This document provides an agenda for an EWRT 2 class. It includes a vocabulary test, reviewing rhetorical strategies like aphorisms and chiasmus, learning how to write introductions through directed summaries, and an in-class writing assignment applying these concepts. Students will also work on their essays and receive a review of character descriptions, prompts, theses, outlines, and using quotations in their writing.
This document provides an agenda for an English writing techniques (EWRT) class that includes:
1. A vocabulary test, reviewing counterarguments and conclusions, and learning the rhetorical strategies of aphorism and chiasmus.
2. Guidelines for writing counterarguments to address alternative opinions, and conclusions to tie the character back to the work or apply insights to real life.
3. Examples and exercises for writing concise aphorisms using different methods, and using chiasmus through reversing word or phrase order between parallel clauses.
4. Homework is assigned to read part of A Game of Thrones and post examples applying the techniques.
The document contains several pieces of writing by Ashleigh Stonehewer, including:
1) A reflection on body image and weight loss journey, describing scars and stretch marks as "trophies" and signs of strength and victory.
2) A piece on the Harry Potter series blurring fiction and reality, describing feeling sad on 11th birthdays knowing they would not receive a Hogwarts letter.
3) A argument that arts degrees like English Literature are not easy, citing challenges like large reading loads, carrying heavy books, and theories/criticisms not being "fun" to read.
4) A review of the novel "Black Mountain" praising its vivid retelling of
The document provides vocabulary words and questions related to a story about solving problems through attention to detail. It includes words like arcade games, study stack, spelling city and prefixes like un-, dis-, and in-. It asks how attention to detail can help solve problems and what talents Encyclopedia Brown uses to solve cases. The document appears to be materials for teaching or a reading assignment related to a story about Encyclopedia Brown.
The document discusses techniques for editing writing by removing unnecessary words. It provides quotes from famous authors advocating for concise writing styles. Examples are given of rewriting sentences and paragraphs with fewer words. The goal of these editing techniques is to engage readers' attention by using only the most essential words.
The document discusses the importance of editing writing by removing unnecessary words. It provides quotes from famous authors emphasizing that good writing is concise. Mark Twain's quote "If you catch an adjective, kill it" is used throughout as advice. Examples are given of editing paragraphs down to their essential elements by deleting extra words. The document encourages interrogating each word to see if it is needed or can be cut to tighten the writing.
The document provides guidance on writing concisely by eliminating unnecessary words and phrases. It lists six principles for achieving concision: 1) deleting meaningless words; 2) deleting doubled words; 3) deleting what readers can infer; 4) replacing phrases with single words; 5) changing negatives to affirmatives; and 6) deleting unnecessary adjectives and adverbs. Examples are given to illustrate each principle. The document cautions that writing concisely does not mean making the writing terse or stripping it down to just the essentials.
This document discusses what context clues are and provides strategies for using context clues to determine the meaning of unknown words. It explains that a word's context is the words surrounding it in a sentence or paragraph. Looking at synonyms, antonyms, definitions, examples, and surrounding sentences can often provide clues about an unknown word's meaning. When none of these strategies help, a dictionary should be used. The document provides examples to demonstrate how to use context clues to infer word meanings.
This document provides examples and explanations of common grammar mistakes, including:
- Using "then" versus "than" and how they relate to time or comparisons
- Confusing "they're/their/there", "your/you're", and "its/it's"
- Knowing when to use "who" versus "that", and the difference between "alot", "a lot", and "allot"
- Identifying passive versus active voice in sentences.
This document provides an agenda for an English writing techniques (EWRT) class that includes:
1. A vocabulary test, reviewing counterarguments and conclusions, and learning the rhetorical strategies of aphorism and chiasmus.
2. Guidelines for writing counterarguments to address alternative opinions, and conclusions to tie the character back to the work or apply insights to real life.
3. Examples and exercises for writing concise aphorisms using different methods, and using chiasmus through reversing word or phrase order between parallel clauses.
4. Homework is assigned to read part of A Game of Thrones and post examples applying the techniques.
The document contains several pieces of writing by Ashleigh Stonehewer, including:
1) A reflection on body image and weight loss journey, describing scars and stretch marks as "trophies" and signs of strength and victory.
2) A piece on the Harry Potter series blurring fiction and reality, describing feeling sad on 11th birthdays knowing they would not receive a Hogwarts letter.
3) A argument that arts degrees like English Literature are not easy, citing challenges like large reading loads, carrying heavy books, and theories/criticisms not being "fun" to read.
4) A review of the novel "Black Mountain" praising its vivid retelling of
The document provides vocabulary words and questions related to a story about solving problems through attention to detail. It includes words like arcade games, study stack, spelling city and prefixes like un-, dis-, and in-. It asks how attention to detail can help solve problems and what talents Encyclopedia Brown uses to solve cases. The document appears to be materials for teaching or a reading assignment related to a story about Encyclopedia Brown.
The document discusses techniques for editing writing by removing unnecessary words. It provides quotes from famous authors advocating for concise writing styles. Examples are given of rewriting sentences and paragraphs with fewer words. The goal of these editing techniques is to engage readers' attention by using only the most essential words.
The document discusses the importance of editing writing by removing unnecessary words. It provides quotes from famous authors emphasizing that good writing is concise. Mark Twain's quote "If you catch an adjective, kill it" is used throughout as advice. Examples are given of editing paragraphs down to their essential elements by deleting extra words. The document encourages interrogating each word to see if it is needed or can be cut to tighten the writing.
