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.
This document outlines the schedule and assignments for the remainder of the quarter in a philosophy and literature class. It discusses upcoming class meetings which will include a group discussion on perspectives in A Game of Thrones applying the ideas of Plato and Woolf, introducing the final essay assignment, an in-class essay, and makeup exams. Deadlines are provided for a self-assessment, revised essays, and the final paper. The final exam will involve a group screening and discussion of a Game of Thrones episode.
This document outlines the schedule and assignments for the remainder of a literature course. It provides the agenda for the next few class sessions, including discussions of perspectives in A Game of Thrones and the introduction of the final essay. It also lists the due dates for the self-assessment, revised essay, and final paper. Students are given options for their 5-6 page final essay, which must apply concepts from the course to an analysis of A Game of Thrones using outside sources.
Here are two potential essay prompts for Essay #5 with brief thesis statements:
1. Using the philosophies of Plato and Virginia Woolf, argue whether Daenerys Targaryen has achieved enlightenment and become a philosopher queen, or remains materialistic in her pursuit of power.
Thesis: While Daenerys' journey mirrors Plato's allegory of the cave in some ways, her actions ultimately seem driven more by a desire for material gains and revenge rather than a commitment to philosophical enlightenment.
2. Compare Jon Snow's leadership abilities to Machiavelli's philosophy of effective political leadership as discussed in The Prince.
Thesis: Though Jon Snow's honor-driven approach differs somewhat
Booktalking for upper elementary and middle school agescfischbuch
This document provides a list of booktalking tools and book recommendations for upper elementary and middle school students. It outlines several websites and blogs that contain book reviews, booktalks, trailers and other resources for finding and promoting books. It then provides summaries and read-aloud suggestions for over 50 fiction and non-fiction titles spanning various genres like graphic novels, novels in verse, short stories and more. The document concludes with a section titled "To be Read" that outlines additional upcoming book titles to keep an eye out for in the upcoming school year.
This document outlines the end of quarter plan and schedule for a class discussing perspectives from readings like "The Allegory of the Cave" by Plato and "Shakespeare's Sister" by Virginia Woolf in relation to the novel A Game of Thrones. It includes discussion topics applying the readings to characters in A Game of Thrones, introduces the final essay assignment, and provides the writing prompt, requirements, and grading deadlines for the 5-6 page essay. Students are instructed to choose a prompt analyzing how concepts from one or more of the philosophical readings relate to events or characters in A Game of Thrones using textual evidence and external sources.
The document provides a summary of the plot of the movie Iron Man 3. It describes Tony Stark dealing with panic attacks after the events of The Avengers. He investigates a series of bombings linked to a terrorist called the Mandarin. Stark discovers that the Mandarin is actually an actor named Trevor, and that the real mastermind is Aldrich Killian. Killian has kidnapped Pepper Potts and subjects her to an experimental treatment called Extremis. Stark must work to defeat Killian and save Pepper.
The document provides an overview of plot structure and elements in stories. It discusses key components of plot including exposition, inciting incidents, rising action, climaxes, resolutions, and more. Examples are given from films like Independence Day, Get Out, and Titanic to illustrate different plot devices and how they create suspense and engage audiences. Readers are prompted throughout to analyze the plot of a story they know well. The document aims to help readers understand plot as the backbone that moves a story forward and keeps audiences interested.
This document provides summaries for various books organized by genre and themes that readers might enjoy. Each section is titled "For Readers Who Like" followed by several keywords and ends with the title of a recommended book. There are over 80 sections that suggest books for readers interested in topics like animals, mysteries, historical fiction, sports stories and more.
This document outlines the schedule and assignments for the remainder of the quarter in a philosophy and literature class. It discusses upcoming class meetings which will include a group discussion on perspectives in A Game of Thrones applying the ideas of Plato and Woolf, introducing the final essay assignment, an in-class essay, and makeup exams. Deadlines are provided for a self-assessment, revised essays, and the final paper. The final exam will involve a group screening and discussion of a Game of Thrones episode.
This document outlines the schedule and assignments for the remainder of a literature course. It provides the agenda for the next few class sessions, including discussions of perspectives in A Game of Thrones and the introduction of the final essay. It also lists the due dates for the self-assessment, revised essay, and final paper. Students are given options for their 5-6 page final essay, which must apply concepts from the course to an analysis of A Game of Thrones using outside sources.
Here are two potential essay prompts for Essay #5 with brief thesis statements:
1. Using the philosophies of Plato and Virginia Woolf, argue whether Daenerys Targaryen has achieved enlightenment and become a philosopher queen, or remains materialistic in her pursuit of power.
Thesis: While Daenerys' journey mirrors Plato's allegory of the cave in some ways, her actions ultimately seem driven more by a desire for material gains and revenge rather than a commitment to philosophical enlightenment.
2. Compare Jon Snow's leadership abilities to Machiavelli's philosophy of effective political leadership as discussed in The Prince.
Thesis: Though Jon Snow's honor-driven approach differs somewhat
Booktalking for upper elementary and middle school agescfischbuch
This document provides a list of booktalking tools and book recommendations for upper elementary and middle school students. It outlines several websites and blogs that contain book reviews, booktalks, trailers and other resources for finding and promoting books. It then provides summaries and read-aloud suggestions for over 50 fiction and non-fiction titles spanning various genres like graphic novels, novels in verse, short stories and more. The document concludes with a section titled "To be Read" that outlines additional upcoming book titles to keep an eye out for in the upcoming school year.
