“
EVERYONE SAYS FORGIVENESS IS A
LOVELY IDEA, UNTIL THEY HAVE
SOMETHING TO FORGIVE.
C. S. LEWIS
JOURNAL: INTERPRET THIS QUOTE. GIVE AN EXAMPLE.
”
AGENDA
• JOURNAL
• VOCAB 5
• WRITERS WORKSHOP PPT & RUBRIC
• THINKING MAP (GROUPS)
• ESSAY
WRITERS WORKSHOP
EQ: WHY SHOULD I MAKE SEVERAL DRAFTS WHEN I’M WRITING?
THE HEART OF WRITERS WORKSHOP . . .
2 NEW WORDS: RECURSIVE & ITERATIVE
DEF’NS: THEY BOTH MEAN TO CIRCLE BACK AROUND AND LOOK AT SOMETHING AGAIN
ANALYTICALLY.
BEGINNING WRITING
• FREEWRITE.
(DON’T WORRY ABOUT PUNCTUATION OR ORGANIZATION.
LET THE IDEAS FLOW.)
• CLUSTER.
(MAPS SHOW RELATIONSHIPS.)
• LIST.
(YOU CAN LATER RENUMBER & SHOW ORDER/PRIORITIES.)
• OUTLINE.
ORGANIZATION OF WRITING:
PARAGRAPHS HAVE TOPIC SENTENCES. THESE ARE SENTENCES THAT ARE . . .
• EARLY IN THE PARAGRAPH
• SAY IN ONE SENTENCE EVERYTHING THAT THE PARAGRAPH WILL DISCUSS
• ALL INCLUSIVE: NOTHING CAN BE IN THE PARAGRAPH THAT DOES NOT
PERTAIN TO THE TOPIC SENTENCE!
ANALOGY
A TOPIC SENTENCE IS LIKE A . . .
• SERGEANT IN CHARGE OF A BATTALION
• TRAFFIC COP DIRECTING A LINE OF CARS
• GOOGLE ENTRY ON MAPS.COM SAYING WHERE YOU WANT
TO GO!
FIVE-PARAGRAPH ESSAY
• GOAL: THESIS STATEMENT . . . QUARTERBACK
• SUPPORTING TOPIC SENTENCES (3) FOR BODY . . . HALFBACK
OR TIGHT END (THOSE MOVING THE BALL)
• DETAILS IN THE BODY PARAGRAPHS . . . THOSE BLOCKING
• WRAP-UP: CONCLUSION (PREDICTION, SUGGESTION,
SUMMARY, INTERESTING THOUGHT, QUOTE, QUESTION – BE
CAREFUL OF THIS ONE!!) . . . EXTRA POINT
AIR TIME
AGENDA
• AIR
• VOCAB 5 SHEET
• WRITERS WORKSHOP PPT & RUBRIC
• SKELETON FOR ESSAY
• TEACHER CONFERENCE
• LAPTOPS: ESSAY
WRITERS WORKSHOP
EQ: HOW DO I ORGANIZE MY THOUGHTS AND USE MY THINKING MAP?
THESIS
• LAST SENTENCE IN FIRST PARAGRAPH
• THE THESIS IS TO THE ESSAY MUCH LIKE THE TOPIC
SENTENCE IS TO THE PARAGRAPH.
• THE THESIS TELLS IN ONE SENTENCE EXACTLY WHERE THE
PAPER IS GOING. NOTHING CAN BE INCLUDED IN THE
PAPER THAT IS NOT IN THE THESIS.
• THE TOPIC SENTENCES OF THE BODY SHOULD BE
MENTIONED IN THE THESIS.
ANALOGY
• THE THESIS IS LIKE THE GENERAL OVER THE SERGEANTS WHO ARE OVER THE
TROOPS. HE GIVES OVERALL DIRECTION TO THE SERGEANT WHO CARRIES OUT
THE PLAN WITH HIS MEN.
• THE THESIS IS LIKE THE LIEUTENANT WHO IS IN CHARGE OF THE TRAFFIC COPS.
HE GIVES STRATEGY TO THE TRAFFIC COPS.
WHAT COMES BEFORE A THESIS?
• GENERAL TO SPECIFIC INFO
• FIRST SENTENCE: NAME OF AUTHOR & WORK & SUMMARY OF PLOT
• QUOTE
• STATISTICS (FEW TO CATCH ATTENTION)
• RHETORICAL QUESTION (MUST BE DEEP!!)
