Resource Packet 1

Name ____________________________ Table of Contents

PAGE 1 3 4 5-6 7 8 9-11 12 13 14 15 16-17 18 19 20 21-23 24-25 26 27-29 30-31 32 33 34 35 36-37 38 Resource Table of contents SOAPStone Passage Attack Authors Purpose Toolkit How Authors Develop Purpose Characterization Terminology Character Traits Character Relationship Words Mood Words Tone Words MLA Guidelines for Formatting Essay MLA: Works Cited Formatting Analytic Response Paragraph Ideas to Develop Theme Literary Thesis Embedding Formal Language Conventions Microsoft Word: Proofing Options Transitions Power Verbs 5 Paragraph Essay Format 5 Paragraph Essay Brainstorming- Schools of Thought Funneled Introductions and Conclusions Discussion Starters Literary Terms and Definitions 11th Grade Vocabulary List

Websites: www.vocabtest.com ~ www.didonato-literature.com www.tweentribune.com ~ www.act.org ~ www.naviance.com http://bcs.bedfordstmartins.com/exercisecentral/ E-mail: colleen.didonato@masterycharter.org

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SOAPSTone
Speaker: Identify the voice and the point of view from which he or she is speaking. What assumptions can be made about the speaker (age, gender, class, emotions, education)? Identify the speakers values, biases, and beliefs. Determine if the speaker can be trusted. Occasion: Is there particular historical context that influenced the message or speaker? Must be an event that prompted composition, not an emotion. What specific set of circumstances prompted the writer to write this? Audience: Is the audience implied or directly referenced? Who has the author intended will hear or read this message? What assumptions exist about the intended audience? What is/are the intended audiences biases or values? Will this intended audience be open to the message? Purpose: What is the authors purpose (the reason behind the text)? To inform, reveal, describe, explain, relate, present, clarify, persuade, prove, suggest, convince, encourage,urge What is the message/theme? What does the author hope the audience will do as a result of reading text? Subject: What is the subject being discussed (general topic, ideas in text) What is the author saying ABOUT the subject? Why is the subject significant? Text Organization: Identify the structure the author uses. Question/Answer Problem/Solution Description Sequential Fact/Opinion Compare/Contrast Cause/Effect Parts of a Whole Textbook style Reasons for organizing: emphasize, establish, explain, articulate Tone: Describe the authors opinion of the subject. What words, images or figures of speech reveal the authors attitude? How do the authors tone, details, images, language and sentence structure convey his/her feelings? Are there any shifts in tone within the document, and if so, what is the result? What is the effect of this tone on the audience? SOAPS Assertion/Main Idea Statement: In the (type of text), (title), (authors full name)

discusses/evaluates/comments on/etc (Subject) using a __________ (Tone).

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1. Read the introductory blurb. Circle the passages main subject

6. Answer the open-ended response = 23% Start with the elements of a proper assertion: In the textwritten by, the author INCLUDE A BECAUSE! Provide proper context; who, what , where, when in the story is it happening? Chose appropriate quotes; make sure that your quotes actually prove your assertion. Cite quotes appropriately .. (Miller 17). EXPLAIN HOW the quote proves youre because.

2. Read the title. Make a prediction what will the passage say about the subject? How will the title be related to the subject?

3. Identify text type. Identify text type: fiction/non-fiction/ poetry

4. Annotate. Determine if the passage is linked to an open-ended response question. If it isRe-write the prompt at the top of the passage. Highlight and complete targeted annotation that will help you answer the prompt. If it isnt ANNOTATE Main Idea/Characterization/Conflict/PoV/Literary Elements/ College Level Annotations/ Open Ended Quotes 5. Answer multiple-choice questions. First Underline and identify the actual question Return to the text to find and label support; the answer IS in the text: find it! POE- Eliminate Distractors Justify the answer

Answering Questions TIPS Tip! Answer questions that require you to return to the text FIRST. Re-reading these portions will help with further comprehension. Tip! For vocabulary items, find the sentence from the text that contains the word. Then read the previous two sentences before and the two sentences that follow. Replace each choice to ensure it makes sense in the text. Tip! For items that provide a quote from the passage and ask an analytical question about it, return to the text and re-read the paragraph. Tip! Eliminate choices that are TOO general or TOO specific

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AUTHORS

PURPOSE

TOOLKIT

How to use the toolkit: Identify a quote or small passage in the text that is significant. Connect the passage to the appropriate category in column A. Choose and answer a question in academic language. (Label question appropriately) - IV. E. 32. In the dialogue between Parris and Proctor, Miller chooses to have Parris use formal language to emphasize that Reverend Parris feels superior to the other townspeople.

Re-write Direct Quote related to: I. CHARACTER DETAILS A. B. C. D. E. actions reactions descriptions comments decisions 1. 2. 3. 4. 5. 6.

Explain how this detail expose a characters larger motivation? emphasize a key character trait? establish or develop this characters central conflict? develop or portray a relationship between characters in a specific way? convey a characters perspective on some issue or figure? highlight a similarity or a difference between this character and another character? 7. underscore an important change or shift? 8. foreshadow a characters future behavior or fate? 9. have you seen this before? is the author developing a motif? what does it represent? 10. what link can you make to the authors own experience?

II. SETTING DETAILS A. TIME time period, time of year/season, time of day B. PLACE nation/state, urban/rural, weather, indoors/outdoors, objects C. SOCIETY traditions and customs, lifestyle, social norms, politics, religion/beliefs 11. highlight an important characteristic of a society? 12. establish or develop a central conflict? 13. establish or develop a specific mood/reaction from readers? 14. reflect a characters emotional state or key trait? 15. provide context about ___ that is important to ___? 16. symbolize an idea, emotion, memory, or figure? 17. underscore an important change or shift? 18. highlight a similarity or a difference between this setting and another setting? 19. foreshadow that some event will occur? 20. have you seen this before? is the author developing a motif? what does it represent? 21. what link can you make to the authors own experience?

