english 2200 lesson plans 1st quarter fall 2017.notebook · english 2200 lesson plans 1st quarter...

English2200LessonPlans1stQuarterFall2017.notebook

English2200LessonPlansSeptember5ththrough8th2017

September08,2017

Aug205:10PM

ENGLISH2200

Tuesday,September5th

Aug264:23PM

OBJECTIVES:Studentswillbeableto1.Identifyadjectivesandadverbsinasentence.2.Understandthemeaningandusingoftheverb,articulate.3.Understandthedifferencesamongtheverbsassure,ensure,andinsure.5.Understandintertextuality.6.Readandannotateashortstory.7.Analyzeaphotograph.



September08,2017

Sep1411:06AM

Sep1411:06AM



September08,2017

Sep43:59PM

Sep98:37AM

https://www.youtube.com/watch?v=YdGehiPYwfs

PICTUREDAY

PICTUREDAYisMONDAY.

https://www.youtube.com/watch?v=YdGehiPYwfs



September08,2017

Aug1912:26PM

CANVASFIVEstudentsstillnotonCANVAS

Sep412:20PM

DOyouhaveanEnglish2200FOLDER(inyourGoogleDrive)?TrymovingyourExemplificationessayintothatfolder.



September08,2017

Aug2210:19AM

GRAMMARLESSON

Thedictatorhadtotalpower.

Thedictatorhadgreatpower.

Thedictatorhadlittlepower.

Thedictatorhadnopower.

Thenewmoonroseslowlyoverthedesert.

Themoonroseslowlyanddramaticallyoverthedesert.

Slowlythenewmoonroseoverthedesert.

MODIFIERS

Aug2411:23AM

ADJECTIVEmodifiesanounandpronoun

Theyoungeagleperchedontherockycliff.

Poisonousplantsaredangerous.

1.Descriptivewords.Thatisanuglywound.Iownabluesuit.

2.Possessivenounsandpronouns.IparkedmymotorcyclenexttoJohn'scar.

3.Limitingwordsandnumbers.Somepeopleseeeverymoviethatcomesout.Twoaccidentshavehappenedonthisstreet.

4.Nounsthatmodifyothernouns.Thebasketballgamewasheldintheneighborhoodgym.



September08,2017

Aug2411:23AM

ADVERBmodifiesaverb,adjective,oranotheradverb.

Thepresidentwalkedacrosstheroomquickly.

Thepresidentseemedunusuallynervous.

1.Findthewordthatisbeingmodified.

Thelmaseriouslyinjuredherfingerduringthe

tennismatch.

MybrotherandIhavecompletelydifferent

attitudestowardSpam.

Tuanalmostalwaysarrivesontimeforwork.

2.Lookforwordsthatanswerthequestions

when?where?how?ortowhatextent?

Mygrandparentsoftenbringgiftswhentheyvisit.

(when?)

Theturnipsweregrownlocally.(where?)

Rachelcarefullyremovedthepaintfromthe

antiquedesk.(how?)

Homeriswidelyknownasatrainerintheflea

circus.(towhatextent?)

Aug2411:24AM

ADVERBSTHATDONOTENDIN"LY"

already now stillalso often thenalways quite toonever seldom verynot soon well



September08,2017

Aug2411:25AM

EXERCISE2A3X5CARDIdentifyadjectivesandadverbsineachsentence.1.Theblackcurtainslowlyrose,andthegratefulactressacceptedtheredroses.2.MarkTwainstubbornlyrefusedtousehisoriginalname.3.ThecorralwasemptywhenWyattEarpfinallyarrived.

Aug263:38PM

VOCABULARY:COMMONLYCONFUSEDWORDS

assurevs.ensurevs.insure

Assuretopromiseorsaywithconfidence.

Itismoreaboutsayingthandoing.

Example:Iassureyouthatyoullbewarmenough.

Ensuretodoorhavewhatisnecessaryforsuccess.

Example:Theseblanketsensurethatyoullbewarmenough.

Insuretocoverwithaninsurancepolicy.

Example:Iwillinsuremyhomewithadditionalfireandfloodpolicies.

EspeciallyinAmericanEnglish,whatyouinsureisabusinesstransaction.Whatyouensureresultsfromyourpersonalefforts.



