Ewrt 30 class 6
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The document outlines the agenda for an EWRT 30 class. It includes a 20 minute terms test, followed by a poetry workshop where students will get into groups, share their poems, provide feedback using guiding questions, and make comments and revisions directly on the poems. For homework, students are reminded that Project #1 is due the following Friday before noon and must be submitted via Kaizena. They are advised not to wait until the last minute in case of technical issues.
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Ewrt 30 class 6
The document outlines the agenda for an English class. It includes a 20 minute terms test, followed by a poetry writers' workshop where students will get into groups, read and provide feedback on each other's poems using an evaluation guide. They are instructed to make comments and suggestions for revision directly on the poems. For homework, students must post their first project by Friday before noon by uploading it to Kaizena, and are warned not to procrastinate in case of technical issues.
Ewrt 30 class 6
The class will begin with a 20 minute terms test. After the test, students will break into groups for a poetry workshop. In the workshop, students will read and provide feedback on each other's poems using a provided handout as a guide. They will comment on content, style, and conventions. At home, students should carefully review the feedback, make revisions to their poems, and read their work aloud again before submitting their poetry project by the deadline.
Ewrt 30 class 6
The document outlines the agenda for an EWRT 30 class. It includes a 20 minute terms test, followed by a poetry workshop where students will get into groups, read and provide feedback on each other's poems using an evaluation guide. The homework assignment is to revise their poems based on the group feedback, put the poems aside, and revisit them to make further changes before submitting Project #1 by the deadline.
Ewrt 30 class 6
The document outlines the agenda for an EWRT 30 class. It includes a 20 minute terms test, followed by a poetry workshop where students will get into groups, read each other's poems aloud while noting errors, and provide feedback using an 11 point guide. At home, students are instructed to carefully review the feedback, make revisions to their poems, set them aside for hours, then revisit with further changes while reading aloud. The homework assignment is to post the first project, due by Saturday at 7am, submitting electronically in Microsoft Word and MLA format.
Ewrt 30 class 6
The document outlines the agenda for an English class. It includes a 20 minute terms test, followed by a poetry workshop where students will get into groups, share their poems, provide feedback using a handout of questions, and make comments and suggestions for revision directly on the poems. It provides steps for revising poems at home, including incorporating feedback, putting the poem aside, and further revising. Homework includes continuing to work on Project #1 and completing an online module.
Ewrt 30 class 6
The document outlines the agenda for an English class. It includes a 20 minute terms test, followed by a poetry workshop where students will get into groups, share their poems, provide feedback using a handout of questions, and make comments and suggestions for revision directly on the poems. It provides steps for revising poems at home, including incorporating feedback, putting the poem aside, and further revising. Homework includes continuing to work on Project #1 and completing an online module.
Ewrt 30 week 3 the online hour
The document provides guidance for revising poetry written for a class project. It includes the following key points:
1) Students should review the poems they have written and choose which ones to submit for the project. They should consider feedback from peers and clarification of poetic elements if needed.
2) The revision process involves carefully examining elements like titles, message clarity, rhythm, imagery, word choice, organization, spelling and punctuation. Students are encouraged to read their poems aloud to help identify areas for improvement.
3) The use of concrete imagery over abstract language and meaningful words over unnecessary ones can help strengthen the poems. Students should add to and cut from their writing to refine their poetic communication.
Ewrt 30 class 6
The document outlines the agenda for an EWRT 30 class. It includes a 25 minute terms test, followed by a poetry workshop in small groups. The poetry workshop involves students passing out poems, reading them aloud while noting errors, and providing feedback to each other using an 11 point guide. Students are to incorporate the suggestions into revisions at home by carefully reviewing comments, making changes, putting the poem aside, and revising it further. The homework assignment is to post the first project and submit all out of class assignments electronically in Microsoft Word format by the due date.
