written format of an e-mail - algonquin achievement...

ENG4C Revised Sept 2015

Unit 2: Communication

Rereading for Different Purposes

Informational text forms (such as explanations, reports, news articles, magazine articles and instructions) are written to communicate information about a specific subject, topic, event, or process. These texts use vocabulary, special design elements, and organizational patterns to express ideas clearly and make them easier to read.

Tips for Reading Informational Text

Before Reading Set a purpose for reading. Ask yourself why you are reading this

particular text. Look over the text to see which elements appear (such as headings,

subheadings, illustrations and captions, etc.), Examine the titles, headings, and subheadings, and scan for words that stand out. Look for words and phrases that might give you clues about how the information

is organized. Read any overviews, summaries or questions. In a shorter piece, read the opening

and concluding sentences or paragraphs. Examine each illustration and read the titles or captions. Recall what you already know about the topic. Record some questions you might have about the topic.

During Reading Divide the reading task into smaller chunks (chunking the text into

paragraphs, chunking sections by sub-headings, etc.). Read a chunk, pause and think about what you read, and write a brief one-sentence summary or brief point-form notes to help you remember important and interesting information.

Read quickly, then slowly. Skim the sections you think will support your purpose for reading. When you find specific information you want, slow down and read it word by word. You may need to reread the passage several times.

Read the selection and jot down thoughts, responses to your questions and new questions that occur to you.

After Reading Read the selection again to confirm the main idea and supporting details. Make connections to what you already know about the topic. How does the

information you have read add to or alter what you knew about the topic? Record your thinking about and responses to the text. For example, write a

summary, complete a graphic organizer, create a sketch, or orally retell to yourself or a friend.

Taken from: Queen’s Printer for Ontario. Think Literacy: Cross-Curricular Approaches, Grades 7-12. 2003. p. 82.


Readers increase their understanding by reviewing what they have read, reflecting on what they have learned and asking questions about the significance

Clues for Finding Answers in the Text

On The LinesSome questions can be answered by “reading on the lines”; the answer is right there in the text. The question asks for literal information from the selection such as details, facts and information stated by the author. Some “question starters” that ask for literal knowledge are give, list, find, describe, tell, retell, and what. To answer a question “on the line”

Find the words used to create the question. Look at the other words in that sentence to find the answer.

Among The LinesThe answers to some questions are to be found by “reading among the lines.” This type of question has an answer in the text, but this answer requires information from more than one sentence or paragraph. Some “question starters” that ask for literal knowledge include list, compare, how, and summarize. To answer a question “among the lines”:

Find the words used to create the question. Reread the sentences or paragraphs that contain the question words. Look at the other words in the sentences or paragraphs to find the answer.

Between The LinesSome questions ask you to “read between the lines”. This type of question asks the reader to make inferences based on the ideas and information in the text.

The answer might be found interpretively in the reader’s own background knowledge, but would not make sense unless the reader had read the text. Some “questions starters,” that ask for inferences are why, how might, what do you think, explain, predict, and what might. To answer a question “between the lines”:

Look for key words and clues in the question Re-read that part of the text in which the author gives the clues needed to

construct the answer. Ask yourself: - Is this what the author meant? Ask yourself: - Does this make sense?

Beyond the LinesThe answers to some questions are not in the text at all: they are “beyond the lines.” This means searching for the answer in the reader’s own background knowledge. Some “question starters” that ask for interpretations are what can you learn from, how might you, what if, and is it fair that. To answer a question “beyond the lines”:

Read the question and identify the key words. Identify your beliefs, experiences and knowledge that relate to the question. Ask yourself: - would the author agree with this conclusion?

Assignment #1


You will read the McCallum article entitled "The Young and the Feckless Another NBA Coach Finds Out - Too Late - Who's Really Running the Show." (-5)

Before Reading

1. Before you read the article, just by reading the title of the article what do you think the article will be about?

During Reading

2. What does the expression “the inmates are running the show” mean to you?

3. What is the author trying to tell us when he says “they bring with them a sense of entitlement borne of marketing deals that turn them into celebrities of vast wealth before they turn themselves into players”?

4. When the article refers to “the children” who are they referring to?

5. Who is Penny Hardaway?

6. What are some of the characteristics of Hardaway that the author of the article points out? (good and bad)

7. Why are coaches fired so often in the NBA?

After Reading

1. After reading the article, do you agree that players run the team and not the coach? Explain with examples from the article.

THE YOUNG AND THE FECKLESS ANOTHER NBA COACH FINDS OUT--TOO LATE--WHO'S REALLY RUNNING THE SHOW By Jack McCallum Sports Illustrated March 3, 1997

With regard to the firing of Brian Hill as coach of the Orlando Magic on Feb. 18, the operative cliché was, The inmates are running the asylum. Here's a more appropriate metaphor: The children are running the day-care center. Children point fingers and backstab when the going gets tough. Children have a hard time accepting responsibility when things go bad. Children pout when they don't get their way. Ladies and gentlemen...your Orlando Magic!

Page 3


The NBA has long been an indoor Lord of the Flies (one wonders if Red Auerbach was the league's last coach truly in control of his team), but never have so many children been so much in charge. Players are leaving college earlier--or not going to college at all--and thus entering the NBA with less maturity than ever. And they bring with them a sense of entitlement borne of marketing deals that turn them into celebrities of vast wealth before they turn themselves into players.

