Name

Name

Teacher

CKMS

SECTION 1 GRAPHIC ORGANIZERS FOR LITERARY ANALYSIS

SOAPSTONE GRAPHIC ORGANIZER FOR POETRY ANALYSIS .................................................4

APPARTS GRAPHIC ORGANIZER .....................................................................................................5

TPCASTT FOR ANALYSIS OF POETRY ...........................................................................................6

DIDLS .....................................................................................................................................................7

DIDLS EXAMPLES...8

SIFT+D....................................................................................................................................................9

AP-TWISTN ...........................................................................................................................................10

AP TWISTIN GRAPHIC ORGANIZER RUBRIC......11

FLITD .....................................................................................................................................................12

LITERARY ANNOTATIONS RUBRIC....13

SECTION 2 READING LITERATURE

CLOSE READING QUESTIONS..........................................................................................................16

RECIPROCAL TEACHING STRATEGIES .........................................................................................17

CRITICAL READING OF PROSE PASSAGES ..................................................................................18

PLOT DIAGRAM ..................................................................................................................................20

PLOT ELEMENTS..21

SECTION 3 LITERARY CONVERSATIONS

SOCRATIC SEMINAR QUESTIONS ...................................................................................................24

SOCRATIC SEMINAR: GUIDELINES & SCORING RUBRIC .........................................................25

POWER LIT CIRCLE JOB DESCRIPTIONS .......................................................................................26

DAILY GROUP RECORD SHEET....29

RUBRIC FOR POWER LIT CIRCLE DISCUSSIONS..........30

SECTION 4 NOTE-TAKING TIPS

SUMMARIZE, PARAPHRASE, OR QUOTE? .....................................................................................32

5 METHODS OF NOTE-TAKING ........................................................................................................33

IN-DEPTH NOTE-TAKING GUIDE ....................................................................................................36

SECTION 5 SENTENCE WRITING & GRAMMAR TIPS

PARTS OF SPEECH..............................................................................................................................40

PARTS OF SENTENCES ......................................................................................................................41

RUN ON SENTENCES .......................................................................................................................43

SENTENCE TYPES...............................................................................................................................44

NINE SENTENCE PATTERNS ...........................................................................................................46

SECTION 6 FORMAL WRITING

FORMAL WRITING GUIDELINES ....................................................................................................50

RHETORICAL MODES .......................................................................................................................51

WRITERS' WORKSHOP...52

A GENERAL SUMMARY OF ARISTOTLES GREEK APPEALS.58

SORTING OUT ETHOS, PATHOS AND LOGOS....59

PERSUASIVE CHECKLIST..60

PERSUASIVE WRITING...61

CHECKLIST FOR WRITING TO EXPLAIN (EXPOSITORY WRITING)..63

SECTION 7 ELABORATION TECHNIQUES

METHODS OF ELABORATION..66

PERSUASIVE ELABORATION...69

ELABORATION -- WRITING TO EXPLAIN (EXPOSITORY).....71

SECTION 8 WRITING RUBRICS

LITERARY ANALYSIS ESSAY RUBRIC...........................................................................................74

PEER EDITING EVALUATION.75

SECTION 9 FORMATTING GUIDES FOR TYPED WORK

EXPECTATIONS FOR TYPED TEXT..................................................................................................78

SAMPLE INFORMATION BLOCK AND PAGINATION...79

SECTION 10 CITATION GUIDES

MLA CITATIONS: THE BASICS ...........................................................................................................82

FORMATTING QUOTATIONS..............................................................................................................86

WORKS CITED AND CITATION EXAMPLES ...................................................................................88

A FINAL WORKS CITED PAGE ...........................................................................................................93

EVALUATING WEB SOURCES.....94

WHAT IS PLAGIARISM? .......................................................................................................................95

SECTION 11 TEST TAKING STRATEGIES

TEST-TAKING STRATEGIES ...............................................................................................................98

SPECIAL SUGGESTIONS FOR ESSAY TESTS ..................................................................................99

SPECIAL SUGGESTIONS FOR OBJECTIVE TESTS ..........................................................................100

SECTION 12 VOCABULARY LISTS

BABY WORDS ........................................................................................................................................102

OVER 300 WAYS TO SAY "SAID"....................................................................................................... 103

TRANSITION WORDS & PHRASES .....................................................................................................105

FIGURATIVE LANGUAGE ................................................................................................................... 106

SENSORY DESCRIPTION WORDS ......................................................................................................107

TONE/ATTITUDE WORDS ....................................................................................................................108

SPELLING: COMMON WORDS THAT SOUND ALIKE.....................................................................109

LITERARY DEFINITIONS EVERYONE SHOULD KNOW....112

Section 1

Graphic Organizers

for Literary Analysis

SOAPSTone Graphic Organizer

Poem Title:

Literal (Denotative)

Interpretive (Connotative)

SUBJECT

Text-based evidence:

Text-based evidence:

OCCASION

Text-based evidence:

Text-based evidence:

AUDIENCE

Text-based evidence:

Text-based evidence:

PURPOSE

Text-based evidence:

Text-based evidence:

SPEAKER

Text-based evidence:

Text-based evidence:

TONE

Text-based evidence:

Text-based evidence:

APPARTS Graphic Organizer

Author

Place &

Time

Prior

Knowledge

Audience

Reasons

The Main

Idea

Significance

Using TPCASTT for Analysis of Poetry

T

Title

What do the words of the title suggest to you? What denotations are presented in the

title? What connotations or associations do the words posses?

P

Paraphrase

Translate the poem in your own words. What is the poem about?

C

Connotation

What meaning does the poem have beyond the literal meaning? Fill in the chart below.

Form

Diction

Imagery

Point of View

Details

Allusions

Symbolism

Figurative Language

Other Devices

(antithesis, apostrophe, sound devices, irony, oxymoron, paradox, pun, sarcasm, understatement)

A

Attitude

What is the speakers attitude? How does the speaker feel about himself, about others,

and about the subject? What is the authors attitude? How does the author feel about

the speaker, about other characters, about the subject, and the reader?

S

Shifts

Where do the shifts in tone, setting, voice, etc. occur? Look for time and place, keywords, punctuation, stanza divisions, changes in length or rhyme, and sentence

structure. What is the purpose of each shift? How do they contribute to effect and meaning?

T

Title

Reanalyze the title on an interpretive level. What part does the title play in the overall

interpretation of the poem?

T

Theme

List the subjects and the abstract ideas in the poem. Then determine the overall theme.

The theme must be written in a complete sentence.

DIDLS: The key to tone

Title of Passage:_ Author:

DenotativeQuotes from the

selection

Connotations

Diction --

the connotation of the word choice

What words does the author choose? Consider his/her word choice compared to another. Why did the author choose that particular word?

Images --

vivid appeals to understanding through the senses - concrete language

What images does the author use? What does he/she focus on in a sensory (sight, touch, taste, smell, etc.) way? The kinds of images the author puts in or leaves out reflect his/her style? Are they vibrant? Prominent? Plain? NOTE: Images differ from detail in the degree to which they appeal to the senses.

Details --

facts that are included or those that are omitted

What details are does the author choose to include? What do they imply? What does the author choose to exclude? What are the connotations of their choice

of details? PLEASE NOTE: Details are facts or fact-lets. They differ from images in that they don't have a strong sensory appeal.

Language --

the overall use of language, such as formal, clinical, jargon

What is the overall impression of the language the author uses? Does it reflect education? A particular profession? Intelligence? Is it plain? Ornate? Simple? Clear? Figurative? Poetic? Make sure you don't skip this step.

Syntax --

(Sentence Structure) - how structure affects the reader's attitude

What are the sentences like? Are they simple with one or two clauses? Do they have multiple phrases? Are they choppy? Flowing? Sinuous like a snake? Is there antithesis, chiasmus, parallel construction? What emotional impression

do they leave? If we are talking about poetry, what is the meter? Is there a rhyme scheme?

Tone

D.I.D.L.S Examples

DICTION:

Laugh: guffaw, chuckle, titter, giggle, cackle, snicker, roar

Self-confident: proud, conceited, egotistical, stuck-up, haughty, smug, condescending

House: home, hut, shack, mansion, cabin, home, residence

Old: mature, experienced, antique, relic, senior, ancient

Fat: obese, plump, corpulent, portly, porky, burly, husky, full-figured

IMAGES:

The use of vivid descriptions or figures of speech that appeal to sensory experiences helps to create the author's tone.