September08,2017

Aug285:02PM

> EXERCISEZZ@> 1.Wheneveryouaremailingsomething

ofvaluethroughtheUSPS,itisagoodideato(insure,ensure,assure)itsothatyouarereimbursedfortheitemsvalueifthepackageislost.

> 2.Jasonwasnervousaboutgivinghispresentation,sohisprofessor(insured,ensured,assured)himthataslongashegavehisbesteffort,theperformancewouldnothurthisfinalgrade.

> 3.Whileitisnotuptoyouto(insure,ensure,assure)thatIarriveontime,youhavemy(insurance,ensuranceassurance)thatIintendtoarriveinatimelymanner.

Aug264:03PM

CRITICALVERBOFTHEDAYARTICULATE

(ofapersonoraperson'swords)havingorshowingtheabilitytospeakfluentlyandcoherently.

synonyms: eloquent,fluent,effective,persuasive,lucid,expressive,silvertongued

Examples:

"Theyeffectivelyarticulatedtheirexperiences."

"Theywereunabletoarticulatetheiremotions."

WritingPromptExamples:

*ArticulatethepurposeandthecarefullychosenstrategiesofRoosevelt'sspeech.



September08,2017

Aug205:05PM

*THINK*PAIR*SHARE**Explainthestorybeingtoldinthesong. Sheisapyramid

Butwithhimshe'sjustagrainofsand

Thislove'stoostronglikemiceandmen

Squeezingoutthelifethatshouldbeletin

Shewasahurricanecanecanecane

Butnowshe'sjustagustofwind

Sheusedtosetthesailsofathousandships

Wasaforcetobereckonedwith

Shecouldbeastatueofliberty

ShecouldbeaJoanofArc

Buthe'sscaredofthelightthat'sinsideofher

Sohekeepsherinthedark

Oh,sheusedtobeapearl...Ohh

Yeah,sheusedtoruletheworld...Ohh

Can'tbelieveshe'sbecomeashellofherself

'Causesheusedtobeapearl

Shewasunstoppable

Movedfastjustlikeanavalanche

Butnowshe'sstuckdeepincement

Wishingthatthey'dneverevermet

Shecouldbeastatueofliberty

ShecouldbeaJoanofArc

Buthe'sscaredofthelightthat'sinsideofher

Sohekeepsherinthedark

Oh,sheusedtobeapearl...Ohh

Yeah,sheusedtoruletheworld...Ohh

Can'tbelieveshe'sbecomeashellofherself

'Causesheusedtobea

Doyouknowthatthere'sawayout,

there'sawayout

there'sawayout

there'sawayout

Youdon'thavetobehelddown,

behelddown

behelddown

behelddown

'CauseIusedtobeashell

Yeah,Ilethimrulemyworld

myworld,ohh,yeah

ButIwokeupandgrewstrong

AndIcanstillgoon

Andnoonecantakemypearl

Youdon'thavetobeshell,No

You'retheonethatrulesyourworld,ohh

Youarestrongandyou'lllearn

thatyoucanstillgoon

Andyou'llalwaysbeapearl

Sheisunstoppable

Aug182:44PM

FINISH&HANDIN:ModelofCloseReading/AnnotationofaLiteraryPassage:

"TheNecklace"byGuydeMaupassant



September08,2017

Aug205:10PM

ENGLISH2200

Thursday,September7th

Aug264:23PM

OBJECTIVES:Studentswillbeableto1.Identifynouns,pronouns,verbs,adjectives,adverbs,andinfinitivesinasentence.2.Writeasmallgroupshortstory.3.Understandintertextuality.4.Readandannotateashortstory.5.Preparetowritealiteraryanalysisessay.



September08,2017

Sep64:22PM

SMALLGROUPSTORY:Getintogroupsof4or5.ONEpersoncreatesaGoogleDocandsharesitwitheveryoneelseinthegroup.Eachpersoninthegroupmustcontributeatleastthreesentences.

STORYSTARTER:Ihadnoideamyfeetcouldmovethatfast.

Sep64:35PM

SHAREGROUPSTORIES



September08,2017

Aug264:28PM

INFINITIVEStoplustheverbi.e.towalk torun tosing toplaytodream

NOTaverb

Iwantedtogotothedance,butmomhatedtoletmegosinceahurricanewaspredictedtohitourtowninthenexttwohours.