At the same time, the stakes are getting so phenomenally high (the DeVos family, proprietors of the Magic, paid $85 million for the Magic in 1991, and as of last May the team was valued at $122 million) that franchise executives suddenly listen very carefully to the children. If they don't, the children will pout and tune out the coach, or take their ball and move to a new team as soon as they're free agents. Hill found out that the individual who really runs the Magic is a 25-year-old child named Penny Hardaway, who already has his own puppet alter ego (and an irritating one at that).

In the interest of full disclosure I should say that I go back a long way with Hill, two decades, to Bethlehem, Pa., where he coaxed dozens of wins out of mediocre talent in nine years at Lehigh. But by any objective standard Hill should not have been fired by Orlando. In his three complete seasons he won 68% of his games and more than 50 games per year, the benchmark for NBA coaching excellence. He took the Magic to two conference finals and an NBA Finals. You'd think they'd be giving this guy a long-term contract, not the gate.

Hill's record this season was a subpar 24-25, but four starters, including Hardaway, missed a total of 61 games to injury. Then there is the matter of Shaquille O'Neal's exit to the Los Angeles Lakers after last season; all he took with him was 27 points, 12.5 rebounds and three blocks a game. When Hill had most everyone healthy, as he did before the All-Star break, the Magic won nine of 10 and was the NBA's hottest team. Then Orlando lost five in a row; Hill got canned.

Criticism of Hill centered on three things: his alleged failure to keep O'Neal from fleeing, his alleged failure to develop an imaginative offense and his alleged failure to keep Hardaway happy. O'Neal was not overly enamored of Hill, but he also left because the Magic front office bungled negotiations with him and because La-La Land was too enticing to pass up. Anyway, young players are not exactly, as the sonnet puts it, constant in their affections. On more than one occasion during O'Neal's rookie season of 1992-93, I heard him say of his then coach, "We've got to get Matty [Guokas] out of here and bring in Brian." Sure enough, next season Matty was out and Brian was in. As for Hill's offense, well, every offense in the NBA is predictable--the Chicago Bulls, for crying out loud, run a Stone Age triple post, but they run it very well. Precise execution of a predictable offense is what NBA winners are doing these days, and when O'Neal was around, Orlando was pretty good at it.

As for the final criticism, I want to see the guy who can keep Hardaway happy. He's a spectacular player, but he has spectacular flaws as a leader. He is a sullen pouter who demands superstar treatment even when he doesn't put forth superstar effort or leadership.


And no one else resembling a leader, no one who might rally the troops when times get tough, can be found on the Magic roster, with the possible exception of Horace Grant. Instead, these babies yelped, "Let's get rid of the coach." Hardaway, who led the insurrection, can become a free agent after the 1998-99 season, and he held a Hill-or-me hammer over the franchise.

Asked whether he and Grant were responsible for Hill's dismissal, Hardaway's reaction was, "I know it isn't my fault, or Horace's fault." It's not my fault. It must be someone else's fault. Now can I go to the bathroom?

Are there any coaches in the league whom team executives still listen to more than they listen to the children? Pat Riley is one. John Calipari, for the moment, is another. Phil Jackson may be another, though a single anti-Jackson syllable from Michael Jordan could change that. The list is short, and Hill was never on it. It has long been a truism that NBA coaches are hired to be fired. That doesn't mean it's right. Not in every case, anyway. This was one of the wrong ones.

Activity 2: The 5W's - Fact-Finding

Quite often, people in the public eye become involved in many community organizations. They may serve as spokespersons for a cause, donate funds to charitable causes, or become directly involved in community service. As a result, these philanthropists influence the youth of today both directly and indirectly through their thoughts and actions. Celebrities need to be mindful of their influence and are often held accountable for their actions. In order to ensure the integrity of their public image they employ a team of individuals who are responsible for managing their image to the public.

Scenario: You are employed in a public relations company and one of your high profile clients has made some damaging remarks about a person or situation. You have contacted all members of the client's public relations team and have begun to "trouble shoot" how you will remedy this potentially negative situation.

Troubleshooting is a complex situation. The first step involves gathering all information: the who, what, when, where, how, and why

Assignment #2

Read the story “Goldilocks and the Three Bears and then "troubleshoot": who, what, when, where, why, and how of the situation, (the 5W's of reporting,) so that you can make an informed decision about the facts as they were presented.


Remember that your client is fictitious.

The Story of Goldilocks and the Three Bears

Once upon a time, there was a little girl named Goldilocks. She went for a walk in the forest. Pretty soon, she came upon a house. She knocked and, when no one answered, she walked right in.

At the table in the kitchen, there were three bowls of porridge. Goldilocks was hungry. She tasted the porridge from the first bowl.

"This porridge is too hot!" she exclaimed.

So, she tasted the porridge from the second bowl.

"This porridge is too cold," she said

So, she tasted the last bowl of porridge.

"Ahhh, this porridge is just right," she said happily and she ate it all up.

After she'd eaten the three bears' breakfasts she decided she was feeling a little tired. So, she walked into the living room where she saw three chairs. Goldilocks sat in the first chair to rest her feet.

"This chair is too big!" she exclaimed.

So she sat in the second chair.

"This chair is too big, too!" she whined.

So she tried the last and smallest chair.

"Ahhh, this chair is just right," she sighed. But just as she settled down into the chair to rest, it broke into pieces!

Goldilocks was very tired by this time, so she went upstairs to the bedroom. She lay down in the first bed, but it was too hard. Then she lay in the second bed, but it was too soft. Then she lay down in the third bed and it was just right. Goldilocks fell asleep.

