Ewrt 2 class 10 and 11 combined special
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This document contains the agenda for Class 10 of EWRT 2. It includes a discussion of teams, reviewing passages from Lao-Tzu's "Thoughts from the Tao-te Ching" and Machiavelli's "The Qualities of the Prince", including their rhetorical strategies and questions for critical reading. It introduces Essay #2 which will be an in-class essay responding to prompts about either Lao-Tzu or Machiavelli. Students are instructed to discuss the passages and prompts in their teams and consider potential theses in preparation for the exam. They are assigned homework to post responses applying the philosophers' ideas to A Game of Thrones with evidence, and to choose exam prompts
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English: Thesis Statements
This document provides guidance on writing effective thesis statements. It defines a thesis statement as a 1-3 sentence summary of the paper's central argument. The thesis should be placed early, ideally at the end of the introductory paragraph. It should be written in the third person without first-person pronouns like "I" to give the essay a stronger, more factual tone. Good thesis statements are focused, specific, clear and debatable rather than too general. They avoid simply comparing and contrasting without analysis.
English: Structuring Your Essay
This document provides guidance on structuring an essay. It recommends that an introduction paragraph provide background on the topic and include a thesis statement. The main body should explore the thesis in depth with supporting evidence from credible sources, including quotations and citations. An example main body paragraph is given that expands on a thesis, provides an example to support a claim, and includes a quotation from a critic agreeing with the point. The conclusion should bring closure by summarizing the main points. A works cited section lists references.
Thesis statement construction
This document is intended to guide new writers in constructing clear and cohesive literary analysis thesis statements.
Short story, poetry, and modernist topics
This document provides guidance and instructions for students writing an essay responding to literature from the Modernist period. It offers several essay prompts focused on the short story "Barn Burning" and poems the class has read. Students must choose one prompt and write a 500-750 word thesis-driven essay using MLA style. The document outlines learning objectives, submission requirements, and tips for a successful essay, including best practices like highlighting evidence from the text and avoiding vague descriptions. It also lists previously learned skills and potential traps to watch out for in the writing process.
How to Write the Thesis Statement Presentation
This document provides guidance on writing an effective thesis statement for a literary analysis essay. It explains that a good thesis should make a specific, arguable claim about the topic and preview how the claim will be supported. It offers strategies for developing a thesis, such as understanding the prompt, identifying relevant evidence, and relating ideas. Sample thesis statements are included and analyzed for their strengths and weaknesses. Common pitfalls to avoid, such as vague, obvious, too broad or narrow theses, are also discussed.
F451 s singer upload file
This document provides instructions for students to complete a writing prompt after reading the article "The Flight from Conversation" and watching two additional sources - a TED Talk by Sherry Turkle and a "Teens React" video. The prompt asks students to write a paragraph making at least 3 connections between the article and their own world, using evidence from at least 2 of the sources to support their opinion. The paragraph must be at least 10 sentences and include a main idea, 3 specific connections, information from the TED Talk or video, and at least 2 direct quotes from the article.
Short story, poetry, and modernist topics
This document provides guidance for students on writing an essay in response to assigned readings from the Modernist period. It offers prompts on stories by William Faulkner and Zora Neale Hurston, as well as poetry and themes of Modernism. Students must choose one prompt to respond to in a 500-750 word MLA-formatted essay, using textual evidence and citing sources as needed. The document outlines learning objectives, submission requirements, and advice on best practices and things to avoid in completing the assignment successfully.
Hamlet final
This document provides instructions for a Hamlet essay assignment. Students are asked to:
1) Find 2-3 articles on Hamlet from JSTOR and complete an annotated bibliography.
2) Choose one article to use in their essay and thoroughly annotate it.
3) Develop a thesis defending an aspect of Hamlet using evidence from the play and their chosen article.
Topic suggestions include analyzing characters, symbols/motifs, themes, gender roles, or modern interpretations. The essay must be a minimum of 2 pages, cite sources in MLA format, and fully develop the argument with specific quotes from Hamlet and the article. Annotated bibliographies and articles are due on different dates before the in
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English: Thesis Statements
This document provides guidance on writing effective thesis statements. It defines a thesis statement as a 1-3 sentence summary of the paper's central argument. The thesis should be placed early, ideally at the end of the introductory paragraph. It should be written in the third person without first-person pronouns like "I" to give the essay a stronger, more factual tone. Good thesis statements are focused, specific, clear and debatable rather than too general. They avoid simply comparing and contrasting without analysis.
