tag:blogger.com,1999:blog-54487768397797074202024-02-20T00:49:43.104-08:00English 11Luke Scandrett-Leathermanhttp://www.blogger.com/profile/16018027832313292716noreply@blogger.comBlogger138125tag:blogger.com,1999:blog-5448776839779707420.post-42885525884499459162014-06-11T15:16:00.002-07:002014-06-11T15:16:49.923-07:00FINAL EXAM VOCABULARY<div class="MsoNormal">
11<sup>th</sup> final <o:p></o:p></div>
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9-10<o:p></o:p></div>
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Ana Paula Abate, adulation, anathema, astute<o:p></o:p></div>
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Stella irresolute, penury, slovenly, torpid<o:p></o:p></div>
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Aaron recondite, motley, jist, nebulous,<o:p></o:p></div>
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11-12<o:p></o:p></div>
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Rebecca Enns censurable, gauche incisive, paragon<o:p></o:p></div>
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Monica Corroborate, heresy, perceptive, <o:p></o:p></div>
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Andrew pernicious deleterious, inculcate, absolve<o:p></o:p></div>
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D Cha redundant, clangor, contingent, entrall<o:p></o:p></div>
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13-14<o:p></o:p></div>
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Hannah aver blatant, buttress disconsolate,<o:p></o:p></div>
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D chong inauspicious, impassive inception precocious<o:p></o:p></div>
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Stafanie foment, encumber, berate, infirmity<o:p></o:p></div>
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Isaac obdurate, amenable, nonplussed, extraneous<o:p></o:p></div>
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Sebastian jejune sadistic broach, paraphrase <o:p></o:p></div>
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Jingoo disseminate, palpable, winsome, cupidity <o:p></o:p></div>
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Daniella carnage, credulous criterion, deplete<o:p></o:p></div>
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Araceli abet,
politic, sanctimonious, incisive <o:p></o:p></div>
Luke Scandrett-Leathermanhttp://www.blogger.com/profile/16018027832313292716noreply@blogger.com1tag:blogger.com,1999:blog-5448776839779707420.post-3247513999281658302014-06-09T07:52:00.002-07:002014-06-09T11:12:31.858-07:00FINAL EXAM READ THIS!!!<br />
<br />
For formatting: Use paragraphs to organize your speech. For a heading, simply include your name. MAKE SURE TO USE MLA CITATIONS!!! Also, include the title of the book within your paper OR with your works cited.<br />
<br />
<a href="https://drive.google.com/file/d/0ByORQRNqGS0sV3AzR1pVckR4bFk/edit?usp=sharing">https://drive.google.com/file/d/0ByORQRNqGS0sV3AzR1pVckR4bFk/edit?usp=sharing</a><br />
<br />Luke Scandrett-Leathermanhttp://www.blogger.com/profile/16018027832313292716noreply@blogger.com0tag:blogger.com,1999:blog-5448776839779707420.post-39653309730953017842014-06-09T07:48:00.000-07:002014-06-09T07:48:11.928-07:00Read Chapter 12-14 for Wednesday. Luke Scandrett-Leathermanhttp://www.blogger.com/profile/16018027832313292716noreply@blogger.com0tag:blogger.com,1999:blog-5448776839779707420.post-24751602432856683172014-06-08T15:39:00.001-07:002014-06-08T15:39:23.239-07:00Don't forget: Chapters 12-13 due tomorrow!Luke Scandrett-Leathermanhttp://www.blogger.com/profile/16018027832313292716noreply@blogger.com0tag:blogger.com,1999:blog-5448776839779707420.post-41992977036675698322014-06-06T08:19:00.002-07:002014-06-06T08:19:43.293-07:00Finish your journal for Monday.How would Richard be treated differently if he was white? Give 3 quotes from Chapter 9-11 to show how he was treated negatively because of his skin color. Luke Scandrett-Leathermanhttp://www.blogger.com/profile/16018027832313292716noreply@blogger.com1tag:blogger.com,1999:blog-5448776839779707420.post-53148089142242959122014-06-05T09:54:00.001-07:002014-06-05T09:54:04.849-07:00Read Chapter 11 pages 208-222 for FridayLuke Scandrett-Leathermanhttp://www.blogger.com/profile/16018027832313292716noreply@blogger.com0tag:blogger.com,1999:blog-5448776839779707420.post-11899853730225571542014-06-02T10:16:00.001-07:002014-06-02T10:53:41.861-07:00Read Black Boy Chapter 10 pages 197-207 for Wednesday.Luke Scandrett-Leathermanhttp://www.blogger.com/profile/16018027832313292716noreply@blogger.com0tag:blogger.com,1999:blog-5448776839779707420.post-36734617646097961602014-05-30T10:48:00.001-07:002014-05-30T10:48:31.219-07:00Read Black Boy Chapter 9, pages 179-193. Luke Scandrett-Leathermanhttp://www.blogger.com/profile/16018027832313292716noreply@blogger.com0tag:blogger.com,1999:blog-5448776839779707420.post-70834486633557766652014-05-28T10:38:00.002-07:002014-05-28T10:38:56.564-07:00Read Black Boy Chapter 7-8, pages 161-178. Due Friday. Luke Scandrett-Leathermanhttp://www.blogger.com/profile/16018027832313292716noreply@blogger.com0tag:blogger.com,1999:blog-5448776839779707420.post-26778649090914174552014-05-28T05:35:00.002-07:002014-05-28T05:35:30.860-07:00Independent Reading Blog! Remember all of your SSR is due Thursday, June 5. <a href="https://docs.google.com/document/d/1osK6nkIdRQ-3h7RrCmgWXxZMBMbVY4CwZPnwLaQOGQM/edit?usp=sharing">https://docs.google.com/document/d/1osK6nkIdRQ-3h7RrCmgWXxZMBMbVY4CwZPnwLaQOGQM/edit?usp=sharing</a>Luke Scandrett-Leathermanhttp://www.blogger.com/profile/16018027832313292716noreply@blogger.com0tag:blogger.com,1999:blog-5448776839779707420.post-44251920398802576702014-05-26T15:09:00.001-07:002014-05-26T15:09:08.174-07:00Read Chapter 6 pages 145-160 for Wednesday. Groups 3 and 4 will present on Wednesday. Luke Scandrett-Leathermanhttp://www.blogger.com/profile/16018027832313292716noreply@blogger.com0tag:blogger.com,1999:blog-5448776839779707420.post-56036981981768934292014-05-23T16:07:00.001-07:002014-05-23T16:16:55.581-07:00Read Black Boy Chapter 5 pages 122-144. Be prepared for a quiz. PRESENTATIONS HAVE BEEN MOVED UNTIL MONDAY!Luke Scandrett-Leathermanhttp://www.blogger.com/profile/16018027832313292716noreply@blogger.com0tag:blogger.com,1999:blog-5448776839779707420.post-58724246397076928242014-05-23T13:43:00.000-07:002014-05-29T08:14:09.579-07:00Unit 14 Vocabulary: #1-10 due Tuesday, May 27; #11-20 due Thursday, May 29. Vocabulary Quiz Tuesday, June 3. #1-10<br />
