The document provides examples of concise writing by eliminating wordiness and deadwood from sentences. It discusses removing unnecessary phrases, vague nouns, and weak adverbs. Specific editing tips are offered, such as changing word order to move the subject and verb closer together. Redundant expressions like "there is" and "it is" should be removed from sentence starters. The document also covers punctuation best practices for using commas and semicolons correctly.
The document provides an agenda for a class that includes discussing an essay, the topics QHQ and SBB, and an in-class writing on SBB. It then discusses concepts like wordiness, deadwood, and punctuation. It provides writing tips and guidelines for checking paper details and the works cited page in MLA format. During the class, quotes from the novel Stone Butch Blues are discussed and analyzed in 3 sentences or less. The quotes illustrate themes of dealing with one's identity, societal pressures, injustice, and abuse.
The document contains an agenda for a class that includes discussing an essay, in-class writing, and topics on wordiness, deadwood, and punctuation in writing. It provides examples of wordy versus concise sentences and lists vague words and phrases to avoid. It discusses checking writing for details like page length, font, and title. Tips are given on writing about literature, revising sentences, and constructing a works cited page. An in-class writing on the topics discussed is also included on the agenda.
The document provides an agenda for a meeting that includes:
1. Discussing essay #2 and the QHQ SBB (Stone Butch Blues).
2. Having an in-class writing on SBB.
3. Covering topics like wordiness, unnecessary words, and punctuation in documents.
The document provides examples and guidelines for concise writing, including eliminating wordiness and deadwood. It discusses removing unnecessary phrases and filler words. Specific examples are given of wordy versus concise sentences. Common expressions that are considered deadwood are listed, as well as vague nouns and adverbs to eliminate. Guidelines are provided for punctuation and using commas and semicolons. Finally, it discusses checking details in a paper such as formatting, spelling of names, and ensuring titles are formatted correctly.
The document provides an agenda that includes discussing an essay, a writing assignment, and topics related to wordiness, unnecessary words, and punctuation. It discusses concise writing and eliminating filler words and phrases. It provides writing tips and formatting guidelines for citing various sources like books, articles, films and more. The document serves as a guide for students on improving writing skills and properly citing sources in assignments.
The document provides examples of concise writing by eliminating wordiness and deadwood from sentences. It discusses avoiding vague nouns, unnecessary adverbs, and redundant phrases like "which" or "that." Examples are given of wordy versus concise revisions of sentences. Common expressions to watch out for that may be considered deadwood are listed. The document also gives tips for punctuation, checking paper details, and following writing guidelines.
This document provides an agenda and notes for a Class 12 discussion. The agenda includes revising an essay, discussing questions from previous lessons, an in-class writing assignment, and reviewing student work. The notes cover topics like eliminating wordiness, concise writing, punctuation, checking paper details, and works cited pages. Key points emphasized include omitting unnecessary words, replacing vague terms, and properly citing sources in MLA format.
The document provides tips for improving fiction writing skills. It recommends taking writing classes, reading books on writing techniques, writing regularly, getting feedback from critique groups, identifying common writing weaknesses, and allowing time between drafting and revising. The goal is to develop skills through practice, feedback, and dedication to continuous learning over many years of writing.
The document provides an agenda for a class that includes discussing an essay, the topics QHQ and SBB, and an in-class writing on SBB. It then discusses concepts like wordiness, deadwood, and punctuation. It provides writing tips and guidelines for checking paper details and the works cited page in MLA format. During the class, quotes from the novel Stone Butch Blues are discussed and analyzed in 3 sentences or less. The quotes illustrate themes of dealing with one's identity, societal pressures, injustice, and abuse.
The document contains an agenda for a class that includes discussing an essay, in-class writing, and topics on wordiness, deadwood, and punctuation in writing. It provides examples of wordy versus concise sentences and lists vague words and phrases to avoid. It discusses checking writing for details like page length, font, and title. Tips are given on writing about literature, revising sentences, and constructing a works cited page. An in-class writing on the topics discussed is also included on the agenda.
The document provides an agenda for a meeting that includes:
1. Discussing essay #2 and the QHQ SBB (Stone Butch Blues).
2. Having an in-class writing on SBB.
3. Covering topics like wordiness, unnecessary words, and punctuation in documents.
The document provides examples and guidelines for concise writing, including eliminating wordiness and deadwood. It discusses removing unnecessary phrases and filler words. Specific examples are given of wordy versus concise sentences. Common expressions that are considered deadwood are listed, as well as vague nouns and adverbs to eliminate. Guidelines are provided for punctuation and using commas and semicolons. Finally, it discusses checking details in a paper such as formatting, spelling of names, and ensuring titles are formatted correctly.
The document provides an agenda that includes discussing an essay, a writing assignment, and topics related to wordiness, unnecessary words, and punctuation. It discusses concise writing and eliminating filler words and phrases. It provides writing tips and formatting guidelines for citing various sources like books, articles, films and more. The document serves as a guide for students on improving writing skills and properly citing sources in assignments.
The document provides examples of concise writing by eliminating wordiness and deadwood from sentences. It discusses avoiding vague nouns, unnecessary adverbs, and redundant phrases like "which" or "that." Examples are given of wordy versus concise revisions of sentences. Common expressions to watch out for that may be considered deadwood are listed. The document also gives tips for punctuation, checking paper details, and following writing guidelines.
This document provides an agenda and notes for a Class 12 discussion. The agenda includes revising an essay, discussing questions from previous lessons, an in-class writing assignment, and reviewing student work. The notes cover topics like eliminating wordiness, concise writing, punctuation, checking paper details, and works cited pages. Key points emphasized include omitting unnecessary words, replacing vague terms, and properly citing sources in MLA format.
The document provides tips for improving fiction writing skills. It recommends taking writing classes, reading books on writing techniques, writing regularly, getting feedback from critique groups, identifying common writing weaknesses, and allowing time between drafting and revising. The goal is to develop skills through practice, feedback, and dedication to continuous learning over many years of writing.
This document contains farewell messages from the senior editors of a school newspaper, the Torch, to the incoming junior editors.
Riley Galbraith reflects on their time with the Torch staff and lists things they want to experience one last time, such as interacting with teachers and completing their final publication.
Rachel Gilman's editorial discusses discovering their thesis for their final piece. They reflect on opportunities they took in high school, taking initiative on the newspaper staff, and how hard work led to personal growth and lessons that will carry into the future.
The seniors congratulate the junior class on taking over leadership of the newspaper and encourage them to make it their own while having fun with the experience.
42 Tips for Polishing Your Writing So It is Publishable: Michele Weldon's Wri...Michele Weldon
This document provides the schedule and content for a writing workshop. The workshop will focus on 42 tips for polishing writing to make it publishable, including exploring different genres, developing characters, crafting an engaging narrative, revising, and taking action to improve one's writing. Participants will do short writing exercises and share their work. The goal is for attendees to leave with three useful strategies and a plan of action for improving their writing over various time periods.
The document provides an agenda for a Class 12 discussion. It includes plans to discuss essays, in-class writing assignments, and review materials. It also covers topics like revising for wordiness, checking paper details, punctuation rules, and submitting assignments electronically. The class will discuss the book Stone Butch Blues and review writing tips on using present tense for literature and proper citation formats.