**ALSO,IDENTIFYNOUNS,PRONOUNS,VERBS,ADJECTIVES,andADVERBS.

Aug1712:52PM

INTERTEXTUALITY

GoogleSlides**TAKENOTESINGOOGLEDOCS.



September08,2017

Aug2112:17PM

WORDOFTHEDAYARCHETYPEtheorginalmodelfromwhich

somethingisdevelopedormadethoseimages,figures,characters,

settings,andstoriesthatareuniversallysharedbypeopleacrosscultures

Aug245:04PM

"Federigo'sFalcon"fromTheDecameron

byGiovanniBoccacciohttps://www.youtube.com/watch?v=6mo2XCCSQ8E

https://www.youtube.com/watch?v=6mo2XCCSQ8E

Attachments

Grammar[1].ppt

BETTERPrepositionsConjunctionsandInterjections.pptx

StealLikeAnArtist#6.pdf


SentenceCombining.ppt




Fragments,FusedSentencesandCommaSplices.ppt

HowtoWriteaLiteraryAnalysisEssay.ppt

Subject = Performer

Nouns

Pronouns

Verb = Action

Action vs. Linking

Main verb vs. Helping verb

Person, place, thing OR idea

Janitor, teacher, son, daughter

classroom, school, office

Desk, car, fence

Fear, courage, happiness

Could be introduced with a, an, the

Common

House, desk, daughter, family

Proper

John, Susan, Salt Lake, The Olive Garden

Takes the place of a noun

Personal pronouns

I, me, my, mine, you, your, yours, he, him, his

Indefinite pronouns

Some, one, all, each, many, everyone, somebody

Reflexive/Intensive pronouns

Myself, yourself, himself, herself, ourselves

Relative pronouns

Who, whom, whose, that, which, those, this, these

Interrogative pronouns

Who, whom, whose, which, what

Action verb (shows action)

Shane ran to the store

Linking verb (links subject to another word)

Helen is a woman of integrity.

Main verb

The action (walks, writes, ran, sang)

Helping verb

Helps the main verb (is, has, may, can, could)

Main verb vs. Helping verb

Anna had thirty pairs of shoes.

had, in this case, is the Main Verb (MV)

Thomas had thought about the problem for years.

had is the helping verb (HV) and thought is the Main Verb (MV)

Verb Tense

Present Tense

I walk, you walk, he walks, she walks, we walk

Past Tense

I walked, you walked, he walked, we walked

Future Tense

I will walk, you will walk, he will walk, we will walk

Main Verb vs. Helping Verb

She did well on her chemistry quiz.

did, in this case, is the MAIN VERB (MV)

Bob did go to the game after all.

did is the HELPING VERB (HV) and go is the MAIN VERB (MV)

Verbals

Infinitive

Main form of the verb

To run, to sleep, to draw, to ski

I hope to pass my drivers test this time.

Present participle

ing verb without helping verb

Used as an adjective

Running, flying, being

The people picking potatoes ignored Vincent.

Standing on third base, Barry could not believe his luck.

Gerund

ing verb used as a noun

Running in the marathon is a dream of mine.

Sweatin to the oldies is helping Suzie lose weight.

Multiples

Multiple subjects

Fred and Mary pet the dog.

Batman and Wolverine kicked butt.

The boys and girls did their school work.

Multiple verbs

Mary fed the dog and pet the cat.

Superman and Wolverine kicked butt and took names.

*

Special Situations

Subject understood

In a command

Shut the door.

Get these papers filed before I get back.

Verb before subject

Is your mother home?

There is a bug in my soup.

Over the hill rode the cavalry.

*

SMART Notebook

Prepositions, conjunctions, and interjections, by golly!

Parts of Speech

Prepositions

A preposition is a word, which introduces a phrase.

An object follows it.

The object is always a noun or a pronoun.

Sometimes there may be adjectives describing the noun.

Examples

The book (on the desk) is mine.

Keep this book (in your desk).

Students should put their knapsacks (under their desks).

The pedestrian walked (around the shady corner).

You will recognize these!