This document outlines the end of quarter plan and schedule for a class discussing perspectives from readings like "The Allegory of the Cave" by Plato and "Shakespeare's Sister" by Virginia Woolf in relation to the novel A Game of Thrones. It includes discussion topics applying the readings to characters in A Game of Thrones, introduces the final essay assignment, and provides the writing prompt, requirements, and grading deadlines for the 5-6 page essay. Students are instructed to choose a prompt analyzing how concepts from one or more of the philosophical readings relate to events or characters in A Game of Thrones using textual evidence and external sources.
The document provides a summary of the plot of the movie Iron Man 3. It describes Tony Stark dealing with panic attacks after the events of The Avengers. He investigates a series of bombings linked to a terrorist called the Mandarin. Stark discovers that the Mandarin is actually an actor named Trevor, and that the real mastermind is Aldrich Killian. Killian has kidnapped Pepper Potts and subjects her to an experimental treatment called Extremis. Stark must work to defeat Killian and save Pepper.
The document provides an overview of plot structure and elements in stories. It discusses key components of plot including exposition, inciting incidents, rising action, climaxes, resolutions, and more. Examples are given from films like Independence Day, Get Out, and Titanic to illustrate different plot devices and how they create suspense and engage audiences. Readers are prompted throughout to analyze the plot of a story they know well. The document aims to help readers understand plot as the backbone that moves a story forward and keeps audiences interested.
This document provides summaries for various books organized by genre and themes that readers might enjoy. Each section is titled "For Readers Who Like" followed by several keywords and ends with the title of a recommended book. There are over 80 sections that suggest books for readers interested in topics like animals, mysteries, historical fiction, sports stories and more.
This document outlines the agenda for a class on writing and revision strategies. It includes a writing workshop on peer review, skills review on integrating quotations and citing summarized material, and information on MLA formatting and the works cited page. Students will get into pairs to provide feedback on each other's essays using questions from a handout. Teams will be used for class discussions and earning participation points related to essays about philosophers Lao-Tzu and Machiavelli and their application to A Game of Thrones.
A man and woman are having a tense conversation in a cafe after the woman tells the man she cannot continue their relationship. The man is angry and says he will kill the other man, but the woman insists it was not a man and pleads for him to understand. She offers to return to him, but he refuses and insists she leave immediately. Though upset, she agrees to go. The man is visibly changed by the interaction and notes to the bartender that he sees himself as a very different person now.
This document provides information about an English 1A hybrid class. It summarizes that the class will meet both in person and online, with assignments due on Fridays to be completed before the next class meeting on Monday. It also outlines the course goals of improving reading, writing, and critical analysis skills. Key requirements include active participation, five essays, blog posts, tests and quizzes. The grading scale and policies on attendance, late work, and academic dishonesty are also summarized.
This document provides an overview of the class schedule, assignments, and readings for a college writing course over 12 weeks. It includes:
- An outline of the weekly class topics, homework assignments, and due dates for 4 essays and vocabulary tests.
- The course introduces different essay types including argumentative, narrative, concept, and problem/solution essays.
- Students are assigned readings from The Hunger Games novel and The Saint Martin's Guide to Writing textbook each week along with blog posts responding to prompts and outlining essay drafts.
- Classes involve lectures, discussions, in-class writings, and workshops to develop outlines, thesis statements, examples, and revisions of essay drafts. Research and
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
This document provides an overview and summary of key points from an EWRT 30 class. It discusses strategies for eliminating "to be" verbs in writing, covers Christopher Booker's seven basic story plots (Overcoming the Monster, Rags to Riches, The Quest, Voyage and Return, Comedy, Tragedy, Rebirth), and provides plot outlines and examples for each. It also discusses the idea of a universal plot structure that underlies all storytelling. Students are assigned a guided writing exercise to analyze their own stories using these plot concepts.
The document provides an agenda for a class that includes a writing workshop on revision strategies, skill reviews on integrating quotations and citing summarized material, and MLA formatting. It also outlines a peer review activity where students will get into pairs, read each other's essays aloud, and answer questions about the essays on separate sheets of paper. The rest of the document covers topics like integrating short and long quotations according to MLA style, citing summarized material, avoiding grammatical errors when using quotations, and formatting the works cited page.
This document provides an outline and schedule for the remainder of a class. It details the topics and assignments for the next several classes, including an in-class essay, make-up exam, self-assessment, and final exam. It also provides instructions and deadlines for Essay #5 and self-assessments that are due at the end of the term. Class discussions will cover perspectives from works like A Game of Thrones and introductions to upcoming assignments.
The document outlines the schedule and topics for an upcoming class series. Class 18 will include a discussion of perspectives in A Game of Thrones applying the ideas of Woolf and Plato. Class 19 will feature an in-class essay. Class 20 will include a make-up vocabulary exam and self-assessment. Class 21 allows for individual meetings, and the final class will include a Game of Thrones episode and discussion. Students are expected to analyze themes in the novel through the lenses provided by Woolf and Plato.
This document discusses factors to consider when selecting texts for students. It outlines three main factors: potential for engagement, levels of meaning, and features of the text.
For potential engagement, teachers should consider if the text offers opportunities for knowledge building, personal connection, and meaning-making. For levels of meaning, teachers should evaluate if the text presents multiple depths of meaning as readers progress from simple to more complex understanding. For features of the text, the document discusses quantitative measures of complexity from various programs and how certain textual features could help or hinder comprehension. It emphasizes that quantitative measures are useful but imperfect, and all three factors should be weighed when choosing texts.
This document provides an end of quarter plan and schedule for an English class that has been discussing perspectives and the book A Game of Thrones. It outlines the following:
- Upcoming class discussions on perspectives and A Game of Thrones as well as introducing the final essay assignment.
- Details for in-class essay #4 and final essay #5, including length, sources required, and due dates.
- Schedule of other class activities like vocabulary exams, meetings with the professor, and a final discussion session.