English: Structuring Your Essay
This document provides guidance on structuring an essay. It recommends that an introduction paragraph provide background on the topic and include a thesis statement. The main body should explore the thesis in depth with supporting evidence from credible sources, including quotations and citations. An example main body paragraph is given that expands on a thesis, provides an example to support a claim, and includes a quotation from a critic agreeing with the point. The conclusion should bring closure by summarizing the main points. A works cited section lists references.
Thesis statement construction
This document is intended to guide new writers in constructing clear and cohesive literary analysis thesis statements.
Short story, poetry, and modernist topics
This document provides guidance and instructions for students writing an essay responding to literature from the Modernist period. It offers several essay prompts focused on the short story "Barn Burning" and poems the class has read. Students must choose one prompt and write a 500-750 word thesis-driven essay using MLA style. The document outlines learning objectives, submission requirements, and tips for a successful essay, including best practices like highlighting evidence from the text and avoiding vague descriptions. It also lists previously learned skills and potential traps to watch out for in the writing process.
How to Write the Thesis Statement Presentation
This document provides guidance on writing an effective thesis statement for a literary analysis essay. It explains that a good thesis should make a specific, arguable claim about the topic and preview how the claim will be supported. It offers strategies for developing a thesis, such as understanding the prompt, identifying relevant evidence, and relating ideas. Sample thesis statements are included and analyzed for their strengths and weaknesses. Common pitfalls to avoid, such as vague, obvious, too broad or narrow theses, are also discussed.
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This document provides instructions for students to complete a writing prompt after reading the article "The Flight from Conversation" and watching two additional sources - a TED Talk by Sherry Turkle and a "Teens React" video. The prompt asks students to write a paragraph making at least 3 connections between the article and their own world, using evidence from at least 2 of the sources to support their opinion. The paragraph must be at least 10 sentences and include a main idea, 3 specific connections, information from the TED Talk or video, and at least 2 direct quotes from the article.
Short story, poetry, and modernist topics
This document provides guidance for students on writing an essay in response to assigned readings from the Modernist period. It offers prompts on stories by William Faulkner and Zora Neale Hurston, as well as poetry and themes of Modernism. Students must choose one prompt to respond to in a 500-750 word MLA-formatted essay, using textual evidence and citing sources as needed. The document outlines learning objectives, submission requirements, and advice on best practices and things to avoid in completing the assignment successfully.
Hamlet final
This document provides instructions for a Hamlet essay assignment. Students are asked to:
1) Find 2-3 articles on Hamlet from JSTOR and complete an annotated bibliography.
2) Choose one article to use in their essay and thoroughly annotate it.
3) Develop a thesis defending an aspect of Hamlet using evidence from the play and their chosen article.
Topic suggestions include analyzing characters, symbols/motifs, themes, gender roles, or modern interpretations. The essay must be a minimum of 2 pages, cite sources in MLA format, and fully develop the argument with specific quotes from Hamlet and the article. Annotated bibliographies and articles are due on different dates before the in
Short story literary analysis criteria
This document provides guidance for writing a literary analysis essay on a short story. It discusses including an introduction with background on the author, story, theme, and literary devices to be analyzed. Body paragraphs should each focus on one literary device and how the author uses it to develop the theme, including at least one quote. The conclusion restates the thesis and what was learned from analyzing the work. Proper integration of quotes with attribution is also covered.
Ewrt 1 c class 18 online
This document provides an agenda and notes for an EWRT 1C class. The agenda includes drafting the second paper, studying for the first exam, and reviewing technical details of integrating quotations and avoiding grammatical errors when citing sources. The exam will cover short stories, poetry, and critical theories discussed in class such as New Criticism, Feminist Criticism, and Psychoanalytic Criticism. A review session provides sample exam questions and reminds students to prepare for Exam #1 at the next class meeting by reading the assigned short story.
Copy of "one story" cornell focus questions
1) The chapter discusses the "one story theory" which suggests that all stories are variations on the same basic plot.
2) Writers retell the same story because it is difficult to be truly original and most stories reference or parody previous works.
3) Readers continue to enjoy stories because they find familiar archetypes and themes even when presented in new forms.
MLA Format Notes
The document provides an overview of MLA format guidelines for writing essays and citing sources. It discusses the basics of MLA style such as double spacing, 1-inch margins, and headers on each page. In-text citations must be included any time another source is referenced and require the author's last name and page number. A Works Cited page is also needed to provide full reference details for all sources used in the paper and should be in alphabetical order. MLA format aims to promote clear, consistent writing and citing of research sources.