amenable, berate, carnage, credulous, criterion, deplete, expatiate, extraneous, inception, infirmity.<br />
<br />
#11-20<br />
jejune, obdurate, potpourri, precocious, sadistic, sententious, supplicate, surfeit, tortuous, turgid. Luke Scandrett-Leathermanhttp://www.blogger.com/profile/16018027832313292716noreply@blogger.com0tag:blogger.com,1999:blog-5448776839779707420.post-64702991834843753342014-05-21T14:04:00.003-07:002014-05-21T14:04:48.985-07:00Finish Chapter 4 of Black Boy. Pages 111-121.Persuasive Activity<br />
Groups<br />
1: Daniela Jin Goo Sebastian Araceli<br />
2: Isaac D Chong Hannah Stefanie<br />
4: Stella AP Aaron<br />
3: Andrew Monica D Cha Rebecca<br />
<br />
Persuade Richard or Grandma<br />
•<span class="Apple-tab-span" style="white-space: pre;"> </span>Group 1: Going to Church is beneficial<br />
Persuade Aunt Addie<br />
•<span class="Apple-tab-span" style="white-space: pre;"> </span>Group 2: Beating Richard is not justified<br />
Persuade Richard<br />
•<span class="Apple-tab-span" style="white-space: pre;"> </span>Group 3: Using a knife to defend himself is not appropriate<br />
•<span class="Apple-tab-span" style="white-space: pre;"> </span>Group 4: Believing in Jesus is imperative, even if you do not like church. <br />
<div>
<br /></div>
Luke Scandrett-Leathermanhttp://www.blogger.com/profile/16018027832313292716noreply@blogger.com0tag:blogger.com,1999:blog-5448776839779707420.post-50973553107952899772014-05-19T08:45:00.002-07:002014-05-19T08:45:43.368-07:00Black Boy Chapt 4 pages 102-110Luke Scandrett-Leathermanhttp://www.blogger.com/profile/16018027832313292716noreply@blogger.com0tag:blogger.com,1999:blog-5448776839779707420.post-26861393789573153042014-05-12T10:05:00.001-07:002014-05-12T10:05:17.052-07:00Read Black Boy Chapter 3. Write a 1 page journal on the following topic. Include 3 vocabulary words.<div class="MsoNormal">
Richard says that “At the age of twelve, before I had had
one full year of formal schooling, I had a conception of life that no
experience would ever erase . . . a sense of the world that was mine and mine
alone . . . that the meaning of living came only when one was struggling to
wring a meaning out of meaningless suffering” (100). Describe the isolation and individuality
Richard exhibits as a result of his suffering.
How does the turmoil surrounding his mother lead to his conception of
life? How does he exhibit his belief in existentialism? Give at least 3 quotes from the story. <o:p></o:p></div>
Luke Scandrett-Leathermanhttp://www.blogger.com/profile/16018027832313292716noreply@blogger.com0tag:blogger.com,1999:blog-5448776839779707420.post-75857280104952359862014-05-09T11:23:00.002-07:002014-05-09T11:23:17.249-07:00Read Black Boy pages 56-77. Reading Quiz on Monday. All of the following groups should be prepared to discuss the following topics for a minimum of 1 minute. Time for questions and responses will follow each groups presentation.<br />
<br />
Group 1: Jingoo, Araceli, Daniela, Sebastian. Discuss the stereotype quote on page 37 "(After I had...under pressure."<br />
<br />
Group 2: Hannah K, Isaac, D Chong. Discuss the physical abuse Richard has experienced on page 45 "The tremendous...why they beat and denounced me."<br />
<br />
Group 3: Rebecca, D Cha, Monica, Andrew. Discuss the emotional neglect Richard has experienced on page 48 ""What was Granny's name before she married Grandpa?"... Do you mind, Mr. Wright.""<br />
<br />
Group 4: Aaron, Stella, Ana Paula. Discuss the societal neglect/discrimination against black people in war and in chain gangs (quote on page 56) "Then I noticed...upon his shoulder." Luke Scandrett-Leathermanhttp://www.blogger.com/profile/16018027832313292716noreply@blogger.com0tag:blogger.com,1999:blog-5448776839779707420.post-71583101106621499112014-05-08T18:17:00.001-07:002014-05-08T18:17:14.425-07:00Chapter 2 pg 36-55 of Black Boy Quiz on FridayLuke Scandrett-Leathermanhttp://www.blogger.com/profile/16018027832313292716noreply@blogger.com0tag:blogger.com,1999:blog-5448776839779707420.post-52017854108712714422014-05-05T13:14:00.001-07:002014-05-05T13:14:39.541-07:00Black Boy Read Chapter 1 pg 22-35<br />
Journal #1: Describe Richard's distrust of people. Why does it exist? Give 2-3 quotes to support your answer. Use three vocabulary words from Unit 13. 3/4 page journal.Luke Scandrett-Leathermanhttp://www.blogger.com/profile/16018027832313292716noreply@blogger.com0tag:blogger.com,1999:blog-5448776839779707420.post-57131135260533669682014-04-24T10:31:00.003-07:002014-04-30T06:48:39.008-07:00Unit 13 Vocabulary #1-10 due Tuesday, May 6, #11-20 Thursday, May 8. Vocabulary Quiz Tuesday, May 13.<div class="MsoNormal">
<b><span style="font-size: 12.0pt; line-height: 115%;">#1-10</span></b></div>
<div class="MsoNormal">
<b><span style="font-size: 12.0pt; line-height: 115%;">abet, aver, blatant,
broach, buttress, carousal, collate, connoisseur, disconsolate, encumber</span></b></div>
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<b><span style="font-size: 12.0pt; line-height: 115%;"><br /></span></b></div>
<div class="MsoNormal">
<b><span style="font-size: 12.0pt; line-height: 115%;">#11-20</span></b></div>