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Ewrt 30 class 6
The document outlines the agenda for an English class. It includes a 20 minute terms test, followed by a poetry writers' workshop where students will get into groups, read and provide feedback on each other's poems using an evaluation guide. They are instructed to make comments and suggestions for revision directly on the poems. For homework, students must post their first project by Friday before noon by uploading it to Kaizena, and are warned not to procrastinate in case of technical issues.
Ewrt 30 class 6
The class will begin with a 20 minute terms test. After the test, students will break into groups for a poetry workshop. In the workshop, students will read and provide feedback on each other's poems using a provided handout as a guide. They will comment on content, style, and conventions. At home, students should carefully review the feedback, make revisions to their poems, and read their work aloud again before submitting their poetry project by the deadline.
Ewrt 30 class 6
The document outlines the agenda for an EWRT 30 class. It includes a 20 minute terms test, followed by a poetry workshop where students will get into groups, read and provide feedback on each other's poems using an evaluation guide. The homework assignment is to revise their poems based on the group feedback, put the poems aside, and revisit them to make further changes before submitting Project #1 by the deadline.
Ewrt 30 class 6
The document outlines the agenda for an EWRT 30 class. It includes a 20 minute terms test, followed by a poetry workshop where students will get into groups, read each other's poems aloud while noting errors, and provide feedback using an 11 point guide. At home, students are instructed to carefully review the feedback, make revisions to their poems, set them aside for hours, then revisit with further changes while reading aloud. The homework assignment is to post the first project, due by Saturday at 7am, submitting electronically in Microsoft Word and MLA format.
Ewrt 30 class 6
The document outlines the agenda for an English class. It includes a 20 minute terms test, followed by a poetry workshop where students will get into groups, share their poems, provide feedback using a handout of questions, and make comments and suggestions for revision directly on the poems. It provides steps for revising poems at home, including incorporating feedback, putting the poem aside, and further revising. Homework includes continuing to work on Project #1 and completing an online module.
Ewrt 30 class 6
The document outlines the agenda for an English class. It includes a 20 minute terms test, followed by a poetry workshop where students will get into groups, share their poems, provide feedback using a handout of questions, and make comments and suggestions for revision directly on the poems. It provides steps for revising poems at home, including incorporating feedback, putting the poem aside, and further revising. Homework includes continuing to work on Project #1 and completing an online module.
Ewrt 30 week 3 the online hour
The document provides guidance for revising poetry written for a class project. It includes the following key points:
1) Students should review the poems they have written and choose which ones to submit for the project. They should consider feedback from peers and clarification of poetic elements if needed.
2) The revision process involves carefully examining elements like titles, message clarity, rhythm, imagery, word choice, organization, spelling and punctuation. Students are encouraged to read their poems aloud to help identify areas for improvement.
3) The use of concrete imagery over abstract language and meaningful words over unnecessary ones can help strengthen the poems. Students should add to and cut from their writing to refine their poetic communication.
Ewrt 30 class 6
The document outlines the agenda for an EWRT 30 class. It includes a 25 minute terms test, followed by a poetry workshop in small groups. The poetry workshop involves students passing out poems, reading them aloud while noting errors, and providing feedback to each other using an 11 point guide. Students are to incorporate the suggestions into revisions at home by carefully reviewing comments, making changes, putting the poem aside, and revising it further. The homework assignment is to post the first project and submit all out of class assignments electronically in Microsoft Word format by the due date.
Dramatic reading
Dramatic reading is the oral interpretation of literature using an expressive voice and gestures. It involves reading a story aloud in a dramatic style. To perform dramatic reading, one must select and analyze a story, act out each part with expression in their voice, build to a climax, rehearse, and then perform the reading for an audience. Some tips for a good dramatic reading are to speak clearly, practice beforehand, keep an appropriate distance from any microphones, know the material well, and give context about the story and author before beginning the performance.
Example response for module 9
The student found the graphic novel "Barefoot Gen" to be particularly resonant as it helped them imagine what it would be like to experience an atomic bomb dropping on their city. Through the course, the student learned to analyze the structure and themes of texts like poems and articles, and noticed improvements in their writing abilities from practicing over the course of the class. The student enjoyed writing assignments more after gaining experience in the class.
