The Second Letter

2nd letter: What negative attitudes or mindsets can you warn about? What ways of thinking should be avoided? Why? Be sure to make analogies or use anecdotes to more clearly get your point across.

Keep in mind: Sentence Variety (alternating lengths/sentence openings--try not to always start the same way)
                      Sentence types (simple, compound, complex, compound-complex)
                   
and NOW: Use relative pronouns, participles, and prepositions to avoid repetitive sentences that deal with the same topic.
                     

Relative Pronouns and Prepositions

1. Relative pronouns

Embed one sentence inside the other using a clause starting with one of the relative pronouns listed below.

which, who, whoever, whom, that, whose

Example: Indiana used to be mainly an agricultural state. It has recently attracted more industry.

Revision: Indiana, which used to be mainly an agricultural state, has recently attracted more industry.

Example: One of the cameras was not packed very well. It was damaged during the move.

Revision: The camera that was not packed very well was damaged during the move.

More examples:

Example: The experiment failed because of Murphy's Law. This law states that if something can go wrong, it will.

Example: Doctor Ramirez specializes in sports medicine. She helped my cousin recover from a basketball injury.

3. Prepositions

Turn a sentence into a prepositional phrase using one of the words below:

about, above, across, after, against, along, among, around, as, behind, below, beneath, beside, between, by, despite, down, during, except, for, from, in, inside, near, next to, of, off, on, out, over, past, to, under, until, up, with

Example: The university has been facing pressure to cut its budget. It has eliminated funding for important programs. (two independent clauses)

Revision: Under pressure to cut its budget, the university has eliminated funding for important programs. (prepositional phrase, independent clause)

Example: Billy snuck a cookie from the dessert table. This was against his mother's wishes.

Participles

 Participles

Participles are verbs used as adjectives. Here's how:

Eliminate a be verb (am, is, was, were, are) and substitute a participle:

Present participles end in -ing, for example: speaking, carrying, wearing, dreaming.

Past participles usually end in -ed, -en, -d, -n, or -t but can be irregular, for example: worried, eaten, saved, seen, dealt, taught.

Participles are a type of verbal--a verb that can be used as an adjective. Crazy, right? 

Verbals: a verb that can turn into a noun, an adjective, or an adverb.

Poem that uses verbals:

The raging storm, replete with freezing rain,

Crashed upon my window pane.

Slipping and sliding upon concrete,

I became insecure, a retired athlete.

A known fact of life is that all things must pass.

And I’ll be as I was: a warm, purring cat.

Your task:

1. Come up with three different phrases that include a present or past participle (raging storm,burning log) (2 minutes)

      -Can't think of any? Think of any verb in its infinitive form: to swim, to bark, to kick, to cry, to break, to injure. Then add an -ed, -n, -en for past participle, or -ing for present participle: swimming, barking, kicking, crying, broken, injured. Now add any noun after your participle. There it is!

What's wrong  with this sentence?

Carrying a heavy pile of books, his foot got caught on a step.

Carrying a heavy pile of books, he caught his foot on a step.

More Practice: 

Sitting at the table, we were served pancakes and milk.

Sitting at the table, pancakes and milk were served.

Walking along the beach, there was a beautiful sunset.

Walking along the beach, I saw a beautiful sunset.

Example: Bryan was surprised to get a phone call from his sister. He was happy to hear her voice again.

Revision 1:Bryan, surprised to get a phone call from his sister, was happy to hear her voice again.

Revision 2: Surprised to get a phone call from his sister, Bryan was happy to hear her voice again.

Classwork 12/12

After our activities on clauses and the types of sentences:

1. Search for the different types of sentences in your paper
2. Locate and correct any run-ons (where two or more independent clauses are criminally smooshed together with just the use of a comma or, worse, NOTHING AT ALL)
3. Begin reading the last two letters. They start on page 126

NOTE: The 2nd letter deals with feelings or thoughts that can be dangerous to the artist
             The 3rd letter deals with ways to improve your craft, namely, seeking out mentors.

The Gifts of the Clause

Recognizing the importance of variety is important, but sometimes we don't have a clear understanding of how to produce that variety. To help with this, we're going to look at the different parts of a sentence, and eventually the different types of sentences.

Recognize a clause when you see one.

Clauses come in four types. We're only going to look at two: main [orindependent], subordinate [or dependent], . Every clause has at least a subject and a verb. Other characteristics will help you distinguish one type of clause from another.

