RHETORICAL DEVICES

https://goo.gl/forms/hYO8QhxIuWGf68nz1

PART TWO: https://goo.gl/forms/I3iR2TQyUWQg4llr2

LITERARY RESEARCH ESSAY - SAMPLE LEVEL 4

LITERARY RESEARCH ESSAY - SAMPLE LEVEL 3

LITERARY RESEARCH ESSAY - SAMPLE LEVEL 2

LITERARY RESEARCH ESSAY - SAMPLE LEVEL 1

CULMINATING - DIGITAL COPY

You may choose to download a copy of this worksheet, fill, and print.  Please bring to class on the day of your presentation.  If you do complete the digital copy, please also share it with me or email it to me as an attachment.  Thank you.

https://docs.google.com/document/d/1znT5Bl_cT08FMB1m9fJMQ9MELovt2_dBjH9lkHYUCJ8/edit?usp=sharing

TUESDAY - JUNE 12
Zeba
Aakif
Suweththa
Aruchana
Sarangi

THURSDAY - JUNE 14
Group 1:
Sujee
Akib
Tehreen
Sara
Abdullah

Group 2:
Amanda
Katelyn
Nameera
Amina
Alfia

FRIDAY - JUNE 15
Group 1:
Joelle
Harishvar
Aastha
Ragulan

Group 2:
Chandanie
Nassila
Nidhi
Calvin
Jerushan
Kirijan

Literary Research Essay - PLEASE COMPLETE FORM

FOUR YOUR TOPIC SENTENCES: https://goo.gl/forms/4FEkQfPAcb6UAOm93

FOR YOUR RESEARCH SOURCES: https://goo.gl/forms/WC8GI5UunEr7C7lx2

Your sources must be published, academic sources.  NO web pages, blogs, or "articles" that are not from printed publications.

Research your research!  Do you know it's real???  If it is a book/encyclopedia, who is the author?  What do you know about the publisher?  Where can you find copies of this book?  (You can check if it's on Amazon, or if the Toronto Public Library has a copy)

If it's a scholarly journal, again, who is the author?  Have they been published elsewhere?  What do you know about the journal, it's history and reputation?  Where is it published?  How long has it been in circulation?  If it's an article, make sure it's a from a scholarly journal, not from a magazine or newspaper.

Thesis Statements - Feedback

https://docs.google.com/spreadsheets/d/1pgifkxnss_ZHfTGyuVBJ53YYVvfX_6-n_X1Yyq9uZHo/edit?usp=sharing

LITERARY RESEARCH ESSAY - DUE JUNE 11

GUIDELINES & RUBRIC:
https://drive.google.com/file/d/1Q5ieENzmDfx_JH3q4DWfzQtRpePkzeHw/view?usp=sharing

What exactly are we evaluating????

Right now we're evaluating Baz Luhrmann's film adaptation (2013) of F. Scott Fitzgerald's The Great Gatsby in class.

How do we feel about the movie?  Does it match our interpretation of the novel?  What we we think about the way that Baz Luhrmann sees the novel?  What is unique about his interpretation?  What did it add to or take away from our understanding of the novel?

Eventually we're going to evaluate the literary theories we learned.  Each of them (historical, psychological, Marxist, Gender/Feminist, post-colonial) are lenses through which we see the world.  To what extent does each lens help us understand a text better?  How useful is the lens?  What does it allow us to do?  Are some lenses more useful than others?

IN-CLASS ESSAY REFLECTION

https://goo.gl/forms/VKURdZEGYUG4ye7J2

Toronto Reference Library

You may access today's assignment here:

https://docs.google.com/document/d/11sBr-051wWkuYRbbbutwzsul2fi_5po_cRhWMnyI4gI/edit?usp=sharing

You do not need editing privileges.  Make a copy and share your completed work with your teacher.  You may also download, complete, and send by email as an attachment.

Literary Theory Slides

https://docs.google.com/presentation/d/1CnWNG034t9sKqzG08mDhEE4sBAHikOuYnYSKgLORYGM/edit?usp=sharing

King Lear - Audio Book

https://www.youtube.com/watch?v=1JylxvHvdtA

Documentary Analysis: Bowling for Columbine

Visit http://bowlingfortruth.com/

Evaluate the various arguments against Michael Moore's Bowling for Columbine.

