Ewrt 1 c class 16 writing about literature
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The document outlines the agenda for EWRT 1C Class 16, which includes discussing the prompt for Essay #2 on analyzing one of the short stories read in class. It provides guidance on writing about literature, including reviewing sample student essays, analyzing the basic features of interpreting stories, annotating the selected story, writing a thesis statement, and outlining the essay. Students will analyze their chosen story, develop a thesis arguing an interpretation, and create an outline to structure a 4-7 page essay supporting their analysis with evidence from the story.
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1) The document outlines the agenda for EWRT 1C Class 17, which includes reviewing the prompt for Essay #2, revising thesis statements, and different introduction methods.
2) Students will analyze one of four short stories provided and write a 4-7 page thesis-driven essay. The prompt encourages reading the full assignment details.
3) Partners will review each other's thesis statements to provide feedback on expectations and potential issues to address. Directed summaries are introduced as an introduction method where students state the title and author, hook the reader, include a brief relevant summary, use transitions, and state the thesis near the end.
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Ewrt 1 c class 16 writing about literature
The document outlines the agenda for EWRT 1C Class 16. It includes discussing the prompt for Essay #2, which is analyzing one of the short stories read in class. Students will review strategies for writing about literature, such as analyzing basic features of stories, annotating texts, developing a thesis, and outlining essays. They will also discuss the short stories "Araby" and "The Bet" through the provided homework questions. The class will focus on practicing techniques for interpreting stories and developing essays about literature.
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Ewrt 1 c class 17 writing essay 2 review for exam 1
This document contains the agenda and notes for an EWRT 1C class. The agenda includes reviewing the prompt for Essay #2, revising thesis statements, and ways to structure the introduction. Students will analyze one of four short stories provided and write a 4-7 page thesis-driven essay. The prompt encourages using critical lenses studied in class. Notes cover reviewing thesis statements with peers, writing a directed summary for the introduction that states the title, hooks the reader, briefly summarizes while assuming familiarity, uses transitions, and includes the thesis. The class will also review for Exam #1 on short stories, poems, and literary theories covered in classes 1-16 in preparation for the exam.
Ewrt 1 c class 17 writing essay 2 review for exam 1
This document contains the agenda and notes for an EWRT 1C class. The agenda includes reviewing the prompt for Essay #2, revising thesis statements, and ways to structure the introduction. Students will analyze one of four short stories provided and write a 4-7 page thesis-driven essay. The prompt encourages using critical lenses studied in class. Notes cover reviewing thesis statements with peers, writing a directed summary for the introduction that states the title, hooks the reader, briefly summarizes while assuming familiarity, uses transitions, and includes the thesis statement near the end. The class will also review for Exam #1 on short stories, poems, and literary theories covered like New Criticism, feminist criticism, and psychoanalytic
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The document provides an agenda for an EWRT 1C class. It includes details about essay assignment #2 such as the prompt, which asks students to analyze one of four short stories they have read in class. It also discusses revising thesis statements with partners and different ways to structure the essay introduction, specifically recommending the directed summary method. The document concludes with a review of material that will be covered on exam #1, including short stories, poems, and critical theories studied in class.
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This document contains the agenda and notes for an EWRT 1C class. The agenda includes reviewing the prompt for Essay #2, revising thesis statements, and ways to structure the introduction. Students will analyze one of four short stories provided and write a 4-7 page thesis-driven essay. The prompt encourages using critical lenses studied in class. Notes cover reviewing thesis statements with peers, writing a directed summary for the introduction that states the title, hooks the reader, briefly summarizes while assuming familiarity, uses transitions, and includes the thesis. The class will also review for Exam #1 on short stories, poems, and literary theories covered in classes 1-16 in preparation for the exam.
Ewrt 1 c class 17 writing essay 2 review for exam 1
This document contains the agenda and notes for an EWRT 1C class. The agenda includes reviewing the prompt for Essay #2, revising thesis statements, and ways to structure the introduction. Students will analyze one of four short stories provided and write a 4-7 page thesis-driven essay. The prompt encourages using critical lenses studied in class. Notes cover reviewing thesis statements with peers, writing a directed summary for the introduction that states the title, hooks the reader, briefly summarizes while assuming familiarity, uses transitions, and includes the thesis statement near the end. The class will also review for Exam #1 on short stories, poems, and literary theories covered like New Criticism, feminist criticism, and psychoanalytic
Ewrt 1 c class 17 writing essay 2 review for exam 1
This document contains the agenda for an EWRT 1C class. It includes details about essay assignment #2, such as the prompt, which asks students to analyze one of the stories read in class. It also discusses revising thesis statements with partners and different ways to structure the introduction, such as using a directed summary. The document concludes with a review of material for exam #1, covering short stories, poems, and literary theories like New Criticism.
