English Language Arts A30 89 Assignment 6

English Language Arts A30 90 Assignment 6

(1)
In “TheWharf” Shirley Partridge writes about the actions of a woman and the implications of those actions. In a paragraph explain how the narrator of the story justifies her actions. Use evidence from the story to support what you have to say in your paragraph. Evidence may be in the form of a paraphrase or a direct quotation.
In writing your paragraph use the following steps.
Determine purpose and audience
Write a purpose statement indicating your intent to the reader.
My purpose is to ___________________________________________ so that my reader__________________________________________.
(2) Pre-plan
List ideas that you could use in your paragraph. At this point you do not have to decide whether these are good ideas or ones that will work in your paragraph. Remember, you need to explain how Nil’s songs affect the characters in the story.
Choose the best ideas from the list you have made. You will use these in your paragraph. Write them down in the order you feel will best achieve your purpose.
English Language Arts A30 91 Assignment 6

(2) Draft
In the space provided, write your first draft. In the first draft the focus is on content and clarity of ideas. Spelling and mechanics are not important in the first draft.
First Draft
(5) Revise
Now, revise your first draft. Revision is necessary to make your writing better: clarity of ideas; interesting sentences; more accurate wording; more organized presentation; spelling, punctuation, and mechanics.
Use the information in the Writing Tips box to edit, revise, and proofread your first draft. Using a different coloured pen, go back to your first draft and make the changes by writing over words; using arrows; circling errors
in grammar, punctuation, spelling; and so on.
English Language Arts A30 92 Assignment 6

Writing Tips
In your revision process watch for the following:
 The introductory sentence establishes the topic and grabs the reader’s attention.
 Transitions are used to provide your paragraph unity and coherence.
 Sentences are clear and complete.
 A variety of sentence lengths are used.
 Evidence, in the form of a direct quotation or a paraphrase, has been used to support points made in the paragraph.
 Lead-ins are used to introduce quotations. See Assignment Three if you need help with lead-ins.
 Specific detail has been used to support general statements.
 Reference to author’s name is appropriate. In your first reference to an author, use his or her full name. In subsequent references, use the last name only. Do not refer to authors by their first names only.
 The point of view is consistent. Avoid using you to mean “I” in your paragraph.
 The paragraph has been logically organized.
 Wordiness and unnecessary repetition have been eliminated.
 Standard English has been used to write the paragraph.
 The active voice has been used to write the paragraph.
 Verb tense is consistent.
English Language Arts A30 93 Assignment 6

(10)
Present
Your paragraph will be evaluated according to the following criteria.
English Language Arts A30
Content and Organization
 Introductory sentence establishes the topic and grabs the reader’s attention.
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Name of story and author has been stated.
Specific detail has been used to support general statements.
Paragraph has been logically organized.
Evidence has been used to support points made in the paragraph.
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Transitions have been used to provide coherence in the paragraph.
Wordiness and unnecessary repetition has been eliminated.
Conclusion is effective and insightful.
Sentence Structure, Spelling, and Mechanics
Sentences are clear and complete.
Punctuation and spelling are correct.
Verb tense is consistent.
94 Assignment 6

Many people identify strongly with song lyrics. In this question you will use your listening skills to work with one of your favourite songs. Listen to the song several times, each time focusing on a different purpose in the following chart.
Name of song ___________________________________________________
Name of artist or group ___________________________________________
To what age group would your song appeal? ___________________________
(1)
2)
What kind of music is your song?
1. Listen for ideas.
Does the song tell a story or express feelings? In two sentences, summarize the story or the feeling expressed in the song
2)
2. Listen to react.
.
Do you agree or disagree with the main ideas of the song? Explain in complete sentences.
4 )

3.. Listen to analyze.
Write down the song's most striking line.
 List connotative words in this line.
 Circle one of the above connotative words.
Explain its connotations in one sentence.
English Language Arts A30 95 Assignment 6

(6)

 Write a paraphrase of this line.
5. Listen to evaluate.
Were you first attracted to this song by its words or by its music?
Explain in one complete sentence.
 Does the name of the song suit the content? Explain in one sentence.
 Suggest another title.
 Do the lyrics make sense?
Explain in one sentence.
 Do the words suit the kind of music?
Explain in one sentence.
 Is there a part of the song which could be expressed better?
Explain in a complete sentence.
English Language Arts A30 96 Assignment 6

(8)
Refer to “Turkle” and answer the questions which follow.
Multiple Choice: Select the best answer for each of the following and place a check (