As she was sleeping, the three bears came home.

"Someone's been eating my porridge," growled the Papa bear.

"Someone's been eating my porridge," said the Mama bear.


"Someone's been eating my porridge and they ate it all up!" cried the Baby bear.

"Someone's been sitting in my chair," growled the Papa bear.

"Someone's been sitting in my chair," said the Mama bear.

"Someone's been sitting in my chair and they've broken it all to pieces," cried the Baby bear.

They decided to look around some more and when they got upstairs to the bedroom, Papa bear growled, "Someone's been sleeping in my bed,"

"Someone's been sleeping in my bed, too" said the Mama bear

"Someone's been sleeping in my bed and she's still there!" exclaimed Baby bear.

Just then, Goldilocks woke up and saw the three bears. She screamed, "Help!" And she jumped up and ran out of the room. Goldilocks ran down the stairs, opened the door, and ran away into the forest. And she never returned to the home of the three bears.

Bears’ House VandalizedWitnesses Say Blonde Girl Spotted

Fleeing from the Scene!

Who? What? When? Where? Why? How?


Assignment #3

Read the following news article and identify:

WhoWhatWhereWhyWhenHow

Grizzly bear attacks hunter near Cranbrook, B.C.Police warn people to avoid area as conservation officers search for the mother grizzly and cubsCBC News Posted: Sep 02, 2015 10:15 AM PT Last Updated: Sep 02, 2015 11:45 AM PT

A mother grizzly, originally believed to have been wounded, is being sought by conservation officers. Officials have since determined that all the hunter's arrows missed. (Chris Darimont/University of Victoria)

Police are warning people in Cranbrook, B.C. to avoid an area east of the city Wednesday morning as conservation officers search for a mother grizzly bear that attacked a bow hunter last night.

The man was injured, and airlifted to hospital in Calgary, but expected to survive.

The hunter and the bear may have both been going after the same prey — elk that feed in the area — according to the B.C. Conservation Officer Service.

The mother bear, who was with two cubs, acted defensively in charging the man, officers believe.

While conservation officers initially thought the hunter hit the grizzly with an arrow, they've now recovered all five arrows that were shot — meaning the bear was not wounded in the encounter.

Four officers are tracking the bear, and working to gather more information on what happened.

The attack happened near City Fields, on Highway 3 near the turnoff to Highway 95a.

With files from Bob Keating

https://goo.gl/maps/3fGNl

http://www.cbc.ca/news/cbc-news-online-news-staff-list-1.1294364


The Business Communiqué

The memorandum is a form of communication between departments or individuals in a business or organization and has a specific format:

1. Identify your audience and purpose with the following headings:

To: Jane DoeFrom: Paul Master

Subject: Parking Lot Restrictions

Date: October 23, 2012

2. You may wish to send a copy of the memo to someone for reference. Include these people on a separate line before the subject using the heading “cc” (for carbon copy.)

3. The body of the memo follows a standard format which is single-spaced, block paragraphs, two line spaces between paragraphs, and three line spaces between the heading and the body of the memorandum.

4. The body contains information directly related to the organization, is informal in its tone, and explains and requests the action you expect to be taken.

Paragraph 1 includes the main idea. Paragraph 2 provides details. Paragraph 3 requests the action or response.

5. Memorandums do not require a salutation or a closing.


Sample Memorandum

Purpose: To remind members of the SAC about the upcoming movie night.Audience: Members of the SAC

MEMO

To: All Student Activity Council Members From: Ms T. Eacher, SAC Advisor Cc: Mr. A. D. Ministration, Principal Mr. B. D. Min, Vice Principal Subject: Food Bank Movie Night Date: November 3, 20XX

As we discussed at our last meeting (Wednesday Nov. 1st), Mr. Eacher has given us permission to have a movie night on Thursday November 9th in the school cafeteria from 5pm until 9pm.

Since the movie night is to benefit the food bank at the church, we are responsible for collecting non-perishable food items from each person in attendance. We will need to box and transport those items to the church by Friday the 10th at 9:30am at the latest.

It is advisable that all executive members box all food items Thursday evening while the members at large (classroom reps), put up all tables and stack the chairs for the custodians. The SAC executive is to meet me by the cafeteria exit Friday at 9:00am with the boxed food items so that we can transport them to the church.

Within your lifetime, you will probably send and receive a great number of letters. Some of those letters will likely be personal and some will likely be related to business.

Personal (Informal) letters

Personal letters may include e-mails, postcards, Christmas cars, birthday cards and letters to friends, to name a few examples.

The main way personal letters differ from formal letters is their language. Personal letters use informal language to offer a personal touch, being comfort through familiarity or suggest a laid back manner. Personal letters also knows as friendly letters have five parts.


Business (Formal) Letters

Business letters are used to communicate in the business world. They include memos, resumes and cover letters, legal letters and updates to name a few.

Business letters contain a formal level of language in order to convey a sense of responsibility to, and respect for the intended reader.


Assignment #4

You work in the mailroom of a major office building. You are under pressure to keep the business correspondence moving quickly and are instructed to prioritize the business mail by separating the mail into two piles; one pile for personal mail and one pile for formal correspondence.

As you skim the mail you only see a portion of each letter, so you have to make a quick judgment as to whether or not it is person (informal) or business (formal).

On you assignment paper select the correct letter type for each of the following statements.

