A Tale of Two Cities on May 22nd to the 25th. 7:30 or Saturday or Sunday.
Tuesday, March 30, 2010
Wednesday, November 25, 2009
Reflection on your writing.
Now that you've turned in some papers and we're looking at definition essays, I'd like you to reflect and compare what you've read in the past couple of days with your writing. What have you learned about your writing? What can you do to further improve your writing?
Friday, November 13, 2009
Classification - The People Next Door
Jot down a list of neighbors you have now and have had in the past. Then write a short journal entry about the different kinds of neighbors you have encountered.
Division - Racism and Sexism in Advertising
Think of a TV commercial that you object to because it is offensive or annoying in some way. Write about why it bothers you so much.
Wednesday, October 21, 2009
Earth without People
1. Paragraphs 7 and 8 describe a causal chain. Diagram this causal chain. What other causal chains can you identify?
4. Throughout the essay, Weisman piles up series and catalogs of details. Point to a few places he does this. What is the effect of such lists of details? Are they absolutely necessary, or could the essay make its point without them?
5. What do the visuals contribute to this essay? How would the essay be different without the? If you were choosing alternative (or additional) visuals for this essay, what kind would your choose, and where would your place them?
4. Throughout the essay, Weisman piles up series and catalogs of details. Point to a few places he does this. What is the effect of such lists of details? Are they absolutely necessary, or could the essay make its point without them?
5. What do the visuals contribute to this essay? How would the essay be different without the? If you were choosing alternative (or additional) visuals for this essay, what kind would your choose, and where would your place them?
Friday, September 25, 2009
SOAPSTone (Speaker, Occasion, Audience, Purpose, Subject, Tone)
When reading your assigned texts, this is a good mnemonic to use.
Who is the Speaker?
The voice that tells the story. Before students begin to write, they must decide whose voice is going to be heard. Whether this voice belongs to a fictional character or to the writers themselves, students should determine how to insert and develop those attributes of the speaker that will influence the perceived meaning of the piece.
The voice that tells the story. Before students begin to write, they must decide whose voice is going to be heard. Whether this voice belongs to a fictional character or to the writers themselves, students should determine how to insert and develop those attributes of the speaker that will influence the perceived meaning of the piece.
What is the Occasion?
The time and the place of the piece; the context that prompted the writing. Writing does not occur in a vacuum. All writers are influenced by the larger occasion: an environment of ideas, attitudes, and emotions that swirl around a broad issue. Then there is the immediate occasion: an event or situation that catches the writer’s attention and triggers a response.
The time and the place of the piece; the context that prompted the writing. Writing does not occur in a vacuum. All writers are influenced by the larger occasion: an environment of ideas, attitudes, and emotions that swirl around a broad issue. Then there is the immediate occasion: an event or situation that catches the writer’s attention and triggers a response.
Who is the Audience?
The group of readers to whom this piece is directed. As they begin to write, students must determine who the audience is that they intend to address. It may be one person or a specific group. This choice of audience will affect how and why students write a particular text.
The group of readers to whom this piece is directed. As they begin to write, students must determine who the audience is that they intend to address. It may be one person or a specific group. This choice of audience will affect how and why students write a particular text.
What is the Purpose?
The reason behind the text. Students need to consider the purpose of the text in order to develop the thesis or the argument and its logic. They should ask themselves, “What do I want my audience to think or do as a result of reading my text?”
The reason behind the text. Students need to consider the purpose of the text in order to develop the thesis or the argument and its logic. They should ask themselves, “What do I want my audience to think or do as a result of reading my text?”
What is the Subject?
Students should be able to state the subject in a few words or phrases. This step helps them to focus on the intended task throughout the writing process.
Students should be able to state the subject in a few words or phrases. This step helps them to focus on the intended task throughout the writing process.
What is the Tone?
The attitude of the author. The spoken word can convey the speaker’s attitude and thus help to impart meaning through tone of voice. With the written word, it is tone that extends meaning beyond the literal, and students must learn to convey this tone in their diction (choice of words), syntax (sentence construction), and imagery (metaphors, similes, and other types of figurative language). The ability to manage tone is one of the best indicators of a sophisticated writer.
The attitude of the author. The spoken word can convey the speaker’s attitude and thus help to impart meaning through tone of voice. With the written word, it is tone that extends meaning beyond the literal, and students must learn to convey this tone in their diction (choice of words), syntax (sentence construction), and imagery (metaphors, similes, and other types of figurative language). The ability to manage tone is one of the best indicators of a sophisticated writer.
Thursday, September 24, 2009
2nd question: Blah Blah Blah
“Blah Blah Blah” has varieties of meanings. Kessler describes these words as a “cover-up” of the truth. I’ve seen it happens many times. It hides what behind the story. It lets assumption takes place. Let us guess that it is normal and nothing really interested really happen.
Behind each story of each person, there is more to it than just a plain boring life. American historian’s can’t just say that they had a revolution and blah, blah, blah. Then people won’t know what actually happen during the American revolution. If no one is telling the whole story and just say blah blah blah, people might not understand each other anymore. People will have nothing to talk about.
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