the value of life expository reading and writing unit

The Value of LifeThe Value of LifeExpository Reading and Writing UnitExpository Reading and Writing Unit

Getting Ready to Read : Quick Write – Getting Ready to Read : Quick Write – Before you read about what others say Before you read about what others say about the value of life, take a few minutes about the value of life, take a few minutes to respond in writing to the following to respond in writing to the following quickwrite promptquickwrite prompt::What does being alive mean to you? How do you assign value to life? What makes life challenging? What makes it worth living? Describe a few examples that help to show your thinking about how people should value life.

Introducing Key ConceptsBecause each of the texts in this module defines “life” in its own way, it will be helpful for you to examine the concept of “life” before reading the texts.

To do this, you will create a concept map for “life” in your table group.

Please fold your paper in half both ways to create four square boxes.

Concept: LifeConcept: LifeSentence: It is difficult to place a precise value on human life.Sentence: It is difficult to place a precise value on human life.

Synonyms: VitalityLiving……what else?Existence AnimateState of being fertileConsciousnessCoherenceDrawing breathAliveEnergyHuman beingpresence

Contexts:MedicalLegal/penal……what else?MoralReligiousSocietalPersonalProfessionalEconomicAutobiographybiograpy

Examples: Lifestyle Life’s work…..what else?Life savingsEternal lifeMeaning of lifeCircle of lifeLife sentenceLife storyBreath of life

Non-ExamplesDeath Inactivity……what else? After lifeLifelessPassingNon=existenceNothingnessSterileAbsence

Concept Map: LIFE Concept Map: LIFE (add 4 more answers to each of the examples provided)(add 4 more answers to each of the examples provided)

Concept: LifeConcept: Life

Synonyms: Synonyms: vitality, living, energy, ...what else can you think vitality, living, energy, ...what else can you think of?of?

Examples: Examples: lifestyle, life’s work, life partner, ...what else?lifestyle, life’s work, life partner, ...what else?

Contexts:Contexts:medical, legal/penal, religious, economic, ...what medical, legal/penal, religious, economic, ...what else?else?

Non-examples (antonyms): Non-examples (antonyms): death, inactivity, inanimate objects, ...what else?death, inactivity, inanimate objects, ...what else?

Surveying the TextSurveying the Text

1. What prior experience have you had reading 1. What prior experience have you had reading these articles?these articles?

2. What did you notice about the page format 2. What did you notice about the page format and annotations? and annotations?

3. What did you notice about the text 3. What did you notice about the text structure? structure?

Making Predictions And Making Predictions And Asking Questions?Asking Questions?

1. What is tragedy? What themes and outcomes 1. What is tragedy? What themes and outcomes would you expect to find in a tragedy? would you expect to find in a tragedy?

2. What do you know about the language in plays 2. What do you know about the language in plays written by Shakespeare? What have you done in the written by Shakespeare? What have you done in the past to help yourself read Shakespeare effectively? past to help yourself read Shakespeare effectively?

3. The soliloquy here begins with a famous 3. The soliloquy here begins with a famous quotation: “To be, or not to be-that is the question.” quotation: “To be, or not to be-that is the question.” What do you think is “the question” Hamlet is What do you think is “the question” Hamlet is asking? How do you think he might answer it? asking? How do you think he might answer it?

Adding to your Adding to your vocabularyvocabulary• 1. Soliloquy: a long speech made by a character who is alone on the 1. Soliloquy: a long speech made by a character who is alone on the

stage in which he reveals his innermost thoughts and feelings.stage in which he reveals his innermost thoughts and feelings.

• 2. Tragedy: a drama or other work that depicts the downfall or 2. Tragedy: a drama or other work that depicts the downfall or destruction of a character as a result of his/her tragic flawdestruction of a character as a result of his/her tragic flaw

• 3. Tragic Hero: the main character of a tragedy who is usually of 3. Tragic Hero: the main character of a tragedy who is usually of noble birth, or is high ranking and has many positive attributes. They noble birth, or is high ranking and has many positive attributes. They usually meet a fateful end due to their tragic flaw but always come to usually meet a fateful end due to their tragic flaw but always come to self-realization and wisdom as a result.self-realization and wisdom as a result.

• 4. Tragic Flaw : a personality flaw or an error in judgment that 4. Tragic Flaw : a personality flaw or an error in judgment that ultimately leads to a character’s death or destruction.ultimately leads to a character’s death or destruction.

