Unit1 essay instructions
•
0 likes•365 views
This document provides instructions for an assignment in an English 101 class to write a personal narrative essay in two drafts. The essay should tell the story of an event that impacted the student's life, be 1300-1600 words, follow MLA formatting guidelines, and be double spaced with no spaces between paragraphs. The goal is to entertain fellow students by observing rather than analyzing an experience the student is comfortable sharing. Feedback will be provided to help address rhetorical skills like voice, tone, style and focus. Drafts are due on specific dates and must be printed and stapled before class.
Report
Share
Report
Share
Download to read offline
Recommended
Comedy round up!
This document provides instructions for revising a PowerPoint presentation on British comedy films. It lists several topics to cover in the presentation, including describing the genre of comedy, discussing typical British camera work and editing, examining themes and values, and analyzing character types like "The Square" and "The Goofball." Students are asked to apply these concepts to the case studies Love Actually and Four Lions, and to discuss how the films fit aspects of essential British cinema like social realism and romantic comedy. They should also mind map exam question responses exploring genre conventions and how the films can be considered "British."
Essay Feedback
This document provides feedback on writing an essay that compares the portrayal of themes in the films To Kill a Mockingbird and A Time to Kill. It recommends that the introduction state the films, their time and place, and the question being addressed. The body should provide context for the films without assuming the reader's familiarity, discuss no more than 3 themes in detail with examples, and ensure both films are analyzed evenly. The conclusion should not introduce new points but summarize what was discussed. It also cautions to spell characters' names correctly and focus on 2-3 primary themes with evidence from the texts.
Journey’S End Exam Prep
This document provides information to help prepare for an exam on the play Journey's End by R.C. Sherriff. It outlines the different question formats, including response to an extract passage, a whole text focused question, and empathetic writing. It warns of potential "continuity traps" in empathetic responses. Sample past paper questions are provided in each format, focusing on characters, themes, and dramatic effects. Revision strategies are suggested, such as re-reading sections and devising practice questions addressing Sherriff's techniques to achieve dramatic impact.
Week of September 15th
This document outlines the homework assignments for 5th grade students from September 15th to September 19th. It includes subjects like reading, math, writing, social studies, science, Spanish, and independent reading. For reading, students are asked to read their genre books and update reading logs. In math, the topics are prime numbers, square numbers, and square roots, with assignments on division worksheets and spelling words. Writing focuses on descriptive writing and sentences. Social studies covers the US Constitution and branches of government through a study guide. Independent reading is expected every night.
8NE Act Four Scene Five 16.5.2016
This lesson plan is for a mixed ability 8th grade class studying Romeo and Juliet. The learning goals are for students to infer how Lord and Lady Capulet feel upon learning of Juliet's death and to understand the Friar's deceit. Students will analyze quotes to understand the characters' feelings, complete a quote matching activity, fill out a PEE table with evidence and explanations, and discuss whether the Friar's actions were justified. Formative assessments include summarizing a scene, discussing funeral music choices, annotating quotes, and a plenary discussion. Students will be challenged to work collaboratively and independently with support from stronger peers.
Power Point
The document provides instructions for a book report on the novel "Tales of the Fourth Grade Nothing" by Judy Blume. It prompts the reader to include key details like the author, genre, a representative picture, and interesting facts about the author. It also asks the reader to summarize the story in a paragraph, discuss the main character Peter and conflict, and share a favorite part and recommendation.
Lit revision
The document provides information about the GCSE English Literature exam, including what skills are assessed and the structure of the exam. It discusses analyzing texts through Point, Quote, Comment (PQC) and understanding language and structure. Sample exam questions are presented on analyzing poetry, the novel Empire of the Sun, and the play Death of a Salesman. Revision tips are suggested such as re-reading texts and annotating and color-coding them.
Breaking Bad: Genre, Narrative, Representation
This document provides guidance for students on analyzing the television show Breaking Bad for an exam. It discusses the exam structure, which focuses on genre, narrative, and representation. Students are instructed to identify examples from Breaking Bad to use in answering potential exam questions covering these areas. In groups, students discuss examples they could use and plan exam answers. The document also provides sample exam questions and has students take notes on examples from the show.
Recommended
Comedy round up!
This document provides instructions for revising a PowerPoint presentation on British comedy films. It lists several topics to cover in the presentation, including describing the genre of comedy, discussing typical British camera work and editing, examining themes and values, and analyzing character types like "The Square" and "The Goofball." Students are asked to apply these concepts to the case studies Love Actually and Four Lions, and to discuss how the films fit aspects of essential British cinema like social realism and romantic comedy. They should also mind map exam question responses exploring genre conventions and how the films can be considered "British."
Essay Feedback
This document provides feedback on writing an essay that compares the portrayal of themes in the films To Kill a Mockingbird and A Time to Kill. It recommends that the introduction state the films, their time and place, and the question being addressed. The body should provide context for the films without assuming the reader's familiarity, discuss no more than 3 themes in detail with examples, and ensure both films are analyzed evenly. The conclusion should not introduce new points but summarize what was discussed. It also cautions to spell characters' names correctly and focus on 2-3 primary themes with evidence from the texts.
Journey’S End Exam Prep
This document provides information to help prepare for an exam on the play Journey's End by R.C. Sherriff. It outlines the different question formats, including response to an extract passage, a whole text focused question, and empathetic writing. It warns of potential "continuity traps" in empathetic responses. Sample past paper questions are provided in each format, focusing on characters, themes, and dramatic effects. Revision strategies are suggested, such as re-reading sections and devising practice questions addressing Sherriff's techniques to achieve dramatic impact.
Week of September 15th
This document outlines the homework assignments for 5th grade students from September 15th to September 19th. It includes subjects like reading, math, writing, social studies, science, Spanish, and independent reading. For reading, students are asked to read their genre books and update reading logs. In math, the topics are prime numbers, square numbers, and square roots, with assignments on division worksheets and spelling words. Writing focuses on descriptive writing and sentences. Social studies covers the US Constitution and branches of government through a study guide. Independent reading is expected every night.