Lecture 03: A Gentle Introduction to Theory
This document provides an overview of literary theory and how to write a college-level English paper. It discusses that theory questions common sense views about meaning, writing, and literature. It notes that a good paper includes an argument supported by evidence from the primary text and analysis showing why the argument is relevant. It should not rely on plot summary or obvious claims. The document also provides definitions and examples of literary terms and techniques like metaphor, irony, and genre. It discusses Foucault's views on how discourse is controlled and distributed in a society through various rules and systems of exclusion.
One story- cornell focus questions
The document provides instructions for Cornell notes on the chapter "One Story" from the book How to Read Literature like a Professor by Thomas Foster. The notes should address the one story theory, why writers reuse stories and readers enjoy familiar tales, intertextuality, and archetypes. Key vocabulary terms are identified and focus areas for the notes include fully answering main questions, defining terms, including key concepts and details from the text, and summarizing major ideas in 6-8 sentences.
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A lecture about how to use direct quotations and summary from sources in a student essay. Includes an exercise based on Liu Xiaobo's Nobel lecture.
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This document provides an introduction to critical reading skills for analyzing literature. It discusses examining the title for clues, considering word choice and definitions, analyzing the narrator and point of view, and annotating texts with comments and questions. The goal is to read closely and interpret works on multiple levels beyond just plot, focusing on aspects like titles, diction, narration, and changes explored through annotating example passages. Mastering these skills will allow more in-depth analysis to incorporate into writing about literary works.
Week 3 formal vs. informal writing
This document discusses aspects of formal academic writing such as using a third-person objective point of view, avoiding contractions, maintaining an appropriate tone, choosing accurate and precise words, and following general rules of formal writing. Specifically, it addresses avoiding sarcasm, flippancy, sentimentality and preachiness in tone. Accurate word choice is important, differentiating between denotative and connotative meanings. Precise words involve active verbs, specific nouns, and engaging modifiers. The overall goal is clear, convincing writing.
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.
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
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
Types of texts.
This document discusses different text types including narrative, descriptive, directive, expository, and argumentative texts. It provides examples and definitions of each text type. Narrative texts involve sequences of events, descriptive texts describe locations and things, directive texts use imperatives or suggestions, expository texts explain concepts, and argumentative texts try to change beliefs. The document also notes that many real texts contain elements of different types and are not purely one type.
2020 using paraphrased quotations
The document provides a 7-step guide for selecting, paraphrasing, and citing quotations in APA style: 1) Choose a passage supporting your position, 2) Read until fully understanding the passage, 3) Summarize the ideas in your own words, 4) Add an in-text citation, 5) Follow with a sentence reminding the reader of the original point and including a paraphrased quote and citation, 6) Combine all elements, and 7) Include a reference citation. An example applies these steps to discuss an unknown aspect of a character's background from a short story.
Ewrt 1 c class 17 writing essay 2 review for exam 1
This document contains the agenda for EWRT 1C Class 17. It includes details about Essay #2, such as the prompt, which asks students to analyze one of the stories read in class. It also covers revising thesis statements with partners and different ways to structure the introduction, including using a directed summary. The document concludes with a review of material for Exam #1 on short stories, poems, and literary theories covered in the first 16 classes.
The FATt Statement
This document provides guidance on how to properly incorporate outside sources into an academic essay using a FATt statement. It explains that sources should not be "dropped in" without context. A FATt statement introduces the author, title of work, type of work, and provides a brief summary of the author's main idea. This allows the reader to understand the source without confusion. The document provides examples of effective FATt statements and notes that the source should be referred back to throughout the essay to show awareness of the inspiring text.
Ewrt 1 c class 17 writing essay 2 review for exam 1
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.
4) The class will also review for Exam #1
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.
Ewrt 2 class 10 lao tsu
This document provides an agenda and notes for a class discussion on the Taoist philosopher Lao-Tzu. It includes biographical information on Lao-Tzu noting there may have been multiple people referred to as Lao-Tzu. It discusses rhetorical strategies in Lao-Tzu's writing such as aphorisms and paradoxes. It lists discussion questions on passages from the Tao Te Ching. The document introduces an upcoming essay assignment on government comparing the philosophies of Lao-Tzu and Machiavelli. It provides vocabulary terms for an upcoming exam.
Ewrt 2 class 10 lao tsu
This document provides an agenda for an English class discussing two philosophers, Lao-Tzu and Machiavelli. It includes assignments like an upcoming essay due, forming discussion teams, and introducing concepts from the philosophers' works. It outlines discussing passages from Lao-Tzu on government and leadership. Students are given prompts to critically analyze the passages. The class will then discuss Machiavelli's views and have an in-class essay comparing the two philosophers' ideas. Homework includes reading Machiavelli and preparing vocabulary terms for a future test.