• 5. Iambic Pentameter: A metrical pattern in poetry which consists of 5 5. Iambic Pentameter: A metrical pattern in poetry which consists of 5 iambic feet per line (an iamb consists of one unstressed syllable iambic feet per line (an iamb consists of one unstressed syllable followed by a stressed syllable)followed by a stressed syllable)

Key VocabularyKey VocabularyPolar Opposite: An important rhetorical device Polar Opposite: An important rhetorical device Shakespeare uses in Hamlet’s soliloquy is Shakespeare uses in Hamlet’s soliloquy is antithesis. Hamlet explores a series of antithesis. Hamlet explores a series of oppositional relationships. Brainstorm at least oppositional relationships. Brainstorm at least one oppositional word for the terms listed one oppositional word for the terms listed below. below.

TERMS: TERMS: 1. oppression1. oppression2. action2. action3. endurance3. endurance4. mystery4. mystery5. life5. life

Key VocabularyKey VocabularyWord Families: List as many words as possible that are Word Families: List as many words as possible that are related to the following five concepts from Hamlet’s soliloquy. related to the following five concepts from Hamlet’s soliloquy. You may include synonyms directly from the text along with You may include synonyms directly from the text along with any other words you believe are related to the concept. Word any other words you believe are related to the concept. Word families are not simply lists of synonyms; they may include families are not simply lists of synonyms; they may include any sets of words that frequently appear together.any sets of words that frequently appear together.

example: resolution: end (line 5), consummation (line 8), will example: resolution: end (line 5), consummation (line 8), will (line 25), decision, outcome, and result(line 25), decision, outcome, and result

1. action:1. action:2. thought:2. thought:3. suffering:3. suffering:4. mortality:4. mortality:5. fear:5. fear:

First ReadingFirst ReadingRead the soliloquy from Read the soliloquy from HamletHamlet. Although it is quite short, it . Although it is quite short, it packs much meaning into its 33 lines You may need to read packs much meaning into its 33 lines You may need to read it more than once before you feel you have good grasp on it more than once before you feel you have good grasp on the ideas it contains. the ideas it contains.

Background: At this point in the play, Hamlet feels that he is Background: At this point in the play, Hamlet feels that he is in a crisis. His father died a few months earlier under in a crisis. His father died a few months earlier under mysterious circumstances. Hamlet discovers that his father mysterious circumstances. Hamlet discovers that his father was secretly murdered-by Hamlet’s uncle, Claudius. Making was secretly murdered-by Hamlet’s uncle, Claudius. Making things even worse, Claudius then marries Hamlet’s mother. things even worse, Claudius then marries Hamlet’s mother. Hamlet does not know what to do about this knowledge. He Hamlet does not know what to do about this knowledge. He wonders whether he can trust anyone or if perhaps he is wonders whether he can trust anyone or if perhaps he is going crazy. going crazy.

As you read the text, focus on what you see the as the “big As you read the text, focus on what you see the as the “big picture” Hamlet describes. Based on this first reading, would picture” Hamlet describes. Based on this first reading, would you say that Hamlet is an optimist or a pessimist? What are you say that Hamlet is an optimist or a pessimist? What are you reasons for thinking so? you reasons for thinking so?

Rereading The Text and Looking Rereading The Text and Looking Closely at the Language:Closely at the Language:

Because this series of texts focuses on the way Because this series of texts focuses on the way people value life, you will now need to take a people value life, you will now need to take a second look at the soliloquy. This time, read second look at the soliloquy. This time, read with a highlighter or colored ink or pencil, with a highlighter or colored ink or pencil, marking the places in the text where Hamlet marking the places in the text where Hamlet describes what it means to be describes what it means to be alivealive. .

Example: In lines two and three, Hamlet Example: In lines two and three, Hamlet describes life as “the slings and arrows of describes life as “the slings and arrows of outrageous fortune,” so you could mark that outrageous fortune,” so you could mark that phrase as an example of what Hamlet thinks it phrase as an example of what Hamlet thinks it means “to be.”means “to be.”


Characterizing the text: Take a look at the parts Characterizing the text: Take a look at the parts of the soliloquy you have highlighted and of the soliloquy you have highlighted and compare them with a classmate’s markings. compare them with a classmate’s markings. Find a few examples that you both have marked Find a few examples that you both have marked and mark the examples with a “+” or “-” to and mark the examples with a “+” or “-” to indicate whether the example how a positive indicate whether the example how a positive (+) outlook on life or a negative (-) one. For the (+) outlook on life or a negative (-) one. For the example about-”the slings and arrows of example about-”the slings and arrows of outrageous fortune”-you would mark a “-” outrageous fortune”-you would mark a “-” because it compares being alive to being under because it compares being alive to being under attack. After you have marked several such attack. After you have marked several such examples, reflect on the question asked earlier: examples, reflect on the question asked earlier: At this moment, does it seem as if Hamlet is an At this moment, does it seem as if Hamlet is an optimist or a pessimist? optimist or a pessimist?