8NE Act Four Scene Five 16.5.2016
This lesson plan is for a mixed ability 8th grade class studying Romeo and Juliet. The learning goals are for students to infer how Lord and Lady Capulet feel upon learning of Juliet's death and to understand the Friar's deceit. Students will analyze quotes to understand the characters' feelings, complete a quote matching activity, fill out a PEE table with evidence and explanations, and discuss whether the Friar's actions were justified. Formative assessments include summarizing a scene, discussing funeral music choices, annotating quotes, and a plenary discussion. Students will be challenged to work collaboratively and independently with support from stronger peers.
Power Point
The document provides instructions for a book report on the novel "Tales of the Fourth Grade Nothing" by Judy Blume. It prompts the reader to include key details like the author, genre, a representative picture, and interesting facts about the author. It also asks the reader to summarize the story in a paragraph, discuss the main character Peter and conflict, and share a favorite part and recommendation.
Lit revision
The document provides information about the GCSE English Literature exam, including what skills are assessed and the structure of the exam. It discusses analyzing texts through Point, Quote, Comment (PQC) and understanding language and structure. Sample exam questions are presented on analyzing poetry, the novel Empire of the Sun, and the play Death of a Salesman. Revision tips are suggested such as re-reading texts and annotating and color-coding them.
Breaking Bad: Genre, Narrative, Representation
This document provides guidance for students on analyzing the television show Breaking Bad for an exam. It discusses the exam structure, which focuses on genre, narrative, and representation. Students are instructed to identify examples from Breaking Bad to use in answering potential exam questions covering these areas. In groups, students discuss examples they could use and plan exam answers. The document also provides sample exam questions and has students take notes on examples from the show.
Lesson three
This document outlines a media stereotypes lesson plan that asks students to understand and explain the concept of a stereotype. It includes starter questions defining stereotypes, a main task comparing stereotypical portrayals of teenagers in media to reality, and two extension tasks exploring stereotypes in different media like TV and music. The lesson plan provides prompts and space for students to describe their own characteristics, compare themselves to stereotypical characters like Vicky Pollard, and identify exaggerated stereotypes of groups like black males in certain images.
One to one syllabus
This document outlines a 10-lesson syllabus for a one-to-one English course. Each lesson will focus on different skills like speaking, reading, writing and listening, and will incorporate authentic materials and textbooks. Grammar points will be balanced throughout the lessons to improve all aspects of language abilities. The lessons will last one and a half hours twice a week.
Lesson 3 media stereotypes worksheet
This document contains a lesson plan on media stereotypes. The lesson introduces the key concept of stereotype and asks students to understand and explain stereotypes. It has students explore the differences between how teenagers are portrayed in media stereotypes versus reality. The lesson includes a starter activity where students define stereotype, a main task where students describe stereotypes around a teenager's speech, appearance, and body language, and how these differ from reality. It concludes with a plenary where students self-assess their effort on the lesson and progress.
Ewrt 200 feb 24 in class essay prep
This document provides an agenda and guidance for an in-class essay assignment about the documentary Searching for Sugar Man. It includes potential thesis statements focused on Rodriguez's journey, as well as models for writing an introduction with thesis, directed summary, body paragraphs with Point-Information-Explanation structure, and a conclusion. Students are instructed to choose a thesis, write an outline, and come prepared to write the in-class essay using the structures and models presented. The goal is for students to analyze one significant element of Rodriguez's story and what it shows about possibilities in life and the world.
6 lotf structure 2
This PowerPoint presentation covers the structure of William Golding's novel "Lord of the Flies" and how it influences the reader. It begins with learning objectives about explaining the novel's structure and its effect. It then reviews themes and characters from previous lessons. Key points are made about how the structure enhances the reader's understanding through repetition from beginning to end, such as the boys' exploration of the island growing more disturbing and the fire revealing more of "hell." The presentation aims to teach students how Golding uses structure to deeply impact the reader.
Heroes exam format
The document provides information about an upcoming English Literature exam, including:
- It is a 2 hour exam with 1 hour focused on analyzing extracts from the novel "Heroes"
- It consists of a 10 mark extract question analyzing language, structure, and form for 20 minutes
- And a 20 mark essay question choosing between two titles analyzing the entire text for 40 minutes.
- The exam counts for 40% of the student's final English Literature grade.
Ewrt 200 feb 24 in class essay prep
This document provides an agenda and guidance for an in-class essay assignment on the documentary Searching for Sugar Man. It includes potential thesis statements, models for writing an introduction with a directed summary, and PIE (Point, Information, Explanation) paragraphs. Students are instructed to choose a thesis, write an outline with introduction and two body paragraphs, and bring these to the next class for an in-class essay using the Blue Book. The conclusion section provides strategies for wrapping up the essay by briefly summarizing key points and leaving a final impression.
Argumentative Paragraph Writing
This document provides guidance on writing an effective argumentative paragraph. It explains that an argumentative paragraph should begin with a clear stance on the topic, with the purpose of persuading the audience. It emphasizes the importance of using evidence to build reasoning and convince the audience of the writer's position. The document then outlines the key elements of an argument - the point or stance, evidence to support it, and an explanation of how the evidence links back to the stance. It provides an example argument paragraph on incorporating rap music into the high school English curriculum. The document concludes with some tips, such as using a clear topic sentence and developing the argument logically and specifically.
Ywbhfus
The poem depicts a job interview between a rude, prejudiced interviewer and an unfortunate female candidate. Over the course of the interview, the interviewer makes increasingly insensitive and inappropriate comments about the candidate's qualifications, age, appearance, accent, education background, marital status, and place of birth. Though the candidate responds politely each time with just "Ah" or "Indeed", the interviewer's tone grows more condescending and impatient. The interview seems designed to intimidate and exclude the candidate rather than fairly evaluate her suitability for the role.
Graded reader sheet
1. The document provides instructions for students on how to complete graded reader assignments.
2. It outlines expectations for having the graded reader in class each day, reading with proper intonation to convey meaning, pronouncing each word clearly without rushing, and understanding what is read.
3. Students will take tests on the content and vocabulary of their graded readers that may include questions about the story, translating sentences, or defining expressions.