The document provides guidance on writing concisely by eliminating unnecessary words and phrases. It lists six principles for achieving concision: 1) deleting meaningless words; 2) deleting doubled words; 3) deleting what readers can infer; 4) replacing phrases with single words; 5) changing negatives to affirmatives; and 6) deleting unnecessary adjectives and adverbs. Examples are given to illustrate each principle. The document cautions that writing concisely does not mean making the writing terse or stripping it down to just the essentials.
This document discusses what context clues are and provides strategies for using context clues to determine the meaning of unknown words. It explains that a word's context is the words surrounding it in a sentence or paragraph. Looking at synonyms, antonyms, definitions, examples, and surrounding sentences can often provide clues about an unknown word's meaning. When none of these strategies help, a dictionary should be used. The document provides examples to demonstrate how to use context clues to infer word meanings.
This document provides examples and explanations of common grammar mistakes, including:
- Using "then" versus "than" and how they relate to time or comparisons
- Confusing "they're/their/there", "your/you're", and "its/it's"
- Knowing when to use "who" versus "that", and the difference between "alot", "a lot", and "allot"
- Identifying passive versus active voice in sentences.
The document defines theme as the main idea or underlying meaning of a literary work. A theme can be stated or implied, and differs from the subject or topic by making a statement or expressing an opinion about the topic. Major themes are ideas an author returns to repeatedly, while minor themes appear only periodically. Authors express themes through the feelings of characters, thoughts and conversations, what characters learn, and specific actions or events.
Text evolution: Modeling DNA replication mechanisms with textphysicsdavid
This document describes a model for simulating DNA replication and evolution using text. It outlines different mutation mechanisms like point mutations, insertions, and deletions that can occur during replication. Parameters like mutation rates and number of generations can be adjusted. Examples are given applying the model to texts, showing how the original text degrades as mutations accumulate over generations through nonsense words. The model demonstrates how high mutation rates can quickly kill off words and species.
English 2332 – essay test two read these instructions carefully. yoarnit1
This document provides instructions for an essay exam on the works Gawain and the Green Knight and The Canterbury Tales. Students must choose one of four essay prompts comparing and contrasting aspects of the two works, such as types of conflict, use of humor, use of violence, or morality promoted. The essay must be 2-3 typed double-spaced pages using MLA style with direct quotes from the literature to support ideas and a works cited page. The document also provides background information on the literature and terms to help students prepare for the exam.
The Kite Runner by Khaled Hosseini tells the story of Amir and his journey to find redemption. As a child growing up in Afghanistan, Amir witnesses his friend Hassan being raped but does nothing to help out of fear. He feels guilty for this betrayal. Later in life after moving to America, Amir tries to make up for his past mistakes and find a way to clear his conscience. The book explores themes of friendship, guilt, redemption, and the immigrant experience through Amir's personal growth and changing relationship with Sohrab, Hassan's son.
Theme is defined as a central idea or truth expressed by a work of literature about the human condition. It is a complete statement about what the work says about its subject. A theme must apply beyond just the characters in the story to people or life in general. Effective themes are supported by specific evidence and details from the text. Authors often express multiple themes in a single work, so readers should consider multiple potential themes and look for textual evidence that supports each one.
This document outlines a read-a-thon with short stories and sections on different topics. It includes "The Hero" about war, "Someone To Care For" with a quote about writing your own life story, "The Bully" about a small world, and "Elvis Died at the Florida Barber College." The final section is called "The Whale Sound." The document provides a table of contents to navigate between the different stories and sections of the read-a-thon.
This document provides guidance on using pronouns and presents examples of the object pronouns "me" and "myself" and subject pronouns "I" and "me". It explains that "me" is an object pronoun that refers to the recipient of an action, while "myself" is a reflexive pronoun used with the subject "I", not in place of "me". It also discusses when to use "I" versus "me" in sentences with multiple subjects. The document includes an agenda for an EWRT 1A class that covers essay reviews, group work on analyzing comparisons in writing, and an in-class writing exercise on similes, verb tenses, and integrating quotations.
The document provides guidance on creating a theme statement for a writing piece. It explains that a theme statement includes both the topic being discussed as well as the author's view on that topic. It instructs readers to identify the topic of their writing and how the author feels about that topic, and then combine those elements into a single statement that reflects the overall theme. The document also lists some common topics that may be included in a writing workshop.
This document discusses what a theme is in literature and how to identify themes in stories. It defines a theme as a life lesson, meaning, or message about human nature that is communicated through a literary work. Themes are implied rather than explicitly stated. They are broader statements about life that can apply beyond the specific story. The document provides an example story about a boy who falsely cries wolf and is not helped when a real wolf appears. It instructs readers to think about the bigger picture and find themes that provide advice for the real world when analyzing stories.
This document provides an agenda and notes for a Class 12 discussion. The agenda includes revising an essay, discussing questions from previous lessons, an in-class writing assignment, and reviewing student work. The notes cover topics like eliminating wordiness, concise writing, punctuation, checking paper details, and works cited pages. Key points emphasized include omitting unnecessary words, replacing vague terms, and properly citing sources in MLA format.
This document provides descriptions and recommendations for 100 middle grade books across various genres, including mysteries, historical fiction, sports stories, fantasy, and more. Each book is summarized in a few sentences describing what readers who enjoy certain genres or topics may like about each book. The books cover a wide range of subjects and perspectives to appeal to a diverse range of middle grade readers.
