The document provides information on the proper uses of the pronouns "me" and "myself". 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". It also discusses when to use "I" versus "me" in sentences with multiple subjects. The document then shifts to discussing writing techniques like using similes, metaphors, time transitions and verb tenses, integrating quotations in MLA style, and MLA formatting. It provides examples and guidelines for integrating these elements effectively into a story or essay.
209.20191.ENG11238A Assignments * Essay 1 Final!
* Essay 1 Final
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ENG 1123 Online Summer Thompson
Essay #1: UNIT 1 –
Stories:The Disappearance, The Story of an Hour, The Yellow
Wallpaper, and Suicide Note
Instruc!onsInstruc!ons:
Compose a cri!cal analysis essay on one of the topics below.
Your essay should be well developed, unified, coherent, and
gramma"cally correct. Refer to the Grading Criteria for MCC
English Classes in the First Day Handout for this course.
Required length: 1 ½ -2 typed pages
You will have a chance to earn 5 bonus points on this essay
by following the direc"ons for checking your graded essay
in Turn It In and looking over the correc"ons and comments
(a#er I have graded it). Turn It In will show me if you viewed
your document or not. The direc"ons (with pictures) are in
this week's module "tled "Instruc"ons for Seeing
Correc"ons in Turn It In."
Create a thesis statement, and back up your claim with
support/evidence from the text. Support should contain clear,
specific examples from the story or stories you are analyzing, as
well as documenta"on for all text references. Include at least
one quota!on from the story in each body paragraph of your
essay, for a total of 4 quota"ons from the story/poem. *See
handouts about how ci"ng poetry is different than stories. It
would be a good idea to do an outline before wri"ng the essay.
Follow MLA format: Use size 12, Times New Roman font and 1-
inch margins; double space.
Include a Work Cited page. It is not included in the two-page
length requirement; it should appear on a separate page at the
end of your paper. You will automa"cally lose 20 points for not
including a Works Cited page.
Topics:
1. Analyze a character in one of the short stoires and show
how he or she is a dynamic, round, flat, or sta!c character
by examining his or her development over the course of the
story.
2. Choose one work from Units 1 and discuss how in
the story/poem society plays a part in imprisoning/s"fling
the main character.
3. Discuss the importance of se%ng in 1 work from Units 1.
Analyze how the se%ng ("me and place) adds meaning,
conflict, and/or relevance to the characters. Do NOT just
describe the se%ng and tell me “in this story the se%ng is
this. In that story the se%ng is that.” That is not analysis,
nor is it interes"ng. I want to know how and why the
se%ng is significant, what thisreveals about the characters,
the "me period, and the conflict within the story
StepsSteps:
Before beginning your paper, read the wri"ng handouts; use
them as a guide while working on your essay as well.
Use the outline form on the next page to plan your paper.
You may write/type directly o.
1302 Notes – 06 – February 4, 2021 Writing about Fiction (& CicelyBourqueju
1302 Notes – 06 – February 4, 2021
Writing about Fiction (& Exam)
1. Putting the “Composition” into Composition II
(how to start and end paragraphs with your topic sentence)
2. The Academic Paragraph—with an Example
(it starts and ends with the same topic sentence)
3. Analyze First
4. Let’s Practice Topic Sentences (which will start and end the paragraphs)
5. Let’s Practice Finding Support (for the topic sentences which go where?)
6. Drafting the Paragraph Assignment (establishes today’s attendance)
7. Homework Help (Paragraph & Exam 1: Fiction)
8. Checklist of Graded Assignments, Week 3
HOMEWORK for NEXT TIME: 1- ANALYZE a short story. 2-DRAFT an
academic paragraph of 8-24 sentences, communicating one writing technique in that
story. 3-REVISE the paragraph, then UPLOAD it by Sunday night. 4-TAKE Exam 1:
Fiction any time until next Wednesday (note: no new readings).
1. Putting the “Composition” into Composition 2
• You are LEARNING ABOUT FICTION in order to WRITE ABOUT FICTION
• The skills you use to write about fiction, you can then use in real life
to write about incident reports, peer reviews, etc.
• We will start by writing an ACADEMIC PARAGRAPH
• Next week, we will write an ESSAY, which will include:
• An introductory paragraph
• 2 or more academic paragraphs, and
• A concluding paragraph
2. The Academic Paragraph (with an Example)
ACADEMIC PARAGRAPHS, in literary analysis, exist to communicate ONE (1) specific
insight about a story, poem, or play. This time, we’re doing short stories.
WHY WRITE? Consider Comic-Con, book clubs, and fandoms (like Trekkers or
Browncoats). Also, this develops your ability to look at evidence and build a theory
based on that evidence—a good skill to have in law, in medicine, in business, etc.