Questions
1.  What do you think is the most compelling argument in Michael Moore's film?  What makes it a convincing argument? 
2.  What do you think is the most compelling argument against the film?  Explain.

Email me your responses by the end of the period.  Tomorrow we will be having group discussions on our analysis of documentaries.

E D I T O R I A L

Teenagers: If you want to get, you have to give.

1          “IF YOU’RE TRYING TO find the easy way out, turn around you’re already lost.”  A friend of mine shared this quotation with me years ago, and I haven’t forgotten it.

2          People these days, especially teenagers, look to do the least amount of work, and the least amount of thinking possible. 

3          Okay, so it’s been a few years since I’ve walked through a school as a student.  These days I’m seeing things from the other side.  And maybe it’s impossible for me to fully comprehend the problems that face young people.

4          The world is a definitely a different place today.  On one hand, youth are benefiting from phenomenal technological breakthroughs.  On the other hand, so many youth continue to experience problems at school and at home.  Hardship, loss, and frustration are not new things.  Life’s tough.  It’s unfair.  It always has been.  But that’s no excuse to give up, or expect someone to bail you out of your woes.

5          Teenagers have it so easy today.  And that is the problem.  They are learning to take, take, take, and give very little back.

6          The growth of corporations and mass media has supplied society with a destructive diet of amusements.    Television.  The Internet.  Advertisements.  Cell phones.  Video games.  Minds are overfed yet undernourished.  The proverbial silver platter has not lost its appeal – many will gladly take a handout over the prospect of doing any work of their own.  And all the while, the wealthy few profit from a proliferation of laziness.

7          Still, I’m young enough to believe that if life throws you lemons, you throw them right back.

8          So, since young people want to live a quality life, they need to contribute to society.  If they want to get, they have to give. 

9          Young people need to rebel against a system that is rendering them incapable of solving their own problems.

10       I mean, it wasn’t until I was in Grade Eleven that I used the Internet for the first time.  Back in my day, research was done at the library, not from the PC in your bedroom.  We had to read books and follow complex arguments, not screens filled with hypertext and fragmented thoughts.  We had to think, not let others do our thinking for us.

11       Those were the days when knowledge and a solid work ethic had true value in society.   Today, even the brightest students are plagued by intellectual paralysis.

12       Sure, many youth are familiar with the American Dream. But the problem with this vision is that it paves the road ahead with pure gold.  Its brilliance either guides or blinds you.  This seemingly sound premise – work hard, very hard, and you’ll achieve success – has mutated into a desire to be catapulted to material wealth. 

13       Teenagers look for dollar signs in bright neon lights.  It is a game of how to get the most for the least. Little thought is given to who will be hurt along the way.  Cheating and deception have become tools of the trade.

14       Well, kids, surely you know that what goes around, goes around, goes around, comes all the way back around

15       It’s pretty clear: there is no easy way out. The haves and have-nots alike need to work hard to escape this Media-induced stupor that is preventing youth from making any positive contributions to society.  Come on, teenagers, get up and start a brand new rebellion: give more and take less.

16       The only silver platter is the one you make with your own hands.

PERSONAL ESSAY DUE MARCH 9

WRITING EVALUATION: PERSONAL ESSAY

DUE DATE: March 9, 2018

Write a personal essay on the following topic:

“What does it take to be successful?”

Your thesis, directly stated or implied, should be supported by facts and examples.  It should be structured as follows:

-       ANECDOTE (1-3 paragraphs)

-       INTRODUCTION of topic composed of personal experience and personal opinion (1 paragraph)

-       ARGUMENTS composed of facts, examples, and personal experience (4-6 paragraphs) 

-       CONCLUSION composed of personal experience and personal opinion (1 paragraph)

EVALUATION: WRITING       NAME:

	BELOW LEVEL 1	LEVEL 1	LEVEL 2	LEVEL 3	LEVEL 4
KNOWLEDGE Facts, examples, and other methods of proof		- Uses facts, examples, and other methods of proof to support thesis with limited effectiveness (support may be lacking)	- Uses facts, examples, and other methods of proof to support thesis with some effectiveness	- Uses facts, examples, and other methods of proof to support thesis with considerable effectiveness	- Uses facts, examples, and other methods of proof to support thesis with high degree of effectiveness	/10
THINKING Analysis/ Thought		- Essay is not very thought provoking or convincing - Analyzes with limited effectiveness; asks questions with limited thought	- Essay is somewhat thought- provoking - Arguments are somewhat convincing - Analyzes with some effectiveness; asks questions with some thought	- Essay is considerably thought- provoking - Arguments are fairly convincing - Analyzes with considerable effectiveness; asks questions with considerable thought	- Essay is highly thought- provoking - Arguments are well-thought out and convincing - Analyzes with high degree of effectiveness; asks meaningful questions with high degree of thought	/10
COMMUNICATION Writing – organization, sentence structure, grammar, tone, diction		- Essay is not very fluid; ideas are organized with limited effectiveness - Writing is not very clear (sentence structure and grammar) - Tone and diction (word choice) are not appropriate for this type of writing and for the intended audience	- Essay is somewhat fluid; ideas are organized with some effectiveness - Writing is somewhat clear (sentence structure and grammar) - Tone and diction (word choice) are somewhat appropriate for this type of writing and for the intended audience	- Essay is considerably fluid; ideas are organized with considerable effectiveness - Writing is considerably clear (sentence structure and grammar) - Tone and diction (word choice) are considerably appropriate for this type of writing and for the intended audience	- Essay is fluid; ideas are organized with high degree of effectiveness - Writing is extremely clear (sentence structure and grammar) - Tone and diction (word choice) are highly appropriate for this type of writing and for the intended audience	/10
APPLICATION Application of prescribed structure		- Prescribed structure is followed with many errors - Essay is typed - Many typos - Paragraphs are not numbered	- Prescribed structure is followed (i.e. anecdote, intro, facts & examples, conclusion) and implemented to some degree - Essay is typed and proofread; paragraphs are numbered	- Prescribed structure is followed (i.e. anecdote, intro, facts & examples, conclusion) and implemented - Essay is typed and proofread; paragraphs are numbered	- Prescribed structure is followed (i.e. anecdote, intro, facts & examples, conclusion) and implemented - Essay is typed and proofread; paragraphs are numbered	/10
/40

ESSAY TEST PREPARATION

Jim Heid Thesis: News stations should broadcast news that is ethical and informative instead of using graphic footage for ratings, since that is insensitive and a sign of poor journalism.

SAMPLE QUESTIONS
1. Identify the thesis in your own words, in one sentence. (2 marks)
2. Identify one argument that the author makes in the essay, and explain how it is used to effectively support the thesis. (4 marks)
3. Identify one method of proof in the essay, and explain how it is used effectively. (2 marks)
4. Identify one rhetorical device used in the essay, and explain how it is used effectively. (2 marks)

HOMEWORK:
Answer the sample questions in full sentences for Robert Fulghum's "Are There Any Questions?"

SAMPLE ANSWERS (FROM VARIOUS ESSAYS)
1. THESIS for Frye Essay: One must improve their literacy skills in order to be able to truly think effectively.
2. ARGUMENT (=FACT/EXAMPLE+OPINION). One of the arguments in Frye's essay is that one must be taught how to think, patiently and carefully, and that an idea does not exist until it can be articulated into words.  This argument effectively supports the thesis because the reader will realize that thinking requires hard work, it is not something that develops without training, thus it is made clear that literacy skills really do have to improve.
3. METHOD OF PROOF. Jim Heid opens his essay very effectively with an anecdote about b-roll footage of his late sister which used unnecessarily, and thus upset his still grieving mother.  This is effective because it grabs the reader's attention immediately by introducing the topic of using old graphic b-roll, and helps us understand his personal perspective and be persuaded of the gravity of the situation.
4. RHETORICAL DEVICE. There is an example of litotes in Jim Heid's essay when he writes, "It turns out that quality sells" (para. 10). It could be argued that he's understating a point that is very obvious - viewers actually want to see high quality news coverage.

ESSAY QUIZ (in Groups, online): THESIS STATEMENTS

https://goo.gl/forms/hseJZLpRdvEgVSOJ3