The document outlines an agenda for a class that includes discussing works about passing and identity, giving definitions for key terms, and having students write an in-class essay arguing either for or against the statement that passing for white provides advantages and only idiots would fail to do so. Students will analyze stories and poems about passing to understand issues of race, identity, and oppression.
This portfolio documents the student's growth in understanding literacy over the course of a semester. They learned that literacy involves reading more than just words - one can read different elements of the world. Through assignments analyzing everyday activities and media like advertisements, the student gained a broader view of literacy and how to think critically about the social implications of texts. Their idea of literacy expanded from basic reading and writing to encompass the many ways people communicate and interact through language.
This document provides guidance for a lesson on the novel Never Let Me Go by Kazuo Ishiguro. It includes discussion questions and activities about themes, characters, and passages from the novel. The opening activity asks students to choose the book cover that best fits the novel and discuss their choices in groups. Students will then participate in a debate about the issue of cloning as depicted in the film adaptation. Subsequent sections provide discussion prompts and analysis questions about narrative structure, the use of irony in the novel, the meaning and implications of the novel's setting at Hailsham, and key passages from the early chapters. The document aims to establish an understanding of the narrator Kathy and explore narrative devices used in the novel.
This document provides an agenda and instructions for an EWRT 1A online class. It reviews essay assignment requirements and techniques for writing a vivid personal narrative connected to The Hunger Games, including describing settings, people, and reconstructing dialogue. Students are instructed to describe a key person in their event, including physical features and mannerisms. They are also told to draft a conclusion that connects their experience back to their introductory quotation. Homework includes continuing to read assigned texts and posts, and drafting specific sections of their narrative essay.
Aidan Barry's 11H English Writing Portfolioaidanb2
This document appears to be a writing portfolio created by Aidan Barry for an 11th grade English class. It contains sections on goal setting and progress, methods for eliminating wordiness, analyzing comma usage, and revising major essays. For his first goal, Aidan aimed to write stronger thesis statements with a clear "so what" component, and provided examples from three essays showing improvement over the school year. His second goal was to use stronger evidence analysis, citing examples where he learned to analyze word choice and connotation more deeply. The portfolio demonstrates Aidan's focus on continuously improving his writing skills.
This document is Aidan Barry's writing portfolio for English 11H. It contains 8 sections: 1) Goal follow-up, where Aidan reflects on improving his thesis statements; 2) Methods of eliminating wordiness; 3) Comma errors; 4) Major essay revision; 5) An adolescent email thread; 6) A personal narrative; 7) A creative component; and 8) Overall reflection. For his goal follow-up, Aidan provides examples of thesis statements from 3 of his major essays to show how he developed stronger thesis statements with a clear "so what" over the course of the year. He also reflects on improving his analysis of evidence in his writing. The document models techniques to reduce wordiness and correct
The document appears to be a collection of informal notes and commentary from a literature class. It includes snippets of conversation between students, observations about assigned readings, and brief discussions of literary concepts and theories. Several topics are mentioned, such as postmodernism, critical theory, the American Dream, and interpretations of specific texts like The Road and Death of a Salesman. Students debate different analytical approaches and potential essay prompts.
This document provides an agenda and slides for an English literature course, including discussions of literary analysis, argumentation, outlining essays, and close readings of short stories by James Joyce from the collection Dubliners. The instructor emphasizes developing a thesis, finding evidence to support arguments, and honing critical thinking skills needed to analyze literary texts.
The document defines and provides examples of various English terminology including prefixes, suffixes, root words, and literary terms. It examines prefixes like "ante-", "counter-", "dys-", and "hyper-" and root words such as "anthrop", "belli", "brev", and "cred". It also explores literary elements and techniques including characterization, plot elements, themes, and various devices used in writing like symbolism, irony, and metaphor. The document serves as a review of terminology used in reading, analyzing, and writing English texts.
The document provides an agenda and terms list for an EWRT 1B class. The agenda includes a presentation on a terms list, discussion of Essay #2, and a lecture on thesis statements, outlining, using evidence, and introductions. It then provides the terms list, which defines terms like ableism, ally, binary gender, classism, critical consciousness, cultural appropriation, cultural oppression, and dominance. It also includes a group discussion on whether passing reinforces or disrupts social constructs, and provides opposing views on this from scholars. Finally, it provides the writing prompt for Essay #2 on racial passing.
There are no rules when it comes to writing a thesis paper for a Master's degree in Fine Art. This is the short story component of my MFA thesis paper that I wrote for the School of Visual Arts.
This document is Aidan Barry's writing portfolio follow-up on goals for improving their writing. The first goal was to write stronger thesis statements that include a "so what" element. Aidan provides examples of improving thesis statements from an early essay on truth to later essays on Crime and Punishment and war literature. The second goal was to use stronger evidence analysis. Aidan again shows progress through examples from those same essays, learning to analyze word choice and tone in quotes to better support arguments. Methods for eliminating wordiness and correcting comma errors are also outlined.
This document provides information and guidance for writers on getting published. It discusses creating content for publications, building relationships with editors, avoiding rejection, and getting paid for writing. It emphasizes starting small by writing for free or low-paying publications first to build a portfolio. Specific tips include writing about your passions, following editorial guidelines, submitting concise pitches by email, and offering supplementary materials like photos. The document also provides examples of effective and ineffective pitch letters with annotations. Overall, the document provides a strategic approach for writers to get their work published and establish themselves as professionals.
Here are some potential attention grabbers:
- "As Twyla and Roberta's reunion revealed, passing allows one to escape the realities of racism but often at the cost of one's true identity."
- "Faced with the threat of violence from an angry mob, many saw passing as a matter of survival rather than preference."
- "Imagine waking up one day and realizing your appearance could allow you to access opportunities closed to you based solely on the color of your skin. What would you do?"
These open with thought-provoking quotes or scenarios related to the complex issue of passing to engage the reader from the start.
This document provides an agenda and instructions for an EWRT 1A online class. It reviews essay assignment requirements and provides guidance on writing techniques like using sensory details to describe places and people, including physical descriptions and behaviors. It also covers reconstructing dialogue and writing conclusions. Students are instructed to complete homework that involves describing a person central to their autobiographical event, reconstructing a dialogue, and drafting a conclusion. The overarching goal is to help students write a 3-5 page essay using The Hunger Games as a starting point to engage readers about a significant personal experience.
1 shitty first drafts anne lamott from bird by bird SUKHI5
Lamott argues that most writers do not sit down feeling confident and write elegant first drafts. Rather, writers need to let themselves write "shitty first drafts" to get their ideas out, knowing that no one will see it. This messy first draft allows writers to explore ideas freely and often leads to discovering something great. Lamott shares her own experience of writing terrible first drafts for her food reviews before reworking them into publishable pieces. She emphasizes that almost all good writing starts with terrible first efforts and one needs to start somewhere by getting anything down on paper.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Letter of Reference_Stefan SveningssonNils Maurice
Stefan Sveningsson, a professor at Lund University, is writing a letter of recommendation for Nils Maurice, a recent graduate of the university's master's program in Managing People, Knowledge and Change. Sveningsson notes that Maurice was a dedicated student who performed excellently in both individual and group assignments during his year-long studies. Throughout his thesis writing, Maurice demonstrated theoretical refinement and an ability to conduct in-depth organizational analysis. Due to these qualities, Sveningsson recommends Maurice as a valuable potential employee for any organization.