Final Exam -- English 241 – Dr. McCrimmon – Fall 2015Each of t.docxmydrynan
Final Exam -- English 241 – Dr. McCrimmon – Fall 2015
Each of the six close readings in Part One is worth 10 points (for a total of 60), and the Part Two essay question that follows these passages is worth 40 points, for a grand total of 100 points. I recommend printing out this exam and taking notes on it before launching into your responses. Increase the font size or double-space before printing, if you wish. I need to see only your responses, which can be sent by email to [email protected] no later than Monday, December 14th, at midnight.
Part One: Close Reading (60 pts.)
Note: Don’t be thrown by the length of these instructions. I’m just trying to give you some good strategies for close reading. You might use some of these for your major essay draft, in fact. I would prefer that you do your work on this exam independently. You should not have to use outside, secondary sources on this exam, although dictionaries such as the OED online (available as a database through our library) may help you to clarify certain word usages. My expectation is that you will generally be able to draw from the experience you have had thus far as a reader and writer in the course. Perhaps to gain some context for each passage, you may want to try to find its original placement on course Salon. You could also return and refer to previous postings and annotations of your own and others (properly cited as “(Johnson RR3)”, “(Jones GR4)”), or (“Jackson Annotation”), though that is by no means a requirement.
You are being asked to perform a “close reading” of each passage below. First, try to keep the following analytical moves in mind as you take notes on each passage:
· suspend judgment (understand before you judge);
· define significant parts and how they’re related;
· look for patterns of repetition and contrast and anomaly;
· make the implicit explicit (convert to direct statement meanings that are suggested indirectly);
· keep reformulating questions and explanations.
(Rosenwasser and Stephen, Writing Analytically, p. 41)
Consider another set of general questions as you continue to think about each passage closely:
· The question of evidence, or "How do we know what we know?"
· The question of viewpoint in all its multiplicity, or "Who's speaking?"
· The search for connection and patterns, or "What causes what?"
· Supposition, or "How might things have been different?"
· Why any of it matters, or "Who cares?"
(Debbie Meier, “Habits of Mind”)
Return to the Reader’s Toolkit on the course wiki for any other techniques (besides the two above) that seem appropriate to the task of close reading of a short to mid-length passage.
After you have thoroughly annotated these passages to your satisfaction, convert your notes into a response in sentences and paragraphs. Address both form (style, structure, genre, voice, attitude toward audience and subject, etc.) and content (what's actually being said; how the substance of the passage relate ...
31 Persuasive Essay Topics JournalBuddies.com. 50 Free Persuasive Essay Examples BEST Topics ᐅ TemplateLab. 10 Daring Persuasive Argumentative Essay Topics - Academic Writing Success. Beautiful Best Persuasive Essay Topics Thatsnotus. Persuasive essay: sentence starters in 2021 Persuasive writing, Essay .... Persuasive essay. Top 101 Best Persuasive Essay Topics in 2017. 2019 .... 100 Persuasive Essay Topics. Tips on writing a persuasive essay. Good Persuasive Topics for Speech or Essay Updated Aug - Persuasive .... Unique Persuasive Essay Topics Middle School Thatsnotus. How to write a good persuasive essay topics for 5th graders .... Fun Ideas For Persuasive Essay. Persuasive Essay Writing prompts and Template for Free. Good Persuasive Speech What Is Persuasive Speech Writing and How to .... Writing persuasive essays - College Homework Help and Online Tutoring.. Example Of Persuasive Essay Topics. Persuasive Essay Writing Topics. 012 Good Persuasive Essay Topics Example Argumentative For Middle .... Persuasive Essay Topic Ideas - 434 Good Persuasive Speech Topics. Persuasive Essay 4th Grade Lesson - Sandra Rogers Reading Worksheets. School essay: Example for persuasive writing. Persuasive writing, Persuasive writing examples, Persuasive writing topics. A Guide to Crafting Persuasive Academic Essays and 20 Persuasive Essay ... Good Topic For A Persuasive Essay Good Topic For A Persuasive Essay
Descriptive Essay Topics For Sbi Po 2013Janna Smith
The document discusses using fuzzy logic to improve software fault tolerance in N-version programming. N-version programming involves developing multiple independent versions of software modules to perform the same task. A voter determines the correct output by comparing the results from each version. The goal is to increase diversity and avoid common mode failures. The document proposes using fuzzy logic to improve the voting process in N-version programming.
This document provides an agenda and instructions for the first class of a course on A Game of Thrones. It outlines contests to determine character selection order, including a content quiz and vocabulary exam. It also instructs students to set up a WordPress account, read part of the book, and post a social/political haiku based on the reading. Homework includes buying books, registering for WordPress, reading further in the book, and studying vocabulary words.
This document contains notes from a literature and philosophy class that discusses A Game of Thrones in relation to works by Plato and Virginia Woolf. It outlines topics to be covered in upcoming classes, including making up a vocabulary exam, introducing the fifth essay, and drafting requirements. Group discussions are scheduled to apply Plato's "Allegory of the Cave" and Woolf's "Shakespeare's Sister" to perspectives in A Game of Thrones. Notes from the group discussions analyze characters like Cersei and Arya through the lenses of the two philosophical works.
Final Exam -- English 241 – Dr. McCrimmon – Fall 2015 Eac.docxmydrynan
Final Exam -- English 241 – Dr. McCrimmon – Fall 2015
Each of the six close readings in Part One is worth 10 points (for a total of 60), and the Part
Two essay question that follows these passages is worth 40 points, for a grand total of 100
points. I recommend printing out this exam and taking notes on it before launching into your
responses. Increase the font size or double-space before printing, if you wish. I need to see only
your responses, which can be sent by email to [email protected] no later than Monday,
December 14th, at midnight.
Part One: Close Reading (60 pts.)