Prepositions Practice

Underline or highlight the prepositions.

Put round brackets around the prepositional phrase.

Example: Joe paid five dollars (for his well-worn jacket) that he found (at the thrift store).

CONJUNCTIONS

A conjunction is a word that joins words, phrases, or clauses.

There are two types of conjunctions:

COORDINATE: join equal parts (eg. Nouns, verbs, phrases, sentences)

And

SUBORDINATE: make a clause dependent on an independent clause (complete sentence)

COORDINATE CONJUNCTIONS

Coordinating conjunctions can be remembered like this:

FANBOYS

F for

A and

N nor

B but

O or

Y yet

S - so

Examples:

Jordan was startled, for she saw a bear.

Joins two complete sentences (clauses)

You and I will do the project.

Joins two pronouns

Neither Jack nor Jill made it up the hill.

Joins two proper nouns

I would make pizza, but we dont have cheese.


Examples, contd.

Lets go to see Catching Fire or Divergent.

Joins two proper nouns

Its foggy yet warm outside today.

Joins two adjectives

Blake should do his homework so he can get a good grade on his report card.


SUBORDINATE CONJUNCTIONS

Make a sentence incomplete

Therefore, it is dependent on a complete sentence to complete the thought

Begins a subordinate clause

Common Subordinate Conjunctions

http://schoolsquestiontime.org/what-is-a-conjunction/

Examples:

Georgia needed butter to make cookies.

Because Georgia needed butter to make cookies

Now we have created a subordinate clause

Now what do we need to add in order for this subordinate clause to make sense?

a complete thought

Eg. Because Georgia needed butter to make cookies, she went to the store.

Lets try another one!

Joes dog eats his homework.

If Joes dog eats his homework

Now we have a subordinate clause

Lets add a complete thought

If Joes dog eats his homework, his teacher will not be happy.

Interjections! Awesome!

An interjection is a word that expresses strong feeling or emotion

Usually an interjection comes at the beginning or end of a sentence

It is followed by an exclamation point (!) when the emotion is strong

It is followed by a comma (,) when the emotion is mild

Try not overuse interjections!

Source: Umstatter, Jack. Got Grammar.

Common Interjections

Phew

Wow

Whoops

Yippee

Ouch

Hey

Really

Whoa

Well

Shoot

Can you think of other interjections?

http://jaimerehm.blogspot.ca/2008/08/interjections-comic-strip.html

SOME COMMON PREPOSITIONS

PLACE POSITION DIRECTION TIME OTHER

above

across

along

among

at

behind

below

beside

between

from

in

past

beyond

by

down

from

in

inside

into

near

off

with

without

on

opposite

out

outside

over

around

through

throughout

to

towards

under

up

after

before

at

by

for

during

from

in

of

except

as

like

about

with

without

by

for

SOME COMMON PREPOSITIONS

PLACE

POSITION

DIRECTION

TIME

OTHER

aboveacrossalongamongat

behindbelowbesidebetween

from

in

past

beyondbydownfromininsideintonearoff

with

without

onoppositeout outsideoveraroundthrough

throughouttotowardsunderup

afterbeforeatbyforduringfromin

of

exceptaslikeaboutwithwithoutbyfor

SMART Notebook

SMART Notebook

SMART Notebook

Four Ways to Combine Two Sentences

Suzie did well on the ACT test. She was accepted into her favorite college.

#1. Add a comma and a coordinating conjunction.

Suzie did well on the ACT test, so she was accepted into her favorite college. (CS,so CS)

Coordinating Conjunctions

(FANBOYS)

For

And

Nor

But

Or

Yet

So

#2. Add a conjunctive adverb with a semi-colon before it and a comma after it.

Suzie did well on the ACT

test; therefore, she was accepted into her favorite college.

(CS; therefore, CS)

Conjunctive Adverbs

Therefore

However

Furthermore

Then

#3. Add a semi-colon.

Suzie did well on the ACT test; she was accepted into her favorite college.

(CS; CS)

#4. Make one sentence a subordinate clause.

Because Suzie did well on the ACT test, she was accepted into her favorite college.

Suzie was accepted into her favorite college because she did well on the ACT test.

A subordinate clause has a subject and a verb but cant stand on its own.