My mistress' eyes are nothing like the sun. (restrained)

An old, mad, blind, despised, and dying king. (somber, candid) He clasps the crag with crooked hands. (dramatic)

Love sets you going like a fat gold watch. (fanciful)

Smiling, the boy fell dead. (shocking)

DETAILS:

Details are most commonly the facts given by the author or speaker as support for the attitude or tone.

The speaker's perspective shapes what details are given and which are not.

LANGUAGE:

Like word choice, the language of a passage has control over tone.

Consider language to be the entire body of words used in a text, not simply isolated bits of diction.

For example, an invitation to a wedding might use formal language, while a biology text would use scientific and clinical language.

When I told Dad that I had goofed the exam, he blew his top. (slang)

I had him on the ropes in the fourth and if one of my short rights had connected, he'd have gone down for the count. (jargon)

A close examination and correlation of the most reliable current economic indexes justifies the conclusion that the next year will witness a continuation of the present, upward market trend. (turgid, pedantic)

SENTENCE STRUCTURE:

How a sentence is constructed affects what the audience understands.

Parallel syntax (similarly styled phrases and sentences) creates interconnected emotions, feelings and ideas.

Short sentences are punchy and intense. Long sentences are distancing, reflective and more abstract.

Loose sentences point at the end. Periodic sentences point at the beginning, followed by modifiers and phrases.

The inverted order of an interrogative sentence cues the reader to a question and creates tension between speaker and listener.

Short sentences are often emphatic, passionate or flippant, whereas longer sentences suggest greater thought.

Sentence structure affects tone.

SHIFT IN TONE:

Good authors are rarely monotone. A speaker's attitude can shift on a topic, or an author might have one attitude toward the audience and another toward the subject. The following are some clues to watch for shifts in tone:

key words (but, yet, nevertheless, however, although)

punctuation (dashes, periods, colons)

paragraph divisions

changes in sentence length

sharp contrasts in diction

TONE

Tone is defined as the writer's or speaker's attitude toward the subject and the audience. Understanding tone in prose and poetry can be challenging because the reader doesn't have voice inflection to obscure or to carry meaning. To misinterpret tone, is to misinterpret meaning. Remember to look at the Tone / Attitude Word List in this book

SIFT+D

Symbol

Examine the title and text for symbolism. How does the author convey meaning

through symbolism?

Imagery

Identify imagers and sensory details. How does the author convey meaning through

imagery?

Figurative

Language

Analyze figurative language. How does the author convey meaning through Figurative

Language (other than symbolism)?

Tone and

Theme

Discuss how all devices contribute to tone and theme. What is the tone and theme of

this particular work?

Details

How do the details the author gives convey meaning?

Name

AP TWISTn!

Per

Audience: Consider the intended audience Who

is it? How do you know?

Text-based evidence:

Purpose: What is the authors purpose? How

do you know?

Text-based evidence:

Tone: How does the authors tone convey the

authors meaning? Does the authors tone shift throughout the piece? Why do you think it shifts? How does the shift convey meaning?

Use two examples of text-based evidence that demonstrate tone shift:

Diction (Word Choice): How do the authors

choice of words convey his / her intended meaning?

Text-based evidence:

Imagery: Observe the images that come to

mind from the detail the author gives. How is this effective in conveying the authors point?

Text-based evidence:

Style: Is the authors style formal? Casual?

Satirical? Sarcastic? etcHow does the author use style to convey meaning?

Text-based evidence:

Theme: What are the common themes that run

through the piece?

Text-based evidence:

Additional thoughts

APTwistin Graphic Organizer Rubric

2Pts 1.5 1 .5-0

Literary Device: Entry clearly and accurately identifies the literary device.

Answers Questions: All questions are answered and all use complete sentences.

Text-based Evidence:

Text based evidence is an excellent example of the literary device. The quote is properly in quotation marks and accurate.

Literary Device: Entry mostly identifies the literary device.

Answers Questions: Most questions are answered and most use complete sentences.

Text-based Evidence:

Text based evidence is an acceptable example (although there are better examples) of the literary device. The quote is accurate and complete, but not in quotation marks.

Literary Device: Entry attempted to identify the literary device, but the student clearly misunderstands the meaning of the device.

Answers Questions: Not all questions are answered and some do not use complete sentences.

Text-based Evidence:

The student tried, but the text based evidence is not an example of the literary device. The quote is not accurate or complete, or is not in quotation marks.

Literary Device: Minimal attempt to identify the literary device or, the student clearly misunderstands the meaning of the device, or left it blank.

Answers Questions: Most questions are not answered and most do not use complete sentences.

Text-based Evidence:

The student gave a poor attempt, and the text based evidence is not an example of the literary device. The quote is not in quotation marks, is incomplete, or blank.

Figurative Language, Imagery ,Tone, and Diction

LITERARY DEVICE

TEXT BASED EVIDENCE

Identify and explain in depth the LITERARY DEVICE and answer the following in every box below: Why does the

author emphasize that section? What purpose does it serve to the overall meaning of the poem?

In each box below, provide multiple specific references to

the text [quotes with line number(s)] that connect to the

LITERARY DEVICE.

Figurative Language: What type of Figurative Language is used, and what does it represent?

Images: Identify images and sensory details

Tone: Discuss how the author reveals tone.

Diction: Consider the authors word choice. What meaning is the author trying to convey to the reader by using particular words?

Name_________________ Per ___

Annotations Rubric

Covers entire

text.

Factors / Greek

appeals

and multiple

literary devices

are identified

throughout the

text.

Notes and summarization are extensively found throughout the text.

Thoughts, comments, definitions and

QUALITY questions are also extensively present.

Covers nearly all of entire text. May be sparse in one place.

Factors / Greek

appeals

and multiple

literary devices

are identified

in most places in

the text.

Notes and summarization are found in the text.

Thoughts, comments, definitions and

questions are present, but may not be thorough.

Covers some parts of the text. May be sparse in several places.

Factors / Greek

appeals and literary

devices are

identified, but

are sparse.

Some notes and summarization are present, but are sparse and more is needed.

Some thoughts, comments, definitions or questions are present, but many more are needed.

Clearly unfinished;

poor attempt was

made.

Factors / Greek

appeals

and literary devices

are poorly

identified, far and

few between.

Few notes and summarization; very poor effort.

Very few thoughts, comments, definitions or questions are present.

Too little work turned in for

credit.

10-9

8-8.5

7-7.5

6.5-5>

Section 2

Reading/Literature

Close Reading Questions

Answer the following questions and be prepared to discuss the selection

1. What is the main idea/theme of the selection?

2. In what ways does the author support his main idea/theme?

3. Is the support logical and consistent? Find examples.

4. What words are you unfamiliar with? What do you think they mean from their use in context? Look them up. How are they used connotatively?

5. What is the authors style?

6. Find seven to ten examples of literary/language elements.

7. Summarize the selection in no more than five sentences.

8. What other selections (movies, poems, articles, paintings, plays, etc.) can you relate this passage to?

9. What allusions are used? Are they successful?

10. What is the attitude of the author? How is it similar or different from the narrator? How do you know?

11. What is the tone of the passage? What words does the author use to help convey this tone?

12. What is the intended and probable effect of the passage?

Reciprocal Teaching Strategies

Be a better reader and discusser!

Prediction. Before you begin to read the selection, look at the main title, scan the pages to read the major headings, and look at any illustrations. Based on these clues, try to predict what the article or story is about.

Now read the selection to see whether it turns out as you predicted! Stop at several points during your reading and ask yourself how closely the content of the actual story or article fit your initial prediction. How do the facts and informatio n that you have read change your prediction about what you will find in the rest of the story or article?

Clarifying. Sometimes in your reading you will run into words, phrases, or whole sentences that really dont

make sense. Here are some ways that you can clarify the meaning of your reading before moving on:

Unknown words. If you come across a word whose meaning you do not know, read the sentences before and after it to see if they give you clues to the words meaning. If the word is still unclear, look it up in a dictionary.

Unclear phrases or sentences. Reread the phrase or sentence carefully and try to understand it. If it contains words such as them, it or they, be sure that you know what nouns (persons, places, or things) to which these words refer.

Try a "fix up strategy" to restore meaning, for example:

Re-read.