Ewrt 1 c class 17 writing essay 2 review for exam 1
The document provides an agenda for an EWRT 1C class. It includes details about essay assignment #2 such as the prompt, which asks students to analyze one of four short stories they have read in class. It also discusses revising thesis statements with partners and different ways to structure the essay introduction, specifically recommending the directed summary method. The document concludes with a review of material that will be covered on exam #1, including short stories, poems, and critical theories studied in class.
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Adapted Power Point for English 11 relating to essay writing for the short story Mirror Image by Lena Coakley
Credit to http://www.slideshare.net/Jennabates/how-to-write-a-literary-analysis-essay
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Ewrt 1 c class 17 writing essay 2 review for exam 1
Ewrt 1 c class 17 writing essay 2 review for exam 1
Ewrt 1 c class 17 writing essay 2 review for exam 1
Ewrt 1 c class 17 writing essay 2 review for exam 1
Ewrt 1 c class 17 writing essay 2 review for exam 1
Ewrt 1 c class 17 writing essay 2 review for exam 1
Ewrt 1 c class 17 writing essay 2 review for exam 1
Ewrt 1 c class 17 writing essay 2 review for exam 1
How to write a Literary Essay Introduction and Thesis
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This document provides instructions for writing an essay analyzing one of several short stories read in class. Students are asked to choose an aspect of the story to analyze, such as the author's style or symbolism, and write a 4-7 page thesis-driven essay making an argument about their chosen aspect. The essay should include an introduction with thesis, body paragraphs with analysis supported by evidence from the story, and a conclusion. Guidelines are provided on developing a thesis, writing each section of the paper, and citing sources. The goal is for students to practice critical analysis and writing skills.
Ewrt 1 c essay #2 assignment
This document provides guidance for writing an essay analyzing a short story from the assigned reading list. Students are instructed to write a 4-7 page thesis-driven essay analyzing one or more aspects of one of the stories through close reading and using rhetorical strategies and critical lenses discussed in class. The essay should have an introduction with a clear thesis statement, body paragraphs developing the analysis with evidence from the text, and a conclusion wrapping up the argument. Formatting should follow MLA style. The document outlines steps for choosing a focal point, asking analytical questions, formulating a thesis, writing the introduction and body, and concluding the essay.
Elit 10 essay 2
This document outlines the requirements and guidelines for an essay assignment analyzing LGBT fiction from 1960 to the present. Students must write a 2-5 page thesis-driven essay analyzing one or more aspects of a primary text provided. They should consider using secondary sources to support their analysis and convince readers their interpretation adds to discussions of LGBT texts. The essay should have an introduction with thesis, body paragraphs developing the analysis, and conclusion wrapping up the main points. Close reading of the text and integrating quotations is important.
Elit 10 essay 2
This document outlines the requirements and guidelines for writing an essay analyzing LGBT fiction written before 1960. Students must choose one primary text from the list provided and analyze one or more aspects of it in a 2-3 page essay. They should consider topics like the work's politics, poetics, contributions to queer history, or how sexuality is coded. The essay must have an introduction with a clear thesis, body paragraphs with analysis and evidence from the text, and a conclusion that wraps up the argument. Students are provided with questions to help formulate their thesis and secondary sources for additional support.
Elit 10 essay 2
This document outlines the requirements and guidelines for an essay assignment analyzing LGBT fiction from 1960 to the present. Students must choose one primary text from the list provided and analyze one or more aspects of it in a 2-3 page essay. They should consider using secondary sources to support their analysis and form a thesis addressing topics like the work's politics, poetics, contributions to queer history, or illustrations of sexuality and identity. The essay should include an introduction with thesis, body paragraphs developing the analysis, and a conclusion wrapping up the main points.
Name_______________________Grading Criteria f.docx
Name:_______________________
Grading Criteria for Paper 1Your Introduction_____________________
Guides the reader into the topic and thesis of
Weak
Competent
Above&Beyond
Great
your paper
Offers a clear and interesting thesis statement
Weak
Competent
Above&Beyond
Great
that a) makes a claim about the meaning, argument
or key idea conveyed by your text; and b) states
how your text conveys that meaning or idea.
