The document provides the agenda for an EWRT 1A class. It includes instructions for students to submit a draft of their essay for a writing workshop. Students are asked to comment on their partner's draft using questions from a handout. The document also reviews MLA formatting, including setting up the paper, integrating quotations, and creating a works cited page. Homework assigned is to post revised paragraphs from their essay demonstrating editing strategies and to submit their revised Essay #2 through Kaizena by the due date. Students are also instructed to read about writing a concept essay.
This document provides an agenda for discussing themes in The Hunger Games such as friendship, family, survival, freedom and oppression. It outlines an in-class writing assignment where students will write about a significant personal experience, focusing on drafting the climax using varied sentence lengths, and reflecting on the experience's past and present significance. Students will then discuss their drafts in groups and identify the main parts of their essays.
This document provides instructions for a writing assignment asking students to write a 3-5 page essay about an event in their life that connects to The Hunger Games. Students are asked to choose a quotation from the novel that relates to a personal experience, write about that experience in their life, and discuss what they learned from the event. The essay should use MLA formatting and citation style. Students are also asked to identify and comment on specific sections of their essay using an online tool.
This document provides an agenda for a class discussion and activities. It outlines that the class will be split into teams to discuss assigned readings and the book "The Hunger Games." There will also be a presentation on Essay #2 and an in-class writing assignment. The document provides instructions for participating in teams, earning points, and guidelines for changing team members. It includes discussion questions on "The Hunger Games" characters and assigned homework.
The document outlines an agenda for discussing themes in The Hunger Games such as friendship, family, survival, freedom and oppression. It provides discussion questions and writing prompts for students to reflect on the significance of events by describing actions, feelings over time, and present perspectives. The goal is for students to form a thesis statement about the importance of an event in their life.
The document provides an agenda for a class discussion. It includes plans to discuss readings from The Hunger Games and present an essay assignment. Students will break into groups to discuss the characters in The Hunger Games and their experiences, as well as analyze writing strategies from homework posts. The class will then discuss two short stories and receive guidance on writing a draft essay about an impactful personal experience that relates to themes from The Hunger Games. The document outlines goals and strategies for crafting a strong introduction and vividly presenting the setting of the personal experience.
This document provides an agenda and instructions for an online EWRT 1A class. It reviews assignments for Essay #3, which asks students to write about an autobiographical event in relation to The Hunger Games. The agenda covers techniques for vivid descriptions of places and people, using dialogue, and writing conclusions. It provides examples and tips for each element. Students are assigned to post drafts of their event description, a dialogue, and conclusion on the class discussion board. They are reminded to bring their materials to the next class meeting.
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 discuss themes in small groups and identify passages supporting their assertions.
This document provides an agenda for a class discussion and in-class writing assignment about narrative essays. It includes discussing The Hunger Games as a narrative and identifying how it demonstrates exposition, rising action, climax, falling action and resolution. It prompts analyzing passages that support assertions about a vivid presentation of places and people and indication of an event's significance. Students are instructed to write a paragraph describing a climax using short and long sentences and to reflect on an event's remembered feelings, present perspective, and significance. The homework is to post a draft including an introduction, quotation, transition, thesis, event description, dialogue, climax, and paragraph on significance.
This document provides an agenda for discussing themes in The Hunger Games such as friendship, family, survival, freedom and oppression. It outlines an in-class writing assignment where students will write about a significant personal experience, focusing on drafting the climax using varied sentence lengths, and reflecting on the experience's past and present significance. Students will then discuss their drafts in groups and identify the main parts of their essays.
This document provides instructions for a writing assignment asking students to write a 3-5 page essay about an event in their life that connects to The Hunger Games. Students are asked to choose a quotation from the novel that relates to a personal experience, write about that experience in their life, and discuss what they learned from the event. The essay should use MLA formatting and citation style. Students are also asked to identify and comment on specific sections of their essay using an online tool.
This document provides an agenda for a class discussion and activities. It outlines that the class will be split into teams to discuss assigned readings and the book "The Hunger Games." There will also be a presentation on Essay #2 and an in-class writing assignment. The document provides instructions for participating in teams, earning points, and guidelines for changing team members. It includes discussion questions on "The Hunger Games" characters and assigned homework.
The document outlines an agenda for discussing themes in The Hunger Games such as friendship, family, survival, freedom and oppression. It provides discussion questions and writing prompts for students to reflect on the significance of events by describing actions, feelings over time, and present perspectives. The goal is for students to form a thesis statement about the importance of an event in their life.
The document provides an agenda for a class discussion. It includes plans to discuss readings from The Hunger Games and present an essay assignment. Students will break into groups to discuss the characters in The Hunger Games and their experiences, as well as analyze writing strategies from homework posts. The class will then discuss two short stories and receive guidance on writing a draft essay about an impactful personal experience that relates to themes from The Hunger Games. The document outlines goals and strategies for crafting a strong introduction and vividly presenting the setting of the personal experience.
This document provides an agenda and instructions for an online EWRT 1A class. It reviews assignments for Essay #3, which asks students to write about an autobiographical event in relation to The Hunger Games. The agenda covers techniques for vivid descriptions of places and people, using dialogue, and writing conclusions. It provides examples and tips for each element. Students are assigned to post drafts of their event description, a dialogue, and conclusion on the class discussion board. They are reminded to bring their materials to the next class meeting.
