study: Vocabulary (1-7) • Bring: Two clean, complete copies of your draft; SMG