Paraphrasing the Text: Continuing to work with your Paraphrasing the Text: Continuing to work with your partner, choose three of your samples and paraphrase partner, choose three of your samples and paraphrase them. “Paraphrasing” means putting the ideas of them. “Paraphrasing” means putting the ideas of another writer into your own words. Again using the another writer into your own words. Again using the “slings and arrows of outrageous fortune” example, a “slings and arrows of outrageous fortune” example, a paraphrase might sound something like this: “Hamlet paraphrase might sound something like this: “Hamlet compares being alive to having fate shoot arrows at compares being alive to having fate shoot arrows at him.” As you paraphrase, pay attention to the style used him.” As you paraphrase, pay attention to the style used by Shakespeare to convey his ideas. What is the by Shakespeare to convey his ideas. What is the difference between having Hamlet saying that life is like difference between having Hamlet saying that life is like “the slings and arrows of outrageous fortune” and “the slings and arrows of outrageous fortune” and having him just say, “Life isn’t very pleasant”? What are having him just say, “Life isn’t very pleasant”? What are the effects of Shakespeare’s stylistic choices as a writer?the effects of Shakespeare’s stylistic choices as a writer?

PostreadingPostreadingWe identified the genre earlier as a drama, but more We identified the genre earlier as a drama, but more specifically, this is a soliloquy. As noted earlier, a specifically, this is a soliloquy. As noted earlier, a soliloquy is a dramatic convention that allows a soliloquy is a dramatic convention that allows a character to speak aloud his or her thoughts. From your character to speak aloud his or her thoughts. From your reading of the soliloquy, answer the following questions.reading of the soliloquy, answer the following questions.

1. Does the soliloquy form seem to favor the expression 1. Does the soliloquy form seem to favor the expression of emotion (pathos) or logic (logos)? Explain why you of emotion (pathos) or logic (logos)? Explain why you think so. think so.

2. Does Hamlet’s soliloquy use emotion (pathos) to 2. Does Hamlet’s soliloquy use emotion (pathos) to create a specific effect on the reader? If so, describe create a specific effect on the reader? If so, describe how emotion is used. how emotion is used.

3. Does Hamlet’s soliloquy use logic (logos) to create a 3. Does Hamlet’s soliloquy use logic (logos) to create a specific effect on the reader? If so, describe how the specific effect on the reader? If so, describe how the logic is used. logic is used.

PostreadingPostreading

4. When Hamlet speaks his soliloquy, he is in crisis. How 4. When Hamlet speaks his soliloquy, he is in crisis. How do his circumstances position Hamlet to speak with do his circumstances position Hamlet to speak with authority (ethos) about the value of life? Does Hamlet authority (ethos) about the value of life? Does Hamlet seem to be speaking about this life in particular or about seem to be speaking about this life in particular or about the quality of life in general? the quality of life in general?

5. As careful readers, we are of course aware that it is 5. As careful readers, we are of course aware that it is not really Hamlet speaking, but a character created by not really Hamlet speaking, but a character created by Shakespeare. Does Shakespeare seem like someone Shakespeare. Does Shakespeare seem like someone whose opinions and attitudes are worth considering? whose opinions and attitudes are worth considering? Why? Why?

Charting Multiple Text Charting Multiple Text (CMT): Homework(CMT): Homework

Take a look at the chart constructed for this assignment. Take a look at the chart constructed for this assignment. It is a “graphic organizer” -a fancy name for something It is a “graphic organizer” -a fancy name for something that helps you keep track of various pieces of that helps you keep track of various pieces of information and the relationships among those pieces. information and the relationships among those pieces. The chart will prove useful in the writing assignment you The chart will prove useful in the writing assignment you will complete at the end of this module. will complete at the end of this module.

CMT directionsCMT directionsAs you look down the side of the chart, you will see that As you look down the side of the chart, you will see that it asks you for information about the different texts you it asks you for information about the different texts you will be reading in this assignment: title, author, genrewill be reading in this assignment: title, author, genre

The title and author are self-explanatory: “genre” means The title and author are self-explanatory: “genre” means “type,” so you are asked to describe the type of writing. “type,” so you are asked to describe the type of writing. For this first text, you wold put “drama” or “play” as the For this first text, you wold put “drama” or “play” as the genre. genre.

Across the top of the chart are the ideas you will be Across the top of the chart are the ideas you will be tracking as you read the texts in this module. They are tracking as you read the texts in this module. They are presented in the form of questions: presented in the form of questions:

CMT directions Q’sCMT directions Q’s

What is the text’s big issue? What is the text’s big issue? -this asks you to identify the “main idea” of the text. -this asks you to identify the “main idea” of the text.

What claim does the text make? What claim does the text make? -This ask you to identify the writers perspective on the -This ask you to identify the writers perspective on the main idea. main idea.

