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Welcome to ENG3C. Ms Davis. ENG3C. The pre-requisite is ENG2P or ENG2D This course prepares you for ENG4C, which is a requirement for college. Please speak to a guidance counsellor if university is your goal.

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  • The pre-requisite is ENG2P or ENG2D
  • This course prepares you for ENG4C, which is a requirement for college. Please speak to a guidance counsellor if university is your goal.
  • It is assumed that students in this class are fluent in English. There will be some grammar lessons, but the focus is on independent thought and analysis.
course outline
Course Outline
  • This course emphasizes the consolidation of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse a variety of informational and graphic texts, as well as literary texts from various countries and cultures, and create oral, written, and media texts in a variety of forms for practical and academic purposes. An important focus will be on using language with precision and clarity and developing greater control in writing. The course is intended to prepare students for college or the workplace.
other course work
Other Course Work
  • Business Writing– formal letter, incident report.
  • Writing conventions lessons
  • Various formative assignments
  • What is the strongest thing in the world?

Think/ Pair/ Share

-- think about what you think is the strongest thing in the world.

-- pair with someone to talk about it

-- share with the class your partner’s name and what he or she thinks is the strongest thing in the world.

our class
Our Class
  • Leonie, Marsha, Raj, Wayne: Love (gives you strength to accomplish things)
  • Wayne, Aaron: Ant (pound to pound) Whale (largest animal)
  • Jonathan, Ana, Samantha– spider silk the brain(resilience, power to do things)
  • Mark, Jermoll, Adam, Nikolay– communication
  • Troy, Nancy, Andrew, David– humanity (what we strive for, we accomplish)
  • Rob, Salman, Chris, Mat– Hemp (renewable, useful– many purposes)
  • Syeda, Sidra, Shemeka, Andre, Marcus– technology
universal question of the course
Universal Question of the course


What does it mean to live a happy life?

  • What we use to evaluate things and make decisions—
  • (criterion = one)
  • For example–
  • A hammer is stronger than rubber if your criterion for strength is putting a nail in the wall.
  • Rubber is stronger than a hammer if your criterion for strength is being hard to break.
criteria for being an a student
Criteria for being an A student

Attending class

Study hard

Be on time


Completing assignments

Ask questions if you don’t understand

  • 15%-- exam– a sight passage like the short story test, and an essay connecting it to the major course works.
  • 15%-- Portfolio
group agreements
Group Agreements
  • Being an English class, this needs to be an environment where everyone can:
    • Read and work independently
    • Share ideas
    • Listen
  • What agreements do we need to have so that this is a comfortable, pleasant, and productive place for everyone to work?

The children worked long and hard on their little cardboard shack.It was to be a special spot---a clubhouse, where they could meet together, play, and have fun.Since a clubhouse has to have rules, they came up with three:

what does that mean
What does that mean?
  • With your group, write what this looks like in a class
in other words
In other words…
  • Recognize that you are important– you have experiences and ideas others can learn from. You have given things up and worked hard to get here, and so, you deserve to get the most out of this learning opportunity.
  • Your classmates are also important– they have things to teach you and they deserve to get the most out of this learning opportunity.

As in every class:

  • Act responsibly. Your teacher will make many efforts to help you learn but no one can make you learn. Bring your pen, paper, binder and textbook. Be pro-active when you have a problem by problem-solving and asking for help.

Come to class. Ideas are built upon each other in a course like bricks in a building and when a brick is missing, the building isn’t stable. If you must miss a class, see the teacher ahead of time, ask a classmate to take notes, and make sure you get missed work, ideas, and information.


Be brave. Learning is hard: you don’t learn unless you are challenged, and being challenged means you will make mistakes. The brain is like a muscle.

  • You have wisdom and experiences worth sharing.
  • If you have a question because you tried your best to understand and want to understand better, asking it will contribute to the discussion, and chances are someone else was too shy to ask the same thing.
  • Don’t cheat: you have ideas— think them and submit your own work.
  • Have faith in yourself– you’ve come a long way way.