) beside it.
1.
The word “coulee” is an example of a ***.
___ a.
___ b.
___ c.
___ d.
Canadianism jargon cliché euphemism
2. “A wall of driving snow” is an example of a ***.
___ a.
___ b. simile pun
___ c.
___ d. metaphor personification
3. The word “extract” means ***.
___ a. pull off
___ b.
___ c.
___ d. bail out put in pull out
4. The phrase “barncrushing wind” creates a sense of ***.
___ a. calmness
___ b.
___ c.
___ d. danger exuberance serenity
5. In the story, the wind greets the day “with one long demented howl.”
This is an example of ***.
___ a.
___ b. alliteration personification
___ c.
___ d. simile euphony
6. The sentence “ As well, Elmer Foster was a tall man.” is a *** sentence.
___ a. complex
___ b. transition
English Language Arts A30 97 Assignment 6

___ c.
___ d. interrogative compound
7. “Yiz won’t last three gulldam minutes" is an example of ***.
___ a. diction
___ b.
___ c.
___ d. dialect irony imagery
(4)
8.
(4)
1. In a few sentences discuss the ending of this short story. a.
Explain why the ending is predictable or unexpected. Give one reason to support your statement. b.
Explain whether or not the ending is effective. Give one reason to support your answer.
2.
“Like the wings of a great stricken bird” is an example of a ***.
___ a. metaphor
___ b.
___ c.
___ d. symbol consonant simile a. In sentence form state the point of view of this story.
English Language Arts A30 98 Assignment 6

b. State why or why not this point of view is effective. Use sentence form.
(3) 3. We read short stories to be entertained; however, short stories offer more than entertainment. Many short stories offer insights into what our world is like and why human beings behave as they do. These insights or truths about human nature and our society are the themes of the stories.
Theme is the idea, general truth, or commentary on life or people brought out through a literary work.


How to Write a Theme Statement
 The theme must be stated in a complete sentence.
The theme statement is your own original statement about the main overall idea of the story.
It should be worded as a generalization about life or human nature. It does not directly refer to specific characters or situations in the story. The generalization should not be contradicted by ideas or details of the story; it should account for all parts of the story.
Avoid using clichés or trite, uninformative sayings such as "The grass is always greener on the other side of the fence." Likewise avoid using morals.
A moral is a lesson that is worded as an easily remembered saying, such as
"What goes around comes around." Clichés and morals are unoriginal and require no serious thought. A theme statement should be an original, concise, thoughtful analysis of story meaning and purpose that you can discuss and verify by making reference to events and characters in the story.
State the theme of "Home Place."
English Language Arts A30 99 Assignment 6

(4) 4. In a few sentences explain what happened to the main character at the climax of this story.
E. Listening for Organizational Patterns
If a speaker is well organized, the main points will be presented in a logical and recognizable pattern. If the speaker is disorganized, it is even more important for you to create some meaning out of the material presented. In both cases, listening for main ideas and specific organization pattern will help you concentrate and stay focused.
Judi Brownell
Communicators often organize their ideas to suit their purposes. Effective listeners recognize these approaches and the patterns they follow. Effective listeners identify the general pattern and key signal expressions used in an oral presentation.
Communicators typically use the following patterns for organizing their presentations:
 chronological
 spatial
 logical
Well-prepared oral presentations follow a coherent pattern and ideas are presented in a logical sequence. Speakers use a variety of patterns to present and to link their evidence into logical arguments.
Chronological
Chronological patterns start with the earliest events or steps and then proceed to the most recent. This pattern is usually found in narration, such as the short story, and in directions. Key signal expressions include: first, second, third, meanwhile, next, then, finally, at last, today, tomorrow, soon.
When listening for ideas presented in a chronological order or pattern, you, as a listener, should ask yourself the following questions:

What is the initiating event or first step?

What happens next or what are the stages or steps that follow?

How does one event or step lead to the next?

What is the final outcome?
English Language Arts A30 100 Assignment 6

Spatial
A spatial organization usually starts with the nearest and goes to the farthest, moves from top to bottom, or from left to right. This pattern is usually found in exposition, such as directions and explanations, and description. Key signal expressions include to the left, further up, next to, and others.
When listening for this organizational pattern, you, as a listener, should ask yourself questions such as the following:



What is being described or explained?
Where is the description or explanation going to begin?
In what order, direction, or by size or importance does the presenter describe or explain the object or parts of the operation?
Logical
Specific details such as facts, statistics, examples, testimonials, and comparisons are often used in persuasion and argument to support a general idea or assertion. These details are usually presented directly in a deductive manner. Occasionally they are presented more directly using an inductive manner.
 In a direct (deductive) approach, the speaker makes an assertion or a general statement and follows it by giving supporting evidence and finally a logical conclusion. This approach is often used when the listeners are already prepared for a message.

