Reference to John Russell's 300 years hence

here - just an FYI

Link to Sample Grading Grid

HERE

MLA Citation

HERE

and

HERE

Class Agenda 10.6

1. Quiz: What characters in the novel are we supposed to have pity for? Which ones we are supposed to dislike? Which are we supposed to identify with?

2. Peer Review

1. FIRST: Write down the questions you have about your paper and what challenges you faced writing it. Write down what you think you need attention to from your classmates.

2. THEN: Read the first paragraph out loud to your group. Your classmates will be listening and reading along for the THESIS STATEMENT.

3. THEN: Read the topic sentences of the paragraphs that follow. Your class mates will be listening and reading along to see if they support the thesis statement or relate to the thesis statement.

4. THEN: Have your team quietly read the paper in whole. When they're BOTH done, they will: describe whether or not they believe the paper responds to the assignment's MAIN goal(s); they will point to at least one idea they found interesting; and ask questions to the author about aspects of the paper that confused them or moments they want more information from.

5. THEN: the team will review the questions and concerns the author wrote down and respond to them.

6. THEN: When offering suggestions, take the 'what if' approach. "What if you changed this..." "What if you added more here..."

7. FINALLY: the team will offer the author the most creative title for the paper they can think of, based on the draft so far.

3.  BLOG Roll

Jorge
Johnny
Gerald
Jeeylan
Jason
Ed

4. The novel: What is this about? 


4. 

sample sentence with direct quote

When Miller writes about the "ugly and offensive beast in the dark places," he is explaining to us, at a minimum, that the emotional mood swings of every person implies they are imperfect (9). {continue with more sentences that explain the possible meanings of the quote}

Blog #4

For this blog you will practice 'close-reading' of a passage from the text (see Class Agenda for 10.1). Then you will connect the passage you wrote about it to the larger issues of the book, and end the blog by directly quoting from another passage in the book that you feel captures one of those larger issues. Be sure to try and explain the relationship between the two passages you quoted from.

Class Agenda 10.1

1. Look at a passage from the The Destruction of New York together.

2. Break down into groups to look at passages assigned by professor. Practice 'close-reading' of a passage and prepare for blog #4.

a. Read the passage in question together.
b. Identify what is happening in the passage and how it fits into the plot of the story.
c. Explain how the passage communicates knowledge about the characters involved in the passage.
d. Identify a word or phrase that you think captures one of the 'main ideas' of the passage.
e. IN WRITING: After summarizing what the passage says and how it fits into character development, interpret the word or phrase you selected and explain its significance.
f. Prepare to connect this passage to whatever 'big ideas' you think the novel is addressing.

3. Revise your writing for your 4th blog assignment.