This document provides definitions for common English idioms organized alphabetically from A to K. Each idiom is defined and an example sentence is given to illustrate its meaning. The idioms cover a wide range of topics from emotions and behaviors to luck and situations. In under 3 sentences, this summary highlights the content and structure of the document.
This document provides information about an Encyclopedia Brown story including the genre, which is realistic fiction, and the author, Donald J. Sobol. It poses the question of how attention to detail can help solve a problem. The document also includes vocabulary words and questions related to the story.
The document provides context and discussion questions about key themes, symbols, and narrative elements in The Kite Runner by Khaled Hosseini. Some of the major themes explored include identity, family, violence, and redemption. Important symbols include kites, the pomegranate tree, dreams, and stories. The document also discusses the novel's narrative structure, point of view, and use of literary devices.
The document discusses why writing is an important skill to develop. It provides four key reasons: 1) Writing is an essential job skill, 2) It builds the ability to explain complex positions, 3) It develops communication and thinking skills, and 4) It helps give and receive feedback from others. Additionally, writing can express one's identity as a person.
This document provides summaries for 50 books across various genres including mysteries, historical fiction, sports, fantasy, adventure/action, and books for boys and girls. Each summary includes 3-4 elements that potential readers might enjoy such as characters, settings, themes, or related works. The books cover a wide range of reading levels and interests.
The document provides guidance on writing effective introductions, including introducing the topic, indicating how it will be developed, including a thesis statement, and enticing the reader. It discusses four types of introductions - funnel, dramatic, quotation, and turn about - and provides examples of each. The document then analyzes sample introduction paragraphs and identifies weaknesses, such as a lack of focus, unclear connection between sentences, or missing information on the scope or structure of the intended writing.
Form, Structure and Language in chapter 1 of The Kite Runnerkparuk
This document provides an analysis of the form, structure, language, and narrative perspective of The Kite Runner by Khaled Hosseini.
The form is a Bildungsroman, or coming-of-age novel, told from a first-person retrospective point of view. The narrative structure is loosely circular and episodic, beginning with a crisis and hinting at climax and catharsis.
Symbolism and setting are key elements of the structure. Weather, the willow tree, and kites are symbolic. Shifts between childhood in Afghanistan and present-day America impact the narrative.
The language uses simple sentences, repetition, metaphors, and anthropomorphism to convey meaning and emotion. Character
- The document is a biography review that focuses on the question "How can knowing another language create understanding?".
- It includes vocabulary words, questions for each day of the week, and sections on building concepts, asking questions, vocabulary, fluency, grammar, spelling, and communication skills.
- The review explores how learning Egyptian hieroglyphics helped Jean Francois uncover the secrets of an ancient language and create new understanding between cultures.
The document provides the agenda and materials for an EWRT 30 class. The agenda includes a project and test being due, discussing the short story "The Most Dangerous Game", and a lecture and guided writing on suspense. "The Most Dangerous Game" pits two hunters against each other in a life-or-death competition and is used to illustrate suspense. The lecture covers how to create suspense through uncertainty, escalating conflicts, developing characters the reader roots for, an intimidating villain, sensory details, and consequences of failure.
This document provides an agenda and strategies for an English writing class. It discusses using sensory details to describe places and people from an event. It recommends listing key places and people involved, and providing vivid details about their physical descriptions, surroundings, and dialogue. The document also discusses framing a conclusion by connecting it back to an opening quotation or reflecting on the experience's meaning. Students are assigned to read more of The Hunger Games and post their in-class writing applying these strategies.
The document defines theme as the main idea or underlying meaning of a literary work. A theme can be stated or implied, and differs from the subject or topic by making a statement or expressing an opinion about the topic. Major themes are ideas an author returns to repeatedly, while minor themes appear only periodically. Authors express themes through the feelings of characters, thoughts and conversations, what characters learn, and specific actions or events.
Text evolution: Modeling DNA replication mechanisms with textphysicsdavid
This document describes a model for simulating DNA replication and evolution using text. It outlines different mutation mechanisms like point mutations, insertions, and deletions that can occur during replication. Parameters like mutation rates and number of generations can be adjusted. Examples are given applying the model to texts, showing how the original text degrades as mutations accumulate over generations through nonsense words. The model demonstrates how high mutation rates can quickly kill off words and species.
English 2332 – essay test two read these instructions carefully. yoarnit1
This document provides instructions for an essay exam on the works Gawain and the Green Knight and The Canterbury Tales. Students must choose one of four essay prompts comparing and contrasting aspects of the two works, such as types of conflict, use of humor, use of violence, or morality promoted. The essay must be 2-3 typed double-spaced pages using MLA style with direct quotes from the literature to support ideas and a works cited page. The document also provides background information on the literature and terms to help students prepare for the exam.
The Kite Runner by Khaled Hosseini tells the story of Amir and his journey to find redemption. As a child growing up in Afghanistan, Amir witnesses his friend Hassan being raped but does nothing to help out of fear. He feels guilty for this betrayal. Later in life after moving to America, Amir tries to make up for his past mistakes and find a way to clear his conscience. The book explores themes of friendship, guilt, redemption, and the immigrant experience through Amir's personal growth and changing relationship with Sohrab, Hassan's son.