This document contains farewell messages from the senior editors of a school newspaper, the Torch, to the incoming junior editors.
Riley Galbraith reflects on their time with the Torch staff and lists things they want to experience one last time, such as interacting with teachers and completing their final publication.
Rachel Gilman's editorial discusses discovering their thesis for their final piece. They reflect on opportunities they took in high school, taking initiative on the newspaper staff, and how hard work led to personal growth and lessons that will carry into the future.
The seniors congratulate the junior class on taking over leadership of the newspaper and encourage them to make it their own while having fun with the experience.
42 Tips for Polishing Your Writing So It is Publishable: Michele Weldon's Wri...Michele Weldon
This document provides the schedule and content for a writing workshop. The workshop will focus on 42 tips for polishing writing to make it publishable, including exploring different genres, developing characters, crafting an engaging narrative, revising, and taking action to improve one's writing. Participants will do short writing exercises and share their work. The goal is for attendees to leave with three useful strategies and a plan of action for improving their writing over various time periods.
The document provides an agenda for a Class 12 discussion. It includes plans to discuss essays, in-class writing assignments, and review materials. It also covers topics like revising for wordiness, checking paper details, punctuation rules, and submitting assignments electronically. The class will discuss the book Stone Butch Blues and review writing tips on using present tense for literature and proper citation formats.
The document outlines an agenda for a class that includes discussing works about passing and identity, giving definitions for key terms, and having students write an in-class essay arguing either for or against the statement that passing for white provides advantages and only idiots would fail to do so. Students will analyze stories and poems about passing to understand issues of race, identity, and oppression.
This portfolio documents the student's growth in understanding literacy over the course of a semester. They learned that literacy involves reading more than just words - one can read different elements of the world. Through assignments analyzing everyday activities and media like advertisements, the student gained a broader view of literacy and how to think critically about the social implications of texts. Their idea of literacy expanded from basic reading and writing to encompass the many ways people communicate and interact through language.
This document provides guidance for a lesson on the novel Never Let Me Go by Kazuo Ishiguro. It includes discussion questions and activities about themes, characters, and passages from the novel. The opening activity asks students to choose the book cover that best fits the novel and discuss their choices in groups. Students will then participate in a debate about the issue of cloning as depicted in the film adaptation. Subsequent sections provide discussion prompts and analysis questions about narrative structure, the use of irony in the novel, the meaning and implications of the novel's setting at Hailsham, and key passages from the early chapters. The document aims to establish an understanding of the narrator Kathy and explore narrative devices used in the novel.
This document provides an agenda and instructions for an EWRT 1A online class. It reviews essay assignment requirements and techniques for writing a vivid personal narrative connected to The Hunger Games, including describing settings, people, and reconstructing dialogue. Students are instructed to describe a key person in their event, including physical features and mannerisms. They are also told to draft a conclusion that connects their experience back to their introductory quotation. Homework includes continuing to read assigned texts and posts, and drafting specific sections of their narrative essay.
Aidan Barry's 11H English Writing Portfolioaidanb2
This document appears to be a writing portfolio created by Aidan Barry for an 11th grade English class. It contains sections on goal setting and progress, methods for eliminating wordiness, analyzing comma usage, and revising major essays. For his first goal, Aidan aimed to write stronger thesis statements with a clear "so what" component, and provided examples from three essays showing improvement over the school year. His second goal was to use stronger evidence analysis, citing examples where he learned to analyze word choice and connotation more deeply. The portfolio demonstrates Aidan's focus on continuously improving his writing skills.
This document is Aidan Barry's writing portfolio for English 11H. It contains 8 sections: 1) Goal follow-up, where Aidan reflects on improving his thesis statements; 2) Methods of eliminating wordiness; 3) Comma errors; 4) Major essay revision; 5) An adolescent email thread; 6) A personal narrative; 7) A creative component; and 8) Overall reflection. For his goal follow-up, Aidan provides examples of thesis statements from 3 of his major essays to show how he developed stronger thesis statements with a clear "so what" over the course of the year. He also reflects on improving his analysis of evidence in his writing. The document models techniques to reduce wordiness and correct
The document appears to be a collection of informal notes and commentary from a literature class. It includes snippets of conversation between students, observations about assigned readings, and brief discussions of literary concepts and theories. Several topics are mentioned, such as postmodernism, critical theory, the American Dream, and interpretations of specific texts like The Road and Death of a Salesman. Students debate different analytical approaches and potential essay prompts.
This document provides an agenda and slides for an English literature course, including discussions of literary analysis, argumentation, outlining essays, and close readings of short stories by James Joyce from the collection Dubliners. The instructor emphasizes developing a thesis, finding evidence to support arguments, and honing critical thinking skills needed to analyze literary texts.
The document defines and provides examples of various English terminology including prefixes, suffixes, root words, and literary terms. It examines prefixes like "ante-", "counter-", "dys-", and "hyper-" and root words such as "anthrop", "belli", "brev", and "cred". It also explores literary elements and techniques including characterization, plot elements, themes, and various devices used in writing like symbolism, irony, and metaphor. The document serves as a review of terminology used in reading, analyzing, and writing English texts.
The document provides an agenda and terms list for an EWRT 1B class. The agenda includes a presentation on a terms list, discussion of Essay #2, and a lecture on thesis statements, outlining, using evidence, and introductions. It then provides the terms list, which defines terms like ableism, ally, binary gender, classism, critical consciousness, cultural appropriation, cultural oppression, and dominance. It also includes a group discussion on whether passing reinforces or disrupts social constructs, and provides opposing views on this from scholars. Finally, it provides the writing prompt for Essay #2 on racial passing.
There are no rules when it comes to writing a thesis paper for a Master's degree in Fine Art. This is the short story component of my MFA thesis paper that I wrote for the School of Visual Arts.
This document is Aidan Barry's writing portfolio follow-up on goals for improving their writing. The first goal was to write stronger thesis statements that include a "so what" element. Aidan provides examples of improving thesis statements from an early essay on truth to later essays on Crime and Punishment and war literature. The second goal was to use stronger evidence analysis. Aidan again shows progress through examples from those same essays, learning to analyze word choice and tone in quotes to better support arguments. Methods for eliminating wordiness and correcting comma errors are also outlined.
This document provides information and guidance for writers on getting published. It discusses creating content for publications, building relationships with editors, avoiding rejection, and getting paid for writing. It emphasizes starting small by writing for free or low-paying publications first to build a portfolio. Specific tips include writing about your passions, following editorial guidelines, submitting concise pitches by email, and offering supplementary materials like photos. The document also provides examples of effective and ineffective pitch letters with annotations. Overall, the document provides a strategic approach for writers to get their work published and establish themselves as professionals.
Here are some potential attention grabbers:
- "As Twyla and Roberta's reunion revealed, passing allows one to escape the realities of racism but often at the cost of one's true identity."
