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THE SECOND BAKERY ATTACK 30-MINUTE ESSAY

THE SECOND BAKERY ATTACK 30-MINUTE ESSAY. Thirty Heads Are Better Than One. We are going to write a 30-minute essay with each person in the class collaborating on an answer to an unseen question.

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THE SECOND BAKERY ATTACK 30-MINUTE ESSAY

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  1. THE SECOND BAKERY ATTACK 30-MINUTE ESSAY

  2. Thirty Heads Are Better Than One. We are going to write a 30-minute essaywith each person in the class collaborating on an answer to an unseen question. Each pupil will write as much as they can in one-minutebefore the next person takes over. • This task will be a fun way to work on your statement>quote>analysis>evaluation answers. • You will have to think fast and pay attention to what the previous person has written. • Check for spelling, punctuation and sentence construction errors.

  3. The essay will be either written on the board or typed up on the projector screen so that everyone can see what is being written. Pupils can call out suggestions to help the person who is writing. Remember that each part of an answer has to be present – a statement, a relevant quote, analysis and evaluation.

  4. Task: Haruki Murakami’s short story The Second Bakery Attack is a surreal tale of a newlywed couple’s attempt to override a curse. Examine the author’s use of characterisation, symbolism and setting to explore the theme of fate. • Check carefully over spelling, sentence construction and expression, ensuring you employ a suitable critical style. • Aim for 800 words.

  5. "If you only read the books that everyone else is reading, you can only think what everyone else is thinking." Haruki MurakamiNorwegian Wood

  6. 1st 30-Minute Essay task Examine the author’s use of characterisation to explore the theme of fate.

  7. 2nd 30-Minute Essay Task Examine the author’s use of symbolism to explore the theme of fate.

  8. 3rd 30 Minute Essay Task Examine the author’s use of setting to explore the theme of fate.

  9. Provide a response to each of the following questions explaining your feelings about the ‘point-of-view’ exercise. • What did you find useful about this task? • What did the task encourage you to do? • How might this task have been improved?

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