Resource Packet 6 III. PLOT DETAILS A. CONFLICT main characters central problem events that complicate or develop the primary conflict moment of climax B. STRUCTURE flashbacks skipped time stories within the story: dreams, fantasies, memories, background, subplots IV. WORD CHOICE A. repeated words or phrases B. multiple meaning words C. strong-connotation words D. use of dialect / words in other languages E. slang vs. formal language 22. introduce or highlight a theme or lesson learned? 23. capture or develop a key character trait or source of motivation? 24. foreshadow a future event or the conflicts resolution? 25. reflect or mirror the main characters primary conflict? 26. complicate or shape a relationship between characters? 27. highlight a similarity or difference between past and present of the narrative? 28. reflect or mirror an earlier event? 29. have you seen this before? is the author developing a motif? what does it represent? 30. what link can you make to the authors own experience?

31. establish important information about a characters background? 32. reveal a characters key trait or motivation? 33. emphasize a motif? 34. establish important information about the time and place in which the story is set? 35. encourage readers to apply and interpret more than one meaning of the word? 36. develop an overarching theme? 37. have you seen this before? is the author developing a motif? what does it represent? 38. what link can you make to the authors own experience?

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How do authors develop purpose?

Fiction
Characterization Words, Thoughts, Actions, Others perception, Appearance Conflict- Internal and External Motifs and Themes Setting and Mood Figurative Language: Simile, Metaphor, hyperbole, symbolism

Non-Fiction
Logos: Facts and Data Pathos Emotional Appeal Expert Opinion Diction Figurative Language: Simile, Metaphor, hyperbole, symbolism Anecdotes Hypothetical Situation Examples Charts and Graphs Propaganda

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Character
A personality human or otherwise whose thoughts, feelings, actions, speech, and motivation are revealed over the course of a text
Characterization - the act of building or revealing a characters key traits, motivation, and struggles; authors often portray characters by describing or highlighting the following: Tools for Developing Characters: Method:
1. Direct Comments 2. Physical Description

Example:
Mr. Wilson was a very private and bitter old man who rarely interacted with the families in the neighborhood. He wore a version of the same outfit everyday faded pants and a flannel button-up and his forearms revealed a strength unusual for man his age. He wished that his pesky neighbors would respect his desire to be left alone. He was too old and too tired to explain himself to strangers. Hmph, Mr. Wilson grumbled as Liza greeted him on the sidewalk. At Halloween, none of the children dared trick-or-treat at his house, nor did the neighborhood girl-scouts bother him when it was cookie season.

3. Thoughts and Feelings

4. Speech and Actions 5. Reactions of Others

Dynamic Character a character whose values, beliefs, or outlook change over the course of a text Static Character a character whose values, beliefs, or outlook remains unchanged by the end of the story Main Character an important character who plays a key role in the development of the plot and other characters; usually a dynamic character o Protagonist the primary focus of a text; a dynamic character whose struggles drive the action and who readers are meant to analyze and understand most deeply sometimes the protagonist is the hero of the story, but not always the protagonist isnt necessarily a good person Antagonist the protagonists enemy or opposing force; the character who contributes to or complicates the struggles within the story; usually a static character Minor Character a character within a story that does not contribute significantly to the plot or to the development of other characters; usually a static character

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Positive Character Traits

Accommodating Accomplished Adaptable Adventurous Affectionate Agreeable Amusing Appreciative Approachable Articulate Artistic Audacious Authoritative Bewitching Brave Calming Carefree Careful Caring Charismatic Charming Chaste Cheerful Classy Compassionate Composed Confident Congenial Conscientious Considerate Consistent Content Cooperative Courageous Creative Cultured Curious Dainty Debonair Decent Determined Dignified Disciplined Easy-going Educated Empathetic Energetic Enthusiastic Exuberant Faithful Feisty Flexible Focused Forgiving Frank Friendly Frugal Fun-loving Funny Gentle Glamorous Good-natured Graceful Gracious Gregarious Hard-working Helpful Honest Honorable Hopeful Hospitable Imaginative Impeccable Informed Inquisitive Insightful Insouciant Intellectual Intelligent Introspective Intuitive Inventive Joyful Kind Knowledgeable Logical Lovable Loving Loyal Mature Merciful Modest Noble Observant Open-minded Optimistic Organized Outgoing Patient Perceptive Persistent Pert Philanthropic Polite Practical Prosaic Quirky Rational Reliable Resilient Respectful Responsible Romantic Saintly Savvy Selfless Sensual Serene Serious Sincere Smart Spiritual Supportive Sweet Sympathetic Tactful Thoughtful Thrifty Tireless Tolerant Trusting Unassuming Virtuous Vivacious Well-groomed Wholesome Depends on the context whether theyre positive or negative Aggressive Ambitious Aristocratic Assertive Boisterous Brazen Busy Conservative Conventional Daring Delicate Direct Dramatic Eccentric Elusive Enigmatic Exotic Fearless Flamboyant Flirtatious Gullible Holy Humble Idiosyncratic Impulsive Independent Innocent Irreverent Liberal Loner Macho Mannerly Meticulous Nonchalant Nostalgic Obedient Obsessive Opportunistic Patriotic Persuasive Pious Private Proud Quiet Religious Self-conscious Self-effacing Sensitive Sentimental Soft-spoken Subtle Talkative Tough Unconventional Uninhibited Unselfish Wild Worldly Zany Zealous