Writing And Structuring An Essay
The document provides tips on how to write and structure an essay. It recommends thoroughly researching the subject matter by reading materials and discussing them with others to gather different perspectives. Key steps include taking notes, brainstorming ideas without filtering them, creating a plan or concept chart, and structuring the essay with an introduction, body, and conclusion. The body should include arguments and discussions supported by facts from research. The conclusion should tie the themes discussed back to the original essay question in a balanced opinion. Allowing others to review and comment on the essay can help improve grammar, logic, and style.
How to answer the 10 mark (extract) question
This document provides guidance on how to answer a 10 mark extract question about two English literature texts: Of Mice and Men and AIC & Heroes. Students should read the question and passage closely, understand the significance of the passage to the whole text, and identify at least three techniques used and their effects. The response should include an introductory paragraph explaining the significance, three analyses of techniques using PEAs, and a brief concluding statement with a personal response. Students are reminded to analyze language and narrative/dramatic techniques and make links to the wider text.
Hadas_Walseth Reading & writing in advanced el: the final push
Hadas_Walseth Reading & writing in advanced el: the final pushMinnesota English Learner Education Conference
Advanced ELL students, while often proficient orally, have a limited vocabulary, and read and write below grade level.This presentation will describe how ELL teachers in two high schools use engaging material and effective strategies that prepare students for mainstream classes.The techniques, readings, and writing assignments can also be used in the post secondary setting.Ewrt 200 tuesday march 10th
This document provides an agenda and materials for an EWRT 200 class on writing the reflective essay. It includes a review of sentence types, an outline for the reflective essay assignment, and guidance on writing the three paragraphs. Students are instructed to write a 3 paragraph, 350-600 word reflective essay describing what they learned, their writing process, and future writing goals for evaluation in their course portfolio. The document provides examples and tips for strong reflective writing.
Web Quest
This WebQuest guides students in grades 3-5 to learn about immigration by reading stories of immigrant families and creating their own immigration story. Over four days, students will:
1) Be divided into groups to read and analyze stories of two immigrant families each.
2) Brainstorm and create their own immigration story in groups.
3) Present their stories to the class and turn in a written copy for evaluation based on a rubric assessing elements like knowledge of the story, voice, duration, and written format.
The goal is for students to better understand immigrant experiences through interactive storytelling and roleplaying the immigration journey.
Catcher [AQA B Lang Lit Cwk Notes]
Holden expresses disdain for Ossenburger, the man his dorm wing is named after. Ossenburger made money in the undertaking business by starting cheap funeral parlors. Holden implies Ossenburger provides poor quality burials for little money. While Ossenburger donated money to the school, Holden resents having to cheer for him at a football game and having his dorm named after a man he sees as uncaring about proper burials.
Blood brothers mothers comparison act 1
This document provides information and guidance about an upcoming exam on the play "Blood Brothers" by Willy Russell. It outlines the structure of the exam, including two sections with different types of questions. For Section A, the first question will focus on analyzing the contrasting characterization of the main female characters, Mrs. Johnstone and Mrs. Lyons, in Act One of the play. It also provides assessment criteria for evaluating answers, focusing on demonstrating understanding of characters, themes, and language used by the writer.
L12 in the name of the father key scenes part 2 new
1) The document provides homework assignments for students studying the film "In the Name of the Father." Students are asked to complete a short test on material covered so far, peer assess another student's answers, and reflect on personal targets.
2) Students must analyze two key scenes from the film to understand its themes and issues. They are expected to focus on how narrative constructs meanings and raises questions about identity and belonging in Britain.
3) For homework, students must produce a mind map of stereotypes represented in the film in terms of characters, locations, and narrative. They are also asked to state what they have learned and discuss how the narrative's construction influences viewer sympathy for the main character.
Power point curso tics
This document discusses different ways to express ability in English based on tense.
1) In the present tense, "can" is more common than "be able to".
2) In the past tense, "could" is used for general past ability while "was able to" is used for specific situations. "Couldn't/wasn't able to" express inability.
3) For future/perfect tenses and infinitives, "be able to" is used since "can" has no infinitive or past participle form.
Unit2 essay instructions
This document provides instructions for an assignment in Jamie Flathers' English 101 class to write an essay defining a problem. Students are asked to identify a problem suggested by an experience discussed in a previous essay and research its history and 2-3 causes. The essay should be between 1600-2000 words, include at least 5 credible sources with one scholarly source, follow MLA format, and be double spaced with stapled paper copies turned in on two due dates. The goal is to inform classmates about the identified problem and its causes in a neutral, objective manner.
Resource folder
The document contains rubrics for assessing 9 classroom activities: role play, writing a letter, debate, magazine article, oral presentation, puzzle, scattegories, poster, and menu. Each activity is evaluated on 4 categories rated on a scale of 1 to 4. The rubrics provide teachers with guidelines to effectively evaluate students' performance in different speaking, writing, and creative projects.
Resources folder
The document contains a list of 10 classroom activities with their purpose, stage in the lesson, and intended audience. It then provides instructions, guidelines or rubrics for assessing each of the 10 activities which include role plays, writing letters, debates, making magazine articles, oral presentations, puzzles, games, creating posters, designing menus and family trees. The activities are intended to develop students' speaking, writing, critical thinking and creative skills at different levels and stages of a high school lesson.
More Related Content
What's hot
Lesson three
This document outlines a media stereotypes lesson plan that asks students to understand and explain the concept of a stereotype. It includes starter questions defining stereotypes, a main task comparing stereotypical portrayals of teenagers in media to reality, and two extension tasks exploring stereotypes in different media like TV and music. The lesson plan provides prompts and space for students to describe their own characteristics, compare themselves to stereotypical characters like Vicky Pollard, and identify exaggerated stereotypes of groups like black males in certain images.
One to one syllabus
This document outlines a 10-lesson syllabus for a one-to-one English course. Each lesson will focus on different skills like speaking, reading, writing and listening, and will incorporate authentic materials and textbooks. Grammar points will be balanced throughout the lessons to improve all aspects of language abilities. The lessons will last one and a half hours twice a week.