Because Suzie did well on the ACT test

A subordinate clause must be attached to a main clause in order to make a complete sentence.

Because Suzie did well on the ACT test, she was accepted into her favorite college.

(Main Cl Sub Cl) OR (Sub Cl, Main Cl)

*

*

SMART Notebook

SMART Notebook

SMART Notebook

Fragments,

Fused Sentences and

Comma Splices

**Sentence Fragment

A sentence fragment occurs when a group of words that lacks a main clause is punctuated as a sentence.

Every sentence MUST have a main clause.

If you do not have a main clause, you do not have a sentence.

Three Types of Fragments

1. Contains no clause at all

i.e. The snow in the street.

2. Contain a verbal but still no clause

i.e. The snow falling on the street. (participle)

To slip on the snow in the street. (infinitive)

3. Contains a subordinate clause but no main clause.

i.e. After the snow had fallen on the street.

Because I had slipped on the snow in the street.

Correcting Fragments

Add words to give it a main clause.

i.e. The snow in the street (fragment)

I gazed at the snow in the street.

The snow was in the street.

i.e. The snow falling in the street (fragment)

The snow falling in the street covered my car.

The snow was falling in the street.

2. Join the fragment to a main clause written before or after it.

i.e. I love to see the ice on the lake. And the snow in the street. (incorrect)

I love to see the ice on the lake and the snow in the street.

i.e. My back was so sore that I could not stand straight. Because I had slipped on the snow in the street. (incorrect)

My back was so sore that I could not stand straight because I had slipped on the snow in the street.

**Fused Sentence

The fused sentence occurs when two or more main clauses are joined without a coordinating conjunction and without punctuation (sometimes called a "run-on" sentence).

i.e. Rauol drove by his uncle's house he waved at his cousins.

**Comma Splice

The comma splice occurs when two or more main clauses are joined with a comma but without a coordinating conjunction.

i.e. The hot sun beat down on the construction workers, they looked forward to the end of the day.

i.e. I wanted a dog for Christmas, however, my parents gave me a car.

Repairing Fused Sentences and Comma Splices

1. Use a comma and a coordinating conjunction.

i.e. Jack left for work early he arrived late. (fused)

Jack left for work early, but he arrived late. (correct)

2. Use a semicolon.

i.e. Jack left for work early, he arrived late. (comma splice)

Jack left for work early; he arrived late. (correct)

3. Use a semicolon and a transitional word or phrase.

i.e. Jack left for work early, he arrived late. (comma splice)

Jack left for work early; however, he arrived late. (correct)

SMART Notebook

Writing a Literary Analysis

BRIAN YOTHERS

Brought to you in cooperation with the Purdue Online Writing Lab

Rationale: Welcome to Writing the Literary Analysis. This 14-slide presentation is designed to help teachers introduce writing literary analyses to their students.

Directions: Each slide is activated by a single mouse click, unless otherwise noted in bold at the bottom of each notes page.

Writer and Designer: Brian Yothers

Updating authors: Arielle McKee, 2014

Developed with resources courtesy of the Purdue University Writing Lab

Grant funding courtesy of the Multimedia Instructional Development Center at Purdue University

Copyright Purdue University, 2007.

*

Its literary.

Its an analysis.

Its

An Argument!

It may also involve research on and analysis of secondary sources.

This screen is designed to provide a brief overview of the entire presentation. The most significant point to be emphasized here is that literary analysis is an argument about a literary work, and that whatever recommendations are made throughout the presentation stem from the need to write persuasively about a clear, debatable thesis.

Click mouse for each paragraph.

*

These concepts can be described in as much detail or as cursorily as time permits. It can be helpful to give an explanation of some of the terms, but also to direct students to glossaries of literary terms that can help them learn about these concepts for themselves.

*

Check your library for:

Various handbooks of literary terms

Numerous introductions to literary criticism and theory, widely available.

Example: A Handbook to Literature, Harmon/Holman

Students (and teachers) can find information on the Purdue OWL for researching literature.

However, its important to emphasize the importance of using sources other than/in addition to Internet sources to students.