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Negative Character Traits

Absent-minded Accident-prone Aloof Anxious Apathetic Apologetic Apprehensive Bewildered Clumsy Cocky Compliant Compulsive Confused Crafty Cranky Cunning Cynical Daffy Defiant Demanding Detached Disorganized Distant Distraught Disagreeable Dowdy Downtrodden Dull Dumb Emotional Excessive Excitable Extravagant Fanatical Fatalistic Finicky Flippant Flustered Fragile Frigid Frustrated Gaudy Gloomy Grandiose Haggard Hesitant Hysterical Cowardly Critical Crude Deceitful Despicable Disgusting Dogmatic Domineering Egocentric Egotistic Embittered Greedy Grotesque Hypocritical Intolerant Judgmental Lascivious Lewd Maniacal Manipulative Mean Nasty Obnoxious Obscene Overbearing Perverted Pompous Profane Promiscuous Selfish Sleazy Sneaky Unapproachable Unscrupulous Vain Vindictive Vulgar Abusive Cruel Dishonest Hateful Inhumane Masochistic Psychopathic Psychotic Ruthless Sadistic Traitorous Tyrannical Vengeful Wicked Ignorant Immature Immodest Impatient Impudent Incoherent Incompetent Inconsiderate Indecisive Indifferent Indiscreet Inept Infantile Inhibited Insecure Insensitive Insulting Intimidating Introverted Irresponsible Irritable Jealous Lazy Lethargic Materialistic Melodramatic Messy Miserly Moody Naive Neurotic Non-committing Opinionated Ornery Paranoid Passive Pessimistic Petty Presumptuous Pretentious Prim Pushy Rebellious Reclusive Remote Resentful Reserved Righteous Rowdy Rude Sarcastic Sassy Self-righteous Senile Shallow Sheepish Shy Silent Silly Simple Sloppy Sluggish Snobby Spiteful Squeamish Stern Stingy Stoical Straight-laced Strict Stubborn Submissive Surly Suspicious Temperamental Tense Tentative Timid Trivial Unclean Uncommunicative Uneasy Unmotivated Unreasonable Verbose Vulnerable Withdrawn Abrasive Angry Annoying Antisocial Argumentative Arrogant Belligerent Bossy Calculating Callous Conceited Condescending Controlling

Resource Packet 11 CHARACTER ANALYSIS VOCABULARY LIST

A. Physical Qualities Manly Virile Robust Hardy Sturdy Strapping Strong Stalwart Muscular Brawny Beautiful Pretty Lovely Fair Comely Good-looking Handsome Dainty Delicate Graceful Elegant Exquisite Charming Shapely Attractive Winsome Fascinating Ravishing Neat Spruce Dapper Immaculate Adroit Dexterous Adopt Skillful Agile Nimble Active Lively Spirited Vivacious Weak Feeble Sickly Frail Decrepit Thin Spare Emaciated Cadaverous Effeminate Unmanly Unwomanly Ugly Hideous Homely Coarse Unkempt Slovenly Awkward Clumsy Gawky Ungainly Graceless Bizarre Grotesque Incongruous Ghastly Repellent Repugnant Repulsive Odious Invidious Loathsome Horrible B. Mental Qualities Educated Erudite Scholarly Learned Wise Astute Sage Intelligent Talented Intellectual Precocious Capable Competent Gifted Apt Rational Reasonable Sensible Shrewd Prudent Observant Clever Ingenious Inventive Subtle Cunning Crafty Wily Unintelligent Unintellectual Unschooled Unlettered Ignorant Illiterate Inane Irrational Puerile Foolish Fatuous Crass Obtuse Vacuous Bigoted Narrow-minded Ungifted Simple Shallow Dull Stupid Thick-skulled Crackbrained Idiotic Witless Deranged Demented C. Moral Qualities: Idealistic Innocent Virtuous Faultless Righteous Guileless Upright Exemplary Chaste Pure Undefiled Temperate Austere Puritanical Truthful Honorable Trustworthy Straightforward Decent Respectable Wicked Iniquitous Corrupt Degenerate Notorious Vicious Incorrigible Infamous Immoral Unprincipled Reprobate Depraved Indecent Ribald Vulgar Intemperate Sensual Dissolute Deceitful Dishonest Unscrupulous Dishonorable Base Vile Foul D. Spiritual Qualities: Religious Reverent Pious Devout Faithful Regenerate Holy Saintly Angelic Godlike Skeptical Agnostic Atheistic Irreligious Impious Irreverent Profane Sacrilegious Whimsical Witty Sensitive Considerate Responsive Thrifty Frugal Coy Pert Flippant Saucy Natural Candid Unaffected Naive Artless Ingenious Gullible Shy Reticent Diffident Timid Meek Humble Self-effacing Modest Unassuming Docile Amenable Tractable Placid

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Words used to describe Positive Relationships

Acquaintances - if two people are acquainted, they know each other, but usually not very well Brotherly typical of the feelings that a man or boy has for his male friends Close connected by shared interests and shared feelings such as love and respect; directly involved with someone and communicating with them a lot, especially as part of your job Connected used about people who have a positive social, business, or family relationship Devoted a relationship in which two people are dedicated and deeply committed to each other Fraternal belonging to brothers, or between brothers; between friends or people who share the same interests or opinions Friendly if you are friendly with someone, you are their friend Inseparable people who are inseparable have a very close relationship and spend all their time together Intimate an intimate friend is someone who you know very well and like very much Longing a long-lost person, especially a relative, is someone who you have not seen for a long time Maternal a relationship similar to that between a mother and child Platonic a platonic relationship is one that is friendly but does not involve sex Serious if you are in a serious romantic relationship with someone, you intend to stay together for a long time Strong strong relationships are close and firmly established Tight a tight group of people have a close relationship with each other; usually a positive connotation

Words used to describe Negative Relationships

Brittle a brittle relationship or situation is not very strong and could easily be damaged Broken a broken relationship has failed Dysfunctional dysfunctional relationships do not work normally and are not happy or successful Estranged not seeing friends or relatives very often, especially because of having fought with them Fragile used about a situation, agreement, or relationship that can easily be damaged or destroyed Heavy a heavy situation or relationship is serious and often not enjoyable Illicit an illicit relationship, activity, or situation is one that people do not approve of Loveless without love One-sided in a one-sided relationship, one person does more than the other person or shows more love than the other person Political relating to relationships of power that exist between people in an organization Unstable a relationship in which things are always changing Symbiotic incredibly close, but almost too close in a way in which participants lose their individuality Toxic- a relationship where participants poison or contaminate each others mindset Unstable an unstable relationship one that is not secure often has serious problems