Be humble. Everyone else has wisdom, too. Opening your mind to new ideas and examining your own ideas is essential for learning. Be patient with others when they understand more slowly than you and encourage them to do their own work and develop their own ideas.

be honest with yourself
Be honest with yourself
  • Only you know what happened on your previous attempts to finish high school.
  • “Insanity: doing the same thing over and over again and expecting different results.” (Albert Einstein.)

Respect this as a learning opportunity. Your time is valuable to you. Other people’s time is valuable to them. Help yourself do your best and help them make the best of their time. The purpose of group work is to make the work more interesting, let you learn from each other, and learn from teaching others.


Focus. All of the science indicates that the brain is very bad at multi-tasking. Doing other things while studying/reading/writing means you will spend a lot of time without getting much accomplished or achieving high quality.

  • Put your cellphone away during class to give yourself the best opportunity to learn.
  • It is impolite to answer a call in class.
  • Your instructor and classmates cannot be expected to repeat instructions because you were distracted by your cellphone.
in english class in particular
In English class in particular:
  • Read.You cannot do well if you haven’t read the texts (novel, play, etc.) carefully yourself.
  • Cole’s Notes and Spark Notes are not replacements for reading and thinking and are not recommended. You could fail the course if you hand them in as your own work.
  • Reading for pleasure is the best way to improve your vocabulary and grammar.

Use reading strategies. Ask yourself questions when you read to be sure you understand and are making connections. Look deeper into the meaning of the text. Take notes when you read (Ms Davis will tell you how to do this).


Read the question, the assignment, and the rubric carefully.Be sure you know how your work will be evaluated.

  •  Reading the question shows your reading comprehension.

Make meaningful connections.You don’t have to share your deepest secrets, but you do have to show that you can apply the ideas in the text to what you already know. You’re having a conversation with the writer and other readers: show them that you have thought about it and have interesting insights into it.

use the writing process
Use the writing process:
  • Even professional writers brainstorm, plan, revise, and proofread.
  • Without brainstorming, a paper only gives obvious and boring ideas.
  • Without planning, a paper is disorganized, confusing, and not convincing.
  • Without revising and proofreading, it is messy and hard to read.
  • Your ideas deserve clear thought and careful expression.
isn t english all subjective
Isn’t English all subjective?
  • People often complain that English isn’t like other subjects because it is subjective.
  • But a good paper is a good paper, and English teachers can recognize that.
  • There are many criteria for good writing and presentations.
  • There are many reasonable answers to deep questions.
  • However, some ideas are very hard to support convincingly.
have fun
Have Fun
  • Your teacher will give you choice and open-ended questions.
  • Pick issues that are important to you and will help you grow as a thinker.
ice breaker
Ice Breaker
  • In all storytelling, fictional or non-fictional, the writer has to pick some details and leave others out.
  • Think:
  • Individually, write down the first words you think of to describe the person in this picture:
  • Share your words with a partner.
  • Were your partner’s words different than yours?
  • Poor
  • Going through a hard time
  • Worried about her kids
  • Worried about what she’s going to eat/ sleep
  • Dirty, stinky
  • Miserable
  • Sad
  • Depressed
  • Struggling
  • Share your words with the class.
  • What factors went into the words we chose?
  • Our experiences
  • Our values
the essential me1
The Essential Me

Write a very short autobiography (one sentence, less than ten words).

Obviously, there are a lot of things you have to choose to keep out.

6 word memoirs
6 Word Memoirs
  • www.oprah.com/omagazine/Six-Word-Memoirs-O-Magazine-Mini-Memoirs/
  • Write a letter to your teacher.
  • Use formal letter writing format.
  • The purposes of this assignment are:
      • To help me get to know you.
      • To learn formal letter format.
      • To communicate to your teacher what she can do to help you be successful.
      • To reflect upon what you need to do to be successful.
      • DUE Thursday, Dec. 6th (does not need to be typed but needs to be your best writing and clear to read)
  • The portfolio is worth 15% of the final mark.
  • Every week, we’ll have a short writing assignment about the text we are studying (novel, short story, video, podcast) or the topics we are studying.
  • They will be due three times during the course. Ms Davis will give you feedback and you will have a chance to edit and improve assignments.
short story unit
Short Story Unit
  • Short stories are:
  • Short (less than about 100 pages)
  • Fiction
  • In other words– stories have--
      • Beginning (there’s a person in a place)
      • Middle (something happens to that person that causes a problem that must be solved)
      • End (the problem is usually solved, the person usually learns something– but if not, we the readers at least learn something).
      • A point to it all– a message that the author is communicating to us.
what is the point of fiction
What is the point of fiction?