Image from Amazon (http://www.amazon.com/A-Handbook-Literature-12th-Edition/dp/0205024017/ref=sr_1_1?ie=UTF8&qid=1403707393&sr=8-1&keywords=A+Handbook+to+Literature+Harmon%2FHolman)

*

Usually, a literary analysis will involve a discussion of a text as writing, thus the term literary, which means having to do with letters.

This will involve the use of certain concepts that are very specifically associated with literature.

This might be a good moment at which to asked students what it means to look at a novel, poem, play, essay, etc. as writingwhat kinds of emphases that does and does not imply. I particularly stress the fact that words, figures of speech, and patterns of organization matter when we are talking and writing about literature.

*

An analysis of a literary work may discuss:

How the various components of an individual work relate to each other.

How two separate literary works deal with similar concepts or forms.

How concepts and forms in literary works relate to larger aesthetic, political, social, economic, or religious contexts.

Here the facilitator may wish to give examples of how these categories can play out in essays on specific literary works discussed in class and/or ask students to suggest examples.

*

Writing an Argument:

When writing a literary analysis, you will focus on specific attribute(s) of the text(s).

When discussing these attributes, you will want to make sure that you are making a specific, arguable point (thesis) about these attributes.

You will defend this point with reasons and evidence drawn from the text.

Here the facilitator may wish to define precisely what a thesis statement is give some examples of thesis statements for literary essays. The comparison to law can be useful in order to demonstrate to students that when they write a literary analysis they are advocating a specific understanding of the text in relation to other understandings of the text, some of which their argument may coincide with, and some of which their argument may directly oppose.

*

Which is the best Thesis Statement?

Moby-Dick is about the problem of evil.

Moby-Dick is boring and pointless.

Moby-Dick is about a big, white whale.

The use of whiteness in Moby-Dick illustrates the uncertainty of the meaning of life that Ishmael expresses throughout the novel.

The fourth option, while not scintillating, is the one thesis statement on the list that could be developed and supported throughout an essay. A good strategy here is to ask students to talk about why each of the first three options is problematic. (Examples: Option 1 is too broad and abstract, Option 2 is appropriate if they are asked to recommend or not recommend a book to those who havent read it but doesnt offer an interpretation of the book, Option 3 is excessively obvious)

The Purdue OWL hosts a number of resources of building strong thesis statements and developing arguments.

*

Evidence and Support:

Include examples from the text:

Direct quotations

Summaries of scenes

Paraphrases

Cite other critics opinions

Discuss the texts historical and social context

Always remember to read carefully and highlight useful passages and quotes.

Many students need to have the importance of direct quotations emphasized strongly. It may be useful here as well to direct students to the handout on Summarizing, Paraphrasing, and Quoting on OWL. The facilitator might also ask students to suggest ways of finding out about historical and social context in preparation for the next two slides.

*

Secondary Sources:

A book or article that discusses the text you are discussing.

A book or article that discusses a theory related to the argument you are making.

A book or article that discusses the social and historical context of the text you are discussing.

For example: In discussing Chaucers Pardoners Tale,

Lee Patterson argues that:

Many students are simply not familiar with the term secondary sources, so its worthwhile to take the time to define the concept.

*

You might consult:

Academic Databases

EX: The MLA International Bibliography

The Dictionary of Literary Biography

Discipline-specific sources:

EX: America: History and Life for American Literature

Other search engines

A bibliography that is part of your text

Your instructor

The facilitator may wish to ask students what resources they have found helpful in the past. For help in searching the library, students can refer to the Research and Citation and Internet Literacy resources on the Purdue OWL.

*

When you use secondary sources, be sure to show how they relate to your thesis.

Dont overuse any one secondary source, or for that matter, secondary sources in general

Remember that this is your paper, your argumentthe secondary sources are just helping you out.

Never, never, never plagiarize. See the OWL handout on plagiarism for more information.

The OWL handout on plagiarism can be a useful supplement for this slide. See http://owl.english.purdue.edu/owl/resource/589/01/.

*

When writing a literary analysis:

Be familiar with literary terms.

Analyze specific items.

Make an a argument.

Make appropriate use of secondary sources.

Consult instructors and tutors for help when needed.

This screen gives the facilitator a chance to sum up the content of the presentation.