What are examples or quotes from the text? What are examples or quotes from the text? -This is where you would put examples given by the -This is where you would put examples given by the writer to help the reader understand his or her claim. writer to help the reader understand his or her claim. The quotes and paraphrases you worked on earlier will The quotes and paraphrases you worked on earlier will fit well here. Be sure to include page or line numbers (or fit well here. Be sure to include page or line numbers (or both) to identify where you found the quote or idea. both) to identify where you found the quote or idea.

CMT directions Q’sCMT directions Q’sWhat do you think about the text’s claim? What do you think about the text’s claim? -In this box, you will explain your response to the text’s -In this box, you will explain your response to the text’s claim, including to what extent (if any) you agree with it. claim, including to what extent (if any) you agree with it.

What are your examples? What are your examples? -Give a few examples from your own experiences that -Give a few examples from your own experiences that help explain your response to the text’s claim. help explain your response to the text’s claim.

How does this text connect to other texts? How does this text connect to other texts? -If you see a similarity to another text, make note of it -If you see a similarity to another text, make note of it here. Connections can be made even among texts that here. Connections can be made even among texts that have very different claims. have very different claims.

Take a few moments to fill in the chart of Hamlet’s Take a few moments to fill in the chart of Hamlet’s soliloquy. The final box on making connections may be soliloquy. The final box on making connections may be left blank for the moment. left blank for the moment.

It’s Not About the Bike It’s Not About the Bike PrereadingPrereading

Surveying the Text: The second text is an Surveying the Text: The second text is an except form except form It’s Not About the Bike: My Journey It’s Not About the Bike: My Journey Back to LifeBack to Life by Lance Armstrong with Sally by Lance Armstrong with Sally Jenkins. The excerpt you will read is from the Jenkins. The excerpt you will read is from the book’s opening chapter. Prior to reading, try to book’s opening chapter. Prior to reading, try to answer the questions below. They are designed answer the questions below. They are designed to hep you activate your schema, which is a to hep you activate your schema, which is a technical term that means you generate some technical term that means you generate some prior knowledge so you will be ready to read prior knowledge so you will be ready to read and comprehend more actively. and comprehend more actively.

Surveying the Text Surveying the Text continuedcontinued

1. What do you know about Lance Armstrong? 1. What do you know about Lance Armstrong?

2. What is the significance of the fact that the 2. What is the significance of the fact that the book was written by Armstrong book was written by Armstrong with with Sally Sally Jenkins?Jenkins?

3. What kind of text-what genre-do you think 3. What kind of text-what genre-do you think this book is? this book is?

MPAQMPAQ

The following questions will help you make The following questions will help you make specific predictions about the content of specific predictions about the content of Armstrong’s text:Armstrong’s text:

What topics do you think Armstrong might talk What topics do you think Armstrong might talk about that are related to the issues of how about that are related to the issues of how society values life?society values life?

Do you think Armstrong’s claim about the Do you think Armstrong’s claim about the value of life will agree with Hamlet’s or not? value of life will agree with Hamlet’s or not?

VocabularyVocabulary

Skim for and highlight unfamiliar words.Skim for and highlight unfamiliar words.

Be prepared to identify paragraph # and Be prepared to identify paragraph # and sentence to share them with me. They will be sentence to share them with me. They will be your vocabulary words. your vocabulary words.

First ReadingFirst Reading

Read the text by Armstrong. As you read, pay Read the text by Armstrong. As you read, pay attention to the way Armstrong talks about the attention to the way Armstrong talks about the value of human life. As you did with Hamlet, value of human life. As you did with Hamlet, try to determine whether Armstrong appears to try to determine whether Armstrong appears to be generally pessimistic or optimistic in this be generally pessimistic or optimistic in this passage. In addition, answer this question: passage. In addition, answer this question: Does Armstrong also present an argument Does Armstrong also present an argument about the value of death? about the value of death?

RTLCLRTLCL

Strategic Marking of the Text: Highlight, as you Strategic Marking of the Text: Highlight, as you did with the Shakespeare text, you will mark did with the Shakespeare text, you will mark Armstrong’s text. This time, use a different Armstrong’s text. This time, use a different colored highlighter or color pencil (or other colored highlighter or color pencil (or other method) to mark the text differently than you method) to mark the text differently than you did with the soliloquy. Mark the sentences, did with the soliloquy. Mark the sentences, phrases, or words Armstrong uses to describe phrases, or words Armstrong uses to describe what he thinks it means to be alive. what he thinks it means to be alive.

Rereading the Text and Looking Closely at the Rereading the Text and Looking Closely at the LanguageLanguage

• Third pass – Go through the text once more Third pass – Go through the text once more with a different color. Imagine you are reading with a different color. Imagine you are reading the text from Hamlet’s perspective. Highlight the text from Hamlet’s perspective. Highlight any passages that Hamlet would find any passages that Hamlet would find particularly interesting or compelling.particularly interesting or compelling.

