This document provides an introduction to author Sandra Cisneros and her work The House on Mango Street. It discusses Cisneros' background and experiences that shaped her writing. The objectives and activities are focused on having students read, analyze, and discuss The House on Mango Street, including writing their own street narratives. Various project choices are outlined for students to demonstrate their understanding of the book.
READING LITERARY WORKS
INTRODUCTION TO LITERATURE
Literature – is the artistic expression of people’s ideas which reflect social realities done through the use of language either in written or spoken.
OR
Is a product of human imagination employing language creativity to reflect human realities.
The key terms in defining literature includes;
. Creativeness
. Imagination
. Language
TYPES OF LITERATURE
. Oral literature
. Written literature
READING LITERARY WORKS
INTRODUCTION TO LITERATURE
Literature – is the artistic expression of people’s ideas which reflect social realities done through the use of language either in written or spoken.
OR
Is a product of human imagination employing language creativity to reflect human realities.
The key terms in defining literature includes;
. Creativeness
. Imagination
. Language
TYPES OF LITERATURE
. Oral literature
. Written literature
ENG 30 INTRODUCTION TO LITERATURE PROF. GENE MCQUILLANSPRTanaMaeskm
ENG 30: INTRODUCTION TO LITERATURE
PROF. GENE MCQUILLAN
SPRING 2021 FINAL EXAM
ALL OF THE QUESTIONS REQUIRE THAT YOU REFER TO
THESE FOUR TEXTS:
=Sherman Alexie, “Superman and Me”
=Isabel Allende, “Reading the History of the World”
=the “Transcript” of the interview between Michiko Kakutani and President Barack Obama
=Alison Bechdel, Fun Home
I expect a QUOTE from each text. Make sure to use the formats we have reviewed! Please write an essay—not a list. As always, please do more than just list examples and then stop—I expect a patient and challenging conclusion to the essay.
Please do NOT refer to any outside sources or to our other readings, such as The Great Gatsby.
There are THREE questions. Choose ONE. Please do not copy the question—just indicate the letter of your choice.
QUESTIONS:
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?
B) In all of these texts, these writers speak of reading and writing as a social process, one that deeply involves their families. Refer to a specific example of this process from each of the texts. Which readings are chosen and shared? Who shares them with whom? Why and how might these exchanges of texts and ideas matter?
C) In all of these readings, the writers recall that they were very curious about a range of different texts. In what ways were they influenced by “classic literature” and in what ways did they also search for inspiration in texts that might not be considered “literature?” Refer to a specific example of this process from each of the texts. Which readings (or types of readings) are mentioned? What sort of readings seem to have the most profound effects on each author? What might be significant about the types of readings that they chose and considered most influential?
It is worth 8 points (all-or-nothing). It needs to be emailed in a Word file (or just “pasted” into an email), by NOON on Thursday, June 10th.
To get 8 points, you need to:
—Write at least 600 words.
—Refer to ALL four texts.
—Refer to specific and relevant statements. Please include a quote from EACH of the texts, and when you “quote,” follow the formats we’ve reviewed.
—Do more than write a “list” of references. What MATTERS about the statements and texts you chose?
One more key thing>>
Unlike all of our previous assignments, this one will NOT feature the option of sending me a “draft”—you have two weeks to do this, SO GET IT RIGHT!
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 ...
2English 2 Literary Analysis Essay on Two Kinds” by Amy Tan.docxtamicawaysmith
2
English 2: Literary Analysis Essay on “Two Kinds” by Amy Tan
Background: Amy Tan’s story, “Two Kinds,” demonstrates the importance of the past on shaping characters’ present identity, thus reinforcing the notion that personal history shapes an individual’s cultural identity and attitudes about the world in the present. For some, the past is a stumbling block, but for others it is something to embrace and hold onto. This common theme plays out in many different works of literature. The past turns out to be an ironic force that moves forward in the present. One author explains, “Moreover, for most Asian American writers, the Old country and its culture are neither ancient nor buried history but very much alive and integral to the present, either in their own lives or in those of their parents and grandparents” (Huntley, Amy Tan a Critical Companion, 20). Keep in mind that the past is a timeless lesson taught in the present and this is something that is woven into the fabric of Tan’s story.