<div class="MsoNormal">
<b><span style="font-size: 12.0pt; line-height: 115%;">foment,
grisly, herculean, impassive, inauspicious, incontrovertible, nonplussed,
opportune, prolific, rejoinder.<o:p></o:p></span></b></div>
Luke Scandrett-Leathermanhttp://www.blogger.com/profile/16018027832313292716noreply@blogger.com0tag:blogger.com,1999:blog-5448776839779707420.post-40438373050829229052014-04-10T10:27:00.001-07:002014-04-10T10:27:22.619-07:00HOMEWORK DUE: TUESDAY, APRIL 22Create a 2 minute video of your Easter break. Be as creative as possible.Luke Scandrett-Leathermanhttp://www.blogger.com/profile/16018027832313292716noreply@blogger.com0tag:blogger.com,1999:blog-5448776839779707420.post-80874258465250932822014-04-03T11:42:00.002-07:002014-04-04T15:44:01.336-07:00Sample Poetry Project<a href="https://drive.google.com/file/d/0ByORQRNqGS0sbzhxZ21QOXhGd28/edit?usp=sharing">https://drive.google.com/file/d/0ByORQRNqGS0sbzhxZ21QOXhGd28/edit?usp=sharing</a><br />
<br />
REMEMBER THAT YOUR POETRY PROJECT NEEDS TO BE PRINTED OUT AND BROUGHT TO CLASS ON MONDAY OR ELSE IT IS LATE!!!!Luke Scandrett-Leathermanhttp://www.blogger.com/profile/16018027832313292716noreply@blogger.com4tag:blogger.com,1999:blog-5448776839779707420.post-17712925196406529732014-03-26T11:09:00.001-07:002014-03-26T11:09:39.434-07:00DO NOT FORGET! All of you SSR is due TOMORROW, THURSDAY March 27. Luke Scandrett-Leathermanhttp://www.blogger.com/profile/16018027832313292716noreply@blogger.com0tag:blogger.com,1999:blog-5448776839779707420.post-38589185586745391642014-03-25T09:33:00.001-07:002014-03-25T09:36:33.730-07:00Literary Analysis (aka book report) Due Monday, May 26. <div class="MsoNormal">
<span style="font-size: 14pt;"> </span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b><i><span style="font-size: 20pt;">Literary Analysis</span></i></b><span style="font-size: 14pt;"><o:p></o:p></span></div>
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<span style="font-family: Century, serif;">YOU MAY NOT MERELY SUMMARIZE THE BOOK. YOU WILL RECEIVE A “0” if you write a summary. This is the last part of your SSR grade. You must choose one of the following topics and defend/support your thesis by providing thorough analysis of TEXT FROM THE BOOK!<o:p></o:p></span></div>
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<span style="font-family: Century, serif;">The topics you can choose from are the following (circle ONE):<o:p></o:p></span></div>
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<tr><td style="border: 1pt solid black; padding: 0in 5.4pt; width: 7.65in;" valign="top" width="734"><div class="MsoNormal">
<b><i><span style="font-family: Century, serif;">TOPIC 1: </span></i></b><b><i><span style="font-family: Century, serif; font-size: 11pt;"><o:p></o:p></span></i></b></div>
<div class="MsoNormal" style="line-height: 18px; margin-bottom: 10pt;">
<span style="font-family: Century, serif;">Often characters show love and compassion towards others. Analyze the compassionate actions of one or two characters. What is the author suggesting we do differently in our own lives by following these examples?</span><span style="font-family: Century, serif; font-size: 11pt; line-height: 17px;"><o:p></o:p></span></div>
</td></tr>
</tbody></table>
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<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; border: none;"><tbody>
<tr><td style="border: 1pt solid black; padding: 0in 5.4pt; width: 7.65in;" valign="top" width="734"><div class="MsoNormal">
<b><i><span style="font-family: Century, serif;">TOPIC 2:</span></i></b><b><i><span style="font-family: Century, serif; font-size: 11pt;"><o:p></o:p></span></i></b></div>
<div class="MsoNormal" style="line-height: 18px; margin-bottom: 10pt;">
<span style="font-family: Century, serif;">Motifs play a significant role in books. Choose one motif, discuss how it’s used to create meaning, and analyze the author’s purpose for using it.</span><span style="font-family: Century, serif; font-size: 11pt; line-height: 17px;"><o:p></o:p></span></div>
</td></tr>
</tbody></table>
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<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; border: none;"><tbody>
<tr><td style="border: 1pt solid black; padding: 0in 5.4pt; width: 7.65in;" valign="top" width="734"><div class="MsoNormal">
<b><i><span style="font-family: Century, serif;">TOPIC 3:</span></i></b><b><i><span style="font-family: Century, serif; font-size: 11pt;"><o:p></o:p></span></i></b></div>
<div class="MsoNormal" style="line-height: 18px; margin-bottom: 10pt;">
<span style="font-family: Century, serif;">Trace the change and transformation one of the main characters. What are we supposed to learn about life from this character?</span><span style="font-family: Century, serif; font-size: 11pt; line-height: 17px;"><o:p></o:p></span></div>
</td></tr>
</tbody></table>
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<br /></div>
<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; border: none;"><tbody>
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<b><i><span style="font-family: Century, serif;">TOPIC 4:</span></i></b><b><i><span style="font-family: Century, serif; font-size: 11pt;"><o:p></o:p></span></i></b></div>
<div class="MsoNormal" style="line-height: 18px; margin-bottom: 10pt;">
<span style="font-family: Century, serif;">There are moments of sacrifice in most novels. Analyze moments of sacrifice and discuss what we are supposed to learn about life from these examples?</span><span style="font-family: Century, serif; font-size: 11pt; line-height: 17px;"><o:p></o:p></span></div>
</td></tr>
</tbody></table>
<div class="MsoNormal">
<img align="left" alt="Text Box: TOPIC 5:
Symbolism appears in many novels. Analyze the author’s purpose for using symbolism.