The Mock InterviewThe Mock Interview• Armstrong and Hamlet provide quite a different Armstrong and Hamlet provide quite a different

perspectives on the meaning and value of life. Working perspectives on the meaning and value of life. Working with a partner, envision a scenario in which Hamlet and with a partner, envision a scenario in which Hamlet and Armstrong have an opportunity to interview each others.Armstrong have an opportunity to interview each others.

• Choose which partner will be which authorChoose which partner will be which author

• Write 5 interview questions that author will ask the Write 5 interview questions that author will ask the other.other.

• When you have written the questions, take on the When you have written the questions, take on the persona of your author and conduct the interviews. Be persona of your author and conduct the interviews. Be sure to give answers that are in keeping with the sure to give answers that are in keeping with the points of view provided in the two texts.points of view provided in the two texts.

• When finished, discuss the relative viewpoints of the When finished, discuss the relative viewpoints of the characters.characters.

Postreading Postreading Thinking Thinking CriticallyCriticallyArmstrong’s text is an autobiography. As with the soliloquy Armstrong’s text is an autobiography. As with the soliloquy we examined earlier, the form of this writing has an effect on we examined earlier, the form of this writing has an effect on how it is read and understood. The questions below will help how it is read and understood. The questions below will help you assess Armstrong’s text: you assess Armstrong’s text:

An autobiography is a form of nonfiction - a text that tells An autobiography is a form of nonfiction - a text that tells the “truth.” Do you think Armstrong is being truthful in his the “truth.” Do you think Armstrong is being truthful in his account of his life? Explain your reasoning. account of his life? Explain your reasoning.

Armstrong’s autobiography is written “with” Sally Jenkins. Armstrong’s autobiography is written “with” Sally Jenkins. What role do you think Jenkins played in the writing of the What role do you think Jenkins played in the writing of the text? How does her participation in the creation of the text text? How does her participation in the creation of the text influence your interpretation of Armstrong’s story? In other influence your interpretation of Armstrong’s story? In other words, how does the combination of Armstrong and words, how does the combination of Armstrong and Jenkins as authors affect the “ethos” of the text? Jenkins as authors affect the “ethos” of the text?

Postreading Postreading Thinking Thinking CriticallyCritically

Do you think Armstrong’s story has an impact on Do you think Armstrong’s story has an impact on the reader because of its use of logic (logos) or the reader because of its use of logic (logos) or emotion (pathos) or both? emotion (pathos) or both?

Unlike Hamlet, Armstrong is not in the midst of his Unlike Hamlet, Armstrong is not in the midst of his crisis when he writes his story; instead, he writes crisis when he writes his story; instead, he writes about his experiences in hindsight. Does that about his experiences in hindsight. Does that have an impact on Armstrong’s ability to make his have an impact on Armstrong’s ability to make his ideas and story compelling to the reader? Explain ideas and story compelling to the reader? Explain your reasoning. your reasoning.

CMT: HomeworkCMT: Homework

For homework: make an entry in your chart for For homework: make an entry in your chart for the Armstrong text. Fill it out as you did with the Armstrong text. Fill it out as you did with the soliloquy. When you reach the entry for the soliloquy. When you reach the entry for “How does this text connect to other texts?”, “How does this text connect to other texts?”, briefly describe the ways in which Armstrong briefly describe the ways in which Armstrong responds to or challenges the assertions responds to or challenges the assertions Shakespeare makes in his soliloquy for Hamlet. Shakespeare makes in his soliloquy for Hamlet.

““What Is a Life Worth?” What Is a Life Worth?” by Amanda Ripleyby Amanda Ripley

Surveying the Text: The article “What Is a Life Surveying the Text: The article “What Is a Life Worth?” comes from the February 11, 2002, Worth?” comes from the February 11, 2002, issue of issue of TimeTime magazine. Take a look at its form magazine. Take a look at its form and length. How much time do you think it will and length. How much time do you think it will take to read this piece? Have you read take to read this piece? Have you read anything from anything from TimeTime magazine? What do you magazine? What do you know about that publication? What kinds of know about that publication? What kinds of articles are commonly included in it? What articles are commonly included in it? What types of people do you think compose the types of people do you think compose the magazine’s primary readership? magazine’s primary readership?

MPAQMPAQWhat predictions can you make about the What predictions can you make about the article’s content from this subtitle? article’s content from this subtitle?

What connections do you think you might see What connections do you think you might see between this article and the previous two texts between this article and the previous two texts you have read? you have read?

The first two texts took first-person The first two texts took first-person perspectives on the subject. Do you anticipate perspectives on the subject. Do you anticipate that this article will continue in that vein, or that this article will continue in that vein, or will it be different? Why do you think so? will it be different? Why do you think so?