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mood = about the readers emotions

POSITIVE MOOD WORDS
Amused awed bouncy calm cheerful chipper confident contemplative content determined dignified dreamy ecstatic empowered energetic enlightened enthralled excited exhilarated flirty giddy grateful harmonious hopeful hyper idyllic joyous jubilant liberating light-hearted loving mellow nostalgic optimistic passionate peaceful playful pleased refreshed rejuvenated relaxed relieved satiated satisfied sentimental silly surprised sympathetic thankful thoughtful touched trustful vivacious warm welcoming

NEGATIVE MOOD WORDS

aggravated annoyed anxious apathetic apprehensive barren brooding cold confining confused cranky crushed cynical depressed desolate disappointed discontented distressed drained dreary embarrassed enraged envious exhausted fatalistic foreboding frustrated futile gloomy grumpy haunting heartbroken hopeless hostile indifferent infuriated insidious intimidated irate irritated jealous lethargic lonely melancholic merciless moody morose nauseated nervous nightmarish numb overwhelmed painful pensive pessimistic predatory rejected restless scared serious sick somber stressed suspenseful tense terrifying threatening uncomfortable vengeful violent worried

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tone = speakers attitude toward the subject

POSITIVE TONE WORDS
admiring adoring affectionate appreciative approving bemused benevolent blithe calm casual celebratory cheerful comforting comic compassionate complimentary conciliatory confident contented delightful earnest ebullient ecstatic effusive elated empathetic encouraging euphoric excited exhilarated expectant facetious fervent flippant forthright friendly funny gleeful gushy happy hilarious hopeful humorous interested introspective jovial joyful laudatory light lively mirthful modest nostalgic optimistic passionate placid playful poignant proud reassuring reflective relaxed respectful reverent romantic sanguine scholarly self-assured sentimental serene silly sprightly straightforward sympathetic tender tranquil whimsical wistful worshipful zealous

NEUTRAL
(+, -, or neutral) commanding direct impartial indirect meditative objective questioning speculative unambiguous unconcerned understated

NEGATIVE TONE WORDS

abhorring acerbic ambiguous ambivalent angry annoyed antagonistic anxious apathetic apprehensive belligerent bewildered biting bitter blunt bossy cold conceited condescending confused contemptuous curt cynical demanding depressed derisive derogatory desolate despairing desperate detached diabolic disappointed disliking disrespectful doubtful embarrassed enraged evasive fatalistic fearful forceful foreboding frantic frightened frustrated furious gloomy grave greedy grim harsh haughty holier-than-thou hopeless hostile impatient incredulous indifferent indignant inflammatory insecure insolent irreverent lethargic melancholy mischievous miserable mocking mournful nervous ominous outraged paranoid pathetic patronizing pedantic pensive pessimistic pretentious psychotic resigned reticent sarcastic sardonic scornful self-deprecating selfish serious severe sinister skeptical sly solemn somber stern stolid stressful strident suspicious tense threatening tragic uncertain uneasy unfriendly unsympathetic upset violent wry

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MLA Guidelines
1. 12pt Times New Roman font. 2. Double- spaced (Home Tab/Paragraph/Line and Paragraph Spacing/2.0) 3. MLA Heading on 1st page only Your FULL Name Instructors Name (Ms. DiDonato) Course Name (American Literature) Date (01 September 2012) 4. Inserted MLA Header on ALL pages: Last Name Page # (Jones 1) Insert/Header/Blank/Type last name/SPACE/ Insert/Page number/current position/plain number Change font to Times New Roman 12 5. 1 Margins (Page Layout) 6. Essay must be given an original title centered WITHOUT gingerbread 7. No spaces between heading/title/paragraph 8. Indent every paragraph (tab) 9. Use academic language- no contractions, slang, clichs, abbreviation etc 10. Do not bold, italicize or underline any portion of your writing other than published works All essays must be followed by an MLA formatted bibliography. Smith 1 Joseph Smith Ms. DiDonato American Literature 01 September 2011 Gatsbys Conflict In the novel

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MLA Format: MLA Works Cited Page

When creating your Works Cited Page, remember to:

Begin the Works Cited on a new page, but number consecutively (i.e., if the last page of your essay is page 3, the Works Cited is page 4) Alphabetize each entry by first letter Underline all titles of books, magazines, films, etc. Put quotation marks around the titles of poems, short stories, and articles Indent the 2nd line, the 3rd line, and all subsequent lines of each citation Double-space all entries...the examples which follow are single-spaced only to save space on this handout Type of citation

Correct citation

Gorman, Elizabeth. Prairie Women. New Haven: Yale University Press, Book (One author) 1986. Caper, Charles and Lawrence T. Teamos. How to Camp. Philadelphia: Doubleday, 1986. Ellis, Doris et.al. History of Japan. New York: Harcourt, Brace and World, Inc., 1989. Allende, Isabel. "Toad's Mouth." Trans. Margaret Sayers Peden. A Hammock beneath the Mangoes: Stories from Latin America. Ed. Thomas Colchie. New York: Plume, 1992. 83-88. Doctorow, E.L. Introduction. Sister Carrie. By Theodore Dreiser. New York: Bantam, 1985. v-xi. Frost, James. "Strawberries in a Field." Perrine's Literature: Structure, Sound,_and Sense. Ed. Thomas R. Arp and Greg Johnson. New York: Heinle and Heinle, 2002. Crane, Stephen. "The Open Boat." Literature Resource Center. Alabama Virtual Library. 12 March 2004.<http://www.avl.lib.al.us>. Book (Two authors) Book (Three or more authors) Book (Single work from an anthology) Introduction, Preface, Foreword, or Afterword Poem

Short Story Online

Cather, Willa. "Paul's Case." Perrine's Literature: Structure, Sound, and Sense. Short Story in an Ed. Thomas R. Arp and Greg Johnson. New York: Heinle and Anthology Heinle, 2002. The Empire Strikes Back. Dir. George Lucas. Perf. Mark Hamill, Harrison Ford, Carrie Fisher. Twentieth Century Fox, 1980. Film

Whitehurst, Daniel, former mayor of Fresno. Personal interview. 5 Mar. Interview (Personal) 2003.