Business PersonalDear Reader:

As the Minster of Training, colleges and Universities, I am pleased to release the report, EmploymentProfil, 2014-15 Graduates of Ontario Colleges. The report provides a snapshot picture of the employment experiences of college graduates six months after graduation.

Business Personal

Please accept my application for the position of apprentice mechanic, advertised in the Ottawa Sun

I look forward to hearing from you.

Yours truly,

Business Personal

LOLBusiness Personal

Govern yourself accordinglyBusiness Personal

I confirm receipt of your correspondence darted ….Business Personal

We are writing this letter to inform you of the assessment…Business Personal

Come over tonightBusiness Personal

CC.Business Personal

Subject: Food Bank Movie NightBusiness Personal

Write back soonBusiness Personal


Assignment #5

Write an inter-office memo to the manager of Parking, letting him/her know that your car has been scratched three times in the past month and you would like more security in the parking lot to deter this type of vandalism. Refer to page 10 of this lesson for an example of a memo.

Writing an E-mail

Most people have written an email at some point or another. However, there are some things to keep in mind depending on the audience who will be receiving your email. Make note of the following tips:

Include a specific subject line Keep the tone professional when dealing with colleagues or your boss Do not use internet short forms such as “TTYL” in professional emails Do not send unnecessary emails in the work place Once sent, emails cannot be taken back!

Written Format of an E-mail

Assignment #6: Email

Write an email to a friend inviting them to a party on the weekend.


Acting on Language - The Survey

Conducting a Survey

According to The Oxford English Reference Dictionary, a survey is defined as “the result or findings of this, esp. in a written report.”

When you conduct a survey, you must be familiar with your audience so that you will be able to generate a series of questions that will accurately reflect the belief(s) of your audience. In order to do this, you should consider:

placing your topic sentence or thesis at the beginning or end of your survey, depending upon your reader’s level of opposition to the topic;

following an organizational plan that anticipates your audience’s view to your topic

relying on logical reasoning; avoiding a first person point of view so that your reader can focus on the issue,

not you as the writer; and presenting details and or examples to illustrate your topic

The Survey - Writing Process

Step 1: State your Purpose Write a sentence that indicates what you want your reader to think about.

Step 2: Compose simple, brief questions. You may wish to use simple yes or no questions for your reader’s to respond to, this ensures that your results are clear and easy to analyze.

Step 3: Conduct the Survey. Conduct and collect all responses as accurately as possible.

Step 4: Summarize your Results. Record and describe the numbers and groups of those people surveyed. Interpret your results carefully in order to reach a conclusion. Save your results in a chart format so that you can provide a sample for your research report.


Questionnaire Survey

Sex: M F Age: ______

Are you married? Yes: No:

Do you consider yourself more of a “day person” or a “night owl”?________________

What section of the newspaper do you read first:________________________

Do you live alone?: Yes: No:

How many hours of television do you watch per week? ___________

Do you have a dog?: a cat? a bird?

Do you recycle any products: Yes: No:

If yes, paper? aluminum?: glass?

Are you satisfied with the current Prime Minister? Yes: No:

Which are you more concerned about, the economy or the environment?

Should Canadians buy only products made in Canada? Yes: No:

How many close friends do you have, not including family?_________

How many times per week do you see people for a social occasion? ___________

Assignment #7

Create a survey to find out if the students at the college want a swimming pool added to the new student centre that is being built. Your survey must contain at least 10 questions.

Consider these questions as you make your survey: Have I provided up to date knowledge about the topic? Have I narrowed the focus of the topic? Are the questions grouped according to topic(s)? Have I identified my purpose and audience? Is the format I have chosen useful for gathering the necessary information?


Assignment #8

Read the following poem by Robert Frost and complete the questions that follow.

The Road Not Taken

Two roads diverged in a yellow wood,And sorry I could not travel bothAnd be one traveler, long I stoodAnd looked down one as far as I couldTo where it bent in the undergrowth;

Then took the other, as just as fair,And having perhaps the better claim,Because it was grassy and wanted wear;Though as for that the passing thereHad worn them really about the same,

And both that morning equally layIn leaves no step had trodden black.Oh, I kept the first for another day!Yet knowing how way leads on to way,I doubted if I should ever come back.

I shall be telling this with a sighSomewhere ages and ages hence:Two roads diverged in a wood, and I—I took the one less traveled by,And that has made all the difference.

~Robert Frost1. Using a dictionary, look up the meaning of the following words. Choose the

definition that is most appropriate considering how the word is used in the poem.

a) diverged b) undergrowthc) trodden (past tense of tread)

2. Describe the choice that the traveler had to make in the poem. [1] Provide details

about each option.

3. How has the decision affected the traveler’s life in the years that have passed? Quote the line(s) from the poem that supports this.

4. In one sentence, state what you think the poet is trying to say about choices. Begin with, “I think the poet is trying to say that…”.


Assignment #9

Read the following, then answer the questions that follow.