VocabularyVocabulary

Skim for and highlight unfamiliar words.Skim for and highlight unfamiliar words.

Be prepared to identify paragraph # and Be prepared to identify paragraph # and sentence to share them with me. They will be sentence to share them with me. They will be your vocabulary words. your vocabulary words.

First ReadingFirst ReadingAs you read “What Is a Life Worth?” for the first As you read “What Is a Life Worth?” for the first time, look for the main issues and the various time, look for the main issues and the various stances people take in response to those stances people take in response to those issues. Be sure to also look for connections to issues. Be sure to also look for connections to the idea of valuing life and to what was the idea of valuing life and to what was previously said about valuing life by previously said about valuing life by Shakespeare and Armstrong. Shakespeare and Armstrong.

How is “life” defined in this text? For example, How is “life” defined in this text? For example, does “life” refer to a human body, a soul, a does “life” refer to a human body, a soul, a human experience, existence, or quality of life? human experience, existence, or quality of life? Does this definition include a person’s personal Does this definition include a person’s personal life and professional or working life? life and professional or working life?

RereadingRereading

Strategic Marking of the Text: Choose two Strategic Marking of the Text: Choose two colors or different ways to the mark the text colors or different ways to the mark the text and revisit the text of the article on the 9/11. and revisit the text of the article on the 9/11. The two method of marking the text will be The two method of marking the text will be used to mark two different aspects of the used to mark two different aspects of the article. With the first method, highlight the article. With the first method, highlight the words, phrases, and sentences form the article words, phrases, and sentences form the article that describe valuing life in that describe valuing life in legallegal and and financial financial terms. With the second color, high light the terms. With the second color, high light the words, phrases, and sentences that describe words, phrases, and sentences that describe valuing life in valuing life in human human and and emotional emotional terms. terms.

Post ReadingPost Reading

Most news articles such as “What Is a Life Most news articles such as “What Is a Life Worth?” try to take an objective, unbiased Worth?” try to take an objective, unbiased approach. Would you agree that this text is approach. Would you agree that this text is unbiased, or do you think it favors one unbiased, or do you think it favors one perspective? Explain your answer.perspective? Explain your answer.

What kinds of evidence does Ripley, The What kinds of evidence does Ripley, The author of the article, use to get across the key author of the article, use to get across the key ideas and issues associated with the ideas and issues associated with the compensations of 9/11 victims and their compensations of 9/11 victims and their families? Are any specific types of evidence families? Are any specific types of evidence more compelling to you as a reader? Less more compelling to you as a reader? Less compelling? compelling?

Post ReadingPost Reading

How accurate do you think the information in How accurate do you think the information in the article is? In other words, do you think the article is? In other words, do you think TimeTime magazine and Ripley are to be trusted? magazine and Ripley are to be trusted? Why or why not? Why or why not?

Does the article use logic, emotion, or both to Does the article use logic, emotion, or both to make an impact on the reader? If so, describe make an impact on the reader? If so, describe how. Compare that use to the way logic and how. Compare that use to the way logic and emotion are used by Shakespeare, Armstrong, emotion are used by Shakespeare, Armstrong, or both. or both.


Make a third entry on your chart for “What Is a Make a third entry on your chart for “What Is a Life Worth?” Feel free to use the highlighting, Life Worth?” Feel free to use the highlighting, summarizing, connections, and critical thinking summarizing, connections, and critical thinking work your did previously as a way to fill out the work your did previously as a way to fill out the chart. chart.

First ReadingFirst ReadingRead through the text below, noting the way Read through the text below, noting the way that life’s value is determined by the Human that life’s value is determined by the Human life Value of Calculator. Pay particular attention life Value of Calculator. Pay particular attention to the data input, which reflects a twenty-year-to the data input, which reflects a twenty-year-old single mother working in a service industry. old single mother working in a service industry. If you have access to the Web site itself, you If you have access to the Web site itself, you can choose a variety of data inputs to see how can choose a variety of data inputs to see how the results vary. Try providing different age, the results vary. Try providing different age, gender, occupation, and income information, gender, occupation, and income information, and then examine the effect on the results. As and then examine the effect on the results. As you make sense of the calculator and its you make sense of the calculator and its workings, make note of any connections you workings, make note of any connections you see to the previous texts we have read. see to the previous texts we have read.

Value of Life CalculatorValue of Life Calculator

Responding to the Text: Write a brief response-no Responding to the Text: Write a brief response-no more than eight sentences-to the Human Life more than eight sentences-to the Human Life Value Calculator Web site. The response should Value Calculator Web site. The response should describe what the Web site asserts about a human describe what the Web site asserts about a human life’s value and your reactions to those assertions. life’s value and your reactions to those assertions. Remember that your response does not have to Remember that your response does not have to be in complete agreement or disagreement with be in complete agreement or disagreement with the text; you might agree with some aspects or the text; you might agree with some aspects or disagree with others. disagree with others.


