Sadly, social status also affects education—students low on the socio-economic scale get less school and do less well in the schooling they get. Possible causes?
93-100 85-92 77-84 69-76 “6” “5” “4” “3” 60-68 “2” Below 60 “1” Class Avg.: 73 0/37 7/37 5/37 13/37 12/37 0/37 0% 19% 14% 35% 32% 0%
93-100 85-92 77-84 69-76 “6” “5” “4” “3” 0/37 4/37 5/37 9/37 0% 11% 14% 24% 60-68 “2” 19/37 51% Below 60 “1” 0/37
What this means for passing the Regents:
10 will fail; 19 will have to get 24/25 on the multiple choice in order to pass—if there is no improvement (based on last January’s test) 0%
Meaning: understanding of the questions and texts— proper application of the lens, accurate analysis of the literature Development: level of discussion/detail provided— accurate specific details (but not plot summary) Organization: structure and argumentation— proper topic sentences, transitions, and more Language use: level of diction, appropriateness of language— sentence structure, word choice, slang Conventions: grammar, spelling, etc.
Introduction Structure Body Paragraph Structure Analytical topic sentences Transitions Quoting Properly Raising Level of Diction Precise details Word choice Sentence structure
Restating the lens
“Too often it is not your character or actions that decide your fate—it is your social status” means that what happens to you is determined by your social status, not your actions or character.” “The quote says that it doesn’t matter what you do or what kind of person you are. What happens to you is determined by your social status.”
Interpreting the lens
The quote “Too often it is not your character or actions that decide your fate—it is your social status” argues that people’s lives are affected more by class than character. Social stereotypes, which are easier to determine than individual judgments, are difficult to overcome because people see what they expect to see, not necessarily the truth about a person. This discrepancy between belief and reality often provides the conflict in literature as protagonists struggle to get the respect they deserve.
Interpreting the lens— suggestions/requirements
quote it or not;
to the lens, whether you directly if you do quote; Explain
the lens is true; Discuss its
effect in literature
; Discuss its
effect on the world
of the quote.
Connecting to the literature (at the end)
Mention the author and the title of both pieces of literature Consider adding your agreement with the lens to this statement (as modeled in class): The controlling role of social status in life is shown to be true in both Miller and The Crucible Of Mice and Men by Arthur by John Steinbeck.
A topic sentence
Be merely narrative; (1) Focus only on literary elements; (2) 3.
Be too general. (3)
A topic sentence
Focus on a specific point from the literature; (4) Provide a direct connection to the thesis (in this case your interpretation of the lens). (4)
Topic Sentences: Which is best?
In The Crucible, many people are accused of witchcraft.
The Crucible of the 1950s.
is an allegory for the Red Scare There are many examples of the critical lens in The Crucible.
In Miller’s The Crucible , social status determines who first gets accused of witchcraft in Act 1 of the play.
Other Required Body Paragraph Elements: 1.
Accurate specific details
—you must know the literature;
showing how the details illustrate your interpretation of the lens;
class next week.
that sum up the point in relation to the critical lens and provide connection to the next body paragraph—we will learn more about this in
As stated in class
use them as the main point of a paragraph;
use them to support the point you make in each body paragraph;
Point of View
—in literature, it refers to the perspective from which the story is told (1 st or 3 rd ), not someone’s opinion;
—is a weak element to use as all stories have it but few students truly understand it. Use conflict, setting, and theme
—it is right in front of you;
play and novel titles;
—wording such as “kids” and “mess up” are low in diction and should not be used in formal writing;
the difference between “than” and “then,” “that” and “who,” and “woman” and “women”;
—keep them brief. Restate your main idea and provide closure—two or three sentences.
rewrite if your grade was below 70 You
rewrite if your grade was not Make
cosmetic ones (Get help!) , not just the easy Hand in both your new draft (may be word processed) and the original one with my grading sheet
Due: Thursday, Feb. 17 by 5:25 pm