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 discuss themes in small groups and identify passages supporting their assertions.
This document provides an agenda for a class discussion and in-class writing assignment about narrative essays. It includes discussing The Hunger Games as a narrative and identifying how it demonstrates exposition, rising action, climax, falling action and resolution. It prompts analyzing passages that support assertions about a vivid presentation of places and people and indication of an event's significance. Students are instructed to write a paragraph describing a climax using short and long sentences and to reflect on an event's remembered feelings, present perspective, and significance. The homework is to post a draft including an introduction, quotation, transition, thesis, event description, dialogue, climax, and paragraph on significance.
This document provides an agenda and guidance for an EWRT 1A class. It reviews assignments for Essay #2, which asks students to write about an autobiographical event in 3-5 pages using The Hunger Games as a starting point. The document provides tips on including quotations, sensory details when describing places and people, dialogue, and conclusions. It reviews a student example and provides homework instructions asking students to continue drafting their essay using the strategies discussed.
This document provides an agenda for a class discussion and writing exercise about narrative essays. It discusses The Hunger Games as an example narrative and identifies its key features. It includes discussion questions about the book's exposition, rising action, climax, falling action and resolution. It outlines an in-class writing assignment where students will write a paragraph describing a climactic event from their own life using short and long sentences. Additional prompts guide students to reflect on the significance of their event both at the time and presently. Homework includes posting a draft of their narrative essay introduction and climactic paragraph.
The document outlines an agenda for discussing themes in The Hunger Games such as friendship, family, survival, and oppression. It provides guidance for an in-class writing assignment where students will write about a significant personal experience, focusing on drafting the climax and reflecting on the event's significance. Students are instructed to discuss themes in small groups and identify relevant passages before sharing ideas with the full class.
This document provides an agenda for a class that will focus on analyzing themes in The Hunger Games and writing a narrative essay about a significant personal experience. The class will include a vocabulary test on chapters 1-4 of The Hunger Games, group discussion of themes in the book, instruction on using sentence length to control tension in a narrative, exercises to help recall and reflect on the meaning of a significant personal experience, and developing a tentative thesis statement. Students will be assigned homework that includes continuing to read The Hunger Games, posting a first draft of their narrative essay incorporating feedback from the class, and studying vocabulary words.
This document provides an agenda and instructions for an online EWRT 1A class. It reviews assignments for Essay #2, which asks students to write about an autobiographical event in relation to The Hunger Games. The agenda covers revising introductions using quotations, describing settings and people, and writing dialogue. It provides examples and strategies for these elements. Students are instructed to draft descriptions of people and reconstruct dialogues from their event as homework. The conclusion section advises framing the beginning and ending of the essay to connect it back to the quoted text.
This document provides guidance on writing a draft of a remembered event essay. It discusses including a long quotation at the beginning and properly introducing it. It also covers using time transitions and verb tenses to help readers follow the chronology. Guidance is given on integrating quotations using signal phrases and formatting long quotations. The document concludes with questions to consider when preparing a complete draft, such as having an engaging beginning and ending, and ensuring a climax and narrative action. Students are assigned to complete a draft of their essay incorporating these elements.
Class 14 writing workshop essay 3 wo kaizenakimpalmore
This document provides an agenda for an EWRT 1A class. It includes sections on a writing workshop where students need two copies of a draft essay, a review of MLA formatting, commenting on drafts, and answering questions. Students are instructed to mark specific parts of their essay like the title, introduction, quotes, and conclusion using brackets. The document also provides examples of how to integrate a quote into an essay and format it in MLA style. It lists the parts of a paper that should be marked and reviews setting up a works cited page in MLA format. The class will involve revising essays with partners and receiving comments to improve their draft. Essays must be submitted electronically to the instructor through Turnit
This document provides an agenda for a class discussion. It outlines that the class will discuss readings from The Hunger Games and essays. Students will work in teams to earn participation points by answering questions and contributing to discussions. The document explains the team assignment process and responsibilities for tracking points. It provides instructions for an in-class activity where students will get into groups, choose a point tracker, and discuss their homework posts. Finally, it outlines the writing assignment which is to write an essay connecting an experience from their own life to a quote from The Hunger Games.
This document provides an agenda for an English class that includes a vocabulary test on chapters 1-4 of The Hunger Games, a discussion on themes and concepts in the book, and an in-class writing assignment. Students will write a narrative paragraph about a significant personal event using short and long sentences. They will also reflect on how the event was important at the time and how their perspective has changed, forming the basis for a tentative thesis statement. The homework includes continuing to read the assigned texts, posting a first draft of the writing assignment, and studying vocabulary words.
This document provides an agenda for a class discussion and writing assignment about the book The Hunger Games. It includes a discussion of themes in the book like friendship, family, survival, freedom and oppression. It outlines parts of a narrative essay assignment where students will write about a significant personal experience, focusing on recalling feelings and thoughts about the event, exploring their present perspective, and emphasizing the event's significance. The document provides writing strategies and questions to guide students in completing the assignment.
