The document outlines the agenda and materials for an English writing class. It includes a terms list defining concepts like ableism, ally, and binary gender. It also provides discussion questions about the short story "Recitatif" and prompts for an in-class essay arguing either for or against a quote about passing as a different race. The document provides guidance on developing a thesis, outline, evidence-based arguments, and introduction for the essay assignment.
The document outlines the agenda and terms for an English writing class, including a presentation on terminology, a discussion of the short story "Recitatif", and a lecture on thesis statements, outlining, using evidence, and writing introductions. It also provides the prompt for the class's second essay assignment arguing either for or against a statement about the advantages of passing as white.
The document provides an agenda and materials for an English writing class, including a terms list, discussion questions about the story "Recitatif", and an outline for an upcoming essay assignment arguing either for or against a statement about racial passing. Students will analyze texts, discuss themes of passing and identity, and begin drafting their essay in class.
The document provides an agenda and materials for an English writing class. The agenda includes a discussion of the short story "Recitatif" by Toni Morrison, a lecture on thesis statements and outlining, and an in-class writing assignment on essay #2. The materials include definitions for terms like ableism, ally, and binary gender. It also includes discussion questions about "Recitatif" related to themes of passing, race, class, memory, and ambiguity. The prompt for essay #2 asks students to argue for or against a quote about whether "idiots" would fail to seize opportunities of passing for white to gain advantages.
This document provides an agenda and materials for an English writing class. The agenda includes a discussion of the short story "Recitatif" by Toni Morrison and a lecture on thesis statements, outlining, using evidence, and introductions. It also includes an in-class writing assignment on the prompt "If passing for white will get a fellow better accommodations on the train, better seats in the theatre, immunity from insults in public places, and may even save his life from a mob, only idiots would fail to seize the advantages of passing, at least occasionally if not permanently." Students are asked to argue for or against this statement in a 4-6 page essay using evidence from texts discussed in class. The document
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.
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.
This document provides an agenda and materials for a class discussion on racial passing and writing an essay on the topic. It includes a list of terms related to oppression and identity. The class will present information on thesis statements, outlining, using evidence, and introductions for essay writing. Students will then work on a draft of their Essay #2, which asks them to argue for or against the act of racial passing using evidence from class texts and discussions. The document provides discussion prompts, sample thesis statements, and guidance on developing body paragraphs, introductions, and outlines for the essay. It assigns reading and homework for students to post a draft introduction and body paragraphs.
This document provides an agenda and terms for a class on writing. The agenda includes a presentation on terms, a lecture on counterarguments and conclusions, and an in-class writing assignment. Several terms are then defined, including economic class, ethnocentrism, gender, gender expression, inclusiveness, internalized oppression, queer, resistance, and sexism. The document concludes by noting the continuation of the essay assignment.
The document outlines the agenda and terms for an English writing class, including a presentation on terminology, a discussion of the short story "Recitatif", and a lecture on thesis statements, outlining, using evidence, and writing introductions. It also provides the prompt for the class's second essay assignment arguing either for or against a statement about the advantages of passing as white.
The document provides an agenda and materials for an English writing class, including a terms list, discussion questions about the story "Recitatif", and an outline for an upcoming essay assignment arguing either for or against a statement about racial passing. Students will analyze texts, discuss themes of passing and identity, and begin drafting their essay in class.
The document provides an agenda and materials for an English writing class. The agenda includes a discussion of the short story "Recitatif" by Toni Morrison, a lecture on thesis statements and outlining, and an in-class writing assignment on essay #2. The materials include definitions for terms like ableism, ally, and binary gender. It also includes discussion questions about "Recitatif" related to themes of passing, race, class, memory, and ambiguity. The prompt for essay #2 asks students to argue for or against a quote about whether "idiots" would fail to seize opportunities of passing for white to gain advantages.
This document provides an agenda and materials for an English writing class. The agenda includes a discussion of the short story "Recitatif" by Toni Morrison and a lecture on thesis statements, outlining, using evidence, and introductions. It also includes an in-class writing assignment on the prompt "If passing for white will get a fellow better accommodations on the train, better seats in the theatre, immunity from insults in public places, and may even save his life from a mob, only idiots would fail to seize the advantages of passing, at least occasionally if not permanently." Students are asked to argue for or against this statement in a 4-6 page essay using evidence from texts discussed in class. The document
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.
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.
This document provides an agenda and materials for a class discussion on racial passing and writing an essay on the topic. It includes a list of terms related to oppression and identity. The class will present information on thesis statements, outlining, using evidence, and introductions for essay writing. Students will then work on a draft of their Essay #2, which asks them to argue for or against the act of racial passing using evidence from class texts and discussions. The document provides discussion prompts, sample thesis statements, and guidance on developing body paragraphs, introductions, and outlines for the essay. It assigns reading and homework for students to post a draft introduction and body paragraphs.
This document provides an agenda and terms for a class on writing. The agenda includes a presentation on terms, a lecture on counterarguments and conclusions, and an in-class writing assignment. Several terms are then defined, including economic class, ethnocentrism, gender, gender expression, inclusiveness, internalized oppression, queer, resistance, and sexism. The document concludes by noting the continuation of the essay assignment.
This document provides an agenda and materials for an English writing class. The agenda includes presenting a terms list, discussing an upcoming essay, and giving a lecture on thesis statements, outlining, using evidence, and introductions. The terms list defines terms related to discrimination, oppression, and social constructs. It also includes a discussion on whether passing reinforces or disrupts social constructs. The document provides guidance on writing an essay arguing for or against racial passing, including developing a thesis, identifying reasons to support the thesis, using evidence from assigned texts, and writing an introduction. It cautions against certain ineffective introduction styles and provides examples of strong introduction openings.
This document provides an agenda and materials for a class discussion on racial passing and writing an essay on the topic. It includes a terms list defining key concepts, excerpts from texts discussing whether passing reinforces or disrupts social constructs of race, guidelines for writing an introduction and thesis, developing body paragraphs with topics sentences and evidence, and considering counterarguments. Students are assigned to write a 4-6 page essay arguing for or against William Pickens' view that people should seize opportunities to pass for white to access privileges and safety. The document models outlines, introduces techniques for openings, and assigns reading and draft posting for homework.
This document provides an agenda and materials for a class discussion on racial passing and writing an essay on the topic. It includes a terms list defining key concepts, excerpts from texts discussing whether passing reinforces or disrupts social constructs of race, guidelines for writing an introduction and thesis, developing body paragraphs with topics sentences and evidence, and considering counterarguments. Students are assigned to write a 4-6 page essay arguing for or against the position that people should seize opportunities to pass for their own benefit, citing evidence from class readings and discussions. An outline format is also provided.