Week 5 Agenda
This week's agenda includes reading chapters 6 and 3 of Writing for Success, completing discussion posts by Thursday and responding to peers by Sunday. Students should finish the in-class activity by Friday at noon and take the Chapter 3 grammar quiz by Sunday. The class on Friday will include a journal prompt, an introduction to Major Assignment 3, an in-class assignment, and a mini-lecture on writing essays.
Dramatic interpretation
Dramatic interpretation involves portraying life, character, or telling a story through action and dialogue for a theatrical performance. It requires analyzing a literary piece to understand the author's meaning and communicating those elements to an audience. Effective dramatic interpretation requires selecting a piece that appeals to you, thoroughly reading and understanding it, considering elements like word choice and pronunciation, and trusting yourself and the author during the performance to engage the audience.
Connectors
This document discusses connectors used to link words, phrases, sentences, and paragraphs to provide coherence. It provides examples of connectors of sequence and time, including first, second, third, finally, last, at first, then, afterwards, later, in the meantime, and meanwhile. These connectors are used to describe the benefits of owning a pet pig and the process of learning English from initially having trouble pronouncing words to later struggling with phrasal verbs and idioms while receiving help from a teacher.
How to learn basic arabic language?
The document provides an introduction to learning the Arabic alphabet. It explains that Arabic letters take different forms depending on their position in a word (initial, medial, final, standalone). The tutorial is divided into 11 modules that teach the letters grouped by their similar patterns. Each module presents a letter's four forms followed by practice identifying the letter in different positions within words. The goal is to be able to recognize Arabic letters in any position.
Writing poetry
just a tip giving start for those who seem less than enthusiastic. great tips from Kenn Nesbitt from his site, poetry4kids.com. check it out! I just wanted to share the info with my kids in a friendlier way with this
Aly O's reading reflection
Ally read Hero to chapter 3 aloud into a microphone. She used good punctuation and took breaths at periods, but held the book too high and mixed up or spoke too fast over some words. She felt scared being heard on the microphone due to being shy and soft-spoken. To improve, she needs to put the book down, speak more slowly and clearly so others can understand her better.
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The document provides guidance for writing a short story based on a picture prompt. It instructs the writer to include 3 paragraphs describing the picture, use past tense, and include descriptive words. It advises including similes, idioms, and a conclusion. The writer is told to identify the story and characters, choose correct verbs, write the story, and then refine it with adjectives, adverbs, and compound sentences. It provides potential similes, idioms and proverbs the writer could incorporate.
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The document provides a detailed history and explanation of the villanelle poetic form. It originated from 14th century Italian songs and was popularized by French poets in the 16th century. The villanelle has a strict structure of 19 lines arranged in 5 tercets and a quatrain, with two repeating refrains. It employs rhyme and meter, though there is flexibility in the rhythm and line length. Examples of villanelles by famous poets are provided and the reader is invited to write their own villanelle following the established conventions.
Ewrt 30 class 4
The document provides an agenda for an English class that includes discussing sonnets and learning about poetic forms like the sestina and villanelle. It defines various poetic terms and conventions used in sonnets. The class will also participate in a guided writing exercise on a sestina or villanelle where they choose a topic, write repeating lines, and fill in the form according to the rhyme scheme.
Ewrt 30 class 5
The document provides an agenda and terms for a poetry workshop. It discusses the forms of sestinas, villanelles, and free verse poetry. It defines poetic terms like tercet, elision, and personification. Examples of poems are provided to illustrate different poetic techniques, including Ezra Pound's "In a Station of the Metro", Wallace Stevens' "The Snow Man", and T.S. Eliot's "La Figlia Che Piange". Guidance is given on writing free verse poetry, with suggestions on rhythm, imagery, formatting, and the writing process.