Note: Don’t be thrown by the length of these instructions. I’m just trying to give you some good
strategies for close reading. You might use some of these for your major essay draft, in fact. I
would prefer that you do your work on this exam independently. You should not have to use
outside, secondary sources on this exam, although dictionaries such as the OED online (available as
a database through our library) may help you to clarify certain word usages. My expectation is that
you will generally be able to draw from the experience you have had thus far as a reader and writer
in the course. Perhaps to gain some context for each passage, you may want to try to find its
original placement on course Salon. You could also return and refer to previous postings and
annotations of your own and others (properly cited as “(Johnson RR3)”, “(Jones GR4)”), or
(“Jackson Annotation”), though that is by no means a requirement.
You are being asked to perform a “close reading” of each passage below. First, try to keep the
following analytical moves in mind as you take notes on each passage:
suspend judgment (understand before you judge);
define significant parts and how they’re related;
look for patterns of repetition and contrast and anomaly;
make the implicit explicit (convert to direct statement meanings that are suggested
indirectly);
keep reformulating questions and explanations.
(Rosenwasser and Stephen, Writing Analytically, p. 41)
Consider another set of general questions as you continue to think about each passage closely:
The question of evidence, or "How do we know what we know?"
The question of viewpoint in all its multiplicity, or "Who's speaking?"
The search for connection and patterns, or "What causes what?"
Supposition, or "How might things have been different?"
Why any of it matters, or "Who cares?"
(Debbie Meier, “Habits of Mind”)
Return to the Reader’s Toolkit on the course wiki for any other techniques (besides the two above)
that seem appropriate to the task of close reading of a short to mid-length passage.
mailto:[email protected]
After you have thoroughly annotated these passages to your satisfaction, convert your notes into a
response in sentences and paragraphs. Address both form (style, structure, genre, voice, attitude
toward audience and sub ...
The document provides instructions for creating an account and submitting a paper writing request on the HelpWriting.net website. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a 10-minute order form with instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, with a full refund option for plagiarized work.
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
I. RESEARCH ACTIVITIESMonday classworkStep 1 Identifyifideladallimore
This document provides guidance on selecting and narrowing a research topic. It instructs the reader to brainstorm general topics of interest, then identify two tentative topics. The reader is told to research these topics and choose one for their research paper. Next, the document explains how to narrow the topic by identifying specific aspects of interest. The reader is asked to write why they chose the topic, what they already know about it, and questions they have. Their focus question, additional questions, purpose, and theory/claim are used to create a research proposal on their chosen topic.
This document outlines the agenda for a class on writing and revision strategies. It includes a writing workshop on peer review, skills review on integrating quotations and citing summarized material, and information on MLA formatting and the works cited page. Students will get into pairs to provide feedback on each other's essays using questions from a handout. Teams will be used for class discussions and earning participation points related to essays about philosophers Lao-Tzu and Machiavelli and their application to A Game of Thrones.
A man and woman are having a tense conversation in a cafe after the woman tells the man she cannot continue their relationship. The man is angry and says he will kill the other man, but the woman insists it was not a man and pleads for him to understand. She offers to return to him, but he refuses and insists she leave immediately. Though upset, she agrees to go. The man is visibly changed by the interaction and notes to the bartender that he sees himself as a very different person now.
This document provides information about an English 1A hybrid class. It summarizes that the class will meet both in person and online, with assignments due on Fridays to be completed before the next class meeting on Monday. It also outlines the course goals of improving reading, writing, and critical analysis skills. Key requirements include active participation, five essays, blog posts, tests and quizzes. The grading scale and policies on attendance, late work, and academic dishonesty are also summarized.
This document provides an overview of the class schedule, assignments, and readings for a college writing course over 12 weeks. It includes:
- An outline of the weekly class topics, homework assignments, and due dates for 4 essays and vocabulary tests.
- The course introduces different essay types including argumentative, narrative, concept, and problem/solution essays.
- Students are assigned readings from The Hunger Games novel and The Saint Martin's Guide to Writing textbook each week along with blog posts responding to prompts and outlining essay drafts.
- Classes involve lectures, discussions, in-class writings, and workshops to develop outlines, thesis statements, examples, and revisions of essay drafts. Research and
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
This document provides an overview and summary of key points from an EWRT 30 class. It discusses strategies for eliminating "to be" verbs in writing, covers Christopher Booker's seven basic story plots (Overcoming the Monster, Rags to Riches, The Quest, Voyage and Return, Comedy, Tragedy, Rebirth), and provides plot outlines and examples for each. It also discusses the idea of a universal plot structure that underlies all storytelling. Students are assigned a guided writing exercise to analyze their own stories using these plot concepts.
The document provides an agenda for a class that includes a writing workshop on revision strategies, skill reviews on integrating quotations and citing summarized material, and MLA formatting. It also outlines a peer review activity where students will get into pairs, read each other's essays aloud, and answer questions about the essays on separate sheets of paper. The rest of the document covers topics like integrating short and long quotations according to MLA style, citing summarized material, avoiding grammatical errors when using quotations, and formatting the works cited page.
This document provides an outline and schedule for the remainder of a class. It details the topics and assignments for the next several classes, including an in-class essay, make-up exam, self-assessment, and final exam. It also provides instructions and deadlines for Essay #5 and self-assessments that are due at the end of the term. Class discussions will cover perspectives from works like A Game of Thrones and introductions to upcoming assignments.
The document outlines the schedule and topics for an upcoming class series. Class 18 will include a discussion of perspectives in A Game of Thrones applying the ideas of Woolf and Plato. Class 19 will feature an in-class essay. Class 20 will include a make-up vocabulary exam and self-assessment. Class 21 allows for individual meetings, and the final class will include a Game of Thrones episode and discussion. Students are expected to analyze themes in the novel through the lenses provided by Woolf and Plato.
