Objectives:
1. Describe an existing text’s literary and/or cultural context.
2. Apply academic literacy skills–specifically, interpretation, synthesis, critique, and design/redesign–to respond to and to compose texts that integrate the writer’s arguments with those from appropriate sources.
3. Compose written and multimodal texts that respond effectively to a range of texts from various disciplines/discourses, including literature, by making appropriate choices about content, organization, style, language, and modality.
4. Develop compositions over multiple drafts by incorporating relevant classroom instruction, peer feedback, textual support, and knowledge of personal writing strengths and weaknesses.
5. Apply principles of MLA citation in order to respond to secondary research materials and incorporate sources into an original argument.
Objectives:
1. Describe an existing text’s literary and/or cultural context.
2. Apply academic literacy skills–specifically, interpretation, synthesis, critique, and design/redesign–to respond to and to compose texts that integrate the writer’s arguments with those from appropriate sources.
3. Compose written and multimodal texts that respond effectively to a range of texts from various disciplines/discourses, including literature, by making appropriate choices about content, organization, style, language, and modality.
4. Develop compositions over multiple drafts by incorporating relevant classroom instruction, peer feedback, textual support, and knowledge of personal writing strengths and weaknesses.
5. Apply principles of MLA citation in order to respond to secondary research materials and incorporate sources into an original argument.
• Proper MLA attribution of story and any researched information –No plagiarism
• 4-5 pages of intelligent discussion (Times New Roman, 12 pt. font, double space)
• Topic: Work we covered in class. (Other topic only by permission)
• If you use any research that I did not assign, you must include a copy of only the pages you used with the information used highlighted
• Proper MLA attribution of story and any researched information –No plagiarism
• 4-5 pages of intelligent discussion (Times New Roman, 12 pt. font, double space)
• Topic: Work we covered in class. (Other topic only by permission)
• If you use any research that I did not assign, you must include a copy of only the pages you used with the information used highlighted
1. Pick a work that you like and with which you feel comfortable.
“barbie-q” – http://popcultureandamericanchildhood.com/wp-content/uploads/2012/02/CisnerosBarbieQ.pdfhttp://popcultureandamericanchildhood.com/wp-content/uploads/2012/02/CisnerosBarbieQ.pdf
2. Read it several times. Take notes on your responses and any ideas the work suggests to you.
3. Figure out what you think is the most important/ interesting issue explored or raised by the work. This is a topic area to explore. (See Bedford pages 48-50.)
a. Why does Emily kill Homer?
b. Is Sammy static or dynamic, and if dynamic, what does he learn?
c. Why does Divakaruni title her work “Clothes”? The clothes are symbolic of Sumita’s life changes, but why is that important to how I understand the work?
d. “Barbie-Q” and “Girl” are from radically different places, and yet share a common form and theme. How so? Why?
4. Re-read the work(s) with that topic in mind. Take notes.
5. Draft a working thesis. The thesis is not the topic; the thesis is what you have to say/prove concerning the topic.
The thesis will not only state what you are exploring (title, symbolism, patterns of imagery, etc.) but how that aspect of the work illuminates our understanding of it.
A. Ask questions:
1. What is the author saying on/with this topic?
2. How does this information affect my interpretation/ understanding of the work?
3. So what? What about it?
4. Why is this significant?
B. Freewrite.
1. Pick a work that you like and with which you feel comfortable.
2. Read it several times. Take notes on your responses and any ideas the work suggests to you.
3. Figure out what you think is the most important/ interesting issue explored or raised by the work. This is a topic area to explore. (See Bedford pages 48-50.)
a. Why does Emily kill Homer?
b. Is Sammy static or dynamic, and if dynamic, what does he learn?
c. Why does Divakaruni title her work “Clothes”? The clothes are symbolic of Sumita’s life changes, but why is that important to how I understand the work?
d. “Barbie-Q” and “Girl” are from radically different places, and yet share a common form and theme. How so? Why?
4. Re-read the work(s) with that topic in mind. Take notes.
5. Draft a working thesis. The thesis is not the topic; the thesis is what you have to say/prove concerning the topic.
The thesis will not only state what you are exploring (title, symbolism, patterns of imagery, etc.) but how that aspect of the work illuminates our understanding of it.
A. Ask questions:
1. What is the author saying on/with this topic?
2. How does this information affect my interpretation/ understanding of the work?
3. So what? What about it?
4. Why is this significant?
B. Freewrite.
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