Use the context of the passage or word.

Use a dictionary or thesaurus to check meaning. Using other reference materials such as an atlas, road map.

If all else fails, ask another student or an adult to help you to clarify the meaning of a confusing word, phrase, or sentence.

It may be necessary to read the whole passage again, to understand the meaning.

Questioning. Look at the ideas that you have summarized as you read the passage. For each main idea listed, write down at least one question that the main idea will answer. Good questions should include words like who, where, when,

why, and what.

For example, if you are reading an article about the extinction of the dinosaurs, you might list the following main idea:

Most scientists now believe that the extinction of the dinosaurs was caused by a large meteor striking the earth. You

could then write this question: What event do most scientists now believe caused the mass extinction of the dinosaurs?

Three kinds of questions to ask:

1.Right there - something you can point to

2.Think and search information is there but in a couple different places

3.Reader and Author Things you wonder about because of the reading or Questions you might ask

the author.

Summarizing. Stop after each paragraph or major section of the passage. Construct one or two complete sentences that sum up only the most important idea(s) that appear in the section. (Good summary sentences include key concepts or events but leave out less important details!)

Write these summary (main idea) sentences down and continue reading.

Visualizing: Picture in Your Mind. After you have finished reading, draw a picture of what the passage or poem makes you see in your imagination.

Critical Reading of Prose Passages

If you are able to offer an informed opinion about the purpose and merits of a text, then you are on the road to

true literacy

The high school AP Exam in Language and Comp seeks to identify readers who can not only describe what happened, but also explain why and how it happened.

More specifically, as a critical reader you will:

Summarize and outline complex material

Critically examine a texts reasoning

Analyze the ways a text achieves its effects, especially through stylistic choice

Evaluate a text, deciding whether it is accurate, authoritative, and convincing

Determine a texts significance

Compare and contrast different text

Synthesize information from one or more related text

Apply concepts in one text to another

There are six strategies a critical reader can employ when reading prose passages

1.Get the facts straight

Preview

Annotate

Outline

summarize

2.Analyze the argument

What is the authors thesis?

What kinds of support are used?

Fact VS opinion

Is support sufficient and appropriate?

Emotion VS reason

Satisfactory conclusion?

3.Identify basic features of style

Diction (word choice)

Tone

Sentence structure (syntax)

Sentence types

Verb choices

4.Explore your personal response

Be certain you can account for the sources and causes of your response

5.Evaluate the text and determine its significance

Era

Social

Intellectual

6.Compare and contrast related texts

As you analyze a work the following will help you organize your response.

Genre

1. Typically, the four purposes of academic nonfiction prose are:

Describe

Explain

Inform

Persuade

2. Persuasion stems from three sources

Ethos - an author may rely upon his own reputation to move an audience

Pathos an author may rely upon an audiences feelings

Logos an author uses reason to persuade an audience

3. Is the passage an excerpt from fiction?

These passages tend to be a description of character or location, seldom a philosophical commentary

Organization

1. If the passage is descriptive, is it organized spatially or by order of importance? What is the overall effect?

2. If the passage is narrative, is the chronological order of events interrupted by flashback, foreshadowing, episodic events?

3. If the passage is expository, are any of the following devices or methods used: definition, cause and effect, comparison/contrast, classification, examples, analogy?

4. If persuasion is used, what methods does the author use to bolster the argument? Does the author deal with opposing evidence? Does the author fall into any logical fallacies?

Tone and Mood

1. What is the mood (effect upon the reader)?

2. What is the tone (authors attitude)?

Language and Style

1. What is the word choice? Is it colloquial, idiomatic, scientific, Latinate, formal, concrete, abstract,

scholarly, allusive?

2. To what senses does the author appeal?

3. What literary devices of sense does the author use (personification, metaphor, simile, allusion)? What literary devices of sound does the author use (alliteration, assonance, consonance, repetition)?

4. Does the language have rhythm?

5. Are the sentences long or short? Where does the author use short sentences or fragments for special emphasis? Where are there long sentences or run-ons for special effect?

6. Are the sentences simple, compound, complex, or compound-complex? Where does the author use sentence variety to emphasize an idea?

7. What specialized sentence structure does the author use? Balanced, freight-train, inverted, parallel, periodic? Anaphora, antithesis, asyndeton, chiasmus, negative-positive restatement, polysyndeton?

8. Do any sentences begin or end with a significant word or phrase? Do any sentences have the main idea hidden in the middle, in an interrupter, so as to create surprise or suspense?

9. Does the author use colors to enhance moods or characterize someone?

10. What are the best-worded phases or best chosen words?

Plot Diagram

Exposition setting, characters, main conflicts are introduced to the reader; this is the beginning of a novel or story and may be short or long, but is always flat (little action or emotion).

Rising Action - the round characters are developed, the conflicts are increased and acted out in many ways, motives are introduced, things happen; generally, the major part of a novel or story. Include at least five major events from the story

Climax - the "high point" of a story in which the major conflicts erupt in some kind of final showdown (fight, argument, violent or physical action, very tense emotional moment...); at the end of the climax, the "winner" will be clear (there is not always a winner!). This is the point in the story where something CHANGES.

Falling Action - what events immediately follow the climax; a kind of "cleaning up."

Resolution/Denouement - where everything ends; the reader may have some sense of "closure" or may be asked to think about what might come next; in fairy tales, the Happy Ending; in some novels, you will read about the characters many years later.

Plot Elements

1. Protagonist - the main character

What is a Character?

A person, or animal who takes part in the action

2. Antagonist - the protagonist struggles against this other major character in some works

What is Characterization?

A process of showing what a character is really like.

1. Direct characterization the writer simply tells what the character is like. Such as Susie felt lonely and frightened.

2. Indirect characterization the writer shows what a character is like by describing what the character says or does, how a character looks, or what other characters say about him or her.

1. Appearance looks, clothing, etc

2. Personality way the character acts

Elements of Character

3. Background where is the character from? School? Experiences?

4. Motivation Why do the character do what she does? What does he like or dislike? Goals, aspirations, dreams, and needs?

5. Relationships Who is the character related to? How does the character relate to other people?

6. Conflicts Involved in a struggle? Internal or external? Why?

7. Change Does the character change, learn or grow during the work?

a.static character does not change b. dynamic character changes

It is the central message or insight into life.

What is Theme?

More than What is the story about, it is what the work MEANS. Not every story has a theme.

Sometimes a good mystery is just for entertainment.

Themes are either:

1. Stated directly the meaning of the story is said in the story

2. Implied a reader must decide what the message of the story is by looking at other elements such as plot outcomes.

To understand implied themes sometimes you must think about it a lot or read it several times.

Time and place in which action occurs.

Writers often tell more than date and location:

What is Setting?

Weather, scenery, rooms, local customs, clothing, and dialects.

1. To create mood or atmosphere.

Uses of Setting

a. A log cabin nestled in a beautiful mountain canyon -- peaceful, happy mood. b. Wet, dark tunnel --scary mood

2. To inform readers about different ways of life.

a. Details about clothing, customs, and speech patterns a reader can get a sense of what it is really like live in that story.

3. To make the action of a literary work seem more real.

a. Vivid details can take readers to imaginary and far-away times and places.

4. To Contribute to the conflict or struggle.

a. Arctic settings may involve a character's struggle to survive in extreme weather.

5. To symbolize, or stand for, some idea that the writer wants to emphasize. a. A spring setting may symbolize hopeful beginnings and growth. b. Winter may symbolize death or loneliness.

What is Plot?

What happens & how it happens.

What are the Parts of a Plot?

1. Exposition - introduces the reader to the setting and characters.

2. Inciting incident - this event creates the central conflict or struggle.

3. The development - part of the story where the struggle takes place.

4. The climax - the high point of interest and suspense in the story.

5. The resolution - point at which the conflict is ended, or resolved.

What is Conflict?

1. Conflict is the struggle between opposing forces.

a.Man vs. Man

b. Man vs. Himself

c.Man vs. Nature or Society

2. Central Conflict - main character must fight against some force or make an important decision.

a.Internal conflict - take place inside a person's mind. Example - a character is torn between risking his life to save someone else.

b. External conflict - takes place when a person or group struggles against another person or group or against a

non-human force such as a storm or a car that won't start.