Main Clauses

Every main clause will follow this pattern:

subject + verb = complete thought.

Here are some examples:

Lazy students whine.

Students = subject; whine = verb.

Cola spilled over the glass and splashed onto the counter.

Cola = subject; spilled, splashed = verbs.

My dog loves pizza crusts.

Dog = subject; loves = verb.

The important point to remember is that every sentence must have at least one main clause. Otherwise, you have afragment, a major error.

Subordinate Clauses

A subordinate clause will follow this pattern:

subordinate conjunction + subject + verb =incomplete thought.

Here are some examples:

Whenever lazy students whine

Whenever = subordinate conjunction; students = subject; whine = verb.

As cola spilled over the glass and splashed onto the counter

As = subordinate conjunction; cola = subject;spilled, splashed = verbs.

Because my dog loves pizza crusts

Because = subordinate conjunction; dog = subject; loves = verb.

The important point to remember about subordinate clauses is that they can never stand alone as complete sentences. To complete the thought, you must attach each subordinate clause to a main clause. Generally, the punctuation looks like this:

main clause + Ø + subordinate clause.

subordinate clause + , + main clause.

Check out these revisions to the subordinate clauses above:

Whenever lazy students whine, Mrs. Russell throws chalk erasers at their heads.

Anthony ran for the paper towels as cola spilled over the glass and splashed onto the counter.

Because my dog loves pizza crusts, he never barks at the deliveryman.

Strategies for Variety

(Adapted from Purdue OWL)

For the next few days, we're going to develop some strategies for bringing your writing to life.  When a great of your sentences have the same structure and length, your writing can become boring for your readers.

Strategies:

1. Vary the rhythm of your writing by using a combination of short and long sentences

Long sentences work well for incorporating a lot of information, and short sentences can emphasize the big ideas.

STUDY THE MODEL:

Example:

The Winslow family visited Canada and Alaska last summer to find some native American art. In Anchorage stores they found some excellent examples of soapstone carvings. But they couldn't find a dealer selling any of the woven wall hangings they wanted. They were very disappointed when they left Anchorage empty-handed.

Revision:

The Winslow family visited Canada and Alaska last summer to find some native American art, such as soapstone carvings and wall hangings. Anchorage stores had many soapstone items available. Still, they were disappointed to learn that wall hangings, which they had especially wanted, were difficult to find. Sadly, they left empty-handed.2

2. Vary Sentence Openings

If too many sentences start with the same word, especially The, It, This, or I, prose can grow repetitive for readers, so changing opening words and phrases can be refreshing.

Read the following example and a few possible revisions. Then, try to come up with your own revisions by varying the sentence opener.

The biggest coincidence that day happened when David and I ended up sitting next to each other at the Super Bowl.

POSSIBLE REVISIONS:

• What are the odds that I would have ended up sitting right next to David at the Super Bowl?
• When I sat down at the Super Bowl, I realized that, by sheer coincidence, I was directly next to David.
• At the crowded Super Bowl, packed with 50,000 screaming fans, David and I ended up sitting right next to each other by sheer coincidence.

 

Now, find good examples of sentence variety in the first letter of "Letters to a Young Artist."

HW: Find a section from your draft that could use a healthy combination of varied sentence lengths. Rewrite the revision where there is empty space on your draft, or on a separate sheet of paper.  Also, find a section where you use the bland sentence openers repeatedly. Vary one of them. The revision can go right on the paper!

Sharing Anecdotes and Analogies

1. Share your anecdotes or analogies with someone nearby
2. Discuss whether or not they are accurate and effective uses of both rhetorical devices

Draft of Letter #1

(Formative assessment)
Your first letter is to be roughly 200-250 words.The task of the first letter is to describe the "position" of your craft: the mindset or the necessary attitude one must have in order to grow and succeed in the craft.

Points to keep in mind:

1. The description should be carefully worded. Try to be an "artist" with the words you use.
2. You must use at least one anecdote and one analogy to describe this.
3. Please underline your anecdotes and analogies

Full credit will require you to have accurately and effectively applied anecdotes and analogies.

Please type: 12 pt font, Times New Roman, double-spaced

 

Analogy/Anecdote HW

Choose EITHER #1 or #2

1. Write an analogy for something in life that at first might be hard to understand.(think about explaining something complex or difficult to a child)

2. Write a short anecdote that illustrates a point about yourself or the world.

Analogies and Anecdotes

Share your awful contribution to a work of significant literary power!