The Step Not TakenBy Paul D'Angelo

Paul D'Angelo's usual idea of writing is to tell fish stories, and he admits that his, like most, will stretch the truth. But one day the humour columnist for Canadian Sport Fishing stepped into a Toronto elevator, and lived the true and sobering story that follows. When it appeared, in The Globe and Mail of April 3, 1995, it struck a deep chord: dozens of readers sent replies, one of them 5000 words long. Several recounted tragic experiences they had just had them-selves, and told how D'Angelo's confession had helped them face their own trials. The author of this thought-provoking essay has an unusual background for a writer. Born in Toronto, Paul D'Angelo never went to university but always read a lot, an activity that gave him a way with words. After high school he left for Europe and Africa, where he spent seven years travelling, working here and there, and just living life. In the meantime, on a visit home he launched a seasonal greeting card business, which, still left him seven months a year to roam. For some years now, he and his family have lived in Toronto, where he thinks of himself mostly as an entrepreneur, but goes north to fish pike and bass for fun, and then writes about it in several columns a year. "Write what you live!" he says. Though D'Angelo finds most writing slow and tough, he fell our selection so strongly that he just wrote it right off, to "get it off his chest, " and the Globe changed only one word. Though he "felt better, " his hope that the young man in the elevator would see the article and respond never came true. Perhaps it still could, if that young man should happen to see the pages that follow.

A few weeks ago I was followed into an office-building elevator by a well-dressed young man carrying a briefcase. He looked very sharp. Very buttoned-down. Wearing gold wire-frame glasses, he was of medium height and build with neatly trimmed brown hair and, I would guess, in his mid-20s. Typical junior executive material. There was nothing about him that seemed unusual. Nothing at all to indicate what was about to take place.

The elevator had only one control panel, and I excused myself as I leaned over to his side of the car and pushed the button for the 10th floor. He pushed the button for the 15th. The doors of the elevator closed and we began to ascend. Employing typical Toronto elevator etiquette, I stood staring up at the row of floor numbers above the doors while purposely ignoring my fellow passenger. Then it happened. A sudden strained gasp. Turning toward the noise, I was astonished to see the young man drop his briefcase and burst into tears. Our eyes met for a split second and, as if slapped, he averted his face from me, leaned his head against the wood-panelled wall of the elevator and continued to weep.

And what I did next still shames me.

The elevator stopped at the 10th floor and, without looking back, I stepped out. I stood in


the hallway, a bundle of mixed emotions, wondering what to do. A combination of guilt and uncertainty washed over me. Should I go up to the 15th floor and make sure he's okay? Should I search him out from office to office? Should I risk the embarrassment it might cause him? Is he mentally disturbed? A manic depressive, perhaps? Is he a suicide just waiting to happen?

I didn't know what to do. So I did nothing.

And now he haunts me. Not with fear, of course, but with a sense of regret. I see his face crumbling before he turns to the wall. I see his shoulders heave as he sobs in a combination of sorrow and shame. I wonder now what brought him to that moment in time. How long had he been holding his pain inside before he could no longer contain it? What could possibly have overwhelmed him to such an extent that he was unable to keep from crying out?

Had he just visited the doctor and been told that he had an incurable disease? Was he having marital problems? Was his wife ill? His child? Had someone dear recently died? Was he being laid off? Was he looking for a job and meeting with no success? Was he having financial woes? Was he without friends in the city and crushed by loneliness?

The sorrows of this world are endless.

The few people I have told about the incident all say I did the proper thing, the best thing, by leaving the young man alone.

But they are wrong.

Like so many things in life, I know now what I should have done then. I should have thrown caution to the winds and done the right thing. Not the big-city thing. The right thing. The human thing. The thing I would want someone to do if they ever found my son crying in an elevator. I should have given him the opportunity to unload his sadness onto my shoulders. I should have reached out a hand and patted him on the back. I should have said something like, "Why don't you let me buy you a cup of coffee and you can tell me all your problems. There's no reason to feel self-conscious. I'll listen for as long as you want to talk."

What would his reaction have been to that? Would he have turned even further to the wall? Or would he have turned on me? Cursing me? Telling me to mind my own damned business? Would he have lashed out at me? Sorrow and insecurity turning to rage. Would he have physically attacked me? Or would he have gone with me for that cup of coffee?

I don't know. I'll never know. All I can be certain of is I left him in the elevator with tears streaming down his face. And that he was alone. All alone. I hope that somehow he gets to read these words, because I want him to know that I'm pulling for him. That I hope things are looking up for him. That I hope his sorrow is in the past. That I hope he is


never again burdened with such awful despair. That I am thinking of him. That I said a prayer for him. That I was wrong, dreadfully wrong, not to step forward in his time of need.

That I' m sorry.

(Taken from Conrad, R. The Act of Writing 5th ed. Toronto: McGraw-Hill Ryerson, Ltd., 2003.)

After reading the essay entitled “The Step Not Taken” by Paul D’Angelo answer the following questions on your own paper and submit them for evaluation.

1. What seems to be D’Angelo’s purpose in writing this essay? What message is he sending to his audience?

2. Outline some advantages and disadvantages of offering to help the stranger on the elevator:

3. Explain “the big city thing” that D’Angelo refers to in paragraph 11.

Assignment #10

Read the following, then answer the questions that follow.

38 Watched Stabbingby Max Haines

The neighbourhood was middle class; ordinary people leading ordinary lives. The crime and violence often associated with New York City didn't apply to the Kew Gardens section of Queens. Tree lined streets, Tudor styled store fronts — Kew Gardens was a good place to live.

Catherine Genovese lived there. In the early hours of March 13,1964, the twenty-eight year old bar manager cried out to her neighbours for help. Her plea went unheeded. At precisely 3:20 a.m.. Kitty, as she was known to everyone in the neighbourhood, parked her red Fiat in the Long Island Railroad Station parking lot. She locked her car and, as usual, started walking toward the door leading to her apartment at 82-70 Austin Street. Shops along Austin Street occupy the first floor. Apartments are on the second. Because of this, the entrance to Kitty's apartment was at the rear of the building, about one hundred feet from where she parked her car.