A guide to writing the literary analysis essay
This document provides guidance on writing a literary analysis essay, including sections on the introduction, thesis, body paragraphs, and conclusion. The introduction should catch the reader's interest and include background on the work and the theme. The thesis should relate to the overall theme and suggest how the author reveals it. Body paragraphs should each include a topic sentence, textual evidence, commentary, and clincher sentence to support the thesis. The conclusion restates the thesis and reflects on how the essay topic relates to the work as a whole.
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Short story literary analysis criteria
This document provides guidance for writing a literary analysis essay on a short story. It discusses including an introduction with background on the author, story, theme, and literary devices to be analyzed. Body paragraphs should each focus on one literary device and how the author uses it to develop the theme, including at least one quote. The conclusion restates the thesis and what was learned from analyzing the work. Proper integration of quotes with attribution is also covered.
Ewrt 1 c class 18 online
This document provides an agenda and notes for an EWRT 1C class. The agenda includes drafting the second paper, studying for the first exam, and reviewing technical details of integrating quotations and avoiding grammatical errors when citing sources. The exam will cover short stories, poetry, and critical theories discussed in class such as New Criticism, Feminist Criticism, and Psychoanalytic Criticism. A review session provides sample exam questions and reminds students to prepare for Exam #1 at the next class meeting by reading the assigned short story.
Copy of "one story" cornell focus questions
1) The chapter discusses the "one story theory" which suggests that all stories are variations on the same basic plot.
2) Writers retell the same story because it is difficult to be truly original and most stories reference or parody previous works.
3) Readers continue to enjoy stories because they find familiar archetypes and themes even when presented in new forms.
MLA Format Notes
The document provides an overview of MLA format guidelines for writing essays and citing sources. It discusses the basics of MLA style such as double spacing, 1-inch margins, and headers on each page. In-text citations must be included any time another source is referenced and require the author's last name and page number. A Works Cited page is also needed to provide full reference details for all sources used in the paper and should be in alphabetical order. MLA format aims to promote clear, consistent writing and citing of research sources.
Lecture 03: A Gentle Introduction to Theory
This document provides an overview of literary theory and how to write a college-level English paper. It discusses that theory questions common sense views about meaning, writing, and literature. It notes that a good paper includes an argument supported by evidence from the primary text and analysis showing why the argument is relevant. It should not rely on plot summary or obvious claims. The document also provides definitions and examples of literary terms and techniques like metaphor, irony, and genre. It discusses Foucault's views on how discourse is controlled and distributed in a society through various rules and systems of exclusion.
One story- cornell focus questions
The document provides instructions for Cornell notes on the chapter "One Story" from the book How to Read Literature like a Professor by Thomas Foster. The notes should address the one story theory, why writers reuse stories and readers enjoy familiar tales, intertextuality, and archetypes. Key vocabulary terms are identified and focus areas for the notes include fully answering main questions, defining terms, including key concepts and details from the text, and summarizing major ideas in 6-8 sentences.
Selecting Source Material
A lecture about how to use direct quotations and summary from sources in a student essay. Includes an exercise based on Liu Xiaobo's Nobel lecture.
Week 1 critical reading ppt
This document provides an introduction to critical reading skills for analyzing literature. It discusses examining the title for clues, considering word choice and definitions, analyzing the narrator and point of view, and annotating texts with comments and questions. The goal is to read closely and interpret works on multiple levels beyond just plot, focusing on aspects like titles, diction, narration, and changes explored through annotating example passages. Mastering these skills will allow more in-depth analysis to incorporate into writing about literary works.
Week 3 formal vs. informal writing
This document discusses aspects of formal academic writing such as using a third-person objective point of view, avoiding contractions, maintaining an appropriate tone, choosing accurate and precise words, and following general rules of formal writing. Specifically, it addresses avoiding sarcasm, flippancy, sentimentality and preachiness in tone. Accurate word choice is important, differentiating between denotative and connotative meanings. Precise words involve active verbs, specific nouns, and engaging modifiers. The overall goal is clear, convincing writing.
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.
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
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
Types of texts.
This document discusses different text types including narrative, descriptive, directive, expository, and argumentative texts. It provides examples and definitions of each text type. Narrative texts involve sequences of events, descriptive texts describe locations and things, directive texts use imperatives or suggestions, expository texts explain concepts, and argumentative texts try to change beliefs. The document also notes that many real texts contain elements of different types and are not purely one type.
2020 using paraphrased quotations
The document provides a 7-step guide for selecting, paraphrasing, and citing quotations in APA style: 1) Choose a passage supporting your position, 2) Read until fully understanding the passage, 3) Summarize the ideas in your own words, 4) Add an in-text citation, 5) Follow with a sentence reminding the reader of the original point and including a paraphrased quote and citation, 6) Combine all elements, and 7) Include a reference citation. An example applies these steps to discuss an unknown aspect of a character's background from a short story.
