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This document provides biographical information about Sherman Alexie, a Native American author, and discusses some of his works and viewpoints. It notes that Alexie was born on the Spokane Indian Reservation and educated predominantly in white schools. It highlights some of Alexie's quotes about how his Native American identity influences all of his writing and how he aims to write works that challenge and provoke readers rather than simply entertain them. The document also lists some common themes in Alexie's works such as violence, identity, and social injustice.
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Superman and Me Sherman Alexie I learned to read with .docx
Superman and Me
Sherman Alexie
I learned to read with a Superman comic book. Simple enough, I suppose. I
cannot recall which particular Superman comic book I read, nor can I remember which
villain he fought in that issue. I cannot remember the plot, nor the means by which I
obtained the comic book. What I can remember is this: I was 3 years old, a Spokane
Indian boy living with his family on the Spokane Indian Reservation in eastern
Washington state. We were poor by most standards, but one of my parents usually
managed to find some minimum-wage job or another, which made us middle-class by
reservation standards. I had a brother and three sisters. We lived on a combination of
irregular paychecks, hope, fear and government surplus food.
My father, who is one of the few Indians who went to Catholic school on purpose,
was an avid reader of westerns, spy thrillers, murder mysteries, gangster epics,
basketball player biographies and anything else he could find. He bought his books by
the pound at Dutch's Pawn Shop, Goodwill, Salvation Army and Value Village. When he
had extra money, he bought new novels at supermarkets, convenience stores and
hospital gift shops. Our house was filled with books. They were stacked in crazy piles in
the bathroom, bedrooms and living room. In a fit of unemployment-inspired creative
energy, my father built a set of bookshelves and soon filled them with a random
assortment of books about the Kennedy assassination, Watergate, the Vietnam War and
the entire 23-book series of the Apache westerns. My father loved books, and since I
loved my father with an aching devotion, I decided to love books as well.
I can remember picking up my father's books before I could read. The words
themselves were mostly foreign, but I still remember the exact moment when I first
understood, with a sudden clarity, the purpose of a paragraph. I didn't have the
vocabulary to say "paragraph," but I realized that a paragraph was a fence that held
words. The words inside a paragraph worked together for a common purpose. They had
some specific reason for being inside the same fence. This knowledge delighted me. I
began to think of everything in terms of paragraphs. Our reservation was a small
paragraph within the United States. My family's house was a paragraph, distinct from the
other paragraphs of the LeBrets to the north, the Fords to our south and the Tribal
School to the west. Inside our house, each family member existed as a separate
paragraph but still had genetics and common experiences to link us. Now, using this
logic, I can see my changed family as an essay of seven paragraphs: mother, father,
older brother, the deceased sister, my younger twin sisters and our adopted little brother.
At the same time I was seeing the world in paragraphs, I also picked up that
Superman comic book. Each panel, complete with picture, dialogue and narrative was a
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Similar to Flight by sherman alexie slidesahre
ENG 30 INTRODUCTION TO LITERATURE PROF. GENE MCQUILLANSPR
ENG 30: INTRODUCTION TO LITERATURE
PROF. GENE MCQUILLAN
SPRING 2021 FINAL EXAM
ALL OF THE QUESTIONS REQUIRE THAT YOU REFER TO
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Please do NOT refer to any outside sources or to our other readings, such as The Great Gatsby.
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A) In all of these texts, these writers speak of how reading allowed them to claim their identity, to raise their voice, to see their world more clearly, to find the words they had been unable to say. Refer to a specific example of this process from each of the texts. Which readings (or types of readings) are mentioned? What sort of effects did these readings have on the people reading them? What might be significant about the choices they made or the reactions they had?
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To get 8 points, you need to:
—Write at least 600 words.
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Reflecting on the fire investigation process in your community, do you believe that it is thorough enough when it comes to determining the causes and ...