The document provides the agenda and materials for an English writing class. The agenda includes a terms list presentation, discussing 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 discusses whether passing reinforces or disrupts social constructs. It provides a prompt for essay #2 arguing whether you agree with Pickens's position on racial passing. The document gives guidance on developing a thesis, reasons, body paragraphs, and introductions for the essay.
The document discusses racial passing through several examples from literature and history. It describes instances of individuals passing as white to escape slavery or danger from racial violence. One example is of Ellen Craft who escaped slavery by pretending to be a white man traveling with her husband disguised as his servant. The document also discusses the complex issues of racial passing, including how some saw it as a way to resist racism while others viewed it as reinforcing social hierarchies. Students are instructed to write an essay arguing either for or against racial passing using support from at least four of the texts discussed.
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.
The document outlines the schedule and lesson plans for an English literature class over the course of several weeks. It includes discussions of literary criticism models like feminist criticism and historical criticism. Specific works discussed include Kate Chopin's "The Storm" and "The Awakening", speeches by Booker T. Washington, and W.E.B. Du Bois' "Souls of Black Folk". Students will analyze these works through different literary lenses and complete writing assignments comparing the works.
This document provides an agenda and notes for an English writing class. The agenda includes an upcoming exam, changing group teams, and presentations on trickster characters. Notes cover terms and definitions for the exams, including on gender identity, heterosexism, and sexual orientation. An introduction is given for the next research essay assignment on trickster tales and characters. Students then break into groups to discuss questions about the play "Chinglish" and identifying trickster traits. Traits of tricksters are reviewed from the reading. The class concludes with an in-class writing assignment analyzing a passing character as a trickster.
This letter from an 11th grade English teacher informs parents about an upcoming 5-week unit on social justice titled "Re-Defining Normal: The Politics of Power." The unit will examine the social constructs of race, gender/sexuality, and body image through analyzing three core texts - Huckleberry Finn, Aristotle and Dante Discover the Secrets of the Universe, and "Body Ritual among the Nacirema." The teacher provides context on each text and how they will be used to foster critical thinking about notions of normalcy and how power structures influence social views. Parents are invited to contact the teacher with any questions or concerns.
The document outlines an English class schedule and assignments for the week of April 19th. It includes reviewing different literary criticism models like feminist criticism and analyzing short stories like "The Storm" through those lenses. Students will also analyze speeches by Booker T. Washington and W.E.B. Du Bois using historical criticism, comparing their arguments. They will write essays analyzing stories and speeches seen through various literary criticism perspectives.
This document contains the agenda for Class 4 of EWRT 1B which includes:
- A presentation on literary terms
- Information about team assignments and earning participation points
- A lecture on the author Langston Hughes
- A discussion of racial passing using two stories
- A lecture on writing summaries and paraphrasing poetry
- An in-class writing assignment to practice summarizing and paraphrasing
It also provides definitions for several literary terms that will be covered on the first exam such as characterization, dialogue, epistle, irony, literal, literature, and paraphrase.
The document provides an agenda for Class 4 of EWRT 1B. It includes a presentation on literary terms that will be on the terms exam. It discusses forming teams to earn participation points and an author lecture on Langston Hughes. It outlines a QHQ discussion on racial passing based on two works and a lecture on writing summaries and paraphrasing poetry. It lists the terms to be covered on the exam and provides their definitions. It also includes guidelines for in-class activities including forming teams, tracking participation points, and engaging in group discussions.
This document provides an agenda and notes for Class 16 of an EWRT 1B course. The class will cover the following topics: an exam on terms, a countdown to the end of the quarter, changing essay teams, terms for the next exam, and an introduction to the next research essay assignment on trickster tales and characters. Students will take a short vocab exam, discuss questions about the play "Chinglish", consider readings featuring passing characters as potential tricksters, and do an in-class writing evaluating a passing character as a trickster. Homework assigned is to study for an exam, post a discussion online, and prepare for an upcoming library workshop to begin researching the trickster essay topic.
This document provides an agenda and discussion notes for an EWRT 1A class. The agenda includes discussing a sample argument essay on marginalization and introducing the assignment for Essay #3. Students are asked to choose a character from Harry Potter books that is marginalized and argue how they are marginalized, how they respond productively or unproductively, and compare their marginalization to contemporary examples. Key terms like marginalization and its effects are discussed. Examples of potentially marginalized characters are provided and students discuss options in small groups. Homework includes reading assignments to prepare for the essay.
The document provides an agenda for an English writing class that includes:
- A vocabulary test
- Reviewing essay #1 and discussing counterarguments and conclusions
- Learning about rhetorical strategies including aphorisms and chiasmus
- An in-class writing assignment applying counterarguments, conclusions, aphorisms and chiasmus.
It then provides detailed explanations and examples of counterarguments, conclusions, aphorisms and chiasmus including how to identify and address counterarguments, strategies for writing effective conclusions, methods for writing aphorisms and examples of different types of chiasmus. The class will then visit the library before the next meeting.
This document provides guidance for students writing an essay analyzing a character from George R.R. Martin's novel A Game of Thrones. It includes potential essay topics, instructions for developing a thesis and outline, and tips for writing an introduction with a directed summary. Students are given examples of writing a working thesis, outline, and introduction for an essay analyzing Jon Snow and the internal and external conflicts he faces. The document aims to help students structure their essay analysis of a character from the novel.
This document outlines the agenda for an ELIT 10 class. It discusses forming student teams to earn participation points and complete assignments. A presentation on LGBTQQIA2 theories will cover history, vocabulary, and discussions of "The Long Arm" by Mary Wilkins Freeman. Teams will have 10 minutes to discuss the vocabulary terms and answer discussion questions. A brief history of LGBTQ+ experiences from ancient Rome to 1895 is also provided, ending with an introduction to the assigned authors Krafft-Ebbing and Cather.
This document summarizes a research article that analyzes the concept of heroism. The researchers aimed to develop a taxonomy of different types of heroism and differentiate heroic action from altruism. They explored paradoxes surrounding heroism, such as how heroic actors can be both elevated and negated. The researchers assert that insufficient justification, rather than risk alone, better explains how heroic status is ascribed. They briefly present results from a study supporting their arguments. The researchers identify areas for future research, such as how extension neglect may influence views of non-prototypical heroes and how injury/death of heroes resolves dissonance in their favor.