- "Faced with the threat of violence from an angry mob, many saw passing as a matter of survival rather than preference."
- "Imagine waking up one day and realizing your appearance could allow you to access opportunities closed to you based solely on the color of your skin. What would you do?"
These open with thought-provoking quotes or scenarios related to the complex issue of passing to engage the reader from the start.
This document provides an agenda and instructions for an EWRT 1A online class. It reviews essay assignment requirements and provides guidance on writing techniques like using sensory details to describe places and people, including physical descriptions and behaviors. It also covers reconstructing dialogue and writing conclusions. Students are instructed to complete homework that involves describing a person central to their autobiographical event, reconstructing a dialogue, and drafting a conclusion. The overarching goal is to help students write a 3-5 page essay using The Hunger Games as a starting point to engage readers about a significant personal experience.
1 shitty first drafts anne lamott from bird by bird SUKHI5
Lamott argues that most writers do not sit down feeling confident and write elegant first drafts. Rather, writers need to let themselves write "shitty first drafts" to get their ideas out, knowing that no one will see it. This messy first draft allows writers to explore ideas freely and often leads to discovering something great. Lamott shares her own experience of writing terrible first drafts for her food reviews before reworking them into publishable pieces. She emphasizes that almost all good writing starts with terrible first efforts and one needs to start somewhere by getting anything down on paper.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Letter of Reference_Stefan SveningssonNils Maurice
Stefan Sveningsson, a professor at Lund University, is writing a letter of recommendation for Nils Maurice, a recent graduate of the university's master's program in Managing People, Knowledge and Change. Sveningsson notes that Maurice was a dedicated student who performed excellently in both individual and group assignments during his year-long studies. Throughout his thesis writing, Maurice demonstrated theoretical refinement and an ability to conduct in-depth organizational analysis. Due to these qualities, Sveningsson recommends Maurice as a valuable potential employee for any organization.
Laporan praktikum ini membahas proses menelan, ekskresi urine, dan sistem respirasi pada manusia. Hasilnya menunjukkan bahwa volume urine berbeda tergantung jenis minuman, sedangkan proses menelan lebih sulit dilakukan dengan bolus kering atau posisi tertentu."
Inequality in Public Education in New Jersey may be the result of a systemati...Gus Penaranda
The document discusses inequality in public education funding in New Jersey. It details the Abbott v. Burke court case that found New Jersey's school funding formula unconstitutional for not providing equal education across districts. The state implemented new funding formulas but issues remained, as poorer districts still lacked resources of wealthier districts. The document argues the problem is more deeply rooted in broader societal inequalities, and increasing funding alone cannot solve unequal outcomes between districts.
The agenda covers three main topics: 1) Discussing essay #2, 2) Discussing QHQ SBB, and 3) An in-class writing on SBB. It also includes subsections on wordiness, unnecessary words to eliminate, and punctuation. The document provides guidance and suggestions for improving conciseness and clarity in writing.
The agenda covers the following topics: discussing Essay #2, having an in-class writing on SBB, and discussing QHQ SBB. The document then discusses wordiness and concise writing, identifying unnecessary words like deadwood, utility words, and circumlocution that weaken writing. It provides examples and tips for eliminating wordiness.
Getting started with Fun HomeThe following are some notes anMatthewTennant613
Getting started with Fun Home
The following are some notes and handouts.
If you take a little bit of extra time to review them,
this should help a lot with doing the
various assignments.
We will also try to discuss many of them when we meet for ZOOM sessions!
FUN HOME: HOW DO WE READ A “PAGE”?
While reading a traditional prose text (such as a book, article, textbook, short story, report, etc…), this is usually not a complex choice:
EXAMPLE from F. Scott Fitzgerald’s The Great Gatsby:
And, after boasting this way of my tolerance, I come to the admission that it has a limit. Conduct may be founded on the hard rock or the wet marches, but after a certain point I don’t care what it’s founded on. When I came back from the East last autumn I felt that I wanted the world to be in uniform and at a sort of moral attention forever; I wanted no more riotous excursions with privileged glimpses into the human heart. Only Gatsby, the man who gives his name to this book, was exempt from my reaction—Gatsby, who represented everything for which I have unaffected scorn. (2)
It’s very obvious, right? One simply starts at the upper left-hand corner, reads the top line from left to right, and then continues down to the next line—and repeats the process, sometimes for thousands of lines! Predictable? Sure! Engaging? Maybe…
“Graphic texts” do not work in the same way. As I try to provide examples, please note a basic way to refer to specific parts of a graphic text. Besides indicating pages, I ask that you refer to “panels.” For example, if I refer to 7,2 that would mean page 7, panel 2 (the one featuring Bruce in his classroom).
Here are some terms to consider and some relevant panels:
Words and pictures (obviously…) Panels and gutters [7,2 or L2,2 is a panel. The words “It was his passion” appear in the “gutter” between panels.]
Foregrounds, middle-grounds and backgroundsSymbols and texts [Take a look at 57,1 [Examples appear on almost every page. or L62,1.Bechdel directly shows readers 5,3 or L11,3 are good places to start. the exact words from the dictionary.]
Zoom in or zoom outMoving the camera
[See all of page 23 or L29. If you were filming this,
where would the “camera” be? How often would you need to move it?]
Sequences and non-sequitorsSpeech bubbles and text boxes
[We’ve discussed “sequence.” A non-sequitor [See 3,1 or L9,1.When she says “Uhoh!”
is a sudden and at times confusing sequence. that’s a “speech bubble.” When she
See page 105 or L109, as the scene shifts the time and place says, “In our particular reenactment…,”
very suddenly.] that’s a textbox. A “textbox” often works like “interior monologue.”]
Centers and marginsFonts and Fonts and Fonts
[Most “pages” have a top and bottom. See pages 100-01 [See 48-49 or 142-43. Gatsby
What was the first thing you read? And the features one font for the whole book.
second or third? ] Graphic texts change fonts ofte ...
This document provides guidance on writing arguments about literature, including short stories and poems. It discusses selecting an issue to address, forming a claim about that issue and providing evidence to support the claim. It also covers analyzing various elements of literature like characters, themes, symbols and literary devices. The document emphasizes choosing a clear thesis, using quotes to support arguments, and comparing multiple works through their similarities and differences.
This document provides contact information for "DoctorL" including their email, Twitter handle, and Facebook profile. It also lists several resources and topics for discussion including a back channel for questions, slideshare materials, book matching strategies, educational psychology theories, and recommended books. The document contains information about connecting with readers through various formats and levels.
The document discusses various techniques writers use to appeal to audiences, including pathos, ethos, and logos. It uses examples from news articles to illustrate how pathos appeals to emotion, ethos establishes the writer's credibility, and logos relies on facts and research. Some articles are most effective because they use multiple appeals simultaneously. The document encourages close reading of articles and considering how writers develop their arguments and viewpoints.
This document provides guidance on writing a narrative essay, including:
1) A narrative tells a story from a unique perspective, about an event or experience in someone's life.
2) The essay must have an overall point or purpose, and include details to develop characters, setting, and action leading to a climax.