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Cannon, Angie. "Just Saying No to Tests." U.S. News & World Report. Oct. 1999: 34. Cannon, Angie. "Just Saying No to Tests." U.S. News & World Report 18 Oct. 1999: 3. Alabama Virtual Library. Vestavia Hills High School Library, Vestavia Hills, AL. 28 Feb. 2003. <http://www.avl.lib.al.us>. Elliott, Michael. "The Biggest Fish of Them All." Time. 8 March 2003. 11 March 2003. <http://www.time.com/time>.

Magazine Magazine, Online News Subscription Service (Alabama Virtual Library) Online Magazine (Magazine web site)

Newspaper Article, Bradley, Donald. "Is There a Right Way?" Kansas City Star 23 May Online News 1999: 2-4. SIRS Researcher. Alabama Virtual Library.. 28 Feb. Subscription Service 2003. <http://www.avl.lib.al.us/>. (SIRS) Your Health. New York: Modern Woman, 1996. Pamphlet "Karma Chameleon." Northern Exposure. CBS. KCRA, Sacramento. 29 Television or Radio Feb. 2000. (Live) Smith, Greg. "Rhesus Monkeys in the Zoo." No date. Online image. Monkey Picture Gallery. 3 May 2003. <http://monkeys.online.org/rhesus.jpg>. Schrock, Kathleen. "Digital Gadgets." Kathy Schrock's Guide for Educators. 20 February 2002. Discovery Channel. 11 March 2003. <http://school.discovery.com/schrockguide/gadgets.html>. Web page (Personal "Great Gatsby Study Guide." studyguide.org. 5 January 2002. 11 March or Professional) 2003. <http://www.studyguide.org/gatsby_study_guide.htm>. Note: If no title for the page is provided, write Home page (do not underline and do not use quotation marks). The Cinderella Project. Ed. Michael N. Salda. Vers. 1.1.Dec. 1997. De Grummond Children's Lit. Research Collection, University of Web page from a Southern Mississippi. 9 March 2003. university (scholarly <http://wwwonline project) dept.usm.edu/~engdept/cinderella/cinderella.html>. "Langston Hughes Poetry Circles." February 2003. National Council of Web page Teachers of English. 10 March 2003. (Professional <http://www.ncte.org/special/LangstonHughes/>. Organization) Published Photograph

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Analytic Response ~ General Format

1. Assertion Directly answer the question and what you intend to prove, beginning with: In the , written by, the authorINCLUDE a Because 2. Context What background information does the reader need to know, to better understand your quote or evidence? Who is in the scene, what are they doing, where is the setting or when in the text does it occur

3. Quote or example Embed (your words) and cite (last name pg #) your quote Abigail continuously lalala (Miller 10).

4. Commentary: Paraphrase quote or example and the significance to your assertion Connect your quote to assertion; use specific words from the quote to prove your point.

5. Transition & Addition Use transitional word or phrase to introduce your example

6. Context What background information does the reader need to know, to better understand your quote or evidence? Who is in the scene, what are they doing, where is the setting or when in the text does it occur

7. Quote or example Embed (your words) and cite(last name pg #) your quote Abigail continuously lalala (Miller 10).

8. Commentary: Paraphrase quote or example Connect your quote to assertion; use specific words from the quote to prove your point. What does your example reveal overall about your assertionGO BIG! Final lines make a connection to the text as a whole (1-3 sentences): what primary subjects does the quote reflect or contribute to? what does the quote suggest about a characters overall role in the story? Does it develop a comparison or contrast between one character and another? what theme does it suggest? how does the quote develop the primary conflict? what events does the quote foreshadow? how does the quote connect to a previous image or event? 9. Conclusion/Transitional Sentence (for multi-paragraph essays)

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Ideas develop into Theme *Universal Human Experiences* - Experiences or emotions shared by humans across space and time: Love Lust Death Aging Hate Violence Regret Anxiety Happiness Depression Revenge Self-awareness Resiliency Relationships Friendship Redemption Bullying Guilt

*Social Institutions* - Common points of human interaction and organization across cultures Class Structure Race/Racism Prejudice/Discrimination Ethnicity Nationality Religion Morality Loyalty Family Marriage Relationships Gender Roles Government (Law) Education Social Expectations

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THE LITERARY THESIS

Creating a strong literary thesis is essential when writing analytic essays. Essentially, a literary thesis examines how an author advances a theme or message through literary elements The order which the elements or ideas are presented in the thesis should be the same order in which they are discussed in the essay. A literary thesis must include: The title of the novel, essay, poem, or drama The authors last name An argument about an authors intention, message, or theme Relevant literary, poetic, dramatic, or rhetorical elements

In the (title of work), (author) (A) the (B) of (C) through (D, D, and D). B A C
Reveals Exposes Describes Depicts Illustrates Portrays Attacks Critiques Challenges Comments on Discusses Explores Suggests Explains Danger(s) Hypocrisy Collapse Stability (adj) nature (adj) effect(s) Creation Construction Decay Faults (nouns) role in Purpose Social Institutions Love Lust Death Aging Hate Violence Regret Anxiety Happiness Depression Revenge Self-awareness Resiliency Relationships Friendship Redemption Bullying Guilt Universal Human Experiences Class Structure Race/Racism Prejudice/Discrimination Ethnicity Nationality Religion Morality Loyalty Family Marriage Relationships Gender Roles Government (Law) Education Social Expectations

D
Major Elements Plot Conflict Characterization Setting Point of view Style Etc

Supporting Elements Allusion Motif Irony Symbolism Figurative Language

Example with 3 elements In the novel The Scarlet Letter, Hawthorne exposes the hypocrisy of religion through style, setting, and characterization.