As you did with the previous texts, fill out a As you did with the previous texts, fill out a chart entry for the Web site. To facilitate this chart entry for the Web site. To facilitate this task, you may refer, as needed, to the task, you may refer, as needed, to the highlighting you have done, your responses, highlighting you have done, your responses, and the questions (above) you just answered. and the questions (above) you just answered.

Writing: Writing: The Value of The Value of Human LifeHuman Life

Thesis Statements – Occasion/Position Statements Thesis Statements – Occasion/Position Statements – is a complex, two-part sentence that begins with – is a complex, two-part sentence that begins with one of the following words:one of the following words:

After

Although

As

As if

As long as

As soon as

Because

Before

Even

Even if

Even though

If

In order that Whether

In order to While

Since

So that

Though

Unless

Until

When

Whenever

Where

Wherever

Occasion/PositionOccasion/Position

The OccasionThe Occasion

-is the first part of the sentence

-Introduces your reason for writing

-Can be any event, problem, idea, solution or circumstance that gives you a reason to write

-Is the dependent clause in the complex sentence

The PositionThe Position

-Is the second part of the sentence

-states what you plan to prove or explain in your paragraph

-it is the independent clause in the complex sentence

Example:1. Although my family and I have taken many wonderful vacations, none was more fun and exciting than our camping trip to the Grand Canyon

EXAMPLES:EXAMPLES:

2. Before you make the decision to light up a cigarette, consider the problems caused by smoking. Smoking can give you bad breath, wrinkles, and lung cancer.

3. Even though bike helmets are sometimes unfashionable and uncomfortable, all cyclists should wear them. Helmets protect a rider’s head and face, prevents death, and life altering brain injuries.

4. If students use chemicals to do science experiments, it is important that they learn the proper way to dispose of them.

5. Although many people believe that we can assign monetary value to a human life, I disagree. Love, relationships, and experience cannot be discounted nor measured by dollars and cents.

Using the Words of Using the Words of OthersOthers

When you write anything in response to a text you have When you write anything in response to a text you have read, you will have to describe for your reader what the read, you will have to describe for your reader what the original text says. This can be done through direct original text says. This can be done through direct quotations (saying precisely what the original author quotations (saying precisely what the original author said), paraphrasing (providing a specific idea from the said), paraphrasing (providing a specific idea from the text, but putting it in your own words), and summarizing text, but putting it in your own words), and summarizing (providing the primary ideas from the text in a (providing the primary ideas from the text in a generalized form). The activities you have already generalized form). The activities you have already completed have asked you to find quotations provide completed have asked you to find quotations provide paraphrases, and writes summaries, so you should be well paraphrases, and writes summaries, so you should be well prepared for using the words of Shakespeare, Armstrong, prepared for using the words of Shakespeare, Armstrong, Ripley, and the movie within your formal essay.Ripley, and the movie within your formal essay.

Using the Words of Using the Words of OthersOthers

When you use any method for representing the ideas When you use any method for representing the ideas from another text in your own writing, you must from another text in your own writing, you must provide a citation.provide a citation.

Example:Example: Not everyone who lost a loved one in 9/11 was compensated because “the rules give preference to the victim’s spouse and children” (Ripley 42).

Remember, even when you are summarizing and Remember, even when you are summarizing and paraphrasing, you still must attribute the ideas to the paraphrasing, you still must attribute the ideas to the original writer. original writer.

Writing AssignmentWriting AssignmentYou have your choice of two essay topics:You have your choice of two essay topics:11. Read “Hamlet’s soliloquy” by Shakespeare, “it’s Not . Read “Hamlet’s soliloquy” by Shakespeare, “it’s Not About the Bike” by Lance Armstrong and Sally Jenkins, About the Bike” by Lance Armstrong and Sally Jenkins, Amanda Ripley’s “What Is a Life Worth?” and play with “The Amanda Ripley’s “What Is a Life Worth?” and play with “The Value of Life Calculator.” All four sources define the value of Value of Life Calculator.” All four sources define the value of life differently. Draw on all the sources to create a definition life differently. Draw on all the sources to create a definition for the value of life. Then write an essay that analyzes how for the value of life. Then write an essay that analyzes how the appeals (ethos, logos, pathos) helped to create your the appeals (ethos, logos, pathos) helped to create your definition. Support your definition with specific references to definition. Support your definition with specific references to the text. the text.