Theme is defined as a central idea or truth expressed by a work of literature about the human condition. It is a complete statement about what the work says about its subject. A theme must apply beyond just the characters in the story to people or life in general. Effective themes are supported by specific evidence and details from the text. Authors often express multiple themes in a single work, so readers should consider multiple potential themes and look for textual evidence that supports each one.
This document outlines a read-a-thon with short stories and sections on different topics. It includes "The Hero" about war, "Someone To Care For" with a quote about writing your own life story, "The Bully" about a small world, and "Elvis Died at the Florida Barber College." The final section is called "The Whale Sound." The document provides a table of contents to navigate between the different stories and sections of the read-a-thon.
This document provides guidance on using pronouns and presents examples of the object pronouns "me" and "myself" and subject pronouns "I" and "me". It explains that "me" is an object pronoun that refers to the recipient of an action, while "myself" is a reflexive pronoun used with the subject "I", not in place of "me". It also discusses when to use "I" versus "me" in sentences with multiple subjects. The document includes an agenda for an EWRT 1A class that covers essay reviews, group work on analyzing comparisons in writing, and an in-class writing exercise on similes, verb tenses, and integrating quotations.
The document provides guidance on creating a theme statement for a writing piece. It explains that a theme statement includes both the topic being discussed as well as the author's view on that topic. It instructs readers to identify the topic of their writing and how the author feels about that topic, and then combine those elements into a single statement that reflects the overall theme. The document also lists some common topics that may be included in a writing workshop.
This document discusses what a theme is in literature and how to identify themes in stories. It defines a theme as a life lesson, meaning, or message about human nature that is communicated through a literary work. Themes are implied rather than explicitly stated. They are broader statements about life that can apply beyond the specific story. The document provides an example story about a boy who falsely cries wolf and is not helped when a real wolf appears. It instructs readers to think about the bigger picture and find themes that provide advice for the real world when analyzing stories.
This document provides an agenda and notes for a Class 12 discussion. The agenda includes revising an essay, discussing questions from previous lessons, an in-class writing assignment, and reviewing student work. The notes cover topics like eliminating wordiness, concise writing, punctuation, checking paper details, and works cited pages. Key points emphasized include omitting unnecessary words, replacing vague terms, and properly citing sources in MLA format.
This document provides descriptions and recommendations for 100 middle grade books across various genres, including mysteries, historical fiction, sports stories, fantasy, and more. Each book is summarized in a few sentences describing what readers who enjoy certain genres or topics may like about each book. The books cover a wide range of subjects and perspectives to appeal to a diverse range of middle grade readers.
This document provides definitions for common English idioms organized alphabetically from A to K. Each idiom is defined and an example sentence is given to illustrate its meaning. The idioms cover a wide range of topics from emotions and behaviors to luck and situations. In under 3 sentences, this summary highlights the content and structure of the document.
This document provides information about an Encyclopedia Brown story including the genre, which is realistic fiction, and the author, Donald J. Sobol. It poses the question of how attention to detail can help solve a problem. The document also includes vocabulary words and questions related to the story.
The document provides context and discussion questions about key themes, symbols, and narrative elements in The Kite Runner by Khaled Hosseini. Some of the major themes explored include identity, family, violence, and redemption. Important symbols include kites, the pomegranate tree, dreams, and stories. The document also discusses the novel's narrative structure, point of view, and use of literary devices.
The document discusses why writing is an important skill to develop. It provides four key reasons: 1) Writing is an essential job skill, 2) It builds the ability to explain complex positions, 3) It develops communication and thinking skills, and 4) It helps give and receive feedback from others. Additionally, writing can express one's identity as a person.
This document provides summaries for 50 books across various genres including mysteries, historical fiction, sports, fantasy, adventure/action, and books for boys and girls. Each summary includes 3-4 elements that potential readers might enjoy such as characters, settings, themes, or related works. The books cover a wide range of reading levels and interests.
The document provides guidance on writing effective introductions, including introducing the topic, indicating how it will be developed, including a thesis statement, and enticing the reader. It discusses four types of introductions - funnel, dramatic, quotation, and turn about - and provides examples of each. The document then analyzes sample introduction paragraphs and identifies weaknesses, such as a lack of focus, unclear connection between sentences, or missing information on the scope or structure of the intended writing.
Form, Structure and Language in chapter 1 of The Kite Runnerkparuk
This document provides an analysis of the form, structure, language, and narrative perspective of The Kite Runner by Khaled Hosseini.
The form is a Bildungsroman, or coming-of-age novel, told from a first-person retrospective point of view. The narrative structure is loosely circular and episodic, beginning with a crisis and hinting at climax and catharsis.
Symbolism and setting are key elements of the structure. Weather, the willow tree, and kites are symbolic. Shifts between childhood in Afghanistan and present-day America impact the narrative.
The language uses simple sentences, repetition, metaphors, and anthropomorphism to convey meaning and emotion. Character
- The document is a biography review that focuses on the question "How can knowing another language create understanding?".
- It includes vocabulary words, questions for each day of the week, and sections on building concepts, asking questions, vocabulary, fluency, grammar, spelling, and communication skills.
- The review explores how learning Egyptian hieroglyphics helped Jean Francois uncover the secrets of an ancient language and create new understanding between cultures.
The document provides the agenda and materials for an EWRT 30 class. The agenda includes a project and test being due, discussing the short story "The Most Dangerous Game", and a lecture and guided writing on suspense. "The Most Dangerous Game" pits two hunters against each other in a life-or-death competition and is used to illustrate suspense. The lecture covers how to create suspense through uncertainty, escalating conflicts, developing characters the reader roots for, an intimidating villain, sensory details, and consequences of failure.