Ewrt 1 c class 17 writing essay 2 review for exam 1
This document contains the agenda for EWRT 1C Class 17. It includes details about Essay #2, such as the prompt, which asks students to analyze one of the stories read in class. It also covers revising thesis statements with partners and different ways to structure the introduction, including using a directed summary. The document concludes with a review of material for Exam #1 on short stories, poems, and literary theories covered in the first 16 classes.
The FATt Statement
This document provides guidance on how to properly incorporate outside sources into an academic essay using a FATt statement. It explains that sources should not be "dropped in" without context. A FATt statement introduces the author, title of work, type of work, and provides a brief summary of the author's main idea. This allows the reader to understand the source without confusion. The document provides examples of effective FATt statements and notes that the source should be referred back to throughout the essay to show awareness of the inspiring text.
Ewrt 1 c class 17 writing essay 2 review for exam 1
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.
4) The class will also review for Exam #1
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.
Ewrt 2 class 10 lao tsu
This document provides an agenda and notes for a class discussion on the Taoist philosopher Lao-Tzu. It includes biographical information on Lao-Tzu noting there may have been multiple people referred to as Lao-Tzu. It discusses rhetorical strategies in Lao-Tzu's writing such as aphorisms and paradoxes. It lists discussion questions on passages from the Tao Te Ching. The document introduces an upcoming essay assignment on government comparing the philosophies of Lao-Tzu and Machiavelli. It provides vocabulary terms for an upcoming exam.
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Copy of "one story" cornell focus questions
Copy of "one story" cornell focus questions
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
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
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A guide to writing the literary analysis essay
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- The document outlines a lesson plan for teaching advanced English language learners about literature.
- It includes objectives, procedures, teaching materials, and an evaluation. The procedures involve matching ways of reading, defining literature and genres, scanning a text about A Midsummer Night's Dream, and a post-reading discovery activity.
- Students will learn about literature and practice reading skills like scanning and skimming through group activities, discussions, and an online cloze exercise evaluation.
Ewrt 2 class 10 lao tsu
This document provides an agenda for Class 10 of EWRT 2 that includes:
- Essay #1 is due Friday before noon and should be submitted through Kaizena in MLA format.
- A discussion of passages from Lao-Tzu's "Thoughts from the Tao-te Ching" and introducing the topic of Essay #2 on government.
- Instructions for submitting essays electronically and how the teacher will provide feedback through Kaizena.
- Information about forming new discussion teams and dividing up questions from the readings.
- Homework includes reading selections from Machiavelli and preparing questions from the readings.
Ewrt 2 class 10 lao tsu
This document provides an agenda and instructions for an English class. It discusses the following:
- Essay #1 is due and should be submitted through Kaizena in MLA format.
- Teams will review essays or give second chances. There will be a discussion of passages from Lao-Tzu.
- Essay #2 instructions are given, focusing on government themes from Lao-Tzu and Machiavelli. Students will write the essay in class.
- Vocabulary words are defined that will be on an upcoming exam.
- Homework includes reading Machiavelli, posting discussion questions, studying vocabulary, and preparing for Essay #2.
Ewrt 2 class 18
This document provides an outline and schedule for the remainder of a literature course focusing on philosophical texts and A Game of Thrones. It includes discussion topics, essay and exam due dates, and instructions for Essay #5. Students are asked to write a 5-6 page essay making a philosophical argument by connecting one or more class philosophers to an event or theme in A Game of Thrones, using credible sources and MLA formatting.
Assignment 2 Project PaperDue Week 8 and worth 200 pointsThe .docx
Assignment 2: Project Paper
Due Week 8 and worth 200 points
The Project Paper focuses on a suggested topic related to art, architecture, history, music, or literature. The project will reflect your views and interpretation of the topic. This project is designed to help you stretch your mind and your abilities to be the creative, innovative, and critical thinker you already are!
Choose one (1) of the topics from the list of topic choices below. Read the topic carefully. Write a three to four (3-4) page paper (750-1,000 words) that responds to each of the items described in the topic.
Note
: Your instructor may require you to submit your topic choice for approval before the end of Week 5.
For the topic you choose:
Support your ideas with specific, illustrative examples. If there are questions or points associated with your chosen topic, be sure to answer all of the listed questions and address all of the items in that topic. If your topic requires you to do several things related to the topic, be sure to do each of the things listed.