This document provides an agenda for an English class that includes a freewrite, vocabulary test, discussion of themes in The Hunger Games, and an in-class writing assignment. It outlines discussions on constructing narratives, using sentence length to control tension, and reflecting on the significance of events. It provides writing strategies and homework involving drafting a narrative essay about a meaningful event through description, dialogue, climax, and reflection on significance.
This document provides an agenda for a class discussion. It outlines that the class will be split into teams to discuss assigned readings and the book The Hunger Games. The teams will then present an essay assignment. Students will also do in-class writing focusing on using quotations and vivid sensory details to describe places. Guidelines are provided for participating in team discussions and earning points. Homework involves continuing to read The Hunger Games and posting an in-class writing assignment online.
The student listened to a podcast in class about poor working conditions in Chinese factories that produce electronics. The podcast described 13-year-old workers, crowded dorms, and other issues. Though parts of the story were later revealed to be fabricated, the student still felt guilty about benefiting from such suffering. The experience reminded them of Katniss's disgust for the Capitol in The Hunger Games, who enjoyed luxury while others struggled, and how lucky they were to have a comfortable life.
This document provides an agenda and instructions for an EWRT 1A online class. It reviews essay assignment requirements and techniques for writing a vivid personal narrative connected to The Hunger Games, including describing settings, people, and reconstructing dialogue. Students are instructed to describe a key person in their event, including physical features and mannerisms. They are also told to draft a conclusion that connects their experience back to their introductory quotation. Homework includes continuing to read assigned texts and posts, and drafting specific sections of their narrative essay.
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.
This document provides guidance on drafting a remembered event essay. It discusses integrating quotations using signal phrases and formatting long quotations in MLA style. It also covers using time transitions and verb tenses to help readers follow the chronology. The document prompts the student to check their draft for elements like an engaging introduction, narrative drama, climax, and conclusion that reflects on meaning. Finally, it assigns homework of revising the introduction, adding metaphors, showing time transitions, including a quotation, and drafting a complete 3+ page essay in MLA format.
This document provides an agenda and instructions for an EWRT 1A online class. It reviews assignments for Essay #2, which asks students to write about an autobiographical event in relation to The Hunger Games. The agenda covers techniques for vivid descriptions of places, people, and dialogue. It instructs students to post drafts of describing a person central to their event, reconstructing a dialogue, and writing a conclusion. The goal is for students to engage readers about the significance of their remembered event through dramatic and vivid storytelling.
This document provides an agenda and instructions for an EWRT 1A online class. It reviews essay assignments, including writing an essay about an event in the student's life related to The Hunger Games. The agenda covers techniques for the essay such as using vivid sensory details to describe places and people, including physical descriptions and dialogue. It also reviews formatting dialogue and provides strategies for writing an engaging conclusion that connects back to the source material. Students are assigned homework drafting different elements of the essay.
This document outlines an agenda for a class that includes presentations, discussions, and in-class writing activities related to vocabulary, The Hunger Games novel, and an essay assignment. It provides instructions for a vocabulary game where students compete to write correct definitions on a board. It also includes character descriptions and discussion prompts for The Hunger Games, as well as guidelines for writing a 3-5 page essay connecting a quoted event from the novel to a significant personal experience of the student's. The document gives strategies for writing an introduction with the quote, vivid descriptions of places and people, and a conclusion that ties back to the quote's meaning.
This document provides an agenda and instructions for an EWRT 1A class. It includes sections on submitting a draft for a writing workshop, reviewing MLA formatting, getting comments on one's draft, and submitting to Kaizena. Students are instructed to mark specific parts of their essay in brackets and review an MLA formatting video. Revision strategies are outlined which involve partners reading each other's essays and providing written feedback. Instructions are provided on setting up the paper in MLA format, including the heading, title, integrating quotations, and creating a works cited page. Students are reminded to submit their essay electronically to Turnitin and Kaizena by the class deadline.
The document provides an agenda and instructions for an EWRT 1A class. It includes directions for submitting a draft essay assignment, reviewing MLA formatting, getting peer feedback on drafts, and submitting through Kaizena. Students are instructed to mark different sections of their essay for review and submit two clean copies along with electronic versions by the due date. The document reviews MLA style for integrating quotations, formatting works cited pages, and submitting essays electronically for comments.
The document provides an agenda and instructions for an EWRT 1A class. It includes directions for submitting a draft essay assignment, reviewing MLA formatting, getting peer feedback on drafts, and submitting through Kaizena. Students are instructed to mark different sections of their essays and submit two clean copies for workshop. Guidelines are provided for MLA formatting of papers, integrating quotations, and submitting the final essay through Turnitin and Kaizena.
This document provides an agenda and guidance for an EWRT 1A class. It reviews assignments for Essay #2, which asks students to write about an autobiographical event in 3-5 pages using The Hunger Games as a starting point. The document provides tips on including quotations, sensory details when describing places and people, dialogue, and conclusions. It reviews a student example and provides homework instructions asking students to continue drafting their essay using the strategies discussed.
This document provides an agenda for a class discussion and writing exercise about narrative essays. It discusses The Hunger Games as an example narrative and identifies its key features. It includes discussion questions about the book's exposition, rising action, climax, falling action and resolution. It outlines an in-class writing assignment where students will write a paragraph describing a climactic event from their own life using short and long sentences. Additional prompts guide students to reflect on the significance of their event both at the time and presently. Homework includes posting a draft of their narrative essay introduction and climactic paragraph.
