This document outlines an EWRT 211 class agenda that includes:
- Discussing spells 1-9 from Harry Potter and their Latin/Greek origins.
- Learning about complex and compound complex sentences.
- Discussing an essay called "Star Trek or Star Wreck?" and introducing an assignment to evaluate the movie Harry Potter and the Sorcerer's Stone using at least four criteria to justify an evaluation.
The student guide to writing better sentences in the english classroom samplejpinnuck
'The Student Guide To Writing Better Sentences In The English Classroom' is a comprehensive and practical manual for students on how to write effective sentences for a variety of text types. The guide introduces students to grammar - different parts of speech - in the context of text response, poetry analysis, persuasive, creative, comparative and non-fiction writing.
FITZROY KENNEDY, MA - CRITICAL & CREATIVE THINKING TESOL Chile
Teaching students how to think critically is not easy. That's no secret. Here you will find the information that will help us to do this - teach students to think critically and creatively. We can do this...
The student guide to writing better sentences in the english classroom samplejpinnuck
'The Student Guide To Writing Better Sentences In The English Classroom' is a comprehensive and practical manual for students on how to write effective sentences for a variety of text types. The guide introduces students to grammar - different parts of speech - in the context of text response, poetry analysis, persuasive, creative, comparative and non-fiction writing.
FITZROY KENNEDY, MA - CRITICAL & CREATIVE THINKING TESOL Chile
Teaching students how to think critically is not easy. That's no secret. Here you will find the information that will help us to do this - teach students to think critically and creatively. We can do this...
Under the Skin booklet - a guide, workbook and text book for A-Level film stu...Ian Moreno-Melgar
Thanks for taking a look at my resource. This resource is a 61 page, 16,000+ word guide to the A-Level Film studies film Under The Skin.
This guide is designed so that it can be printed out and students simply work straight onto it and therefore works brilliantly as a workbook for individual lessons, a whole half-term, for homework, revision, distance learning or for taking the material and turning into other formats such as creating your own PowerPoints.
There is so much in this guide that it’s almost impossible to list, but some key aspects include context, a detailed analysis of the film, examinations of the Production History of the film, including the adaptation process, a detailed exploration of narrative and narrative theory, a thorough exploration of ideology related to gender studies including oak on Clover, Mulvey & Creed, details on the aesthetics of the sci-fi film, plus analytical work and tasks , work on exam questions and much, much more.
This will save you not hours of work, but WEEKS worth of work and preparation and I guarantee will be worth the download. Your download includes both an editable Word version AND a high quality PDF, ready for printing or sharing immediately.
Assignments1.Read the following worksa.The Br.docxAMMY30
Assignments
1.
Read the following works:
a.
The Bridge of San Luis Rey
by Thornton Wilder
b.
Our Town
by Thornton Wilder
c.
“A Rose for Emily” by William Faulkner
d.
“Hills Like White Elephants” by Ernest Hemmingway
e.
Short Story of your choice by F. Scott Fitzgerald
f.
Five poems of your choice written by Langston Hughes
2.
The last lines of
The Bridge of San Luis Rey
are:
a.
“But soon we shall die and all memory of those five will have left the earth, and we ourselves shall be loved for a while and forgotten. But the love will have been enough; all those impulses of love return to the love that made them. Even memory is not necessary for love. There is a land of the living and a land of the dead and the bridge is love, the only survival, the only meaning.”
b.
In a 1-2 page essay, explain how this theme is developed in the novel.
3.
Pick one of the following essay prompts to write a 1-2-page essay for each prompt about
The Bridge of San Luis Rey.
a.
Thornton Wilder said that he wrote the novel to ask the follow question, "Is there a direction and meaning in lives beyond the individual's own will?" According to the novel, what conclusion if any does Wilder reach? If he does not reach a conclusion, then why not?
b.
Choose a character from the novel and discuss the nuances that contribute to the character’s development.
c.
Was Brother Juniper an objective researcher? Explain your answer.
d.
Consider the following quote:
i.
Now he discovered that secret from which one never quite recovers, that even in the most perfect love one person loves less profoundly than the other. There may be two equally good, equally gifted, equally beautiful, but there may never be two that love one another equally well.
ii.
Use examples from the book to defend, qualify or challenge this assertion.
4.
Write one 4-5-page essay on the following topic: These works deal with the issues of disillusionment with old ideas and ideals. How do we see this disillusionment in these works?
5.
Watch the movie
The Crucible
(I have a copy that you can borrow – please note this movie is PG-13, and it does have some very brief nudity in it). Then write a 2-3 page essay comparing and contrasting the movies with the play. This essay should address some of the following questions:
a.
How are the themes of the book represented in the movies? How does this enhance, change, or diminish the meaning of the book?
b.