Ewrt 30 class 8
The document outlines the agenda and topics for an EWRT 30 class. The class will cover terms related to characters and plot, including protagonist, antagonist, motivation, and chronological order. It will also discuss point of view and review short stories. The class will include a lecture on character and setting as basic elements of a story. Character types such as round, flat, dynamic and static will be defined. Methods of characterizing characters through description, reaction of others, words and actions will be covered.
Ewrt 30 class 21
The class agenda includes that Project #4 on drama is due, there will be readings and performances of plays, and student presentations will be given. Homework assigned is that the portfolio submission is to be completed before the final class.
Creative writing portfolio assignment
The creative writing portfolio assignment is worth 200 points and makes up 20% of the student's final grade. Students must submit a collection of revised creative works including one story between 12-25 pages or a combination of shorter stories and poems. At least one work must be submitted to the Red Wheelbarrow publication. The portfolio will be graded based on effort to apply skills learned in class, demonstrated creativity, and quality of revisions based on feedback. The portfolio is due as one Word document before the final class meeting.
Ewrt 30 class 20
The document provides an agenda for an English class. It outlines that the class will discuss portfolios, have a makeup test, and work on drama projects. It details the due dates for projects and portfolios. It provides options and requirements for the portfolio assignment, submission information for the literary magazine, and announces a makeup exam. It concludes with announcing homework to prepare readings or videos for the next class.
Unseen poetry WJEC revision
This document provides guidance for students taking the GCSE Unseen Poetry unit. It will be externally examined, requiring students to write an essay comparing two contemporary poems. They will have one hour to plan and write their response. The essay will be marked out of 20 across three Assessment Objectives - AO1 for critical response, AO2 for analyzing language/structure, and AO3 for comparing poems. Tips are provided on how to approach the poems, including reading carefully and annotating, considering themes, mood, and personal response. A five-paragraph structure is suggested for the essay.
The writing process
The document outlines a 5-step writing process: 1) Think - brainstorm, research, and outline ideas before drafting; 2) Draft - write a thesis, put information into your own words, and organize into an introduction, body, and conclusion while critiquing your own work; 3) Revise - have others provide feedback and critique your work to improve flow, transitions, repetition, and verbs; 4) Proof - edit for grammar, spelling, and refine ideas with peer review; 5) Publish - submit the final version for grading, presentation, or publication.
The writing process
The document outlines a 5-step writing process: 1) Think - brainstorm, research, and outline ideas; 2) Draft - write a thesis, organize ideas, and critique the draft; 3) Revise - get feedback, check flow, transitions, and rework weak areas; 4) Proof - edit for grammar and spelling errors and refine ideas; 5) Publish - submit the final work to the teacher or for publication. Following these steps provides a strategy for writing papers across subjects.
Hnet
The document provides an overview for a 2-5 week poetry unit for primary grades. It includes suggestions for immersing students in poetry through read alouds, mini lessons on poetic techniques, and conferring during the writing process. Students then edit, revise, publish and celebrate their poems. The goal is to nurture students' love of poetry and help them generate ideas while learning craft elements.
1 a class 8 argument essay workshop
This document provides an agenda and instructions for an in-class writing workshop focused on peer review and revision of student essays. It outlines the following key points:
- Students should bring 3 copies of their complete draft essay (1 can be electronic) for peer review and marking.
- Instructions are given for how to mark up their essays to designate important sections for peer reviewers to focus on such as the introduction, thesis, quotes.
- Guidelines are provided for peer reviewers to follow which focus on assessing content, organization, and integration of sources rather than editing for grammar or word choice.
- The process of peer review involves students exchanging papers, reading their essays aloud, and then receiving feedback from peers based
Ewrt 1 c class 10 online
This document provides an agenda for analyzing a poem and writing the first essay. It instructs students to closely read their poem, looking for poetic techniques and conventions. It then has them revisit questions that literary critics ask and use their answers to write a thesis statement about what the poem does and how its parts work together. Students are told to outline their essay, including topic sentences and textual evidence to support their thesis in each paragraph. The document concludes by having students review their work to ensure their thesis is clear and each paragraph ties back to it.