Purpose of a Literary Analysis: The purpose of your literary analysis paper is to analyze the story by showing and explaining your own conclusions (interpretations) about how the different literary elements (tools) work together to present Tan’s major theme in the short story. A Literary analysis is not summarizing the story—or plot summary. Your paper should explain— that is, show your own thinking on how different literary devices that you believe are relevant for proving your thesis statement, supports your thesis statement, which is the answer to the one central question your essay will answer. Your paper should be focused on supporting and proving your thesis statement with a clear method of organization: chronologically or order of importance. The point being is that this paper must have a clear purpose (thesis statement) and a method of organization that frames your analysis.
Assignment: Write a two-to-three page paper that addresses one central question about the work. The question will be the same for all papers; however, the thesis statement will be your answer to the question, which is basically your own conclusion or interpretation about how the story comes to express the central theme. Body paragraphs will prove the truth of your thesis statement with evidence and your interpretation—not plot summary. The quotes must be relevant to proving the topic sentence and your thesis statement. Limit the number of quotes to two per paragraph—avoid one word quotes. Always use a signal phrase with the name of the speaker, cite it, explain and interpret, and end the paragraph with a linking sentence. Do not simply dump a bunch of short quotations in a paragraph.
Question: In Amy Tan’s story, “Two Kinds,” how and why does Tan reinforce that personal history—heritage, is important for shaping individual identity in the present?
Thesis Statement: In answering this question, you are drafting a thesis statement that includes your concl ...
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WRITING PROMPTS 1
Ricardo Alvarado
ENG 125: Introduction to Literature
Magdalena Sokolowski
June 19, 2017
1. What is your chosen prompt for the literary analysis assignment?
I chose prompt 1. Write an analysis of a principal character in a literary work. Focus on two or three key actions of that character. Comment by Grammarly: Deleted:key
2. What interests you most about this prompt and why?
For one to critically understand any literature, it is important to comprehend the primary characters in the literature and know their roles according to the genre of the literature. This prompt is of interest since I will be able to assess the characters actions and decisions in writing. So as to achieve this, I will be forced to read the literature critically. Therefore, it will enhance my reading skills. This will also help me when am coming up with my writing work as I will be able to bring up appropriate characters that go hand in hand with the theme of the literature. Comment by Grammarly: Deleted:und Comment by Grammarly: Deleted:rsta Comment by Grammarly: Deleted:he l Comment by Grammarly: Deleted:terature Comment by Grammarly: Deleted:critically Comment by Grammarly: Deleted:o Comment by Grammarly: Deleted:n l Comment by Grammarly: Deleted:erature
3. What text(s) will you write about? Why?
I chose to write about Jhumpa Lahiri, ‘Interpreter of Maladies.' From my perspective, I think that the story brings the role of the characters. Mrs. Das a new community member is capable of influencing Mr. Kapasi who seems not to be interested in his life. Assessing the characters in the story will require me to use my critical reading skills. From the story, I will be able to find evidence to support my illustration of the character's motivations and decision. I will be able to describe the role of various characters in the story and how they are linked to the main character. Comment by Grammarly: Deleted:own Comment by Grammarly: Deleted:clearly Comment by Grammarly: Deleted:w Comment by Grammarly: Deleted:th
4. What is your working thesis? Keep in mind that "working hypothesis" means you can slightly
modify your thesis for the draft and final essay. Comment by Grammarly: Deleted:/or
Mr. Kapasi, a middle-aged man, works as a tour guide who encounters a significant transformation in his life after having a conversation with Mrs. Das. Mrs. Das aptly convinces him the importance of his job although he previously discounts it. Comment by Grammarly: Deleted:re
5. What are three key ideas that you will discuss in support of your thesis?
1. Mrs. Das significantly influences Mr. Kapasi to love his career. Comment by Grammarly: Deleted:re
2. The Das family’s actions surrounding their children show that their desires or interests do not accord with their obligations.
3. Mr. Kapasi desires Mrs. Das to make him understand the import.
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Meenoo Rami Social Media Session for TeachersMeenoo Rami
How do we claim our voices as teachers and how do we tell the stories from our classroom? What happens to perception of teaching when we do this effectively?