Lesson 3 media stereotypes worksheet
This document contains a lesson plan on media stereotypes. The lesson introduces the key concept of stereotype and asks students to understand and explain stereotypes. It has students explore the differences between how teenagers are portrayed in media stereotypes versus reality. The lesson includes a starter activity where students define stereotype, a main task where students describe stereotypes around a teenager's speech, appearance, and body language, and how these differ from reality. It concludes with a plenary where students self-assess their effort on the lesson and progress.
Ewrt 200 feb 24 in class essay prep
This document provides an agenda and guidance for an in-class essay assignment about the documentary Searching for Sugar Man. It includes potential thesis statements focused on Rodriguez's journey, as well as models for writing an introduction with thesis, directed summary, body paragraphs with Point-Information-Explanation structure, and a conclusion. Students are instructed to choose a thesis, write an outline, and come prepared to write the in-class essay using the structures and models presented. The goal is for students to analyze one significant element of Rodriguez's story and what it shows about possibilities in life and the world.
6 lotf structure 2
This PowerPoint presentation covers the structure of William Golding's novel "Lord of the Flies" and how it influences the reader. It begins with learning objectives about explaining the novel's structure and its effect. It then reviews themes and characters from previous lessons. Key points are made about how the structure enhances the reader's understanding through repetition from beginning to end, such as the boys' exploration of the island growing more disturbing and the fire revealing more of "hell." The presentation aims to teach students how Golding uses structure to deeply impact the reader.
Heroes exam format
The document provides information about an upcoming English Literature exam, including:
- It is a 2 hour exam with 1 hour focused on analyzing extracts from the novel "Heroes"
- It consists of a 10 mark extract question analyzing language, structure, and form for 20 minutes
- And a 20 mark essay question choosing between two titles analyzing the entire text for 40 minutes.
- The exam counts for 40% of the student's final English Literature grade.
Ewrt 200 feb 24 in class essay prep
This document provides an agenda and guidance for an in-class essay assignment on the documentary Searching for Sugar Man. It includes potential thesis statements, models for writing an introduction with a directed summary, and PIE (Point, Information, Explanation) paragraphs. Students are instructed to choose a thesis, write an outline with introduction and two body paragraphs, and bring these to the next class for an in-class essay using the Blue Book. The conclusion section provides strategies for wrapping up the essay by briefly summarizing key points and leaving a final impression.
Argumentative Paragraph Writing
This document provides guidance on writing an effective argumentative paragraph. It explains that an argumentative paragraph should begin with a clear stance on the topic, with the purpose of persuading the audience. It emphasizes the importance of using evidence to build reasoning and convince the audience of the writer's position. The document then outlines the key elements of an argument - the point or stance, evidence to support it, and an explanation of how the evidence links back to the stance. It provides an example argument paragraph on incorporating rap music into the high school English curriculum. The document concludes with some tips, such as using a clear topic sentence and developing the argument logically and specifically.
Ywbhfus
The poem depicts a job interview between a rude, prejudiced interviewer and an unfortunate female candidate. Over the course of the interview, the interviewer makes increasingly insensitive and inappropriate comments about the candidate's qualifications, age, appearance, accent, education background, marital status, and place of birth. Though the candidate responds politely each time with just "Ah" or "Indeed", the interviewer's tone grows more condescending and impatient. The interview seems designed to intimidate and exclude the candidate rather than fairly evaluate her suitability for the role.
Graded reader sheet
1. The document provides instructions for students on how to complete graded reader assignments.
2. It outlines expectations for having the graded reader in class each day, reading with proper intonation to convey meaning, pronouncing each word clearly without rushing, and understanding what is read.
3. Students will take tests on the content and vocabulary of their graded readers that may include questions about the story, translating sentences, or defining expressions.
Writing And Structuring An Essay
The document provides tips on how to write and structure an essay. It recommends thoroughly researching the subject matter by reading materials and discussing them with others to gather different perspectives. Key steps include taking notes, brainstorming ideas without filtering them, creating a plan or concept chart, and structuring the essay with an introduction, body, and conclusion. The body should include arguments and discussions supported by facts from research. The conclusion should tie the themes discussed back to the original essay question in a balanced opinion. Allowing others to review and comment on the essay can help improve grammar, logic, and style.
How to answer the 10 mark (extract) question
This document provides guidance on how to answer a 10 mark extract question about two English literature texts: Of Mice and Men and AIC & Heroes. Students should read the question and passage closely, understand the significance of the passage to the whole text, and identify at least three techniques used and their effects. The response should include an introductory paragraph explaining the significance, three analyses of techniques using PEAs, and a brief concluding statement with a personal response. Students are reminded to analyze language and narrative/dramatic techniques and make links to the wider text.
Hadas_Walseth Reading & writing in advanced el: the final push
Hadas_Walseth Reading & writing in advanced el: the final pushMinnesota English Learner Education Conference
Advanced ELL students, while often proficient orally, have a limited vocabulary, and read and write below grade level.This presentation will describe how ELL teachers in two high schools use engaging material and effective strategies that prepare students for mainstream classes.The techniques, readings, and writing assignments can also be used in the post secondary setting.Ewrt 200 tuesday march 10th
This document provides an agenda and materials for an EWRT 200 class on writing the reflective essay. It includes a review of sentence types, an outline for the reflective essay assignment, and guidance on writing the three paragraphs. Students are instructed to write a 3 paragraph, 350-600 word reflective essay describing what they learned, their writing process, and future writing goals for evaluation in their course portfolio. The document provides examples and tips for strong reflective writing.
Web Quest
This WebQuest guides students in grades 3-5 to learn about immigration by reading stories of immigrant families and creating their own immigration story. Over four days, students will:
1) Be divided into groups to read and analyze stories of two immigrant families each.
2) Brainstorm and create their own immigration story in groups.
3) Present their stories to the class and turn in a written copy for evaluation based on a rubric assessing elements like knowledge of the story, voice, duration, and written format.
The goal is for students to better understand immigrant experiences through interactive storytelling and roleplaying the immigration journey.
Catcher [AQA B Lang Lit Cwk Notes]
Holden expresses disdain for Ossenburger, the man his dorm wing is named after. Ossenburger made money in the undertaking business by starting cheap funeral parlors. Holden implies Ossenburger provides poor quality burials for little money. While Ossenburger donated money to the school, Holden resents having to cheer for him at a football game and having his dorm named after a man he sees as uncaring about proper burials.
