For space: e.g., to the right of the house, etc. Your Interpretation of the Persepolis or "Omelas" How does your analysis of the book or story “add up”?Have you made interpretations of the novel or realizations that are worthy of writing about? Will your reader learn something by the end of your essay? What specifically do you hope the reader will learn from your essay? If no, then: You might have to brainstorm and free write at this point.
Students will discover by looking as word choice and sentence structure how language styles Diction and Syntax from Civil have changed over time. After the reading lesson, students will write two RAFTs in the style of the times to show their War Times to the Present: understanding. In this lesson, students will read and analyze literary devices used in Edgar Allan Poe's "The Masque of the Red Death." They will read the first part of the story with support and modeling from the teacher, the next part in small Creating Suspense Lesson 1: groups, and the final section on their own. Students will examine Poe's use of imagery, foreshadowing, simile, Analyzing Literary Devices in personification, symbolism, and characterization.
AP English Language and Composition Summer Reading Instructions The mandatory summer reading for AP English Language and Composition is based on the 2003 book by Thomas C. Foster entitled How to Read Literature Like a Professor (ISBN: 006000942X). Students are responsible for securing a copy of the book on their own. It can easily be purchased online or at a local bookstore, but sharing amongst peers is encouraged. Students should read the book in its entirety, and then complete the assignment outlined below. It is imperative that both parts of the assignment be completed by each AP Lang student and turned in to Mrs. Rickard on the first day of school.
To help your teacher know whom the essay came from, save the file as: GEN1 S2 COMP 6.11 Research Paper First Draft_FIRST INITIAL_LAST NAME.doc Example: GEN1 S2 COMP 6.11 Research Paper First Draft_M_Smith.doc Type your paper in the document you create. When you are ready, turn in your draft to your teacher. • The recommended length requirement for this paper is 3–6 pages (900–1,800 words),
Year 11 English Extension 1 Emma & Clueless Appropriation Sample Essay Questions 1. You have studied two texts composed at different times. When you compared these texts and their contexts, how was your understanding of each text developed and reshaped? 2. “Appropriation study of texts is interesting because the changing values and attitudes of particular time periods can be observed.” Evaluate this opinion in relation to the Jane Austen’s novel, Emma, and Amy Heckerling’s film, Clueless.
Textbook Analysis Essay Teresa Blosser EED-465 8/21/2015 1 The table of contents at the beginning of the textbook allows the students to see what they are going to be learning about in each unit. There are two or three chapters in each unit. Each of the units has a theme of people or themes and for every chapter. Each unit has a section telling you what you can learn in this unit. assessments, online textbook quiz, critical thinking page for understanding the skills they learned, chapter review with questions to answer, and standardized test practice.
English 101 Next Class Assignment G. Pollio Spring 2013 For Assignment #2—which I’ll write up for you in our next class—I will have you write on how Plato’s “Allegory of the Cave” is useful in understanding one of the texts we’ve worked on so far this semester. We’ve read three other texts so far, all of which address in different ways the theme of the course: Oppression, Resistance, Freedom. Besides the Plato, we’ve read the following three texts: 1) Malcolm X’s “Learning to Read” 2) Frederick Douglas’ “Learning to Read” 3 Jeremy Rifkin’s “The Age of Simulation” For next class, you will bring in 2 quote sets to class, with a quick analysis of each set. Each quote set will consist, then, of three components: 1) a quote from Plato, 2) a quote from whatever text from the above list you might write on for the next assignment, and 3) a brief analysis/commentary on how the two quotes relate to each other. So, each quote set will look like this: 1) Plato: “Find a quote” 2) Rifkin (or one of the other choices above): “Find a quote” 3) Your
The quality of the reasoning depends on our ability to logically or dependably apply proper judgmental criteria. (Stiggins, 2008, p. 61) Evaluation is when one makes judgments about the value of ideas or materials (Bloom). During the second half of the school year, fourth graders are asked to write a simple research paper. Part of the learning is to introduce the students to the library resource (EBSCO) that is a search engine similar to an online catalog. To help students learn to evaluate appropriate resources I give the students a list of ten different magazines that they must evaluate.
Douglas. I will give students the opportunity to discuss why we are reading this book. “Why might we be reading this book today?” Once students have explained to me why we might be reading this book, I will explain to them that the Pledge of Allegiance is also a symbol of our Nation just like the Star Spangled Banner. Begin reading the book and then when we reach to page 5, I would have the students read along with me as I am pointing to each word. This page contains the Pledge of Allegiance.
1, "The Truth About Textbooks: Indians and the Settlement of America" (if you don’t have your textbook yet, the chapter is available electronically under “Course Reserves” on the CSUSM Library website. Bring a copy to your discussion section meeting.) 2) Jules Benjamin, "How to Read a History Assignment…” , pp. 19-56, from A Student's Guide to History , 10th edition (available electronically under “Course Reserves” on the CSUSM Library website.) 3) Discussion Questions for Week 1 (posted on Cougar Course site for this class.)