• ANECDOTE (BRIEF STORY)
SAMPLE INTRO
LORD OF THE FLIES, WRITTEN BY WILLIAM GOLDING, APPEARS TO BE A
TALE OF ADVENTURE TO A CASUAL READER AT FIRST, BUT QUICKLY TURNS
INTO A DARK TALE OF PSYCHOLOGICAL EXPLORATION. THE COLLAPSE OF
THE ISLAND SOCIETY IS CAUSED BY TWO CONFLICTING FORMS OF
LEADERSHIP. THE TWO LEADERS HAVE VASTLY DIFFERENT LEADERSHIP
STYLES AND THEY APPEAL TO DIFFERENT ASPECTS OF HUMAN NATURE;
UNFORTUNATELY JACK’S LEADERSHIP IS MORE SUCCESSFUL PRACTICALLY,
THOUGH RALPH’S IS SUPERIOR MORALLY.
EVALUATE THE THESIS.
• THIS PAPER IS GOING TO SHOW HOW SHAKESPEARE DEVELOPS GUILT IN HIS PLAY.
• SHAKESPEARE DEVELOPS THE IDEA OF GUILT TO SHOW THE CONSEQUENCES OF SIN
AND OF REVENGE AS WELL.
• THIS ESSAY IS ABOUT THE GUILT OF SEVERAL CHARACTERS WHO HAVE BETRAYED THE
PROTAGONIST (MAIN CHARACTER).
• IN THIS PLAY SHAKESPEARE DEVELOPS MANY IDEAS THAT ARE RELEVANT TO OUR
SOCIETY TODAY.
• ALONSO AND ANTONIO FEEL GUILT BY THE END OF THIS DRAMA.
PARAGRAPHS 2-4
• CREATE TOPIC SENTENCES BASED ON YOUR THESIS.
USE TRANSITIONS, LIKE “FIRST, SECOND.”
• NOW ADD INFORMATION THAT SUPPORTS THIS
REASON.
PARAGRAPH 5
• WRAP IT UP.
• ADD INFORMATION THAT SUPPORTS OR EXTENDS. YOU CAN
USE A QUESTION, A QUOTE, A PREDICTION, OR A
SUGGESTION.
ESSAY ASSIGNMENT
• WRITE AN EXPOSITORY ESSAY THAT EXPLAINS HOW ONE OF THE MAJOR
MOTIFS IS DEVELOPED IN THE TEMPEST.
MOTIFS:
• POWER,
• REVENGE/FORGIVENESS,
• BETRAYAL,
• MISUNDERSTANDING/COMEDY,
• THE STOCK CHARACTERS OF DRUNKEN FOOLS, OR
• THE SUPERNATURAL
LAY-OUT (SKELETON) OF ESSAY
• INTRO PARAGRAPH: AUTHOR’S NAME, TITLE OF WORK, SUMMARY OF PLOT,
& THESIS
• 3 BODY PARAGRAPHS: MOTIF IN BEGINNING OF PLAY, MIDDLE, END
• CLOSER
Plot to
destroy
Prospero
&
Miranda
Antonio
& Kg.
Alonso
not
feeling it!
Self-guilt
b/c
oblivious
Caliban’s
crime
“violate the
honor”
EXEMPLAR:
Harpy
mentions
Prospero as
reason for
suffering
GUILT
Middle
of Play
Beginning
of Play
Guilt over
threats to
Ariel –
freedom
“two days”
End of
Play
Forgiveness
“I do
forgive
thee”
Ariel
persuades
Prospero to
feel guilt. “if
I were
human”
Prospero
ends the
torment.
Guilt is
satisfied.
Prospero
– guilt
over
Caliban
Ferdinand is
supposed
dead – selfblame “meal
for fish”
Insanity &
Torment
for all 6
(Gonzalo’s
comment)
SAMPLE INTRO ON MOTIF OF GUILT
THE TEMPEST, A COMEDY BY WILLIAM SHAKESPEARE, IS A TALE ABOUT
CASTAWAYS ON AN ISLAND WITH A POWERFUL MAGICIAN AND HIS SPIRITS.
THE WIZARD, PROSPERO, HAS CAST A SPELL ON THE PASSING SHIP, CAUSING
IT TO SINK AND THE PASSENGERS TO BE STRANDED ON HIS ISLAND. THIS
ACT IS NOT RANDOM OR ACCIDENTAL; ON BOARD ARE THE VERY MEN WHO
HAVE BETRAYED HIM, STOLEN EVERYTHING HE ONCE HAD, AND ATTEMPTED
TO KILL HIM AND HIS DAUGHTER. APPARENTLY THESE THREE (PROSPERO’S
DASTARDLY BROTHER ANTONIO, KING ALONSO, AND HIS BROTHER
SEBASTIAN) DO NOT FEEL THE GUILT OF THEIR ACTIONS AT THE BEGINNING
OF THE PLAY; HOWEVER, PROSPERO INTENDS THAT THEY FACE THEIR GUILT,
ADMIT THEIR SIN, AND SUFFER FOR IT TILL THEY HAVE PAID THEIR DUES.