" height="79" hspace="12" src="file:///C:/Users/LSCAND~1/AppData/Local/Temp/msohtmlclip1/01/clip_image001.gif" v:shapes="_x0000_s1027" width="732" /><b><i><span style="font-family: Century, serif; font-size: 14pt;"><o:p></o:p></span></i></b></div>
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<b><span style="font-size: 14pt;">REQUIREMENTS</span></b><b><span style="font-size: 14pt;">:</span></b><b><span style="font-family: Calibri, sans-serif; font-size: 14pt;"><o:p></o:p></span></b></div>
<div class="MsoBlockText" style="margin-left: 0.25in; text-indent: -0.25in;">
<span style="font-size: 12pt;">-<span style="font-size: 7pt;"> </span></span><span style="font-size: 12pt;">your <u>typed</u> literary analysis should be between </span><span style="font-size: 12pt;"> 3-5 pages</span><span style="font-size: 12pt;">; you can’t do this well in less than that<o:p></o:p></span></div>
<div class="MsoBlockText" style="margin-left: 0.25in; text-indent: -0.25in;">
<span style="font-size: 12pt;">-<span style="font-size: 7pt;"> </span></span><span style="font-size: 12pt;">Manuscript Rules – </span><span style="font-size: 12pt;">look at the rubric to format your document using Word. I will review formatting in class.<o:p></o:p></span></div>
<div class="MsoBlockText" style="margin-left: 0.25in; text-indent: -0.25in;">
<span style="font-size: 12pt;">-<span style="font-size: 7pt;"> </span></span><span style="font-size: 12pt;">this will be written in </span><span style="font-size: 12pt;">3rd person</span><span style="font-size: 12pt;"> so using personal pronouns (he, she) to refer to characters is acceptable<o:p></o:p></span></div>
<div class="MsoBlockText" style="margin-left: 0.25in; text-indent: -0.25in;">
<span style="font-size: 12pt;">-<span style="font-size: 7pt;"> </span></span><u><span style="font-size: 12pt;">FOR THIS PAPER DO NOT use “I” </span></u><u><span style="font-size: 12pt;">and</span></u><u><span style="font-size: 12pt;"> DO NOT use</span></u><u><span style="font-size: 12pt;"> “</span></u><u><span style="font-size: 12pt;">YOU/YOUR”</span></u><u><span style="font-size: 12pt;"><o:p></o:p></span></u></div>
<div class="MsoNormal" style="margin-left: 0.25in; text-indent: -0.25in;">
<span style="font-size: 11pt;">-<span style="font-size: 7pt;"> </span></span>Since this is a formal essay, <b>DO NOT use contractions</b> – they are informal<span style="font-size: 11pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 0.25in; text-indent: -0.25in;">
-<span style="font-size: 7pt;"> </span>write in the <b>present tense</b> and be consistent about it; characters in novels are considered living, breathing human beings<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: 0.25in; text-indent: -0.25in;">
-<span style="font-size: 7pt;"> </span>6<b> quotations (w/citations)</b> from the novel (for maximum points). Quotations should support your thesis.<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
<b><span style="font-size: 14pt;">SCORING: (100 pts. for the Final Draft)</span></b><span style="font-size: 11pt;"><o:p></o:p></span></div>
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<b><span style="font-size: 14pt;">DUE DATE: </span></b><span style="font-size: 14pt;">No later than: Monday, May 26</span> at the beginning of the period. <b><o:p></o:p></b></div>
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<br /></div>
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<b><span style="font-family: Times, serif; font-size: 14pt;"><br /></span></b></div>
<div class="MsoNormal">
<b><span style="font-family: Times, serif; font-size: 14pt;">NOTES ABOUT THESIS STATEMENTS<o:p></o:p></span></b></div>
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<br /></div>
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<span style="font-family: Times, serif;">Keep these things in mind when writing a thesis statement:<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormalCxSpMiddle" style="margin-left: 0.75in; text-indent: -0.5in;">
<span style="font-family: Times, serif; font-size: 14pt;">1.<span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><span style="font-family: Times, serif;">A thesis is NOT the whole essay; a thesis is the main idea, often expressed in a single sentence. <o:p></o:p></span></div>
<div class="MsoNormalCxSpMiddle" style="margin-left: 0.75in; text-indent: -0.5in;">
<span style="font-family: Times, serif; font-size: 14pt;">2.<span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><span style="font-family: Times, serif;">A thesis can also be thought of as the main argument of your paper<o:p></o:p></span></div>
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<span style="font-family: Times, serif; font-size: 14pt;">3.<span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><span style="font-family: Times, serif;">A thesis <b>should NOT be a laundry list of your main points</b><o:p></o:p></span></div>
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<span style="font-size: 14pt;">4.<span style="font-size: 7pt;"> </span></span>It should merely set up the topic and give any general information the listener needs to know. <o:p></o:p></div>
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<span style="font-family: Times, serif; font-size: 14pt;">5.<span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><span style="font-family: Times, serif;">Every topic paragraph should clearly support your thesis – create strong links that return to what you are explaining throughout your paper.<o:p></o:p></span></div>
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<b><span style="font-family: Times, serif;">There are three kinds of thesis statements:<o:p></o:p></span></b></div>
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<span style="height: 160px; margin-left: -7px; margin-top: 7px; position: absolute; width: 728px; z-index: 251657728;"></span><b><span style="font-family: Times, serif;"> <o:p></o:p></span></b></div>
<ol start="1" style="margin-top: 0in;" type="1">
<li class="MsoNormal"><b><span style="font-family: Calibri, sans-serif;">SIMPLE: </span></b><span style="font-family: Calibri, sans-serif;">Usually more descriptive and generic in nature<o:p></o:p></span></li>
</ol>
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<span style="font-family: Calibri, sans-serif;">SPECIFIC SUBJECT + SPECIFIC FEELING[S]/FEATURES[s] = THESIS<o:p></o:p></span></div>
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<b><i><span style="font-family: Calibri, sans-serif;">EXAMPLES:<o:p></o:p></span></i></b></div>
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<span style="font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><i><span style="font-family: Calibri, sans-serif;"> The history of the United States is dominated by lust for money, possessions, and power.</span></i><span style="font-family: Calibri, sans-serif;"><o:p></o:p></span></div>
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<span style="font-family: Symbol; font-size: 16pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><i><span style="font-family: Times, serif;">Unexpecting, average people like Mrs. Dubose, Atticus Finch, and Link Deas all show the real meaning of courage without the supernatural powers or fancy costumes throughout the novel.</span></i><b><span style="font-family: Times, serif; font-size: 16pt;"><o:p></o:p></span></b></div>
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<ol start="2" style="margin-top: 0in;" type="1"><br clear="ALL" />
<li class="MsoNormal"><b><span style="font-family: Calibri, sans-serif;">INTERMEDIATE: </span></b><span style="font-family: Calibri, sans-serif;">Usually more complex; addresses the larger message/call to action<o:p></o:p></span></li>
</ol>