HOW & WHEN TO WRITE? Use today’s class time to write an academic paragraph
explaining one (1) insight about one (1) short story. You will then have a chance to
The paragraph starts and ends
with the same point. This "topic
sentence" is the whole reason
the paragraph exists. Be sure to
name the author & title. If you
think a reader may need a
reminder about the term you
are using, define it. If you don't
use your own words, you must
use quotation marks and cite
your source! It's a good idea,
toward the start, to give a one-
line summary of the story in
your own words—name the
main characters. You should
have points to make that
support your topic sentence. Put
them before the quotes that
support them. Support can be
given as quotes and as facts
from the story. If you use a story
with page numbers, remember
to put the page number of the
quote in parentheses after the
quote. Make sure you proved
your point, by the end, even if
you feel you're stating the
obvious, because you probably
are not stating the obvious.
Finish with a restatement of the
topic sentence.
revise and fix any glitches before uploading by Sunday night ...
1302 Notes – 06 – February 4, 2021 Writing about Fiction (& ChantellPantoja184
1302 Notes – 06 – February 4, 2021
Writing about Fiction (& Exam)
1. Putting the “Composition” into Composition II
(how to start and end paragraphs with your topic sentence)
2. The Academic Paragraph—with an Example
(it starts and ends with the same topic sentence)
3. Analyze First
4. Let’s Practice Topic Sentences (which will start and end the paragraphs)
5. Let’s Practice Finding Support (for the topic sentences which go where?)
6. Drafting the Paragraph Assignment (establishes today’s attendance)
7. Homework Help (Paragraph & Exam 1: Fiction)
8. Checklist of Graded Assignments, Week 3
HOMEWORK for NEXT TIME: 1- ANALYZE a short story. 2-DRAFT an
academic paragraph of 8-24 sentences, communicating one writing technique in that
story. 3-REVISE the paragraph, then UPLOAD it by Sunday night. 4-TAKE Exam 1:
Fiction any time until next Wednesday (note: no new readings).
1. Putting the “Composition” into Composition 2
• You are LEARNING ABOUT FICTION in order to WRITE ABOUT FICTION
• The skills you use to write about fiction, you can then use in real life
to write about incident reports, peer reviews, etc.
• We will start by writing an ACADEMIC PARAGRAPH
• Next week, we will write an ESSAY, which will include:
• An introductory paragraph
• 2 or more academic paragraphs, and
• A concluding paragraph
2. The Academic Paragraph (with an Example)
ACADEMIC PARAGRAPHS, in literary analysis, exist to communicate ONE (1) specific
insight about a story, poem, or play. This time, we’re doing short stories.
WHY WRITE? Consider Comic-Con, book clubs, and fandoms (like Trekkers or
Browncoats). Also, this develops your ability to look at evidence and build a theory
based on that evidence—a good skill to have in law, in medicine, in business, etc.
HOW & WHEN TO WRITE? Use today’s class time to write an academic paragraph
explaining one (1) insight about one (1) short story. You will then have a chance to
The paragraph starts and ends
with the same point. This "topic
sentence" is the whole reason
the paragraph exists. Be sure to
name the author & title. If you
think a reader may need a
reminder about the term you
are using, define it. If you don't
use your own words, you must
use quotation marks and cite
your source! It's a good idea,
toward the start, to give a one-
line summary of the story in
your own words—name the
main characters. You should
have points to make that
support your topic sentence. Put
them before the quotes that
support them. Support can be
given as quotes and as facts
from the story. If you use a story
with page numbers, remember
to put the page number of the
quote in parentheses after the
quote. Make sure you proved
your point, by the end, even if
you feel you're stating the
obvious, because you probably
are not stating the obvious.
Finish with a restatement of the
topic sentence.
revise and fix any glitches before uploading by Sunday night ...
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: Essay #2 Review
• Discussion: Bragg: “Analyzing Writing
Strategies #1 p 36: Comparing
• Writing:
• Similes and Metaphors
• Time Transitions and Verb Tenses
• Integrating quotations MLA style
• MLA Format
• Preparing the complete draft: SMG 52-53
• MLA formatting
6. Review: The WritingAssignment
• Using The Hunger Games as your starting point, write
an essay about an event in your life that will engage
readers and that will, at the same time, help them
understand the significance of the event. Tell your
story dramatically and vividly in three to five pages.
• Format: MLA style (For help, see “MLA Formatting”
on the website”). Please give your paper an original
title; don't underline or put quotation marks around
your own title.
7. Review: This is what we have written so far
• Introduction/Long quotation
• Transition/Thesis
• Intro to event
• Description of places
• Description of people
• Climax (with sentence strategy)
• Dialogue (or 2)
• Significance
• Concluding strategy
8. Check the beginning to make sure you
have introduced your quotation
• So, you have your long quotation, and you are all ready to
jump off of it to start your narrative portion of the essay.
There is a bit of a trick here, though. You can’t just begin
your essay with a quotation from the book. You have to
introduce it to the reader.
• There are a number of ways to do this. One way is to briefly
introduce the novel and the author. Another way is to
summarize the context of quotation before you present it.