3) Students will choose a song to use lyrics as metaphors representing a significant life event, and write the essay using a timeline approach to structure the narrative.
This document discusses a passage from the novel "All Quiet on the Western Front" about learning to accept one's mortality in order to fully live one's life. It analyzes how the passage could be applied from educational and motivational perspectives. In the classroom, accepting mortality could encourage students to try new things beyond standard learning structures. An example activity is proposed where students interview family members about changes over time to reflect on the changing nature of life.
This document provides instruction on the four main types of sentences in English: simple, compound, complex, and compound-complex. It defines each type and provides examples. Simple sentences contain one independent clause. Compound sentences join two independent clauses with coordinating conjunctions or semicolons. Complex sentences contain an independent clause and one or more dependent clauses. Compound-complex sentences contain at least two independent clauses and one or more dependent clauses. The document reviews identifying and writing each sentence type and provides guidance for a homework assignment to write examples of each.
This document provides information for the first class of EWRT 1A taught by Dr. Kim Palmore. The class will include reviewing the introduction, brainstorming activities, and introducing essay #1 on choosing survival supplies. Students will engage in a group activity to choose supplies from lists to argue for in a 750 word essay. The essay should have an introduction with a clear thesis, body paragraphs with topic sentences and examples supporting each supply choice, and a conclusion. Homework includes posting an outline with thesis and being prepared for an in-class essay exam in the next class.
This document provides an overview and instructions for a hybrid English composition course. It introduces the instructor and outlines the course format, which includes both in-person and online components. Students are instructed on how to access course materials and assignments through the Canvas online platform. Key policies like attendance, late work, and academic honesty are also summarized. The document concludes by directing students to familiarize themselves with the course website and syllabus in preparation for the next class.
This document provides an overview and instructions for a hybrid English composition course. It introduces the instructor and their contact information. It explains that the class will meet in-person once a week for 2 hours and 15 minutes, and students will complete the remaining coursework online through presentations on the course website. It outlines how the online platform Canvas will be used and provides instructions for navigating it. It lists the course requirements including essays, homework posts, and reading quizzes. It discusses policies around attendance, late work, academic integrity and conduct. Finally, it provides the course syllabus calendar.
This document provides an overview and instructions for Dr. Kim Palmore's hybrid EWRT 1A course. The key points are:
- The class meets once a week in person and requires additional online work to be completed independently through presentations on the course website.
- The website, Canvas, will be used for communication, submitting assignments, accessing course materials and viewing grades.
- Students are expected to actively participate in class discussions and regularly complete assignments by their deadlines. Formal writing assignments include essays that must be submitted electronically through Kaizena.
- The syllabus outlines course policies on attendance, late work, academic integrity and expected conduct. It also provides a tentative course calendar and information
This document provides information for the first class of EWRT 1A taught by Dr. Kim Palmore. It includes an agenda with topics like an introduction, brainstorming activity, and outlining an essay. Students will choose survival supplies for a hypothetical weeks-long trip into the woods and write an argument essay defending their choices. The document gives categories of supplies to pick from and instructs students to discuss their options in groups. It provides guidance on writing an outline, thesis, body paragraphs, and conclusion for the essay. The homework is to post an outline, bring a hard copy to class, and prepare to do an in-class writing exam.
This document provides an overview of the EWRT 1A course. It introduces the instructor, Dr. Kim Palmore, and outlines the course details and expectations. The class is a hybrid course that meets weekly for 2 hours and 15 minutes, with an additional 2 hours and 15 minutes of online work each week. Students will use the Canvas platform to access course materials, assignments, and submit homework. Students are expected to actively participate in class discussions and regularly complete reading and writing assignments on time, including essays, homework posts, and quizzes. Academic honesty is strictly enforced.
To highlight and comment on an essay using Kaizena:
1. Find the essay assignment and submission requirements
2. Highlight required sections of the essay using the specified colors
3. To add a comment, highlight text and type the comment in the box that appears, then click "Post to Highlight"
4. Use one consistent color for your own highlights so the instructor can use a different color for feedback
1) All essays and projects must be submitted electronically through Kaizena before the class period they are due.
2) Students will enter a group code to submit essays and can add files from Google Drive or their desktop in PDF format.
3) The professor will review highlighting and commenting on essays and students can leave written or voice comments on their submissions.
To establish a WordPress username for completing homework, students can visit https://signup.wordpress.com/signup/?user=1 and follow the steps to create a free username, or sign in through Facebook instead of using their own name; they should then email their instructor their username and use that account for all class work online, as having a username is mandatory for much of the coursework being done online.
Here is a 4 line quotation integrated into a sentence in my essay:
According to leading health expert Dr. Susan Smith, making healthy choices is about more than just weight loss or appearance. As she states:
"Health is about feeling your best both physically and mentally. It's finding energy and joy in everyday activities rather than feeling drained. Making small changes like adding more vegetables or taking a walk after dinner can lead to big improvements in overall well-being."
This quotation effectively captures Dr. Smith's perspective that health is about overall wellness, not just physical appearance or numbers on a scale. Focusing on small, sustainable lifestyle changes and how they can enhance quality of life is a motivating message.
This document provides an overview of the key information for a hybrid English composition course. It includes the instructor's contact information and a description of how the hybrid format will work with some weekly in-person meetings and additional online content. It outlines how the course website and learning management system Canvas will be used and provides details on course requirements, assignments, materials, and policies around attendance, late work, academic honesty, and conduct. The syllabus calendar gives a tentative weekly schedule and overview of topics. Students are instructed to review the information and policies, take a quiz on the first presentation, and complete tasks like exploring the website and setting up accounts before the next class.
This document provides an overview and analysis of themes, tensions, and theoretical approaches in Night by Elie Wiesel. It discusses major themes like death, God/religion, sanity/insanity, and family. It analyzes the internal and external tensions present in the work. It also explores how trauma theory and other theoretical lenses can provide insight into the text. Key events and passages are analyzed in depth, with questions provided about character perspectives and shifts in worldview over the course of the horrific events depicted in the Holocaust memoir.
This document outlines the schedule and assignments for a hybrid literature and composition class over 9 weeks. It includes in-class and online activities as well as assigned readings and homework for each week. The main topics covered are New Criticism, feminist criticism, psychoanalytic criticism, short stories, and trauma theory. Students are assigned two essays analyzing poems and short stories using different literary lenses. They also have online discussion posts and take an exam on the materials covered in the first few weeks.
1. This document provides the guidelines and requirements for Essay #3, which asks students to write a 3-5 page concept essay explaining and analyzing a concept of their choosing. Students must highlight and comment on specific sections of their essay, include at least 3 sources in a Works Cited page, and meet formatting and length requirements.
2. The essay should objectively explain the chosen concept for readers who may or may not be familiar with it already. Students are encouraged to reveal uncommon details about the concept and use examples and imagery to illustrate it clearly.
3. The document outlines learning outcomes, previously learned skills, best practices, and traps to avoid like choosing an inappropriate topic or failing to support arguments with evidence
Here are some potential connections between the prisoners in Night and Shawshank Redemption:
- Both groups are stripped of their freedom and individuality. In the camps, prisoners are reduced to numbers and forced into uniformity/submission. In Shawshank, the prisoners lose control over their lives and must obey the prison system.