2. SWBT analyze the relationships, uses and effectiveness of literary elements used by one or more authors in similar genres including characterization, setting, plot, theme, point of view, tone and style.
3. SWBT to write their own street narrative using Cisneros’ text as a model. PA STANDARDS<br />1.3.11A Read and understand works of literature<br />1.3.11C analyze the effectiveness in terms of literary quality of the author’s use of literary devices. <br />RESOURCES: HOLT’S ELEMENTS OF LITERATURE LEVEL 3<br />“The Gift of Magi” p. 288-292<br />“The Lady or the tiger” p. 298-304<br />The House on a Mango Street – Sandra Cisneros<br />VOCABULARY<br />Irony<br />Ambiguity<br />Prediction<br />Credible<br />Valid<br />Relevant<br />Statistics<br />ACTIVITIES<br />“The Lady or The Tiger?” – (Objective #2) <br />By Frank Stockton<br />Define the meaning of the following words in the context in which they appear:<br />Emanated<br />Retribution<br />Impartial<br />Aesthetic<br />Moiety<br />Answer the following questions from the text:<br />Where did the king sit in the arena?<br />Did the tiger come out of the same door each trial?<br />Did the princess like the lady who had been chosen to her lover’s ‘trial’? Give reasons.<br />How did the princess indicate to her lover the door of her choice?<br />What had the princess seen in her dreams?<br />Did the princess expect her lover to ask her to indicate which door he should choose?<br />Why did no one else in the arena notice that the princess was communicating with her lover?<br />In your own words:<br />Write a description of the king’s arena.<br />Describe the king’s method of administering justice.<br />Why did the princess have difficulty deciding which door to indicate to her lover?<br />Do you think women ever committed crime sin the kingdom? If they did, how do you think they were tried?<br />If you were the princess, what option would you have indicated and why?<br />If you were the lover, what door would you have taken and why?<br />Write and ending to this story. It may or may not involve opening a door.<br />Do you agree with the author that the king’s method of administering justice was fair?<br />Name:_________________________Period:_________Date:_____________<br />The House on Mango Street<br />Project Choices <br />Once we have read The House on Mango Street as a class, you will get class time to work on your major project for this book. Read the descriptions of each project below and choose one. Make sure you turn in the completed cover sheet with your project.1. Create a House on Mango Street book for your life, illustrated using photographs, Google Sketchups, and/or drawings of images created by you. (Writing)<br />Write creative narrative pieces like the ones we read in The House on Mango Street<br />Illustrate your short piece using images from your life<br />Your pieces can be narratives as well as poems and comic strips <br />Make sure to create an interesting book cover as well a dedication page for your book<br />2. Use Google Sketchup to create a model of Esperanza’s house and other houses that she describes in The House on Mango Street. (Design/Architecture) Alternatively, you can draw, in detail, the houses from different angles.<br />Print off a picture of each house (or turn in your drawings) <br />Attach a written (neat, blue or black ink) or typed document listing the exact quotes from the book that describe each house <br />3. Explore the Internet resources to investigate Mexico. Write a report (typed or written neatly in blue or black ink), on: (Writing, Research, Investigation)<br />Three famous Mexican scientists/mathematicians <br />Details about the people, customs, courtesies, and lifestyle of the people of Mexico. Include a recipe. <br />Write an additional paragraph about how your investigation either changed or reinforced your understanding of Esperanza and the other characters in The House on Mango Street <br />4. Create a CD Soundtrack for The House on Mango Street. Include: (Arts/Music)<br />You must have at least one song per chapter <br />Lyrics for each song - they may be in English as well as in other languages. However, you must supply a translation if they are not in English. <br />The front cover must feature artwork and a title relevant to the novel <br />A list of songs with who wrote and performed each one on the back cover <br />Write a couple of sentences (typed or neatly written in blue or black ink) about each song and what it had to do with the chapter. Include quotes from the book as evidence <br /> <br />5. Interview a person who has immigrated to the United States. (Interview/Verbal Communication)<br />Create a list of interview questions<br />Find a suitable person (preferably an adult), get their permission for the interview<br />Conduct and tape the interview<br />Write a thank-you note to the person for their time<br />6. Esperanza gives us many examples of domestic abuse in The House on Mango Street. Write a five-paragraph research paper (or give a 3-5 minute presentation) about domestic abuse to answer the following questions: What is the definition of domestic abuse? What are the statistics concerning domestic abuse in Philadelphia, PA? What do experts say is the psychology behind it? Where and how can someone get help in Philadelphia if they are being abused at