English Language Arts A30 Assignment 1

English Language Arts A30 Assignment 1

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1. Using the information you found in your research, state what learning style is most applicable to you.
___________________________________________________
In the box below write down three examples of something you have learned and the methods you used to learn. The method used should demonstrate your predominate learning style as stated above. things learned method used a. b. c. c. b. a.
(3) 2. In sentence form tell how a student can benefit from knowing his own learning style when doing schoolwork or when learning a new task.
English Language Arts A30 Assignment 1

(5) 3. In a short paragraph describe an occasion when you had to teach something to another person. Explain what you taught and how you went about teaching it. You may wish to review the process for writing effective paragraphs in the “Special Forms of Writing” section of your English Language Arts Ready Reference.
1. Determining Your Purpose and Audience
Purpose
Everything you write is written for a purpose. You want your reader to know, to believe, or to be able to do something when he has finished reading what you have written. Sometimes your purpose is simply to entertain your reader. Determining your purpose is the first step in preparing to write; unless you know what you hope to accomplish by your writing, you cannot know what information should be presented.
English Language Arts A30 Assignment 1

Purpose gives direction to your writing: the more precisely you can state your purpose at the onset, the more successful your writing is likely to be. To make sure that your purpose is precise, put it in writing. In most cases, you can use the following formula to guide you:
My purpose is to______________so that my reader__________.
If you went back to the previous writing task, your formula would likely read something like:
My purpose is to describe an occasion where I had to teach something, describe what I taught and how I went about teaching it, so my reader will understand my teaching style.
Sometimes your purpose may be more complicated than this. You may have to persuade your reader or audience to accept your point of view on something. Then, you will have to present persuasive evidence in order to be effective.
All writing has a purpose. That purpose can range from the mundane, such as a grocery shopping list, to the sublime, such as a speech to the United Nations Assembly advocating the need to end world hunger.
Audience
Before you write, it is important to determine who your audience is.
Is it children? Adults? Teenagers? Parents? Teachers?
Remember that your job as a writer is to express your ideas so clearly that your reader or audience cannot misinterpret them. An important element of the purpose formula is the phrase “so that my reader….” Just as all writing has a purpose all writing has an audience or a reader even if the only reader is the writer himself. Emily
Dickinson, a now famous poet, did not write poetry with the thought of sharing it with others. Her poetry was only published after her death. Not that we can enter the mind of Dickinson, but if she were to use the purpose formula, hers might read as follows:
English Language Arts A30 Assignment 1

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My purpose is to capture images and emotions so that I can reflect, clarify, and explore ideas about these emotions and images.
All writing has purpose and an audience. Remember that grocery list? If it has not been written clearly and precisely, it will probably mean another trip to the store.
Writing comes in many forms. Knowing your purpose for writing and the nature of your audience will assist you in choosing a form of writing to express your ideas.
Genre – A term used to identify a form of writing: short story, poem, play, essay, newspaper article, newspaper or magazine column, or novel. b.
Using what you have just read about purpose, audience and genre, fill in the blanks of the following statements about the allegory and the poem you read in Lesson One. .
Tommy Douglas’s purpose in his______________________ was to so that his reader(s)
A.J.M. Smith’s purpose in his _______________________ was to so that his reader(s)
English Language Arts A30 Assignment 1

2. Style: Repetition / Parallelism
When you write, it is important to choose words and structures that will help you to achieve your purpose for writing and that are appropriate for the audience to whom you are writing. One aspect of style that is used for emphasis is repetition.
Repetition of a phrase, sentence, or clause that has the same grammatical pattern. Repetition gives emphasis and effect to what is being said.
Printed below is Ecclesiastes 3, from the Bible. It is an example of a type of repetition called parallelism and it is used very effectively.
Ecclesiastes 3
For everything its season, and for every activity under heaven its time: a time to be born and a time to die; a time to plant and a time to uproot; a time to kill and a time to heal; a time to pull down and a time to build up; a time to weep and a time to laugh; a time for mourning and a time for dancing; a time to scatter stones and a time to gather them; a time to embrace and a time to refrain from embracing; a time to seek and a time to lose; a time to keep and a time to throw away; a time to tear and a time to mend; a time for silence and a time for speech; a time to love and a time to hate; a time for war and a time for peace.
If you need more explanation of parallelism, see the "Grammar" section of your English
Language Arts Ready Reference.
English Language Arts A30 Assignment 1

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(2) a. b.
Describe the use of repetition in “Mouseland.”
Explain who or what are the “mice” and who or what are
the“cats.”
In the spaces provided, answer the following questions in your own words, in sentence form.
1.
2.
3.
4.
5.
What aspect of the weather does the Smith describe?
To what does “passionate tones” (line 15) refer?
What is compared to “ a broken/and wind-battered branch”
(stanza 3)? aHow does the poet feel in relation to the landscape? .
Discuss in a sentence or two your reaction to the poem.
English Language Arts A30 Assignment 1

(3) 6. Make a guess as to where in Canada the poem is set. Provide one reason for your guess.
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In the Lesson you were directed to collect visual images of Canada from magazines, newspapers and so on. Use these images to create a collage of what Canada represents for you. A collage created of computer graphics representing your ideas about Canada is another possibility.
Materials you will need to create your collage are scissors, glue, and a background sheet of 8½ x 11 (21

28 cm) white or coloured paper. If you choose a larger background sheet, be sure that it fits into the envelope with this assignment.
Work through the steps listed below to create your collage.