This document discusses factors to consider when selecting texts for students. It outlines three main factors: potential for engagement, levels of meaning, and features of the text.
For potential engagement, teachers should consider if the text offers opportunities for knowledge building, personal connection, and meaning-making. For levels of meaning, teachers should evaluate if the text presents multiple depths of meaning as readers progress from simple to more complex understanding. For features of the text, the document discusses quantitative measures of complexity from various programs and how certain textual features could help or hinder comprehension. It emphasizes that quantitative measures are useful but imperfect, and all three factors should be weighed when choosing texts.
This document provides an end of quarter plan and schedule for an English class that has been discussing perspectives and the book A Game of Thrones. It outlines the following:
- Upcoming class discussions on perspectives and A Game of Thrones as well as introducing the final essay assignment.
- Details for in-class essay #4 and final essay #5, including length, sources required, and due dates.
- Schedule of other class activities like vocabulary exams, meetings with the professor, and a final discussion session.
Final Exam -- English 241 – Dr. McCrimmon – Fall 2015Each of t.docxmydrynan
Final Exam -- English 241 – Dr. McCrimmon – Fall 2015
Each of the six close readings in Part One is worth 10 points (for a total of 60), and the Part Two essay question that follows these passages is worth 40 points, for a grand total of 100 points. I recommend printing out this exam and taking notes on it before launching into your responses. Increase the font size or double-space before printing, if you wish. I need to see only your responses, which can be sent by email to [email protected] no later than Monday, December 14th, at midnight.
Part One: Close Reading (60 pts.)
Note: Don’t be thrown by the length of these instructions. I’m just trying to give you some good strategies for close reading. You might use some of these for your major essay draft, in fact. I would prefer that you do your work on this exam independently. You should not have to use outside, secondary sources on this exam, although dictionaries such as the OED online (available as a database through our library) may help you to clarify certain word usages. My expectation is that you will generally be able to draw from the experience you have had thus far as a reader and writer in the course. Perhaps to gain some context for each passage, you may want to try to find its original placement on course Salon. You could also return and refer to previous postings and annotations of your own and others (properly cited as “(Johnson RR3)”, “(Jones GR4)”), or (“Jackson Annotation”), though that is by no means a requirement.
You are being asked to perform a “close reading” of each passage below. First, try to keep the following analytical moves in mind as you take notes on each passage:
· suspend judgment (understand before you judge);
· define significant parts and how they’re related;
· look for patterns of repetition and contrast and anomaly;
· make the implicit explicit (convert to direct statement meanings that are suggested indirectly);
· keep reformulating questions and explanations.
(Rosenwasser and Stephen, Writing Analytically, p. 41)
Consider another set of general questions as you continue to think about each passage closely:
· The question of evidence, or "How do we know what we know?"
· The question of viewpoint in all its multiplicity, or "Who's speaking?"
· The search for connection and patterns, or "What causes what?"
· Supposition, or "How might things have been different?"
· Why any of it matters, or "Who cares?"
(Debbie Meier, “Habits of Mind”)
Return to the Reader’s Toolkit on the course wiki for any other techniques (besides the two above) that seem appropriate to the task of close reading of a short to mid-length passage.
After you have thoroughly annotated these passages to your satisfaction, convert your notes into a response in sentences and paragraphs. Address both form (style, structure, genre, voice, attitude toward audience and subject, etc.) and content (what's actually being said; how the substance of the passage relate ...
31 Persuasive Essay Topics JournalBuddies.com. 50 Free Persuasive Essay Examples BEST Topics ᐅ TemplateLab. 10 Daring Persuasive Argumentative Essay Topics - Academic Writing Success. Beautiful Best Persuasive Essay Topics Thatsnotus. Persuasive essay: sentence starters in 2021 Persuasive writing, Essay .... Persuasive essay. Top 101 Best Persuasive Essay Topics in 2017. 2019 .... 100 Persuasive Essay Topics. Tips on writing a persuasive essay. Good Persuasive Topics for Speech or Essay Updated Aug - Persuasive .... Unique Persuasive Essay Topics Middle School Thatsnotus. How to write a good persuasive essay topics for 5th graders .... Fun Ideas For Persuasive Essay. Persuasive Essay Writing prompts and Template for Free. Good Persuasive Speech What Is Persuasive Speech Writing and How to .... Writing persuasive essays - College Homework Help and Online Tutoring.. Example Of Persuasive Essay Topics. Persuasive Essay Writing Topics. 012 Good Persuasive Essay Topics Example Argumentative For Middle .... Persuasive Essay Topic Ideas - 434 Good Persuasive Speech Topics. Persuasive Essay 4th Grade Lesson - Sandra Rogers Reading Worksheets. School essay: Example for persuasive writing. Persuasive writing, Persuasive writing examples, Persuasive writing topics. A Guide to Crafting Persuasive Academic Essays and 20 Persuasive Essay ... Good Topic For A Persuasive Essay Good Topic For A Persuasive Essay
Descriptive Essay Topics For Sbi Po 2013Janna Smith
The document discusses using fuzzy logic to improve software fault tolerance in N-version programming. N-version programming involves developing multiple independent versions of software modules to perform the same task. A voter determines the correct output by comparing the results from each version. The goal is to increase diversity and avoid common mode failures. The document proposes using fuzzy logic to improve the voting process in N-version programming.
This document provides an agenda and instructions for the first class of a course on A Game of Thrones. It outlines contests to determine character selection order, including a content quiz and vocabulary exam. It also instructs students to set up a WordPress account, read part of the book, and post a social/political haiku based on the reading. Homework includes buying books, registering for WordPress, reading further in the book, and studying vocabulary words.