home? (Research, Investigation, Presentation, Writing)<br />Use what you read in The House on Mango Street as well as your own personal experiences as sources. You may also interview one of the following people and use the interview as a source: psychologist, psychiatrist, police officer, and domestic abuse survivor. Do not be afraid to ask the librarian for help! Make sure you have a reference page at the end citing your three (or more) sources. <br />Name: _________________________Period: _________Date: _____________<br />The House on Mango Street<br />Project Cover Sheet<br />Attach this sheet to the front of your finished project<br />My Project Choice is: _____________________________________________________my signature: __________________________________________ Date: ___________Ms. Rami’s signature: _________________________________ Date: ___________Parent/Guardian signature: _______________________________ Date: ___________this project is due: Monday January 31, 2011Project Final Score: ___________Ms. Rami’s comments about my project:<br />Student Name: ______________ Rubric for Choice #1 Street Narrative:<br />4321Sequencing (Organization)Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader.Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting.Some details are not in a logical or expected order, and this distracts the reader.Many details are not in a logical or expected order. There is little sense that the writing is organized.Sentence Structure (Sentence Fluency)All sentences are well constructed with varied structure.Most sentences are well constructed with varied structure.Most sentences are well constructed but have a similar structure.Sentences lack structure and appear incomplete or rambling.Capitalization & Punctuation (Conventions)Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read.Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read.Writer makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.Writer makes several errors in capitalization and/or punctuation that catch the reader's attention and greatly interrupt the flow.Personal NarrativeThe writer is the main character in the story and always uses the pronouns I, me my.The writer is the main character in the story and usually uses the pronouns I, me my.The writer is the main character in the story and sometimes uses the pronouns I, me my.The writer is not the main character in the story and does not use the pronouns I, me my.Word ChoiceWriter uses vivid and creative words and phrases that draw pictures in the reader's mind.Writer uses creative words and phrases, but story occasionally lacks detail.Writer uses words that communicate clearly, but the writing lacks creativity.Writer uses a limited vocabulary that does not communicate strongly or captures the reader's interest. No creativity is used in this story.<br />Total Points:<br />Comments: <br />Teacher Name: Ms. Rami – Mexico Report Choice #3Student Name: ________________________________________<br />CATEGORY4321Sequencing (Organization)Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader.Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting.Some details are not in a logical or expected order, and this distracts the reader.Many details are not in a logical or expected order. There is little sense that the writing is organized.Accuracy of Facts (Content)All supportive facts are reported accurately.Almost all supportive facts are reported accurately.Most supportive facts are reported accurately.NO facts are reported OR most are inaccurately reported.Support for Topic (Content)Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable.Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported.Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported.Supporting details and information are typically unclear or not related to the topic.Grammar & Spelling (Conventions)Writer makes no errors in grammar or spelling that distract the reader from the content.Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.Writer makes more than 4 errors in grammar or spelling that distract the reader from the content.<br />Total Score:<br />Comments: <br />Choice #4 – Soundtrack Rubric<br />CD Soundtrack Rubric<br />WOW! - 5High quality effort! Master sound mixer!ALMOST THERE - 3Not quite a master, but you spin a mean track! NOT YET - 1Go back the DJ booth and try again.Soundtrack SongsMy CD contains 8 or more tracks that relate to the story and themes.My CD may have 8+ tracks, but some of them do not go with the story and/or time period.My CD does not go with the story or theme at all. I need to call Daddy Cool and ask him to help me out. Cover ArtMy CD cover art is spectacular! It looks like it belongs on a store shelf! It also correctly includes the title, my name, teacher’s name and class.My CD cover is a good effort, but could use more work in some areas. It almost rocks…but I need to put in a little more work and effort overall. My CD cover doesn’t rock at all. It has several errors and/or it needs great work. Grandma is not happy with my overall effort! Inside CoverMy inside cover includes a neat, complete list of each song title, artist, and how it relates to the story. All the songs tie in. It is error-free, polished work! My inside cover may include important information, but it needs more work or has a few errors. A good effort, but I could have worked a little harder to produce