In an indirect (inductive) approach, a list of supporting details or evidence is used as preparation for a general statement. It is often used when listeners need convincing.
For both approaches, key signal expressions include: for example, more important, of course, for these reasons, if, then, hence, so that, in conclusion, as well as, equally important, conversely, yet, similarly, whereas, and others.
The logical pattern emphasizes ideas related to each other and offers the speaker a variety of ways to organize ideas. When speakers want listeners to see the relationship between two ideas or assertions, they might use one of the following patterns.
English Language Arts A30 101 Assignment 6

In a Problem-and-Solution pattern, a problem is stated, solutions are proposed and the end result is stated. As you, a listener, hear a presentation organized in this manner, you might ask questions such as the following.






What is the problem? Who is the problem? What is causing the problem?
What solutions are suggested or attempted to solve this problem?
What effect might these solutions have?
What are the results of these solutions?
Did these attempts succeed?
Is the problem solved?
In a Cause and Effect pattern, an event or issue is stated and then the speaker presents the causes. As you, the listener, hear a presentation with this organization, you might ask these questions.





What has happened?
What caused this to happen?
What is the result?
How are the factors or elements interrelated?
Will this result always happen? Why or why not?
In a Comparison and Contrast pattern, two ideas, items, or events are being compared and/or contrasted. As you, the listener, hear a presentation with this organization, you might ask the following questions.




What is being compared and contrasted?
How are the ideas, items, or events similar?
How are the ideas, items, or events different?
Are the ideas, items, or events more similar or more different?
Before you listen to “ The Myth of Canadian Diversity” which is an editorial from The
Globe and Mail use the clues given in the title of the piece, as well as its genre to consider the following questions. “The Myth of Canadian Diversity” is on the CD that accompanies the “Sample Listening activities and Assessments: English Language4
Arts A30, B30.
 What is your task during this activity? I am listening:
___
___
___
___
___ to understand and learn information or instructions to evaluate and judge ideas to identify feelings or empathize for my own pleasure to determine organization pattern of presentation
English Language Arts A30 102 Assignment 6

(2)
(3)
(3)
(3)


What do you know about Canadian diversity?

How might you logically organize ideas on this topic?
___ series-of-events
___ assertion-points-conclusion
___ problem and solution
___ comparison and contrast
___ cause and effect
___ other (explain)
What signal expressions would indicate this organizational pattern?
As you listen to the speaker, use point form to identify the main idea and key supporting details used in the presentation.
Topic: ________________________________________________
Speaker’s Main Point or Assertion:
Speaker’s Supporting Details or Points:
Speaker’s Conclusion:
English Language Arts A30 103 Assignment 6

(2) Now, listen a second time and determine the predominant organizational pattern the speaker has used.
Place a check mark in the space before the correct answer in the left-hand box. In the right-hand box provide evidence to support your choice of organizational pattern.
Evidence of Pattern Organizational Pattern
___ chronological
___ spatial
___ logical
___ problem and solution
___ cause and effect
___ comparison and contrast
___ other (explain)
(2) After you listen
Suggest one other way that the speaker might have arranged her supporting ideas.
English Language Arts A30 104 Assignment 6

(10)
A synonym is a word with a meaning similar to that of another. Knowing synonyms can be useful in avoiding wordiness and unnecessary repetition in your writing.
On the left-hand side of the page are a series of capitalized words, each of which is followed by a group of five other words. In the space provided, write the word from the group which is a synonym for the capitalized word.
1. LOQUACIOUS: lunatic, talkative, lounging, tasteful, lonely
2. ACRID: dry, affectionate, bitter, annoying, boastful
3. SUMPTUOUS: magnificent, mandatory, subordinate, succinct, practical
4. MARTIAL: sheriff, mediocre, macabre, military, congenial
5. FRIVOLOUS: silly, friendless, despicable, serious, irritable
6. PRECIPITOUS: premature, steep, predestined, scrawny, raining
7. MEDLEY: mixture, mountainous, servile, central, scullery
8. OBLIVIOUS: obligatory, certain, shrewd, flimsy, forgetful
9. CONTEMPORARY: contemptuous, envious, quarrelsome, present, intensive
10. DECRY: condemn, lure, covet, yell, demand
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English Language Arts A30 105 Assignment 6