Special Plot Techniques

1.Suspense - feeling of excitement or tension the reader experiences as the plot unfolds. Writers create suspense by raising questions in the reader's mind.

2.Foreshadowing - a hint or clue about an event that will occur later in the story.

3.Flashback - a section of the story that is interrupted to tell about an earlier event.

4.Surprise ending - an ending that catches the reader off guard with something unexpected.

The act of telling a story, or narrative.

What is Narration?

The voice that tells the story is called the narrator.

What is Point of View?

1. First person example: Your grandmother telling you a story about her youth. First person pronouns like I, me, us, our. She is the character in her own story.

2. Third person example: Your grandmother is telling you a fairy tale. Third person pronouns like she, he, his, them.

She is telling the story from outside the action.

How to Tell What the Point of View is?

1. Is the narrator a character in the story?

a.If they take part in the action 1st person b. If they are outside 3rd person

Types of Narrators

1. Omniscient all knowing tells about other thoughts and feelings

2. Limited knows only whats in the mind of one major or minor character

3. Objective does not discuss the thoughts or feelings of the characters but reports only what they DO.

Section 3

LITERARY CONVERSATIONS

Socratic Seminar Questions

Before you come to a Socratic Seminar class, please read the assigned text (novel section, poem, essay, article, etc.) and write at least one question in each of the following categories:

1. CLOSE-ENDED QUESTION: Write a question about the text that will help everyone in the class come to an agreement about events or characters in the text. This question usually has a "correct" answer and does not need discussion.

Example: Is it clear in the opening chapters who is leaving the gifts in the tree hole in the novel To

Kill a Mockingbird?

2. WORLD CONNECTION QUESTION: Write a question connecting the text to the real world today.

3. OPEN-ENDED QUESTION: Write an insightful question about the text that will require proof and group discussion and "construction of logic" to discover or explore the answer to the question.

4. UNIVERSAL THEME QUESTION: When we say something is universal, we mean that it applies through all time and places. Write a question dealing with a theme(s) of the text that applies to all times and places (think mankind and world-wide) that will encourage group discussion about the universality of the text.

Example: Why has mankind felt it necessary to enslave different races throughout history?

5. LITERARY ANALYSIS QUESTION: Write a question dealing with HOW an author chose to compose a literary piece. How did the author manipulate point of

view, characterization, poetic form, figurative language or diction, for example?

Example: In the Outsiders, why is it important that the story is told through the use of a circular narrative?

Socratic Seminar: Guidelines and Scoring Rubric

What is a Socratic seminar?

A Socratic seminar is a conversation based on a difficult text in which the leaders primary role is to ask

questions. Socrates believed that enabling students to think for themselves was more important than filling their heads with facts. Heres another way to put it: Socratic seminars explore ideas, issues and values in a text through thinking out loud. The goal is shared understanding through this exploration.

How does this work in the classroom? Students first read the text themselves, asking questions and making notes. They must complete this step before participating in the seminar. Next, students create their own Socratic questions based on the given text and following the model in the Pre-AP Handbook. Seminar participants sit facing each other, with their text, questions and notes before them. A participant asks an opening question, and other participants thoughtfully contribute to the dialogue, listening and building on each others comments.

Isnt this like debate? No. A seminar is a dialogue, which is the opposite of debate. Dialogue is collaborative: multiple sides work toward shared understanding. Debate is oppositional: two opposing sides try proving the other wrong.

How is a Socratic seminar scored? In a scored discussion, participants receive points for the number of positive contributions to the discussion, the quality of comments, references to text based evidence, demonstrating Habits of Mind (relating world-to-text or text-to- other text connections. Participants have points taken away for behavior such as interruption or disrespect of other participants.

GRADING RUBRIC FOR SOCRATIC SEMINAR:

Section Totals: A____ B____ C____= _____/60

Name of person being observed _________________________ Per ______

Name of person doing the observing _____________________________________Per________

Directions: Read the definition below of Habits of Mind; read and understand the rubric. Remain silent and listen carefully throughout the seminar. Jot tally marks below each category until the conclusion of the seminar. Tally marks will help you remember and accurately evaluate your peers performance at the end of the seminar today.

A: Number of Quality Comments:

No comments (0 pts); 3 Comment (5pts); 6 Comments (10 pts);9 Comments (15 pts); 12 Comments (20 pts)

Tally marks:

__________________________________________________________________________________________________

B: Text Reference:

No references (0 pts); 3 refs (5pts); 6 refs (10 pts); 9 refs (15 pts) 12 refs (20 pts)

Tally marks:

__________________________________________________________________________________________________

C: Demonstrates Habits of Mind:

No at all (0 pts); Rarely (5 pts) Sometimes (10 pts); Often (15 pts); Frequently (20 pts)

Tally marks:

Definition of the Habits of Mind: listening with understanding; persisting; striving for accuracy, precision and clarity in verbal communication; using creativity, imagination and innovation to approach the discussion; questioning and problem solving; applying past knowledge to new situations; and thinking independently.

__________________________________________________________________________________________________

Power Lit Circle Job Descriptions

Discussion Leader / Project Coordinator: Your job is to keep the discussion going, to make sure there are no silences or gaps in the conversation and that all members are on task. You should come to the meeting with at least five "thinking" questions to ask in case the conversation slows down. These "thinking" questions should be designed to get people in your group thinking and talking about issues and topics in your reading. These should not be "recall" questions that ask

for facts from the book, or questions whose answers are a simple yes / no. You are also in charge of keeping the discussion focused so that things don't wander too far from the main topic, which is the book. You are also responsible for filing all group reports.

Investigator: Your job is to dig up some historical background information on any topic related to your novel that will help your group understand the book better. You may use Internet sources to research or other print sources. You will provide: an explanation of the topic you chose to research, a printed document (if possible), a short written summary, and a proper MLA 7 citation. In addition to writing and presenting your research, you will need to bring a thinking question to the group,

a question that prompts the others to think beyond the facts of the passage. This should not be a "recall" question that ask

for facts from the book, or a question whose answer is a simple yes / no.

Summarizer: Your job is to write and then present a summary of the events that happened in the agreed upon section of the novel. Using your written summary as your guide, you will remind people in your group what the chapters were about. In addition to writing and presenting your summary, you will include a proper MLA 7 citation of the literary text. You will also need to bring a thinking question to the group, a question that prompts the others to think beyond the facts of the passage. This should not be a "recall" question that ask for facts from the book, or a question whose answer is a simple yes / no.

Lit Critic: Your task is to identify and analyze two short passages that you think reflect good writing and are important to the story. You will copy these and explain why these scenes are significant to the novel. For instance, answer: how the chapter/scene fits into the novel as a whole; how it develops three of the following: characters, plot, setting, themes or conflict; and how it shows a particular literary element or rhetorical strategy. You may want to use outside sources to help in your analysis. You will include a proper MLA 7 citation of the literary text. You will also need to bring a thinking question for each passage to the group, a question that prompts the others to think beyond the facts of the passage. This should not be a "recall" question that ask for facts from the book, or

a question whose answer is a simple yes / no.

Word Smith: Your job is to find five words that are unfamiliar or interesting to you. You will also find three powerful verbs. You will need to define each word, tell the part of speech (choose the part of speech that is used in your passage), relay the origin of the word, and copy the passage from the book where the word occurs. You will include a proper MLA 7 citation of the literary text. You will then lead a discussion within your group about why you and the others think the author chose to use that particular word rather than another for that passage. You will also need to bring a thinking question to the group, a question that prompts the others to think beyond the facts of the passage. This should not be a "recall" question that ask for facts from the book, or a question whose answer is a simple yes / no.

Connector/ Illustrator: Your job is to find at least four specific connections between the book and the real world. This means connecting the reading to your own life, to happenings at school or in the community, to similar events at other times and places, to other people or problems that you are reminded of. You might also see connections between this book and other writings on the same topic, or by the same author. You also need illustrate (drawing, cartoon, collage, computer graphic) something about the story that interested you: a character, a setting, a problem, an exciting part, a surprise, a prediction of what will happen next, anything else that interests you from the story. You will also need to bring a thinking question to the group, a question that prompts the others to think beyond the facts of the passage. This should not be a "recall" question that ask for facts from the book, or a question whose answer is a simple yes / no.

