Wednesday, January 27, 2016

Prompt for Essay 3

Prompt for essay 3

1.Little Scarlet begins as Easy walks from his office to explore the rubble left by the Watts Riots. As Easy Explains on page 82, to the principal of the school where he works, the uprising was a release of the justifiable anger that Black people felt after centuries of racist injustice by white America.  He realized that things would never be the same, although nobody really knew what had been won and lost, and what would come next. As Easy looks for the killer of Nola Payne, he explores the changing relationship of the power that divides black and white, learning as he searches.  Write an essay that examines what Easy saw and how he understood the events triggered by the Riots. In the section beginning on p. 81, Easy says it was the beginning of the breakup of the Black community. On p. 82 he tells Ada Masters, the principal, that The Watts Riots were the beginning of the breakup of our community. Remember, to answer this question you will stick close to Easy’s words, thoughts, and deeds.

2. The reason Easy was hired was to find Nola’s killer. Police were afraid a white man killed her, so they wanted to find him before another riot started. It turned out that Nola and her boss, a white man, were in love. Their affair - instead of showing that racial barriers were changing - ended with murder, and was triggered by a Black woman trying to pass as white. Explain the forces that existed back then and why someone would try to pass. Explore the situation Harold’s mother faced and all the emotions that resulted. Show what forces linked all those people together. Remember, you must base your opinions on what you read, not on your opinions, or as you understand the matter from today’s perspective..


3. Easy’s relationship white people changed because of the riots. In some ways he was better friends with the white people in his life. How do the Riots - an uprising against white racism and injustice - help explain this.

Tuesday, January 26, 2016

Tips on Writing a Literary Analysis

Recommended Steps for Developing a Literary Analysis

1.     Choose a topic (or area of focus, such as a theme or recurring image)
2.     Review the text to collect evidence
·      Take careful notes on any passages that relate to your topic
·      (Or mark up your text and then write up your notations)
·      Include page numbers in your notes!
3.     Analyze your evidence
·      Look for trends, logical groupings, progressions, dichotomies, contradictions, etc.
·      Interpret your evidence – What does it mean? What does it seem to be saying?
4.     Organize your evidence
·      Select the evidence that you will use your in paper
·      Put your evidence into logical groupings (paragraphs)
·      Choose a logical order for your groupings (paragraphs)
·      *Try to avoid ordering your evidence in the order it appears in the story/novel!
5.     Draft your thesis
·      Remember a thesis statement for literary analysis should express an interpretation

A few conventions for writing papers about literature
Use the present tense to describe fictional events.
Amir and Farid go to the soccer stadium to find the man who has Sohrab.
NOT:   Amir and Farid went to the soccer stadium to find the man who has Sohrab.

References to the author

The first time you refer to the author, use his or her full name.
You may use just the last name for subsequent references. Never refer to the author by just his or her first name.
In his novel The Kite Runner, author Khaled Hosseini depicts the ethnic hierarchy of contemporary Afghanistan. Hosseini includes characters from Afghanistan’s three major ethnic groups: Pashtun, Tajik, and Hazara.
Don’t attribute motive to the author.
Don’t assume you know the author’s intentions. Readers can never know an author’s motives with certainty, and in a way, it doesn’t matter. The author may or may not have succeeded in realizing his or her intentions. What’s important is what the text shows, what it reveals, and what it suggests.
NOT:   Hosseini wants to show the injustice of Afghanistan’s ethnic caste structure.

tips             The Kite Runner represents injustices in Afghanistan’s ethnic caste structure.

Saturday, January 23, 2016

Posting Online (It's happening, it's easy and it's good)

Students,
A number of you have registered at the class website in order to post your chapter summations. I want to urge the rest of you register and post your summaries as well. It's easy, it saves me time, and your classmates can read your thoughts.
See you on Monday night.
Mr. Tompkins

Tuesday, January 12, 2016

Prompt Essay 2: Misperception

Essay Assignment #2 – Example

In his essay “Darkness at Noon,” Harold Krents uses specific examples from his personal experience to illustrate how, as a blind person, he is consistently misperceived as unable to function as an autonomous* human being– unable to hear, unable to speak for himself, unable to work.     (*Autonomous means independent, self-directed, not subject to control from outside.)
Using examples from your own personal experience, write an illustration (example) essay on one of the following topics.
(1)  Discuss experiences you have had being misperceived based on your appearance. 
(2)  Discuss experiences you have had misperceiving others based on appearance.
(3)  Discuss experiences you have had with culture clash or cultural misunderstandings.
All of the experiences you discuss can relate to the same misperception (or cultural misunderstanding). For example, you could discuss three separate experiences in which others have misperceived you as unreliable because of your numerous tattoos and piercings.