Unseen poem exam practice
The document provides guidance on how to approach the unseen poetry question for an English Literature exam. It advises spending 30 minutes on the question and focusing on two assessment objectives: AO1, responding critically and imaginatively to the poem by selecting evidence, and AO2, explaining how the poet uses language, structure and form to present ideas and themes. It recommends closely analyzing the poem's language, imagery, structure, form and techniques and using multiple quotes to support a developed response. Sample planning questions and paragraphs are also provided as examples.
Superman and Me Sherman Alexie I learned to read with .docx
Superman and Me
Sherman Alexie
I learned to read with a Superman comic book. Simple enough, I suppose. I
cannot recall which particular Superman comic book I read, nor can I remember which
villain he fought in that issue. I cannot remember the plot, nor the means by which I
obtained the comic book. What I can remember is this: I was 3 years old, a Spokane
Indian boy living with his family on the Spokane Indian Reservation in eastern
Washington state. We were poor by most standards, but one of my parents usually
managed to find some minimum-wage job or another, which made us middle-class by
reservation standards. I had a brother and three sisters. We lived on a combination of
irregular paychecks, hope, fear and government surplus food.
My father, who is one of the few Indians who went to Catholic school on purpose,
was an avid reader of westerns, spy thrillers, murder mysteries, gangster epics,
basketball player biographies and anything else he could find. He bought his books by
the pound at Dutch's Pawn Shop, Goodwill, Salvation Army and Value Village. When he
had extra money, he bought new novels at supermarkets, convenience stores and
hospital gift shops. Our house was filled with books. They were stacked in crazy piles in
the bathroom, bedrooms and living room. In a fit of unemployment-inspired creative
energy, my father built a set of bookshelves and soon filled them with a random
assortment of books about the Kennedy assassination, Watergate, the Vietnam War and
the entire 23-book series of the Apache westerns. My father loved books, and since I
loved my father with an aching devotion, I decided to love books as well.
I can remember picking up my father's books before I could read. The words
themselves were mostly foreign, but I still remember the exact moment when I first
understood, with a sudden clarity, the purpose of a paragraph. I didn't have the
vocabulary to say "paragraph," but I realized that a paragraph was a fence that held
words. The words inside a paragraph worked together for a common purpose. They had
some specific reason for being inside the same fence. This knowledge delighted me. I
began to think of everything in terms of paragraphs. Our reservation was a small
paragraph within the United States. My family's house was a paragraph, distinct from the
other paragraphs of the LeBrets to the north, the Fords to our south and the Tribal
School to the west. Inside our house, each family member existed as a separate
paragraph but still had genetics and common experiences to link us. Now, using this
logic, I can see my changed family as an essay of seven paragraphs: mother, father,
older brother, the deceased sister, my younger twin sisters and our adopted little brother.
At the same time I was seeing the world in paragraphs, I also picked up that
Superman comic book. Each panel, complete with picture, dialogue and narrative was a
three-dimensional p.
Rhythm, Rhyme And Beat Night08
1) The document announces a Teen Poetry Night event at the Bartlesville Public Library on April 29, 2008 with several poetry activities planned.
2) The first activity is called "The Question Game" where participants write and answer questions by category.
3) The second activity invites teens to write a poem made entirely of excuses said to various people.
4) The third activity prompts an "Identity Poem" using the structure "It's..." to describe what it's like to be yourself.
GE117 Superman and me alexie
Sherman Alexie describes how he learned to read from a Superman comic book as a young boy growing up on the Spokane Indian Reservation. His father filled their home with books from various sources and instilled in him a love of reading. Alexie realized the purpose of paragraphs by observing comic book panels, pretending to read the words and narrate the story. He became an avid reader, often reading late into the night to continue learning. As a smart Indian, Alexie faced resistance from others who wanted him to conform to low expectations. He persisted in reading to save his life and eventually became a writer himself, now visiting schools to teach and inspire Native American students.