In journals: Describe how the author's use of language is especially appealing. What techniques do you notice in the way they used language? What techniques did you use to "ruin" it?



Classwork:  1.Read the first letter in "Letters to a Young Artist," by Anna Deavere Smith.
                   2. On a separate sheet of paper (your own paper), please complete question #1, #5, #7, #8.
                   3. Please develop your own analogy/anecdote for what Smith calls "stepping out"
                   4. Note the location of the analogies and anecdotes in relation to the particular ideas they clarify.                       What do you notice?

HW: Complete first journal entry--TYPED, DOUBLE-SPACED, TIMES NEW ROMAN, 12pt. FONT. (just your name works for a heading) 3/4-1 page (you may exceed this, but within reason)

The ART of Writing

Oftentimes when we read, we only pay attention to the story or the way it makes us feel. But did you ever consider that it's the author's unique ability to control the written language that creates the effect for the audience in the first place? Your tears, outrage, joy, or even frustration will rarely come from words alone--it's the storyteller behind the words who is making you feel that way.

TERM:

rhetoric- the art or craft of effectively speaking or writing to inform, motivate, or persuade. (mostly used in reference to persuasion)

Two rhetorical devices:

analogy: a comparison between two things that usually have similar qualities, structures, or patterns in order to explain or clarify an idea.

Note--an analogy is similar to similes/metaphors but there is a difference in when/how they are used. Analogies are usually used to help explain an idea, make something seem more logical, whereas a simile or metaphor is used more for poetic effect--it awakens the reader's imagination.

anecdote- a short narrative, usually personal, to help clarify or illustrate a point.



HW:  Find a powerful or personally meaningful song, poem or speech, (either from real life or fiction). Find the most emotional, hard-hitting, or powerful section of that speech, a line or an entire verse (the actual length can be up to you, but please don't just select one or two words).  Then, without changing the meaning of what is being said, rewrite the selection with the most boring, dry, uninspiring, and insipid (look it up) language.

Two Thanksgiving Day Gentleman and Irony

Part 1

Part 2

Journal prompt #1

Before getting to the prompt for your first journal, take a look at some of the samples.

In your journals, take some time to observe the style of the sample journals. For example, what are you noticing about some of the strategies or types of writing the authors use?




PROMPT:  There are certain routines and rituals we as human beings participate in each day of our lives. Some of these routines are considered so valuable that we label them "traditions." Yet, who determines the value? Is there ever a time where your reality clashes with a tradition? Do you think traditions, (family traditions, national traditions, community traditions, personal traditions) are celebrated or followed with purpose or is there a blindness in our obedience to certain traditions--we do it because "that's the way it's always been?" Be sure to relate your response to "Two Thanksgiving Day Gentlemen."

Due: Thursday

Corporate America

Welcome to work! You are either an employee or a boss.

Employees: the mazes represent your work for an entire year.

Bosses: the wad of cash represents the salary you can pay your worker

Bosses--based on your assessment of your employee, you will determine their salary.

Employees--you have a mortgage to pay, a family to feed, and several outstanding loans. You cannot afford to slack off.

Year One: labor conditions at your company are poor. The bosses manage everything you do, and you have no say.

Bosses--you have absolute power--you decide where your employee works, what they work with, if they are allowed to get a lunch break  Also, constantly remind your employees of who's in charge: constantly nag them, pressure them to get the work done more efficiently, and be sure to point out their shortcomings. Bosses take the work when they want, regardless if it is complete.

Employees--do as you are told. No talking back, or talking whatsoever.


Year Two: Labor conditions have improved a bit. Employees have a mandatory lunch break. Employees are allowed to speak in the work place now. Employees still cannot choose where they work and are still under the careful eye of their boss. The boss still takes the work when he wants.



Year Three: Labor conditions are good. Not only are employees allowed to speak in the work place now, employees can also file a complaint to a supervisor (me) if they find their boss is being unfair. Employees can choose to work where they please, and with others if they so desire. Employees are in control of when they want their work reviewed by their bosses. 

Saboteur-Free Style Friday

Has there ever been a time where you seriously felt accused of something that you honestly did not do? How did this make you feel? Was your reaction negative, vengeful, understanding, etc.?


Focus on the human costs of social upheaval/ ideological conflict (communism, in this case)


Finish "Saboteur", click here.