Just as she was about to proceed to her apartment she noticed a man lurking at the far end of the parking lot. Otherwise the streets were deserted. Apprehensive about the stranger, she decided to walk along Austin Street toward a police call box. Kitty could hear the footsteps of the man following her. He was gaining rapidly. Under a street light, in front of a bookstore, and directly across from a ten storey apartment building, the man grabbed


the terrified woman.

Kitty screamed, "Oh my God, he stabbed me! Please help me! Please help me!"

Lights blinked on in the apartment building. Windows slid open. Someone shouted, "Let that girl alone."

The attacker shrugged and walked down Austin Street.

No one came to Kitty's assistance. No one called the police. The windows of the apartment building slid closed. One by one the lights went out.

Down on the street, Kitty Genovese got to her feet. Staggering slightly, she slowly retraced her steps, desperately trying to get to the safety of her apartment entrance. She made it to the side of her building. To her horror her assailant had returned. Again he grabbed her and stabbed her once more.

Kitty screamed, "I'm dying, I'm dying."

More windows opened, more lights went on. Kitty's attacker walked down Austin Street, got into his car and drove away. Behind closed windows, apprehensive eyes peered down at the scene below. Still no one came to Kitty's assistance. One by one, like snuffed out candles, the lights of the apartments blinked off. Now bleeding profusely Kitty rose once more to her feet. Staggering and falling, she made her way to the rear of her building. She managed to open the door to the building and half crawled to the foot of the stairs. Unbelievably, her assailant returned for the third time and stabbed her once more, this time fatally. Then he disappeared into the night.

At 3:50 a.m. a neighbour of Kitty's called the police. They took only two minutes to arrive at the scene. The man who had made the call explained that he had consulted with a friend by phone in another section of the city before he placed the call. Why hadn't he called earlier? He told the police he didn't want to get involved. The investigation into Miss Genovese's death was strange and frightening in many ways. Thirty two minutes had elapsed from the time she had parked her car in the station parking lot until the police arrived at the scene of the murder. On two occasions the killer had left and returned. Had anyone called the police, most certainly Miss Genovese would not have been killed. To summon the police by phone in that section of Queens, it is only necessary to dial zero.

Kitty's neighbours, many of whom knew her well, were interviewed by police and reporters. Incredibly 38 individuals had witnessed the attacks and not one had called the police. Hardened homicide detectives, who had thought they had witnessed every human emotion, were at a loss as to why all 38 citizens had chosen not to make a simple telephone call. They all recognized the reluctance of citizens to become involved when there is a risk of danger to themselves, but this was a different situation. An anonymous phone call from the safety of your own home cannot be considered a dangerous act. Later the reluctant witnesses gave a variety of answers:


"I put out the light and we were able to see better.""I don t know.""I didn't want my husband to get involved.""I was tired.""Frankly, we were afraid.""We thought it was a lovers' quarrel.""I just took a look and went back to bed."

Winston Moseley a 29-year-old business machine operator was later charged with the Genovese murder. When questioned he confessed to killing two other women, as well as raping and robbing scores of others. He was a married man with two children and no previous record. He had returned to kill Miss Genovese for fear that she could identify him.

At Moseley’s trial, when the jury brought in a verdict of guilty with a recommendation for the death penalty, the court spectators stood and cheered. Amongst those who cheered that day were several of the 38 witnesses who didn't dial zero to save Catherine Genovese’s life.

Assignment:

After reading the article entitled “38 Watched Stabbing” by Max Haines answer the following questions on your own paper and submit them for evaluation.

Consider the following definitions:

TONE: the attitude or feeling that comes across in a piece of writing, revealed by the writer’s word choice and general writing style. The tone can be serious, angry, satirical, humourous, sarcastic, sad, etc.

IRONY: a literary device that creates a contrast or discrepancy between what is said and what is meant. Irony of situation is a contrast between what is expected to happen and what does happen. For example: an orphan becomes a millionaire, a peace activist is shot to death.

Answer the following questions in complete sentences:

1. Explain the irony in the final paragraph of this article.

2. What is the author’s tone? Use direct quotations from the article that clearly indicate this tone.

3. In social psychology, there is a phenomenon referred to as the Bystander Effect. This theory speculates that as the “number of bystanders increases, the likelihood of any one bystander helping another decreases.” As a result, additional time will pass


before anyone seeks outside help for a person in distress. Another hypothesis is something called the Diffusion of Responsibility. This is simply a decrease in the feeling of personal responsibility one feels when in the presence of many other people. The greater the number of bystanders, the less responsibility the individual feels. In cases where there are many people present during an emergency, it becomes much more likely than any one individual will simply do nothing. (www.crimelibrary.com)

How do the theories of the Bystander Effect and the Diffusion of Responsibility apply to the case of Kitty Genovese? What would have likely been the result if she had been attacked in an isolated area with only one bystander? (8 marks)

Assignment #11

Journal Entry

Describe a time when the actions of a stranger made you wonder how to react. Did you get involved? Ignore the situation? Outline the choices you faced and the rationale for your decision. Reflect on this choice. Do you regret it today? Did you make the right choice based on the circumstances? Explain.

http://www.crimelibrary.com/


Assignment #12 - CPT

Independent Study – Research Paper Guidelines

The Independent Study is the last step before writing the final exam and completing the course. It is worth 10% of the course mark.