Example with 1 element In the novel Crime and Punishment, Dostoevsky depicts the creation and development of guilt through his characterization of Raskolnikov.

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3 Types of Embedding

Type 1: Basic Embedding Use an introductory phrase, followed by a comma When Hale asks how many people she saw with the Devil, Tituba replies, There was four. There was four (25). **Make sure there is a legitimate introductory phrase before the comma. **Notice that the first word of the quotation is capitalized. **Make sure the quote makes sense and flows.

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Type 2: Paraphrase Embedding Add a colon to your own sentence. When Hale asks how many people she saw with the Devil, Tituba confesses to witchcraft: There was four. There was four (25). **Make sure there is a complete sentence before the colon. **Notice that the first word of the quotation is capitalized. **Make sure the quote makes sense and flows.

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Type 3: Advanced Embedding Incorporate the quotation into your sentence directly When Hale asks how many people she saw with the Devil, Titubas assertion that there was four(25) reveals her willingness to lie in order to save herself. **Notice that the first word of the quotation is NOT capitalized. **Make sure the quote flows with your own words.

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Formal Language Conventions

1. Although you may write in the 1st person (I, me) when writing in persuasive, informational, or narrative modes, always write in the 3rd person when analyzing literature. Incorrect Correct I think Fitzgerald continually emphasizes the Fitzgerald continually emphasizes the importance of importance of money. money. 2. Write in the present tense when discussing a piece of literature and its author. Incorrect Correct Shakespeare revealed Hamlets anxiety through his Shakespeare reveals Hamlets anxiety through his soliloquies. soliloquies. Holden often spoke to complete strangers, proving Holden often speaks to complete strangers, proving he was lonely. he is lonely. 3. Do not use contractions (dont, couldve, shouldve). Incorrect Othello doesnt recognize his lack of power.

Correct Othello does not recognize his lack of power.

4. Colloquial speech just aint gonna fly. Colloquialisms are informal words or phrases used in conversation that are inappropriate in a formal composition. Incorrect Correct Well, Dimmesdale acts like an idiot and this kinda Dimmesdales actions are foolish and lead to his makes him freak out. anxiety. 5. Titles of novels, plays, book-length poems, films, and newspapers must be underlined or italicized. Short stories, news articles, and essays must be identified by quotation marks. Incorrect Correct A Tale of Two Cities is Dickens best selling novel. A Tale of Two Cities is Dickens best selling novel. Hemingways best short story is 12 Indians. Hemingways best short story is 12 Indians. The article, entitled High School Student Completes The article, entitled High School Student Completes Anna Karenina, appeared yesterday in The New Anna Karenina, appeared yesterday in The New York Times. York Times. 6. When discussing an author, use his or her last name only. It is unacceptable to say the author when you know the authors name. First names are also inappropriate, unless you use an authors first and last name together in the opening paragraph of an essay. Incorrect Correct Nathaniel comments on Puritan society throughout Hawthorne comments on Puritan society throughout The Scarlet Letter. The Scarlet Letter The authors diction emphasizes his attitude Faulkners diction emphasizes his attitude regarding southern culture. regarding southern culture.

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7. Beware of graveyard wordswords that detract from the strength and quality of your writing because they are overused and lack specific meaning; use a thesaurus to help you think of unique and interesting ways to replace them. Graveyard Words: Good positive, strong, meaningful, delightful, pleasant, affable, accomplished, superior, respectable, beneficial, advantageous, obedient, satisfactory Bad appalling, horrific, corrupt, immoral, mischievous, unruly, wayward, unhealthy, injurious, remorseful, repentant, guilty A lot numerous, several, a majority, countless, masses A little few, a minority, occasional Like (only use it when making a comparison) similar, comparable, analogous, parallel, corresponding, equivalent, resemble Totally completely, entirely, absolutely, wholly, thoroughly, utterly, outright Nice enjoyable, agreeable, pleasant, amiable, congenial, affable, expensive, luxurious, posh Get/Gotten use the real verb (got up = awoke, got there=arrived) Kind of / Sort of rather, somewhat, quite, marginally Alright satisfactory, reasonable, adequate, suitable, fitting, acceptable Many numerous, several, a majority, countless, various Really/Very extremely, tremendously, enormously, exceedingly, exceptionally, particularly Basically essentially, effectively, fundamentally, largely Weird eccentric, bizarre, peculiar, unusual, idiosyncratic

8. Good writers make their points clearly and in as few words as possible. They still write the required one page, but their one page holds more information and analysis more substance because they conserve and carefully select their words. Incorrect The fact is that Seymour is always talking with children and discussing things with them. It is not often very true that they have come out victorious. Correct Seymour continually engages children in conversation. They rarely win.

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Microsoft Word: Proofing Options

Go to file tab on left of task bar Click options at bottom left Click proofing

When correcting spelling and grammar in word

Check all boxes Change Writing Style from Grammar Only to Grammar & Style Make sure you check off Show readability Statistics This application tells you what grade level your essay is written on. Go to Setting Check off appropriate boxes you would like to check for Personal favorite: Use of 1st person

After you complete these step re-do spell check by hitting the F7 tab. Make sure you read through the corrections before blindly choosing to change them. Give your final essay a read through to ensure you have corrected all mistakes.

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5 paragraph ESSAY
The Formula
Paragraph 1: Introduction Funnel it _____ Define _____Narrow _____Antithesis _____ Thesis with a Because or rationale Paragraph 2: Body Paragraph _____Topic Sentence must directly relate to thesis _____2 specific points that prove your topic sentence and tie back to your thesis _____Conclusion/Transition Sentence Paragraph 3: Body Paragraph _____Topic Sentence must directly relate to thesis _____2 specific points that prove your topic sentence and tie back to your thesis _____Conclusion/Transition Sentence Paragraph 4: Body Paragraph _____Topic Sentence must directly relate to thesis _____2 specific points that prove your topic sentence and tie back to your thesis _____Conclusion Sentence Paragraph 5: Conclusion Paragraph _____Disprove Anti-thesis _____ Revisit exemplary point _____Go BIG: Connect to current day, current issues, importance of thesis for the reader, What if the antithesis was the consensus?

