Things Fall Apart: January 2012

Tuesday, January 31, 2012

Quatey, Zach, Nikki, Hunter

Thursday, January 26, 2012

Grading Rubric for "Compare/Contrast Writing Test"

Introduction (10 pts)
Level One / 0 pts: - Does not introduce main similarity/difference to be explained in upcoming
paragraphs
- Does not end with thesis

Level Two / 1-5 pts: - Introduces main similarity/difference but does it in a vague, broad manner
- Has a thesis that is just a summary and not an analysis

Level Three / 6-10 pts - Introduces main similarity/difference in a clear manner
- Has a thesis that is an analysis

Compare/Contrast Paragraphs (40 pts)
Level One / 0 pts: - Does not point out a main comparison or main difference in each paragraph

Level Two / 1-20 pts: - The main comparison and main difference pointed out are not significant but at
least established.

Level Three / 21-40 pts: - The main comparison and main difference are essential, significant points to
the analysis of the essay

Analysis Paragraph (30 pts)
Level One / 0 pts: - There is no analysis provided

Level Two / 1-20 pts: - The analysis provided is too obvious or too much of a summary.

Level Three / 21-30 pts: - The analysis provides a deep insight into the prompt. Based off of the
comparison/contrast paragraphs

Conclusion Paragraph (10 pts)
Level One / 0 pts: - There is no conclusion provided

Level Two / 1-5 pts: - Conclusion just summarizes the writing above. Does not provide a lasting
statement or explain significance of essay.

Level Three / 6-10 pts - Conclusion provides a lasting statement and explains the significance of paper.

Formal Tone (10 pts)
Level One / 0 pts: - Too many grammatical mistakes/ unreadable. Too conversational.

Level Two / 1-5 pts: - A large amount of grammatical mistakes but still readable. Some uses of informal
phrases and words.

Level Three / 5-10 pts: - Little to no mistakes. Tone is professional.

Thursday, January 19, 2012

Wednesday, January 18, 2012

Summarizing, Moralizing, Analyzing

Time to practice! ANALYZE THIS POEM! Leave a comment of 5-7 sentences that ANALYZES the poem. Afterwards, read your classmate's comments and reply to the ones that summarizes/moralizes instead of analyzing.

"On Wiesel’s Night"

I cannot teach this book. Instead,
I drop copies on their desks,
like bombs on sleeping towns,
and let them read. So do I, again.
The stench rises from the page
and chokes my throat.
The ghosts of burning babies
haunt my eyes.
And that bouncing baton,
that pointer of Death,
stabs me in the heart
as it sends his mother
to the blackening sky.
Nothing is destroyed
the laws of science say,
only changed.
The millions transformed into
precious smoke ride the wind
to fill our lungs and hearts
with their cries.

No, I cannot teach this book.
I simply want the words
to burn their comfortable souls
and leave them scarred for life.

by Thomas E. Thorton

Tuesday, January 17, 2012

The Power of Words: Figurative Language

How much power do you think your words hold? After commemorating the life of Dr. Martin Luther King, Jr. yesterday, we will focus today on an aspect of his life in which he excelled: giving powerful, life-changing speeches.

The greatest speakers throughout history have used a combination of vocabulary, sentence structure, grammar, and - for today's lesson - figurative language to move their listeners to action. We've already seen powerful examples of figurative language in our book, and we'll look at some real-examples today.

TODAY'S LESSON

1. Your first task is to refresh in your mind the major types of figurative language. Do that by going to the link below:

FIGURATIVE LANGUAGE

2. Second, in your books, read Eli Wiesel's Nobel Prize acceptance speech. Note the figurative language he uses in his speech. Leave comments that give an example of figurative language he used and explains them. (I have left an example)

WIESEL'S SPEECH

3. Look for the following types of figurative language.
1. Metaphor
2. Simile
3. Imagery
4. Symbolism
5. Personification
6. Hyperbole
7. Imagery

Thursday, January 12, 2012

The Death of the Soul

de·hu·man·ize - to deprive of human qualities or attributes; divest of individuality

What is that makes us human? Makes us different than an animal? In other words, what qualities separates us and makes us more unique than any other creature on earth?

Wednesday, January 11, 2012

Quick Example

INFORMAL

I think that Elie Wiesel's book is super good and interesting so far. I like how real everything is. It's like you are there and everything. The way the Germans are so mean is crazy. I just can't believe anyone can be mean like that.

FORMAL

Elie Wiesel's book contains fascinating insight into the life of a persecuted Jew. The realism in his account is haunting and - at times - truly troubling to read. Simply imagining the torture experienced by such a young teenager can be overwhelming. The cruelty of some of the Germans in the book makes one question the existence of any good in the universe.

Informal vs Formal Writing

We're not focusing on WHAT you say at the moment; rather, we're concentrating today on HOW you say it. Despite the strength or weakness of your opinion, you can still relate it in a INTELLIGENT, FORMAL manner. Do not be so lazy or casual in your tone. If you don't continually practice your formal writing every opportunity we have in class, then how can you ever improve?

Read the information on the link below and leave a comment (with your name) that compares and contrast the difference between FORMAL and INFORMAL writing. (Hint: TRY TO USE A FORMAL TONE)

INFORMAL VS FORMAL

Consider these questions in your comment:

1. What makes a piece of writing formal or informal?
2. What are some obvious "no-no's" of informal writing that we can avoid?
3. How can we turn informal writing into formal writing?