This document provides an agenda and strategies for an English writing class. It discusses using sensory details to describe places and people from an event. It recommends listing key places and people involved, and providing vivid details about their physical descriptions, surroundings, and dialogue. The document also discusses framing a conclusion by connecting it back to an opening quotation or reflecting on the experience's meaning. Students are assigned to read more of The Hunger Games and post their in-class writing applying these strategies.
Here are a few key points about how Sui Sin Far challenges racial hatred and deals with ridicule in "Leaves from the Mental Portfolio of an Eurasian":
- She faces ridicule from other children who call her names like "Chinky" and mock her mixed Chinese and white heritage. This causes her confusion and shame about her identity.
- However, after seeing Chinese men in a store, she realizes she does not want to disown her Chinese identity. When other children taunt her, she proudly declares "I'd rather be Chinese than anything else in the world." This shows how she is learning to resist racial prejudice.
- The constant racial slurs like "Chinese" cause her deep pain and temptation
The agenda includes turning in work, taking an exam on comprehensive terms, and writing an in-class essay. Students should turn in previously assigned work including graded essays and rubrics. The homework is to enjoy the summer, stay in touch, and continue reading.
This document contains the agenda for an EWRT 1B class. The agenda includes a quiz, a discussion of essay tips and terms, a lecture on author Sui Sin Far, an in-class writing prompt, and a discussion of essay #4. It also lists some common writing errors to avoid and provides definitions for the terms "transsexuals," "transphobia," "persona," "plot," and "point of view." There is background information provided on author Sui Sin Far and an excerpt from one of her works. The class will discuss this excerpt and address how and why Far resists passing as a different ethnicity. For homework, students are assigned to outline essay #4 and respond to a discussion
This document provides instructions and information for students on multiple topics:
1. It instructs students to submit their essay on Stone Butch Blues in MLA format and include drafts for grading.
2. It lists terms that will be covered on the upcoming Exam 2, including exposition, idiom, interior monologue, and plagiarism.
3. It outlines the format and rules for an in-class activity where students will answer questions about Stone Butch Blues in teams, using textual evidence and quotations.
4. It provides reading and discussion prompts for students on resistance and conformity in Stone Butch Blues and reminds them about the upcoming terms exam.
The document defines and provides examples of various literary terms for Burton's 4th period scholars. It defines terms such as alliteration, apostrophe, comparison-contrast, descriptive, ellipsis, euphemism, expository, inverted word order, logical appeal, metaphor, mood, narrative, paradox, parallel structure, persuasive, repetition, rhetorical fragment, rhetorical question, rhyme, simile, simple sentence, synecdoche, and tone. Examples are provided for some of the terms to illustrate their meaning and use.
The document provides an agenda for an English class that includes a discussion on labels, a lecture on eliminating passive voice, and a guided writing exercise. It then outlines strategies for creating suspense in writing and discusses various genres of fiction such as mystery, romance, science fiction, and western. The document encourages students to identify and eliminate passive voice in their own writing.
The document provides definitions and examples of various literary terms including imagery, simile, metaphor, personification, hyperbole, symbolism, irony, allusion, paradox, oxymoron, allegory, satire, and point of view. It includes prompts for the reader to provide their own examples using the different literary devices.
Creative Writing For Grade English Writingcrvponce
Speaking of Past and Present, here are a couple of competing claims:
Creative Writing (Literature) is the art of language in the present moment. The live, unstable, mysterious evolution that is happening continually and right under our noses. Brand new poetry, fiction, creative non-fiction, script-writing, and genres we don’t yet know how to name.
Creative Writing (Literature) is the art of language as an ancient activity. Something we’ve been doing since we first opened our mouths to speak, write on cave walls, and sing around a fire. Some theorists say that the impulse to create poetry is at the root of the human impulse to communicate, period.
What is “Creative Writing” with a capital C and W?
= the branch of English Studies that involves teaching and learning how to write creatively, right?
Yeah, but…
Did you know…
In some of its earliest appearances in higher ed, Creative Writing was offered to help students understand literature better. I.e., it was in the service of literature studies.
The idea was that by writing some fiction, poetry, or drama themselves, students would better understand the masterpieces of literature.
But also…
a bunch of teachers who were also writers wanted to get together with other writers and blab about their work—
in a college setting. (Couldn’t hang out in the bistros of Paris or Gertrude Stein’s salon anymore, so had to get together somewhere…)
I teach genres. Poetry, fiction. Creative nonfiction. Some script writing.
I encourage wide-open, glorious self-expression. Go for it.
I encourage self-denial and disciplined attention to the needs of audience. Craft.
I encourage demented new ways of thinking about the world.
I encourage thoughtful appreciation of very old traditions.
I try to do everything.
That’s why I’m burning out.
That’s why I’m insane.
Don’t tell my boss.
Poetry
PoetryGoing Back to The Very Beginning
Playing with language: Kenneth Koch, The Luminous Object
Surrealism
Worst High School Metaphors
Harmonious Confusion
Maybe it starts with just loving words.
What’s figurative language?
How do you say that someone is drunk?
How many animal metaphors do we use everyday?