The document outlines an agenda for discussing themes in The Hunger Games such as friendship, family, survival, and oppression. It provides guidance for an in-class writing assignment where students will write about a significant personal experience, focusing on drafting the climax and reflecting on the event's significance. Students are instructed to discuss themes in small groups and identify relevant passages before sharing ideas with the full class.
This document provides an agenda for a class that will focus on analyzing themes in The Hunger Games and writing a narrative essay about a significant personal experience. The class will include a vocabulary test on chapters 1-4 of The Hunger Games, group discussion of themes in the book, instruction on using sentence length to control tension in a narrative, exercises to help recall and reflect on the meaning of a significant personal experience, and developing a tentative thesis statement. Students will be assigned homework that includes continuing to read The Hunger Games, posting a first draft of their narrative essay incorporating feedback from the class, and studying vocabulary words.
This document provides an agenda and instructions for an online EWRT 1A class. It reviews assignments for Essay #2, which asks students to write about an autobiographical event in relation to The Hunger Games. The agenda covers revising introductions using quotations, describing settings and people, and writing dialogue. It provides examples and strategies for these elements. Students are instructed to draft descriptions of people and reconstruct dialogues from their event as homework. The conclusion section advises framing the beginning and ending of the essay to connect it back to the quoted text.
This document provides guidance on writing a draft of a remembered event essay. It discusses including a long quotation at the beginning and properly introducing it. It also covers using time transitions and verb tenses to help readers follow the chronology. Guidance is given on integrating quotations using signal phrases and formatting long quotations. The document concludes with questions to consider when preparing a complete draft, such as having an engaging beginning and ending, and ensuring a climax and narrative action. Students are assigned to complete a draft of their essay incorporating these elements.
Class 14 writing workshop essay 3 wo kaizenakimpalmore
This document provides an agenda for an EWRT 1A class. It includes sections on a writing workshop where students need two copies of a draft essay, a review of MLA formatting, commenting on drafts, and answering questions. Students are instructed to mark specific parts of their essay like the title, introduction, quotes, and conclusion using brackets. The document also provides examples of how to integrate a quote into an essay and format it in MLA style. It lists the parts of a paper that should be marked and reviews setting up a works cited page in MLA format. The class will involve revising essays with partners and receiving comments to improve their draft. Essays must be submitted electronically to the instructor through Turnit
This document provides an agenda for a class discussion. It outlines that the class will discuss readings from The Hunger Games and essays. Students will work in teams to earn participation points by answering questions and contributing to discussions. The document explains the team assignment process and responsibilities for tracking points. It provides instructions for an in-class activity where students will get into groups, choose a point tracker, and discuss their homework posts. Finally, it outlines the writing assignment which is to write an essay connecting an experience from their own life to a quote from The Hunger Games.
This document provides an agenda for an English class that includes a vocabulary test on chapters 1-4 of The Hunger Games, a discussion on themes and concepts in the book, and an in-class writing assignment. Students will write a narrative paragraph about a significant personal event using short and long sentences. They will also reflect on how the event was important at the time and how their perspective has changed, forming the basis for a tentative thesis statement. The homework includes continuing to read the assigned texts, posting a first draft of the writing assignment, and studying vocabulary words.
This document provides an agenda for a class discussion and writing assignment about the book The Hunger Games. It includes a discussion of themes in the book like friendship, family, survival, freedom and oppression. It outlines parts of a narrative essay assignment where students will write about a significant personal experience, focusing on recalling feelings and thoughts about the event, exploring their present perspective, and emphasizing the event's significance. The document provides writing strategies and questions to guide students in completing the assignment.
This document provides an agenda for an English class that includes a freewrite, vocabulary test, discussion of themes in The Hunger Games, and an in-class writing assignment. It outlines discussions on constructing narratives, using sentence length to control tension, and reflecting on the significance of events. It provides writing strategies and homework involving drafting a narrative essay about a meaningful event through description, dialogue, climax, and reflection on significance.
This document provides an agenda for a class discussion. It outlines that the class will be split into teams to discuss assigned readings and the book The Hunger Games. The teams will then present an essay assignment. Students will also do in-class writing focusing on using quotations and vivid sensory details to describe places. Guidelines are provided for participating in team discussions and earning points. Homework involves continuing to read The Hunger Games and posting an in-class writing assignment online.
The student listened to a podcast in class about poor working conditions in Chinese factories that produce electronics. The podcast described 13-year-old workers, crowded dorms, and other issues. Though parts of the story were later revealed to be fabricated, the student still felt guilty about benefiting from such suffering. The experience reminded them of Katniss's disgust for the Capitol in The Hunger Games, who enjoyed luxury while others struggled, and how lucky they were to have a comfortable life.
This document provides an agenda and instructions for an EWRT 1A online class. It reviews essay assignment requirements and techniques for writing a vivid personal narrative connected to The Hunger Games, including describing settings, people, and reconstructing dialogue. Students are instructed to describe a key person in their event, including physical features and mannerisms. They are also told to draft a conclusion that connects their experience back to their introductory quotation. Homework includes continuing to read assigned texts and posts, and drafting specific sections of their narrative essay.
