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.

1. EWRT 1A: Class 6

2. Me versus Myself
Me
• Me is an object pronoun, which
means that it refers to the
person that the action of a verb
is being done to, or to which a
preposition refers.
• They want me to study more.
• Tell me a story.
• Between you and me, he's right.
• Carol wants to meet with John
and me tomorrow.
• The book was written entirely by
me.
• Please call Hillary or me with
any questions.
Myself
• Myself is a reflexive or stressed
pronoun, which means that,
generally speaking, it should be
used in conjunction with the
subject pronoun I, not instead of
the object pronoun me.
• I bought myself a car.
• I myself started the company.
• I did the laundry by myself.
• I feel like myself again.
• Tired of waiting, I just did it
myself.

3. I versus Me
• John and me/I went to the store
• Me went to the store
• I went to the store
• John and I went to the store
• Maria went to the store with Chase and I/me.
• Maria went to the store with I
• Maria went to the store with me.
• Maria went to the store with Chase and me.

4. AGENDA
• Presentation: Vocabulary Chapters 5-7
• Discussion: The Hunger Games: What is your take on
the game so far?
• Group Work/Discussion: Bragg: “Analyzing Writing
Strategies #1 p 36: Comparing
• In-Class Writing: Similes and Metaphors
• Preparing the complete draft: SMG 52-53

5. Groups: The Hunger Games

6. The Hunger Games Vocabulary

7. The Hunger Games: Chapters 1-12
1. Describe District 12.
2. What is the reaping? Do you think this practice is fair?
3. What act of kindness does Peeta’s dad show to Katniss? How
do you think this man might have influenced his son?
4. The presentation of the tributes seems to be greatly focused
on the visual— what does this reveal about the belief systems
of the Capitol?
5. What does Katniss do before the judges? Why might this act
be considered controversial?
6. What shocking secret does Peeta reveal during his interview?
7. What does Peeta mean when he says the following: “I want to
die as myself.”
8. How are the tributes notified that someone has died in the
arena? What does this say about attitudes about death?

8. ESSAY #2
Finishing it up!

9. Review
• Introduction/Long quotation
• Transition/Thesis
• Intro to event
• Description of places
• Description of people
• Climax (with sentence strategy)
• Dialogue (or 2)
• Significance
• Concluding strategy

10. Bragg: “Analyzing Writing Strategies #1 p 36
• In your groups, review “Analyzing Writing
Strategies” #1 aloud.
• Locate the comparisons in paragraphs 1, 3,
7, 9, 13, and 16.
• Discuss the strength of metaphors and
similes and how you might use them in
your own writing.

11. Metaphor: a literary figure of speech that describes a subject by
asserting that it is, on some point of comparison, the same as
another otherwise unrelated object.
All the world’s a stage
Simile: a figure of speech that directly compares two different
things, usually by employing the words “like” or “as.”
I’ve been working like a dog

12. • Formulate 5-7 metaphors or similes
appropriate to your essay.

13. A WELL-TOLD STORY
A Sentence Strategy:
Time Transitions and Verb Tenses

14. As you draft a remembered
event essay, you will be trying
to help readers follow the
sequence of actions in time.
To prevent readers from
becoming confused about the
chronology, writers use a
combination of time
transitions and verb tenses to
help readers understand
when the event occurred and
when particular actions
occurred in relation to other
actions.

15. occurred when she went to the mall for “a
day of last-minute Christmas sopping.” Early in her
essay, Dillard identifies when the event took place:
“On one weekday morning after Christmas . . .”
(par. 3). You can also use calendar time to
establish the time the event began; if your narrative
Covers several days, you might readers a series of time cues
throughout the essay so we can easily follow the progression:
“A year before his death”; “That August, I had turned 22”; and
so on.
Cite calendar or clock time to establish when the
event took place and to help readers follow the
action over time. Writers often situate the event in
terms of the date or time. Brandt, for example,
establishes in the opening paragraph that the
event

16. Use temporal transitions combined with appropriate verb
tenses to help readers follow a sequence of actions.
Writers can employ temporal transitions such as after,
before, in the meantime, and simultaneously to help
readers keep track of the sequence of actions:
When I got back to the Snoopy
section, I took one look at the
lines. . . . (Brandt, par. 3)
In this example, when signals
that one action followed another
in time: Brandt did not take a
look at the lines until she got
back to the Snoopy section.

17. • Here’s another example of
a simple one-thing-and-
then-another time
progression:
• We all spread out, banged
together some regular
snowballs, took aim, and,
when the Buick drew nigh,
fired. (Dillard, par. 7)
In this example, the word
when together with a series of
simple past-tense verbs
indicates that a sequence of
actions took place in a
straightforward chronological
order: they took their
positions, made snowballs,
aimed, the Buick came near,
they threw their snowballs.

18. Look for a paragraph (or paragraphs) in your essay that tells a
part of the story that relies on order. Add temporal words to help
the reader understand when events happened.
After, afterward, before, then, once, next,
last, at last, at length, first, second, etc., at
first, formerly, rarely, usually, another, finally,
soon, meanwhile, at the same time, for a
minute, hour, day, etc., during the morning,
day, week, etc., most important, later,
ordinarily, to begin with, afterwards,
generally, in order to, subsequently,
previously, in the meantime, immediately,
eventually, concurrently, simultaneously

19. SMG 52-53
Preparing
the
complete
draft

20. The Essay: The Beginning
• Do I have my quotation?
• Have I explained it?
• Do I have a transition to my own story?
• Have I aroused readers’ curiosity?
• Can my readers identify with me? Should I tell
them a few things about myself?
• Should I do something unusual, such as being in
the middle of the action or with a funny bit of
dialogue?

21. The Story
• Should I follow strict chronological order? Or
would flashback or flashforward make the
narrative more interesting?
• Do I have narrative action and dialogue that
intensify the drama?
• Can I add description to detail or dramatize the
story?
• Do I have a climax that builds appropriately?

22. The Ending
• In my effort to conclude with some reflections on meaning,
have I tagged on a moral? Do I sound too sentimental?
• If I want readers to think well of me, should I conclude
with a philosophical statement, as Wolff does? Should I
end with a paradoxical statement like Dillard? Should I be
self-critical to avoid seeming smug?
• Have I emphasized the events continuing significance in
my life? Have I contrasted my remembered and current
feelings?
• Have I framed the essay by echoing back to my long
quotation? Do I give readers a sense of closure?

23. HOMEWORK
• Read: Catch up on HG (You should be
through chapter 12.
• Write: Complete Draft of Essay #2
• Blog Prompt #6: Post two dialogues from your
essay.
• Study: Vocabulary (1-7)
• Bring: Two clean, complete copies of your
draft; SMG