How does the director interpret the book? How do these interpretations enhance, change, or diminish the meaning of the book?
c.
What stylistic choices (lighting, cinematography, music and sound effects, and/or other special effects) did the director make? How do these choices enhance, change, or diminish the meaning of the book?
d.
How were the characters similar to/different from how you interpreted them in the book? How does this enhance, change, or diminish the meaning of the book?
e.
What was added to the movie that was not in the book? What w ...
Write a 2 paragraph response paper for history of theatre class,.docxlindorffgarrik
Write a 2 paragraph
response paper
for history of theatre class, comparing and contrasting the Italian Renaissance and the English Renaissance.
Guidelines
:
a) show quality interaction with the question that indicates
thought beyond answers
covered in class (we are not looking for repetition of what we already know but your thoughts on the matter)
b) choose the best evidence from the course experience you can for your answer (course experience includes anything that involves your enrollment in this class)
c) utilize the best original analysis you can provide for your evidence
d) use the best word choice and grammar possible. It is a small amount of space, so make every word count.
Instructions:
1) Give your RP an interesting title. This is the place to be most creative in an attempt to draw the reader into your text.
2) You will respond according to the following template, numbering both sections:
Section 1. Summarize your personal and general experience with the reading, readings, performance, or concept involved in your chosen question (How did it make you feel? Did you agree or disagree with its ideas, characters, styles, or qualities? Did it resonate with anything in your personal life? Was it difficult or easy to experience and why?). Feel free to use an informal writing style and first person. [4-6 meaty but concise sentences]
Section 2. Provide an argument (i.e. convince the reader of your answer) in response to your selected question in one paragraph using the following organization. Please use this format or you will not receive credit for the assignment:
Thesis sentence
—the “thesis statement” of your paragraph or what you intend to prove, including all of the pertinent information that may be involved in answering the question (like the play or performance involved, your key terms, and your assertion regarding the question).
Lead-in sentence(s)
—one or two sentences that establishes the context for the evidence you provide.
Evidence sentence(s)
—the specific example or examples from the class experience that best helps you answer the question.
Analysis and Conclusion
—this is the longest part of the paragraph, explaining what the evidence means and how it applies to your assertion and other aspects of the question.
Use a formal writing style, and do your best to avoid first person. [1 paragraph—10-12 meaty but concise sentences]
3) You have only a small amount of space to make a lot of mistakes. Be careful
Every time you use the title of a play, like
Oklahoma
, it should be italicized. all caps or underlined.
Watch your grammar and punctuation. There is practically no difference between form and meaning.
Make your margins 1 inch on all sides and double space your text. Use 12 font, Times Roman.
4) Use action verbs (avoid is, was, were, am) and specific nouns (avoid that, them, those, there)
Vary sentence structure and length.
*Some of the plays that were watched in class are Inherit the win.
This series covers many of the "do" and "don't"s of writing thesis statements. While this presentation is specific to thesis statements for literature and composition classrooms, these concepts are useful for all writers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. AGENDAVOCAB: SPELLS 1-9
GPU: COMPLEX AND COMPOUND COMPLEX
SENTENCES
DISCUSSION “STAR TREK OR STAR WRECK?
1. WHAT IS THE THESIS STATEMENT FOR “STAR
TREK OR STAR WRECK?
2. WHICH BODY PARAGRAPH IS THE STRONGEST?
WHY?
3. HOW WOULD YOU IMPROVE EITHER THE
INTRODUCTION OR THE CONCLUSION?
RETURN ESSAY 1
LECTURE: INTRODUCE ESSAY #2:
JUSTIFYING AN EVALUATION
• NEW: MOVIE EVALUATION (USE FOUR OR FIVE
CRITERIA; ADD AT LEAST TWO NEW TO YOUR IN-
CLASS ESSAY DRAFT)
• REVIEW THESIS CONSTRUCTION
4. Petrificus Totalus: In Greek, petra means rock. The suffix –ficus, which ascribes a
sense of making or becoming. Totalus is an alteration of Latin totalis ‘total.”
Wingardium Leviosa: "Wing" (while not Latin) invokes imagery of flight. The "ard"
section of "wingardium" is likely from the Latin "arduus," or "steep/elevated." And
finally "levi" means "to lift."
Lacarnum Inflamarae: Derived from the Latin lacerna, a noun meaning "cloak,” and
"inflammare,” the Latin verb meaning "to ignite, inflame.”
Locomotor Mortis: From Latin locus, "place," plus motus, "motion, movement." Latin
from mors, mortis, "death." The death of movement.