While some of the topics tend to lend themselves toward particular writing genres, you are not restricted to the specific format suggested for the individual topic. For example, you may do an “interview,” a “proposal,” a “letter,” a “short story,” a “blog,” an “essay,” an “article,” or any other written genre for almost any of the topics. The project is intended to be fun as well as informative, so feel free to be creative with the delivery of your information.
Use at least three (3) good quality academic sources with one (1) source being the class text.
Note:
Wikipedia
and other similar Websites do not quality as academic resources. You are highly encouraged to use the Resource Center tab at the top of your Blackboard page.
Topic choices (pick 1):
Self-Portraits.
Journal.
The Renaissance artists Titian, Rembrandt, and Durer have each painted self-portraits. Imagine yourself as one of these artists (or another artist of your choice that has painted a self-portrait) and write a journal expressing your thoughts on “your” art (in other words, the journal entries the artist would probably write.) (1) Explain “your” primary reason for painting a self-portrait. (2) Describe “your” artistic choices in composition: use of color, space, etc. (3) Explain what the portrait represents about “you” (as the artist.) (4) Explain “your” choices of subject with regard to at least three other specific pieces “you” have painted.
Ladies & Gentlemen.
Survey & Report.
Some may believe that being “gentleman” or a “lady” in today’s society is an outdated notion, but others may disagree. (1) Briefly summarize the main characteristics of a well-rounded person, “l’uomo universal,” referring to specific sections within the excerpt from
The Courtier
which identifies these characteristics. (2) Create a “survey” based on the identified characteristics and “poll” at least ten people to find out whether or not the characteristics are rel.
Project ConceptThe final project allows students to apply diff.docx
Project Concept
The final project allows students to apply different frameworks of discourse analysis and stylistics on an authentic text of their choice.
Text
Analyzed text should be authentic, i.e., not a figment of one’s imagination, but a record of an existent interaction. It could be spoken or written, literary or non-literary, in Arabic or English. Spoken text is to be transcribed, and the audio/video file containing the text is to be submitted along with the project for instructor review. If the text is in Arabic, examples may be cited in Arabic, but all discussion of text is to be in English.
Discourse Analysis and Stylistics Perspectives
Discourse and stylistics perspectives are to be applied in a comprehensive and sophisticated manner. That is, indices are to be clearly highlighted, explanations of their relation to frameworks are to be explained, and connections with other aspects of discourse are to be made. Perspectives discussed in class include:
1. Intertextuality in discourse
2. Differences between spoken and written discourse (grammatical intricacy, lexical density, nominalization, explicitness, contextualization, spontaneity, repetition, hesitation, redundancy)
3. Speech acts (illocutionary acts, directness/indirectness in relation to syntactic structures)
4. The cooperative principle (maxims, meta-discourse, flouting, violating, opting-out, implicatures)
5. Politeness (positive face, negative face, face-threatening acts, mitigating devices, politeness strategies)
6. Identity construction through language
7. Indexing gender in discourse
8. Critical discourse analysis
9. Stylistics
Individual Contributions
Students are to work individually or in pairs; each student/pair is to decide on whether to:
· Explore different perspectives in one text, or
· Explore one perspective in multiple texts.
Report Structure
The project is to be submitted as a Word document. Follow APA format in indicating student name, university ID number, and course number. The body of the document is to be double-spaced and structured as follows:
I. Introduction
a. State the source of the text (type of data, title of work, and year – if applicable.)
b. Provide a characterization of text context (who, what, why, where, when, and how.)
c. Indicate your main discourse analysis perspective.
d. Specify the framework followed, citing scientific research.
II. Text
a. Transcribe pre-approved text according to discourse analysis conventions
b. Number each line to the left of text.
c. Capitalize the names of each speaker and the beginning of their utterances.
III. Analysis
a. Analyze text holistically, avoiding line-by-line analysis.
b. Have a clear topic sentence for each paragraph.
c. Identify discourse phenomena using appropriate technical terminology.
d. Support statements with illustrative examples.
e. Examples are to be single-spaced, followed by line numbers in parentheses.
f. Each example is to be followed by an elaborate and clear ex ...
Literary analysisppt
A compilation run through of basic literary analysis techniques intended for use with freshman composition students. Sources include the Bedford Guide for College Writers (Lottery examples).
Ewrt 1 a class 14
This document contains the agenda and discussion questions for an EWRT 1A class. The class will discuss two assigned articles about marginalization and review the writing prompt for Essay #3. They will also cover the basic features of an argument essay, including outlining the introduction, thesis, and argument. The introduction should present the issue and the thesis should take a clear position. The body will include reasons and supporting evidence. Students will analyze sample student paper #3 on their own or in groups. They will identify different components of the paper like the title, thesis, quotes, and citations. Finally, the document reviews how to write an introduction with a focused issue presentation and clear thesis stating the student's position.