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<span style="font-family: Calibri, sans-serif;">AUTHOR + VERB + CHARACTER/SYMBOL/THEME/DEVICE/ETC. + PICK FROM BELOW + POINT<o:p></o:p></span></div>
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<span style="font-family: Calibri, sans-serif;">to discuss, in order to, to examine, to relate, concentrates on, to trace,<o:p></o:p></span></div>
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<span style="font-family: Calibri, sans-serif;">to see if, to show [shows,] to prove [proves,] to determine, to explain,<o:p></o:p></span></div>
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<span style="font-family: Calibri, sans-serif;">to argue [argues,] to persuade [persuades]<o:p></o:p></span></div>
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<b><i><span style="font-family: Calibri, sans-serif;">EXAMPLES:<o:p></o:p></span></i></b></div>
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<span style="font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><i><span style="font-family: Calibri, sans-serif;">Harper Lee uses references to flowers as a symbol to prove that in times of despair one can always find beauty.</span></i><b><span style="font-family: Calibri, sans-serif;"><o:p></o:p></span></b></div>
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<span style="font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><i><span style="font-family: Calibri, sans-serif;">Harper Lee illustrates the theme of childhood innocence through her young characters to represent the fact that things are not always as clear as they may seem to be.<o:p></o:p></span></i></div>
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<b><span style="font-family: Calibri, sans-serif;"> 3. ADVANCED: </span></b><span style="font-family: Calibri, sans-serif;">This developed thesis includes contrast and may use words like <i>therefore </i>or <i>although</i>. With this type of thesis sentence, you will want to include the part and whole.<o:p></o:p></span></div>
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<b><i><span style="font-family: Calibri, sans-serif;">EXAMPLES:<o:p></o:p></span></i></b></div>
<ul style="margin-top: 0in;" type="disc">
<li class="MsoNormal"><i><span style="font-family: Calibri, sans-serif;">Though many people wait for an extraordinary person to stop injustice, Lee passionately argues it is the courageous acts of average people that change society for the better.</span></i><span style="font-family: Calibri, sans-serif;"><o:p></o:p></span></li>
<li class="MsoNormal"><i><span style="font-family: Calibri, sans-serif;">Ralph’s inability to lead exposes man’s inherent evil nature in the face of adversity.</span></i></li>
</ul>
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<b><i><span style="font-size: 20pt;">Literary Analysis</span></i></b><span style="font-size: 14pt;"> RUBRIC</span></div>
<h4>
<u><span style="font-size: 12pt;">Formatting: Presentation<o:p></o:p></span></u></h4>
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<b><span style="font-size: 10pt;">Manuscript Rules:<o:p></o:p></span></b></div>
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<span style="font-size: 10pt;">name, course & class period, date, the first line, upper left corner (double spaced)<o:p></o:p></span></div>
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<span style="font-size: 10pt;">all margins set at 1 inch<o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-size: 10pt;">there is a creative title, centered, w/blank line above and below<o:p></o:p></span></div>
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<span style="font-size: 10pt;">capitalize 1<sup>st</sup>, last, and all important words in title<o:p></o:p></span></div>
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<span style="font-size: 10pt;">title is not larger or in bold, underlined, no quotes, all caps., etc.<o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-size: 10pt;">essay is double-spaced; no extra space between paragraphs<o:p></o:p></span></div>
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<span style="font-size: 10pt;">Times New Roman 12 pt. font for all text including title and heading<o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-size: 10pt;">paragraphs are indented; 1 tab<o:p></o:p></span></div>
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<span style="font-size: 10pt;">page numbering<o:p></o:p></span></div>
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<span style="font-size: 10pt;">name (header) at the top of each page</span><span style="font-size: 8pt;"><o:p></o:p></span></div>
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<b><span style="font-size: 10pt;">5 </span></b><span style="font-size: 10pt;">all manuscript rules were followed (10)<o:p></o:p></span></div>
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<b><span style="font-size: 10pt;">4</span></b><span style="font-size: 10pt;"> one or two errors with manuscript rules (8-9)<o:p></o:p></span></div>
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<b><span style="font-size: 10pt;">3</span></b><span style="font-size: 10pt;"> a few errors with manuscript rules (7)<o:p></o:p></span></div>
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<b><span style="font-size: 10pt;">2</span></b><span style="font-size: 10pt;"> several errors with manuscript rules (6)<o:p></o:p></span></div>
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<b><span style="font-size: 10pt;">1</span></b><span style="font-size: 10pt;"> many errors with manuscript rules<o:p></o:p></span></div>
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<h4>
<u><span style="font-size: 12pt;"> </span></u></h4>
<h4>
<u><span style="font-size: 12pt;">Formatting: Research Skills<o:p></o:p></span></u></h4>
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<b><span style="font-size: 10pt;">Proper Citation:</span></b><span style="font-size: 10pt;"> <b>(Hugo 38).</b> – unless name is mentioned in intro. then use <b>(38).</b><o:p></o:p></span></div>
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<b><span style="font-size: 10pt;">Passages that appear in <i>Literary Analysis </i>text as less than 4 complete lines:<o:p></o:p></span></b></div>
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<span style="font-size: 10pt;">Introduced with a comma<o:p></o:p></span></div>
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<span style="font-size: 10pt;">enclosed in quotation marks<o:p></o:p></span></div>
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<span style="font-size: 10pt;">followed by proper citation (as above)<o:p></o:p></span></div>
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<b><span style="font-size: 10pt;">Passages that appear in <i>Literary Analysis </i>text as 4 complete lines are more:<o:p></o:p></span></b></div>
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<span style="font-size: 10pt;"> Introduced with a colon<o:p></o:p></span></div>
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<span style="font-size: 10pt;"> NO quotation marks (unless you’re quoting dialogue then use single quotation marks) <o:p></o:p></span></div>
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<span style="font-size: 10pt;">Double indented & single-spaced<o:p></o:p></span></div>
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<span style="font-size: 10pt;"> Followed by proper citation (as above)<o:p></o:p></span></div>
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<b><span style="font-size: 10pt;">5 </span></b><span style="font-size: 10pt;">ALL evidence is properly documented, spaced, punctuated, etc.<o:p></o:p></span></div>
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<b><span style="font-size: 10pt;">4 </span></b><span style="font-size: 10pt;">MOST of the evidence is properly documented, spaced, punctuated, etc.<o:p></o:p></span></div>