October 27
This document contains the objectives and lesson plan for Ms. Catherine's class on grammar for biographies. The lesson focuses on correcting sample sentences about famous figures like Mother Theresa and Nelson Mandela that contain grammatical errors. The objectives are to identify mistakes in sentences, rewrite them correctly, and learn grammar rules like using proper pronouns, verbs in past tense, and capitalizing names and dates. Students are instructed to use an editing checklist to review their drafts for issues like capitalization, spelling, punctuation and more before turning in their homework assignment.
Alexis John B. Benedicto-Writing an essay
This document provides instructions for writing different types of essays, focusing on narratives and expositions. It explains that writing is an art that uses carefully selected words. The three types of essays are identified as narrative, expository, and persuasive. Narrative essays involve telling a story, while expository essays involve explaining an idea. Storyboards and concept maps are recommended for prewriting narratives and expositions, respectively. Guidelines are provided for drafting, revising, proofreading, and finalizing essays. Target skills to include such as vivid language, dialogue, and sensory details are also discussed.
Unseenpoemexampractice
The document provides guidance on answering questions about unseen poetry for an English Literature exam. It advises spending 30 minutes on the unseen poetry question, which tests two assessment objectives - responding critically and imaginatively to the poem, and explaining how language, structure and form contribute to the poet's presentation of ideas. It emphasizes analyzing quotations from the poem and saying a lot about a little. Two example paragraphs then demonstrate this approach, focusing on specific language from an example poem and addressing different parts of the given question.
Hive- MITID's Official Newsletter
Our mission as the voice of the students at MIT is to spread news, information, events, experiences, artistic vent outs and beautiful literature within our design habitat to each and everyone via a (sort of) bi-monthly newsletter available in print as well as the web.
Graded College Essay Writing Session 1
This document provides advice for writing a personal statement or college application essay. It suggests that students look at common application essay prompts to get a sense of what is required, which is typically a 500-650 word essay. The document then lists questions for students to consider as potential topics for their essay, such as what experiences have affected them or stories they like to tell friends and family. It emphasizes that early drafts should sound like a conversation with a friend and not to worry about length or voice at first. Students are advised to write multiple drafts and stories on different topics before choosing which to refine into their essay. The document concludes by recommending getting feedback from others and revising to clearly convey their main point through vivid details.
CNF Reflection Since I started this course, I realize how it wi.docx
CNF Reflection:
Since I started this course, I realize how it will be challenging for me, first of all, I am an international freshman English major, so English is my second language. I thought, in the beginning, it will be easy, and I can do it as the native speakers, but unfortunately my scores don’t show that. I got difficulty with writing that much of papers and found it challenging. I said I will do my best and will work hard I might succeed and pass. I tried and squeezed my brain in hope to do better and better.
I started my CNF draft by telling a story of my young brother Yousef, who has rare condition illness. Just 300 statues in the whole world, I explained more about how our life as a family has changed before Yousef been a member of the family and after. Yousef adorable, kind and quiet child, who spends most of his life in hospitals. I hope to find the right medical treatment to this issue. I explained more about how our life was affected, how I had to leave everything behind me, as my country Saudi Arabia, my friends, my memories, and latterly everything. You can imagine how hard it could be.
Some of the comments that I had in my first CNF drafts were about where are you in the story? Why we can’t see you between the lines? I thought, in the beginning, I just want to tell the story that has a high meaning to me I could not deliver what I was feeling exactly. People can’t feel the way that you feel except if they went at the same situation that you went through. So they will understand why you wrote this and this. I was thinking about starting my CNF by saying “ there was a family included two brothers and two sisters” Which I am one of the sisters who is writing the story. But readers could not get what I was trying to do, the feedback was always asking for my feelings, and my voice not for someone telling a story about someone else.
To be honest, it was tough to rewrite it again and again, but I had to, so I can include my voice in the story to be able to deliver my character to the reader. I took their feedback seriously. So I made my final draft shorter than the second draft. I feel satisfied with my final draft. I could give a clear idea of the kind of transformation that my family and I had before and after Yousef’s illness. Also, I could put my voice as well so the reader will understand what was my feeling at those moments.