In your journals please identify any instances of irony in the story.

"Saboteur" Pre-Reading

HW: For each of the following, look up and record THREE key details (think about the who, what, why, and how---you can kick the where and when to curb for now.

Cultural Revolution

Tiananmen Square Massacre 

Communism 

Look up and define the words: sabotage, arbitrary, hepatitis

Irony

Irony: A contrast between what is expected to happen and what actually happens.

Today!

Agenda:
New seats
Sharing
Hint Fiction Analysis review

Tomorrow you will have an in-class assessment on hint fiction. Please bring your typed stories and story maps to class. 

Writing, Revision, and What's Next

Today class will be devoted to writing, sharing, revising, and more writing! Yeah!
Yes.

Here's some good advice I found on writing hint fiction: (taken from http://hintfictionland.wordpress.com/)

Here are three questions to make your hint fiction story better 1. Does the title work? When you’re writing something this short, the title matters. On the Every DayFiction blog, Swartwood writes that the title is one of the form’s biggest hints. He calls it the setup to the joke. And, yes, the story is the punchline. Successful titles play a role in the overall story, as should be the case with any fiction or poetry form, yet hint fiction has little room for a story to develop and will most likely need the title to make it a success. When you write a hint fiction story, examine your title and ask yourself if it contributes to the rest of the story. Playing with words can be as fun as playing on the playground when you were a care-free six year old.

2. Does the story suggest something larger or more complex? Swartwood created hint fiction with the idea that this form would do exactly what the above question asks: it hints at something grander. Does yours? 

3. Does the story line contain a spin? This question is not essential to writing a successful short fiction, but it can help, according to a reviewer on Amazon.com: Many of the best of these stories share a technique: they set you up to think one way but, with the last sentence, spin you around. In that moment of confusion all the pieces are up in the air; how the puzzle comes back together is your version of the story, Dan Costin writes. Tricking or playing with the reader is a good tactic to try. So, why don’t you write your own hint fiction story? At first, it might be hard… When I write one, I try to think of something that matters or some instance that changes everything. Remember, word choice requires plucking active, energetic, exact words and using them in a way that flows naturally and distinctly. Play with your words; it’s the only way to write better.


So, when revising look for three things:
1. A significant title
2. Does the story hint at something more complex/larger? Or is it too basic, not quite hinting, but simply stating.
3. Is the story interesting? Does it have a unique point, even if it's a confusing journey getting there?


Go back, write some more.

HW: Complete up to 2 hint fiction stories, typed.  

Next Tuesday, we'll have a hint fiction analysis assessment in class. We'll practice the form on Monday.

Writing your own hint fiction

• 
  
• Hint Fiction "hints" at a larger more complex story:
•  Hint Fiction – What Is It Not? 
• It’s not an attempt at writing a full story.It’s not simply what would be the first line or two of a longer story. It’s not a poem. It should not be completely straightforward. (leave story gaps)
•  A Little More Explanation- The best examples have multiple possible meanings that can be discovered when you think and talk about the story more.Use each word skillfully – nothing is wasted. Titles add to the story, perhaps giving a clue to the meaning or possibly adding to the possible ambiguity.
• Ambiguity- n. uncertainty or inexactness of meaning

(thanks, google!)

Ambiguous headlines:

KIDS MAKE NUTRITIOUS SNACKS


2 SISTERS REUNITED AFTER 18 YEARS AT CHECKOUT COUNTER


COMPLAINTS ABOUT NBA REFEREES GROWING UGLY


MILK DRINKERS ARE TURNING TO POWDER


JUVENILE COURT TO TRY SHOOTING DEFENDANT

Can you think of something that is ambiguous?

Hint Fiction HW

For classes 8-2 and 8-3, be sure to finish your deconstructions of the hint fiction story you started in class.

It's all there...sort of

Today, we're going to deconstruct hint fiction into its basic story elements. By doing this, you will hopefully see how we as readers sometimes need to fill in gaps that authors leave. Those gaps force us to interact with the text to make meaning and create literature to life connections.


Point of view: Who's telling the story

Plot (what's happening): What major event or conflict took place


Setting: Where/When


Characters:  Not only who, but how old, what they think, feel, believe, etc.


Theme: What does this story reveal about human nature?

We might not be able to truly answer all of these, but you might be surprised with just how much you can figure out.

8-1 HW

Keep in mind this is only homework because we couldn't get through the lesson due to several distractions throughout. We can have fun, but there has to be a level of self-control.