The Research Paper

A research paper is a study of a topic. It should be about 1000-1300 (4-5 pages) words long and must include both a cover page and bibliography. Information about these will be provided later in the lesson.

Part 1 THE TOPIC

1. Choose a topic. It must be one that interests you and gives you an opportunity to explore, discuss or comment on events, theories or situations. You should be able to take a stand, have a point of view or investigate a subject.

2. Questions to ask yourself:- Will I have time to complete this?- Are resources/information available?- Is the topic too difficult?- Do I need to broaden or narrow the focus of my topic?

3. Look up information on your topic in TWO general references such as encyclopaedias, reference books or a list of bonafide internet sites.

4. Give your teacher the following:- The topic- A one-two sentence summary of what you want to do with the topic- A list of the general references you’ve found so far. (Use proper bibliographic

format as shown at the end of the lesson.)


Part 2 BEGINNING THE RESEARCH

1. Organize your topic in broad categories by breaking it down into manageable units.

Eg. Firefighting as a career

Major headings: Role of firefightersWorking conditionsQualificationsTrainingJob opportunities in this region

2. Under each major heading, list minor headings related to it. You may find some major headings may be omitted if information isn’t important or adequate.

3.Eg. Firefighting as a career

Major heading: Role of firefightersMinor headings: Control and extinguish fires

Respond to other emergenciesBuilding inspections for fire hazardsAdminister para-medical aidPromote fire safety

4. Draw a conclusion or an observation about your topic. This will be your working THESIS or controlling idea or argument.

Example: Once regarded as a job meant solely for extinguishing fires, firefighting today has evolved into a complex, multi-faceted profession.

5. Find TWO specific references. Give your teacher a bibliographic entry for these references as well.


Part 3 THE OUTLINE

1. In this assignment, you will develop the paper’s outline. Look at the following example of an outline:

Generalization: THESIS Once regarded as a job meant solely for extinguishing fires, firefighting today has evolved into a complex, multi-faceted profession.

1st major heading: I The role of firefighters has become more of prevention, education, and disaster preparation and training than just the act of putting out fires.

Evidence: Community and school education programs, building inspections

Evidence: Regular training for help with disaster situations such as floods, road accidents, terrorist acts etc.

2nd major heading: II The working conditions are very much products of the modern age, thanks to the increased awareness of governments and society in general.

Evidence: Society expects more from its professionals. To attract qualified and capable individuals, the job has to be made more attractive.

3rd major heading III Only qualified individuals need apply. Current physical and intellectual expectations for new firefighters require extensive pre-application preparation and learning.

Evidence: Physical testingFurther educational background requirements

2. When providing your outline, it would be helpful to include relevant statistics or quotes to help prove your thesis. Remember you are trying to convince your reader.

NOTE ABOUT PLAGIARISM: Plagiarism is a serious error and will result in a failing mark. Plagiarism means passing off as your own words or ideas of someone else. Therefore, you must document any borrowed information or material.

Provide ONE-TWO more references with bibliographic citations and brief


Part 4 THE INTRODUCTION & CONCLUSION

1. The introductory and concluding paragraphs are often considered the most difficult parts to write. Introductory paragraphs can be more effectively written after other sections of the draft are completed.

The introduction has two purposes:

i) to capture the reader’s attentionii) to introduce the material

Avoid beginnings that are too general, too theoretical or too far removed from the central concerns of the paper. Clearly state the thesis.

Likewise, in the conclusion, remind your reader of the thesis, but do not restate it in the same words nor introduce entire new and unresolved material. However, you might wish to suggest some implications of the topic that you haven’t dealt with.

2. Give your teacher the introduction and conclusion. Double-space your work.

Part 5 THE FIRST DRAFT & QUOTING SOURCES

1. Write in the third person, simple past tense (objective writing)

2. Paragraphs must have clear topic sentences.

3. Double space all drafts

4. Use transitional words and phrases to give the paragraph coherence and to relate it to other paragraphs and your thesis.

5. Revise the first draft before handing it in. Include as well a first draft of the bibliography.

Your first draft should include Parenthetical Notes.


Parenthetical notes are a way of documenting borrowed material. Where documentation is required, it should be placed in parentheses (brackets) after the quoted passage, borrowed factual data, or paraphrased ideas. These parenthetical notes must enable the reader to answer three questions about the borrowed material:

Who said it? (author or editor) When was it said? (Year) Where was it said? (Title of book, article or internet site)

In other words, the brackets should contain the author’s surname, date of publication, and the page number(s) from which the material was borrowed. The rest of the information -author’s other names and publication’s title - are in the bibliography.

Every quotation should have an introduction or bridge into the body of the paragraph. There must be some reference or tie-in to the quotation’s source.

Parenthetical notes would be used for two types of quotations, indirect and direct.

Indirect quotation: The ideas of someone else expressed in your words. This includes borrowed conclusions, opinions, beliefs, interpretations or arguments. You must place the parenthetical note immediately following the indirectly quoted material. Be careful not to disrupt the flow of your essay with the placement of these notes.

Example:

An indirect quotation

Historian George Cradley has demonstrated that, had the Americans pressed harder at Yalta, Stalin would have been forced to temporize and perhaps even retreat from his more outrageous demands (1973, p. 134-136)…More than six billion buildings had been destroyed, depriving more than 25 million people of shelter (Horowitz, 1965, p.28). Stalin was in no position to be a tough bargainer.