INDIVIDUAL REFLECTION to be completed before each discussion

Write about a half page REFLECTION on the section that youve read for each discussion. This should NOT be a summary; it should be a reflection on what youve learned and what you think about that section of the book. Below are some questions to help with the reflection.

What information surprised you?

How can you use this information in your life?

What information do you question or think might not be correct?

How might you check it out?

What is the most important thing you have learned? Why?

What is the most interesting thing you read?

What techniques does the author use to make this information easy to understand?

What things would you like to know more about?

Did you come across a problem in your reading that you had not considered before? What was the problem? Could you solve it? How?

Group Record Sheet

Youll use this paper when YOU are the DISCUSSION DIRECTOR

Name:

Book:

Discussion #_ Reading assignment:

Following the discussion, the Discussion Leader will complete this form with the help of the group members.

1. Two topics which generated the most discussion today were:

2. As a group, we agreed one of the most important or intriguing passages in this section was about:

3. Group Participation Today:

Member's

Name

Thinking

Questions

Paperwork

MLA 7 Citation

Preparedness score and explanation

Use the rubric

Discussion score and explanation

Use the rubric

Members absent in discussion today:

Individual Assessment of Discussion: Each group member should write a quick (2-3 sentences) reflection on the quality of their discussion on the last page of the individuals work for todays discussion. Use the following three questions to guide your reflection:

oWhat was your best contribution today?

oWhat was the biggest struggle in the discussion today?

oIs the evaluation on the group record sheet accurate in your opinion? (your scores & classmates scores)

Staple Work in this order: Group Record Sheet, Discussion Leader, Investigator, Summarizer, Lit Critic, Wordsmith, Connector/Illustrator

STAPLE ALL GROUP WORK to the Group Record

Rubrics for Power Lit Circle Discussions

Categories

Level Four (10-9)

Level Three (8)

Level Two (7)

Level One (6-5)

ZERO

Preparedness

Totally prepared

for discussion. Completed all the reading. All preparation work is complete and detailed.

Mostly prepared

for discussion. Completed all the reading. All preparation work, but may be brief or lack some depth in places.

Partially prepared

for discussion. Completed most of the reading. Most preparation work is complete. Parts are complete, and parts are missing OR all work is brief.

Very little

preparation for discussion. Some reading or some preparation work are complete.

Not prepared for

discussion. Did not do the reading or the preparation work.

Discussion

Strong

participation in discussion. Helped keep the discussion going by listening, asking thoughtful questions, and responding thoughtfully to classmate questions/ comments. Attentive to group members at all times.

Participated in

discussion. Some attempt to keep the discussion going by asking questions or responding to classmates

questions. Listened to classmates and focused on discussion most of the time.

Some participation

in discussion. May have struggled to stay on topic at times. Listened to classmates and focused on the discussion some of the time. May have gotten group off topic once..

Very little

participation in discussion or had difficulty listening to classmates and responding appropriately. Continually disruptive to effective group discussion.

Did not

participate in discussion.

Did not listen to others.

Section 4

Note-taking Tips

Summarize, Paraphrase, or Quote?

A summary is a relatively brief, objective account, in your own words, of the main ideas in a source passage.

Summarize to:

To condense the material. You may have to condense or to reduce the source material to draw out the points that relate to your paper.

To omit extras from the material. You may have to omit extra information from the source material to

focus on the authors main points.

To simplify the material. You may have to simplify the most important complex arguments, sentences, or vocabulary in the source material.

A paraphrase is a restatement, in your own words, of a passage of text. Its structure reflects the structure of the source passage. Paraphrases are sometimes the same length as the source passage, sometimes shorter. In certain cases-- particularly if the source passage is difficult to read--the paraphrase may be even longer than the original. . . . Keep in mind that only an occasional word (but not whole phrases) from the original source appears in the paraphrase, and that a paraphrase's sentence structure does not reflect that of the source. Paraphrase to:

To change the organization of ideas for emphasis. You may have to change the organization of ideas in source material so that you can emphasize the points that are most related to your paper. You should remember to be faithful to the meaning of the source.

To simplify the material. You may have to simplify complex arguments, sentences, or vocabulary.

To clarify the material. You may have to clarify technical passages or specialized information into

language that is appropriate for your audience.

A quotation uses the exact words of the original. Use Quotes to:

1. Accuracy: You are unable to paraphrase or summarize the source material without changing the authors

intent.

2. Authority: You may want to use a quote to lend expert authority for your assertion or to provide source material for analysis.

3. Conciseness: Your attempts to paraphrase or summarize are awkward or much longer than the source material.

4. Unforgettable language: You believe that the words of the author are memorable or remarkable because of their effectiveness or historical flavor. Additionally, the author may have used a unique phrase or sentence, and you want to comment on words or phrases themselves.

5 Methods of Note-Taking

The Cornell Method

The Outline Method

The Mapping Method

The Charting Method

The Sentence Method

The Cornell Method

The Cornell method provides a systematic format for condensing and organizing notes without laborious recopying. After

writing the notes in the main space, use the left-hand space to label each idea and detail with a key word or "cue."

Method - Rule your paper with a 2 inch margin on the left leaving a six-inch area on the right in which to make notes. During class, take down information in the six-inch area. When the instructor moves to a new point, skip a few lines. After class, complete phrases and sentences as much as possible. For every significant bit of information, write a cue in the left margin. To review, cover your notes with a card, leaving the cues exposed. Say the cue out loud, and then say as much as you can of the material underneath the card. When you have said as much as you can, move the card and see if what you said matches what is written. If you can say it, you know it.

Advantages - Organized and systematic for recording and reviewing notes. Easy format for pulling out major concept and ideas. Simple and efficient. Saves time and effort. "Do-it-right-in-the-first-place system."

Disadvantages - None

When to Use - In any lecture situation.

The Outlining Method

Dash or indented outlining is usually best except for some science classes such as physics or math.

1. The information which is most general begins at the left with each more specific group of facts indented with spaces to the right.

2. The relationships between the different parts are carried out through indenting.

3. No numbers, letters, or Roman numerals are needs.

Method Listening and then write in points in an organized pattern based on space indention. Place major points farthest to the left. Indent each more specific point to the right. Levels of importance will be indicated by distance away from the major point. Indention can be as simple as or as complex as labeling the indentations with Roman numerals or decimals. Markings are not necessary as space relationships will indicate the major/minor points.

Advantages Well-organized system if done right. Outlining records content as well as relationships. It also reduces editing and is easy to review by turning main points into questions.

Disadvantages Requires more thought in class for accurate organization. This system may not show relationships by sequence when needed. It doesnt lend to diversity of a review attach for maximum learning and question application. This system cannot be used if the lecture is too fast.

When to Use The outline format can be used if the lecture is presented in outline organization. This may be either deductive (regular outline) or inductive (reverse outline where minor points start building to a major point). Use this format when there is enough time in the lecture to think about and make organization decisions when they are needed.

This format can be most effective when your note taking skills are super and sharp and you can handle the outlining regardless of the note taking situation.

Example

Extrasensory perception

_ Definition: means of perceiving without use of sense organs.

_three kinds

_telepathy: sending messages

_clairvoyance: forecasting the future

_psychokinesis: perceiving events external to situation

_current status

_no current research to support or refute

_few psychologists say impossible

The Mapping Method

Mapping is a method that uses comprehension/concentration skills and evolves in a note taking form which relates each fact or idea to every other fact or idea. Mapping is a graphic representation of the content of a lecture. It is a method that maximizes active participation, affords immediate knowledge as to its understanding, and emphasizes critical thinking.

Advantages This format helps you to visually track your lecture regardless of conditions. Little thinking is needed and relationships can easily be seen. It is also easy to edit your notes by adding numbers, marks, and color coding. Review will call for you to restructure thought processes which will force you to check understanding. Review by covering lines for memory drill and relationships. Main points can be written on flash or note cards and pieced together into a table or larger structure at a later date.

Disadvantages You may not hear changes in content from major points to facts.

When to Use Use when the lecture content is heavy and well-organized. May also be used effectively when you have a guest lecturer and have no idea how the lecture is going to be presented.

Example

The Charting Method

If the lecture format is distinct (such as chronological), you may set up your paper by drawing columns and labeling

appropriate headings in a table.

Method Determine the categories to be covered in lecture. Set up your paper in advance by columns headed by these categories. As you listen to the lecture, record information (words, phrases, main ideas, etc.) into the appropriate category.