- Survival requires adapting to a harsh, inhumane system not of one's own making. In the camps, prisoners must find ways to endure unthinkable cruelty and deprivation. In Shawshank, inmates navigate the prison's oppressive rules and power structures.
- Hope and humanity can persist even in the darkest of places. In Night, some prisoners retain aspects of dignity and compassion
The document provides an agenda and discussion points for analyzing the novella "Rita Hayworth and Shawshank Redemption" by Stephen King and the short story "The Metamorphosis" by Franz Kafka.
For "Rita Hayworth", there is a discussion of themes like hope, struggle, and imprisonment. Potential discussion questions are also listed. For "The Metamorphosis", summaries of each chapter are provided along with characters, potential theoretical approaches, and discussion questions. The agenda then outlines a group discussion for analyzing both works.
The agenda covers discussions of two novellas: Rita Hayworth and Shawshank Redemption and The Metamorphosis. For Shawshank, key themes of hope, struggle, and imprisonment will be analyzed. For The Metamorphosis, three chapter summaries are provided: Chapter 1 details Gregor waking up as a cockroach and his family's initial reaction. Chapter 2 explores Gregor's loneliness and his sister's compassion. Chapter 3 finds Gregor weakening as the family acclimates to his condition. Potential discussion questions are posed about characters and applying psychoanalytic theory.
This document provides an agenda and information for an online EWRT 1C class on Franz Kafka's novella "The Metamorphosis". The class will include reading the novella, an introduction to Kafka as the author, and discussing the historical and literary contexts. Kafka is introduced as an Austrian-Jewish writer from Prague in the late 19th/early 20th century. The novella is then analyzed including its use of third-person narration from the perspective of Gregor Samsa after he transforms into an insect. Students are assigned to read the novella and answer one of several discussion questions in 200-300 words for homework.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
5. Wordiness
A sentence is not concise simply because it is short; a concise sentence contains
only the number of words necessary to achieve its effect or to make its point.
6. Deadwood
Unnecessary phrases that
take up space and add
nothing to meaning.
Examples
0 Wordy: There were many
factors that influenced his
decision to become a teacher.
Hint: omit the filler phrases
"it is," "there is," and "there
are" at the beginning of
sentences; these often delay
the sentence's true subject
and verb.
0 Concise: Many factors
influenced his decision to
become a teacher.
7. 0 Wordy: They played a softball game that
was exhausting.
0 Concise: They played an exhausting
softball game.
0 Wordy: It is expensive to upgrade
computer systems.
0 Concise: Upgrading computer systems is
expensive.
8. Some familiar expressions that are
Deadwood
0 There is/There are
0 I feel
0 I think
0 It seems to me
0 All things considered
0 Without a doubt
0 It is important to note
0 In my opinion
0 The reason why
0 In conclusion
9. Examples of Utility Words to
Eliminate or Replace
Vague Nouns
0 Thing (something,
anything, everything)
0 Situation
0 Kind
0 Type
0 Aspect
0 Sort
0 Area
Adverbs denoting degree
0 Basically
0 Very
0 Definitely
0 Quite
10. Omit "which" or "that” when
possible.
0Wordy: Because the fluid, which was
brown and poisonous, was dumped into
the river, the company that was
negligent had to shut down.
0Concise: Because the brown, poisonous
fluid was dumped into the river, the
negligent company had to shut down.
20. Miscellaneous Questions
0 Does the paper follow MLA guidelines?
0 Is the page length within assigned limits?
0 Is the font type and size within the assigned guidelines?
0 Does the Header follow the assignment guidelines?
0 Is the professor's name spelled correctly? Kim Palmore
0 Is your name spelled correctly?
0 Does the paper have a title? Is it a good title? Is the title in
the appropriate location?
0 Have you italicized book and movie titles and put stories,
articles, and poems in quotation marks.
21. Writing Tips
0 Write about literature in present tense
0 Avoid using “thing,” “something,” “everything,” and
“anything.”
0 Avoid writing in second person.
0 Avoid using contractions.
0 Cut Wordy Sentences
0 Fix run-on sentences
0 Check for misused words
0 Put commas and periods inside quotation marks
23. A Work in an Anthology,
Reference, or Collection
0 Works may include an essay in an edited collection or
anthology, or a chapter of a book. The basic form is for this
sort of citation is as follows:
0 Last name, First name. "Title of Essay." Title of Collection.
Ed. Editor's Name(s). City of Publication: Publisher, Year.
Page range of entry. Medium of Publication.
0 Example:
0 Harris, Muriel. "Talk to Me: Engaging Reluctant Writers." A
Tutor's Guide: Helping Writers One to One. Ed. Ben Rafoth.
Portsmouth: Heinemann, 2000. 24-34. Print.
24. A Work in a Collection or Anthology
Last name, First name. "Title of Essay." Title of Collection. (Date of original
publication if applicable). Ed. Editor’s Name(s). City of Publication:
Publisher, Year. Page range of entry. Medium of
Publication.
Langston Hughes
“Passing”
The Ways of White Folks
New York
Vintage 1990 1934
No Editor in this case
Pages 51-55
Print
Toni Morrison
“Recitatif”
Source: Confirmation: An Anthology of African
American Women
Publisher: Morrow
Edition: 1983
Editors: Imamu Amiri Baraka & Amina Baraka
Place Published: New York
Pages 243-260
Print
25. Recorded Films or Movies
List films by their title. Include the name of the director, the distributor, and the
release year. If relevant, list performer names after the director’s name. Use the
abbreviation perf. to head the list. End the entry with the appropriate medium
of publication (e.g. DVD, VHS, Laser disc).
Ed Wood. Dir. Tim Burton. Perf. Johnny Depp, Martin Landau, Sarah Jessica
Parker, Patricia Arquette. Touchstone, 1994. DVD.
The Human Stain
Directed by Robert Benton
Performers: Anthony Hopkins, Nicole Kidman,
Ed Harris, and Gary Sinise.
Distributor: Miramax
Release Year: 2003
Medium: DVD
26. An Article in a Scholarly Journal
0 Always provide issue numbers, when available.
0 Author(s). "Title of Article." Title of Journal Volume.
Issue (Year): pages. Medium of publication.
0 Example:
Bagchi, Alaknanda. "Conflicting Nationalisms: The
Voice of the Subaltern in Mahasweta Devi's Bashai
Tudu." Tulsa Studies in Women's Literature 15.1
(1996): 41-50. Print.
27. Article in an Online Scholarly Journal That Also Appears in Print
Cite articles in online scholarly journals that also appear in print as you would a
scholarly journal in print, including the page range of the article. Provide the
medium of publication that you used (in this case, Web) and the date of access.
Wheelis, Mark. "Investigating Disease Outbreaks Under a Protocol to the
Biological and Toxin Weapons Convention." Emerging Infectious Diseases
6.6 (2000): 595-600. Web. 8 Feb. 2009.
Author(s). "Title of Article." Title of Journal. Volume. Issue (Year of publication):
pages. Medium of publication. Date retrieved.