Where did most worn-out metaphors come from, and how do we keep the language alive? Look at Lorrie Moore…
Worst High School Metaphors
1. Her face was a perfect oval, like a circle that had its two sides gently compressed by a Thigh Master.
2. His thoughts tumbled in his head, making and breaking alliances like underpants in a dryer without Cling Free.
3. He spoke with the wisdom that can only come from experience, like a guy who went blind because he looked at a solar eclipse without one of those boxes with a pinhole in it and now goes around the country speaking at high schools about the dangers of looking at a solar eclipse without one of those boxes with a pinhole in it.
4. She grew on him like she was a colony of E. Coli, and he was room-temperature Canadian beef.
-Credits to the owner
This document defines stylistics as the linguistic analysis and interpretation of literary texts. It examines various elements of style studied in literature such as character development, dialogue, imagery, metaphor, point of view, rhythm and more. Understanding these elements and how authors employ them creates their unique writing voice and makes one work distinct from another. Studying literature allows people to appreciate language, understand different cultures, empathize with characters, fuel imagination and expand vocabulary.
This document provides an agenda and information for an English writing class. The agenda includes a discussion on labels, a lecture on eliminating passive voice and different writing genres, and a guided writing exercise using active voice across genres. The document also provides information on creating suspense, defines different fiction genres like mystery, romance, science fiction, and discusses strategies for eliminating passive voice in writing.
The document provides an overview of deconstruction as a literary theory and method of analysis. It discusses key concepts of deconstruction such as dismantling binaries, exploring unintended meanings in metaphors, and examining contradictions and instabilities in a text. The document also provides examples and steps for applying deconstruction to analyze literary works.
This document provides an agenda and information for an English writing class. The agenda includes a discussion on labels, a lecture on eliminating passive voice and different writing genres, and a guided writing exercise using active voice across genres. The document then provides information on creating suspense, defines and discusses 7 different fiction genres, and gives students a guided writing exercise where they choose genres and words to include in a short story. It concludes with assigning reading and homework.
This document provides an agenda and information for Class 13 of an EWRT 30 course. The agenda includes a discussion on "Labels", a lecture on eliminating the passive voice and writing in 7 genres, and a guided writing exercise using the active voice in genres. The document then provides information on creating suspense, discussion topics, strategies for eliminating the passive voice, definitions and examples of 7 fiction genres, and guided writing prompts for students to practice genres. It concludes with homework assignments.
This document discusses effective techniques for writing catchy headlines and slogans that attract attention and stimulate customers to buy products, including the use of puns, word play, rhymes, and memorable phrases. It notes that psycholinguistic characteristics like humor and plays on words can make ads more memorable. Rhetorical devices like puns, alliteration, and antithesis are believed to be most effective at creating resonance. The goal is to craft headlines that pass into common parlance through their catchiness. Various examples are provided to illustrate different types of word play.
This document provides an overview of the key elements of poetry, including lines, stanzas, rhyme, rhythm, meter, mood, tone, imagery, and figures of speech such as simile, metaphor, personification, onomatopoeia, and hyperbole. It explains that poetry uses few words and imagery to convey messages and emotions through the creative use of these literary techniques.
The document provides examples of rhetorical schemes and techniques that can be used to persuade audiences. It discusses identity strategies like code grooming and irony to bond with groups. It also outlines schemes like analogy, rhetorical questions, hyperbole, and dialogue that serve as persuasive tricks. Examples are given of techniques like antithesis, chiasmus, and the Yoda technique to rebut opponents. The document advocates using repetition, parallel structure, and contradiction to say yes and no at the same time.
The document provides definitions and examples for various literary terms including: satire, structure, ambiguity, connotation, denotation, parable, parody, rhetorical question, epigram, archetype, foil, caricature, extended metaphor, juxtaposition, theme, tragedy, epic, pastoral, fable, hero's journey, series, contrast, repetition, scene/chapter, act/stanza, and scene. Each term is defined concisely in 1-2 sentences and an example is provided.
This document provides an agenda and lecture materials for an English writing class. The agenda includes a discussion on labels, a lecture on eliminating passive voice, the seven basic genres of stories, and the seven basic plot structures. It then provides guidance for an in-class writing exercise applying the active voice to the seven genres and seven plots. The lecture materials define and provide examples of the passive voice and strategies for eliminating it. It also defines and provides examples of the seven common genres of stories and the seven basic plot structures according to Christopher Booker.
This document discusses various linguistic features used in stylistic analysis. It describes four main types of stylistics: general stylistics, literary stylistics, stylo-stylistics, and phono-stylistics. General stylistics deals with non-dialectical language variations based on context, field, mode, and style of discourse. Literary stylistics examines language variations between individual writers. Stylo-stylistics uses computers to analyze statistical patterns in texts. Phono-stylistics studies the aesthetic functions of sound. Additional linguistic features discussed include diction, sentence structure, parallelism, parenthetical expressions, and passive voice.
21-English-Literary-Terms for english literatureJadidahSaripada
This document defines and provides examples of various literary terms used in poetry and fiction writing. It discusses poetic devices like poetic diction, poetic license, and kennings. It also covers literary techniques and concepts such as pathos, melodrama, verbal irony, structural irony, dramatic irony, cosmic irony, in medias res, epiphany, stream of consciousness, caricature, invective, gallows humor, colloquialism, archaism, foil, cacophony, euphony, caesura, amplification, apologia, deus ex machina, and post discussion activities asking the reader to apply several of these terms.