SAMPLE TOPIC SENTENCE & FIRST PARAGRAPH
• BODY 1: EARLY IN ACT I, SHAKESPEARE BRINGS UP THE MOTIF OF GUILT AS PROSPERO TELLS
THE STORY OF HIS AND MIRANDA’S SECRET PAST. FIRST, HE CLEARLY EXPLAINS HIS BROTHER’S
GUILT, WHO WITH THE AID OF KING ALONSO, STOLE HIS DUKEDOM IN MILAN. THEN IN
DETAIL HE DESCRIBES HOW THEY ALMOST DID NOT SURVIVE AS WELL. HIS BROTHER’S GUILT
WAS GREAT: HE AND HIS TWO-YEAR OLD DAUGHTER WERE PUT IN A PATHETIC BOAT “THAT
EVEN THE RATS HAD FLED” (I, II). MOREOVER, HE ADMITS HIS OWN SELF-GUILT (SELFRECRIMINATION) IN NOT FORESEEING THE BETRAYAL. HE WAS TOO INVOLVED IN HIS BOOKS
TO NOTICE ANTONIO’S MANIPULATIONS UNTIL IT WAS TOO LATE. “I HAVE TO ADMIT IT WAS
MY FAULT” (I, II). THEY ARE ON THE ISLAND BECAUSE OF HIS CARELESSNESS. LATER,
SHAKESPEARE CONTINUES WITH THE IDEA OF GUILT AS PROSPERO ARGUES WITH CALIBAN,
WHO IS ANGRY THAT HE HAS LOST ISLAND. PROSPERO LAYS THE GUILT DIRECTLY ON
CALIBAN FOR HIS OWN ENSLAVEMENT FOR ATTEMPTING “TO VIOLATE THE HONOR OF MY
DAUGHTER” (II, I). CALIBAN’S BONDAGE IS THE RESULT OF HIS OWN SIN, THOUGH HE FEELS
NO GUILT AS OF YET, “OH HO, WOULD THAT IT WERE DONE ELSE THIS ISLAND HAD BEEN
PEOPLED WITH CALIBANS” (II, III). LAST, PROSPERO THREATENS ARIEL WHO HAS BEGGED TO
BE FREE. ODDLY, AT THIS POINT, THE ONLY PERSON FEELING GUILT IS THE INNOCENT
PROSPERO ONCE AGAIN, WHO OFFERS TO FREE ARIEL FINALLY IN “TWO DAYS” (I, II)
SAMPLE TOPIC SENT. FOR BODY PARAGRAPHS 2 & 3
• BODY 2: AS PROSPERO’S PLOT DEVELOPS, THE CONSEQUENCES OF THE GUILT
BEGIN TO TORMENT THE THOSE INVOLVED IN THE PLOTS TO DESTROY
PROSPERO.
• BODY 3: WHEN THE DRAMA RESOLVES, THE GUILT HAS BEEN
ACKNOWLEDGED AND THE SIN PAID FOR (EXPIATED).
CLOSER
IN THE TEMPEST SHAKESPEARE HAS TOLD A TALE OF SIN, GUILT, AND PAYMENT.
KING ALONSO CONFESSES HIS SIN. ANTONIO, THE GUILTIEST OF ALL, NEVER DOES
CONFESS HIS GUILT OR ASK FORGIVENESS, BUT HE HAS BEEN TORMENTED FOR HIS
CRIME AS HAVE THE THREE DRUNKEN FOOLS (CALIBAN, TRINCULO, AND STEPHANO).
HAD IT NOT BEEN FOR ARIEL, PERHAPS PROSPERO WOULD NOT HAVE BACKED OFF
THE TORMENT AND WOULD HAVE BECOME AS GUILTY AS THOSE HE PUNISHED. THE
SPIRIT WHOM PROSPERO SOMEWHAT MISTREATS DELIVERS HIS SOUL FROM GUILT.
AS THE GUILT VANISHES, THE PLAY CLOSES WITH CALIBAN FREE TO RULE HIS ISLAND,
ARIEL FREE IN THE AIR, AND PROSPERO FREE . . . IN MORE WAYS THAN JUST FROM
THE ISLAND.