Taylor, Kate. “Why fiction is good for you.” The Globe and Mail. September 9, 2011. Toronto.


  • Identify the thesis and the supporting proofs.
  • What are flight simulator works of fiction for you?
persuasive writing
Persuasive Writing
  • Writing that sets out to prove a point.
  • All persuasive writing has a thesis and a topic.
  • Texts generally have one of three purposes:
      • Inform
      • Persuade
      • Entertain/ Inspire
  • Every piece of non-fiction has a topic: the general ‘what is it about’? Often in the title.
  • Example:
  • Persuasive writing is a type of non-fiction.
  • It attempts to convince the reader of something (the thesis)
  • Example:
supporting ideas
Supporting ideas
  • How the thesis is supported.
  • Strawberry ice cream has fruit in it and fruit has vitamin C. Also, strawberries contain fiber, and how many ice creams have fiber in them? It is pink and pink is scientifically proven to have calming effects on people.
  • Thesis– Strawberry ice cream is the best. Buy my ice cream!
for the article
For the article:
  • Determine the topic, thesis, and supporting ideas.
  • A) having an emotion that
  • B) is in some way similar to that of another person, that
  • C) is elicited by observation or imagination of the other, and that involves
  • D) knowing that the other is the source of one’s own emotion.
  • In other words, being able to imagine yourself in someone else’s situation. Putting yourself in someone else’s shoes.
  • Another definition:
  • Empathy: the ability to understand, perceive and feel another person’s feelings.
  • In contrast--
  • Sympathy: the tendency to help others in order to prevent or alleviate their suffering.
  • You might have sympathy without empathy and vice-versa.
  • Example:

A friend speaks passionately about her belief that an alien conspiracy is ruining her life.

Sympathy: How horrible! Aliens are everywhere!

Empathy: I understand you are disappointed with the bad circumstances you’ve had lately. Have you considered that it’s not aliens but… ?

  • Another example– your younger sister finally got dumped by the abusive jerk you’ve been begging her to leave for months.
  • Sympathy: That’s so sad! I’m so sorry!
  • Empathy: It really hurts when a relationship ends. You deserve better than to be dumped on Facebook.

What is the thesis of this article?

  • What are the supporting ideas?
why fiction is good for you
Why fiction is good for you
  • How does Keith Oakley define good art?
  • Genre fiction:
  • How is fiction like a flight simulator?
how is genre fiction like a rollercoaster
How is genre fiction like a rollercoaster?
  • What is the thesis of this article?

What are the supporting ideas?

  • Explain the metaphor of the flight simulator:
flight simulator fiction
Flight Simulator Fiction
  • Andrew’s group: Book of Eli
  • Wanye’s group: Crysalids
  • Aaron’s group: relationships
  • Mark’s group: True Lies, James Bond, A Christmas Carol
  • Rob’s: I am Legend
  • Jonathan’s: ?
  • Troy’s Group: Hunger Games
all fiction has
All fiction has
  • Characters – protagonist -- the main character. Usually ‘the good guy’ (‘pro’). This person wants something. Should have our empathy.
  • antagonist– (anti– against) the person who stops the protagonist from getting what he or she wants. Usually ‘the bad guy’.
  • can be described as round or flat
  • Round– can surprise the reader.
  • - Have depth
  • Can change.
  • Flat– cannot surprise the reader (we know everything about them right away). No depth. Do not change.
all fiction has1
All fiction has:
  • Conflict– the protagonist wants something but something prevents him or her from getting it right away.
  • Three types--person versus circumstances
  • person versus person
  • person versus self
all fiction has2
All fiction has

Setting– where and when the short story takes place

Point of View-- Who is telling us the story

Who is the observer? Narrator

(I) --First person,

(He, she) -- third person** most common

(you) second person

Limited narrator– limited ability to see and understand the story.