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<b><span style="font-size: 10pt;">3 </span></b><span style="font-size: 10pt;">SOME of the evidence is properly documented, spaced, punctuated, etc.<o:p></o:p></span></div>
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<b><span style="font-size: 10pt;">2 </span></b><span style="font-size: 10pt;">FEW pieces of the evidence are properly documented, spaced, punctuated, etc.<o:p></o:p></span></div>
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<b><span style="font-size: 10pt;">1 </span></b><span style="font-size: 10pt;">LESS THAN 3<b> </b>pieces<b> </b>of evidence are properly documented, spaced, punctuated, etc.<o:p></o:p></span></div>
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<h4>
<u><span style="font-size: 12pt;">Conventions<o:p></o:p></span></u></h4>
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<b><span style="font-size: 8pt;">10</span></b><span style="font-size: 8pt;"> <b>spelling, capitalization, punctuation</b> are correct<o:p></o:p></span></div>
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<span style="font-size: 8pt;"> <b>grammar and usage</b> are correct<o:p></o:p></span></div>
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<b><span style="font-size: 8pt;">8</span></b><span style="font-size: 8pt;"> <b>spelling, capitalization, punctuation</b> are mostly correct<o:p></o:p></span></div>
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<span style="font-size: 8pt;"> minor errors with <b>grammar and usage</b><o:p></o:p></span></div>
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<b><span style="font-size: 8pt;">6</span></b><span style="font-size: 8pt;"> several errors with <b>spelling, capitalization, punctuation</b><o:p></o:p></span></div>
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<span style="font-size: 8pt;"> some <b>grammar and usage</b> errors are repeated in a few places<o:p></o:p></span></div>
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<b><span style="font-size: 8pt;">3</span></b><span style="font-size: 8pt;"> <b>spelling, capitalization, punctuation</b> errors occur often but the message remains clear<o:p></o:p></span></div>
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<span style="font-size: 8pt;"> many <b>grammar and usage</b> errors but the message remains clear<o:p></o:p></span></div>
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<span style="font-size: 8pt;"> some <b>fragments & run-ons</b> present<o:p></o:p></span></div>
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<b><span style="font-size: 8pt;">1</span></b><span style="font-size: 8pt;"> <b>spelling, capitalization, punctuation</b> errors occur often and interfere with the writer’s message<o:p></o:p></span></div>
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<span style="font-size: 8pt;"> <b>grammar and usage</b> errors occur often and distract from meaning<o:p></o:p></span></div>
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<span style="font-size: 8pt;"> many <b>fragments & run-ons</b> present<o:p></o:p></span></div>
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<h4>
<u><span style="font-size: 12pt;">Content: Ideas/Support<o:p></o:p></span></u></h4>
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<b><span style="font-size: 9pt;">20</span></b><span style="font-size: 9pt;"> 6 effective/purposeful quotations are included<o:p></o:p></span></div>
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<span style="font-size: 9pt;">All integrated well and thoroughly analyzed and linked to the topic/thesis<o:p></o:p></span></div>
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<b><span style="font-size: 9pt;">16</span></b><span style="font-size: 9pt;"> 4 effective/purposeful quotations are included – 1 may be ineffective<o:p></o:p></span></div>
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<span style="font-size: 9pt;">Most integrated well and thoroughly analyzed and linked to the topic/thesis<o:p></o:p></span></div>
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<b><span style="font-size: 9pt;">12</span></b><span style="font-size: 9pt;"> 3 effective/purposeful quotations are included – 2 may be ineffective<o:p></o:p></span></div>
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<span style="font-size: 9pt;">Some integrated well and thoroughly analyzed and linked to the topic/thesis<o:p></o:p></span></div>
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<b><span style="font-size: 9pt;">8</span></b><span style="font-size: 9pt;"> 3 effective/purposeful quotations are included –<o:p></o:p></span></div>
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<span style="font-size: 9pt;">Few integrated well and thoroughly analyzed and linked to the topic/thesis<o:p></o:p></span></div>
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<b><span style="font-size: 9pt;">4</span></b><span style="font-size: 9pt;"> 2 or less effective/purposeful quotes are included –<o:p></o:p></span></div>
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<span style="font-size: 9pt;">2 or less integrated well and thoroughly analyzed and/or linked to the topic/thesis<o:p></o:p></span></div>
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<h4>
<u>Content: Organization<o:p></o:p></u></h4>
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<b><span style="font-size: 9pt;">10</span></b><span style="font-size: 9pt;"> well-written introduction, including an <b>opener and</b> <b>thesis statement</b> adequately introduces the essay<o:p></o:p></span></div>
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<span style="font-size: 9pt;"> ALL <b>topic sentences</b> help to introduce/transition <u>each</u> body paragraph and refer back to the thesis<o:p></o:p></span></div>
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<span style="font-size: 9pt;">All body paragraphs end with some type of <b>clincher</b> that analyzes the support & links back to thesis<o:p></o:p></span></div>
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<span style="font-size: 9pt;">well-written conclusion that leaves the reader with something to think about<o:p></o:p></span></div>
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<span style="font-size: 9pt;"> evidence of smooth, effective transitions between sentences, paragraphs, and ideas<o:p></o:p></span></div>
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<b><span style="font-size: 9pt;">8</span></b><span style="font-size: 9pt;"> introduction, including an <b>opener and</b> <b>thesis statement</b> clearly introduces the essay; may be awkward<o:p></o:p></span></div>
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<span style="font-size: 9pt;"> ALL<b> topic sentences</b> help to introduce/transition <u>each</u> body paragraph and refer back to the thesis - one may be awkward<o:p></o:p></span></div>
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<span style="font-size: 9pt;">All 3 body paragraphs end with some type of <b>clincher</b> that analyzes the support & links back to thesis; one may be awkward<o:p></o:p></span></div>
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<span style="font-size: 9pt;">conclusion attempts to leave the reader with something to think about<o:p></o:p></span></div>
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<span style="font-size: 9pt;"> a variety of transitions exist in and between paragraphs; pacing is developing<o:p></o:p></span></div>
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<b><span style="font-size: 9pt;">6</span></b><span style="font-size: 9pt;"> introduction introduces the essay; may be missing a component or unclear, or <b>thesis</b> may be more than one sentence<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 9pt;"> MOST <b>topic sentences</b> help to introduce/transition <u>each</u> body paragraph and refer back to the thesis - one missing or<o:p></o:p></span></div>