Read Hemmingway's six word novel. 

Hemmingway’s Six Word Novel

For sale: baby shoes, never worn.

ANSWER ON LINED PAPER: In a well-developed paragraph (not necessarily IREEC--that doesn't quite work here):

1. Discuss what is happening in this story and why

2. What is the effect of the word, "worn" (as opposed to the word "used," for instance).

3. What does this story reveal about human nature? (theme)

Hint Fiction Mini-Unit

Ah yes. You will be reading 10 stories (possibly more!) over the next 5 or 6 days. Don't panic! (or panic, the choice is yours!) The stories themselves are only 25 words...or less. I find this to be a creative way to explore several important concepts: diction (word choice), significance of titles, and story gaps. Hint fiction also challenges your notion of what can be considered a story.

As we read these stories, really try to monitor your reactions and feelings toward them: can you accept these 25 puzzlers as valid stories? why or why not? At the end of the mini-unit, we will attempt a Radio Show formatted discussion over the issue of what counts as a story.


Diction-the choice and use of words in speaking or writing.

Words carry weight with them. No, not that kind of weight. Rather, they carry emotional, cultural, or social weight. Yup. Even if two words are fairly similar in their literal meanings,  we often associate different  feelings or ideas with those words. Take a look at the following word pair: self-confident---cocky. Which word has the more positive feeling?

Can you think of two words that are essentially similar in meaning, but suggest different feelings or ideas?


What we're talking about here is the difference between connotative meaning and denotative meaning:


NOTES:

Connotative meaning: an implied meaning that comes from the emotional weight, social overtones, or cultural implications of a word, which is different from its literal meaning.

Denotative meaning: the literal, dictionary definition of a word, without any extra cultural or contextual meaning.

EXAMPLE:

White House: connotes  (suggests, implies) the place where the president resides and operates.

The denotative meaning for "White House", however, is simply a house that is actually painted white.

MORE PRACTICE

For each pair, place a plus sign after the word that conveys a more favorable attitude

and a minus sign after the word that carries a less favorable attitude

• refreshing – chilly

• plain – natural

• clever – sly

• cackle – giggle

• snob – cultured

• cop – officer

• skinny – slender

• statesman – politician

• smile – smirk

• domineering – assertive

The point is this: the author's word choice can change the meaning or our experience with a text. Diction, or word choice is SIGNIFICANTLY MORE IMPORTANT in short stories, especially hint fiction, where every word LITERALLY counts.

Think about Hemmingway's six word novel. Think about his word choice. What does the word, worn, imply, versus the word, used?

Hemmingway’s Six Word Novel

For sale: baby shoes, never worn

ESSAY DUE TOMORROW

For HW, make revisions based on peer review (and of course your own judgment). The essay will  be due tomorrow for sections 8-1 and 8-2!

Do it to it, Lars.

Writing Reflection

Reflecting on your writing is important because it helps you realize that writing is indeed a process and NOT something you're either born good at or born bad at.EVERYBODY needs to work to get better at it, regardless of one's natural ability.

In that spirit, please freewrite on the following questions. Write as much as you'd like for each point. You're not handing this in, so be genuine and UNLEASHED in your responses.

1. What do you feel like is your strongest skill as a writer?

2. Describe what you really want to work on to become a better communicator in your written work? What seems to be one of your major issues, whether it's something I have pointed out, or something you're well aware of?

3. What are you going to do on your own to address these issues?

4. Finally, interpret the phrase, "writing is communication." Do you more or less believe you are communicating when writing an essay, or do you feel like you're just writing words on paper? What does communication even mean to you? How much do you value communication? WOW! I'm done. Sorry. 

You may never become an English major, or ever work with literature in your career, but being an effective communicator will most likely be a HUGE part of any job you take on. Just remember that idea the next time you write an essay. It's not about getting a grade for a class. It's about being a strong communicator.

Mini Lesson On MLA Formatting/Heading

Please write the following in your notebooks. 

Essay requirements/format
1.  Include a thoughtful, creative title that reflects your main idea. This must be centered.
2. Type in 12 pt. font, Times New Roman
3. Double Spacing
4. 1 inch margins, all around
5. Your last name, followed by the page number in the top right hand corner (*I will show you)
6. Correctly formatted in text citations: (London 2).

