Using Literary Elements to Compare Stories

Put your examples of three different literary elements that occur in both stories (as a comparison) as comments to this post. Each student in the group is responsible for a single example.

Remember to make your comparison based on, for example, how effective it is (you may decide that each story uses the element equally effectively but be sure to explain why you think that).

Persuasive Essay Assignment

Copy your essay here as a comment and please finish before class begins next Wednesday. Remember this is a first draft; however, I expect a full, 500 word draft. Be sure to design your essay based on the example given to you in class: "Addicted to Oil?"

Writing Comparison Paragraphs-Student Feedback

I have the impression that students found the in-class write challenging today.

Please write a short comment on what you found difficult (and anything you found easy) while doing the writing on Friday. Do you have any suggestions to help you improve your writing in the future?

Write your comment before coming to class next Wednesday. Please also read the handout, Developing a Media Education Language: From Persuasive Techniques to Analytical Tools. Have a safe and happy Halloween and stay dry . . .

The Week Behind; The Week Ahead

Last week’s paragraphs were a mixed bag: some better than others. The major problems are not (in most cases) grammar or spelling related. They are, instead, related to communicating clearly your thoughts on a complex piece of work and on your overall comprehension. Some students got bogged down in the “correct” answers (no doubt influenced by my teaching and secondary sources). Others showed more original thinking. To do well, do your own thinking.

Some of you are giving a “signal” before quoting the text and then going on to explain the significance of your quote. If you are, congratulations! I expect a ratio of at least 2 to 1 of original content to quote. Thus, if you quote 20 words, your signal (introduction to) and explanation (after the quote is used) ought to be 40 words or so.

Overquoting makes it harder to pick out your thoughts from those of the writing to which you refer. I also encourage those of you who paraphrase well, especially for factual matters that are not important to quote. Beware the tendency to tell me what a quote says and then hitting me with a quote that says the exact same thing! I’m much more interested in why you’ve chosen it, actually.

 Another area students could improve on is reading the question carefully. When I asked about a character and then specified that you look at “two actions” and what each one shows, some of you responded only to the beginning of the question, thus avoiding the requirements! 

 

This week, we’ll be looking closely at our current story, using a specific way of reading a text: writing annotations. We will also be working in groups to compare our annotated versions.

 I’ll be giving out some resources for writing good comparison/contrast paragraphs as Friday’s class will be more challenging than usual: writing paragraphs that compare and contrast stories we've studied.

After the break on Friday, I will give you a media-based assignment and resources to help you complete it. Your work will be posted to the blog. Since the American election will occur between our Friday and Wednesday classes, the media will be abuzz with information that we can discuss on November 5. It should be interesting!

Blogging Journal Questions for "The Heyday of the Blood"

Please answer one of the following questions for the story, "The Heyday of the Blood." Make your answer a comment to this post. Write about 125 and 175 words; provide your word count at the bottom of your paragraph(s).

If you have answered one of the questions before, you must choose a different one! Please finish your work by 6:00 p.m. on Tuesday, October 28.

1. Write about something you learned from the reading.

2. Write about something that surprised you, angered you, delighted you, or evoked any strong reaction as you were reading. Write about anything that stays on your mind after reading.

3. Write about the most effective things you notice in the writing.

4. What does the work mean and why do you think that?

5. Write about something in this work that reminds you of someone you know or of something that has happened in your life.

Blogging Journal Questions for "The Summer of the Beautiful White Horse"

Please answer one of the following questions for the story, "The Summer of the Beautiful White Horse." Make your answer a comment to this post. Write between 125 and 175 words; provide your word count at the bottom of your paragraph(s). Please finish your work by 6:00 p.m. on Tuesday, October 21. If you have answered one of the questions before, you must choose a different one!

1. Write about an idea expressed in the writing (or in class) which you either agree or disagree with.

2. Explore a social or ethical issue raised in the story. Judge the behaviour of the characters or the views of the author. Are they right or wrong in your opinion?

3. Tell about how you feel toward this writing or its author and why.

4. Does this work confront or confirm your personal beliefs? Explain.

5. Describe your feelings as you read the story and what sort of experience you had.

Marking the Biographies: A Teacher's Commentary

Marking your biographies was an interesting and humbling experience. The lives of the varied (diverse is the Ministry of Education term) students made me feel that I'd led a rather boring, provincial life here in Canada.

I appreciated all your work getting the facts and details straight and was struck by the empathy (yes Bray's word) shown to others in the writing. Some of you have a clear "voice" in writing already; others are working on it.

One problem was the number of "corrections" I needed to do. If you are one of the few students who wrote virtually error-free prose I thank you! I know that some errors are unavoidable due to your being unable to see them in the writing but do wish to see fewer in future assignments. I'd much rather spend my time framing a useful comment. The way I look at it is the more correcting I'm doing for you, the less time and energy I have to comment on the more interesting stylistic and organizational aspects of your writing.

A number of you did not present your work as requested (in 12 point font and double spaced) and made my life difficult trying to make corrections and fit in my comments. Next time I've decided to not mark anything that is not presented correctly. You've used your one free pass guys!

Please be aware of the meaning of the marking system I am using so that you can better judge your result. I used the rubric to guide me and often used it to provide a comment. Remember also that the letter grade, "A," should mean that a student exceeds expectations in all areas. Since English is a skill-based course rather than one that tests a certain content, it is more difficult to demonstrate excellence. 

Build on this experience and use it to get better. My final judgements on your overall performance are not made until January of next year. You have plenty of time to improve!

Blogging Journal Questions for "The Possibility of Evil"

Please answer one of the following questions for the story, "The Possibility of Evil." Make your answer as a comment to this post. Write between 100 and 150 words; provide your word count at the bottom of your paragraph(s). Please finish your work by 6:00 p.m. on Tuesday, October 14.

1. Tell how you feel toward this work or this author, and why.

2. Write about any difficulties or frustrations involved in reading this work.

3. Write about the way this work confirms or confronts your beliefs.

4. Write about something in this work that reminds you of someone you know or of something that has happened in your life.

5. Write about what is effective in the way the work is written.