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 guidance on using pronouns like "me" and "myself" correctly. It explains that "me" is an object pronoun that refers to the recipient of an action, while "myself" is a reflexive pronoun used with the subject "I", not in place of "me". Some examples are given to illustrate the proper uses of these pronouns. The document also discusses when to use "I" versus "me" in sentences with multiple people. Finally, it provides an agenda for an English class that includes discussing The Hunger Games, analyzing writing strategies, generating metaphors and similes, and preparing a draft of an essay.
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.
Here are concise revisions of the wordy sentences:
1. He dropped out of school because he needed to help support his family.
2. The bus company will announce the new schedule within the next few days.
3. Students can meet in many ways.
This document provides an agenda and materials for an English writing class. The agenda includes presenting a terms list, discussing an upcoming essay, and giving a lecture on thesis statements, outlining, using evidence, and introductions. The terms list defines terms related to discrimination, oppression, and social constructs. It also includes a discussion on whether passing reinforces or disrupts social constructs. The document provides guidance on writing an essay arguing for or against racial passing, including developing a thesis, identifying reasons to support the thesis, using evidence from assigned texts, and writing an introduction. It cautions against certain ineffective introduction styles and provides examples of strong introduction openings.
This document provides an agenda and materials for a class discussion on racial passing and writing an essay on the topic. It includes a terms list defining key concepts, excerpts from texts discussing whether passing reinforces or disrupts social constructs of race, guidelines for writing an introduction and thesis, developing body paragraphs with topics sentences and evidence, and considering counterarguments. Students are assigned to write a 4-6 page essay arguing for or against William Pickens' view that people should seize opportunities to pass for white to access privileges and safety. The document models outlines, introduces techniques for openings, and assigns reading and draft posting for homework.
This document provides an agenda and materials for a class discussion on racial passing and writing an essay on the topic. It includes a terms list defining key concepts, excerpts from texts discussing whether passing reinforces or disrupts social constructs of race, guidelines for writing an introduction and thesis, developing body paragraphs with topics sentences and evidence, and considering counterarguments. Students are assigned to write a 4-6 page essay arguing for or against the position that people should seize opportunities to pass for their own benefit, citing evidence from class readings and discussions. An outline format is also provided.
The document provides the agenda and materials for an English writing class. The agenda includes a terms list presentation, discussing 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 discusses whether passing reinforces or disrupts social constructs. It provides a prompt for essay #2 arguing whether you agree with Pickens's position on racial passing. The document gives guidance on developing a thesis, reasons, body paragraphs, and introductions for the essay.
The document discusses racial passing through several examples from literature and history. It describes instances of individuals passing as white to escape slavery or danger from racial violence. One example is of Ellen Craft who escaped slavery by pretending to be a white man traveling with her husband disguised as his servant. The document also discusses the complex issues of racial passing, including how some saw it as a way to resist racism while others viewed it as reinforcing social hierarchies. Students are instructed to write an essay arguing either for or against racial passing using support from at least four of the texts discussed.
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.
The document outlines the schedule and lesson plans for an English literature class over the course of several weeks. It includes discussions of literary criticism models like feminist criticism and historical criticism. Specific works discussed include Kate Chopin's "The Storm" and "The Awakening", speeches by Booker T. Washington, and W.E.B. Du Bois' "Souls of Black Folk". Students will analyze these works through different literary lenses and complete writing assignments comparing the works.
This document provides an agenda and notes for an English writing class. The agenda includes an upcoming exam, changing group teams, and presentations on trickster characters. Notes cover terms and definitions for the exams, including on gender identity, heterosexism, and sexual orientation. An introduction is given for the next research essay assignment on trickster tales and characters. Students then break into groups to discuss questions about the play "Chinglish" and identifying trickster traits. Traits of tricksters are reviewed from the reading. The class concludes with an in-class writing assignment analyzing a passing character as a trickster.
This letter from an 11th grade English teacher informs parents about an upcoming 5-week unit on social justice titled "Re-Defining Normal: The Politics of Power." The unit will examine the social constructs of race, gender/sexuality, and body image through analyzing three core texts - Huckleberry Finn, Aristotle and Dante Discover the Secrets of the Universe, and "Body Ritual among the Nacirema." The teacher provides context on each text and how they will be used to foster critical thinking about notions of normalcy and how power structures influence social views. Parents are invited to contact the teacher with any questions or concerns.
The document outlines an English class schedule and assignments for the week of April 19th. It includes reviewing different literary criticism models like feminist criticism and analyzing short stories like "The Storm" through those lenses. Students will also analyze speeches by Booker T. Washington and W.E.B. Du Bois using historical criticism, comparing their arguments. They will write essays analyzing stories and speeches seen through various literary criticism perspectives.
This document contains the agenda for Class 4 of EWRT 1B which includes:
- A presentation on literary terms
- Information about team assignments and earning participation points
- A lecture on the author Langston Hughes
- A discussion of racial passing using two stories
- A lecture on writing summaries and paraphrasing poetry
- An in-class writing assignment to practice summarizing and paraphrasing
It also provides definitions for several literary terms that will be covered on the first exam such as characterization, dialogue, epistle, irony, literal, literature, and paraphrase.
The document provides an agenda for Class 4 of EWRT 1B. It includes a presentation on literary terms that will be on the terms exam. It discusses forming teams to earn participation points and an author lecture on Langston Hughes. It outlines a QHQ discussion on racial passing based on two works and a lecture on writing summaries and paraphrasing poetry. It lists the terms to be covered on the exam and provides their definitions. It also includes guidelines for in-class activities including forming teams, tracking participation points, and engaging in group discussions.
This document provides an agenda and notes for Class 16 of an EWRT 1B course. The class will cover the following topics: an exam on terms, a countdown to the end of the quarter, changing essay teams, terms for the next exam, and an introduction to the next research essay assignment on trickster tales and characters. Students will take a short vocab exam, discuss questions about the play "Chinglish", consider readings featuring passing characters as potential tricksters, and do an in-class writing evaluating a passing character as a trickster. Homework assigned is to study for an exam, post a discussion online, and prepare for an upcoming library workshop to begin researching the trickster essay topic.
This document provides an agenda and discussion notes for an EWRT 1A class. The agenda includes discussing a sample argument essay on marginalization and introducing the assignment for Essay #3. Students are asked to choose a character from Harry Potter books that is marginalized and argue how they are marginalized, how they respond productively or unproductively, and compare their marginalization to contemporary examples. Key terms like marginalization and its effects are discussed. Examples of potentially marginalized characters are provided and students discuss options in small groups. Homework includes reading assignments to prepare for the essay.