Direct quotation: Any sentence or paragraph taken word for word from any source.

There are two types:

Short quoted passage of about 40 words or less:This is blended into the body of your essay and set apart only by quotation marks with the parenthetical note at the end.


Example: Short direct quotation

Henry Higgins said, “The rain in Spain stays mainly in the plain.” (Rodgers and Hammerstein, 1959, p. 48)

Example: Short direct quotation

But this did not exhaust Soviet attempts to end the cold war in Europe. “From the Russian viewpoint,” commented Isaac Deutscher,” these moves made no sense at all unless they were part of a policy calculated to bring about the unification of Germany and the withdrawal of occupation armies.” (1963, p.146) There was little doubt in Berlin that Moscow…

Example: Long direct quotation

There was really no high political idealism here; there was little to choose between the sides. But, to Reed, in the whole unworthy mess, the entente seemed to be a bit of hypocrisy. He was especially strong in his criticism of England.

who grips the Red Sea, sucks the blood from India, menaces half a billion human beings from Hong Kong, owns all of Australia, half of North America, and half of Africa…the great intriguer, sitting like a spider in the web of nations…It was England’s will that Germany should be destroyed.

(Albricht, 1975, p. 46)

Part 6 THE BIBLIOGRAPHY

You must provide a bibliography, a list of all the resources you used for your paper. This must be handed in with the first draft. The bibliography is listed as the last page of the paper.

Important notes about the bibliography:

* Entries must be in alphabetical order according to the first word of each entry.* Entries should NOT be numbered.* Pages on which the entries appear should not be divided into subheadings such as

‘book,’ ‘encyclopedias,’ etc.* Entries should be single-spaced; however, lines should left between separate entries.* Capitalization, punctuation and spelling must be exact.* If information about an entry is missing, the rest of the source must still be used.* For types of works not listed below, see your teacher.


Your bibliography must follow the format as presented below:

FOR A BOOK: Author’s last name, first name. Title of book. Place of publication: Publisher, copyright year.

example: Fogle, Bruce. Training Your Dog. New York: DK Publishing, 2001.If you only used part of a book: Fogle, Bruce. Training Your Dog. New York: DK Publishing, 2001, pp. 50-55.

FOR AN ENCYCLOPEDIA ARTICLE THAT IS SIGNED: Article author’s last name, first name. "Title of article." Name of encyclopedia. Copyright year. Volume number, page(s).

example: Clark, William W. "Gothic Art." World Book Encyclopedia. 2002.Volume 8, pp. 277-278.

FOR AN ENCYCLOPEDIA ARTICLE THAT ISN’T SIGNED: "Title of article." Name of encyclopedia. Copyright year. Volume number, page(s).

example: "Golden Retriever." World Book Encyclopedia. 1999. Volume 8, p.255.

FOR A MAGAZINE OR NEWSPAPER ARTICLE: Article author’s last name, first name. "Title or headline of article." Name of magazine or newspaper. Date of magazine or newspaper, page(s).

example: McGill, Kristy. "A Baltic Scramble." Faces. May, 2003, p. 27.


FOR AN INTERNET ADDRESS: Author’s last name, first name. "Title of item." [Online] Available http://address/filename, date of document or download.

example: DiStefano, Vince. "Guidelines for Better Writing." [Online] Available http://www.usa.net/~vinced/home/better-writing.html, October 5, 2002.This example of how to cite an INTERNET source was downloaded from this online source.

FOR AUDIOVISUAL MATERIALS: Title of material. Type of material. Place of publication: Publisher, copyright date.

example: Bizet’s Dream. Videotape. New York: Sony Wonder, 1998.

FOR A CD-ROM: "Article title." CD-ROM title. CD-ROM. Copyright date.

example: "Titanic Disaster." Encarta 99 Encyclopedia. CD-ROM. 1999.

FOR AN INTERVIEW: Name of person interviewed (last name first). Kind of interview. Date.

example: Watson, Cosmo. Personal interview. July 29, 2003.


Your finished bibliography should be alphabetized by the first word of the entry, and will look something like this:

BIBLIOGRAPHYBizet’s Dream. Videotape. New York: Sony Wonder, 1998. Clark, William W. "Gothic Art." World Book Encyclopedia. 2002. Volume 8, pp. 284-286. DiStefano, Vince. "Guidelines for Better Writing." [Online] Available http://www.usa.net/~vinced/home/better-writing.html, October 5, 2002. Fogle, Bruce. Training Your Dog. New York: DK Publishing, 2001, pp. 50-55. "Golden Retriever." World Book Encyclopedia. 1999. Volume 8, p.255. McGill, Kristy. "A Baltic Scramble." Faces. May, 2003, p. 27. "Titanic Disaster." Encarta 99 Encyclopedia. CD-ROM. 1999. Watson, Cosmo. Personal interview. July 29, 2003.


Part 7 THE FINAL DRAFT

Hand in your final draft. Work must be typed or neatly handwritten, double-spaced, on one side of the paper only. No hole-punched paper unless it is in a binder or duotang.

Margins should be 3.8 cm (1.5”) on the left and 2.5cm (1”) on the other three sides.

Pagination – Arabic numerals at the top of each page, centered or right corner, excluding the title page, the first page of the paper and the bibliography (the title ‘Bibliography’ is centered and at the top of its page.

You must include a title page that will look like this:

Tit

To: (teacher’s name) Name:Course:Date submitted:

Title

written format of an e-mail - algonquin achievement...

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