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.
This document provides guidance on drafting a remembered event essay. It discusses integrating quotations using signal phrases and formatting long quotations in MLA style. It also covers using time transitions and verb tenses to help readers follow the chronology. The document prompts the student to check their draft for elements like an engaging introduction, narrative drama, climax, and conclusion that reflects on meaning. Finally, it assigns homework of revising the introduction, adding metaphors, showing time transitions, including a quotation, and drafting a complete 3+ page essay in MLA format.
This document provides an agenda and instructions for an EWRT 1A online class. It reviews assignments for Essay #2, which asks students to write about an autobiographical event in relation to The Hunger Games. The agenda covers techniques for vivid descriptions of places, people, and dialogue. It instructs students to post drafts of describing a person central to their event, reconstructing a dialogue, and writing a conclusion. The goal is for students to engage readers about the significance of their remembered event through dramatic and vivid storytelling.
This document provides an agenda and instructions for an EWRT 1A online class. It reviews essay assignments, including writing an essay about an event in the student's life related to The Hunger Games. The agenda covers techniques for the essay such as using vivid sensory details to describe places and people, including physical descriptions and dialogue. It also reviews formatting dialogue and provides strategies for writing an engaging conclusion that connects back to the source material. Students are assigned homework drafting different elements of the essay.
This document outlines an agenda for a class that includes presentations, discussions, and in-class writing activities related to vocabulary, The Hunger Games novel, and an essay assignment. It provides instructions for a vocabulary game where students compete to write correct definitions on a board. It also includes character descriptions and discussion prompts for The Hunger Games, as well as guidelines for writing a 3-5 page essay connecting a quoted event from the novel to a significant personal experience of the student's. The document gives strategies for writing an introduction with the quote, vivid descriptions of places and people, and a conclusion that ties back to the quote's meaning.
This document provides an agenda and instructions for an EWRT 1A class. It includes sections on submitting a draft for a writing workshop, reviewing MLA formatting, getting comments on one's draft, and submitting to Kaizena. Students are instructed to mark specific parts of their essay in brackets and review an MLA formatting video. Revision strategies are outlined which involve partners reading each other's essays and providing written feedback. Instructions are provided on setting up the paper in MLA format, including the heading, title, integrating quotations, and creating a works cited page. Students are reminded to submit their essay electronically to Turnitin and Kaizena by the class deadline.
The document provides an agenda and instructions for an EWRT 1A class. It includes directions for submitting a draft essay assignment, reviewing MLA formatting, getting peer feedback on drafts, and submitting through Kaizena. Students are instructed to mark different sections of their essay for review and submit two clean copies along with electronic versions by the due date. The document reviews MLA style for integrating quotations, formatting works cited pages, and submitting essays electronically for comments.
The document provides an agenda and instructions for an EWRT 1A class. It includes directions for submitting a draft essay assignment, reviewing MLA formatting, getting peer feedback on drafts, and submitting through Kaizena. Students are instructed to mark different sections of their essays and submit two clean copies for workshop. Guidelines are provided for MLA formatting of papers, integrating quotations, and submitting the final essay through Turnitin and Kaizena.
This document provides an agenda and instructions for an English writing class. It discusses MLA formatting style, including how to format a paper, integrate quotations, and create a works cited page in MLA style. It also covers topics like using signal phrases, formatting long quotations, and writing tips. Students are assigned to submit paragraphs from their Essay #2 and complete reading for the next class.
The document provides the agenda and notes for an EWRT 1A class. It includes sections on writing workshop, reviewing MLA formatting, revision strategies for wordiness, submitting assignments to Kaizena, and answering questions. It discusses integrating quotations, setting up a works cited page, eliminating wordiness through reducing clauses and phrases, avoiding redundancies, and submitting essays electronically. The homework includes posting revised essay sections, submitting Essay #2 through Kaizena in MLA format, and revising Essay #2 based on comments.
The document provides the agenda and notes for an EWRT 1A class. It includes sections on writing workshop, reviewing MLA formatting, revision strategies for wordiness, submitting assignments to Kaizena, and answering questions. It reviews integrating quotations, setting up a works cited page, sentence-level writing errors, and submitting essays electronically. Students are assigned to post revised essay sections to the class discussion board and submit their Essay #2 through Kaizena by the due date while continuing to work on revising and editing based on feedback.
CPI Longview Red Hot Summer (Submit Papers Here)This assignment.docxrichardnorman90310
This document contains instructions for an assignment on comparing two historical race riots that occurred in the United States between 1919-1924. Students are asked to read the article "Longview Red Hot Summer" and find another race riot from that time period to compare and contrast in a three page reflective essay. They must use quotes from both sources and comment on the sources used to construct the paper. The assignment is due on March 7th and will not be accepted late.