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Dramatic reading
Dramatic reading is the oral interpretation of literature using an expressive voice and gestures. It involves reading a story aloud in a dramatic style. To perform dramatic reading, one must select and analyze a story, act out each part with expression in their voice, build to a climax, rehearse, and then perform the reading for an audience. Some tips for a good dramatic reading are to speak clearly, practice beforehand, keep an appropriate distance from any microphones, know the material well, and give context about the story and author before beginning the performance.
Example response for module 9
The student found the graphic novel "Barefoot Gen" to be particularly resonant as it helped them imagine what it would be like to experience an atomic bomb dropping on their city. Through the course, the student learned to analyze the structure and themes of texts like poems and articles, and noticed improvements in their writing abilities from practicing over the course of the class. The student enjoyed writing assignments more after gaining experience in the class.
Week 5 Agenda
This week's agenda includes reading chapters 6 and 3 of Writing for Success, completing discussion posts by Thursday and responding to peers by Sunday. Students should finish the in-class activity by Friday at noon and take the Chapter 3 grammar quiz by Sunday. The class on Friday will include a journal prompt, an introduction to Major Assignment 3, an in-class assignment, and a mini-lecture on writing essays.
Dramatic interpretation
Dramatic interpretation involves portraying life, character, or telling a story through action and dialogue for a theatrical performance. It requires analyzing a literary piece to understand the author's meaning and communicating those elements to an audience. Effective dramatic interpretation requires selecting a piece that appeals to you, thoroughly reading and understanding it, considering elements like word choice and pronunciation, and trusting yourself and the author during the performance to engage the audience.
Connectors
This document discusses connectors used to link words, phrases, sentences, and paragraphs to provide coherence. It provides examples of connectors of sequence and time, including first, second, third, finally, last, at first, then, afterwards, later, in the meantime, and meanwhile. These connectors are used to describe the benefits of owning a pet pig and the process of learning English from initially having trouble pronouncing words to later struggling with phrasal verbs and idioms while receiving help from a teacher.
How to learn basic arabic language?
The document provides an introduction to learning the Arabic alphabet. It explains that Arabic letters take different forms depending on their position in a word (initial, medial, final, standalone). The tutorial is divided into 11 modules that teach the letters grouped by their similar patterns. Each module presents a letter's four forms followed by practice identifying the letter in different positions within words. The goal is to be able to recognize Arabic letters in any position.
Writing poetry
just a tip giving start for those who seem less than enthusiastic. great tips from Kenn Nesbitt from his site, poetry4kids.com. check it out! I just wanted to share the info with my kids in a friendlier way with this
Aly O's reading reflection
Ally read Hero to chapter 3 aloud into a microphone. She used good punctuation and took breaths at periods, but held the book too high and mixed up or spoke too fast over some words. She felt scared being heard on the microphone due to being shy and soft-spoken. To improve, she needs to put the book down, speak more slowly and clearly so others can understand her better.
Note expansion
The document provides guidance for writing a short story based on a picture prompt. It instructs the writer to include 3 paragraphs describing the picture, use past tense, and include descriptive words. It advises including similes, idioms, and a conclusion. The writer is told to identify the story and characters, choose correct verbs, write the story, and then refine it with adjectives, adverbs, and compound sentences. It provides potential similes, idioms and proverbs the writer could incorporate.
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The document provides a detailed history and explanation of the villanelle poetic form. It originated from 14th century Italian songs and was popularized by French poets in the 16th century. The villanelle has a strict structure of 19 lines arranged in 5 tercets and a quatrain, with two repeating refrains. It employs rhyme and meter, though there is flexibility in the rhythm and line length. Examples of villanelles by famous poets are provided and the reader is invited to write their own villanelle following the established conventions.
Ewrt 30 class 4
The document provides an agenda for an English class that includes discussing sonnets and learning about poetic forms like the sestina and villanelle. It defines various poetic terms and conventions used in sonnets. The class will also participate in a guided writing exercise on a sestina or villanelle where they choose a topic, write repeating lines, and fill in the form according to the rhyme scheme.