HEADING:

Your heading must include the following (put a space between each one):
1. Your name
2. Teacher
3. Class 
4. Date: Day Month Year (no commas)

This is located in the top left-corner of your paper.

It should look like this:

Ben Wade Dinfwever

Mr. Reekilla

ELA

01 November 2013

HW for 8-3

Sections 8-1 and 8-2 are free from the bonds of ELA homework.

However, 8-3, you've got yourself a tasty little entree dish of work tonight:

1. Typed Thesis
2. 2/3 of your body paragraph charts

Below, I've included a model and a blank template (in case you left it at school):

Thesis statement:  “The Most Dangerous Game” can be read as a cautionary tale, suggesting that one’s arrogance can lead to unfortunate consequences. 

Evidence	Explanation	Main Idea
“The general was playing with him. The general was saving him for another day’s sport.”	The general doesn’t take Rainsford as a serious threat, demonstrating the general’s sense of superiority. In fact, Zaroff treats this experience as merely play or “sport,” furthering the claim that he does not anticipate any harm.	The general displays a great deal of arrogance.
“The general was playing with him. The general was saving him for another day’s sport.”	Here, the general decides not to kill Rainsford. He is trying to prolong the hunt.
		Rainsford’s displays a great deal of arrogance.
		These characters, as a result of their arrogance, suffer negative consequences.

Evidence	Explanation	Main Idea

Introductory Paragraphs

Here's a short video to review how to write introductory paragraphs!



To review, you need:
1. A hook, an opening statement--some quote, anecdote, comparison, comment, question, that  INTRODUCES THE TOPIC OF YOUR PAPER. Do not write the thesis as your opening statement.

2. Any relevant background info about the stories you're analyzing.

3. A thesis statement: includes the argument and stories you're writing on.

4. A "So what?"--what significance or big conclusion can be drawn from your argument?





-a·nal·y·sis

noun

1. 1.

   detailed examination of the elements, structure, or ideas of something, typically as a basis for discussion or interpretation

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

   
   

Story Of Keesh

If you have not successfully traversed the internet seas, here is the "Story of Keesh" Click here.

HW for 8-1, 8-2

Please have 2/3 of your charts filled out for tomorrow's class. That means that 2 of the 3 body paragraphs should be charted out: the evidence boxes, the explanation boxes should be complete for 2 of the 3 main ideas of your essay.

Survival Unit- The Essay Prompts

In case you lost it!

Name_________________________________                                                                            

ESSAY TOPICS

 “The Story of Keesh” and “The Most Dangerous Game” both explore survival in an extreme environment or situation. In a five-paragraph essay, explain how both stories explore and develop one of the following ideas:

1.       Setting and Survival:  How does the environment impact how easy or difficult it is to survive?

Setting is time (of day and period of history), weather, and location .Think about the various challenges to survival that the setting (in both stories) poses for the main characters. Also, consider how setting might actually aid in survival.

2.       Values and Survival: How does survival in an extreme environment impact one’s sense of values? Does it strengthen them? Weaken them? Change them in any way?

Think about what characters value. How do you know they value such things? Think about the decisions that characters make. What does that tell you about characters and their values?

3.       Character Traits and Survival: What types of skills or character traits are required to survive in an extreme setting?

Think about what characters do to survive. Be sure to use vivid, clear descriptions of each skill or character trait you develop. For example:  The characters are good at surviving because they know how to survive is incredibly vague.

Develop a descriptive thesis statement (your argument for the essay). Remember, your thesis statement is NOT your entire intro—just the sentence or two that lays out your main focus for the paper. Be sure to include titles of the stories in your thesis statement.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

HW for sections 8-1 and 8-2

Here is the HW for sections 8-1 and 8-2: BE SURE TO ACTUALLY WRITE THE BODY PARAGRAPH, since this is simply a planning page.

NAME___________________________

Gathered below are a few of the questions (slightly modified) you asked at the beginning of the unit.

Choose either “The Most Dangerous Game” or “The Story of Keesh” to write a well-constructed body  paragraph (IREEC) on one of the following:  

In “The Story of Keesh” how does the relationship with one’s family affect survival?

How does the main character’s prior skills help him to survive?

How does the setting impact survival?

What is one of the traits that allows the main character to survive?

After the survivor situation, does the main character rethink his perspective on life?

Does one change after surviving in a dangerous environment? (be specific with how)

Topic sentence that contains a specific main idea______________________________________________________________________________________________________________________________________________________________________

Evidence	Explanation