Writing Strategies Essay

Write a response for each of the undermentioned activities. Check the Evaluation subdivision at the terminal of this papers to do certain you have met the expected standards for the assignment. When you have finished. subject your work to your instructor.

1. Purpose. Voice. and Subject
Subjects in literature. such as gallantry. love. corruptness. greed. and doggedness. frequently reflect and relate to the issues we encounter in our day-to-day lives or read about in the intelligence. In this activity. you will develop thoughts for an essay that relates a current intelligence issue to a subject from a work of literature you have read.

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a. Think about some of the literature that you have read. Consider novels. essays. addresss. verse forms. and short fiction. Brainstorm a list of rubrics.

Type your response here:

B. Choose three rubrics from your list and compose them in the chart below. Then list the subjects from each work. Remember that the subject of a piece of literature is the chief thought. the message. the topic. or the construct that the writer is seeking to convey by stating the narrative. Examples of subjects include love. hatred. the artlessness of young person. love of life. bravery. battle. trueness. endurance. and victory over hardship.

c. Begin to develop thoughts for a five-paragraph essay researching a subject from one of the literary plants that you listed in the chart above. Choose one rubric from the chart and enter information about this work in the infinite below.

In your essay. you will take one or more subjects from the work that you have selected and associate the subject to an issue discussed in the intelligence. For illustration. you might associate the subject of bravery from Jack London’s novel Call of the Wild to the actions of deliverance workers after a ruinous event.

Remember this prewriting scheme for bring forthing thoughts for your authorship: • List what you know.
• List what you do non cognize.
• Consider alternate point of views.

Read this usher to larn more about prewriting schemes.

d. What make you cognize about the subjects of the work you selected? What are
some illustrations from the work ( such as duologue. character actions. or narrative ) that illustrate the subject? What are some intelligence narratives and issues that illustrate this subject?

Type your response here: It is hard to be that determined in your plants. The chief character must contend changeless conflicts merely to acquire back to his place. “O Brother Where Art Though? ” illustrates these features.

e. What are some things you do non cognize about the work you selected for your essay? What are some possible extra subjects? What extra grounds from the text can you turn up?

Type your response here: There are other possible subjects. Justice could be a possible subject. The adult male who tries to steal Odisious’ married woman is finally killed.

f. What are some alternate point of views you might see before get downing to compose? If possible. collaborate with a schoolmate and add information about his or her perspective to your ain. What subjects could a equal place inthe work you selected? What grounds from the text might he or she suggest? Can person else suggest extra intelligence or issues that relate to the work’s subjects?

Type your response here:

g. From the thoughts that you have generated. place the subject on which you will establish your essay. every bit good as the issues or intelligence narratives that relate to the subject.

Type your response here: Determination. my finding while spearfishing.

Before get downing to compose. see the intent and voice of your essay.

h. What is your intent for composing this essay assignment?

Type your response here: To copare finding in the odyssey to finding in my ain life.

I. Based on the intent for composing you described above. what is an appropriate tone for your essay?

Type your response here: Objective.

2. Forming the Essay
a. Record information about your essay in this essay organiser.

B. Create an lineation that will assist you compose a first bill of exchange of your essay. Look at this outline templet and so make your ain lineation utilizing information from the essay organiser.

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Type your response here:

3. Writing the Essay
Now write the first bill of exchange of your five-paragraph essay. As you write. be certain to mention to your lineation and your essay organiser. As you write and revise your bill of exchange. maintain in head: • your audience

• your intent for composing
• your composing manner

Read these guidelines before composing your essay.

Type your response here:

Note: In the Unit Activity. you will execute a equal reappraisal and revise the essay in the unit activity.

Evaluation
Your instructor will utilize these rubrics to measure the completeness of your work every bit good as the lucidity of believing you exhibit.

Activity 1: Purpose. Voice. and Subject
| |Concepts | |Distingui|Lists the rubrics of at least six plants that are related to current intelligence issues | |shed |Chooses three of the most suited plants | | ( 4 |Accurately identifies the subjects of all the plants | |points ) |Accurately fills in information about the work selected | | |Provides elaborate information about the subjects of the selected work with several appropriate illustrations | | |Identifies intelligence narratives and issues in which the chosen subject is cardinal | | |Accurately identifies extra subjects | | |

Thoroughly considers alternate point of views | | |Chooses a subject that encompasses all the thoughts generated | |Proficien|Lists the rubrics of at least four plants that are related to current intelligence issues | |t |Chooses three suited plants | | ( 3 |Correctly identifies the subject of all the plants | |points ) |Correctly fills in information about the work selected | | |Provides equal information about the subjects of the selected work with a few relevant illustrations | | |Identifies intelligence narratives and issues that are closely related to the chosen subject | | |Correctly identifies plausible extra subjects | | |

Adequately considers alternate point of views | | |Chooses a subject that encompasses most of the thoughts generated | |Developin|Lists the rubrics of three plants that are related to current intelligence issues | |g |At least two of the chosen plants are suited | | ( 2 |Roughly identifies the subjects of at least two plants | |points ) |Correctly fills in information about the work selected | | |Provides meaningful information about the subjects of the selected work with at least one relevant illustration | | |Identifies intelligence narratives and issues that are clearly related to the chosen subject | | |Roughly identifies at least one plausible extra subject | | |Considers some alternate point of views | | |

Chooses a subject that encompasses some of the thoughts generated | |Beginning|Lists the rubrics of fewer than three plants that are related to current intelligence issues | | ( 1 point ) |Few of the chosen plants are suited | | |Fails to place the subjects of the plants | | |Provides some wrong information about the work selected or is losing information | | |Provides information about the subjects of the selected work without relevant illustrations | | |

Identifies intelligence narratives and issues that are marginally related or unrelated to the chosen subject | | |Does non place a plausible extra subject | | |Does non see alternate point of views | | |Chooses a subject that encompasses few of the thoughts generated |

Beginning|Inconsistent with the lineation and the essay organiser | | ( 1 point ) |Not relevant to the audience | | |Not consistent with the intent of composing | | |Does non exhibit a consistent authorship manner | | |Numerous errors in sentence structure. spelling. and punctuation | | |Ideas grouped in paragraphs. but sequence is neither smooth nor logical |

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Lesson Activities

English 11

I. Introduction. get downing with a thesis statement
II. First illustration depicting how the subject relates to a current issue or intelligence narrative a. grounds from the text
b. grounds from the text
III. Second illustration
a. grounds from the text
b. grounds from the text
IV. Third illustration
a. grounds from the text
b. grounds from the text
V. Conclusion

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