Guidelines

  • Your final draft should be at least two full pages long and have at least five paragraphs
  • Begin your essay with a brief summary of “Darkness at Noon.” Include the author’s name and the title of the article.
  • Your essay should contain an explicit thesis statement that expresses the point you are trying to prove in your essay.
  • Support your thesis statement with evidence in the form of specific, detailed examples from your personal experience and personal observation.
  • Begin each body paragraph with a topic sentence that expresses the main point of the paragraph.
  • You may use the first-person voice (but you don’t have to). 
  • Please title your essay!

Due dates

Outline  -- due _____________________________
Your outline should include (1) a working thesis statement, (2) topic sentences for each of three or more examples, (3) supporting specifics & details listed under each example. You will receive 10 points if you bring your reasonably complete outline to class and participate in the outline workshop on the due date. No points for late outlines! 
Draft (typed or neatly handwritten) – ______________________________
You will receive 10 points if you bring your reasonably complete draft to class and participate in the draft workshop on the due date. No points for late drafts!

Final draft – worth 100 points – due ______________________________


Complete this form to create your outline for Essay 2…

Tentative title for your essay: ________________________________
I. Introduction
Thesis statement: ______________________________________________________________


Your thesis statement should be a complete sentence that (1) identifies the specific misperception you will discuss in your essay and (2) indicates whether you were the one who was misperceived or the one who did the misperceiving. Note: The thesis statement need not be the first sentence of your essay. A good place for the thesis is usually the last sentence of your introductory paragraph.

II. Supporting point 1: _____________________________________________________
Try to express your point in a complete sentence that can serve as a topic sentence for the paragraph.
List specifics and details that you plan to use to develop your point.
A.    _______________________________________________________
B.    _______________________________________________________
C.    _______________________________________________________
D.    _______________________________________________________
E.     _______________________________________________________
III. Supporting point 2: _____________________________________________________

A.    _______________________________________________________
B.    _______________________________________________________
C.    _______________________________________________________
D.    _______________________________________________________
E.     _______________________________________________________
IV. Supporting point 3: _____________________________________________________

A.    _______________________________________________________
B.    _______________________________________________________
C.    _______________________________________________________
D.    _______________________________________________________
E.     _______________________________________________________

(Add more supporting points if necessary.)

Monday, January 11, 2016

Agenda 1/11/16

1/11/16
1. Quiz
   1a. The author portrayed Bobby Grant to be:
      a. a dangerous man
      b. a skinny desperate young man
      c. a hustler
      d. an informer
   2a. True of False: Nola Payne’s apartment was a wreck, indicating someone has been looking for someone.
   3a. True or False: The men on the street corner were gossiping and bragging, as if their world had not been changed much by the riot
   4a. T or F: Ada Masters, the principal at Sojourner Truth, was a white woman.
   5a. When Easy got Ms. Masters to listen to his description of Black people and how they felt, she was:
        a. awed and terrified
       b. dismissive
       c. ready to move to a new neighborhood
       d. wide open to learning more

2. Announcements

3. Journal: Write about who Easy is, based on what we’ve read so far. Then write about who 
Bobby Grant based on the description of him, what he looked like, his apartment, his actions. what do we learn about Easy in the chapter about Bobby Grant

4. Workshop essay 1 (peer review)
-peer review

Questions for peer review of Essay outline – evaluate and offer suggestions for revision
Thesis: Is it a complete sentence?
Does it focus on a single specific topic?
            Does it express an opinion of point or view?
            Does it identify the specific location of the author’s observation? (e.g. “At the dog park at Silverlake Reservoir, dogs resemble their owners” – not “At public parks…”)
Supporting points / Topic sentences: Are there three to five supporting points / topic sentences?
            Is each topic sentence a complete sentence?
            Do the support points clearly relate to and support the thesis?
Can each support point be developed with specifics and details?
Good example: “There are unsafe conditions for children at the park.”
Bad example: “There was broken glass on the sidewalk.”               
Lists of specifics & details:
            Are two or more specifics & details included for each support point / topic sentence?
            Are there sufficient specifics & details to support the point persuasively?

5. Little Scarlet 9-16
-assign chapters, break them down, character by character
-pat attention to the scene about the Black soldier at Sojourner Truth school where Easy worked. Wouldn’t you think he’d be kinder to Easy because they were both Black? What was Easy implying about why the soldier disliked him so much
-ask what would Easy do in (hypothetical) cases: Easy’s woman still sees an ex-lover. Easy runs into Juanda, a young girl from the neighborhood, and is tempted. Will he cheat? If not, why not?

