In-Class Essay #1

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In-Class Essay #1

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?

Some Statistics--Grades

 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%

Some Statistics—Grades in June if No Improvement

 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%

Evaluation Criteria—What needs to improve

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.

What We Will Learn . . . Partially

 Introduction Structure  Body Paragraph Structure  Analytical topic sentences  Transitions  Quoting Properly  Raising Level of Diction  Precise details  Word choice  Sentence structure

Introduction 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.”

Introduction Structure

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.

Introduction Structure

Interpreting the lens— suggestions/requirements

Refer directly

quote it or not; 

Quote exactly

to the lens, whether you directly if you do quote;  Explain

why

the lens is true;  Discuss its

effect in literature

;  Discuss its

effect on the world

;  Consider

the consequences

of the quote.

Introduction Structure

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.

Basic Body Paragraph Structure

  1.

2.

A topic sentence

should not

:

Be merely narrative; (1) Focus only on literary elements; (2) 3.

Be too general. (3)

A topic sentence

should

:

1.

2.

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)

Basic Body Paragraph Structure

 1.

2.

3.

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.

Basic Body Paragraph Structure

Other Required Body Paragraph Elements: 1.

Accurate specific details

—you must know the literature;

2.

3.

Argumentation

showing how the details illustrate your interpretation of the lens;

Clincher/transition sentences

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

Literary Elements

 As stated in class

before

1.

2.

the essay:

Don’t

use them as the main point of a paragraph;

Do

use them to support the point you make in each body paragraph;

3.

4.

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;

Characterization

instead.

—is a weak element to use as all stories have it but few students truly understand it. Use conflict, setting, and theme

Other Issues to Consider— Diction/Mechanics

Quote accurately

—it is right in front of you; 

Underline

play and novel titles; 

Slang

—wording such as “kids” and “mess up” are low in diction and should not be used in formal writing; 

Capitalize

properly; 

Learn

the difference between “than” and “then,” “that” and “who,” and “woman” and “women”; 

Conclusions

—keep them brief. Restate your main idea and provide closure—two or three sentences.

Rewrites

 You

must

rewrite if your grade was below 70  You

may

rewrite if your grade was not  Make

significant changes

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

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