Advantages Helps you track conversation and dialogues where you would normally be confused and lose out on relevant content. Reduces amount of writing necessary. Provides easy review mechanism for both memorization of facts and study of comparisons and relationships.

Disadvantages Few disadvantages except learning how to use the system and locating the appropriate categories. You

must be able to understand whats happening in the lecture.

When to Use Test will focus on both facts and relationships. Content is heavy and presented fast. You want to reduce the amount of time you spend editing and reviewing at test time. You want to get an overview of the whole course on one big paper sequence.

Example Chart format for a history class:

The Sentence Method

Method Write every new thought, fact or topic on a separate line, numbering as you progress.

Advantages Slightly more organized than the paragraph. Gets more or all of the information. Thinking to tract content is still limited.

Disadvantages Cant determine major/minor points from the numbered sequence. Difficult to edit without having to

rewrite by clustering points which are related. Difficult to review unless editing cleans up relationship.

When to Use Use when the lecture is somewhat organized, but heavy with content which comes fast. You can hear the different points, but you dont know how they fit together. The instructor tends to present in point fashion, but not in grouping such as three related points.

Example 1

A revolution is any occurrence that affects other aspects of life, such as economic life, social life, and so forth. Therefore revolutions cause change.

Sample Notes Revolution occurrence that affects other aspects of life: e.g., econ., socl. Etc. C.f. text, pp.

29-30

Example 2

Melville did not try to represent life as it really was. The language of Ahab, Starbuck, and Ishmael, for instance, was not that of real life.

Sample Notes Mel didnt repr. Life as was; e.g. lang. Of Ahab, etc. no of real life.

Example 3

At first, Freud tried conventional, physical methods of treatment such as giving baths, massages, rest cures, and similar aids. But when these failed he tried techniques of hypnosis that he had seen used by Jean-Martin Charcot. Finally, he borrowed an idea from Jean Breuer and used direct verbal communication to get an un-hypnotized patient to reveal unconscious thoughts.

Sample Notes Freud 1st used phys. trtment; e.g., baths, etc. This fld. 2nd used hypnosis (fr. Charcot) Finally used vrb. commun. (fr. Breuer) got unhpynop, patnt to reveal uncons. Thoughts.

Name____________________________________Per___

/15

In-depth note-taking guide

Targets for quality work

Annotate: Dialogue with yourself, the author, and the issues and ideas at stake. From start to finish, make your reading of any text thinking-intensive. Use a pen/pencil, not a highlighter. Annotations are WORDS or QUALITY QUESTIONS written on the text or on post-it notes that cover each of the following:

Ideas that occur to you

Notes about text or ideas that seem important

Definitions of unknown words

Connections with other ideas and sources

Questions that you have about the content or for the author.

Summarize: Summarize; take the information apart, look at its parts, and then try to put it back together again in written language that is meaningful to you.

Summarize the text in sentences and brief paragraphs. Shorter than the original text but all main ideas should be present and clearly stated.

Analyze: Look beyond what the text says and begin to understand what it means. After youve

read, consider the following and write statements about these in your annotations:

Bias/Perspective

oWhen was it written? Is it current information?

oDoes it represent both sides of the issue or only one side? How do you know?

Fact vs. Opinion

oAre facts presented as facts? How do you know?

oAre opinions presented as opinions? How do you know?

Connections

oWhat information does this source give you that relates to the topic?

oIs this new information or is it similar to other sources? How?

oHow does it fit with the theme/era/unit that is being studied?

Based on Interrogating Texts: Reading Habits to Develop in Your First Year at Harvard

Annotations

(A) 5

Student has made a tremendous effort at quality annotations.

Many notes and ideas about important aspects of the text;

Many connections with other ideas and possibly other sources;

Many defined unknown words.

Many quality questions about the content or for the author are present.

(B) 4

Ideas are present but more are needed.

Notes about important things are present but more are needed.

Connections with other ideas and possibly other sources are present but more are needed.

Several defined unknown words.

Questions about the content or for the author are present but more are needed.

(C-D) 3-2

Ideas are present but are sparse.

Notes about important things are present but are sparse.

Connections with other ideas and possibly other sources are present but are sparse.

Some defined unknown words.

Questions about the content or for the author are present but more but are sparse.

(F) 1-0

Few ideas are present; poor effort was made.

Few notes about important things are present; poor effort was made.

Few connections with other ideas and/or sources are present; poor effort was made.

Few defined unknown words.

Few questions about the content or for the author are present; poor effort was made.

Summarization

(A) 5

Great summarization of the text in sentences and paragraphs. Shorter than the original text but all main ideas are present and clearly stated.

(B) 4

Good summarization of the text in sentences and paragraphs. Shorter than the original text but all main ideas are present and clearly stated. Student has made an effort at summarization, but more is needed.

(C-D) 3-2

The summarization of the text in sentences and paragraphs lacks quality. The main ideas are not well represented and/or not clearly stated; a poor effort at summarization.

(F) 1-0

The summarization of the text in sentences and paragraphs is very poor. The main ideas are missing; little to no effort exhibited.

Analysis

(A) 5

Student makes great effort at addressing bias and perspective, and whether the argument represents both sides of the issue with indicated evidence to back up students claim. It is clear the student put great thought into his/her analysis.

Student clearly distinguishes fact from opinion and backs up his/her claim with indicated evidence.

Student makes several relevant connections to the topic as well as to other sources outside of the text.

(B) 4

Student makes good effort at addressing bias and perspective, and whether the argument represents both sides of the issue with indicated evidence to back up students claim. It is clear the student put good thought into his/her analysis, but more is needed.

Student distinguishes fact from opinion and backs up his/her claim with indicated evidence. It is clear the student put good thought into his/her analysis, but more is needed.

Student makes relevant connections to the topic as well as to other sources outside of the text.

(C-D) 3-2

Student makes fair to poor effort at addressing bias and perspective, and whether the argument represents both sides of the issue with indicated evidence to back up students claim. Student put some thought into his/her analysis, but much more is needed.

Student attempts to distinguish fact from opinion and back up his/her claim with indicated evidence, but clarity is missing. The student may be confused on distinguishing fact from opinion.

Student attempts but fails to make relevant connections to the topic or to other sources outside of the text.

(F) 1-0

Student makes very poor effort addressing bias and perspective, and whether the argument represents both sides of the issue. No indicated evidence. Little to no thought into his/her analysis.

Student makes very poor or no attempt to distinguish fact from opinion and back up his/her claim with indicated evidence. Student claim is completely unclear.

Student did not make relevant connections to the topic or to other sources outside of the text.

Section 5

Sentence Writing Tips & Grammar

Parts of Speech Review

Three little words you often see

Are ARTICLES: a, an, and the.

A NOUN is the name of anything, As: school or garden, toy, or swing.

ADJECTIVES tell the kind of noun,

As: great, small, pretty, white, or brown.

VERBS tell of something being done:

To read, write, count, sing, jump, or run.

How things are done the ADVERBS tell, As: slowly, quickly, badly, well.

CONJUNCTIONS join the words together, As: men and women, wind or weather.

The PREPOSITION stands before

A noun as: in or through a door.

The INTERJECTION shows surprise

As: Oh, how pretty! Ah! how wise!

The whole are called the PARTS of SPEECH, Which reading, writing, speaking teach.

"Definitions of Basic Sentence Parts." Word Functions and Usage Notes. Capital Community College Foundation, n.d. Web. 15 Aug.

2012. .

The Parts of a Sentence

Sentence: a group of words that expresses a complete thought. Every sentence contains a subject and a

predicate.

1. Subject: the noun or noun phrase that tells whom or what the sentence addresses.

Roger decided to save more money.

Almost all cats dislike water.

oFull or complete subject: the subject and all the words that modify it.

Patrick Henrys dream of freedom for all citizens compelled him to make his famous declaration.

oSimple subject: the main noun of the complete subject.

Patrick Henrys dream of freedom for all citizens compelled him to make his famous declaration.

oCompound subject: a complete subject with multiple simple subjects.

Miguel and the young boy became friends.

2. Predicate: a verb or verb phrase telling what the subject does or is.

oFull or complete predicate: the verb of the sentence and all the words that modify it.

The old dog climbs slowly up the stairs.

oSimple predicate: the main verb in the full predicate that indicates the action or state of being of the simple subject.