This document contains notes from a literature and philosophy class that discusses A Game of Thrones in relation to works by Plato and Virginia Woolf. It outlines topics to be covered in upcoming classes, including making up a vocabulary exam, introducing the fifth essay, and drafting requirements. Group discussions are scheduled to apply Plato's "Allegory of the Cave" and Woolf's "Shakespeare's Sister" to perspectives in A Game of Thrones. Notes from the group discussions analyze characters like Cersei and Arya through the lenses of the two philosophical works.
Final Exam -- English 241 – Dr. McCrimmon – Fall 2015 Eac.docxmydrynan
Final Exam -- English 241 – Dr. McCrimmon – Fall 2015
Each of the six close readings in Part One is worth 10 points (for a total of 60), and the Part
Two essay question that follows these passages is worth 40 points, for a grand total of 100
points. I recommend printing out this exam and taking notes on it before launching into your
responses. Increase the font size or double-space before printing, if you wish. I need to see only
your responses, which can be sent by email to [email protected] no later than Monday,
December 14th, at midnight.
Part One: Close Reading (60 pts.)
Note: Don’t be thrown by the length of these instructions. I’m just trying to give you some good
strategies for close reading. You might use some of these for your major essay draft, in fact. I
would prefer that you do your work on this exam independently. You should not have to use
outside, secondary sources on this exam, although dictionaries such as the OED online (available as
a database through our library) may help you to clarify certain word usages. My expectation is that
you will generally be able to draw from the experience you have had thus far as a reader and writer
in the course. Perhaps to gain some context for each passage, you may want to try to find its
original placement on course Salon. You could also return and refer to previous postings and
annotations of your own and others (properly cited as “(Johnson RR3)”, “(Jones GR4)”), or
(“Jackson Annotation”), though that is by no means a requirement.
You are being asked to perform a “close reading” of each passage below. First, try to keep the
following analytical moves in mind as you take notes on each passage:
suspend judgment (understand before you judge);
define significant parts and how they’re related;
look for patterns of repetition and contrast and anomaly;
make the implicit explicit (convert to direct statement meanings that are suggested
indirectly);
keep reformulating questions and explanations.
(Rosenwasser and Stephen, Writing Analytically, p. 41)
Consider another set of general questions as you continue to think about each passage closely:
The question of evidence, or "How do we know what we know?"
The question of viewpoint in all its multiplicity, or "Who's speaking?"
The search for connection and patterns, or "What causes what?"
Supposition, or "How might things have been different?"
Why any of it matters, or "Who cares?"
(Debbie Meier, “Habits of Mind”)
Return to the Reader’s Toolkit on the course wiki for any other techniques (besides the two above)
that seem appropriate to the task of close reading of a short to mid-length passage.
mailto:[email protected]
After you have thoroughly annotated these passages to your satisfaction, convert your notes into a
response in sentences and paragraphs. Address both form (style, structure, genre, voice, attitude
toward audience and sub ...
The document provides instructions for creating an account and submitting a paper writing request on the HelpWriting.net website. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a 10-minute order form with instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, with a full refund option for plagiarized work.
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
I. RESEARCH ACTIVITIESMonday classworkStep 1 Identifyifideladallimore
This document provides guidance on selecting and narrowing a research topic. It instructs the reader to brainstorm general topics of interest, then identify two tentative topics. The reader is told to research these topics and choose one for their research paper. Next, the document explains how to narrow the topic by identifying specific aspects of interest. The reader is asked to write why they chose the topic, what they already know about it, and questions they have. Their focus question, additional questions, purpose, and theory/claim are used to create a research proposal on their chosen topic.
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Rudyard Kipling delivers a speech to university students in which he warns against pursuing wealth for wealth's sake alone. He advocates acquiring enough wealth to fulfill life's needs with one hand while keeping the other hand free for one's true work. Kipling also discusses the depression experienced by youth and encourages focusing on issues beyond oneself to overcome dark periods.
Introduction Writing + What's the Purpose?Sam Georgi
This document provides guidance on writing effective introductions for personal narratives. It discusses the purpose of introductions, which is to catch the reader's attention and set up the story. Several strategies for writing engaging first lines are presented, such as starting in the middle of action, using humor or vivid imagery, or introducing a problem or conflict. Examples of successful first lines from famous novels are also analyzed. The document encourages avoiding simply stating what the story will be about and instead using natural, interesting language to draw the reader in.
This document provides an overview of the Toulmin model of argument and its key components. It explains that the Toulmin model posits that a strong argument consists of six parts: claim, qualifiers, grounds, warrants, backing, and rebuttals. It defines each part and provides examples. For the claim, it emphasizes that a strong claim is clear, compelling, and complex, using subordinate clauses. It also discusses how to identify strengths and weaknesses in a text through techniques like connotation analysis and paraphrasing. Finally, it explains how grounds and warrants are used to connect a claim to evidence in order to persuade the audience.
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.
2. End of quarter plan
Group Discussions: Perspectives and A
Game of Thrones
Introduce Essay #5
In-class writing: Generating prompts
3. Today: Class 18
Discussion:
Perspectives and A
Game of Thrones.
Introduce Essay #5
Class 19
In class essay #4
Class 20
Make-up Exam
Self Assessment
Class 21
Meetings by appointment in my office.
Friday, Week 11
Self-Assessment due before noon
Revised Essay due before noon
Class 22: 25 participation points
Game of Thrones Episode
Final discussion
Final (Tuesday 12/09): Final Paper due
4. Today: Class 18
Discussion:
Perspectives and A
Game of Thrones.
Introduce Essay #5
Class 19
In class essay #4
Class 20
Make-up Exam
Self Assessment
Class 21
Meetings by appointment in my office.
