Hello students! I hope everyone is having a fun and safe Spring Break. Here is the synopsis of Friday's class regarding the outline for paper 2 if you choose to do one. Please bring your papers to class on Wednesday for the writer's workshop. I will hand out an MLA citation sheet during Monday's lecture -- it includes citation examples for everything. If you have any questions, please contact me.

RD

Outline for Papers

1. Introduction and thesis – what will you be writing about and why? Why is anyone interested in reading this – what are you trying to convince them? Make it interesting. When you make your thesis statement, support your “argument.” Don’t just make a statement and then walk away.
2. Body of your paper: Start with a topic sentence. Try having each paragraph or so address one of the questions in the “Prompts” for paper 2. Turn the question into a statement and then give your opinion, then support it with text or LiterActive. Conclude each paragraph – or move on to another topic in your next paragraph.
3. Conclusion -- go back to your intro paragraph and thesis statement and read it. Did you support what you said? OK, now write a conclusion that strengthens your thesis – it “concludes” your paper – that last punch you give your reader – something to think about – don’t be cliché, don’t give a speech, be clear, brief, simple, but MAKE A POINT (and don’t … trail …… off ….)

COLONIALISM ... then and now

On Friday, March 19, (after our test), we will be talking about Characterization and Colonialism and how we can relate that to "Everyday Use" and today. Review the story and see if you can characterize Maggie and Dee and then we'll talk about colonialism -- what it is and how we can find it in the story.

RD

Hello students,
Just a heads-up that there will be a 25-question test on Friday that will cover all of the stories we have read so far .... up to and including "Everyday Use." If you have kept up with the reading, the test will be simple. Please make sure you are in class on Friday; the test will count as three quizzes. Also tomorrow, Dan Mortenson will be handing out Paper Assignment No. 2.
See you then,
RD

Hello students,

Please read "Mrs. Dutta Writes a Letter" and "Everyday Use" for Monday's lecture. Give yourself time to read these, as they are more than several pages long. Also, reread my notes on the blog on notetaking and jot things down. Be prepared to discuss elements of the story.

Dan Mortenson will be teaching class on Wednesday, but I will be there. Your final, revised paper no. 1 will be collected on Wednesday -- PLEASE REREAD the late paper policy. If you are unable to hand your paper in on Wednesday, you MUST let me know before then IN WRITING. Late papers will not be accepted.

Please contact me with any questions, comments.
RD

"A Rose for Emily" by William Faulkner

HOMEWORK: to be posted before Wednesday, March 10.

How does society feel about Emily? What is expected of Emily by the townspeople? Why do they feel this way and what proof is there in the text? Make sure to include at least one quote from the text with the page number.

Start a dialogue. If you do not understand something or if you find that Emily's dilemma is perplexing, address your classmates and see what they think.

Also: Read "Sonny's Blues" for Monday's lecture. We will be wrapping up Emily on Wednesday and then we will segue into "Sonny's Blues."

HOW TO WRITE A DEVELOPED PARAGRAPH

A Brief Synopsis of Friday's Class

•Step 1. Decide on a controlling idea and create a topic sentence

Paragraph development begins with the formulation of the controlling idea. This controls the paragraph development. Often, it will appear in the form of a topic sentence. In some cases, you may need more than one sentence to express a paragraph's controlling idea.

•Step 2. Explain the controlling idea

Paragraph development continues with an expression of the rationale or the explanation that the writer gives for how the reader should interpret the information presented in the idea statement or topic sentence of the paragraph. The writer explains his/her thinking about the main topic, idea, or focus of the paragraph.

•Step 3. Give an example (or multiple examples)
Paragraph development progresses with the expression of some type of support or evidence for the idea and the explanation that came before it. The example serves as a sign or representation of the relationship established in the idea and explanation portions of the paragraph.

•Step 4. Explain the example(s)
Next, explain your example(s) and relevance to the topic. Show the reader why you chose to use the example(s) as evidence to support the major claim, or focus, in the paragraph.
NONE of your examples should be left unexplained. You may be able to explain the relationship between the example and the topic sentence in the same sentence.

•Step 5. Complete the paragraph's idea or transition into the next paragraph

The final sentence should tie up the loose ends of the paragraph and remind the reader of the relevance of the information in this paragraph to the main idea of the paper. Or you can simply transition your reader to the next development that will be in the next paragraph. Basically, come to a “mini-conclusion” that will allow you to move on to your next paragraph – which will either continue along that vein – or it will introduce a new topic sentence.

NOTE: You can repeat steps 3 and 4 as needed in the paragraph -- until the main idea has been developed. An "average" paragraph will be seven or eight sentences. Remember that it is difficult to hold the reader's attention in a long paragraph -- you shouldn't need many more sentences than that to make your point - as long as your sentences are strong.

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