Determine a purpose and an audience; e.g. My purpose is to create a collage so that my teacher and/or friends will understand what is meaningful to me about my country.

Gather images which represent what Canada means to you.

Arrange these images (ideas) on a piece of paper so they present a meaningful picture.
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Rearrange your images until you are satisfied with the arrangement.

Tidy or clean up the edges of the pictures.
 Glue down the images and send your collage in with Assignment One.
The steps that you take to create your collage are very similar to the interrelated steps that you, as a writer, will need to take in order to provide your reader with a piece of writing that is logically organized, clear and understandable.
English Language Arts A30 Assignment 1

Your collage will be evaluated according to the following criteria.
Teacher comments clear message purposeful organization overall impact consistency in theme design and neatness
Look at the Pre-writing segment of the Writing Process diagram below and use it to help you with the three questions that follow.
English Language Arts A30 Assignment 1

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1. a.
Should you wish to read more about the prewriting process, see 'Writing Strategies' in the "Communication Strategies" section in your English Language Arts Ready Reference.
Imagine that you have been asked to write a paragraph to explain why you chose the images in your collage. In the space below determine your purpose and audience using the formula given to you earlier in this assignment.
My purpose in writing is to _________________________________
_________________________________________________________ so that my reader(s)
(6) b. c.
Brainstorm some ideas that you could use in your expository paragraph. At this point you do not have to decide whether these are good ideas or ones that would not work in your paragraph. List at least six ideas. You can have more.
Choose three ideas from the list in question b. that you think would be effective in your paragraph. Write them down in the order that you feel would effectively achieve your purpose.
English Language Arts A30 Assignment 1

Use sentence form to record your ideas.
Most important
Important
Interesting
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1. a. In sentence form give two reasons why you enjoyed or did not enjoy reading “Mouseland” by Tommy Douglas.
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(4) 2. b. a.
Explain the message in the story of “Mouseland”.
In sentence form give two reasons why you enjoyed or did not enjoy reading ”Feds’ flip-flop scuttles my brilliant idea” by Ron
Petrie.
English Language Arts A30 Assignment 1

(4)
(4) b. Explain in one or two sentences how a reader knows that
Petrie loves words. Use evidence from Petrie’s article to support your answer. c. i. ii. iii. iv.
Using Petrie’s model for naming a hockey team (e.g. “the
Simpson Homers”), use four place names from “Outside
Edges” to create humorous or unique names for four sports teams.
English Language Arts A30 Assignment 1

(14) d. On the following outline map of Canada, name all ten provinces and three territories. In their specific locations name all the capital cities. Draw a red dot to show where David begins his skating journey.
What do you do when you come across an unfamiliar word when reading?
Do you skip over it? Sometimes skipping words works; you can skip over words such as names or places and still retain meaning, but if you did this
English Language Arts A30 Assignment 1

(10) when reading Petrie’s article, you would have lost a great deal of the meaning and the humour.
Proficient readers use three main ways to determine the meaning of an unfamiliar word in any piece of writing.

They look it up in a dictionary.

They examine the word’s structure.

They determine the context of the word.
All three methods are useful; however, the skilled reader uses the quickest method of determining the meaning of an unfamiliar word which is to use context clues.
The following four steps are one context-clue attack system.
1.
Look before, at, and after the word.
2.
Think about what you already know and about how the word is used in the text.
3.
Predict a possible meaning from how the word is used in the text.
4.
Try these steps again or consult a source of authority (e.g., a dictionary).
4.
5.
2.
3.
Using the context-clue system, choose the meaning you believe to be correct for the following words from Silver Donald Cameron’s essay “Learning to See
The Light.” Refer to the essay to read each word as it appears in the sentence. You will find the words underlined in the essay. Circle, underline or highlight the correct meaning.
1. transverse – A: crosswise B: lengthwise C: side by side
D: wayward
solicitor – A: doctor B: teacher C: lawyer D: systems analyst
repertoire – A: bag of tricks B: fact or event C: range of skills D: storehouse
revolutionary – A: radical B: ambiguous C: bizarre D: uncivilized
compatible – A: rewarding B: appreciative C: flattering
D: harmonious
6. psychology – A: science that deals with earth structure and processes
B: science that deals with mental processes and behavior C: study of group social behavior D: science of interactions between matter and energy
English Language Arts A30 Assignment 1

7. bazaar – A: a market with many shops and stalls B: a series of stories
C: a style of architecture D: inner city housing project
8. analysis – A: identification of reasons, causes, and motives
B: modification of writing style C: classification of words
D: production of original communications
9. reflective – A: demonstrative B: automatic C: thoughtful
D: pragmatic
10. principle – A: head of a school B: basic truth C: patriotism
D: sum of money
11. theoretical – A: dramatic B: religious C. speculative D: difficult
12. relevance – A: affordability B: ability C: dependability
D: applicability
13. ballooning – A: floating B: flying C: expanding D: frying
14. concept – A: idea B: idiom C: injunction D: inkling
15. biases – A: performances B: preferences C: prevarications
D: preventions
16. omissions – A: leaving out B: letting in C: losing out D: living free
17. consensus – A: generous gift B: gentle persuasion C: general agreement D: generation gap
18. aptitude – A: inherent ability B: in house training C: impulsive actions
D: improper behavior
19. flexible – A: athletic B: abandoned C: adaptable D: abhorrent
20. techniques – A: systematic procedure B: stringent rules
C: striking appearance D: severe conditions
English Language Arts A30 Assignment 1