Blood brothers mothers comparison act 1
This document provides information and guidance about an upcoming exam on the play "Blood Brothers" by Willy Russell. It outlines the structure of the exam, including two sections with different types of questions. For Section A, the first question will focus on analyzing the contrasting characterization of the main female characters, Mrs. Johnstone and Mrs. Lyons, in Act One of the play. It also provides assessment criteria for evaluating answers, focusing on demonstrating understanding of characters, themes, and language used by the writer.
L12 in the name of the father key scenes part 2 new
1) The document provides homework assignments for students studying the film "In the Name of the Father." Students are asked to complete a short test on material covered so far, peer assess another student's answers, and reflect on personal targets.
2) Students must analyze two key scenes from the film to understand its themes and issues. They are expected to focus on how narrative constructs meanings and raises questions about identity and belonging in Britain.
3) For homework, students must produce a mind map of stereotypes represented in the film in terms of characters, locations, and narrative. They are also asked to state what they have learned and discuss how the narrative's construction influences viewer sympathy for the main character.
Power point curso tics
This document discusses different ways to express ability in English based on tense.
1) In the present tense, "can" is more common than "be able to".
2) In the past tense, "could" is used for general past ability while "was able to" is used for specific situations. "Couldn't/wasn't able to" express inability.
3) For future/perfect tenses and infinitives, "be able to" is used since "can" has no infinitive or past participle form.
What's hot (19)
Hadas_Walseth Reading & writing in advanced el: the final push
Hadas_Walseth Reading & writing in advanced el: the final push
L12 in the name of the father key scenes part 2 new
L12 in the name of the father key scenes part 2 new
Similar to Unit1 essay instructions
Unit2 essay instructions
This document provides instructions for an assignment in Jamie Flathers' English 101 class to write an essay defining a problem. Students are asked to identify a problem suggested by an experience discussed in a previous essay and research its history and 2-3 causes. The essay should be between 1600-2000 words, include at least 5 credible sources with one scholarly source, follow MLA format, and be double spaced with stapled paper copies turned in on two due dates. The goal is to inform classmates about the identified problem and its causes in a neutral, objective manner.
Resource folder
The document contains rubrics for assessing 9 classroom activities: role play, writing a letter, debate, magazine article, oral presentation, puzzle, scattegories, poster, and menu. Each activity is evaluated on 4 categories rated on a scale of 1 to 4. The rubrics provide teachers with guidelines to effectively evaluate students' performance in different speaking, writing, and creative projects.
Resources folder
The document contains a list of 10 classroom activities with their purpose, stage in the lesson, and intended audience. It then provides instructions, guidelines or rubrics for assessing each of the 10 activities which include role plays, writing letters, debates, making magazine articles, oral presentations, puzzles, games, creating posters, designing menus and family trees. The activities are intended to develop students' speaking, writing, critical thinking and creative skills at different levels and stages of a high school lesson.
Written task 1
The document provides guidance on the Language A written task 1 (WT1) assignment. It must be between 800-1000 words and imitate a specific text type, like a letter or speech. Students must also write a 200-300 word rationale explaining their task. Common pitfalls to avoid include tasks that sound like essays rather than the chosen text type, lack clarity on the context, and are unrelated to course content. To succeed, the WT1 should have clear text type conventions, be rooted in a primary source from the course, and demonstrate knowledge through use of applicable secondary sources.
Writing test
The document discusses various methods for testing writing skills, including composition writing, grading compositions, and objective tests of mechanics and punctuation. It covers testing at basic, intermediate, and advanced levels. It also addresses considerations in designing writing tests, such as providing realistic topics, setting the composition, and treating written errors in scoring. Different types of controlled writing are proposed, including using notes, completing sentences, rewriting paragraphs, and forming paragraphs from sentences.
Written Task 1
The document provides guidance on completing a written task 1 for a Language A exam. It must imitate a specific text type like a letter or journalistic review related to course content. It should be 800-1000 words with a 200-300 word rationale explaining choices. Common pitfalls to avoid include not imitating the chosen text type properly, lacking necessary context, and irrelevant content. Students should select a text type, focus on a primary source from the course, and incorporate a relevant secondary source to demonstrate understanding of course concepts.
Introduction to Literary Journalism Course Syllabus Fall 201.docx
Introduction to Literary Journalism / Course Syllabus / Fall 2015 / 1
Introduction to Literary Journalism / LJ 20
Joseph Modugno
Department of English
[email protected]
Course: LJ 20 Section 29822
Class Meetings: M W 2:00-3:20pm
Location: Humanities Hall (HH) 230
Office hours: M/W 3:30pm MKH or Starbucks (by appointment please)
UCI Lit-J website: http://www.humanities.uci.edu/litjourn/
Course OverviewThis course serves as an introduction to the literary journalism major. Literary journalism is nonfiction prose that transcends the limits of daily news. While reporting is always challenging, by “literary journalism” we mean a kind of writing that goes beyond “who, what, where and when” to give the reader a richer and more detailed picture of life events. It combines an immersive approach to reporting with the techniques of fiction. Although this type of writing has older roots, it became an identifiable genre in the 1960s when Tom Wolfe dubbed it “New Journalism.” New Journalists such as Wolfe, Joan Didion, John McPhee, and Gay Talese were trailblazers in the field. Today, literary journalism appears in periodicals such as The New Yorker, The Atlantic Monthly, Esquire and Harper’s Magazine, as well as in the magazines or literary supplements of many major newspapers.The Literary Journalism major is designed for students interested in studying and contributing to this distinct branch of nonfiction writing. The class has two objectives: First, it will introduce you to and help you understand great examples of literary journalism. This will be the reading component of the class. Second, the class will serve as an introduction to the basic techniques for reporting and crafting such journalism. In other words, writing literary journalism. Through working to understand the mechanics of a good story—something we will do through constant, careful reading of literary journalism texts—we will come to appreciate how these worlds have been constructed and how they have been linguistically built.At the end of our ten weeks together, our hope is that you will be a more engaged, passionate, and skilled reader. This is the way we will grow into serious writers. Lucky for us, there is a simple formula for the beginning writer, which we will follow: read (a lot), practice (a lot), and don’t give up. And because I trust you, I'm going to give you the secret formula that our most accomplished writers follow: they read (a lot), they practice (a lot), and they haven’t given up. In short, reading and writing is the heart of a writer’s world and will be the heart of our class. I also hope that we’re going to have fun along the way. As your teacher, I’m here to help you grow as a reader and develop as a writer. At times you’ll be frustrated. By design you’ll have to work hard each week. Consider this, though—American writer Steven Pressfield once wrote, “The most important thing about art is to work. Nothing else matters except sitting down every.