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<span style="font-size: 9pt;">may not link back to the thesis<o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: 0.5in;">
<span style="font-size: 9pt;">MOST body paragraphs end with some type of <b>clincher</b> that analyzes the support & links back to thesis; one missing<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 0.5in; text-indent: 0.5in;">
<span style="font-size: 9pt;">or may not link back to thesis<o:p></o:p></span></div>
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<span style="font-size: 9pt;">conclusion concludes the essay; may be missing a component, unclear/awkwardly written, or may not indicate a deeper meaning<o:p></o:p></span></div>
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<span style="font-size: 9pt;"> the transitions sometimes work<o:p></o:p></span></div>
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<br /></div>
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<b><span style="font-size: 9pt;">3</span></b><span style="font-size: 9pt;"> introduction is attempted but may need a lot of work<o:p></o:p></span></div>
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<span style="font-size: 9pt;"> <b>A topic sentence</b> helps to introduce/transition <u>one</u> body paragraph and refers back to the thesis; two may be missing or may<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 0.5in; text-indent: 0.5in;">
<span style="font-size: 9pt;">not link back to the thesis<o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: 0.5in;">
<span style="font-size: 9pt;">A body paragraph ends with some type of <b>clincher</b> that analyzes the support & links back to thesis; two may be missing or<o:p></o:p></span></div>
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<span style="font-size: 9pt;">may not link back to thesis<o:p></o:p></span></div>
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<span style="font-size: 9pt;">conclusion is present but needs a lot of work<o:p></o:p></span></div>
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<span style="font-size: 9pt;"> missing or unclear transitions force the reader to make giant leaps<o:p></o:p></span></div>
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<b><span style="font-size: 9pt;">1</span></b><span style="font-size: 9pt;"> no introduction <u>or</u> no <b>thesis statement<o:p></o:p></b></span></div>
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<b><span style="font-size: 9pt;"> no topic sentences</span></b><span style="font-size: 9pt;"> are present to introduce body paragraphs <u>or</u> no topic sentences refer back to the thesis<o:p></o:p></span></div>
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<span style="font-size: 9pt;">no body paragraphs end with a <b>clincher</b> <u>or</u> none of the <b>clinchers</b> link back to thesis<o:p></o:p></span></div>
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<span style="font-size: 9pt;">no conclusion<o:p></o:p></span></div>
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<b>Total ______/ 50 x 2=<o:p></o:p></b></div>
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<o:p> Sample Book Report</o:p></div>
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<o:p> (does not include a header with page #'s, your report needs a header with page #'s)</o:p></div>
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Ms. Student<o:p></o:p></div>
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Mr. Scandrett<o:p></o:p></div>
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English 12<sup>th<o:p></o:p></sup></div>
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May 13, 2012<o:p></o:p></div>
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Fatalism in <i>Slaughterhouse-Five</i><o:p></o:p></div>
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The events that happen in our life are all the effects of the choices that we make. One can choose to do something and this choice will affect the course of their life. Everything in life has been established and people simply choose a path that they wish to follow. There are many outcomes from a choice that one makes, but only one course will occur. Despite all these choices that we make there is one inevitable thing that we can never change and its death. The novel “Slaughterhouse-Five” by Kurt Vonnegut, tells the reader that in order to face death one must embrace fatalism. <o:p></o:p></div>
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“Slaughterhouse-Five” relates the entire life of Billy Pilgrim. He is a normal man that amazingly has the ability to time travel. He jumps to different moments in his life and has no control over this extraordinary ability. The wonders of his life are not limited to time traveling. He is abducted by aliens and taken to their planet, Trafalmadore, where he learns a whole new philosophy on time and death. This philosophy eventually helps Billy cope with life after the devastating fire-bombing of Dresden, where tens of thousands of people died. In this novel, Billy learns how to embrace fatalism and accept his death without remorse. His acceptance of this new philosophy is seen through the following quote “<i>I</i> <i>Billy Pilgrim</i>, the tape begins, <i>will die, have died and always will die on February 13, 1976” (70).</i> He then proceeds to describe other details of his death. Even though he knows how and when his death takes place he makes no attempt to prevent it. Billy Pilgrim learns through his experience that fatalism is inevitable. <o:p></o:p></div>
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A major plot of this novel is the firebombing of Dresden. The reader would expect to have some sort of hero in the story. On the contrary the reader is presented with Billy Pilgrim. He is weak, fearful, incompetent and shy. He is a weak character in mind and in body. In attempt to teach him how to swim his father throws him into a pool but Billy prefers to sink rather than swim, revealing his weak character and mind; he makes no attempt to even try to swim (43). He is weak in body that he is described as a filthy flamingo (33). “Saved your life again...Weary said to Billy […] It was absolutely necessary that cruelty be used because Billy would not do anything to save himself. Billy wanted to quit” (34). Through this quote one can see how weak in mind and body Billy is. Billy did not have enough will power to continue on with the hardships presented to him. He needed a constant force to push him to try and work harder. The novel presents the reader with a weak character with a purpose. This reveals how even the weakest person can eventually face death. <o:p></o:p></div>
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The novel is written in a very unique manner. It has no regard for chronological order; there is no linear progression. Everything is presented as a whole. Regardless of the fragmented format Billy Pilgrim's life the book still ends the same way and fulfills its purpose. This reveals that everything is already planned and chronological order has no effect on how things result. In the beginning of the novel the ending is revealed to the reader. “It ends like this: Poo-tee-weet” (22)? This shows that regardless of the events that take place, the end of the novel will end the same way. The ending of the novel has been set and nothing can change it. The following quote, “He came slightly unstuck in time, saw the late movies backwards, then forwards again. It was a movie about American bombers in Second World War and the gallant man who flew it” (74). proves that the order in which events happen have no influence on the bigger occurrences. No matter how Billy Pilgrim views the movie, the purpose of the movie was to show the war to its viewers.<o:p></o:p></div>