After the quotation, you can do a brief explanation of how it
connects to your own story. You can use another style of
introduction, but you must have your own words before you
insert a quotation from the novel!
• Take a moment and write a brief introduction to your
quotation.
10. 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
11. Bragg: “Analyzing Writing Strategies #1 p 36
• Review “Analyzing Writing Strategies” #1.
• Locate the comparisons in paragraphs 1, 3, 7,
9, 13, and 16.
• Consider the strength of metaphors and
similes. Pick a few favorites and think about
how you might use them in your own writing.
12. • Formulate 5-7 metaphors or similes
appropriate to your essay.
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
20. According to the St. Martin's Guide, there are three
main ways to set up a signaling phrase:
1. With a complete sentence followed by a colon.
• The effects of Auld's prohibition against teaching Douglass to read were
quite profound for Douglass: "It was a new and special revelation" (29).
2. With an incomplete sentence, followed by a comma.
• Douglass argues that Auld's prohibition against literacy for him was a
profound experience, saying, "It was a new and special revelation" (29).
3. With a statement that ends in that.
• The importance of Auld's prohibition to Douglass is clear when he states
that "It was a new and special revelation" (29).
21. Using Signal Phrases:
• One common error a lot of people make when they include a
quotation is that they tend to put the quotation in a sentence
by itself. Unfortunately, we cannot do this. We need to use
what Diana Hacker calls a signal phrase to introduce the
quote and give our readers a context for the quote that
explains why we are taking the time to include it in our
paper.
22. Take, for example, this section from a student
paper:
Incorrect: Katniss doesn’t respond to Cinna’s statement, but she
agrees in her head. “He’s right, though. The whole rotten lot of
them is despicable” (65).
Correct: Katniss doesn’t respond to Cinna’s statement, but she
agrees in her head: “He’s right, though. The whole rotten lot of
them is despicable” (65).
Or
Correct: Katniss doesn’t respond to Cinna’s statement. However,
she thinks, “He’s right, though. The whole rotten lot of them is
despicable” (65).
23. Long quotations
• For quotations that are more than four lines of prose,
place quotations in a free-standing block of text and omit
quotation marks. Start the quotation on a new line, with
the entire quote indented one inch from the left margin;
maintain double-spacing. Only indent the first line of the
quotation by an additional quarter inch if you are citing
multiple paragraphs. Your parenthetical citation should
come after the closing punctuation mark. When quoting
verse, maintain original line breaks. (You should maintain
double-spacing throughout your essay.)
24. The classroom was noisy as the MUN students filed in[. . .] Mr. Mustard
began in the middle of the program, and the room quieted down as we strained
to hear the narrator’s voice:
I look up at the buildings, these immense buildings They are so
enormous. And along the edges of each enormous building are
the nets. Because right at the time that I am making this visit,
there has been an epidemic of suicides at the Foxconn plant.
Week after week, worker after worker has been climbing all the
way up to the tops of these enormous buildings, and then
throwing themselves off, killing themselves in a brutal and public
manner, not thinking very much about just how bad this makes
Foxconn look. Foxconn's response to month after month of
suicides has been to put up these nets. (Mr. Daisey and the
Apple Factory)
For example, when citing more than
four lines of prose, use the following
example:
Hanging
indent for
long
quotation: 10
spaces
25. When citing two or more paragraphs, use block quotation format, even if
the passage is fewer than four lines. Indent the first line of each quoted
paragraph an extra quarter inch.
Katniss thinks about how difficult it would be to get a meal like this in District 12:
What must it be like, I wonder, to live in a world where food
appears at the press of a button? How would I spend the hours I
now commit to combing the woods for sustenance if it were so easy
to come by? What do they do all day, these people in the Capitol,
besides decorating their bodies and waiting around for a new
shipment of tributes to roll in and die for their entertainment?
I look up and find Cinna’s eyes trained on mine. ‘How
despicable we must seem to you,’ he says. (65)
Katniss doesn’t respond to Cinna’s statement, but she agrees in her head:
“He’s right, though. The whole rotten lot of them is despicable” (65).
Although our world does not really…..
Indent 12.5
Indent 12.5
27. The Essay: The Beginning
• Do I have my quotation?
• Have I introduced 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 beginning
in the middle of the action or with a funny bit of
dialogue?
28. 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?
29. MLA style Paper Format
https://www.youtube.com/watch?v=8xAc4yZ8VSA
30. MAKING A WORKS CITED
PAGE MLA STYLE
Ensure that you have a properly formatted
works cited page
32. 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?
33. HOMEWORK
• Read: HG through chapter 15
• Post #8:
1. Your revised introduction with your properly integrated
quotation and transition to your thesis.
2. Five similes or metaphors appropriate to your essay.
3. An example or two of how you used time transitions in your
essay.
4. An example of one quotation with an appropriate signal
phrase.
• Write: Complete Draft of Essay #2
• Endeavor to format it MLA style
• Make a works cited page for your essay.
• Bring: Two clean, complete copies of your draft; SMG