**REMEMBER**
_____ At least 6 sentences per body paragraph _____ Do not define what you think the topic means- agree or disagree and then back it up! _____ In essence this is a persuasive essayare you persuasive? _____ Each paragraph should draw from a different school of thought or school of life _____ No Contractions _____ No Slang _____ No Abbreviations _____ Limit, really limit, first person _____ Do not talk to the reader, you should who specifically is the you _____ Ensure Legibility _____ This is not about YOUit is about the many schools of thought that you comprehend _____ Command of Language: Grammar and Spelling o _____ Use same tense for verbs o _____Vary the transitions you use o _____ Few flashes of impressive vocabulary sets you apart o _____ Dark punctuation o _____ Homophones o _____ Watch redundancy and repetition

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5 Paragraph Essay Brainstorming

Directions: Decide how logically organize your argument. What SCHOOL logically supports your argument? Each body paragraph should focus on one topic. In each box, identify the topic and list 2 specific example to support your argument. Examples can be antidotes, fact/data, people/places, hypothetical situations etc Brainstorm for four body paragraphs; keep the best three. Re-write thesis to better synthesize your arguments. Topic1 and evidence Topic 2 and evidence

Schools of Life: Schools of Thought: Literature History Professional Art Schools of Time: Science Past Economy

Thesis

Education Personal

Present Future

Safety Philosophy Politics

Topic 3 and Evidence

Topic 4 and Evidence

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Funneled Introduction
BROAD- Start broad with a basic definition or example pulled from the prompt. NARROW- Statement that develops your topic further and introduces your subject matter Look back to the prompt for an additional part to explain/define. ANTITHESIS- Explain how or why the antithesis is an invalid argument while tying in your three main points. THESIS-End your introduction with your complete thesis that explains your position. Include a because or rationale Prompt: Should people who witness discrimination stand up to oppose it? Example: Discrimination is the act of judging others based on a difference in appearance, class or beliefs. Those who participate in prejudice behavior should be stopped. Although some may argue that vocally opposing racism, sexism, classism is dangerous; it is a far greater tragedy to ignore it. Those who witness discrimination must oppose it in order to promote equality throughout the world.

Conclusions
Disprove your antithesis In one or two sentences remind your reader of your most vivid point. Then make sure you answer the "so what?" question in this paragraph. Why is your thesis important? Mentally ask a WHAT IF questionAnswer it in your conclusion. What if no one wore helmets? What relevance does it have to the life and world of your reader? Try to conclude with force and power and some idea of why your point is important or compelling.
Prompt: Should the government force people to wear helmets? Example: Although some may argue that forcing people to wear helmets goes against our personal freedoms, helmets protect a humans quality of life. That is the sole purpose of instituting laws. Imagine if little Timmy had a helmet on when he was hit by the truck; his mother may not have to spend Christmas in the ICU. If the government fails to institute this law, every child could fall victim and suffer. Without a law that enforces helmet use, people will lack freedom and happiness; the lives of our loved ones will be in danger.

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Discussion Stems
Expressing an Opinion Predicting I think/believe that . . . I guess/predict/imagine that . . . It seems to me that . . . Based on . . ., I infer that . . . In my opinion . . . I hypothesize that . . . Asking for Clarification Paraphrasing What do you mean? So you are saying that . . . Will you explain that again? In other words, you think . . . I have a question about that. What I hear you saying is . . . Soliciting a Response Acknowledging Ideas What do you think? My idea is similar to/related to We havent heard from you yet. ____s idea. (Kinsella/Feldman, 1/06) Do you agree? I agree with (a person) that . . . What answer did you get? My idea builds upon ____s idea. Reporting a Partners Idea Reporting a Groups Idea ____ indicated that . . . We decided/agreed that . . . ____ pointed out to me that . . . We concluded that . . . ____ emphasized that . . . Our group sees it differently. ____ concluded that . . . We had a different approach. Disagreeing Offering a Suggestion I dont agree with you because . . . Maybe we could . . . I got a different answer than you. What if we . . . I see it another way. Heres something we might try. Affirming Holding the Floor Thats an interesting idea. As I was saying, . . . I hadnt thought of that. If I could finish my thought . . . I see what you mean. What I was trying to say was . . . Expressing Agreement & Building Upon an Idea: My idea is similar to/related to _____s idea. My idea builds upon _____s idea. I agree with _____s perspective. I also think that . . . As _____already pointed out, it seems like . . . _____ already mentioned . . ., but I would like to add that . . . Expressing Polite Disagreement & Providing Reasons: I dont entirely agree with _____ that . . . My opinion/experience/perspective is different than _____s. My idea is slightly different than _____s.

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LITERARY TERMS DEFINITIONS A

1. Allegory- is extending a metaphor through an entire speech or passage. A description of one thing under the image of another. 2. Alliteration- recurrence of an initial consonant sound, but now sometimes used of vowel sounds as well (where it overlaps with Assonance) 3. Allusion- an indirect reference, a casual mention. 4. Ambiguity- leaves the reader with an unclear picture of truth. Having two or more possible meanings. 6. Amplificatio- rhetorical device used to expand a simple statement. Matter, details etc. Added to a statement. 10. Analogy- reasoning or arguing from parallels cases. Similarity in some respects to things that are usually unlike. 11. Anaphora- repetition of the same word at the beginning of successive clauses. E.g.-"Why so didst thou/Why, so didst thou" 13. Anecdote- a short, entertaining account of some happening, usually personal or biographical. 14. Antagonist- a person who opposes or competes with another 19. Antithesis- a contrast or opposition of thoughts, usually in two phrases, clauses or sentences. Conjoining contrasting ideas. E.g. "Man proposes, God disposes." 22. Aphorism- a point is made short by the concise statement of a principle. A short pointed sentence expressing a wise or clever observation or a general truth. 23. Apology- a formal spoken or written defense of some idea, religion or philosophy. An acknowledgment of some fault, with the expression of regret, usually used when looking for pardon.