Ewrt 30 class 5
The document provides an agenda and terms for a poetry workshop. It discusses the forms of sestinas, villanelles, and free verse poetry. It defines poetic terms like tercet, elision, and personification. Examples of poems are provided to illustrate different poetic techniques, including Ezra Pound's "In a Station of the Metro", Wallace Stevens' "The Snow Man", and T.S. Eliot's "La Figlia Che Piange". Guidance is given on writing free verse poetry, with suggestions on rhythm, imagery, formatting, and the writing process.
Ewrt 30 class 8
The document outlines the agenda and topics for an EWRT 30 class. The class will cover terms related to characters and plot, including protagonist, antagonist, motivation, and chronological order. It will also discuss point of view and review short stories. The class will include a lecture on character and setting as basic elements of a story. Character types such as round, flat, dynamic and static will be defined. Methods of characterizing characters through description, reaction of others, words and actions will be covered.
Ewrt 30 class 21
The class agenda includes that Project #4 on drama is due, there will be readings and performances of plays, and student presentations will be given. Homework assigned is that the portfolio submission is to be completed before the final class.
Creative writing portfolio assignment
The creative writing portfolio assignment is worth 200 points and makes up 20% of the student's final grade. Students must submit a collection of revised creative works including one story between 12-25 pages or a combination of shorter stories and poems. At least one work must be submitted to the Red Wheelbarrow publication. The portfolio will be graded based on effort to apply skills learned in class, demonstrated creativity, and quality of revisions based on feedback. The portfolio is due as one Word document before the final class meeting.
Ewrt 30 class 20
The document provides an agenda for an English class. It outlines that the class will discuss portfolios, have a makeup test, and work on drama projects. It details the due dates for projects and portfolios. It provides options and requirements for the portfolio assignment, submission information for the literary magazine, and announces a makeup exam. It concludes with announcing homework to prepare readings or videos for the next class.
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Unseen poetry WJEC revision
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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.
Ewrt 1 a online introduction
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.
How to highlight in kaizena
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
Kaizena directions 2017
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.
Wordpress user name directions
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.
Class 20 n 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.
Ewrt 1 a online introduction hybrid
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.
Ewrt 1 c class 27 night special
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.
Ewrt 1 c spring 2017new
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.
Essay concept hunger games
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
Ewrt 1 c class 25 night intro special
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
Ewrt 1 c class 24 special spring 2017
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.
Ewrt 1 c class 24 special spring 2017
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.
Ewrt 1 c class 23 online
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.
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Ewrt 30 class 6
- 3. You will have 20 minutes to take your test. We will reconvene then. Feel free to turn over your test and leave the room if you finish early.
- 5. POETRY WORKSHOP Get into your groups Pass out your poems so that everyone in your group has a copy Take turns reading them aloud; Note obvious errors (typos, spelling) by marking on the text as the reader reads. Read everyone’s poetry before making comments about content, style, and conventions. Use the handout as a guide for your comments. Ask yourself the 11 questions about each poem. Where should the writer focus his or her efforts in revision? Write on the page of poetry. Use the margins or the back for your comments. DO NOT write on the poetry revision workshop handout
- 6. STEPS TO REVISION: AT HOME 1. Carefully and thoughtfully review the suggestions your readers have given you. 2. Make the changes that will improve your poem 3. Put aside the poem for several hours or longer. This kind of literal space/time distance will allow you to gain some objectivity. 4. Revisit your poem and the revision suggestions. 5. Make further changes 6. Read your revised poem aloud 7. Revise again
- 7. HOMEWORK Post # 6: Project #1: Due Friday (Week 4) before noon. Reminder about Writing Submissions: All out of class assignments are to be submitted via Kaizena. Do not wait until the last minute to submit in case you have technical difficulties. If you cannot upload to Kaizena after carefully following the directions on the presentation, you may email me your project (as an attachment) to prove you have it done. Make an appointment to see me in my office, and I will walk you through the process.