The document provides an agenda for an English writing class that includes:
- A vocabulary test
- Reviewing essay #1 and discussing counterarguments and conclusions
- Learning about rhetorical strategies including aphorisms and chiasmus
- An in-class writing assignment applying counterarguments, conclusions, aphorisms and chiasmus.
It then provides detailed explanations and examples of counterarguments, conclusions, aphorisms and chiasmus including how to identify and address counterarguments, strategies for writing effective conclusions, methods for writing aphorisms and examples of different types of chiasmus. The class will then visit the library before the next meeting.
This document provides guidance for students writing an essay analyzing a character from George R.R. Martin's novel A Game of Thrones. It includes potential essay topics, instructions for developing a thesis and outline, and tips for writing an introduction with a directed summary. Students are given examples of writing a working thesis, outline, and introduction for an essay analyzing Jon Snow and the internal and external conflicts he faces. The document aims to help students structure their essay analysis of a character from the novel.
This document outlines the agenda for an ELIT 10 class. It discusses forming student teams to earn participation points and complete assignments. A presentation on LGBTQQIA2 theories will cover history, vocabulary, and discussions of "The Long Arm" by Mary Wilkins Freeman. Teams will have 10 minutes to discuss the vocabulary terms and answer discussion questions. A brief history of LGBTQ+ experiences from ancient Rome to 1895 is also provided, ending with an introduction to the assigned authors Krafft-Ebbing and Cather.
This document summarizes a research article that analyzes the concept of heroism. The researchers aimed to develop a taxonomy of different types of heroism and differentiate heroic action from altruism. They explored paradoxes surrounding heroism, such as how heroic actors can be both elevated and negated. The researchers assert that insufficient justification, rather than risk alone, better explains how heroic status is ascribed. They briefly present results from a study supporting their arguments. The researchers identify areas for future research, such as how extension neglect may influence views of non-prototypical heroes and how injury/death of heroes resolves dissonance in their favor.
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 guidance on using pronouns like "me" and "myself" correctly. It explains that "me" is an object pronoun that refers to the recipient of an action, while "myself" is a reflexive pronoun used with the subject "I", not in place of "me". Some examples are given to illustrate the proper uses of these pronouns. The document also discusses when to use "I" versus "me" in sentences with multiple people. Finally, it provides an agenda for an English class that includes discussing The Hunger Games, analyzing writing strategies, generating metaphors and similes, and preparing a draft of an essay.
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.
Here are concise revisions of the wordy sentences:
1. He dropped out of school because he needed to help support his family.
2. The bus company will announce the new schedule within the next few days.
3. Students can meet in many ways.
This document provides an overview of the four main types of sentences in English: simple, compound, complex, and compound-complex. It begins with examples and definitions of simple sentences, which contain one independent clause. It then discusses compound sentences, which join two independent clauses with coordinating conjunctions or semicolons. Complex sentences add one or more dependent clauses to an independent clause. Finally, it defines compound-complex sentences as those containing at least one dependent clause and two or more independent clauses. The document provides numerous examples and exercises to help students identify and construct different sentence structures. It concludes with instructions on writing an in-class essay using varied sentences.
This document provides instructions for Class #4 of an EWRT 1A course. Students are instructed to:
1) Complete homework from the previous class, which includes reading a chapter and answering analysis questions.
2) Read about the basic features of a narrative essay and attend a lecture on formatting dialogue.
3) Practice writing dialogues - either telling a story to another person or writing a short conversation between multiple people with minimal speaking parts.
4) The homework is to read further in their text, note a relevant personal experience, and post the two dialogue exercises online.
This document provides an agenda and materials for an online EWRT 1A class. It includes instructions for an upcoming essay assignment on analyzing a concept from The Hunger Games. Students are given examples of previous student essays about the concepts of cannibalism and love to use as models. They are instructed to choose a concept from the novel, provide a definition, and find examples to analyze. For homework, students are asked to post their initial concept paragraphs and find an external definition and examples from the text to further explain their chosen concept.
The document provides an agenda for discussing themes in The Hunger Games such as friendship, family, survival, freedom and oppression. It includes instructions for an in-class writing assignment where students will write about a significant personal experience, focusing on recalling feelings and perspectives at the time and now in reflection. Students will then develop a thesis statement analyzing the significance of the event.
This document contains the agenda and materials for an English writing class. The agenda includes a discussion of essay #2 and a lecture on thesis statements, outlining, using evidence, and introductions. The document also provides terms and their definitions related to sociology and oppression. It presents two opposing views in a group discussion on whether passing reinforces or disrupts social constructs of race. It concludes by having students write a working thesis and outline body paragraphs for essay #2 on whether they agree with the view that people should seize opportunities to pass for their own benefit.
This document provides an agenda for an upcoming class that includes making up or retaking a vocab exam, presentations on term lists, a discussion on trickster characters, outlining an essay, assessing homework, and film viewing. It also lists due dates for essay revisions, a self-assessment, and a final research paper. Key terms are defined related to transgender identity and experience. The prompt for Essay #4 asks students to analyze trickster characters and tales from assigned readings, considering whether they meet the definition of a trickster and what purpose they might serve. Students are instructed to outline their response and thesis for the essay.
This document provides an agenda and discussion topics for an English class on September 28th and 30th. On the 28th, the class will discuss assigned readings, blog posts, and literature review samples. They will also work individually on literature reviews. On the 30th, the class will go over blog entries and a reading on the American Dream, discuss how literature reviews can help social action projects, and review more literature review samples. The document outlines various discussion topics around defining and dismantling racism, white supremacy, racial disparities, and moving beyond white guilt. It also provides tips and examples for writing a literature review.
The document contains an agenda for a class that includes:
- An exam make-up or re-take test
- A presentation on a terms list
- A discussion on trickster characters from readings
- An in-class writing assignment on an essay outline and thesis
- Assessing homework responses
It also lists the schedule for upcoming classes, assignments, and exams. These include film viewings, self assessments, wrapping up the course, and a final exam.
Third EssayLearning to Write about DifferenceREADING .docxmeagantobias
Third Essay:
Learning to Write about Difference
READING
:
Rereading America
, from chapter five:
Parrillo, “Causes of Prejudice”
Fredrickson, “Models of American Ethnic relations: A Historical Perspective”
Harris and Carbado, “Loot or Find:
Fact or Frame?”
Kaplan, “Barack Obama:
“Miles Traveled, Miles to Go”
CONTEXT
:
Making arguments in our lives usually means persuading an audience; often it means, if it is a real argument, addressing a group that is not completely open to hearing and understanding our point of view.