This document provides an agenda for an English class discussion and assignments. It will include a presentation on vocabulary, a discussion of characters from "The Hunger Games", a presentation on an upcoming essay assignment, and an in-class writing exercise. For the writing exercise, students will write a 3-5 page essay using a quote from "The Hunger Games" to transition to discussing a personal experience of their own. The document provides guidance on choosing a quote, summarizing the context, making a connection in a transition paragraph, and crafting the narrative, introduction, conclusion, and following MLA formatting guidelines. It concludes with assigning homework of continuing to read "The Hunger Games", posting the in-class writing, studying for
This document contains the agenda for an English class. It includes a vocabulary quiz on chapters 1-4 of their reading, a discussion of the characters in The Hunger Games, a presentation on the upcoming essay assignment, an in-class writing exercise practicing different writing techniques, and homework assignments. The essay assignment asks students to write about an event in their own life that engages readers in the same way The Hunger Games does. Strategies are provided for writing a good introduction using a quotation, vividly describing places and people, and concluding by connecting back to the initial quotation.
The document provides an agenda for a class discussion. It includes plans to discuss readings from The Hunger Games and present an essay assignment. Students will break into groups to discuss the characters in The Hunger Games and their experiences, as well as analyze writing strategies from homework posts. The class will then discuss two short stories and receive guidance on writing a draft essay about an impactful personal experience that relates to themes from The Hunger Games. The document outlines goals and strategies for crafting a strong introduction and vividly presenting the setting of the personal experience.
This document provides guidance on integrating quotations in MLA style. It discusses introducing quotations with your own words before presenting them. It also covers using attribution tags and setting up signaling phrases when introducing quotations. For longer quotations over four lines, it recommends using a block format without quotation marks and indenting the text. The document also notes that multiple paragraphs should be indented an extra quarter inch when using the block format.
This document provides instructions for a writing assignment asking students to write a 3-5 page essay connecting a personal life event to The Hunger Games novel. Students are asked to choose a quote from the novel that relates to a personal experience, write an introduction providing context for the quote, and tell a story about the personal event in their life. The essay should be in MLA format, include a Works Cited page citing The Hunger Games, and students are to highlight and comment on specific sections of their essay for feedback.
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 describes a person central to their event, reconstructs a dialogue, and drafts a conclusion connecting their event back to their introductory quotation. The goal is to help students write a 3-5 page essay vividly describing a personal event in relation to themes from The Hunger Games.
1 A Guide to the Literary-Analysis Essay INTRODU.docxmercysuttle
1
A Guide to the Literary-Analysis Essay
INTRODUCTION: the section in your essay. It begins creatively in order to catch your
reader’s interest, provides essential background about the literary work, and prepares the reader
for you major thesis. The introduction must include the author and title of the work as well
as an explanation of the theme to be discussed. Other essential background may include
setting, capsule plot summary, an introduction of main characters, and definition of terms.
The major thesis goes at the end. Because the major thesis sometimes sounds tacked on, use
a transition between the background information and the thesis of the essay.
CREATIVE OPENING: the beginning sentences of the introduction that catches the reader’s
interest. The types of introductions listed below are not the complete introductions. The
examples only represent a type of introduction. The introduction is more than you see here.
Ways of beginning creatively include the following:
1) A startling fact or bit of information
Ex. Nearly two citizens were arrested as witches during the Salem witch scare of 1692.
Eventually nineteen were hanged, and another was pressed to death (Marks 65).
2) A snatch of dialogue between two characters
Ex. “It is another thing. You [Frederic Henry] cannot know about it unless you have it.” “Well,”
I said. “If I ever get it I will tell you [priest].” (Hemingway 72). With these words, the priest in
Ernest Hemingway’s A Farewell to Arms sends the hero, Frederic, in search of the ambiguous
“it” in his life.
3) A meaningful quotation (from the work or another source)
Ex. “To be, or not to be, that is the question” {3.1.57}. This familiar statement expresses the
young prince’s moral dilemma in William Shakespeare’s tragedy Hamlet, Prince of Denmark.
4) A universal idea.
Ex. The terrifying scenes a soldier experiences on the front probably follow him throughout his
life—if he manages to survive the war.
5) A rich, vivid description of the setting
Ex. Sleepy Maycomb, like other Southern towns, suffers considerably during the Great
Depression. Poverty reaches from the privileged families, like the Finches, to the Negroes and
“white trash” Ewells, who live on the outskirts of town. Harper Lee paints a vivid picture of life
in this humid Alabama town where tempers and bigotry explode into conflict.
2
6) An analogy or metaphor
Ex. Life is like a box of chocolates: we never know what we’re going to get. This element of
uncertainty plays a major role in many dramas. For example, in Shakespeare’s play, Romeo and
Juliet have no idea what tragedies lie ahead when they fall so passionately and impetuously in
love.
7) MAJOR THESIS: a statement that provides the subject and overall opinion of your
essay. For a literary analysis your major thesis must (1) relate to the theme of the
work and (2) suggest how this theme is revealed by the author. A good thesis may ...
This document provides an overview of the learning objectives and activities for a unit on short stories. The unit will focus on analyzing elements of literature like plot, setting, characterization and point of view through several short stories. Students will complete close readings of stories, activities exploring themes and characters, and a final project analyzing a myth or creating an original myth. The document lists learning standards, objectives, vocabulary words, story resources, and assessment requirements for the unit.