Omniscient– all seeing-- the narrator can see into everyone’s minds.** most common--

all fiction has3
All fiction has:
  • A plot– the events that happen.
  • Something happens to someone and that causes a problem.
  • Plots follow a general pattern
  • We call this pattern the Plot Graph
short story unit1
Short Story Unit
  • What are short stories?
  • Fiction
  • Short (in contrast with novels)
  • Follow the plot graph:
the plot graph
The Plot Graph
  • Exposition– tells us the characters and the setting (place)
  • Inciting incident– a problem reveals itself
  • Rising action– the problem becomes more complicated, various solutions are tried.
  • Climax– the turning point. We learn how the problem will be solved.
  • Falling Action– problems are resolved
  • Resolution– the final result of the story is revealed.
all fiction has4
All fiction has
  • Theme– the message
things good readers do
Things good readers do
  • Before reading
  • Identify their goal for reading the text
  • How does your strategy differ when you read:
  • 50 Shades of Grey – scan
  • The Facebook newsfeed– scan
  • The No Frills flyer-- skim
  • A literary text for English class– read critically and carefully.
our memoirs
Our memoirs
  • Never a teacher, always a teacher.– Davis
  • “My plans changed for the better– I woke up” “I’m the most valuable thing I have” – Jonathan
  • Take of your mask and see who you are.
  • Go back because of safety or go forward for freedom (Sharon)
  • “Knocked down but not out”– Leonie
  • “I’m here today from a past of delay”
  • “Who I was is what I am not. Today is a thought of a life that I bought”--Aaron
our memoirs1
Our memoirs
  • “I survived building my life. Now I enjoy spending time in my building.” Troy
  • “With only sight in one eye, it make the world seem like a dark place. But with people to love and support you, it makes your tomorrows and future brighter than ever.” Rob
  • “Happy no matter what happens.” Nancy
  • “Love is easy. Hatred is tough.” Mark K. “Supporting others, helping others who need assistance.”
our memoirs2
Our memoirs
  • “Surviving is hard but I’m not giving up.” Marsha
  • “Bitter but sweet.” “Happy but sad.” Shemeka
  • “The story as told but never see the ending. Cannot wait to see.” Andrew M
  • “Life taught me many ways to survive. It’s up to me which ways I pick.” Syeda
  • “Never give up on you no matter what until mission accomplished.” Wayne
our memoirs3
Our memoirs
  • “I never count the times I fall. I just count the times I get up.” “My attitude is my altitude.” Reina
  • “I learn from friends that I can build with and learn from.” David
  • “If you fail to prepare, prepare to fail.” Sharon.
  • “A man’s life journey and hardships through his experience.” Salmon
  • “Definitely the best choice I have made. It brought me to such different place I didn’t know existed on earth.” Ana
our memoirs4
Our memoirs
  • “I’m always curious but I never take it too serious.” Wayne S
  • “Knowing myself today makes me a better person for tomorrow.” Mat
  • “Tried hard, struggled a lot, but I’m still climbing the ladder of goals.” Andrew T
  • “I will believe in myself to achieve my goals to succeed in life. Believe, achieve, succeed.” Anne Marie
our memoirs5
Our memoirs
  • “A positive mind can get you through a positive day in life.” Raj.

Make predictions

  • From the title
  • Other hints like context, layout, blurbs, the back of the book
  • What you already know about the genre.
things good readers do1
Things good readers do
  • Identify the audience
things good readers do when reading
Things good readers do when reading

Make connections

-- this reminds me of…

-- maybe this is like…

-- if I were this character, I’d…

Ask questions

-- have I met this character before?

-- what does this mean?