This assignment will address two issues:
·
Building an argument using convincing textual evidence
·
Writing in order to persuade an unsympathetic argument
THE ASSIGNMENT
:
Chapter 5 in Rereading America addresses the history and present realities of the tensions that have surrounded, and still surround, racial and ethnic differences in the United States.
We can broaden the range of this topic to include areas of class, sexual orientation, religion, gender, and political affiliation, at the least.
Each of these categories, including race, are populated by groups we could call “others”—groups that both are seen by the majority culture as being somehow “outside” and are viewed by the majority culture with a degree of suspicion.
In a four-and-a-half to five page, double-spaced, 12-point typeface essay, argue for how some of the ideas in TWO of the essays in chapter 5 of
Rereading America
apply to ONE of these groups of “others” of your choosing. Define the group carefully. Write to an audience who would doubt the validity of your topic, the book’s texts, and your argument. If you choose to write about an “other” that is defined by race or ethnicity, be specific in naming this group (e.g., Korean, or mixed-race, or Persian).
For example, I might take the arguments in Harris and Carbado’s essay and apply them to similar thought patterns I see in Orange County about people whom the majority culture in the OC might consider “others”—those out of the cultural mainstream. Perhaps I would select French people as my group of others. I could talk about how Orange Countians see French speaking people suspiciously—people who spend too much time thinking about food. This would be a fairly silly paper, but I could nonetheless choose this topic.
IMPORTANT ADVICE
: Read all four essays and the discussion board entries on the essays. Try choosing the focus of your essay by writing about ideas from the essays that strongly affect you; don’t start out with a particular group in mind. Once you have identified interesting ideas, then think about a group of “others.”
AUDIENCE
: Each of the assigned essays from
Rereading America
for this assignment are written for audiences that likely will not agree with the respective writer’s ideas. Note the following areas in both the essays you read, and in constructing your own essays:
·
Tone—how does the writer decide to present these issues to a potentially unsympathetic a.
This document discusses intersectionality as a feminist sociological theory coined by Kimberlé Crenshaw. Intersectionality refers to the different forms of oppression experienced simultaneously by African American women due to their gender and race. The author compares discrimination to traffic flowing in many directions, where injury can result from sexism or racism alone or both combined. While categories of gender and race are intertwined, intersectionality captures the unique experience of black women that is greater than just the sum of sexism and racism. Crenshaw argues black women have an intersectional identity shaped by being both women and black. Intersectionality encompasses structural, political, and representational dimensions.
1. What are your ideas for your Research Topic inspired by Jac.docxambersalomon88660
1. What are your ideas for your Research Topic inspired by Jacqueline Woodson’s Another
Brooklyn?
Women’s Rights Movement and how Mary Tyler Moore (The Show) helped.
2. Why are you interested in this research? What does it matter to you?
Women’s Rights is an interesting topic for me I’ve always been interested in this particular topic.
I don’t have a specific reason, but maybe because of the lack of women’s rights in the Middle
East.
3. What is the purpose of your research? What question(s) do you want to answer?
The purpose of this research is to show women’s power and inspire other. The questions I’d like
to answer are:
-When and how did the movement started?
-Who started it?
-How did Mary Tyler Moore helped (The Show) changed women perspective about themselves?
-How did it change the US?
-What rights did women accomplished?
-How is it different from now?
4. What are the key words you will use to research your topic? List the words:
-Women’s Rights Movement
-Mary Tyler Moore
-Women’s rights
5. What is your working thesis?
Women’s rights movement is important because it promotes women engagement in political
affairs, sensitizes on social relations and promotes gender equality.
6. What ‘Pattern of Organization’ do you envision as best-suited for your paper? (Note
these ‘Pattern of Organization’ for your research will also be reviewed in class)
Problem and solution.
7. What are likely sources of information (peer-reviewed academic journals, major general
interest newspaper geared toward college educated audience include: New York Times,
Washington Post, Bloomberg Business, Time Magazine, TRADE Publications focused
on
your filed? LIST AT LEAST THREE sources, include data and author or authority:
● Baxter, Judith. Positioning Gender In Discourse. Palgrave Macmillan, 2003.
● Hollows, Joanne. Feminism, Femininity, And Popular Culture . : Manchester University
Press., 2000.
● Klein, Allison. What Would Murphy Brown Do? . Seal Press, 2006.
● Porizkova, Paulina. "America Made Me A Feminist." The New York Times , 2017,
Accessed 15 Nov 2018.
8. What are your concerns (personal and/or professional) as you approach this project?
The key personal concerns are;
Is the government doing enough towards the women’s rights movement sustainability?
Are women engaged in these movements as much as they should?
What is the role of institutions in fostering women rights?
HUM 2313 – Cultural Identification Essay
Due October 23, 100 points
1. This assignment asks you to confront your own sense of identity as well as your prejudices. Write a 3 – 6-page essay discussing your identification as a participant in a culture or in various overlapping cultures. Please indicate some of your own personal connections to major themes from readings of the course such as, but not limited to: home, family, heritage, beliefs, etc. Generally, how do you connect to some of those.
This document provides strategies for teaching Harper Lee's novel To Kill a Mockingbird. It includes essential questions, supplemental texts, and pre-reading, during reading, and post-reading strategies. For pre-reading, it suggests hexagonal thinking, a tea party activity, and an anticipation guide. During reading, it recommends intentional annotation, character analysis, and reading quizzes using Kahoot. For after reading, it proposes Likert scales, identifying important words, sketching scenes, a chalk talk, discussion web, and Socratic seminar. The goal is to engage students and encourage critical analysis of themes like prejudice, morality, and social justice.
The prompt asks students to analyze whether modern tricksters exist based on characters from assigned readings, and if so, who or what they are, when and why they appear, and their relationship to gender and ethnicity. It also asks students to consider whether trickster characters help people better understand themselves and subconscious aspects of their nature in response to tricksters' disruptive behaviors. Alternatively, the prompt questions whether trickster tales serve some other purpose. The thesis should address these key points and present an argument in response to the prompt.
This document provides biographical information about the writer Sui Sin Far (Edith Maud Eaton), who was the first writer of Asian descent published in North America. She was born in England in 1865 to a Chinese mother and English father. Her family immigrated to the US when she was young. She started her career as a journalist and used the pen name Sui Sin Far. Her stories focused on the experiences of Chinese American women and sought to challenge stereotypes. While she faced challenges due to racism and her biracial background, she is now recognized for helping to give voice to Chinese American experiences. The document discusses the historical context of anti-Chinese sentiment in the US during her lifetime.