2. Read “Hamlet’s soliloquy” by Shakespeare, “it’s Not About 2. Read “Hamlet’s soliloquy” by Shakespeare, “it’s Not About the Bike” by Lance Armstrong and Sally Jenkins, Amanda the Bike” by Lance Armstrong and Sally Jenkins, Amanda Ripley’s “What Is a Life Worth?” and play with “The Value of Ripley’s “What Is a Life Worth?” and play with “The Value of Life Calculator.” All four sources define the value of life Life Calculator.” All four sources define the value of life differently. Based on your readings, how should our society differently. Based on your readings, how should our society assign value to human life? Be sure to refer to and cite the assign value to human life? Be sure to refer to and cite the readings. You may also use examples from other sources readings. You may also use examples from other sources and from your own personal experiences and observations.and from your own personal experiences and observations.

Writing Assignment RequirementsWriting Assignment Requirements• 1. A clean, rough draft is due in class on Tuesday, April 9, 2013 for a 1. A clean, rough draft is due in class on Tuesday, April 9, 2013 for a

very valuable peer edit and review. You will receive a test grade for very valuable peer edit and review. You will receive a test grade for having your essay in class on the day it is due and participating in the having your essay in class on the day it is due and participating in the review process.review process.

• 2. Do not put your name on the paper- instead of your name, type in 2. Do not put your name on the paper- instead of your name, type in the number I assign to you today during class.the number I assign to you today during class.

• 3. Your paper must be typed and in MLA format with a works cited 3. Your paper must be typed and in MLA format with a works cited pagepage

• 4. When you turn in your final, revised essay you must include the 4. When you turn in your final, revised essay you must include the CMT, and the highlighted, annotated texts, the rough draft with peer CMT, and the highlighted, annotated texts, the rough draft with peer edits, and an outline or some other pre-writing organizer. All of these edits, and an outline or some other pre-writing organizer. All of these materials together, will be worth a test grade.materials together, will be worth a test grade.

• 5. Turn in a final, clean, revised essay by April 17, 2013. You may 5. Turn in a final, clean, revised essay by April 17, 2013. You may email it to email it to [email protected] if you wish but you must turn in the if you wish but you must turn in the rest of the required components in class.rest of the required components in class.

• 6. Late papers will not be accepted.6. Late papers will not be accepted.

mailto:[email protected]

A word about plagiarismA word about plagiarism• Plagiarism will not be tolerated under any Plagiarism will not be tolerated under any

circumstances and will result in a zero on your circumstances and will result in a zero on your paper.paper.

• Plagiarism includes any type of copying and Plagiarism includes any type of copying and pasting from the internet, and summary or pasting from the internet, and summary or paraphrasing, or direct quotations that are not paraphrasing, or direct quotations that are not properly cited. People must be given credit for properly cited. People must be given credit for their work and ideastheir work and ideas

Essay Edit 1Essay Edit 1

Trade essays (please always sign your name Trade essays (please always sign your name and which edit you are conducting). and which edit you are conducting).

Reverse outline. Take the essay and outline it’s Reverse outline. Take the essay and outline it’s key points. key points.



Box it out and label. Box out and label the Box it out and label. Box out and label the intro, body, and conclusion.intro, body, and conclusion.



Circle and underline. Circle all sentences that Circle and underline. Circle all sentences that are short/fragmented. Circle any transitions are short/fragmented. Circle any transitions you find. Underline sentences that are run-on you find. Underline sentences that are run-on or seem too long. or seem too long.

Edit ReviewEdit Review

Review the reverse outline. How does it compare Review the reverse outline. How does it compare your outline? Does it make the argument you your outline? Does it make the argument you intended? intended?

Review the box it out. Is your thesis in the right Review the box it out. Is your thesis in the right place. Do your body paragraphs stay on topic? Did place. Do your body paragraphs stay on topic? Did you write a conclusion? you write a conclusion?

Review circle underline. Do you have a healthy Review circle underline. Do you have a healthy balance of simple and complex sentence structure? balance of simple and complex sentence structure? If not change it. If you used transitions rewrite the If not change it. If you used transitions rewrite the sentence dropping the transition. sentence dropping the transition.

MLA Format MLA Format Times New RomanTimes New Roman

12 font12 font

Double spaced (before you start typing: go to format, Double spaced (before you start typing: go to format, paragraph, click double space-paragraph, click double space-never hit return twice it’s now never hit return twice it’s now done for you)done for you)..

Last Name page number in header.Last Name page number in header.

Upper left hand corner type:Upper left hand corner type:First and Last NameFirst and Last NameTeacher NameTeacher NameClass and PeriodClass and Period7 January 20107 January 2010 Title Title Click tab to start your paragraph and begin your Click tab to start your paragraph and begin your introduction. From here on out you should know how to introduction. From here on out you should know how to complete your essay. complete your essay.

the value of life expository reading and writing unit

Documents

concept of life

human life

life partner

life challenging

precise value

tragic hero

examples providedconcept

nonexamples antonyms