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The war in the novel symbolizes death and the inevitability of change. Billy Pilgrim had no choice but to go to war. “The bombing of Dresden was a great tragedy none can deny […] ponder on the fate of Dresden, where 135,000 people died as the result of an attack with conventional weapons” (93). This quote shows us a part of the war and the number of casualties from the bombing. This event is something that nobody had the power to change. As much as people disagree with it, it still happened. The war represents the events in life that are inevitable. Despite the efforts that people make, the war was still bound to happen. At first Billy Pilgrim tried to avoid and even escape, but as he time traveled and spent time with the Trafalmadorians he learned that change was inevitable. Billy does not know why there must be such atrocious disaster, but he still makes no objections to it, revealing his acceptance of the things that happen.<o:p></o:p></div>
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Another symbol in the novel are the horses. “[…] that the horses' mouths were bleeding, gashed by bits, that the horses' hooves were broken, so that every step meant agony, that the horses were insane with thirst. The Americans treated their form of transportation as though it were no more sensitive than a six-cylinder Chevrolet” (96). The horses represent how people embrace fatalism. The horses were in terrible pain from the way they were treated yet they simply fulfilled their purpose as means of transportation. They accepted the pain and the suffering that they were going through. Billy Pilgrim had no idea why the war had to take place; he simply obeyed the commands that he was told just like the horses did what they were ordered to do. Billy learned to accept the war as it was without complaining or questioning it. The same way, the horses simply accepted the pain that they were going through. People must simply accept the circumstances because anything that they do to try to change the events will be useless. <o:p></o:p></div>
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The prayer on Montana Widhack's, a mistress of Billy on the Trafalmadorian planet, locket is another example of symbolism. It said the following “God grant me the serenity to accept the things I cannot change, courage to change the things I can, and wisdom always to tell the difference” (102). This reveals that people want to have the chance to choose their fate and take control over their lives. Although people want to be able to take control they cannot. Every choice that they make has already been decided for them, it is not a choice, and the choice that people make is just an illusion.<o:p></o:p></div>
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The phrase “Poo-tee-weet” (105)? is the last phrase in the book. It symbolizes the end of life, a fate that everyone has. It represents the speechlessness of the people. There is nothing interesting or good to say about war and all negative talk about war is also useless. It will not change anything, because the war has already been destined to happen. “We know how the Universe ends […] A Trafalmadorian test pilot presses a starter button, and the whole Universe disappears. […] He has always pressed it, and he always will. We always let him and we always will let him. The moment is structured that way” (57). The Trafalmadorians know that it is not possible to prevent the destruction of the Universe so they simply allow this course of action to happen. The death of everything is certain so there is no point stopping it from happening. No one can completely understand death. Despite the many encounters with death, Billy still cannot fully understand why it happens. Billy only faces death after he's been in Trafalmadore and learned their philosophy on time and death.<o:p></o:p></div>
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The death of many characters in the book is ironic. “He […] drafted for military service in the Second World War. His father died in a hunting accident” (24). This passage shows death of Billy Pilgrim's father is ironic, because he is shot during a hunting trip. His father is the predator during this hunting trip but he ends up dying. Billy is overcoming the death of a loved one while at war. He has to kill in order to survive but is also hurt by the death of his father. This irony shows that nobody has control of what happens to them. Billy did not have any control over what happened to him and fate took him to war right after his father dies. Another ironic thing that occurs is that Billy Pilgrim survives the war, despite his weakness. Billy survives the war by taking refuge in a meat house. The location in which he takes refuge is a place where killing and death also take place and this is the place where he finds safety. His survival reveals that fate had other things planned for him. He survived the war to tell other people about his adventure in Trafalmadore. Through the ironies in the death of the characters, it is revealed that no one has the ability to change anything. <o:p></o:p></div>
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The acceptance of death throughout the book is shown through the phrase “so it goes” This phrase is mentioned after every death in the story. “There used to be a dog Spot, but he died. So it goes” (32). “There were hundreds of corpse mines operating by and by. […] But then the bodies rotted and liquefied, and the stink was like roses and mustard gas. So it goes” (105). These two passages show the all the deaths in the novel were considered equal, whether it was a natural death, an accidental or an intentional death. This phrase allows the reader to accept the death as something unavoidable and as something normal. At the same time though the repetition of the phrase allows the reader to see all the death that occurs and the inevitability of death. <o:p></o:p></div>
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Through Billy Pilgrim and his experience in the war and in Trafalmadore the reader can see that everything in life has been predestined and one must accept the fact that nothing can be changed. Since everything has been predestined, then death is simply another part of life. Billy Pilgrim comes to realize this which is why he is at peace. He faces death and makes no attempt to change it. Once a person realizes that they can do nothing to change the events that are to happen, they will also be able to accept death much more easily.</div>
Luke Scandrett-Leathermanhttp://www.blogger.com/profile/16018027832313292716noreply@blogger.com0tag:blogger.com,1999:blog-5448776839779707420.post-50699497202684870132014-03-21T14:31:00.002-07:002014-03-21T14:31:20.515-07:00Journal 11: HaikuA haiku is a three line poem. Line one has 5 syllables. Line two has 7 syllables. Line 3 has five syllables.<br />
There is a cutting between lines 2 and 3 which shows a contrast between two distinct images/ideas.<br />
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Beneath the haiku write three responses: three sentences about why you wrote the poem, three sentences about the poetic devices (include at least 3 in your poem, one understatement), and three sentences about haiku form (or the form you chose to use/adapt if you did not follow the conventional structure). Make sure to include three vocabulary words from Unit 12 either in your poem and/or in your responses.Luke Scandrett-Leathermanhttp://www.blogger.com/profile/16018027832313292716noreply@blogger.com0