ENC1102--Short Story Presentation

                                                                    
Short Story Presentations

You will engage the class in a discussion/presentation of the short story assigned to you.  As you do the tasks below, also think of questions to ask your peers, including excerpts to read aloud.  Your peers should have a thorough understanding of the story by the time you complete your presentation.  Expect to answer questions.  You may also consider adding some creative activity (other than what is listed below) if you feel so inclined.

Adverbs and Adjectives--Use these questions to determine the part of speech: whether adverb or adjective.

An adverb describes or modifies a verb, another adverb, or an adjective. Adverbs answer how? where? when? how often? to what extent? how much?

An adjective describes or modifies a noun or pronoun. Adjectives answer which one? what kind? how many? whose? what color?

SAT PSAT Important Reading Questions

 

Exercise One:

Use this link to create the most common question types on the SAT Reading section. Apply them to the text you are reading. Also, create the answers. Be very specific.

"Graduation" Activity--Angelou Essay

Reread/analyze the text from paragraph 15 onward. Pay attention to characterization, theme(s), imagery, symbolism, conflict, dialogue, character motivation, point of view, setting, mood, shifts, and cultural mores (the accepted traditions, customs, morals, manners, and ways of a particular group). Be able to explain how these features add to the text.

Also, create questions and answers specific to those sections of the text.

Be ready to cite your examples and explain them during class discussion tomorrow.

"A Rose for Emily" Activity

"A Rose for Emily" Activity

For sections II, III, and IV, pay attention to characterization, theme(s), imagery, symbolism, conflict, dialogue, character motivation, point of view, setting, mood, Gothic and Grotesque features, and cultural mores (the accepted traditions, customs, morals, manners, and ways of a particular group). Be able to explain how these features add to the story and reinforce other literary elements of the text.

Also, create questions and answers specific to those sections of the text.

Be ready to cite your examples and explain them during class discussion tomorrow.

MLA Rubric--I will not necessarily use the same pointing system, but the rubric gives you an example of the elements to check in your essay.

 

Hurston Notes

• theme of acting
• colloquial expressions/vernacular
• hyperbole
• voice
• tone
• mores
• amplifying setting/context
• using conventions of fiction. For example, dialogue
• establishing her persona--a strong, self-confident child
• humor/sarcasm
• particular diction (always quote in an essay) that establishes a theme
• imagery
• specific diction used to establish theme(s)

Rhetorical Modes--Some Types

Rhetorical Modes: patterns of organization; methods of development; types of writing.

• argumentative/persuasive
• compare/contrast
• definition
• narration
• exposition/explanatory/informational
• analogy--comparing situations
• process--explaining steps in a process
• example/illustration--giving a picture or specific instance (exemplification)
• classification/division--putting into categories
• descriptive

Analysis Essay--Politic Rhetoric

Choose two of the political texts we have read. Compare and contrast how the writers use rhetorical strategies--structure, devices, etc., to support a main argument/theme/purpose of their essays.

PSAT/SAT--Content of Nine Important Question Types in the Reading Section

Creating Nine Important Reading Questions

Use the following objectives to create specific questions and answers about a particular text. Do not write general questions. Direct your readers to important parts of the text as you brainstorm good questions. Tell your readers to always provide evidence--words and/or phrases.

B.E.S.T. Standards Civic Literacy Texts for Grades 9 through 12

 

B.E.S.T. Standards--Sample Reading Texts for Grades 11 and 12

Below are sample Reading texts for grades 11 and 12 by standards. You can find sample Reading texts by standards for grades 9 and 10 by googling the B.E.S.T. Standards PDF--these standards start on page 110. 

Literary Periods Charts--Know for B.E.S.T. ELA Standards

(from B.E.S.T. Standards) 

Ways to Elaborate in Your Writing--Elaborative Techniques

(from B.E.S.T. Standards)

 

Common Prefixes

(from B.E.S.T. Standards)

 

Common Suffixes

(from B.E.S.T. Standards)

 

Context Clues and Word Relationships

(from B.E.S.T. Standards)

 

Character Archetypes

 

(from B.E.S.T. Standards)

Fallacies in Reasoning--Informal

(from B.E.S.T. Standards)

 

Figurative Language

(from B.E.S.T. Standards)

 

Glossary of Key Terms

(from B.E.S.T. Standards)

 

Foreign Words and Phrases

(from B.E.S.T. Standards)

 

Narrative Techniques

 

(from B.E.S.T. Standards)

Rhetorical Appeals

(from B.E.S.T. Standards)

 

Archetypes--Setting/Situation and Symbol

(from B.E.S.T. Standards)

 

Rhetorical Devices

 

(from B.E.S.T. Standards)

Reading Strategies

The Starry Night, Vincent van Gogh (1889)

Scholars: This year you will learn how to "read deeply." Reading deeply means you read a text not just to know and enjoy what happens in the text--"the what"; this type of reading is a "surface reading." A "deep reader" also understands "the why," the author's individual writing technique. All artists--writers, painters, sculptors, dancers, actors, musicians, etc., have their own special technique. Look at Vincent van Gogh's technique in his famous painting, for example.

Understanding "the why" is reading analytically, using your critical thinking skills by asking questions about the text as you read: main idea, purpose, supporting details, etc. 

Use the following strategy every time you read something. In this way, you will become a more analytical, "deep reader." Your reading comprehension will increase and you will become smarter as a result.

ENC1101: Analysis Activity--Angelou's "Graduation," Walker's "Beauty," and Hurston's "Colored Me"--Review to enhance your knowledge. These points will help with your annotations.

Recall any reading/analysis/note-taking on "Beauty: When the Other Dancer is the Self," "How It Feels to Be Colored Me," and "Graduation." You and your group members will do the following in order to elicit a class discussion or to brainstorm ideas for your Compare/Contrast Analysis Essay. You need not answer every item below. Decide what is appropriate to generate ideas for your papers and/or discussion. Take notes. Help one another understand the similarities and differences among the texts, as well as assist one another in developing possible very specific and focused thesis statements that may need to be qualified (depending on the texts you are comparing and contrasting). For example, Both Hurston and Walker discuss how their "blackness" affected concepts of self and identity at different times in their lives; however, Hurston focuses primarily on race, whereas Walker introduces issues related to beauty. FYI--the "however" clause is what is called a qualification, which means the essays differ slightly in their thematic emphasis.

ENC1101--Read this Interesting Article About the History of Plagues

Click on the following link: https://nymag.com/intelligencer/2020/07/coronavirus-pandemic-plagues-history.html

Copy and paste into a Word document. Then print out and read/annotate the article.

Study Hall Activities: Week of June 1, 2020

Use this Study Hall to enhance your knowledge and skills.

Study Hall Activities: Week of May 25, 2020

Use this Study Hall to enhance your knowledge and skills. Remember, these are suggested activities to retain and improve your learning. You are not required to do them, as this is a Study Hall.

Study Hall Activities: Week of May 18, 2020

Use this Study Hall to enhance your knowledge and skills. Remember, these are suggested activities to retain and improve your learning. You are not required to do them, as this is a Study Hall.

Study Hall Activities: Week of May 11, 2020

Use this Study Hall to enhance your knowledge and skills. Remember, these are suggested activities to retain and improve your learning. You are not required to do them, as this is a Study Hall.