THINKING MAP FOR THIS ESSAY
• LOOK OVER YOUR NOTES & DOUBLE-ENTRY JOURNAL.
• PICK A MOTIF & FREEWRITE ALL THAT COMES TO YOUR MIND ABOUT IT FROM
THE PLAY.
• GET IN GROUPS OF 2-3 WITH THOSE WHO ARE DOING THE SAME MOTIF.
• USING A LARGE SHEET OF PAPER, CREATE A THINKING MAP OF BUBBLES.
• CENTER BUBBLE: MOTIF
• OUTLYING 3 BUBBLES: BEGINNING, MIDDLE, END
• OUTLYING BUBBLES UNDER THOSE 3: EXAMPLES, QUOTES, & YOUR
COMMENTS
TODAY’S GOAL:
CREATE A SKELETON FOR YOUR ESSAY.
• THESIS
• 3 TOPIC SENTENCES FOR BODY PARAGRAPHS WITH TRANSITIONS
• 3-5 DETAILS (QUOTES/EXAMPLES) FOR EACH BODY PARAGRAPH
• TEACHER CONFERENCE
• GET A LAPTOP TO START WRITING.
WHAT NEXT?
• USING YOUR THINKING MAP & OUTLINE, BEGIN WRITING THE INTRO
PARAGRAPH.
• CONFERENCE WITH TEACHER BEFORE MOVING TO WRITING BODY
PARAGRAPHS.
• WRITE BODY 1, 2, & 3. CONFERENCE W/ TEACHER!
• WRITE CLOSER. CONFERENCE!
BELLRINGER: FILL IN THE 6 BLANKS.
DO NOT CORRECT THE RUN-ONS YET!!
AGENDA
• BELLRINGER ON GRAMMAR
• WRITERS WORKSHOP PPT & RUBRIC
• LAPTOPS: ESSAY
• TEACHER CONFERENCE WITH CHECKLIST
WRITERS WORKSHOP
EQ: HOW DO I USE MY THINKING MAP, OUTLINE, & TEACHER
CONFERENCING TO CREATE A ORGANIZED ESSAY WITH SUPPORT?
HEADING & TITLE
YOUR NAME
MY NAME (DR. GAGLIARDI OR MILES)
CLASS (ENGLISH III)
DATE
[DOUBLE-SPACE!]
CENTER TITLE NEXT.
FORMAT
• HEADER (TOP RIGHT – YOUR LAST NAME & PAGE NO.)
• DOUBLE SPACE ALL!
• TIMES NEW ROMAN FONT – 12 PT.
• INDENT PARAGRAPHS.
WHAT NEXT?
• USING YOUR THINKING MAP & OUTLINE, BEGIN WRITING THE INTRO
PARAGRAPH.
• CONFERENCE WITH TEACHER BEFORE MOVING TO WRITING BODY
PARAGRAPHS.
• WRITE BODY 1, 2, & 3. CONFERENCE W/ TEACHER!
• WRITE CLOSER. CONFERENCE!
CHECKLIST FOR EDITING
• DO I HAVE 5 PARAGRAPHS?
• IS ONE PARAGRAPH AN INTRO W/ THESIS?
• ARE THERE 3 BODY PARAGRAPHS W/ A TOPIC SENTENCES?
• IS MY MOTIF IN THE THESIS AND ALL TOPIC SENTENCES?
• DO I HAVE ENOUGH EXAMPLES AND QUOTES IN THE BODY PARAGRAPHS?
• DO I HAVE TRANSITIONS?
• IS THERE A CONCLUDING PARAGRAPH?
• DO I HAVE A HEADER ON TOP RIGHT & HEADING TOP LEFT??
• DO I HAVE A CENTERED TITLE?
• IS IT DOUBLE-SPACED?
• IS IT ERROR-FREE (GRAMMAR, SPELLING, MECHANICS)?
PEER-EDITING & TEACHER CONFERENCING
• HAVE 3 PEERS EDITED IT AND TYPED THEIR INITIALS AT THE BOTTOM?
• HAVE I EDITED IT AND TYPED MY INITIALS AT THE BOTTOM?
• NOW SAVE IT AND PRINT IT OUT. USE YOUR USB OR THE H DRIVE TO
SAVE.
PAIR-SHARE
• WHAT COMES EASILY ABOUT THIS ESSAY SO FAR?
• WHAT IS DIFFICULT FOR YOU?