Conventions for Writing about LiteratureIntegrating Quotatio.docxdickonsondorris
The document provides guidelines for integrating quotations from works of literature into academic writing. It discusses different methods for quoting dialogue and prose, including using a signal phrase to introduce a quotation, using an introduced quotation with a colon, and blending a quotation into one's own sentence. It also lists other conventions for writing about literature, such as using present tense, putting titles in italics or quotation marks, using brackets and ellipses, and formatting long quotations. The document concludes by providing an example of how to structure an initial discussion post responding to assigned short stories, including making a claim, including a paragraph with a quoted passage to support the claim, and responding to other posts.
This document provides guidelines for formatting a paper according to MLA style. It discusses general guidelines like double spacing, font size, and margins. It also covers specific MLA formatting for things like the header, heading, quotes, and citations. Examples are provided for short quotes, long quotes, poetry quotes, and setting up a works cited page. The document also briefly compares MLA style to APA style and includes a mini quiz to test understanding.
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 notes for an EWRT 1A class. The agenda includes a writing workshop, reviewing MLA formatting, and discussing revision strategies like reducing wordiness. It also covers submitting assignments through Kaizena and answering any questions. The notes sections provide guidance on MLA formatting, integrating quotations, identifying wordy writing, and submitting essays electronically. Students are assigned to revise Essay #2 based on peer feedback and submit it through Kaizena by the due date.
The document provides an agenda for an English class that includes a vocabulary quiz on chapters 1-4 of a novel, a discussion of characters and events in The Hunger Games, a presentation on an upcoming essay assignment, and an in-class writing exercise. It then gives details on the quiz, provides a list of characters from The Hunger Games to discuss in groups, and outlines the goals and strategy for writing a good introduction to the essay, which involves integrating a quotation from The Hunger Games and making a connection to a personal experience. Finally, it assigns homework of completing a narrative ladder and preparing a quotation, context, and connection for discussion in the next class.
Similar to Class 9 n writing workshop essay 2 (20)
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
2. AGENDA
Writing Workshop: 20
points: You need two clean,
complete copies of your draft
Review: MLA Formatting
Commenting on your draft
Kaizena Submission
Questions
3. Mark the following parts of your essay using brackets to
designate the beginning and ending of each section
1. Your clever title
2. Your introduction to the novel
3. Your integrated quotation, formatted in MLA style
4. Your transition to your own event (your thesis).
5. A vivid description of a person or people
6. A vivid description of a place
7. A dialogue that adds to the narrative in a significant way.
8. The climax of the story
9. A section that shows or tells the significance of the event
10. Your conclusion (Framing or some other method of closing).
4. Dreaming of Yesterday
Taking the place of her sister Prim, Katniss Everdeen volunteers for the Hunger
Games, a dystopian society's yearly gladiatorial combat for amusement and oppression. She
is allowed to see her friends and family one last time for a sparse hour before being loaded
on a train to the Capitol where the Hunger Games take place. After eating perhaps the
richest meal of her life, she reflects on her situation:
This day has been endless. Could Gale and I have been eating
blackberries only I this morning? It seems like a lifetime ago. Like a long dream
that deteriorated into a nightmare. Maybe, if I go to sleep, I will wake up
back in District 12, where I belong. (Collins 54)
It is a stark transition in Katniss’s life in just the span of a day. She wakes up a scavenger
trying to survive in the harshness of District 12 and goes to sleep a tribute poised to fight to
the death in the Hunger Games.
While reality lacks the harsh and life-threatening difference Katniss experiences, I
believe it is a common human experience to ponder exactly how we end up in a particularly
abnormal situation. I had cause to ponder just such a situation on my most recent birthday.
My girlfriend Laural had a surprise gift for me, and instructed me to wear comfortable
clothes and tennis shoes. Scarcely three hours after departing from my home I was strapped
to another man, in a plane at fifteen thousand feet, and getting ready to jump out. Like
Katniss reflects on the change in her life while trying to fall asleep on the train, I was
reflecting on my position in a plane miles above the ground while coming to grips with my
way down.
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5. Mark the following parts of your essay using brackets to
designate the beginning and ending of each section
1. Your clever title
2. Your introduction to the novel
3. Your integrated quotation, formatted in MLA style
4. Your transition to your own event (your thesis).
5. A vivid description of a person or people
6. A vivid description of a place
7. A dialogue that adds to the narrative in a significant way.
8. The climax of the story
9. A section that shows or tells the significance of the event
10. Your conclusion (Framing or some other method of closing).
6. Writing Workshop: Revision Strategies
Choose a partner
Read both essays aloud before you start
to write about or discuss the essays.
On separate sheets of paper, answer all
of the questions from the handout for
your partner’s essay.
When you finish, return your
comments to the writer.
When you get your essay back, read the
comments and determine how you
might remedy any issues.
7. Get out your clean
copy of your essay
You may work on an electronic version if you
prefer
8. MLA Formatting Style:
Setting up your paper
https://www.youtube.com/watch?v=8xAc4yZ8VSA
MLA format: Find more help on our website under “MLA Guidelines.”
10. Margins and
Formatting
Double Click in
Header Area
Type your last name
Justify right
Go to “insert” and click
on “page number
Header: Last Name 1
1” all around
Go to “Layout” and
adjust margins or
use custom
settings
Times New Roman
12
Indent body
paragraphs ½ inch
from the margin
11. Heading: Double
Spaced
Your Name
Dr. Kim Palmore
EWRT 1A
25 October 2016
Title
Original Title (not the title of
the essay we read)
No italics, bold, underline, or
quotation marks
Centered on the page
No extra spaces (just double
spaced after your heading and
before the body of your text.