a more quality piece overall.Scratch! The inside of my CD cover is not up to the standards. I need to spend more time working on this piece. ConnectionsDemonstrates anIn-depth analysisMakes insightfulConnectionsBetweenInformation andIdeas in the textAnd soundtrackConveys a basicUnderstanding ofThe textClearly statesConnectionsBetweenInformation andIdeas in the textAnd theSoundtrackProvides noEvidence of textualEvidenceMakes noConnectionBetweenInformation andIdeas in the textAnd the soundtrack<br />Total Points: _______<br />Comments: <br />Interview Rubric Choice #5<br />INTERVIEW RUBRIC1.2.3.4.5.SCOREPreparation before the interview.No preparation was made.A few questions were prepared. An adequate number of questions, most of which relate in some way to the research focus, was prepared.A comprehensive list of questions relating directly to research focus was prepared. A comprehensive list of questions and supplementary questions relating directly to research focus was prepared. Background knowledge of the person, if known, was included.Establishing rapportNo attempt was made to establish rapport with the person.The student introduced himself and began to ask questions.The student introduced himself, briefly mentioned the purpose of the interview and began with an easy question.The student introduced himself, explained the purpose of the interview and began with an easy open ended question.The student introduced himself, explained the purpose of the interview, made eye contact, smiled encouragement, and began with an easy, open ended question.MannerThe student interrupted or hurried the person being interviewed and forgot to thank them at the end.The student made an attempt to be polite. . Listened, and thanked the person at the end of the interview.The student was polite. Tried to make eye contact and nodded encouragement occasionally. Listened, and thanked the person at the end of the interview.The student was polite and tried to put the person at ease with the situation. Made some eye contact and nodded encouragement occasionally. Listened, didn’t interrupt and thanked the person at the end of the interview.The student was friendly and polite, putting the person at ease with the situation. Made eye contact and nodded encouragement. Listened, didn’t interrupt and thanked the person at the end of the interview.MatterThe student asked the person a few questions.The student asked the person a reasonable number of appropriate questions.The student asked appropriate questions and tried to encourage the person to give more detail. The student asked appropriate questions, clarified comments, and encouraged the person to give more detail. Asked some supplementary questions.The student asked appropriate questions, rephrasing them if necessary. Clarified comments, summarised what was said and encouraged the person to give more detail. Asked relevant supplementary questions based on what the person said.Knowledge gainedThe student cannot answer questions about the person who was interviewed.The student can answer some questions about the person who was interviewed.The student can answer questions about the person’s views and begins to make connections between the interview and the research focus. The student can explain the person’s views in detail and the ways in which they relate to the research focus. The student can explain the person’s views in detail and the ways in which they relate to the research focus. The student can also evaluate the significance of the interview to the project.<br />Total Points:<br />Comments: <br />Choice #6: Final Presentation Rubric<br />Presentation Rubric1234TotalOrganizationAudience cannot understand presentation because there is no sequence of information.Audience has difficulty following presentation because student jumps around.Student presents information in logical sequence which audience can follow.Student presents information in logical, interesting sequence which audience can follow.Subject KnowledgeStudent does not have grasp of information; student cannot answer questions about subject.Student is uncomfortable with information and is able to answer only rudimentary questions, but fails to elaborate.Student is at ease and answers most questions with explanations and some elaboration. Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration.Visual AidsStudent uses superfluous visual aids or no visual aids.Student occasionally uses visual aids that rarely support the presentation.Student's visual aids relate to the presentation.Student's visual aids explain and reinforce the presentation.MechanicsStudent's presentation has four or more spelling errors and/or grammatical errors.Presentation has three misspellings and/or grammatical errors.Presentation has no more than two misspellings and/or grammatical errors.Presentation has no misspellings or grammatical errors.Eye ContactStudent makes no eye contact and only reads from notes.Student occasionally uses eye contact, but still reads mostly from notes.Student maintains eye contact most of the time but frequently returns to notes.Student maintains eye contact with audience, seldom returning to notes.Verbal TechniquesStudent mumbles, incorrectly pronounces terms, and speaks too quietly for audience in the back of class to hear.Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.Total Points:<br />Comments:<br />