Alohomora: J. K. Rowling stated that the word was from the West African Sidiki
dialect used in geomancy and has the literal meaning "Friendly to thieves." Another set
of roots explain the spell as well: Alohomora could come from the Hawaiian word
'aloha' (meaning hello/goodbye) and the Latin word 'mora' (meaning obstacle)
Incendio: From Latin incendo, meaning to set fire to
Evanesco: Latin which means “to vanish or disappear”
Oculus Reparo: From the Latin, “oculus” meaning eye, eyesight + “reparo,” to restore
Avis: Latin "bird," singular.
6. #3: COMPLEX SENTENCE
A COMPLEX SENTENCE IS A SIMPLE SENTENCE
(INDEPENDENT CLAUSE) TO WHICH A PART OF
A SENTENCE (DEPENDENT CLAUSE) HAS BEEN
ADDED.
BECAUSE I LIKE TO STUDY GRAMMAR, I
LOVE THIS CLASS.
I LOVE THIS CLASS BECAUSE I LIKE TO
STUDY GRAMMAR.
7. A dependent clause joined to an independent
clause. (The dependent clause needs the
rest of the sentence for support.)
Because you love me, I love
you.
Dependent clause
Independent clause
8. A dependent clause contains a subject and verb. It begins with a
subordinating conjunction, and thus it does not express a completed
thought. A dependent clause is also called a subordinate clause.
Dependent clauses, like babies, cannot stand
alone.
Because you love me.
Fragment!
9. A TIP ON PUNCTUATION
SINCE DEPENDENT CLAUSES ARE ONLY
PART OF A SENTENCE, YOU CAN NEVER
CONNECT THEM TO ANOTHER SENTENCE
WITH A SEMICOLON. SEMICOLONS ARE
ONLY USED BETWEEN TWO INDEPENDENT
CLAUSES.
I HAVE LOVED YOU FOR YEARS ; ALTHOUGH I
NEVER ADMITTED IT.
I HAVE LOVED YOU FOR YEARS, ALTHOUGH I
NEVER ADMITTED IT.
OK
No!
10. COMMON SUBORDINATING
(DEPENDENT) CONJUNCTIONS
after even if now that that where
although even
though
once though whereas
as if rather than unless wherever
as if whenever since until whether
because in order
that
so that when which
before than in case while
11. COMPLEX SENTENCES
EXAMPLES:
When Trey was little, he played with
blocks.
After class, good students study.
If I pass 1a, I will take 1b.
Use the stairs in case of fire.
Ava stands at the bottom of the cliff
while the climber moves up the rock.
12. A FOURTH TYPE OF
SENTENCE: LET’S GET
SERIOUS!
1. SIMPLE
2. COMPOUND
3. COMPLEX
4. COMPOUND-
COMPLEX
13. #4: COMPOUND/COMPLEX
SENTENCE
A COMPOUND/COMPLEX SENTENCE IS THE LAST AND
MOST COMPLICATED TYPE OF SENTENCE. IT IS
COMPOSED BY COMBINING A COMPOUND SENTENCES
WITH A COMPLEX SENTENCE.
IT CONTAINS AT LEAST ONE DEPENDENT CLAUSE AND
AT LEAST TWO INDEPENDENT CLAUSES.
14. A dependent clause added to two or more independent clauses
Because we are a family, I
love you, and you love
me.
2 independent clauses
Dependent clause
17. THINK YOU’VE GOT IT?
• 1 INDEPENDENT CLAUSE = SIMPLE SENTENCE
• DON’T’ FORGET: THESE CAN HAVE COMPOUND SUBJECTS
AND PREDICATES!
• 2 INDEPENDENT CLAUSES = COMPOUND SENTENCE
• 1 OR MORE DEPENDENT CLAUSE + 1 INDEPENDENT
CLAUSE
= COMPLEX SENTENCE
• 2 OR MORE INDEPENDENT CLAUSES + 1 OR MORE DEP.
CLAUSE
= COMPOUND COMPLEX SENTENCE
18. DISCUSS THESE
QUESTIONS IN
YOUR HOUSES!
1. What is the thesis statement
for “Star Trek or Star Wreck?
2. Which body paragraph is the
strongest? Why?
3. How would you improve either
the introduction or the
conclusion?
19. Discussion “Star Trek or Star
Wreck?
1. What is the thesis statement for
“Star Trek or Star Wreck?
2. Which body paragraph is the
strongest? Why?
3. How would you improve either
the introduction or the
conclusion?
20. LECTURE: INTRODUCE ESSAY #2
JUSTIFYING AN EVALUATION
The Writing Assignment:
• Using both your in-class essay and the basic features of a “justifying an
evaluation” essay write a new essay evaluating the film Harry Potter and
the Sorcerer’s Stone. Examine your subject closely, and make a judgment
about it in a clear and concise thesis statement. Give reasons for your
judgment that are based on at least four widely recognized criteria or
standards for evaluating a film like this one. Support your reasons with
examples and other details from your subject. Your final essay should be
between three and five pages. (This means you should have at least one
line on page four to ensure you have filled three complete pages). Do not
rely on your in-class essay to substitute for this new essay. As you will see,
this essay assignment requires both more complex thinking and writing.