Check your paper!
14. 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).
15. 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 a signal
phrase to introduce the quotation and
give our readers some context for the
quotation that explains why we are
taking the time to include it in our
paper.
16. 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).
17. 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)
When citing more than four lines of
prose, format your quotation this way:
Hanging indent
for long
quotation: 10
spaces
18. 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
Indent 5
Indent 10
19. Making A Works Cited
Page MLA Style
Ensure that you have a properly formatted works cited page:
You likely only have one entry: The Hunger Games
20. Review: Here is an overview of the process:
When deciding how to cite your source, start by consulting the list of core elements. These
are the general pieces of information that MLA suggests including in each Works Cited
entry. In your citation, the elements should be listed in the following order:
Author.
Title of source.
Title of container,
Other contributors,
Version,
Number,
Publisher,
Publication date,
Location.
Each element should be followed by the punctuation mark shown here. Earlier editions of
the handbook included the place of publication, and required punctuation such as journal
editions in parentheses, and colons after issue numbers. In the current version,
punctuation is simpler (just commas and periods separate the elements), and information
about the source is kept to the basics.
21. Collins, Suzanne. The Hunger Games. Scholastic Press, 2008.
Student 6
Author
Title of
Source
Publisher
Publication
Date
Citing a single author text in MLA Style
22. Writing Tips
Write about literature in present tense
Write about your experience in past tense
Avoid using “thing,” “something,” “everything,” and
“anything.”
Avoid writing in second person. (Don’t use “you” unless it is in
dialogue.
23. Essay Submissions
All out of class essays are to be submitted to me
electronically before the class period in which they are due.
1. Before you submit your essay, please save your file as your
last name and the essay number, like this: Smith 2. This
will help me keep your essays organized.
Smith 2
24. 2. Submit your essay through Kaizena at
https://kaizena.com/palmoreessaysubmissiongmail.
Or simply use the link on our class website home
page.
This system allows me to respond to your
essay with both voice and written comments
and to insert helpful links.
This system allows me to respond to
your essay with both voice and
written comments and to insert
helpful links.
25. Group Codes
Students will be asked to enter a code to join the appropriate group.
I am sure most of you have already joined Kaizena!
Tuesday 7:30 Wednesday 7:30Tuesday 10:00
26. When you join a group, a conversation will automatically be created.
27. After joining a group, you
will be able to add a file. That
is it! You are done
You may add from your Google Drive or
directly from a saved file on your desktop.
Using a PDF file will help maintain your
formatting, so I suggest that if it is possible.
28. Please Note!!
There are two conversations taking place in Kaizena.
One is “Broadcast” conversation, which includes the
entire class. The second is a private conversation
between each student and me. Please make sure to
upload your essay to the private conversation. If you
see an accidental upload to the entire class, please let
me or that student know immediately!
29. After you upload your essay, use Kaizena to mark the
following sections of your essay.
1. Your MLA formatted header and heading
2. Your original title
3. Your introduction to the novel
4. Your integrated quotation, formatted in MLA style
5. Your transition to your own event (your thesis).
6. A vivid description of a person or people
7. A vivid description of a place
8. A dialogue that adds to the narrative in a significant way.
9. The climax of the story
10. A section that shows or tells the significance of the event
11. Your conclusion (Framing or some other method of closing).
12. Any other section that you would like me to notice or comment on.
30. How To Comment On Your Essay
To attach a comment to a highlight, you start by making a highlight in a file.
Scroll to the part of the file where you want to make your highlight. Click in
the margin (or on the text you want to highlight), and drag the cursor to
expand the comment box.
Click on the A in the comment box on the left side to type in your comment or
question.
Click “Post to Highlight”
Make sure to use just one color (whichever you prefer), so I can comment in a
different color.
You can also leave voice comments, but please use the written comment
feature to identify the sections of your essay. You may leave me a voice
comment if you have other comments or questions.
31.
32. Once I have graded your paper, you may view it by going to the
conversations between us on the Kaizena page.
33. Click on the highlighted sections of the paper to find
both audio and written comments concerning your essay
and links to materials that will help you improve your
writing.
34. If you cannot submit your paper through
Kaizena before the due date and time:
Email your essay as an attachment (don’t share it as a Google doc) to
palmorekim@fhda.edu.
You must send the attachment before the due date and time, or your
essay will be considered late, so do not dawdle.
You must still submit it as a Kaizena document; the attachment
merely gets you time to figure out the process if you are having
trouble.
I suggest planning ahead. Do not wait until the last minute!
You may submit a test document if you want to do an early run
through to avoid problems.
35. HOMEWORK
Post #9: Post two versions of a section (a
paragraph or two) of your essay that
demonstrates your revision and editing
strategies.
Submit Essay #2: Due electronically via
Kaizena. Please see due date above this
panel. Your paper must be in MLA
format.
Read: SMG 134-148 Writing a Concept Essay
Write: Using the comments you received from your readers, revise
and edit Essay #2.