Group6 writing presenttation (2)
The document discusses various methods for testing writing skills through composition tasks. It presents 7 types of composition tasks that can be used to test writing at different levels. These include tasks based on diaries, notes, letters, dialogues, graphs/diagrams, pictures, and shapes/forms. It also discusses approaches to scoring compositions, such as impression marking, analytical marking, and error counting. It emphasizes the importance of reliability in scoring and providing clear guidance and examples for test tasks.
Essay Structure
The document discusses various aspects of analyzing poetry, including figurative language. It begins by urging the reader to not give up on their dreams. It states that without dreams, life is meaningless. It then provides examples of analyzing a poem, including identifying similes, personification, and metaphors. It also discusses writing a poetry analysis essay and identifying elements such as rhyme scheme and imagery.
Week 2 day 2 090314 rev
This document contains the agenda and assignments for an English class. It includes reviewing vocabulary and context clues, introducing a reading strategy called SQ3R and annotating a text. Students will analyze and summarize a reading on "Brainology" using these strategies. The document also covers writing contexts like purpose and audience, academic writing elements like thesis statements, and grammar topics like sentence structure and avoiding fragments. Formatting for assignments in MLA style is explained. Homework includes annotating the reading, a draft of an academic goals essay, and studying for a quiz.
10 ramilap2
This document provides an overview of the learning objectives and activities for a unit on short stories. The unit will focus on analyzing elements of literature like plot, setting, characterization and point of view through several short stories. Students will complete close readings of stories, activities exploring themes and characters, and a final project analyzing a myth or creating an original myth. The document lists learning standards, objectives, vocabulary words, story resources, and assessment requirements for the unit.
2008-2009 AP Syllabus
This document outlines the guidelines and policies for an AP English Language and Composition course. The course focuses on developing skills in reading prose from various time periods, disciplines, and contexts, as well as becoming skilled writers for different purposes. Students will write in various modes such as narrative, exploratory, expository, and argumentative using personal experiences and research. The course also emphasizes synthesis of texts, including written, oral, and visual materials from different genres and historical periods. Classroom policies address assignments, grading, attendance, and supplies required for the course.
English 392 syllabus Dorsch fall 2020
This document is a syllabus for an intermediate fiction writing course. It outlines the course objectives, which are to help students improve their understanding and use of fiction techniques, provide insightful feedback on peer's work, and write three original stories using different points of view. It details the required readings, which include several short story collections and fiction podcasts. Students will be evaluated based on three short stories they write in different points of view, several writing exercises, and written feedback provided on peer's stories. The class will initially meet synchronously via Zoom and include discussions of readings, writing assignments, and peer workshops.
Writing - Formality & Audience
A presentation for students about language and levels of formality. Has practice examples and definitions.
Short stories revision guide
The document provides guidance for revising short stories for an exam. It discusses the format of exam questions, which may focus on themes, characters, symbols or other elements. It recommends revising each story's plot, characters, literary devices, structure, and form. Specific revision techniques are outlined, like writing notes and condensing them into summaries. The document emphasizes analyzing stories' language, structure, and form in exam answers and linking these to themes and the question. It provides examples of how to address these assessment objectives at different grade levels to achieve high marks.
Eng112.jan20
The document provides guidance for students on their Inquiry 1 assignment. It discusses expectations for the essay, including writing for an academic audience, including a clear thesis, summarizing the source text, and using quotes to support arguments. It offers tips for developing an argument based on themes in the source text and choosing a focused approach. The document also provides advice for students' reflective blogs, including being careful with language and proofreading, and shares exemplary blog posts. It includes discussion questions for analyzing the source essay "Mother Tongue."
K taylor assessment photo album
This unit summary covers friendship themes in both Spanish language arts and English language arts standards. Students will complete pre-assessments, formative assessments, and a final performance assessment where they write and present an ode to friendship in Spanish and English. The unit aims to help students understand how friends and family impact their lives and decisions, and how to overcome negative influences. Assessments include surveys, charts, exit cards, and a final paper and pencil test covering friendship, influences, culture, and language.
IALJS-14 Literary Journalism 101: Teaching Toolkit Panel—Successful Assignments
Responses by educators to the survey question: “What has been your most successful assignment in teaching literary/long form/narrative journalism?” presented at the Fourteenth International Conference for Literary Journalism Studies (IALJS-14): Literary Journalist as Naturalist: Science, Ecology and the Environment
Ewrt 30 green sheet winter 2014
This document provides an overview of the EWRT 30 creative writing course. It introduces the instructor, Kim Palmore, and provides their contact information. The course is an introductory creative writing class focusing on non-fiction, fiction, drama, and poetry. Students will read published works, discuss elements of creative writing, and create their own portfolio of works. Requirements include regular class participation, online posts, assignments, quizzes, and a final portfolio. Grades are based on 1000 points from various projects, tests, and participation. Course policies outline expectations for submissions, attendance, conduct, late work, and use of student papers.
Plans for Creative Writing
The document outlines plans for a creative writing group that will meet for 2-3 hour sessions focused on writing stories and poetry. The sessions will be split into three parts: teaching and discussion, writing and collaboration, and presenting work. For stories, there will be 5 weeks focusing on elements like setting, characters, and conflict. For poetry, genres like epics, sonnets, romantic poetry, and free verse will each be the focus of a week. The goal is for participants to learn new forms and styles and present their original works at the end of each session. By the end of the courses, an open mic event may be arranged for broader presentations.