• Outside sources: this essay requires at least two direct quotations in
addition to other examples.
21. IN-CLASS WRITING:
DEVELOP YOUR
ARGUMENT
• ESTABLISH THE CRITERIA UPON WHICH YOU WILL JUDGE THE FILM. CHOOSE AT LEAST FOUR, BUT
YOU MIGHT EXPLORE SEVERAL MORE TO MAKE SURE YOU HAVE CHOSEN THE BEST OPTIONS TO
SUPPORT YOUR OPINION.
• STORY: DOES THE MOVIE HAVE A PLOT THAT TELLS BOTH AN INTRIGUING AND UNUSUAL STORY?
DOES THE PLOT MAKE SENSE? IS THE STORY LINE LOGICAL? IS THE NARRATIVE ARC WELL SHAPED
AND STAY FOCUSED ON THE CLIMAX? OR IS IT DRAWN OUT AND BORING WITH TIME-KILLING
POINTLESSNESS? ARE THE CHARACTER’S ACTIONS JUSTIFIED? ARE THEIR MOTIVES REASONABLE?
DO CHARACTERS BEHAVE WITH CONSISTENCY? OR DO SOME WORDS, THOUGHTS, OR ACTIONS
RING FALSE?
• ACTING: DO THE ACTORS CONVINCE THE AUDIENCE THEY ARE THE CHARACTERS THEY ARE
PORTRAYING. DO THEY MEET THE EXPECTATIONS DICTATED BY THE PLOT AND OTHER STORY
ELEMENTS? IF NOT, IS IT THEIR OWN ACTING DEFICIENCIES THAT HOLD THEM BACK? OR ARE THEY
HAMPERED BY A POOR SCRIPT? WHAT COULD THE ACTORS HAVE DONE DIFFERENTLY TO MAKE THE
MOVIE WORK BETTER?
• SPECIAL EFFECTS: DO FILM VISUALS MAINTAIN A PROFESSIONAL QUALITY AND STIMULATE THE
AUDIENCE? OR ARE THEY PHONY LOOKING AND UNBELIEVABLE? ARE SPECIAL EFFECTS USED
APPROPRIATELY? DO THEY COMPLIMENT THE EMOTIONS OF A SCENE AND SUPPORT THE SETTING?
22. NEW
• Suspense: does the film must keep the audience on edge and make them eagerly
anticipate a resolution? Are there particular elements of suspense that you can
name? For example, does the cinematography make it suspenseful? The
dialogue? The film cuts?
• Realism/accuracy: is the film believable? Even fantasy films must operate inside
of the realm of possibility that viewers can accept. Does the film portray events,
people, and events as they are in real-word settings as much as possible? Are
actions and interactions believable, plausible, and at least somewhat relatable
given the genre of the film?
• Setting: are the characters in an environment that contributes to or supports their
actions and interactions. Does the setting emphasize the themes and moods of the
film? Is the scenery aesthetically pleasant? Or does it detracting from the main
focus of the scene?
23. A FEW MORE NEW
CRITERIA TO CHOOSE
FROM
• Technical elements: how do the cinematography, editing, lighting, sound, and
other components support or detract from the film? Does the camera crew
capture the scenes in a manner that best illustrates the story? How do these
elements contribute to or detract from the film?
• Soundtrack: is music appropriate and effectively employed? Does the sound
compliment the visuals? Does it help convey the emotion of each scene?
• Originality: does the film present some new concept or idea that has hardly
been explored by its predecessors? Is there creativity and innovation? Is it fresh
content? Or does it tell an old story in a conventional way?
• Message: is there a message, moral, or ethic in the story? Is the message
important or compelling to contemporary audiences?
24. REVIEW THESIS CONSTRUCTION
• Remember that a strong thesis statement should be clear, arguable,
and appropriately qualified. As you consider your overall judgment,
keep in mind that readers of evaluative essays expect writers to
present a balanced evaluation of a subject by pointing out strengths as
well as weaknesses. At the same time, however, readers expect to
encounter a definitive judgment, not a vague, wishy-washy, or
undecided judgment.
• In you initial draft of your thesis, you might want to make some
reference to the four criteria you plan to evaluation for the out-of-
class essay.
25. HOMEWORK
Read HP Chapter 8 pages 122- 139
Vocabulary: Spells 1-12
HW Discussion 5: Draft at least four
paragraphs for the body of your essay:
•Two should be based on new
evaluation criteria.
•Two can be revised versions of
your in-class essay body
paragraphs.
Bring: Your in-class essay #1 to our
next meeting for reference