Keep making predictions

things good readers do when reading1
Things good readers do when reading
  • Use vocabulary strategies—
    • Context of words (can you figure it out from the rest of the sentence?)
    • Roots of words
    • Ask or look it up
things good readers do when reading2
Things good readers do when reading
  • Keep aware of literary devices

-- is there extra meaning in this?

things good readers do2
Things good readers do
  • Track their own responses
    • What is in me that makes me respond this way?
    • Am I seeing it the way the author wanted me to see it?
things good readers do3
Things good readers do
  • Ask themselves why the author made certain choices.

All artists make decisions when creating their art.

But like all people, they have values and prejudices– they show some things and not others. We don’t always agree with the author about everything.

things good readers do after reading
Things good readers do after reading
  • Evaluate their predictions– why didn’t it turn out the way I expected? Did the author give false hints on purpose?
  • Evaluate the tone– how does the author feel about these characters? How does the ending change things?
  • Look for themes– is this the theme of the work, or the theme I wish it had?
number 12 looks just like you
‘Number 12 Looks Just Like You’
  • A dystopia– a “what if” story that warns us about something that exists here and now that could become much worse if we let it.
  • Remember– Criteria– what we use to evaluate things and make decisions.
  • Is Marilyn happy at the end? Her mom would say she is but her father would say she’s not because they disagree about the criteria for being happy.
mini presentation
  • This is for your ‘collaboration’ Learning Skill and is a formative assignment to help you understand the idea of criteria.
  • What themes can we draw from this episode?
  • Remember
  • – themes are hidden (so don’t take it on face value).
  • - themes are universal (so look at the lesson that it has for everyone)
  • - Themes are important
themes for 12
Themes for #12
  • The majority wins, no matter how smart or right you are.
  • Believe in what you believe. (Have confidence in your beliefs).
  • Don’t succumb to peer pressure.
  • Believe in yourself. Don’t let yourself down.
  • Don’t believe the hype.
  • Society can shape reality.
  • The more power you have, the more power you have to shape reality.
  • No matter how beautiful you are on the outside, your attitude may make you look undesirable.
literary devices
Literary Devices
  • See the literary devices slideshow.
  • There are three main types of irony:
verbal irony
Verbal Irony
  • Saying the opposite of what is meant to show that things are not as they should be.
  • For example, saying to someone who wore dirty jeans to a fancy restaurant, “Nice to see you dressed-up for the occasion.”
  • Other examples: “Smooth move” when someone falls.
situational irony
Situational irony
  • When the opposite of what one expects to happen occurs.
  • For example:
dramatic irony
Dramatic Irony
  • We know more than the characters
first friend
“First Friend”
  • Complete a plot graph with your table group.
  • Explain the irony of Washington’s lie.
  • He thought it was a lie, but afterwards, it was true because he had a bond with the girl.
  • With your group, come up with a theme for the story. (hidden, important, universal)
themes for first friend
Themes for “First Friend”
  • Sometimes roles change.
  • Friends can take the role of family.
  • Adversity can make us everyday heroes.
  • You don’t have to be related by blood to be a father.
  • Friendship begets friendship.
  • A friend in need is a friend in deed.
second journal entry
Second Journal Entry
  • (the letter is #1)
  • What does it mean to be family?– Informal essay
  • (Is being related enough? Is being related necessary?)
  • Knowledge-- understand the idea
  • Thinking– ideas
  • Application-- apply it to something – your life, a work you know, “friends”
  • Communication– make sense
  • Literary devices sheet.
  • Identify the literary device in each example.
the first day
“The First Day”
  • Talk to a partner about what you think of when you hear the title of this short story.

(making predictions, activating prior knowledge)

-- A new beginning

-- The first day of school

-- First job

-- First date

-- First responsibility

-- Parents’ first baby

  • How does the way we see our parents change as we age?
all fiction has5
All fiction has…
  • Point of view– the person/ voice who is telling the story.
  • First Person: I (we is uncommon) Second person: You
  • Third person: he, she, they
  • Reliable Narrator-- trustworthy, know what’s going on, can believe what they say
  • Unreliable Narrator-- can’t tell us what is going on, we need to fill in more than they can tell us
literary devices sheet
Literary Devices Sheet
  • Simile Metaphor Personification Hyperbole
  • “Food?” Chris inquired, popping out of his seat like a toaster strudel. -- Simile
  • If seen from above the factory, the workers would have looked like clock parts. -- Metaphor
  • The detective listened with a wooden face. -- Metaphor
  • That was the easiest question in the world!– Hyperbole
  • Toby manipulated people as though they were chess pieces-- Simile