This document provides an overview of advanced grammar concepts for the AP exam, including punctuation like dashes, ellipses, semicolons, and colons. It also discusses advanced sentence structures like absolute constructions, parallelism, balanced sentences, and cumulative sentences like loose and periodic sentences. Various examples are given to illustrate proper use of these grammar techniques.
This document provides an overview of advanced grammar concepts for the AP exam, including punctuation like dashes, ellipses, semicolons, and colons. It also discusses advanced sentence structures like absolute constructions, parallelism, balanced sentences, and cumulative sentences like loose and periodic sentences. Various examples are given to illustrate proper use of these grammar techniques.
The Great Book Of Best Quotes Of All Time By Abhi SharmaAbee Sharma
An organized collection of very best quotes of all time in very systematic way as an interactive PDF. Customized according to alphabetical order & Contains quotes of Great legends & some top most categories as books, music, A.I, movies, teamwork, Business etc. An organized collections of 200+ pages & 2000+ quotes. The great book of best quotes of all time.
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. AGENDA
• Vocabulary Test #3
• Review
• Rhetorical Strategy Aphorism, Chiasmus
• Writing Introductions: The Directed Summary
• In-Class Writing: Aphorism, Chiasmus, and The
Directed Summary
• Work on your essay!
4. Review
• Characteristics of your character
• Seven or eight different methods
• The prompt
• One of five: or you have blended two or more
• Working Thesis
• Outline
• Quotations
• An analogy or two
6. Aphorism
• An aphorism is a
saying—a concise
statement of a
principle—that has
been accepted as true.
• Familiar example
• “A penny saved is a
penny earned”
• There is no fool like an
old fool”
7. Aphorisms
•Such statements have important
qualities:
• The are pithy: they say a great deal in a
few words.
• They appear to contain wisdom: they
are delivered as truth and they have
the ring of other aphorisms we accept
as true.
8.
9.
10. Method One
• There is the ‘spontaneous combustion’ method, in
which the aphorism flares out fully formed at
unexpected moments, sending the writer scrabbling
for napkins, envelopes or any other scrap of paper on
which to write it down. Stanislaw Jerzy Lec was a
great practitioner of this method:
• No snowflake in an avalanche ever feels responsible.
Thanks to author and journalist James Geary for the information and examples of aphorisms:
http://www.jamesgeary.com/blog/how-to-write-an-aphorism/
11. Method Two
• Then there is the ‘deliberate composition’ method as
practiced by the likes of La Rochefoucauld. He would
attend a swanky salon, discuss all manner of subjects,
such as love and friendship, then retire for hours to his
room where he would produce several sheets of prose,
all of which he would eventually distill down to one or
two sharp, shining sentences:
• In the adversity of even our best friends we always find
something not wholly displeasing.
12. Method Three
• And then there are the ‘accidental aphorists,’
those writers who never intend to compose
aphorisms but just can’t help themselves—
aphorisms occur naturally within longer
stretches of text, such as essays, novels, or
poems. Ralph Waldo Emerson was a classic
accidental aphorist:
• What is a weed? A plant whose virtues have
yet to be discovered.
13. Rules to Consider
•keep it short (after all, only a fool
gives a speech in a burning house),
•definitive (no ifs, ands, or buts),
•philosophical (it should make you
think), and give it a twist.
14. Not fancy, just
thoughtful
• What is a bastard? A man whose birth right
overshadows his human rights.
• Bravery conquers fear; otherwise, it is
stupidity.
• If Arya cannot save herself, she cannot hope to
be saved.
15. Give it a try: Choose a word and write a short, pointed
statement expressing a truth, doctrine, or principle.
• Power • Bastard
Example: Marriage
• Execution • Winter
A lottery in which men
• Death • Brave
stake their liberty and women
• Betrayal • Fear their happiness.
-- Madame DiRieux
• Prostitution • Throne
• Hostage • Honor One long
conversation, checkered by
disputes. -- Robert
Louis Stevenson
16. The Oxford English Dictionary (OED)
defines chiasmus as, "A grammatical
figure by which the order of words
in one of two of parallel clauses is
inverted in the other.” This may
involve a repetition of the same
words ("Pleasure's a sin, and
sometimes sin's a pleasure" —
Byron) or just a reversed parallel
between two corresponding pairs
of ideas.
Chiasmus
17. •The word goes back to the ancient Greeks
and their fascination with language and
rhetoric. The "chi" comes from chi, the letter
"X" in the Greek alphabet. The word itself
comes from the Greek word
khiasmos, meaning "crossing." Khiasmos, in
turn, is derived from the Greek word
khiazein, meaning "to mark with an X."
18. Simple Grammatical
Chiasmus
A reversed order of the grammar in two or more clauses in a
sentence will yield a chiasmus.
Consider the example of a parallel sentence:
“He knowingly led and we blindly followed”
Inverting into chiasmus:
“He knowingly led and we followed blindly”
22. Try these two
• Parallelism: Arya trains Nymeria daily and plays
with her happily
• Parallelism: When Jon Snow arrives at the wall,
he seems happy enough, but when the arms
master treats him badly, he is frustrated and
angry.
23. Here are two possibilities
• Parallelism: Arya trains Nymeria daily and plays with
her happily
• Chiasmus: Arya trains Nymeria daily and happily plays
with her
• Parallelism: When Jon Snow arrives at the wall, he
seems happy enough, but when the arms master
treats him badly, he is frustrated and angry.
• Chiasmus: When Jon Snow arrives at the wall, he
seems happy enough, but he is frustrated and angry
when the arms master treats him badly.