The old dog climbs slowly up the stairs.

oCompound predicate: a complete predicate with multiple verbs.

He thought of his lover and missed her dearly.

The goose was looking straight ahead and running for the pond.

3. Clause: a part of a sentence that contains its own subject and predicate.

oIndependent clause: a clause that could function as its own sentence.

When the Mets are playing, the stadium is full.

oDependent clause: a clause that cannot function as its own sentence. A dependent clause relies on an independent clause to complete its meaning.

A dependent clause can function as a noun,

I realized that I owed Patrick fifty dollars.

as an adverb,

When the Mets are playing, the stadium is full.

or as an adjective.

The beef that I ate for dinner made me queasy.

oElliptical clause: a type of dependent clause with a subject and verb that are implied rather than expressed.

Though unhappy, she still smiled.

In the clause Though unhappy, the subject and verb she was are implied: Although (she was) unhappy.

4. Phrase: a group of related words without a subject or predicate.

oNoun phrase: a phrase that acts as a noun. A noun phrase can function as a subject,

The snarling dog strained against its chain.

object,

He gave her the book of poems.

prepositional object,

The acrobat fell into the safety net.

gerund phrase,

Dancing the tango is a popular activity in Argentina. or infinitive phrase.

To dream is to be human.

oAdjective phrase: a phrase that modifies nouns or pronouns. Participial phrases and many prepositional phrases are adjective phrases.

The actor playing Puck left much to be desired.

oAdverb phrase: a phrase that begins with a preposition, and that functions as an adverb.

The theater was crowded with the actors fans.

oPrepositional phrase: a phrase made up of a preposition, its object, and its modifiers.

The roof of the old theater was leaking badly.

5. Modifier: a word or phrase that modifies or adds information to other parts of a sentence. Adjectives, adverbs, and many phrases and clauses are modifiers.

oLimiting modifier: a word or phrase that limits the scope or degree of an idea. Words like almost, only, or barely are modifiers.

It was almost time for dinner.

oRestricting modifier: a phrase or clause that restricts the meaning of what it modifies and is necessary to the idea of its sentence.

Any dog that has not had its shots should be taken to a veterinarian immediately.

oNonrestricting modifier: a modifier that adds information but is not necessary to the sentence. Commas, dashes, or parentheses set apart nonrestricting modifiers.

Seventeenth-century poets, many of whom were also devout Christians, wrote excellent poetry.

We could hear the singing birda wren, perhaps, or a robinthroughout the forest.

Run On Sentences

A RUN-ON SENTENCE (sometimes called a "fused sentence")

at least two parts, either one of which can stand by itself (in other words, two independent clauses), but the two parts have been smooshed together instead of being properly connected.

Run-ons can happen for a number of reasons:

o Sometimes two complete thoughts are not separated by any punctuation at all.

It made her look really pale she wore it anyway.

o Sometimes a new thought is only separated by a comma and begins with a pronoun. (pronouns: it, she, he, they)

It made her look really pale, she wore it anyway.

o Sometimes a new thought is not separated by any punctuation and begins with a transitional phrase, like

"however."

Melanie forgot to do her assignment however, the teacher didn't collect it.

o Sometimes many thoughts are connected by the word "and" without punctuation.

Everybody was out for themselves and they couldn't care less about the other people around

them.

o Sometimes an idea is difficult to express and the thoughts come out in a confusing order.

The employers rewarded their employees unlike today in many cases the employer just

doesn't care who he has working just as long as they are making him money.

There are FOUR easy ways to fix a run-on sentence:

1.Separate the ideas into two sentences with a period.

oIt made her look really pale. She wore it anyway.

2. Separate the ideas with a semicolon.

oIt made her look really pale; she wore it anyway.

3. Create a compound sentence: separate the two ideas with a comma and add a coordinating conjunction.

o(coordinating conjunctions: and, but, so, yet, for, or, nor)

oIt made her look really pale, but she wore it anyway.

4. Create a complex sentence: add a subordinating conjunction to one of the ideas to turn it into a dependent clause.

o(subordinating conjunctions: because, although, if, when, after, while, until, before, since, as, unless, whereas)

oAlthough it made her look really pale, she wore it anyway.

Sentence Types

1. Declarative makes a statement.

The king is sick.

2. Imperative gives a command.

Cure the king!

3. Interrogative asks a question.

Is the king sick?

4. Exclamatory provides emphasis or expresses STRONG emotion.

The king is dead! Long live the king!

Sentence Patterns

1. Simple one independent clause

The singer bowed to her adoring audience.

2. Compound contains two independent clauses joined by a coordinating conjunction or by a semicolon.

The singer bowed to the audience, but she sang no encores.

3. Complex an independent clause and one or more subordinate clause.

Because the singer was tired, she went straight to bed after the concert.

4. Compound-complex contains two or more independent clauses and one or more subordinate clauses.

The singer bowed while the audience applauded, but she sand no encores.

5. Loose or Cumulative makes complete sense if brought to a close before the actual ending. The modifying phrase in the sentence could be eliminated while maintaining the meaning of the sentence. We reached Edmonton that morning after a turbulent flight and some exciting experiences, tired but exhilarated, full of stories to tell our friends and neighbors.

6. Periodic makes sense fully only when the end of the sentence is reached.

That morning, after a turbulent flight and some exciting experience, we reached Edmonton.

7. Balanced the phrases or clauses balance each other by virtue of their likeness of structure, meaning or length.

We shall fight on the beaches, we shall fight on the landing-grounds, we shall fight in the fields and in the streets, and we

shall fight in the hills. Winston Churchill

8. Natural order subject comes before the predicate.

Oranges grow in California

9. Inverse order (sentence inversion) predicate comes before the subject. Typically used for emphasis or rhythmic effect.

In California grow the oranges.

10. Juxtaposition poetic and rhetorical device in which normally unassociated ideas, words, or phrases are placed next to each other, often creating an effect of surprise and wit.

The apparition of these faces in the crowd:

Petals on wet, black bough. (In Station of the Metro by Ezra Pound)

11. Parallel Structure grammatical or structural similarity between sentences or parts of a sentence. It involves the arrangement of words, phrases, sentences, and paragraphs so that elements of equal importance are equally developed and similarly phrased.

He loves swimming, running, and playing tennis.

12. Repetition a device in which words, sounds, phrases, and ideas are used more than once to enhance the rhythm and to create emphasis.

government of the people, by the people, for the people, shall not perish from the earth. (Address at Gettysburg by

Abraham Lincoln)

13. Rhetorical Question a question that requires no answer. Used to draw attention to a point and is generally stronger than a direct statement.

If Mr. Ferchoff is always fair, as you have said, why did he refuse to listen to Mrs. Baldwins arguments?

14. Rhetorical Fragment a fragment used deliberately for a persuasive purpose or to create a desired effect.

Something to consider.

NINE Sentence Patterns

SUBJECT + VERB ( . )

My bosswarned me about being late.

SUBJECT + VERB ( ; ) SUBJECT + VERB ( . )

My bosswarned me about being late;hedidn't fire me.

3.

My boss warned me about being late , but he didn't fire me .

4.

My boss warned me about being late ; however , he didn't fire me .

5.

Although my boss warned me about being late , he didn't fire me .

6.

My boss didn't fire me although he warned me about being late .

7.

My boss , a compassionate person , didn't fire me .

8.SUBJECT + VERB ( : ) A, B, C, and D .

My bossgave me some gifts: an alarm clock, a beeper, a watch, and a book.

9.DIALOGUE

Section 6

Formal Writing

Formal Writing Guidelines

No contractions--Do not use words such as: dont, werent, cant

o It is okay to use possessive pronouns. Dont confuse the two different uses of apostrophes.

No abbreviations unless explained.

o This is okay: The United Nations (UN) did not support the forceful removal of Hussein. On Monday, the

UN discussed his poor leadership and failure to follow UN sanctions.

o This is NOT okay: The UN (United Nations) or The UN did not support

No baby words

o Remove these words from your writing vocabulary: get, got, put, go, going, said, stuff, things, goes, putting,

etc. (See Baby Words list)

Remove the following phrases (or anything like them): I think that, I believe, I will tell you about, I thought, This paragraph is about

o You are the writer Of course, you THINK! If you didnt think it, you wouldnt write it!