Similar to Unit1 essay instructions (20)
Introduction to Literary Journalism Course Syllabus Fall 201.docx
Introduction to Literary Journalism Course Syllabus Fall 201.docx
IALJS-14 Literary Journalism 101: Teaching Toolkit Panel—Successful Assignments
IALJS-14 Literary Journalism 101: Teaching Toolkit Panel—Successful Assignments
More from Jamie Flathers
Chicago nb citations
The document provides an overview of Chicago style citations. It discusses why citations are used in different styles depending on academic disciplines. Chicago style uses footnote citations and a bibliography. The presentation covers general formatting guidelines, in-text citations, footnote format, bibliography entries, and citing primary sources. Examples are provided to illustrate Chicago citation style. Additional resources for citations are also listed.
Apa sample no formatting sec 3
This document is a scholarly essay that analyzes the poem "That Now Are Wild and Do Not Remember" by David Ferry as an example of traumatic poetry. The essay discusses how the poem depicts the crisis of language, disruption of linear time, and destruction of a sense of place that are characteristics of the literature of trauma. Through repetition and an inability to fully articulate the traumatic event, the poem's speaker, like characters in trauma fiction, struggles to narrate their experience. The essay argues that poetry is an effective medium for communicating trauma and should be considered alongside other forms in discussions of the traumatic aesthetic.
Apa style citations revised2
The document provides information about citing sources in APA style. It discusses the purpose of citations, which is to avoid plagiarism and allow readers to find the sources themselves. It explains that citations have two parts - in-text citations and a reference list. Examples are provided of how to cite different sources, including books, journal articles, and websites, within the text and in the reference list. Templates are given for common citation situations, such as direct quotes with and without signal phrases.
Apa style citations revised
The document provides information about citing sources using APA style. It discusses including in-text citations with author's name and date in parentheses when paraphrasing or quoting a source. It also explains including a references list with full bibliographic citations of all sources used. The references list includes author, date, title, publisher, and is alphabetized with a hanging indent. Examples are provided of in-text citations and reference list entries.
Apa style citations
The document provides an overview of APA citation style, explaining why citations are important, how to format in-text citations and reference list entries, and providing examples of direct quotes, paraphrases, and reference list entries for various source types like books and journal articles. It covers topics such as using signal phrases, handling multiple authors, and including page numbers in citations. Additional resources for APA style are also listed.
Major assignment 3 lecture nine integrating quotes
This document provides a guide to integrating quotes into academic essays using MLA citation style. It discusses using signal phrases to introduce quotes and paraphrasing, and provides examples of citing sources with and without page numbers in both the text and works cited list. Whether the author's name is mentioned in the signal phrase or not determines whether only the page number or both the name and page number appear in parentheses. Additional resources for citing different source types are also included.
Major assignment 3 lecture eight analyzing the text
This document provides guidance on analyzing a scholarly article for a rhetorical analysis assignment. It begins with an explanation of how to integrate quotes from the text to support claims about the text. Then, it analyzes the exigence, motivations, and aims of Donald Murray's article "Response of a Laboratory Rat" through relevant quotes. The analysis of exigence discusses the context of writing process research at the time. For motivations, it examines quotes that explain Murray's willingness to participate. Finally, it identifies Murray's aims as helping readers understand writing processes and encouraging more humane research methods based on quotes from the article. The document concludes by advising the analysis of one element at a time using evidence from the text.
Major assignment 3 lecture seven formatting the essay
This document provides instructions on formatting an essay for a rhetorical analysis assignment using MLA style. It recommends including headings to organize the various required elements, such as an introduction, sections on historicizing the text and summarizing the text, and a section for analyzing the text's exigence, motivations, and aims. Sample headings suggested include "Introduction", "Historicizing the Text", "Summarizing the Text", and "Analysis" with subheadings for "Exigence", "Motivations", and "Aims". The conclusion should discuss what was learned from conducting the analysis and implications of the insights.
Major assignment 3 lecture six summarizing the text
In the short article "Response of a Laboratory Rat—Or, Being Protocoled" by Donald M. Murray, the writer reflects on his experience as the subject of an experiment about the writing process of professional writers conducted by researcher Carol Berkenkotter. Murray discusses in eleven short, numbered sections the things that surprised him about his own writing process, what he learned, and the implications for his teaching and further research in the area. Berkenkotter asked Murray to think aloud as he wrote and analyzed his writing process, seeking to learn more about how skilled writers plan and revise. Murray was surprised by aspects of his process and discovered the value of making himself available to students during their writing. He advocates for more
Major assignment 3 lecture five historicizing the text
The document provides instructions for students to analyze a scholarly article by historicizing the text. It explains why this type of analysis is important for understanding the context in which a piece was written. Students are directed to research the author's credentials, publication details, intended readership, and date to properly situate the text. Specific questions are outlined to guide the research process, including the author, publisher, typical audience, and timeframe. Answering these questions will help students comprehend the text and broader discussion it engages with.
Major assignment 3 lecture four going back to the prompt
This document provides guidance on rhetorically analyzing a scholarly article. It summarizes an article by Christina Haas and Linda Flower that discusses reading texts for both content and context. It explains how to read "beyond the content" by considering an author's intentions, the surrounding discourse, and intended effects on readers. An example Facebook post is analyzed rhetorically. The document stresses the importance of rhetorical reading strategies, especially for evaluating information during crises. It also lists transferable skills learned from this type of textual analysis.
Major assignment 3 lecture three haas and flower
This document provides context and instructions for students to read the scholarly article "Rhetorical Reading Strategies and the Construction of Meaning" by Christina Haas and Linda Flower. It summarizes the article's key points about more experienced readers using different reading strategies than less experienced ones. It informs students that reading this article will help complete their assignment to practice the rhetorical reading strategies described. It provides due dates for reading the article and responding to it in a Blackboard post.
Major assignment 3 lecture one_the prompt
This document summarizes a lecture on approaching a rhetorical analysis writing assignment. It begins by defining key terms in the prompt like "rhetorical", "exigence", "motivation", and "aim". It then uses examples and analogies to explain how to analyze a text's context, reasons for being written, and intended outcomes. The lecture emphasizes reading the prompt thoroughly, finding a relevant text to analyze, and producing a one page summary as the first step. The goal is to walk students through the process of completing the assignment as a professional writer would.