Randall Kennedy
“Racial Passing”
Ohio State Law Journal
Volume 62
Issue 1145
2001
1-28
Web
8 Feb. 2013
William Pickens
“Racial Segregation”
Opportunity: Journal of Negro Life
December, 1927
364-367
Web.
8 Feb. 2013
28. Article in an Online Scholarly Journal That Also Appears in
Print
Cite articles in online scholarly journals that also appear in print as you would a
scholarly journal in print, including the page range of the article. Provide the
medium of publication that you used (in this case, Web) and the date of access.
Author(s). "Title of Article." Title of Journal. Volume. Issue (Year of publication):
pages. Medium of publication. Date retrieved.
Hughes, Langston.
Passing (the poem)
Phylon
Vol. 11
Issue 1
(1950)
15
Web
30. “I didn’t want to be different. I longed to be everything
grownups wanted, so they would love me.” ch.2 p.13
0 This stood out to me because I think that people should be
able to be whoever they want and not have to worry about
being judged and everyone’s opinion. There is no map to how
a kid should act, everyone is different. Parents are suppose to
not worry about what you enjoy doing, or your preferences,
they are just suppose to love you unconditionally. Kids
should not have to change or try their hardest to please and
impress there parents or family, it should just happen, with
whatever they choose to be doing. Everyone has the right to
be whoever they want, no one should scare them into taking
that away. Everyone is unique in there own ways.
31. "Crow, are you a boy or a girl?"
"Caw, Caw!" (17).
0 The quote shows what horrible treatment the
character goes through just because he/she is
different. Difference is not coped with well in society
so in order for us to digest it, people make fun of it
because they feel insecure. We do not realize what we
are doing the person who is being treated badly. The
character never had the courage to stand up to the
people that kept asking him/her the question which I
wish he/she did so that he/she would feel more
confident about who he/she is.
32. “Just when it seemed like it couldn’t get worse I noticed my breasts were
growing. Menstruation didn’t bother me. Unless I bled all over myself it
was a private thing between me and my body. But breast! Boys hung out
of car windows and yelled vulgar things at me.[....]I liked my body before
puberty. Somehow I thought it would never change, not like this!” (23)
0 These lines stood out because it reminded of myself the way she
was feeling at that moment. Its like something I experience the
feeling of being uncomfortable with my own body. I was barely
entering high school. I remember that physical education was
required to be taken for two years. I was totally different back
then than what i am now. I was super shy not very social-able.
Back then I also hated that I had too. The thought of my own body
changing before my eyes. Especially when in class we had to run,
jump I felt so uncomfortable . Every boy staring and even men as
well. I would try to cover myself with large sweaters or shirts. But
I knew that there was nothing that I could do. As of today I can’t
really change anything and i still hate the fact that i keep getting
compliments about their size or how big they are.
33. “Whatever the world thought was wrong with me, I
finally began to agree they were right” (23)
There is a lot of hurt behind these
words. This is more than just admitting
someone was hurting them, this was
her accepting what society thought
and said about her. This was
acceptance of the fact that society
perceived her behavior and feelings as
“wrong.”
This quote just goes to show how
much power societal pressures have
over us, even our perception of
ourselves. It’s striking… and a little
scary.
I felt sentimental as I
read this because been
different doesn’t make
us inferior, it simply
means we are
distinguishable, and
unique.
34. “Part of the nightmare was that it all seemed so matter of fact. I couldn’t
make it stop, I couldn’t escape it, and so I pretended it wasn’t happening.
I looked at the sky, at how pale and placid it was. I imagined it was the
ocean and the clouds were white-capped waves.” (Feinberg, 41)
0 This passage is being said while she is being raped by her
classmates. I found this passage significant because it is
heartbreaking what those guys did to her. Additionally, that
passage shows how powerless she is in this incident. I
think that a person may have their opinions about others
but to do such a degrading act is extremely inhumane. This
type of event definitely marks a person for life and many
times that person can never fully recover from it. While I
was reading this scene, it reminded me of the French
movie, Irréversible, I saw a couple of years ago. The film is
about two men who want revenge for the rape a girlfriend.
It reminded me of this because both talk about this matter.
Rape is a very sensible topic that is not discussed in
society; so watching and reading about it is very profound.
35. “I didn’t know what else to write. They could find me at my
job if they wanted to, but there was a chance that they’d be
as happy to be rid of me as I’d be relieved to be gone”(47) .
0 Thee lines stood out to me because it is really
sad Jess does not feel happy or safe in her own
home, which is suppose to the place you feel
the safest being at home and being with your
family. It is also really sad that her parents
made no effort to look for her or help her
change her mind.
36. “Then I felt her body move closer and we kind of melted together. I
discovered all the sweet surprises a femme can give a butch: her hand on the
back of my neck, open on my shoulder, or balled up like a fist. The feel of her
belly and thighs against mine. Her lips almost touching my ear [. . .] I felt her
pain, she knew mine. I felt her desire, she aroused mine” (33-34).
0 Jess describes her first dance with another woman in the book. Before this
event, Jess had gone on a terrible date with Monique. This quote stood out
to me because it is the first real connection that Jess establishes with
another girl. It is an innocent act compared to her past experience with
Monique. Her “rite of passage” moment that displayed her sexy side. In a
room full of older butches and femmes, this was her proving point to all of
them. That she could be just as sexy as they are. I think that we have all
experienced this “looking for acceptance” moment and finally receiving it.
I have seen this in my current job, where I was once the newbie who was
afraid and oblivious to everything. Flash forward a few months later and I
know mostly everything. This was Jess’ moment of acceptance. In a
situation where she felt alone, this next quotation shows how
understanding Yvette (her dance partner) had been. It is always a nice
feeling knowing that someone out there understands you.
37. “They cuffed my hands so tight behind my back I almost cried out. Then
the cop unzipped his pants real slow, with a smirk on his face, and
ordered me on my knees. First I thought to myself, I can’t! Then I said
out loud to myself and to you and to him, ‘I won’t’ “ (10)
0 Jess describes a night she had with Theresa. They were alone in a
strange tuff at that night, waiting for their friends, who never showed up.
Then, the cops came in and started targeting at Jess and Theresa for no
reason as usual. However, this time is different, Jess was alone, she did
not have anyone to back her up, or tell her it’s alright. Suddenly, Jess was
so vulnerable and weak, and she knew exactly what was going to happen
to her. She did not fight back because she was cuffed and she knew that
if she fought back, everyone in the bar would be beaten. The thing that
stood out to me the most is Jess’s attitude after the incident. She was not
even mad, and something inside her was changed. She accepted the fact
and lived with it, “ I learned the difference between what I can’t do and
what I refuse to do.” Jess did not tell what happen to her in the cell that
night. But we all know that it was so traumatized that there was nothing
she could do but to accepted it.
38. “Either eat me or eat my shit,
bulldagger. It’s up to you” (109)
0 Of all the strife we read Jess had endured since being a
mere child, this particular scene in the book I couldn’t get
past. To be beaten to near death, and then treated the way
she was, made me sick. Rarely have I ever had such a
reaction to a novel, it stood out to me, even brought me to
tears. Having to take as much grief as Jess did on a daily
basis it made me burn with hatred for these cops that
went specifically out of their way to terrorize butches and
femmes, as if they were the criminals for their sexual
orientation. To be put in a position like that and survive, as
broken as she was for a long time, gave me great respect
for jess as the novel went on. Relentlessly she was hurt,
and relentlessly she fought.