The document provides an agenda and terms for an upcoming exam. The daily agenda lists various activities including a vocab exam retake, presentations on terms lists and trickster characters, in-class writing, and assessing blog responses. The terms section defines key terms related to gender identity, sexuality, and gender transition. These include heterosexism, heterosexual, homosexual, lesbian, sex reassignment surgery, sexual orientation, transgender, and transition. The prompt asks students to consider trickster tales and characters from readings to analyze if they meet the criteria of tricksters and what purpose they serve in modern society - whether to help understand ourselves or serve another purpose. It provides guidance on addressing questions about the criteria, measuring stick used, who tricksters
This document provides an agenda and terms for an upcoming exam. The daily agenda includes a vocab exam retake, presentation on terms list 4, discussion on trickster characters, outlining an essay, and assessing blog responses. The terms for exam 4 define key concepts like gender identity, heterosexism, and sexual orientation. The prompt asks students to analyze trickster tales and characters based on criteria like meeting definitions of tricksters and serving purposes like helping understand ourselves or serving another function. The document provides guidance for answering the prompt by breaking it down into parts and considering definitions and theories of tricksters. It emphasizes comparing modern characters to traditional tricksters and justifying analyses. The homework outlined is to submit an essay outline and thesis, study
The document provides an agenda and terms for an upcoming exam. The daily agenda lists various activities including a vocab exam retake, presentations on terms lists and trickster characters, in-class writing, and assessing blog responses. The terms section defines key terms related to gender identity, sexuality, and gender transition. These include heterosexism, heterosexual, homosexual, lesbian, sex reassignment surgery, sexual orientation, transgender, and transition. The prompt asks students to consider trickster tales and characters from readings to analyze whether they meet the criteria of tricksters and what purpose they serve in modern society in terms of better understanding ourselves or serving another purpose. It provides guidance on addressing questions about the criteria, measuring stick used, who tricksters
The document provides guidelines for a 3-page self-evaluation assignment midway through a course. Students are prompted to critically reflect on ideas from assigned readings and lectures. They are asked whether prisons are racist/sexist and if restorative justice is preferable. Students should also consider if Afropessimism is separatist/inclusive, and how this relates to building multiracial coalitions. The evaluation should engage with two quotes from assigned readings and reference a class presentation/materials. Letter grades are said to encourage dishonesty, while "Bad Debt" refers to generously sharing knowledge without expecting repayment.
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Brave New World Literary Themes Themes to ConsiderC.docxjasoninnes20
Brave New World Literary Themes
Themes to Consider:
Commodification
Freedom
Limits of Science
Mass production
Individuality
Power dynamics
Determinism/Free Will
Individual vs. Society
Identity Crisis
Loneliness
Immorality
Love & Sacrifice
Second Self vs. Doubling
The body itself has various sorts of “others” that echo and complement it.
Sometimes our speech can be more revealing than our conscious thoughts. Consider how people say, “broken up” “going to pieces” “Pull yourself together” “get a grip” “out of his mind” “beside himself” all of these are indications to, or allude to the division or existence of other selves.
Second Self vs. Doubling Cont.
Inner self: frequently suggests a twofoldness which is purely internal.
Double: often times implies a duplication of identity.
Second Self: helps us understand the difference of the self by allowing us to have a distinct first self.
Second Self vs. Doubling Cont.
When there is a second self:
The first self is on the foreground of the reader’s attention. He or she is the one that the reader tries to connect to. The second self is usually conscious of the first self’s existence. The reader usually interprets the second self as the intruder and tends to remain half-shadowed. The motivations of the second self tend to be ambiguous.
Second Self vs. Doubling Cont.
Ego is the lens through which you experience physical reality.
The superego reflects the internalization of cultural rules, mainly taught by parents applying their guidance and influence.
Id: is the unorganized part of the personality structure that contains a human's basic, instinctual drives. Id is the only component of personality that is present from birth.
Eco criticism
(This is a literary theory, not a literary theme.)
Eco criticism: the application of ecology and ecological concepts to the study of literature.
Essentially it is the study of literature and the physical environment and or nature in order to raise awareness of human interaction with the natural world.
When they say nature scholars mean: the environment before it was impacted by technology- the land its flora, its waterways, living creature, the ecosystem etc..
How does the text depict character interacting with nature? What argument is constructed as a result of this interaction or lack of interaction?
Feminist Criticism
(This is a literary theory, not a literary theme.)
Feminist Criticism: the application of a feminist lens onto a study of literature.
This school of thought studies the ways in which women are depicted or their lack of depiction in a text. How is their representation connected to patriarchal threads of power? This theory considers the objectification and subordination of women. This also studies stereotypical depictions of women and their impact on the reader.
Feminist criticism focuses on gender identity. This criticism resists the idea that men are superior to women and considers social conditioning as a the ...
What Should I Write My College Application Essay AKaren Hennings
The document provides instructions for requesting assistance with writing assignments from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a form with assignment details, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied with the work. It emphasizes that original, high-quality content is guaranteed or a full refund will be provided.
This document provides an agenda and overview of topics for a class on literary theory. It discusses several theoretical approaches including formalism, Marxism, structuralism, poststructuralism/deconstruction, new historicism, ethnic studies, gender studies, cultural studies, psychoanalytic criticism, and feminist criticism. For some of these approaches, it lists typical questions critics employing that approach may ask of a text. These include questions about symbols, themes, ideologies, social contexts, characters, and psychological elements in the works. It also covers key concepts and questions from deconstruction, feminist, psychoanalytic, and New Criticism approaches.
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.
A375 Example Taste the taste of the Lord, the taste of the Lord The taste of...franktsao4
It seems that current missionary work requires spending a lot of money, preparing a lot of materials, and traveling to far away places, so that it feels like missionary work. But what was the result they brought back? It's just a lot of photos of activities, fun eating, drinking and some playing games. And then we have to do the same thing next year, never ending. The church once mentioned that a certain missionary would go to the field where she used to work before the end of his life. It seemed that if she had not gone, no one would be willing to go. The reason why these missionary work is so difficult is that no one obeys God’s words, and the Bible is not the main content during missionary work, because in the eyes of those who do not obey God’s words, the Bible is just words and cannot be connected with life, so Reading out God's words is boring because it doesn't have any life experience, so it cannot be connected with human life. I will give a few examples in the hope that this situation can be changed. A375
The Book of Ruth is included in the third division, or the Writings, of the Hebrew Bible. In most Christian canons it is treated as one of the historical books and placed between Judges and 1 Samuel.