Your Analysis and Discussion ____________
Closely analyzes 2-3 passages in the text
Weak
Competent
Above&Beyond
Great
Draws on relevant outside sources
Weak
Competent
Above&Beyond
Great
Offers a conclusion that discusses the implications
Weak
Competent
Above&Beyond
Great
of your observations
Your Essay Structure:______________________
Organizes each paragraph around one central
Weak
Competent
Above&Beyond
Great
claim or idea
Orders the paragraphs in a logical way
Weak
Competent
Above&Beyond
Great
Pulls together key points in a concluding para-
Weak
Competent
Above&Beyond
Great
graph
Your Grammar and style:________
Uses an appropriate style
Weak
Competent
Above&Beyond
Great
Uses academically-standard grammar
Weak
Competent
Above&Beyond
Great
Your Adherence to formatting guidelines:
States name, title, and other front page infor-
Weak
Competent
Above&Beyond
Great
mation in a professional format, and uses ap-
propriate headers on subsequent pages
Adequately cites sources in MLA format
Weak
Competent
Above&Beyond
Great
Includes a Works Cited page
Weak
Competent
Above&Beyond
Great
Thesis + Outline – Essay 1
Due: Tues, Jul 16, 12 pm - submit through Blackboard
Instructions:
Tell me your basic topic:which text you will analyze
and which themes or topics you plan to discuss
Passages from the text: Identify 2-3 key passages from the text that you intend to discuss. Describe what aspects of these passages that you consider most important.
Literary / rhetorical features: Identify the literary or rhetorical features of the text you plan to discuss. For example, what literary or rhetorical strategies do you think the author is using in these passages? Or what features of the genre are important to understanding the text? Or what elements of the text’s structure shape it’s meaning?
Fact-checking / Spot-Research: Identify 1-2 historical, religious, or other issues that you might need to research.
Thesis: Draft a tentative thesis statement that contains your ideas. Remember that a thesis statement can be more than one sentence long. (I know, I know, this is hard! I expect that you’ll eventually change this. But it can help you to focus if you start out with a basic hypothesis.)
Outline: Based on what you have written in the previous paragraphs, outline your paper including a full-sentence description for each line in the outline.
Assignment – Essay 1 – pg 3
Essay 1
Due Dates
Thesis + outline
Tues, July 16, 12 pm
Final Draft
Sat, Jul.
Elit 10 essay 1
This document outlines an assignment to analyze LGBT fiction written before 1960. Students are asked to write a 3-4 page essay analyzing one of the primary texts provided in terms of its politics, poetics, contributions to queer history, or how queer experiences are coded. The essay should have a clear thesis and be supported with evidence from the text. It provides guidance on formulating a thesis, writing an introduction, composing the body with analysis, and concluding the essay. Students are also instructed on proper formatting, citation style, and expected learning outcomes.
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This document provides guidance to students on their upcoming Essay #3 assignment. It discusses choosing a novel or novella to analyze, developing an interpretive thesis, and how to structure the essay. Key points include:
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- Students should brainstorm, research to support their idea, and develop an arguable thesis that adds a new perspective to conversations about the work.
- A strong thesis has two parts -
Ewrt 1 c class 32 online
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This document provides guidance to students on their upcoming Essay #3 assignment. It discusses choosing a novel or novella to analyze, developing an interpretive thesis, and outlines the requirements for the essay. Students are instructed to write a 4-7 page MLA formatted essay analyzing one or more aspects of Stephen King’s Rita Hayworth and the Shawshank Redemption, Franz Kafka’s The Metamorphosis, Elie Wiesel’s Night, or Emma Donoghue’s Room using a theoretical lens. The document reviews how to develop a thesis statement, provides examples of strong and weak thesis statements, and discusses how to support an argument through evidence from the text. Students are told to submit their essay
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This document provides instructions for writing a response essay analyzing a novel read in class. Students are asked to write a 4-7 page thesis-driven essay analyzing one or more aspects of the novel using a critical lens like feminist, psychoanalytic, or trauma theory. The essay should have an introduction with a clear thesis, body paragraphs using evidence from the text to support the thesis, and a conclusion. Guidelines are provided on choosing a topic, asking analytical questions, formulating a thesis, writing each section of the paper, using proper MLA citation style, and expected learning outcomes.
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This document provides instructions for writing an essay analyzing LGBT fiction written before 1960. Students are asked to choose one of the primary texts provided and analyze an aspect of it in a 2-3 page paper. The essay should have a clear thesis and use evidence from the chosen text and optional secondary sources to support an original interpretation. The document provides guidance on formulating a thesis, writing an introduction, composing the body paragraphs with close reading analysis, and concluding the essay. Students are expected to closely read the text, ask analytical questions, and avoid simply restating information without intrinsic support from the source material.
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This document provides an agenda for an EWRT 1C class. It includes a discussion of final comments on a classroom, an introduction to the third essay assignment, writing time for that essay, homework evaluations, and a final exam review. It also discusses approaches to analyzing passages from Room, including questions about the causes of a character's dreams. The essay assignment asks students to analyze Night, Outer Dark, or Room using a theoretical lens. Guidelines are provided for developing an interpretive thesis statement.