Avoid using questions in your writing.

o This is usually by very young or very advanced writers. You only use questions IF they are well-crafted

rhetorical questions; generally avoid them if possible.

No first or second person!

o I is first person;You is second personuse only THIRD person in formal writing. The reader, and

one might think are third person.

Write out numbers that are less than ten, or numbers that start a sentence.

o One, two, three, four, and so on are not hard to write. Spell them out! If a large number is starting a sentence

then you must spell it out completely. i.e. Two million, four hundred fifty two thousand, two hundred eleven

rabbits were found on the field.

Do not END a sentence with a preposition: above, about, to, from, etc.

Avoid using parentheses in your text.

o Parenthetical citations are expected, as well as parentheses used to explain an abbreviation.! They are what parentheses are used for in formal papers. Otherwise, unnecessary parenthesis in writing interrupts the thought process of the reader and detracts from the essay.

Correctly format and ATTACH your Works Cited page when in-text and / or parenthetical citations are used.

Rhetorical Modes

Following are listed seven rhetorical modes of communication. Some of these you are no doubt familiar with. We will not specifically address each, but you are expected to be able to

recognize the form. Please note that the following are not definitions. They are examples.

1. Narration "I was seven years old when I first became aware of the terrible power of guilt. For piling our toys into a box, Mother rewarded my brother and me with five shiny pennies. If I had ten pennies instead of five, I could have bought a gingerbread man with raisin eyes and sugar-frosted hair."

2. Description Never before had Pedro experienced such a depth of despair and such a sense of isolation. he began to avoid those nearest to him, returning their friendly greetings with rough and indifferent replies. Often he sat in his room staring vacantly into space with hollow eyes. His hands were cold and clammy most of the time; yet his forehead burned hot with a mysterious fever.

3. Example Seneca once said, "Every guilty person is his own hangman." The truth of this observation can be illustrated by the lives of countless villains. Once such is Macbeth, from Shakespeare's tragedy of the same name. At the instigation of his wife, Macbeth kills the king of Scotland and usurps his throne - an act of treachery for which Macbeth and his wife suffer torments of guilt.

4. Definition Guilt is the remorse that comes from an awareness of having done something wrong. The origin of guilt is psychological. From childhood, we have all been conditioned by family and society to act within defined standards of reasonableness and decency.

5. Comparison and Contrast Although the first two words may seem to share some connotations, guilt is not a synonym for blame. Guilt must be felt; blame must be assessed. Guilt implies self-reproach that comes from an internal consciousness of wrong. Blame hints at fault that has been externally assessed.

6. Division and Classification The Bible identifies three kinds of guilt: guilt of the unpardonable sin, redeemable guilt, and guilt of innocence. First, the guilt of the unpardonable sin...Second, redeemable guilt is guilt that can be erased...Finally, the guilt of innocence is the guilt that Jesus bore...

7. Causal Analysis Guilt is caused by the failure of the will. The human mind, according to Freudian theory, is delicately balanced between the drive for instant gratification that comes for the id, and the desire for regulation and postponement that originates in the superego, which is sometimes identified with what we call he conscience.

Writers Workshop

Introductions

Why bother writing a good introduction?

1. You never get a second chance to make a first impression. The opening paragraph of your paper will provide your readers with their initial impressions of your argument, your writing style, and the overall quality of your work. A concise, engaging, and well-written introduction will start your readers off thinking highly of you, your analytical skills, your writing, and your paper.

2. Your introduction is an important road map for the rest of your paper. Your introduction conveys a great deal of information to your readers. You should let them know what your topic is, why it is important, and how you plan to proceed with your discussion. Your introduction should contain a thesis that will assert your main arguments. Your intro will also, ideally, give the reader a sense of the kinds of information you will use to make those arguments and the general organization of the paragraphs and pages that will follow. After reading your introduction, your reader should not have any major surprises in store when reading your paper.

3. Ideally, your introduction will make your readers want to read your paper. The introduction should capture your readers' interest, making them want to read the rest of your paper. Opening with a fascinating quotation, an interesting question, or a stirring example can get your readers to see why this topic matters.

Strategies for writing an effective introduction:

Start by thinking about the essay prompt. Your entire essay will be a response to the essay prompt, and your introduction is the first step toward that end. Your direct answer to the assigned prompt will be your thesis, and your thesis will be included in your introduction, so it is a good idea to use the prompt as a jumping off point for creating the thesis.

Don't be afraid to write a tentative introduction first and then change it later. Some people find that they need to write some kind of introduction in order to get the writing process started. That's fine, but, be sure to return to your initial introduction to make sure it is accurate for your paper, and rewrite the intro if necessary.

Introduction Techniques

Introductions establish the direction your writing is going to take. A good introduction grabs your reader's attention and refuses to let go. But - what's a good way to begin writing? Here are some suggestions:

OPEN WITH A BOLD AND CHALLENGING STATEMENT: Contrary to what some people think, not all people in America had equal rights at the turn of the 20th century.

OPEN WITH A QUOTATION: "We have nothing to fear but fear itself" are the words Franklin D. Roosevelt uttered on Inauguration Day in 1932.

OPEN WITH HOW YOU FEEL: Two hundred years after Thomas Jefferson wrote them, his words still inspire 21st century teenagers, to rise to their better selves.

OPEN WITH HISTORIC BACKGROUND: In the middle of the 20th century, race was still a large factor in American life, particularly as it applied to school segregation policies

OPEN WITH A REACTION:

Although many American male citizens were against women gaining the right to vote, Susan B. Anthony persevered, causing America's women to react by taking up her fight and winning the right to vote.

Things NOT to do in an introductory paragraph:

Do not apologize. Never suggest that you don't know what you're writing about or that you're not enough of an expert in this area that your opinion would matter. Your reader will quickly turn to something else. Avoid phrases like the following:

In my [humble] opinion . . .

I'm not sure about this, but . . .

Do not announce your intentions. Do not flatly announce what you are about to do in an essay.

In this paper I will . . .

The purpose of this essay is to . . .

Instead, do get into the topic and let your reader perceive your purpose in the topic sentence of your beginning paragraph.

Do not ask a silly question

Have you ever wondered about Abraham Lincoln?

What is a thesis?

Attributes of a Good Thesis

A thesis statement declares what you believe and what you intend to prove and will help you focus your paper. The thesis statement is typically located at the end of your opening paragraph. The introductory paragraph serves to set the context for your thesis.

Attributes of a good thesis:

It should propose an arguable point with which people could reasonably disagree; it takes a stand and justifies the discussion you will present.

It is specific and focused. A strong thesis proves a point without discussing everything about a subject. Instead of music, think specifically, "American jazz in the 1930s" and your argument about it.

It clearly asserts your own conclusion based on the text evidence youll present.

Your thesis provides the reader with a map to guide him / her through your work. Your thesis should lead the reader toward the topic sentences (literary devices).

It uses definite language and avoids vague language like It seems.

It avoids first and second person references (I, me, my, you, our, we, us).

Simple equations for a thesis might look something like this:

Specific topic

+

Argument

= Thesis

What you plan to argue

+

How you plan to argue it

= Thesis

Theme of pain and suffering

+

Literary Devices

= Thesis

Go on to next page >>>>>

Attributes of Body Paragraphs

Topic Sentences:

The literary device should be present in the topic sentence.

Setting the Context:

What was happening in history that is relevant to the text youll quote, or, what is happening in the text just before the quote youll give?

Introducing Quotes:

NEVER begin a sentence with a quote. Instead, introduce the quote this way (this serves as an in-text citation AND an introduction to your quote!): In line four Dunbar writes, With torn and bleeding hearts we smile.

Integrate Quotes:

Then, surround quotes with your own words like this: In line four Dunbar writes, With torn and

bleeding hearts we smile, giving the reader an excellent example of paradox.

Or, use a parenthetical citation, like this:

Dunbar writes, With torn and bleeding hearts we smile, giving the reader an excellent example of

paradox (4).

Elaboration Methods:

Most students dont elaborate enough. Consider adding: Action verbs, adjectives/adverbs (describing words), definitions examples/explanations, facts and figures, figurative language, reasons, or sensory images (descriptions that appeal to the senses) to your writing to fully elaborate. Remember, when done well, elaboration pushes your argument further; it never merely restates points youve already made.

Sentence Variety Methods:

You want a variety of sentence beginnings. Check your sentences: if they begin similarly, ch