Ewrt 1 c with lit crit spring 2014 2
This document outlines the schedule and assignments for a literary theory course over three weeks. It includes readings, lectures, discussions and assignments on New Criticism, formalism, deconstruction, and feminist theory. Students are tasked with close readings of poems using these approaches and writing two essays - the first applying New Criticism to analyze a poem of their choice, and the second involving a comparative analysis of Roethke's "My Papa's Waltz" and other works. Class meetings include lectures, discussions of the readings, and group activities applying the theoretical lenses to sample texts. Online work involves further readings, posting responses to discussion questions, and continuing work on the essays.
Ewrt 2 class 4
This document contains the agenda and discussion questions for an EWRT 2 class on A Game of Thrones. The agenda includes analyzing characters, introducing the first essay assignment, discussing rhetorical strategies like analogy, and reviewing vocabulary. Students are asked to choose a character to analyze for their essay and provide an in-class writing using analogy to describe their character. For homework, students must read through page 400 of A Game of Thrones, submit their analogy writing, and describe their chosen character including physical traits and a short scene involving that character. They are also instructed to study for a vocabulary exam in the next class.
Literature Question.pdf
This document provides 6 potential topics for a reading response on literary works. The topics cover poems by Browning, Parker, Ortiz Cofer, Smith, Waite, Marlowe, and Raleigh. For each topic, the document lists several discussion questions to address in a response. The questions analyze elements like characters, themes, tones, perspectives, and literary devices across the poems. Students are asked to choose one topic, respond to the provided questions in well-developed paragraphs of at least 300 words, and include relevant quotations and citations from the literature.
Answer each question with short answer (answers for every set of q.docx
Answer each question with short answer (answers for every set of question located in the link)
Alexander Chapter 6
https://peacelawandjustice.files.wordpress.com/2013/12/newjimcrow-ch-1.pdf
· Describe the experience of the Jena 6: who, what, when, where. How was the case eventually adjudicated?
· By and large, what has been the attitude of the civil rights community on the War on Drugs?
· What one area of criminal justice has most been the focus of civil rights lawyers?
· Why was Rosa Parks chosen to be the symbol of courage by not giving up her seat on the bus?
· Who were Claudette Colvin and Mary Louise Smith? Why were they not chosen to represent the bus boycotters?
· Why does Alexander include these examples (Parks, Colvin, Smith) in her discussion of criminal advocacy?
· Do poverty and unemployment statistics include people behind bars?
· On what basis does Bruce Western argue that it is “pure fiction” that the Clinton years were good for African Americans?
· What is the Corrections Corporation of America?
· Besides for-profit prisons, name at least three “prison profiteers.”
· Does mass incarceration contribute substantially to lower crime rates?
· What did California’s Proposition 36 mandate?
· What is colorblindness and why is it problematic as an approach to the War on Drugs?
· What is California’s Proposition 54 (endnote #34). Did it pass or fail?
· Why does the author consider affirmative action as a “racial bribe”?
· What are the four threats to the declining circumstances of white men in the U.S.? Hint: one is NOT affirmative action.
· Does the presence of people of color as workers in the criminal justice make a difference in light of all the problems discussed in the book? Why or why not?
· Has President Obama’s administration made things worse or better? How does Alexander support this answer?
· Who said, “Look, you know, when I was a kid, I inhaled. Frequently. That was the point”?
· Which writer said to his nephew, “this is your home…do not be driven from it. …we can make America what it must become”?
Letter from a Birmingham Jail
http://www.africa.upenn.edu/Articles_Gen/Letter_Birmingham.html
· Who is the author
· To whom was the letter directed?
· What did St. Augustine say about an unjust law?
· Who was Albert Boutwell? Bull Connor?
· Which U.S. Constitutional Amendment guarantees peaceful assembly?
Antiracist Activism
https://en.wikibooks.org/wiki/Antiracist_Activism_for_Teachers_and_Students/White_Activists/Activists
· What is the name of Beverly Tatum’s 1997 book?
· What is Tatum’s definition of “antiracist activism” using the metaphor of the conveyor belt?
· Is there such a thing as passive antiracism? Why or why not?
· Describe who each of these antiracist activists are and what they did to end racism.
· Margaret Burnham
· Terry Davis
· Dr. Martin Nathan
· Dr. James Cameron
· Dr. Beverly Tatum
· Timothy Jacob Wise
Writing Assignment Guidelines: Love, life, and family. The prompt for the third w.