A Free eBook ~ Valuable LIFE Lessons to Learn ( 5 Sets of Presentations)...OH TEIK BIN
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This manual will guide you through basic skills and tasks to help you get started with various aspects of Magic. Each section is designed to be easy to follow, with step-by-step instructions.
Why is this So? ~ Do Seek to KNOW (English & Chinese).pptxOH TEIK BIN
A PowerPoint Presentation based on the Dhamma teaching of Kamma-Vipaka (Intentional Actions-Ripening Effects).
A Presentation for developing morality, concentration and wisdom and to spur us to practice the Dhamma diligently.
The texts are in English and Chinese.
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The Hope of Salvation - Jude 1:24-25 - MessageCole Hartman
Jude gives us hope at the end of a dark letter. In a dark world like today, we need the light of Christ to shine brighter and brighter. Jude shows us where to fix our focus so we can be filled with God's goodness and glory. Join us to explore this incredible passage.
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3. TERMS LIST 2
Ableism: A pervasive system of discrimination and exclusion that
oppresses people who have mental, emotional, and physical
disabilities.
Ally: A person who supports marginalized, silenced, or less privileged
groups without actually being a member of those groups. This person
will often directly confront and challenge biphobia, homophobia,
heterosexism, racism, transphobia and other systems of oppression.
Binary Gender: A system that defines and makes room for two and
only two distinct, natural and opposite genders (i.e. male and female).
These two genders are defined in opposition to each other, such that
masculinity and femininity are seen as mutually exclusive. In this
system, there is no room for any ambiguity or intermingling of gender
traits.
4. Classism: Bias based on social or economic class.
Critical Consciousness: a process of continuous self-reflection and action to
discover and uncover how we continue to be shaped by societal assumptions and
power dynamics: an essential tool to help us to recognize, understand and work to
change the social forces that shape our societies an ourselves.
Cultural Appropriation: The adoption of cultural elements not in one’s own
culture, without full knowledge of or respect for its value within the original
culture.
Cultural Oppression: Social norms, roles, rituals, language, music, and art that
reflect and reinforce the belief that one social group is superior to anther.
Dominance: The systematic attitudes and actions of prejudice, superiority, and
self- righteousness of one group (a non-target group) in relation to another (a
target group). Internalized dominance includes the inability of a group or
individual to see privilege as a member of the non-target group.
5. In Groups, Discuss “Recitatif”
Consider the questions below.
What does the title “Recitatif” mean?
How does the title fit the story?
What does” Morrison’s “Recitatif” have in common with Hughes’s “Who’s
Passing for Who?
What do they share with other works? How are they different?
“Passing” the poem
“Passing” the short story
“The Passing of Grandison”
The Human Stain
Discuss any other insights into “passing” that you have realized through our
readings or discussions.
7. St. Bonny’s
Why would Twyla say “my mother won’t like
you putting me in here” when Roberta was
assigned as her roommate?
Why didn’t Roberta’s mother want to shake
hands with Twyla’s mother?
Why didn’t Roberta, being Twyla’s best
friend, hang out with her on day both of
their mothers went to visit them?
8. Racial Ambiguity: Class Difference?
Who was the black girl and who was the white?
Why did Toni Morrison not reveal Twyla or
Roberta’s race?
Did the racial differences between the two girls
affect their friendship at all?
Why do we choose to construct race?
What was the bigger conflict, class difference or
racism?
9. Reunions
Why did Roberta act different when she saw
Twyla at her job?
What did Roberta gain from being so shallow
and mean to Twyla?
Why doesn’t Roberta help Twyla when the
crowd rocks her car?
10. Mental Illness?
Why does Roberta seem so mentally messed up?
The story hints at the fact that Twyla may have
some form of mental problems, due to her
suppression of certain memories, lack of somewhat
basic knowledge (poor grammar in her story as
well), and irrational behavior at times. What is the
author’s purpose for this?
Does Twyla or Roberta have a memory problem or
is something more complex than that?
11. Maggie
Q: Why is there such confusion about what really happened to Maggie?
Q: Why do the girls argue constantly over the details of the events of Maggie?
Q: Was Maggie attacked by Twyla or not, who is telling the truth(fact)?
Q: Why did Roberta want Twyla to believe that they had kicked Maggie?
Q. Why do Twyla and Roberta remember a similar story but the key detail they
both forget is the color of Maggie’s skin?
Q: What race was Maggie?
Q: Does the last line of the story where finally, the truth of Maggie is
questioned, indicate that they’re suddenly realizing the impact of one
memory?
Q. Was Maggie a metaphor for something?
12. ComparingWorksWe Have Read
What does” Morrison’s “Recitatif” have in common with
Hughes’s “Who’s Passing for Who?
What do they share with other works? How are they
different?
“Passing” the poem
“Passing” the short story
“The Passing of Grandison”
The Human Stain
Do you have any other insights into “passing” that you
have realized through our readings or discussions.
14. Passing scholar, Leo Spitzer writes that passing was “by and large
a personal solution to discrimination and exclusion. It was an
action that, when accomplished successfully, generally divorced
its individual practitioners from others in the subordinated group,
and in no way challenged the ideology of racism or the system in
which it was rooted. Indeed, because individuals responding to
marginality through . . . passing could be viewed as either
conscious or unwitting accomplices in their own victimization—as
persons consenting to the continuing maintenance of existing
inequalities and exclusionary ideologies—it is certainly
understandable why they often elicited such scathing criticism
from their contemporaries” (Qtd. in Kennedy 11-12)
Reinforcement of Social Construct
15. “Passing, however, does pose at least some challenge to racist
regimes. That is why they typically try to prevent it. Fleeing
bondage by passing may have been an individualistic response
to the tyranny of slavery but it did free human beings and
helped to belie the canard that slaves were actually content
with their lot. The successful performance of “white man’s
work” by a passing Negro upset racist claims that blacks are
categorically incapable of doing such work. The extent of the
disturbance is severely limited by the practical necessity of
keeping the passing secret. But under some circumstances a
limited disturbance is about all that can be accomplished”
(Kennedy 12).
Disruption of Social Construct
17. The Prompt:
If passing for white will get a fellow better accommodations on the train, better seats
in the theatre, immunity from insults in public places, and may even save his life from
a mob,” only idiots would fail to seize the advantages of passing, at least occasionally if
not permanently.”
Write an essay of four to six pages arguing for or against William Pickens’s statement.
Use support from the texts you have read so far, our discussions, and your own
insights.
Do you agree with Pickens's statement?
If yes, why?
If no, why not?