39. “Deep down, my insides seethed. I knew I was stone, too. It was a home
alarm system that didn’t seem to have an on-off switch. Once installed,
the sirens went off and the gates shut, even if the intruder was loving”
(94)
0 These lines in the book spoke very strongly to me. From them, you
realize just how much psychological damage that Jess has taken from
the repeated gang rapes and the beatings. Any one of the events that
Jess suffered before the age of sixteen would have had a significant
effect on her still developing personality. Just one on these events
could have caused her to shut down all attempts by others to reach
her on a personal level. The fact that Jess, while damaged, still goes
on to form personal attachments, and to form romantic relationships
is a testament to how strong a person she is inside. Jess also has the
examples from the older butches who have suffered through the
same exact types of abuse, to draw on. While the other butches
rarely talk about the abuse they have suffered, the fact that someone
else really does understand what you have been through can be an
enormous help in getting through it yourself. I believe that Jess
recognizing she has scars is what allows her to continue reaching
out to others.
40. “Only you could melt this stone.”
0 This line stands on its own, in or out of context it has a very powerful
meaning behind it. The actual act of melting a stone takes the most
powerful forces to even chip away at stone and to melt it away takes
more years than most people can keep track of. This line makes me
think of sea water wearing away at a rock along the shore, working
for decades only to barely make a dent in the size of the object. The
way this line is written, however, indicates a faster change, a change
that can be watched. Only a very powerful person could do something
that remarkable to someone who is seemingly so very hardened to
the core. In context this line represents a connection so powerful that
the person that she is writing to is the only person on the entire
planet that truly knows her. In addition this person holds so much
power over her, she is the only person that can make her vulnerable.
For a person that hardened this would be something that would be
extremely difficult to do. Out of context this line means that there is
only one important person in someone’s life, only one person can see
the true colors of the other person. Only one person can break down
all the walls that were built around the others heart.
41. “I went to the window and looked out over the mounds of
snow, wishing I could do everything in my life once as
practice and then go back and do it again.”(102)
0 Jess said this after Duffy gave her the present he got for her. This
text in the book stood out to me because she felt guilty leaving
the plant for a different job after everything she fought for there.
She also might have felt proud of the reputation she had
established there. Also, I think she senses a reoccurring theme in
her life. Every time she makes a mistake she always wishes she
could take it back. For example, she didn’t know what to do when
Duffy asked her to step aside and give her promotion to Leroy.
She said she regretted it later and did it because she thought it
was the right thing to do. This specific quotation is indicative that
Jess is uncertain of herself despite what she expresses outward.
The author depicts Jess a certain way but this quote at the same
time reminds us that Jess doesn’t know how to live the life she
has been forced into.
42. “”You know”, Duffy added, “I don’t think I really realized how hard it is for you. I
know what jerks the guys at work can be sometimes.”……..”But when I went to the
hospital with you, I saw how they treated you, how they talked about you,” he
rubbed his face. When he looked back at me, I saw tears in his eyes. “ I felt so
helpless you know? I kept yelling at them that you were a human being that you
mattered, and it was like they weren’t listening to me.”” (Feinberg 93)
0 This post really stood out for me. Why? It was sad; it is
unbelievable how people are so cruel and selfish. Duffy was right,
Jess was a human being like everyone else, but the doctors didn’t
help Jess just because of the appearance. And was a butch. I liked
how Duffy stood up for Jess, it was brave and a show of
friendship towards Jess. Also how he cried while he was saying it
was touching. I believe that everyone deserves the right as
everyone else; we all should have equal rights. This as many
other parts was sad.
43. “ I drifted in and out of consciousness. I remember Theresa propping me
up against a brick wall in the precinct parking lot and assessing the
damage with her eyes. she chewed her lower lip and fingered the bloody
places on my shirt. ‘I'll never get these stains out.’ ‘Indirect messages cut
through my fog much more clearly than direct ones.’” (136)
I believe that what Theresa and Jess
understood clearly is the damage of that night
inside them is something they are not going
to forget for the rest of their lives. the small
cuts and the blood is going to be cured in a
week or two but that night left Jess a big scare
inside that is never going to be cured. I like
these lines because deep inside us we can not
explain everything or talk about everything
we have been through sometimes, but still we
can have our beloved make us feel better by
showing us that they understand us and how
we feel without reminding us of what hurts us
and without opening our ugly scars.
These lines stood out to me the
most since i have never
experienced a beating like this.
And the beating was caused
just because she was a lesbian
is shocking. What homosexual
men and women went through
before people were more
accepting is terrible. I am glad
that people have wised up to
this and now this is punishable
under hate crime laws.
44. “I shrugged. ‘I’m twenty-one today and I
feel old’” (140).
0 This quote stood out to me beyond all others because of
some preconceptions I had. I had assumed more time
had passed between her talks of high school and this
birthday party. When she moved onto talking about her
fights in the union and all the time spent in the bar, I
assumed she had skipped forward in her life story a bit
and was in her mid-twenties. Being twenty-two myself,
the fact that she had undergone all of those beatings and
overall stresses of her life before reaching twenty-one
puts the earlier part of the story in perspective for me.
45. “All my life I didn’t want to feel different. But in the dream I
liked it and I was with other people who were different”
(143).
0 Jess describes a dream she had with Theresa. In the dream, Jess is in a
bar out in the woods with the other drag queens. She tells Theresa she
doesn’t want to be different from other people; she wants to fit in and
she feels like she does. For most of my life I have felt different from
people, because I have a learning disability. I can’t learn new material
as quickly as most people can. I tried taking statistics but had to drop
the class simply because I wasn’t learning the material fast enough.
Whenever I hear someone say, “I got an A in statistics” I think, “Why
can’t I do that?” I’ve wanted to go into astronomy for quite a while but
I’m having second thoughts because of all the math involved. I feel
disadvantaged because I’m not sure if I can learn all the math.
However, I felt very much at home when I was in high school. Every
student there had a disability of some type. It made me feel as if I
wasn’t alone in the world.
46. In-Class Writing
0 Explore a moment when Jess
intentionally passes. How does
this experience change who ze
is? How do you know?
0 Choose one when ze
unintentionally passes. Does
this affect hir in the same way?
How do you know?
47. HOMEWORK
Edit Essay #2: Submit your essay electronically before our next class
(feel free to submit early) by emailing a copy saved in MS Word to
palmoreessaysubmission@gmail.com. Please save your essay as your
last name and the number 2. Example: Palmore 2
Reading: Stone Butch Blues (196-End).
Post #16: Best paragraph from essay #2
Post #17: Jess interacts with medical personnel in
various ways throughout the novel. Explore an
experience Jess has with a medical professional.
Does her gender identity influence the treatment
she receives or doesn’t receive? Or explore a
moment when Jess passes. How does this
experience change who ze is? How do you know?
Include a quotation with your discussion.
Studying: Terms