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Assignment 2 Project PaperDue Week 8 and worth 200 pointsThe .docx
Assignment 2 Project PaperDue Week 8 and worth 200 pointsThe .docx
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Project ConceptThe final project allows students to apply diff.docx
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- 2. AGENDA Teams: Review or second chance Discussion: Lao-Tzu "Thoughts from the Tao-te Ching” (19-31). Rhetorical Strategies Questions for Critical Reading Discussion: Machiavelli “The Qualities of the Prince” Rhetorical Strategies Questions for Critical Reading Introduce Essay #2: GOVERNMENT Suggestions for Writing: Group discussion
- 3. We formed new teams in our last meeting. If you are not sitting with your new team, please move. If you are not on a new team, please stand. Do not join a team without my consent. 1. You must change at least half of your team after each essay. 2. You may never have a new team composed of more than 50% of any prior team. 3. Please join a group; remember, no more than four people per team.
- 4. What are the rhetorical strategies of Lao-Tzu?
- 5. Format: resembles poetry, which suggests that the reader must read metaphorically as well as literally. Aphorism (A compressed statement weighty with meaning). Paradox (a self-contradictory statement): forces the reader to consider several sides of an issue. The resulting confusion yields a wider range of possibilities than would arise from a self-evident statement. (It encourages critical analysis). Examples of rhetorical strategies
- 6. Meet with your teams for 5-7 minutes to discuss “Questions for Critical Reading” and your QHQs before we answer them together.
- 8. 2. To what extent does Lao-tzu concern himself with individual happiness? 3. How would you describe Lao- tzu’s attitude toward the people?
- 9. 29
- 14. In your groups Discuss the rhetorical strategies of Machiavelli. Discuss the “Questions for Critical Thinking” on page 50. Find textual support for your answers!
- 15. Which are the Rhetorical Strategies of Machiavelli?
- 16. Pragmatic (concerned with practical results). Gives directions; How-to Book Brief and to the point Uses historical precedents to support his points Appeals to common sense Suggests alternate arguments and then shows why they are wrong. Gives the appearance of fairness and thoroughness Discusses opposite pairings, including both sides of an issue Compare and contrast Aphorism
- 17. Questions for Critical Reading Machiavelli “The Qualities of the Prince”
- 23. Essay 2: In-Class Monday, Week 7.
- 24. Thinking about Essay #2 Essay #2: An in-class essay on Lao-Tzu’s “Thoughts from the Tao Te Ching” or Machiavelli’s “The Qualities of the Prince.” You will respond to one of several prompts provided. There will be prompts addressing each Lao-tzu and Machiavelli. Your essay will be between 500 and 750 words. The number of pages will depend on your handwriting! You will have two hours to write. You may use your textbook or copies of the essays (no other pages or papers will be allowed). Please bring a clean, large Blue Book: No Blue Book, no test. (Approx. 8x10). You can buy them at the bookstore. You may write with either a number 2 pencil (dark lead) or blue or black pen.
- 25. Think Outside the Box How can we apply the philosophy of Machiavelli and/or Lao-Tzu to A Game of Thrones?
- 26. Machiavelli writes, “He must, therefore, never raise his thought from this exercise of war, and in peacetime he must train himself more than in time of war; this can be done in two ways: one by action, the other by the mind.” (38) “Do you recall your history Bran” “And that’s Torrhen Stark, the King Who Knelt. He was the last King in the North and the first Lord of Winterfell, after he yielded to Aegon the Conqueror. Oh, there, he’s Cregan Stark. He fought with Prince Aemon once, and the Dragonknight said he’d never faced a finer swordsman. (Bran VII) Below in the yard, Ser Rodrik was yelling. "You fight like a goose. He pecks you and you peck him harder. Parry! Block the blow. Goose fighting will not suffice. If those were real swords, the first peck would take your arm off!" One of the other boys laughed, and the old knight rounded on him. "You laugh. You. Now that is gall. You fight like a hedgehog …” (Bran VII)
- 27. HOMEWORK Post #19: How can we apply the philosophy of Machiavelli and/or Lao-Tzu to A Game of Thrones? Post textual evidence (excerpts of text) from both sources to prove your points. Make sure to include page numbers so we can follow along in class. (Print and bring your post to class) Post #20 Essay #2: Choose one question from "Suggestions for Writing" pages 32-33, prompts 1-6 and one from pages 50-51, prompts 1-5. Post the questions and a potential thesis for each one in preparation for the in-class exam. Study Vocabulary for exam #4: Next Class Bring A World of Ideas, printed versions of the text, or be able to access them on your device—not your phone!