- The title should be the theme of your paragraph
- Format carefully: You probably need 3-5 boxes for each your complete paragraph
For Example:
Optional
Block quote if quote is longer than two lines
Your two literary analysis paragraphs posted to your blog: Categories: Journal and Walden
For Example: Assignment information Optional Quote Centered in italic Text box with broad theme>narrow theme>one/two punch and the setup. Block quote if quote is longer than two lines Text Box with head and heart and get out. Don't tab the beginning of this
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Really, what could be more exciting than to start the head and heart of a literary analysis paragraph with a tricolon sentence? And why, you might wonder, should you? Because so many of you are drifting off topic and theme in your head and heart, starting with this style sentence might be just what it takes to keep you on the safe and narrow path of true analysis. So here is my "formula:" After your smoking gun (text support) start your head and heart with this type of sentence: Here Thoreau is emphasizing the importance of [put stuff about the theme here as it relates to your quote]; he is telling us [whatever he is telling us], and he uses [whatever] to emphasize [whatever he is emphasizing] Give it a whirl in your paragraph. The tricolon is an effective writing technique because it adds a powerful rhythm to a writing piece, and it forces a writer to stay focused on a single idea or thought.
Commenting on my blog is a requirement. Many of you will receive a zero out of two this evening for that if you do not post comments on these assignments and updates. It has become painfully obvious to me that many of you are not reading the details of the rubric. Your entire grade for this assignment is based on how well and faithfully you are following the details. Most of what I have read so far is at a C level. The important "Thing" to remember is that you are writing an analysis of a major theme in "Economy," so stick to that one theme throughout your paragraph--and keep hammering that theme home on every step of the rubric. If you can trust me, this is the one writing rubric that will serve you well throughout your life as a writer. Please watch the video and download and use the "Full Rubric," not the basic one. [CLICK HERE TO DOWNLOAD THE RUBRIC] (It is also available on the sidebar) I think I may have jumped the gun by allowing you to use the blank rubric--unless you are absolutely convinced that you "fully" understand each step of the rubric. My suggestion, since I am gone for the next couple of days, is to form groups with two or three other people to proofread and critique each other's work. Watch this video and post a comment on something "new" you may have learned. Also: post the names of the people in your group. I am away at a conference for the next two days. Hopefully, you will have finished your first literary analysis paragraph by your first class time. Post your finished paragraph as a single paragraph on your blog. Save in journal category and in your Walden category. Be sure to proofread carefully!!!
In class Monday and Tuesday: Due for both classes by Thursday
Working in he Literary Analysis Paragraph Rubric, try to find a theme and a good quote that support theme and get at least through the Broad Theme/Narrow Theme/One-Two Punch in the rubric. And be sure to post your Walden Trip Reflections. Here is a video I made about how to write a literary analysis paragraph. It can't hurt to watch:) You can see that there is now a chatbox on my blog. Feel free to use the chatbox, but use it appropriately (not just for random conversations. You must use full sentences punctuated as correctly as you can, and you must sign in using your First name first name Last name initial: e.g. Owen J. If you see an inappropriate post please email me immediately . Remember: there is no such thing as privacy on the web! A student was once suspended from school for using the chatbox to anonymously post derogatory comments. [I'm speaking in my "firm" voice.] You are also welcome to put it on your blog on the top right of your sidebar. Here is the embed code. Notice my nifty use of the block quote! <!-- Begin ShoutMix --> Class One: Section one: Comma Rule #5, comment check and grade update
Class Two: (Tuesday) Walden Pond Trip: Bring iPads for notetaking, pictures, and reading.
Class Three: (Wednesday) Introduce the Literary Analysis Paragraph Rubric and Walden Essay.
Class Four: (Thursday or Friday)Continue working on Essay Paragraphs Weekend:
Journaling: Create one independent entry of any sort. Comment on classmate's Walden Trip reflections. If you don't want to cut and paste all of your Walden work, you can use this shortcut to create a pdf of your portfolio thus far: “Strong minds discuss ideas, average minds discuss events, weak minds discuss people.” ― Socrates The Harkness Discussion is a method of conducting and evaluating group discussion which was developed at Phillips Exeter Academy. The teacher acts as little as possible, serving mostly as an observer. The students participate in the discussion as a team: this is not a competition. Everyone is expected to contribute in such ways as the following: - organizing, leading - summarizing, restating, clarifying - offering examples from the text - asking questions - commenting or giving an opinion - making a suggestion - asking for clarification - reacting to comments - analyzing the text, a comment, or the discussion itself - restarting the discussion - filling in a hole - arguing a point - asking for new information - asking for comments or reactions - making connections with other texts, situations, or discussions Since this is a team effort, there will be a team grade. The whole class will get the same grade, with two exceptions: students who do not participate at all will be marked down; other students who perform truly exceptional group-benefit feats - for example by “saving” or immensely uplifting a discussion that is going bad - will be eligible for independent work credit. A discussion for which everyone would receive an “A” would look like this: - Everyone participates, and more or less equally. - The pace allows for clarity and thoughtfulness, but not sleep. - There is a sense of balance and order: focus in on one speaker and one idea at a time. - There is an attempt to resolve questions and issues before moving on to new ones. - There is a clear sense of what the group has covered and how. - The loud do not dominate; the shy are encouraged. Everyone is clearly understood. - Students are animated, sincere, helpful. - The conversation is lively. - When the process is not working, the group adjusts. Those unhappy with the process say so. - Students take risks and dig for new meanings. - Students back up what they say with examples, quotations, etc. - All students come well-prepared. - The text, if there is one, is referred to often. The class will earn a “B” by doing most of the things on this list, a “C” by doing only half of what’s on the list (half the class is cruising), and a “D” by doing less than half (Everyone is cruising.) During the Harkness discussion, the teacher may choose to simply sit and make notes on the dynamics of the discussion, perhaps by using the list above as a rubric. It is often helpful to pause the discussion at ten or fifteen minute intervals for a “reality check.” The teacher may wish to project a transparency of the rubric onto the board and ask the class to self-assess. How are we doing? What do we need to do differently during the next ten minutes to make this a better discussion. Alternatively, the teacher may choose to assign one or more students as process observers and askthem to give feedback to the group at specified intervals. Sources: 1. "Harkness Discussion." Harkness. n.p., n.d. Web. 24 October 2014.
http://iws.punahou.edu/user/bschauble/ct/harkness.htm. |
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