The people in the small town were stuck in place like wax statues. – Simile

  • Cassie talked to her son about girls as if she were giving him tax advice.-- Simile
  • His cotton candy words did not appeal to her taste. -- Metaphor
  • Alan’s jokes were like flat soda: surprisingly unpleasant. -- Simile
  • Their prayers were like mayflies in June.– Metaphor
  • The biggest sandwich of all time– hyperbole
  • Justice is blind, and at times, deaf.– Personification

Drugs dragged him to this place and wouldn't let him leave alive.– Personification

  • Kisses are the flowers of love in bloom.-- Metaphor
  • Her eyes were fireflies.– Metaphor
  • I can smell her perfume from a mile away. -- hyperbole
  • Spicy foods don’t agree with me.--- Personification

Since the stone age– hyperbole

  • The cactus saluted – personification
  • Jan ate the hotdog despite the arguments it posed– personification
  • Cheesecake calling her name-- personification
sentence fragments
Sentence Fragments
  • 1. Meanwhile, others slept peacefully in their tents.
  • 2. The rain stopped.
  • 3. S
  • 4. It was recommended by the guide.
  • 5. S
  • 6. Like the rest of the wet gear that was hanging on the wall, it was destroyed.
  • 7. Kaya, a strong swimmer, easily reached the shore.
  • 8. They laughed about their adventures around the campfire.
  • 9. S
  • 10. S
writing a persuasive literary series of opinion paragraphs
Writing a persuasive literary series of opinion paragraphs
  • Thesis- What you are proving about a work by an author.
  • Example: The mother in the short story The First Day by Edward P. Jones is a good mother.
it is persuasive
It is persuasive
  • In other words, the goal is to convince the reader that your opinion (thesis) is valid.
  • You are encouraged to explore other viewpoints, but every part of the essay needs to work to support your thesis.
  • The idea is that it is the result of careful thinking about the work and weighing of different options until you came to what you have good reason to believe is the best one.
it is persuasive1
It is persuasive
  • It must be worth arguing (not something obvious)
  • It should be in the proper scope for the length of the series of paragraphs– “Edward P. Jones’ works aptly capture the mood of The American Civil Rights movement” is a good thesis for a book put is too broad to prove in a short essay.
it is persuasive2
It is persuasive
  • Many teachers say “Never use I” in an essay.
  • “I” can be used well in an essay, but here’s what teachers want to avoid–
  • -- I think
  • -- in my opinion
  • Because it is your essay and you give reasons to clearly explain why you believe what you do, you don’t need to tell us it’s your opinion.
  • But it is ok to use your own experience as support.
it is persuasive3
It is persuasive
  • Imagine your reader is someone who is reasonably intelligent but just hasn’t necessarily come to the same conclusions that you have or necessarily read the work. They are interested enough to read your paper and care what you think, but it’s your job to guide them to seeing that your way of looking at the work is valid.
  • Don’t re-tell the whole story– plot summary isn’t necessary and doesn’t take the place of persuasive argument.
  • Don’t assume they will make connections for you or that the connections that you made in your head are too obvious to point out.
it is literary
It is literary
  • It’s about a literary text by an author.
  • Your general ideas about the topic are important, but you need to apply them to the work in question.
  • In other words-- don’t just write about your mother or mothers in general, write about how what you know about motherhood informs your valid interpretation of “The First Day”.
it is literary1
It is literary
  • This is why it’s important to give the name of the author, the title and what kind of work it is in your thesis.
  • Every part of the essay has to work to prove that your thesis about this work by this author is valid.
it is a series of paragraphs
It is a series of paragraphs
  • In other words, it is carefully organized so that every idea supports the thesis and they all lead to the conclusion that your thesis is valid.
  • Good persuasive speakers and writers guide the reader so they don’t get lost– give the thesis so we know what your point is, give topic sentences to tell them what you are going to prove, and concluding sentences so that it’s clear how the pieces fit together.
the general organization of a literary essay
The general organization of a literary essay
  • THESIS (should be the first or almost first sentence)
  • Topic sentence– briefly lays out the arguments that will prove the thesis. (Can be part of the same sentence as the thesis if that doesn’t make it too long and complicated)
  • Body paragraphs– your arguments-- each should have a mini topic and concluding sentence
  • Conclusion– restate your thesis (ideally, differently) and a next-step
topic sentence
Topic sentence
  • Briefly explain how you are going to prove your thesis.
  • A Really Bad Example: “She is a good mother because she is florescent pink, communicates with aliens, and is covered in thick fur.”
body of essay
Body of essay
  • – S. E. X.
    • S– statement– what are you saying?
    • E- example– give an example from the text to prove it.
    • X- explanation– explain how the example proves your statement. Conclude the argument by making it clear how it, in turn, proves your thesis.
  • S-- As a good mother, she has painted herself florescent pink.
  • E-- Her daughter said, “I could see her glowing pinkness from across the street.”
  • X- Her bright color kept the little girl from getting lost and is a clever strategy to help her child. It shows foresight, a quality essential to being a good mother.
  • Re-state your thesis
  • (ideally, in different words)
  • Go further– explain a real-world connection, etc.