Friday, Week 11
Self-Assessment due before noon
Revised Essay due before noon
Final: Class 22: (Thursday 12/11 7-9 am) 25
participation points
Final due before class begins.
Game of Thrones Episode
Final discussion
5. Group Discussions: Perspective and
A Game of Thrones
Get into your
teams to consider
the application of
Woolf and Plato
to A Game of
Thrones. Make
sure to find
textual evidence
to support your
claims.
Women!
8. “Wife-beating,” I read,
“was a recognized right of
man, and was practiced
without shame by high as
well as low. . . . Similarly,”
the historian goes on, “the
daughter who refused to
marry the gentleman of
her parents’ choice was
liable to be locked up,
beaten, and flung about
the room, without any
shock being inflicted on
public opinion. (Woolf, 4
Web)
Ned touched her cheek
gently. “Has he done this
before?” “Once or twice.”
She shied away from his
hand. “Never on the face
before. Jaime would have
killed him, even if it meant
his own life.” (Martin, 332,
PDF)
9. “a women’s composing is like a
dog’s walking on his hind legs.
It is not done well, but you are
surprised to find it all.”
(Jacobus 774)
“‘Perchance later you’ll tell
me how a nine year old girl
the size of a wet rat
managed to disarm you
with a broom handle and
throw your sword in the
river.’” (Martin 156)
“Arya has the hands of a
blacksmith… Sansa was
too well bred to smile at
her sister’s disgrace, but
Jeyne was smirking on her
behalf. Even Princess
Myrcella looked sorry for
her” (Game of Thrones, 70).
” a highly gifted girl who had tried to use
her gift for poetry would have been so
thwarted and hindered by other people, so
tortured and pulled asunder by her own
contrary instincts, that she must have lost
her health and sanity to a certainty”
(Shakespeare’s Sister, 771).
10.
11. “Marriage was not
an affair of personal
affection, but of
family avarice,
particularly in the
‘chivalrous’ upper
classes” (Woolf 765).
“‘I have a son. You
have a daughter.
My Joff and your
Sansa shall join our
houses’” (Game of
thrones PDF 41).
12. “ The daughter who
refuses to marry the
gentleman of her
parents choice was liable
to be locked up, beaten
and flung about the
room, without any shock
being inflicted on public
opinion. Marriage was
not an affair of personal
affection, but of family
avarice, particularly in
the ‘chivalrous’ upper
classes” (Woolf, 765).
“ Arya says, ‘ Can I be a kings
councilor and build castles and
become the high septon?’ ‘You’
Ned said kissing her lightly on the
brow ‘will marry a king and rule his
castle, and your sons will be
knights and prices and lords and,
yes perhaps even a High
Septon’”(Martin, 247)
13. “ The daughter who refused
to marry the gentleman of
her parents’ choice was
liable to be locked up,
beaten, and flung about the
room, without any shock
being inflicted on public
opinion. Marriage was not
an affair of personal
affection, but of family
avarice, particularly in the ‘
chivalrous’ upper classes”
(Woolf 765.)
“We go home with an army,
sweet sister. With Khal Drogo’s
army, that is how we go home.
And if you must wed him and bed
him for that, you will.” [Viserys]
smiled at [Daenerys]. “ I’d let his
whole khalasar fuck you if need
be, sweet sister, all forty
thousand men, and their horses
too if that was what it took to get
my army. Be grateful it is only
Drogo. In time you may even
learn to like him. Now dry your
eyes. Illyrio is bringing him over,
and he will not see you crying”
(Martin 38.)
14. How is Tyrion like the imaginary woman
described by Virginia Woolf in
Shakespeare’s Sister?
Q: How is Jon Snow’s life similar to the
middle-class women of the Elizabethan
Era?
15. Q: Who can be seen as the people chained to the walls in
Game of Thrones, and who are the ones freed from
them? Q: Who are those carrying the objects to cast on
the walls?
16. In a Game of Thrones, Jon Snow is
pulled out of the cave when sees
Tyrion Lannister in a more positive
light. George R.R. Martin describes
Jon Snow’s moment in the light
when Jon Snow first talks to Tyrion
Lannister.
“And with that he turned and
sauntered back into the feast,
whistling a tune. When he opened
the door, the light from within
threw his shadow clear across the
yard, and just for a moment Tyrion
Lannister stood tall as a king.”
(Martin 57)
“Anyone who has common
sense will remember that the
eyes are of two kinds, and arise
from two causes, either from
coming out of the light or from
going into the light [...] he will
first ask whether that soul of
man has come out of the
brighter life, and is unable to
see because unaccustomed to
the dark, or having turned from
darkness to day is dazzled by
the excess of light.” (Plato 450)
17. Jon said to [Arya], ”You
had best run back to your
room, little sister. Septa
Mordane will surely be
lurking. The longer you
hide, the sterner the
penance. You’ll be sewing
all through winter. When
the spring thaw comes,
they will find your body
with a needle still locked
tight between your frozen
fingers.” Arya said, “I hate
needlework!” (Martin 75)
Plato states, “here, they
have been from their
childhood, and have their
legs and necks chained so
that they cannot move,
and can only see before
them, being prevented by
the chains from turning
round their heads (Jacobus
446).
18. “How could they all
been so blind? The
truth was there in front
of them all the time,
written on the
children’s faces”
(Martin 486).
“he would rather suffer
anything than
entertain these false
notions and live in this
miserable manner”
(Plato 448).
19. Essay #5: Over the course of the quarter, we have read the
ideas of six philosophers and discussed many notions and
objectives presented by them. We have also applied their ideas
about governments, rulers, and citizens; wisdom, justice, and
equality; and perspectives, privileges, and rights to our primary
text, A Game of Thrones. Because of the breadth of our inquiries,
I offer you several ways to proceed with this final essay. Your
paper, however, must include the following:
20. Your paper, however, must include the following:
It must be 5-6 pages long (not including the works cited page).