B
27. Bathos- the emotional appeal that sometimes, intentionally or not, evokes laughter. 28. Bildungsroman- a novel that details the maturation, the psychological development and moral education of the principal character.

C
31. Cacophony- harsh, jarring sound; dissonance. 32. Carnivalesque- could be a revealing time of revelry, festivities, and merrymaking. Describes a spirit of carnival in literature, marked by fun, attention to the body, defiance of authority, variety and play. 35. Chiasmus- the ABBA pattern of mirror inversion. X. This technique usually exhausts the possibility of arguments. 37. Climax- mounting by degrees through linked words or phrases, usually of increasing weight and in parallel construction. A rhetorical series of ideas images, etc. arranged progressively so that the most forceful is last. 38. Conflict- to fight, battle or contend. To be antagonistic, incompatible, or contradictory. 39. Crisis- a turning point in the course of anything. Decisive and crucial time, stage or event. A time of great danger or trouble, often one that threatens to result in unpleasant consequences.

D
40. Dead Metaphor- Many abstract terms are dead metaphors. A figure of speech used for so long that it is taken its denotative sense only, without the conscious comparison to a physical object it once conveyed. Could be the use of heart in Mary Prince. 43. Digression- a tale or interpolated anecdote, which amplifies some point. A wandering from the main subject in talking or writing.

E
48. Epiphany- a moment of sudden intuitive understanding; flash of insight. 51. Ethos- the character of the speaker or writer as reflected in speech or writing; the quality set of emotions that a speaker or writer enacts in order to effect an audience. Calmer emotions.

F
52. Figurative language- representing by means of a figure, symbol, or likeness. Sometimes considered metaphoric. 53. Foil- Any person who through contrast emphasizes the distinctive characteristics of another. 54. Foreshadowing- to indicate or suggest beforehand.

G
55. Grotesque- characterized by distortions in appearance, shape or manner. Bizarre, incongruous, ugly, unnatural, fantastic, abnormal. Used to talk about certain characters, writing or subject matter. Outgrowth of interest in irrational, distrust in cosmic order, and frustration with human kind. The merging of comic and tragedy. Physically or spiritually deformed and perform abnormal action. E.g. Human beings as animals.

H
58. Hyperbole- exaggerated for effect and not meant to be taken literally. 59. Hypophora- asking questions and then immediately answering them.

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I
60. Icon- an image, figure, representation of something else. Painting resemblance by imagery. 61. Imagery- metal images that are produced by memory. Using something to represent something else, a symbol, an emblem. 62. Irony- a method of humorous and sarcastic expression in which the intended meaning of the words is directly opposite from what is meant. Speaking in mockery.

L
64. Logos- using logical analysis 65. Lyric- songlike, a poem in which it expresses the poet's emotions.

M
66. Magical realism- 20th century, depicts fantastic or magical characters or occurrences in an otherwise realistic presentation. 67. Malapropism- vulgar error in an attempt to seem learned; not, properly speaking. Ludicrous misuse of words. 68. Metaphor- changing a word from its literal meaning to one not properly applicable but analogous to it. Contains an implied comparison. 71. Mood- a characteristic of a verb that contains the speaker's attitude toward the action expressed.

N
73. Narrator- the person who relates the story or the account.

O
74. Onomatopoeia- formation of a word by imitating the natural sound associated with the object or action involved. 75. Oxymoron- opposite terms that are combined into the same word.

P
76. Paradox- a statement that is opposite to common belief. Statement that seems unbelievable, but may hold some truth. Also a statement that is self-contradictory. 77. Pathetic fallacy- the attribution of human feelings to inanimate things. E.G. "the angry sea." 78. Pathos- the quality in something that experienced or observed which arouses feeling of pity or sorrow. 81. Personification- a thing, quality or idea is represented as a person.

S
84. Sarcasm- a taunting, sneering, cutting remark, usually ironic. 86. Subjectivity- of, affected by or produced by the mind, or the particular state of mind. 87. Symbolism- the representation of things by use of symbols. 88. Synecdoche- understanding one thing with another; substitution of part for whole. An individual for a class, E.g.- "All hands on deck."

T
90. Tenor and vehicle- in a metaphor, tenor is the thing that is being described figuratively; the vehicle is the word whose usual meaning is applied in a figurative way, nonliteral way to the tenor. E.g. "all the world's (tenor) a stage (vehicle)." 91. Tone- a manner of speaking that shows certain attitudes of the writer, consisting in choice of words and phrasing etc.

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Grade 11 Academic Vocabulary

Vocabulary Workshop Level E

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

RP1 Unit 1 adulterate dour insidious stolid ambidextrous fortitude intimation tentative augment gape opulent unkempt bereft gibe pliable verbatim deploy guise reiterate warily

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

RP2 Unit 2 adroit cursory holocaust nostalgia amicable duplicity impervious quintessence averse extol impetus retrogress belligerent feasible jeopardy scrutinize benevolent grimace meticulous tepid

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

RP3 Unit 3 adversary culinary harass precedent alienate delete inclement punitive artifice demise muse redress coerce exhilarate negligible sojourn craven fallow perpetuate urbane

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

RP4 Unit 4 affiliated converge invulnerable scrupulous ascertain disperse malevolent skulk attainment esteem nonchalant supercilious bequeath expunge omniscient uncanny cogent finite panacea venial

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

RP5 Unit 5 altruistic dearth indomitable repose assent diffident infallible temerity benefactor discrepancy plod truculent chivalrous embark pungent unfeigned clemency facile remiss virulent

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

RP6 Unit 6 accede explicit officious solace brandish extirpate ominous stately comprise inopportune pinnacle supple deft ironic premeditated suppress destitute musty rampant venal