HOMEWORK FOR 1/12






Sunday, January 10, 2016

For Monday, January 11

Class,

I hope you enjoyed your extra-long weekend. On Monday, I will give you an extra day to finish your essay, but let's try as much as much ground as possible in class. That means we'll double up the Little Scarlet reading. Try your best to write chapter summations for chapters 5-12. We will finish your outlines tomorrow, and if we have time I want you to start working on the rough drafts in class.

See you tomorrow at school
Mr. Tompkins

Tuesday, January 5, 2016

Rules for Finding and Fixing Comma Splices and Fused Sentences

Rules for Finding and Fixing Comma Splices and Fused Sentences
What is a comma splice?What is a fused sentence?How do I fix a comma splice?How do I fix a fused sentence?
Understand the problem.
What are comma splices and fused sentences? They are problem sentences that contain two or more main clauses incorrectly joined together.
Every main clause contains an independent subject and verb and can stand alone as a complete sentence. If you cram two or more of these clauses together with incorrect or missing punctuation, you hurt the logical parade of ideas.
A comma splice incorrectly joins two main clauses with a comma, like this:
Main Clause + , + Main Clause = csfs020.jpg.
A fused sentence has two main clauses joined with no punctuation at all, like this:
Main Clause + Ø + Main Clause = csfs020.jpg.
Know the solution.
To fix a comma splice or fused sentence, use one of the four strategies below.
Strategy 1 — Make two complete sentences.
Because comma splices and fused sentences contain two main clauses, you can always add a period [a full stop] at the end of the first clause and then begin the second one with a capital letter. Take a look at the fused sentence below:
Grandma still rides her Harley motorcycle her toy poodle balances in a basket between the handlebars.
A break should occur between motorcycle and her. To fix the problem with Strategy 1, you would revise the sentence like this:
Grandma still rides her Harley motorcycle. Her toy poodle balances in a basket between the handlebars.
Strategy 2 — Use a comma and a coordinating conjunction.
There are seven coordinating conjunctions. Some students remember the seven by learning the word fanboys. Each of the seven letters of fanboys stands for one of the coordinating conjunctions.
F = for; A = and; N = nor; B = but; O = or; Y = yet; S = so
Teamed up with a comma, these seven coordinating conjunctions can correctly join two main clauses. Take a look at our original example:
Grandma still rides her Harley motorcycle her toy poodle balances in a basket between the handlebars.
To fix the problem with Strategy 2, you should do this:
Grandma still rides her Harley motorcycle, and her toy poodle balances in a basket between the handlebars.
The important thing to remember with Strategy 2 is that you must use a coordinating conjunction that logically joins the two complete sentences. The coordinating conjunction but, for example, wouldn't work in the example above because the sentence isn't showing contrast.
Strategy 3 — Use a semicolon.
Unlike a comma, a semicolon is a strong enough mark of punctuation to join two main clauses. Use a semicolon like this:
Grandma still rides her Harley motorcycle; her toy poodle balances in a basket between the handlebars.
Keep these three things in mind when you use a semicolon:
  • The two main clauses that the semicolon joins should be closely related in meaning.
  • Don't capitalize the word that follows the semicolon unless that word is a proper noun, one that is always capitalized.
  • Limit your use of semicolons; you should not wantonly scatter them throughout your writing. Semicolons are like glasses of champagne; save them for special occasions.
Strategy 4 — Use a subordinate conjunction.
When you are fixing a comma splice or fused sentence, subordinate conjunctions can be the most tricky to use. There are two reasons that subordinate conjunctions are tricky: 1) there are many subordinate conjunctions to choose from, and 2) you must use the right punctuation. For those who are not faint of heart, here are the things to keep in mind.
First, know your subordinate conjunctions. Here is a list:
Subordinate Conjunctions
after
although
as
as if
as long as
as soon as
as though
because
before
even if
even though
how
if
in case
in that
in order that
in so far as
just as
no matter how
now that
once
provided that
rather than
since
so [that implied]
so that
than
that
though
till
unless
until
when
whenever
where
whereas
wherever
whether
while
Next, keep these general rules in mind:
Main Clause + Ø + Subordinate Clause.
Subordinate Clause + , + Main Clause.
Now take a look at the original problem sentence:
Grandma still rides her Harley motorcycle her toy poodle balances in a basket between the handlebars.
To fix the sentence with Strategy 4, you could do something like these two examples:
While Grandma rides her Harley motorcycle, her toy poodle balances in a basket between the handlebars.
Grandma rides her Harley motorcycle as her toy poodle balances in a basket between the handlebars.

A good writer will fix problem sentences using all four strategies: adding a period and a capital letter, using a comma and a conjunction, joining the two main clauses with a semicolon, or subordinating one of the parts with a subordinate conjunction.