You must use at least four credible sources, and those sources
must be listed on your Works Cited page. At least two of these
must be sources we did not cover in class.
Your essay must adhere to MLA formatting rules.
You must submit it electronically to before the scheduled final.
Your essay must include an intersection between one or more
of the philosophies we read together and A Game of Thrones.
You may choose a topic from the essay #5 prompt list, or you
may use one of your own. (Please see me (or email me) about
using your own essay topic before you begin.)
21. Write or choose your prompt
Define or explain the assertion/claim
being offered. Or, explain the essence of
the argument.
Produce a clear, arguable thesis statement
that asserts your opinion.
22. Use evidence to support your position: be specific
and accurate—named and factually correct
Here is a brief overview of the kinds of support/evidence
you could include to bolster your argument:
— recognition of the opposition
— examples
— anecdotes
— contrast and comparison
— cause and effect
— appeal to authority
— facts/statistics
— details
— quotations
— dialogue
— definitions
23. Avoid using movies and other more informal
aspects of society as evidence (pop culture)
Stay away from blogging sites, Wikipedia, and
other sites that lack authority or credibility.
Avoid evidence that everybody will cite (To
avoid this, reject first thoughts and keep
digging until you find ideas that are complex
and interesting.)
24. 1. Write a meaningful opening sentence or two
that makes a personal observation about the
focus of the question that reveals your
thinking. Do not write flowery, general
beginnings. Get right to the point. Use the first
sentence or two to begin to define the meaning of
the assertion. If you need to include directed
summary to provide context for your essay, do so
here.
25. 2. Qualify your stance if there is a common or strong
argument for a different perspective. Try an “although” thesis
(Example: “Although grass is generally green, it can also be
other colors.” Then your first page will be about green grass.
Acknowledge that you are familiar with this stance; In the
next pages, you will discuss/argue for the existence of the
other colors. Then will come your counterargument (rebuttal
or concession) and then the conclusion. Be careful not to
contradict yourself.
26. If the prompt requires an agree or disagree
stance, be sure to demonstrate an
understanding of argumentation by
acknowledging both sides of the
argument. This is sometimes done by
writing a con-pro paragraph immediately
after the introduction; the remainder of the
essay becomes different paragraphs which
confirm or amplify your agreement or
disagreement with the assertion.
27. If the question requires a defend, challenge, or
qualify stance on a political or philosophical
assertion, be sure to address all the issues raised by
the claim/assertion. Your evidence would be
specifically named examples that support the claim
you make in your topic sentence. Examples from
multiple sources that support the same conclusion
make your claim more valid. Each paragraph then
would end with an interpretation of the similar
conclusion that can be reached after examining
differing types of evidence.
28. You may use your posts and earlier essays
as fodder to help support your arguments;
as such, you might consider previous writing
that you want to explore further. To use your
work effectively, you may want to write your
own prompt. Please see me (or email me)
with your idea so we can make sure your
prompt will generate 5-6 pages.
29.
30. The question must prompt an argument.
The question must refer to at least one of the
essays we read in class.
The question must include reference to A
Game of Thrones.
The question may ask the writer to include
references to other texts, historical events, or
contemporary issues.
31. Brainstorming Essay Prompts: Example Brainstorming Essay Prompts:
Example: Machiavelli
Pick a character or two (or a family) from A Game of
Thrones that expresses the Machiavellian philosophy of
“the end justifies the means.”
Elaborate on how they justify the acquisition &
consolidation of their power. Make an argument that
upholds or rejects this approach to gaining and holding
power.
Finally, extend that argument to contemporary
America. Does the end justify the means for us today?
Use specific examples to support your final assertion.
32. Choose a character from A Game of Thrones that you see
as dynamic, that is, one that has grown during the novel.
Argue for or against the philosophy of Plato concerning
the process of enlightenment. Does the character follow
the steps of the unchained prisoner? Does he or she
become a philosopher king/queen because of the
enlightenment? Or does he or she remain materialistic and
greedy, as Plato says of the less enlightened leaders? Or is
there another reason for incompletion of the steps? Use
specific, step-by-step examples. Substantiate that your
character irrefutably did see the light.
Then, consider America today: Do we follow the same
steps to enlightenment? Are our leaders philosopher-kings?
Should they be?
33. In “Shakespeare’s Sister,” Virginia Woolf uses a cool and controlled
tone, a rhetorical strategy that allows her to manipulate male
audience members into listening to her arguments about the
plight of women (and working class and poor men) throughout
history.
Do marginalized characters in A Game of Thrones use these kinds
of rhetorical strategies to increase their own power base? Make an
argument for one or more characters that achieve power based on
the ability to control rhetoric. Make sure to provide specific
examples. Explain how the character’s rhetoric influences others’
thinking and ultimately wins him or her opportunity, power, or
freedom.
Is rhetoric still such a powerful tool in contemporary society? Use
specific examples to support your argument.
34. Remember, these need to be argument
prompts. They also need to generate 5-6
pages of writing. Be sure to provide sub-questions
to the primary question. Write
questions you can answer!
35. 1. Using at least one philosophical perspective
and A Game of Thrones, write one or two
good questions that you might consider
answering for your final paper.
.
Remember to pose your questions so as to
prompt an essay that can be argued.
36. Post #33: Post at least one essay prompt
that you wrote for essay #5.
Post #34 Pick and post two potential essay
questions for essay #5. You can use the one
you wrote and one from the formal prompts,
or you can use two from the list that I
provided. Write a one or two sentence answer
to the prompts. (a rough thesis)
Prepare for in-class essay