18. YourThesis
Your refined thesis will be your position on
William Pickens’s Statement: Do you agree
with him or not? Why or why not? You may
refer to Pickens or not in your thesis. You may
forecast your reasons in your thesis, or you
may refer to a broader theme and provide your
reasons in the body of your essay.
19. Write aWorkingThesis
You can use these as models or examples
Racial passing is a personal decision, and people should seize the
opportunity if they can in order to defeat racism and discrimination.
Passing is a selfish act that reinforces hierarchy in society, and it should be
avoided despite the opportunities it offers the individual.
While racial passing for personal safety is a necessary and acceptable
behavior, passing in general violates community norms and reinforces the
social construct of racism.
While full time passing violates familial and community connections and
should be avoided, the wise person will pass part time to take advantage of
the benefits it can reap, including the opportunities to escape racism and
oppression.
20. Refer to your FREECASH chart. What are your “reasons” for agreeing or
disagreeing with the act of passing? Your reasons should connect to your thesis.
Each one should be a topic for at least one body paragraph. Some reasons will
require multiple paragraph explanations.
Consider your best support for your assertion.
This will likely be from your brainstorming
using FREECASH.
Find textual evidence to support your position.
Explain how your examples support your
thesis.
You can also use outside sources if you would
like to, but they are not necessary for this
paper.
21. Building Body Paragraphs
Topic Sentence: This is reason #1 that you agree or disagree. This sentence
should clearly support your thesis.
Textual Evidence: This is an example from one of the texts that we read.
Explanation/Analysis: This is where you explain how your example supports
your topic sentence. You can also draw conclusion from inferences.
Other Evidence: This could be from another primary text, a secondary text, or
from your personal experience.
Explanation/Analysis: This is where you explain how your example supports
your topic sentence. You can also draw conclusion from inferences.
Transition: This section moves your reader from your first body paragraph to
your second body paragraph.
22. Introductions
You never get a second chance to make a first impression. The
opening paragraph of your paper will provide your readers with
their initial impressions of your argument, your writing style, and
the overall quality of your work. A vague, disorganized, error-filled,
off-the-wall, or boring introduction will probably create a negative
impression. On the other hand, a concise, engaging, and well-
written introduction will start your readers off thinking highly of
you, your analytical skills, your writing, and your paper.
23. Start by thinking about the
question you are trying to answer:
Write an essay of four to six pages arguing for or against William Pickens’s statement:
"If passing for white will get a fellow better accommodations on the train, better seats in the
theatre, immunity from insults in public places, and may even save his life from a mob," wrote
William Pickens, "only idiots would fail to seize the advantages of passing, at least occasionally if
not permanently"
Your entire essay will be a response to this question, and your
introduction is the first step toward that end. Your direct answer
to the assigned question will be your thesis, and your thesis will
be included in your introduction, so it is a good idea to use the
question as a jumping off point.
24. Open with an attention grabber. Consider
these options:
• A provocative quotation: Consider a line or two from one of the texts we
read. Then give some background about passing.
• An intriguing example of passing: Provide a situation or two in which a
person might be inclined to pass.
• A puzzling scenario: Imagine a scene that makes a reader consider the
consequences or benefits of passing.
• A vivid and perhaps unexpected anecdote: Open with a short story about
a successful or failed passing attempt.
• Find common ground with your reader: Offer a contemporary example of
passing (maybe a humorous one, even) and then explain the more
reasons for passing in this earlier time period.
25. Avoid statements like "In this paper, I will argue
that racial passing destabilizes the social
construction of race and is therefore beneficial to
society."
While this sentence points toward your main
argument, it isn't especially interesting. It might be
more effective to say what you mean in a
declarative sentence: “Racial passing destabilizes
the social construction of race and is therefore
beneficial to society."
It is much more convincing to tell your readers
that than to tell them that you are going to say
that it does. Assert your main argument
confidently. After all, you can't expect your reader
to believe it if it doesn't sound like you believe it!
26. Introductions to Avoid
1. The restated question introduction: Twists the question to take up space in the
introduction.
2. The place holder introduction: Offers several vague sentences that don’t really say
much.
3. The Webster's Dictionary introduction. This introduction begins by giving the dictionary
definition of one or more of the words in the assigned question.
4. The "dawn of man" introduction. This kind of introduction generally makes broad,
sweeping statements about the relevance of this topic since the beginning of time.
5. The book report introduction. This introduction gives the name and author of the book
you are writing about, tells what the book is about, and offers other basic facts about
the book.
27. An intriguing example of
passing: Provide a situation
or two in which a person
might be inclined to pass.
A provocative quotation:
Consider a line or two from
one of the texts we read.
A puzzling scenario: Imagine
a scene that makes a reader
consider the consequences
or benefits of passing.
A vivid and perhaps
unexpected anecdote: Open
with a short story about a
successful or failed passing
attempt.
Find common ground with
your reader: Offer a
contemporary example of
passing (maybe a humorous
one, even) and then explain
the more reasons for passing
in this earlier time period.
Let’s Try to Write an Introduction or Two
28. Possible Outline
Introduction:
Thesis: This will likely be near the end of your introduction
Multiple Body Paragraphs supporting your thesis: The topic sentences of your body paragraphs
(probably situated fairly early in the paragraph) should connect directly to your thesis. You should use the
following rhetorical strategies to support your topic sentence:
define (describe and/or characterize unfamiliar terms, situations, or events)
classify (briefly distinguish between types: full time versus part time or kinds of passing)
exemplify (provide examples from primary or secondary texts)
analyze (explore and/or evaluate, particularly in terms of the connections of the
examples to your reasons or thesis)
explain (give details about) the connection between your example and your assertions.
conclude (provide a logical conclusion for your readers)
Transition (prepare your reader for the next paragraph.
Counter Argument: Anticipate your readers questions or doubts. Will will discuss this in our next class.
Conclusion: We will discuss this in our next class.
29. Writing
Sketch out a rough outline.
Intro: What kind?
Thesis: Write out a working thesis or your refined thesis
Body 1: One of your strongest arguments supporting your thesis.
support/example
Body 2: A second paragraph explaining your first reason.
Body 3: Another reason
support/example
Body 3: Another reason
support/example
Body 4:One of your strongest arguments supporting your thesis.
support/example
Counterargument:
Conclusion:
30. HOMEWORK
Reading: Begin Stone Butch Blues (1-65)
Post #12: Post partial draft: Introduction, Thesis,
Minimum three body paragraphs (with topic
sentences, evidence, explanation, and analysis)
Studying: Vocab/Terms