This document outlines the agenda for EWRT 1A Class 8. It includes assignments due, such as Essay #2 and a vocabulary test. The class will discuss two essays titled "Ngo and Toufexis" as examples of concept essays. Students will then brainstorm topics and write paragraphs on two concepts from The Hunger Games for their upcoming Essay #3. The class will participate in vocabulary and essay discussion activities in small groups. Homework includes continued reading of The Hunger Games and posting discussion responses online.

1. EWRT 1A Class 8

2. AGENDA
 Due Electronically before class: Essay #2
(palmorekim@fhda.edu)
 Vocabulary Test: (Chapters 5-9)
 Discussion: Ngo and Toufexis
 Essay #3: The Concept Essay
 In-Class Writing: Consider topics for your essay from The
Hunger Games. Make a list of four different possibilities.
Write paragraphs for two of them, sketching out what you
already know about the concept. Think of at least one
example for each from HG.

3. The Game: NEW TEAMS TODAY
• With your group, discuss the words on the next
slide for five or so minutes and prepare to
compete

4. Vocabulary Words

6. You have 15 minutes

7. The Concept Essay

8. Ngo: “Cannibalism:
It Still Exists”
Get into groups of
three or four to
discuss this
essay and answer
questions.

9. Take 10 minutes
• First, briefly summarize the story
• What is the concept about which Ngo writes?
• Which extended anecdote does Ngo use to help explain the concept
to his readers?
• What is his thesis?
• How does he classify his concept?
• Categories?
• Types?
• How does he define his concept?
• Find examples of each his classified concepts.

10. Brief Summary and
Concept
Extended Anecdote

11. Extended Anecdote
Thesis and classification

12. Thesis and
Classifications
Definitions

13. Definitions
Exemplification

14. Exemplification
Endocannibalism Exocannibalism
 Survival: Vietnamese boat
refugees
 Ate people as they died
on the boat
 Dietary: Miyanmin (both types
really)
 Eats their own dead and
catches outsiders
 Religious/Ritual: African tribe
of the Bimin-Kuskusmin
 Eat parts of genitalia to
enhance reproductivity
 Survival: Japanese troops’
supply lines cut
 Sacrificed Arapesh
people to feed troops
 Dietary: Leopard people;
Alligator people
 Hunt victims
 Religious/Ritual: Bangalas
and South American Tribes
 To honor those held in
high-esteem, they
sacrifice slaves and
captives

15. Ngo has written a
concept essay
about cannibalism
 Use this essay as a model for you
own!

16. Toufexis “ Love: The
Right Chemistry
 Get back into
your groups
to discuss
this essay
and answer
questions.

17. Take 10 Minutes to
Answer These
Questions
 First, summarize the story.
 How does Toufexis “Hook the Reader”?
 How does Toufexis focus her plan?
 How does she create a logical plan?
Summary

18. Summary
Hooking the reader

19. Hooking the Reader
 What does Toufexis do to catch
Readers’ attention?
 The title—”Love: The Right Chemistry”
 The epigraph quoting Greta Garbo’s line
from the film Ninotchka.
 The conversational tone of the essay
 Using “O.K.” and “Let’s” rather than the
more formal “let us.”
Focusing the Plan

20. Focusing the Plan
What She Does What She Does Not Do
 She focuses on certain
scientific aspects of
romantic love, specifically
the evolutionary biology
and neurochemistry of love
between adult human
heterosexual mates.
 By keeping to her focus,
she is able to present
information that is
unfamiliar, and therefore
interesting, to her readers.
 Because she wants to
emphasize love as a tool to
promote reproduction, she
does NOT include same-
sex love, or nonsexual love
between friends and family
members
 She does NOT discuss
views on love by various
religions or cultures.
A logical plan

21. A Logical Plan
 Introduction of
topic
 Thesis
 Forecast
 Transitions
She provides clues for the reader

22. Introduction of Concept: Paragraph 1: She announces that she is writing
about “romantic love,” a concept that she will address with “scientific
precision.”
Thesis: Paragraph 2: What seems on the surface to be irrational, intoxicated
behavior is in fact part of nature’s master strategy—a vital force that has
helped humans survive, thrive, and multiply through thousands of years”
Forecast: In paragraph two: “Love rests firmly on the foundations of
evolution, biology, and chemistry.”
Toufexis also uses transitions to let the readers know when she is leaving
one topic and going to another: here is the transition from biology to
neurochemistry:

23. The Concept Essay
 Topic: Write an essay
about a concept from The
Hunger Games that
interests you and that you
want to study further. When
you have a good
understanding of the
concept you have chosen,
explain it to your readers,
considering carefully what
they might already know
about it and how your
essay might add to what
they know.
In-Class Essay #3
3-5 pages
100 points possible
You may use a page of
notes
You must have a Dictionary
or other defining source and
at least two quotations that
exemplify your concept in
The Hunger Games.

24. Equality, Legal, Skill, Hunger, Cold,
Friendship, Safety, Justice, Fair
play, Class, Game, Play, Power,
Identity, Strength, Competition,
Sacrifice, Spectacle, Schadenfreude
(happiness derived from others’
misfortunes), Fear, Privilege,
Topics to Consider:

25. In-Class Writing:
 Consider topics for your essay
from The Hunger Games.
 Make a list of four different
possibilities.
 Write paragraphs for two of them,
sketching out what you already know
about the concept..

26. Homework
 Read: HG through chapter 19; SMG 148-
163
 Post #8 Finish and post your in-class
writing; then, find a good definition for your
concept. It can be from a dictionary or an
encyclopedia.
 Post #9: Name the two concepts about
which you wrote paragraphs. Find a few
lines from The Hunger Games that
illustrate each concept. Copy them into
your post, and then explain how the
example demonstrates, defines, or
embodies the concept. (include page
numbers)
 Bring: SMG to Class
 Study: Vocabulary 10-13