1 b class 12
TRANSCRIPT
CLASS 12
Punctuation Kills!
EWRT 1B
AGENDA
Due: Essay #2
Presentation: Terms
In-class activity: THE GAME
ESSAY #2: DID YOU TURN IT IN?
Essay #2: You should have submitted your essay electronically before our class by emailing a copy saved in MS Word to [email protected]
If you have questions about this, see me at the end of class.
TERMS
REMEMBER, THE TEST IS AT OUR
NEXT MEETING!
TERMS FOR EXAM 2
Exposition: a form of discourse that explains, defines, and interprets.
The word is also applied to the beginning portion of a plot in which background information about the characters and situation is set forth.
Idiom: the language, dialect, or style of speaking peculiar to a people or the constructions or expressions of one language whose structure is not matched in another language.
Idioms often possess a meaning other than their grammatical or logical ones and cannot be directly translated into another language. For example, if you “rub someone the wrong way,” it means you annoy or bother a person.
TERMS REVIEWInterior monologue: represents the inner thoughts of a character, recording the internal or emotional thoughts or feelings of an individual.
Plagiarism: literary theft, which is the taking or closely imitating of the language and thoughts of another author and representing them as one’s own—even if this is done without conscious thought. This includes self-plagiarism, which is unwittingly borrowing from your own work.
STONE BUTCH BLUES
At our last meeting, we discussed how specific quotations from the text gave us insight into Jess’s world, her perspective, and her development.
Today, we are going to find and analyze quotations that will support a larger argument that you might make in your next essay.
Each question we investigate today correlates to a possible essay topic for essay #3. It will be to your advantage to keep track of the evidence you compile in your groups today.
THE G
AM
EWe will form four teams to answer
questions about Stone Butch Blues.
We will play four rounds of 24
minutes: 12 minutes for
brainstorming and 12 minutes for
presentation and explanation.
We will rotate so that each group
occupies each position in the
rotation 1- 4.
One or more points will be awarded
to each team member for a
successful response from the group.
Points will apply to your
participation grade. Get into four teams
Get your pencils ready
Each team will have about two minutes to present an answer to a question about Stone Butch Blues.
Teams must offer specific textual evidence. In other words, there must be a quotation to which the team refers.
The team must be able to offer a brief explanation or analysis of how the quotation supports or offers the answer to the question.
If any team begins an answer but cannot finish or finishes unsatisfactorily, the next team can steal the quotation and provide analysis.
Quotations can only be used once in a round. It will behoove you to have multiple options, particularly if your group will present last.
I will be the final judge in all cases.
QUESTION 1Find textual evidence of
either intentional or unintentional passing in
Stone Butch Blues. Describe how the
experience influences,
shapes, or changes Jess.
Order of response: teams 1, 2, 3, 4
QUESTION 2
Find textual evidence of
“social pressures” that
influence Jess. Explain how the social
pressure to conform contributes to/affects her
growth, development, or
ultimate identity.
Order of response: teams 2, 3, 4,1
QUESTION 3Find textual evidence of
resistance to oppression (for
example discrimination
based on gender identity
development, socioeconomic
structures, race, and sex, or
combinations of these
markers). Explain how moments of
resistance contribute to
Jess’s identity development.Order of response: teams 3, 4,1,2
QUESTION 4Find textual evidence of
Jess’s experience with
doctors, nurses, clinics,
hospitals, and psychiatric
institutions. Explain how these experiences affect her
social, psychological, and
physical development.
Order of response: teams 4,1,2,3
HOMEWORK
Reading: The prompt for Essay #3 (find it on the website under “Essays”)
Post #18: Choose ONE:
Find and discuss a moment Jess resists the larger social construct. How and why does ze do it? How does it contribute to the person Jess ultimately becomes? Do you have evidence?
OR Find and write about an instance when Jess is forced to conform to the dominant social paradigm. How does conforming (or trying to conform) change hir? What is your evidence?
Terms Exam #2 at our next meeting