This is your X of the essay’s SEX-- a real world connection in the explanation can be helpful. How do you know these three criteria are the most important ones?

integrating quotations
Integrating quotations
  • 1. keep them short– a long quotation doesn’t fluff up your essay and make it seem longer than it is.
  • 2. Make them flow– the sentence should read clearly.
  • 3. Altering capitalization and punctuation is ok.
  • 4. Avoid two quotations in a row.
  • NEVER ‘DUMP’ a quotation and expect the reader to figure out why you put it there!!!!!
  • “I learned to be ashamed of my mother” (Jones, 1).
literary devices in the first day
Literary Devices in “The First Day”
  • Foreshadowing:
  • Example:
  • Effect:
literary devices in the first day3
Literary Devices in “The First Day”
  • Hyperbole:
  • Example:
  • Effect:
coming of age story
Coming of Age Story
  • A very common type of story
  • Most novels for young people follow this, and so do many movies.
coming of age story1
Coming of Age Story
  • A story where a young protagonist is initiated into adulthood.
  • Plot structure:
  • Innocence- Challenges- Realizations- Maturity
coming of age story2
Coming of Age Story
  • In the exposition, the character is immature and has misconceptions about the world.
  • The character goes through challenges that force him or her to lose innocence, a false sense of security, or previously held misconceptions.
  • He or she realises things are not as simple as he or she had thought.
  • The character emerges from these challenges with a new maturity.
coming of age stories
Coming Of Age Stories
  • Examples:  
  • Harry Potter Star Wars
  • American Pie Jane Eyre
  • Anne of Green Gables
  • The Adventures of Huckleberry Finn
  • The Kite Runner
the orange
The Orange
  • Izzy, Joel Ben. “The Orange.” Snap Judgment. Episode 228: November, 2011.
pre reading
  • What does the title make you think of?
the orange1
The Orange

2. Explain what these symbols represent:

  • The orange
  • The bus
  • Black and white
  • Right and left
the orange2
The Orange
  • 3. What is the tone of the story? (The writer’s attitude towards the characters).
the orange3
The Orange
  • 4. Explain the situational irony of how the young man learns his lesson.
the orange4
The Orange
  • 5.

In one sentence each, identify one round character and what makes him a round character and one flat character and why he is a flat character.

the orange5
The Orange
  • 6. Explain how this is a coming of age story (a young person goes through trials that challenge his or her innocence or immaturity and comes to a realization that leads him or her into maturity).
the orange6
The Orange
  • Write a theme statement for this story
journal entry 3
Journal Entry #3
  • Write about one of the following:
  • A person who taught you an important lesson when you were younger.
  • A time you learned to be grateful for what you have.
prompt 3
Prompt #3

“A gun gives you the body, not the bird.” Henry David Thoreau