*

Purdue University Writing Lab, Heavilon 226

Check our web site: http://owl.english.purdue.edu

Email brief questions to OWL Mail:

https://owl.english.purdue.edu/contact/owlmailtutors

Notes:

The Writing Lab is located on the West Lafayette Campus in room 226 of Heavilon Hall. The lab is open 9:00am-6:00 pm. OWL, Online Writing Lab, is a reach resource of information. Its address is http://owl.english.purdue.edu. And finally, you can email your questions to OWL Mail at [email protected] and our tutors will get back to you promptly.

*

The End

WRITING A LITERARY ANALYSIS

BRIAN YOTHERS

Brought to you in cooperation with the Purdue Online Writing Lab

Rationale: Welcome to Writing the Literary Analysis. This 14-slide presentation is designed to help teachers introduce writing literary analyses to their students.

Directions: Each slide is activated by a single mouse click, unless otherwise noted in bold at the bottom of each notes page.

Writer and Designer: Brian Yothers

Updating authors: Arielle McKee, 2014

Developed with resources courtesy of the Purdue University Writing Lab

Grant funding courtesy of the Multimedia Instructional Development Center at Purdue University

Copyright Purdue University, 2007.

*

This screen is designed to provide a brief overview of the entire presentation. The most significant point to be emphasized here is that literary analysis is an argument about a literary work, and that whatever recommendations are made throughout the presentation stem from the need to write persuasively about a clear, debatable thesis.

Click mouse for each paragraph.

*

These concepts can be described in as much detail or as cursorily as time permits. It can be helpful to give an explanation of some of the terms, but also to direct students to glossaries of literary terms that can help them learn about these concepts for themselves.

*

Students (and teachers) can find information on the Purdue OWL for researching literature.

However, its important to emphasize the importance of using sources other than/in addition to Internet sources to students.

Image from Amazon (http://www.amazon.com/A-Handbook-Literature-12th-Edition/dp/0205024017/ref=sr_1_1?ie=UTF8&qid=1403707393&sr=8-1&keywords=A+Handbook+to+Literature+Harmon%2FHolman)

*

This might be a good moment at which to asked students what it means to look at a novel, poem, play, essay, etc. as writingwhat kinds of emphases that does and does not imply. I particularly stress the fact that words, figures of speech, and patterns of organization matter when we are talking and writing about literature.

*

Here the facilitator may wish to give examples of how these categories can play out in essays on specific literary works discussed in class and/or ask students to suggest examples.

*

Here the facilitator may wish to define precisely what a thesis statement is give some examples of thesis statements for literary essays. The comparison to law can be useful in order to demonstrate to students that when they write a literary analysis they are advocating a specific understanding of the text in relation to other understandings of the text, some of which their argument may coincide with, and some of which their argument may directly oppose.

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The fourth option, while not scintillating, is the one thesis statement on the list that could be developed and supported throughout an essay. A good strategy here is to ask students to talk about why each of the first three options is problematic. (Examples: Option 1 is too broad and abstract, Option 2 is appropriate if they are asked to recommend or not recommend a book to those who havent read it but doesnt offer an interpretation of the book, Option 3 is excessively obvious)

The Purdue OWL hosts a number of resources of building strong thesis statements and developing arguments.

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Many students need to have the importance of direct quotations emphasized strongly. It may be useful here as well to direct students to the handout on Summarizing, Paraphrasing, and Quoting on OWL. The facilitator might also ask students to suggest ways of finding out about historical and social context in preparation for the next two slides.

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Many students are simply not familiar with the term secondary sources, so its worthwhile to take the time to define the concept.

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The facilitator may wish to ask students what resources they have found helpful in the past. For help in searching the library, students can refer to the Research and Citation and Internet Literacy resources on the Purdue OWL.

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The OWL handout on plagiarism can be a useful supplement for this slide. See http://owl.english.purdue.edu/owl/resource/589/01/.

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This screen gives the facilitator a chance to sum up the content of the presentation.

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Notes:

The Writing Lab is located on the West Lafayette Campus in room 226 of Heavilon Hall. The lab is open 9:00am-6:00 pm. OWL, Online Writing Lab, is a reach resource of information. Its address is http://owl.english.purdue.edu. And finally, you can email your questions to OWL Mail at [email protected] and our tutors will get back to you promptly.

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SMART Notebook

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