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This document provides the agenda for an EWRT 1C class. It includes an introduction to Essay #2, reading the prompt for Essay #2 on one of four short stories, and examining two sample responses to the story "Araby." It outlines reading the critical responses, evaluating their theses, and answering analysis questions about the responses. Students are assigned to post their answers to the discussion questions and choose the story for their essay along with printing materials to bring to the next class.
Power point language and written expression iv
The document provides guidance on various aspects of academic writing such as developing an argument, drafting and revising essays, using quotations and citations correctly, and ensuring proper grammar and punctuation. It emphasizes that essays should have a clear thesis or argument supported by evidence. Other tips include developing topic sentences to structure paragraphs, using techniques like definition and comparison paragraphs, and providing a conclusion that doesn't just summarize but reflects on the significance of the points made. The document also addresses common issues students face like writer's block and outlines strategies for effective paraphrasing, summarizing, and incorporating sources.
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Name_______________________Grading Criteria f.docx
Name_______________________Grading Criteria f.docx
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Ewrt 1 c class 16 writing about literature
- 1. EWRT 1C Class 16
- 2. AGENDA • Essay #2 Prompt • Writing about Literature • Review: Crane and Ratinov • Basic Features • Analyzing your story • Annotating your story • Writing your thesis • Outlining your essay
- 3. Essay #2: Prompt The Writing Assignment In a thesis driven essay of 4-7 pages, analyze one or more aspects of one of the stories we have read this quarter. Aim to convince readers that your interpretation adds to the conversation among those who read stories and write about them. Back up your analysis with reasons and support from the story. Use the critical strategies or lenses that we have practiced this quarter. “Araby” by James Joyce “The Story of an Hour” by Kate Chopin “A Very Old Man with Enormous Wings” by Gabriel García Márquez “The Bet” by Anton Chekhov I encourage you to read the complete assignment on our website under “Essay Prompts,” and “Essay 2.”
- 4. Group Discussion: Responses to “Araby” Spend five minutes discussing the homework questions
- 5. 1. Examine the way Crane’s thesis includes a forecasting statement and how the forecast is fulfilled. Then write down her topic sentences and key terms. Do they effectively link her supporting paragraphs to her thesis statement? 2. Examine Crane’s paragraph five in her essay. Explain her strategy in the organization of the paragraph. Is it effective? 3. Look at Crane’s paragraphs 6-8. What is her goal? Is she successful? How and why? 4. Does Ratinov’s thesis meet the standards of a well-written interpretive thesis statement? Is it interesting, arguable, clear, and appropriately qualified? 5. What reasons does Ratinov offer for his interpretation of the story’s ending? 1. Compare essays to argue which is stronger. Consider introductions, theses statements, support, analysis, and the conclusion. Hybrid Hour Homework Questions: Crane and Ratinov
- 6. Basic Features: Interpreting Stories For a more complete explanation, see the document on Basic Features from Axelrod and Cooper. You can find the document on the website under “Course Readings,” “Secondary Texts,” and “Basic Features and Invention Strategies”
- 7. Basic Features 1. An Appropriately Presented Subject. 2. An Interesting and Clearly Stated Interpretation. 3. A Plausible Chain of Reasons with Convincing Support.
- 8. Basic Features 1. An Appropriately Presented Subject. a. A directed Summary: Provides information about the story that the reader needs to understand your argument 2. An Interesting and Clearly Stated Interpretation. a. Interesting b. Arguable c. Clear d. Appropriately qualified 3. A Plausible Chain of Reasons with Convincing Support. a. Textual evidence: quote, summarize, and paraphrase from the story. b. Explain the meaning of the passage and its relevance to the thesis. c. Combine evidence and explanation to support and develop your thesis
- 10. Analyzing Your story Psychoanalytic Criticism
- 11. Analyzing Your story Feminist Criticism
- 12. Analyzing Your story NEW Criticism How does this piece work?
- 15. Annotating your Story: An In-Class exercise • Read your story again • Look for key words to define or explain • Look for figures of speech to explain • Identify paradox, irony, ambiguity, and tension • Look for themes, ideas, scenes, or dialogue that might support a feminist or psychoanalytic reading.
- 16. Write a Tentative Thesis One basic feature of a response to literature essay is an interesting and clearly stated interpretation. Try to write one now. Remember, it must have the following characteristics: a. Interesting b. Arguable c. Clear d. Appropriately qualified
- 17. Outlining your essay • Consider the key words in your thesis and jot down the information you will need to have in your essay to make your points. • Write down points you intend to make; now look at your thesis to see if you need to include any other key words to help clarify your argument.
- 18. • Reread and analyze your story • Post #15: Tentative thesis and essay outline • Bring a hardcopy or your device to class as we will be working on essay # 2