I decided to change the topic of the story from The Child Yousef into a Life Transformation. I thought it would be better at this way. Not being specific will give the reader that question in the heads before reading the story which is what kind of life transformation it could be? So this is the reason for seeing the topic is different in the first and second draft that in the final draft.
I included a lot of dialogues in my CNF I think they give life to your story and realism. I know it is hard to remember everything precisely happened in the past, but it is not hard to remember the general i ...
2010 e anthology_power_point
For Writing Project sites with invitational summer institutes participating in the E-Anthology, it is especially helpful if new teacher-consultants become familiar with the appearance and functionality of the forum before they post in it. Once familiar with the possibilities found in the forum, teacher-consultants can then select those aspects of the forum that interest them.
Onceuponatime
This document contains a poem titled "Once Upon a Time" by Gabriel Okara. It discusses how the speaker has learned to disguise their true self and emotions through social interactions. They have learned to laugh and smile without feeling joy and to say nice things while feeling bored. The speaker wants to rediscover their authentic self from when they were younger. Students are tasked with developing a critical response to analyze the poem's structure, imagery, language and effect. They must also show empathy for the speaker. Later, students will create a creative writing response inspired by a line from the poem.
There: Their: They're
How I realised why my past was holding me back! Sometimes the only way to move forwards is to look behind you.
I believe we are all unique and should be able to build a career and sustain a lifestyle doing something that makes us happy.
Aa use this one autobio
This document provides instructions for classwork on analyzing autobiographical narratives. Students are asked to have various supplies and homework ready. The document reviews the characteristics of narratives, including point of view, specific incident, reflective nature, theme, voice and tone. Students analyze short texts and complete charts identifying these elements. Homework includes writing letters to teachers and studying for a quiz on narrative characteristics. The class will recap autobiographical stories read and discuss favorite portrayals of each characteristic.
Poetry_Writing supplementary materi
The document provides guidance on different types of poetry writing. It begins by defining poetry as a form of language that expresses ideas and emotions more intensely than ordinary language. It then discusses various ways to start writing poetry, such as by imitating the form and style of favorite poets. As an example, it analyzes the poem "Fire and Ice" line-by-line to illustrate poetic techniques. Later, it introduces lyric, narrative, descriptive, and other types of poetry with examples and prompts readers to try writing poems using those forms and concepts like rhythm, imagery, metaphor, and simile. The overall document aims to equip readers with foundational knowledge about poetry and give them opportunities to practice different poetic techniques.
Supplementary Material for Writing Poetry
The document provides guidance on different types of poetry writing. It begins by defining poetry as a form of language that expresses ideas and emotions more intensely than ordinary language. It then discusses various ways to start writing poetry, such as by imitating the form and style of favorite poets. As an example, it analyzes the poem "Fire and Ice" line-by-line to illustrate poetic techniques. Later sections explain different genres of poetry like narrative, descriptive, and lyric poetry, and provides tasks for writing poems using various poetic elements like rhythm, imagery, metaphor, and simile.
Final intro-pfd-copy3
This document introduces the book Poetry For Dummies and provides an overview of its contents and organization. It aims to make poetry accessible to all readers by explaining how to read, interpret and write poetry. The book is divided into six parts that cover reading poetry, analyzing poetic techniques and forms, a historical overview of poetry, guidance for writing poetry, lists of common myths and great poems, and additional resources. Its goal is to help readers discover and appreciate poetry through practical tips, exercises and recommendations.
Essay tips 1
This document provides guidance on writing introductions, thesis statements, and outlines for essays. It emphasizes that the thesis statement is usually the last sentence of the introduction paragraph and tells the reader the main point or argument that will be made in the essay. It also notes that a good thesis statement directly addresses the essay question. The document includes examples of thesis statements, essay outlines, and analysis questions to help structure essays.