Online options and reading discussion 3.12.20
This document outlines the agenda for an online class meeting that was moved fully online due to COVID-19. It includes announcements about assignment due dates being adjusted, online class options being surveyed, and demonstrations of the online tools Zoom and Panopto. It also describes a planned class activity called "The Voices in My Head" where students identify influences on their writing. The instructor expresses their commitment to supporting students' writing development online and caring for students' well-being during this difficult time.
Peer review procedure, portrait of a writer
This document outlines a four-part peer review procedure for reviewing writing portraits:
1. Evaluate the flow and organization of ideas through rearranging sentences and paragraphs.
2. Assess whether the conclusion discusses what was learned from the process.
3. Check that all claims are supported by specific examples and evidence.
4. Discuss goals, strengths, weaknesses, and possible topics for revision with the writing partner.
Flathers engl101.2020sp syllabus_final
This document is the syllabus for an English 101 course taught by Jamie Flathers at Washington State University in Spring 2020. The syllabus provides Flathers' contact information and office hours. It describes the course as introducing students to writing as both a skill and academic subject through sustained writing practice and revision. Students will complete assignments such as a literature review, literacy narrative, discourse community analysis, and rhetorical reading. The syllabus outlines policies on attendance, late work, communication, academic integrity, and reasonable accommodations.
Unit3 essay instructions
This document provides assignment instructions for Essay 3 in an English 101 class. Students are asked to research and advocate for a solution to the problem identified in Essay 2. They must discuss at least two solutions proposed by stakeholders and argue why one solution or a combination of solutions is superior, supported by evidence. The essay should follow an ordered outline and be formatted according to MLA style. Drafts are due on November 1st and 15th as printed and stapled hard copies.
Mla style citations
The document provides guidance on integrating research using MLA citations in 3 sentences or less:
It discusses the need to cite sources for direct quotes and paraphrases using both in-text citations and a works cited list. Examples are given for citing sources with page numbers and without page numbers. Basic templates are also provided for citing different source types like books in a works cited list.
Sentence revision strategies
The document provides three strategies for revising sentences to make them more concise:
1. Remove unnecessary modifiers like "so", "just", and "really" that don't contribute meaning.
2. Remove auxiliary or "helping" verbs like "is", "are", "was" that aren't needed to convey action.
3. Resist explaining obvious details and instead remove redundant information to make sentences more direct.
Mla checklist
The document provides a checklist for formatting an MLA style paper, including instructions for formatting the title page, title, body of the paper, and works cited page. It specifies that the title page should include the author's name, instructor's name, course name and number, date, and header. The title should be centered and capitalize all words except prepositions. The body of the paper should be double spaced with 1-inch margins and Times New Roman font. The works cited page should be on a new page titled "Works Cited" and list sources alphabetically with a hanging indent.
More from Jamie Flathers (20)
Major assignment 3 lecture nine integrating quotes
Major assignment 3 lecture nine integrating quotes
Major assignment 3 lecture eight analyzing the text
Major assignment 3 lecture eight analyzing the text
Major assignment 3 lecture seven formatting the essay
Major assignment 3 lecture seven formatting the essay
Major assignment 3 lecture six summarizing the text
Major assignment 3 lecture six summarizing the text
Major assignment 3 lecture five historicizing the text
Major assignment 3 lecture five historicizing the text
Major assignment 3 lecture four going back to the prompt
Major assignment 3 lecture four going back to the prompt
Recently uploaded
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance
Advantages and Disadvantages of CMS from an SEO Perspective
Advantages and Disadvantages of CMS from an SEO Perspective
CACJapan - GROUP Presentation 1- Wk 4.pdf
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcExploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaWhat is the purpose of studying mathematics.pptx
Students often ask about what the purpose is for their learning. This PowerPoint highlights some really important reasons to study Mathematics.
Recently uploaded (20)
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
Advantages and Disadvantages of CMS from an SEO Perspective
Advantages and Disadvantages of CMS from an SEO Perspective
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Unit1 essay instructions
- 1. Jamie Flathers English 101.50 and 56, Fall 2019 Page 1 of 1 Assignment Instructions for Essay 1: Personal Narrative Due Dates: One stapled, paper copy of first draft due in class on Friday, 8/30/19 One stapled, paper copy of second draft due in class on Friday, 9/13/19 Overview: Goal: to tell a story about an event that had an impact on your life. Purpose: to entertain Audience: your fellow college students Observation or analysis: observation Relationship to portfolio outcomes: this assignment will address rhetorical awareness, which includes voice, tone, style, level of formality, the ability to stay focused on a topic, and meeting the requirements of an assignment Prompt: Storytelling is unfathomably old. Before we had writing, we had storytelling. Before we had agriculture, we had storytelling. Because it’s so old, it’s incredibly powerful, particularly in the context of rhetoric. Everyone relies on it—politicians, advertisers, journalists, YouTubers, photographers. For this assignment, in order to practice the craft of storytelling, you will write a brief essay about an event that impacted your life in some way. Remember that some other members of the class—that is, your peer reviewers—will read this essay, as will I, so be sure to write about an experience you’re okay with sharing. Keep in mind, also, that you don’t have a lot of time to talk about this event. The scope should be fairly narrow. Rather than writing about chronic dental problems, for example, you might write about one particular trip to the dentist. Rather than writing your entire family history, write about one fight you had with your sister. Your goal here is not to provide the reader with every single piece of information about a thing, but rather a few key details. Specs: - Essays should be between 1300-1600 words, or approximately 4-5 pages—by which I mean full pages. - They should be in proper MLA format (see “MLA Format Checklist” on Blackboard) - They should also be in 12-point Times New Roman, or some other serif font. My eyesight is poor, and sans-serifs fonts can be difficult for me to read. - Essays should be double-spaced, and you should remove spaces between paragraphs of the same style (I’ll show you how to do this in class). - Both first and second drafts should be printed AND STAPLED, BEFORE YOU COME TO CLASS. I do not carry a stapler, so don’t ask. Five points will be deducted from the final grade of any unstapled essay. Five points will also be deducted if you have to leave class to print.