24. Try it!
• Write a couple of sentences using chiasmus
instead of parallelism.
• Try writing new sentences.
• Look for some sentences in your writing that
will lend themselves to chiasmus.
25. • One of the most fascinating features of chiasmus is this
"marking with an X" notion. Take Mae West's signature
line, "It's not the men in my life, it's the life in my men."
By laying out the two clauses parallel to each other, it's
possible to draw two lines connecting the key words:
It's not the men in my life
X
it's the life in my men.
Thanks to author and psychologist Dr. Mardy Grothe for the information and
examples of chiasmus http://www.drmardy.com/chiasmus/definition.shtml
26. Word Reversal Chiasmus
Home is where the great are small
X
and the small are great
One should eat to live
X
not live to eat
27. The ABBA Method
One other interesting way to view chiastic quotes is the
ABBA method. Let's go back to the Mae West quote. If
you assign the letters A and B to the first appearance of
the key words and A' and B' (read "A prime" and "B
prime") to their second appearance, they follow what is
referred to as an ABBA pattern:
A It's not the men
B in my life
B' it's the life
A' in my men
28. Chiasmus can be achieved by reversing more
than two key words. This observation from the
18th century English writer, Charles Caleb
Colton, is a good example:
"How strange it is that we of the present day
are constantly praising
that past age which our fathers abused,
and as constantly abusing that present age,
which our children will praise.”
29. Word Reversal
Laid out schematically, it looks like this:
A How strange it is that we of the present day
are constantly praising
B that past age
C which our fathers abused,
C' and as constantly abusing
B' that present age,
A' which our children will praise
30. Another good example comes from
Genesis 9:6:
A Whoever sheds
B the blood
C of man
C' by man shall
B' his blood
A' be shed
31. Phrase Reversal
• "Lust is what makes you keep wanting to
do it,
even when you have no desire to be with
each other.
Love is what makes you keep wanting to be
with each other,
even when you have no desire to do it."
• — Judith Viorst
32. More Examples
• "We do not stop playing because we grow old;
we grow old because we stop playing." --
Benjamin Franklin
• "The absence of evidence is not the evidence of
absence." -- Carl Sagan
• “All for one and one for all” --Alexandre Dumas
• "I am stuck on Band-Aid, and Band-Aid's stuck on
me."
(advertising jingle for Band-Aid bandages)
33. Letter Reversal
• "A magician is a person who pulls rabbits
out of hats.
An experimental psychologist is a person
who pulls habits out of rats.”
• "a doe and fawn" hide from "their foe at
dawn."
34. Sound Reversal
•"I'd rather have a bottle in front
of me
Than a frontal lobotomy."
— Randy Hanzlick, title of song
35. Reversal of Homonyms
• "Why do we drive on a parkway
and park on a driveway?”
— Richard Lederer
• "Here's champagne for our real friends
and real pain for our sham friends.”
— Edwardian Toast
36. Number Reversal
• "A lawyer starts life giving $500 worth of law
for $5 and ends giving $5 worth for $500.”
— Benjamin H. Brewster
• "Errol Flynn died on a 70-foot boat with a 17-
year-old girl.
Walter has always wanted to go that way,
but he's going to settle for a 17-footer with a
70-year-old.
— Betsy Maxwell Cronkite, wife of Walter
Cronkite.
37. Review and Practice: Try to use words and
phrases that link to your character
• Word Reversal: One should eat to live not live to eat
• Phrase Reversal: Lust: keep wanting to do it, no desire to be with
each other: Love: keep wanting to be with each other, even when
you have no desire to do it.
• Letter Reversal: Rabbits out of hats: habits out of rats
• Sound Reversal: Bottle in front of me: frontal lobotomy
• Reversal of Homonyms: Drive on a parkway: park on a driveway
• Number Reversal: 70’ boat 17 year old girl: 17’ boat 70 year old
woman
39. Directed Summary
• A directed summary provides readers of your
paper with the information they need to
understand your argument and explanation.
• State the title and author of the literary work
near the beginning of the first
paragraph, perhaps in the first sentence. This is
essential so that the reader knows which work
you are discussing.
40. • Hook the reader. In the first sentences, write what is
particularly interesting about the work. This thought-
provoking information must also be relevant to the
topic you will discuss in your essay.
• Assume that the reader is familiar with the work
about which you are writing. Do not include too much
plot summary in the introduction or in the rest of the
essay. Do include the part of the story that will
support your thesis. This might or might not include
some aspect of your character description
41. • Use transitions throughout the introduction. Because
there are so many aspects of the work that have to be
included, the introduction can end up fragmented
and confusing. Make sure that it makes sense on its
own as a paragraph. Clearly transition from your
introduction into your thesis.
• State the thesis near the end of the introduction
(your introduction might be more than one
paragraph). The thesis should clearly state what the
essay will analyze/assert/argue and should be very
specific.
42. In-Class Writing
• Begin your directed summary.
• Consider what details you must include to
prepare the reader for your essay.
• Try funneling your introduction, that is,
narrowing your topic as you summarize the
relevant parts of the story. The thesis will be
the neck of the funnel and will direct the
reader to your specific argument.
43. Homework
• Read A Game of Thrones through page 700
• Post # 12: In-class writing: Examples of
aphorism and chiasmus
• Post #13: Directed summary introduction with
thesis statement. Include your outline with
quotations. Explain some of your quotations.