Purpose, Audience, Form and Tone
The document provides guidance on how to identify the purpose, form, and audience of a text. It discusses looking at word-level features like vocabulary, sentence-level features like tense and structure, and text-level features like layout and presentational devices to determine purpose. Form can be identified by text-level features and certain word-level features. Audience is identified through word choice and complexity, sentence structures, and presentational features designed for a particular reader group. The document also discusses how to identify a text's register and the difference between denotation and connotation of words.
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Flight by sherman alexie slidesahre
- 1. WHAT’S YOUR OPINION? gripping thought-provoking fast-moving heavy-going deadly dull entertaining moving depressing implausible
- 3. •He was born on October 7, 1966 in the town of Wellpinit on the Spokane Indian Reservation. • His father was a Coeur d’Alene Indian and his mother was a Spokane Indian. • He was born with hydrocephalus. • He was called “The Globe” by other children. • Educated in schools predominantly white. He graduated high school with honors. He started college. • He dropped out of university and worked as a busboy in Seattle. • He signed up for a poetry-writing workshop with Alex Kuo and there he discovered his potential as a writer.
- 5. If I write [a novel], it’s an Indian novel. If I wrote about Martians, it would be an Indian novel. If I wrote about the Amish, it would be an Indian novel. That’s who I am.
- 6. It sucks to be poor, and it sucks to feel that you somehow deserve to be poor. You start believing you're poor because you're stupid and ugly. And then you start believing that you're stupid and ugly because you're Indian. And because you're Indian you start believing you're destined to be poor. It's an ugly circle and there's nothing you can do about it. (Alexie,The Absolutely True Diary of a Part-time Indian)
- 7. I have come to the realization that many people have been reading literary fiction for the same reason they read mainstream fiction: for entertainment and a form of escape. I don’t want to write books that provide people with that. I want books that challenge, anger, and possibly offend.
- 8. • violence • identity • loneliness • betrayal • social injustice • revenge • shame •forgiveness
- 9. MONOLOGUE ON ONE OF THE TOPICS Introduction My name is I’m going to talk about First of all, I’ll talk about First of all, I’m going to explain how.... Then, I’ll move to... Finally, I’m going to give you my opinion about... Body From my point of view... The advantages are... The disadvantages are... In my opinion... I’m sure that... However, I’d like to point out... Nevertheless, as you see here... I’d like to say... To illustrate this point.. I agree with the idea... I don’t agree with the idea... Conclusion To sum up... In conclusion... Let me summarise what I’ve just talked about... POINTS TO ASSESS Variety and sophistication of grammar used. Relevance and coherence of content. (do not be repetitive) Fluency, pronunciation. Extent of vocabulary, variety and appropriateness. (vocabulary from word bank and book) Use of opinion expressions, linking words etc.
- 10. DELIVER YOUR SPEECH Put in some interesting facts to share with the listeners. Remember: Write your main ideas on index cards, a spare piece of paper, this will help you memorize your information. Do not write details, and of course you shouldn’t be staring at the note cards during your speech. It’s a good device to turn to in case you forgot what you wanted to say.
- 11. WRITE A BLURB FOR THE BACKCOVER A blurb is a short piece written about a product in order to interest people in it.
- 13. Identify the readers you wish to attract Try to draw interest by using descriptive words and phrases to make your topic sound exciting, inviting and too good to miss! Enthusiasm can enliven a blurb. Caution: A blurb should never reveal so much that it spoils the experience of others. Incude at least one quote from the work, which you feel is bound to draw in someone browsing in a bookshop.
Editor's Notes
- What do you think of the novel? Have a look at the following adjectives and describe your reading experience giving examples.
- Introducing the autor, who was awarded the National book award.
- Quotes read by the students to cast light on the autor’s attitude to his work and his background.
- Quotes read by the students to cast light on the autor’s attitude to his work and his background.
- Quotes read by the students to cast light on the autor’s attitude to his work and his background.
- Write down keywords or general ideas. In case you need to consult the index cards, you are just going to scan the index card for info - not read each last word. Most of the time, putting information down on index cards will help you memorize information.