Ms. Auchinleck's English Treasure Trove



*Types of Essays (know the identifying elements)Narrative Essay (personal narrative)Expository Essay Descriptive Essay Typical question: Identify the type of essay using at least 2 elements taught in class. Provide two references to the essay prove that this is true. *See Class Notes**Styles of Writing (know the identifying elements) Argumentation – based in facts and statistics Persuasion – emotional appeal, call to action Typical question: Identify the style of essay writing using at least 2 elements taught in class. Provide two references to the essay prove that this is true. *See Class Notes**Thesis A sentence that indicates what your essay is about; it is like a theme in a novel or short short story. -Found in the introduction -Should be the first or second sentence in your introduction -Skilled authors might take the liberty to place the thesis at the end of an introductionTypical question: Identify the thesis statement from this essay. Show how this thesis has been developed throughout the entire piece. *Unity Created and proven through:Repetition of key ideas. When you are addressing this you should look for examples from the beginning, middle and end of a pieceIdentification of thesis statement and a discussion of how paragraph topic sentences support the thesisClosing by return – this is not the same thing as repetition of a thesis statement. Typical question: Using one of the elements of unity, show that this essay is unified. Use 2 references to the text to support your answer.*See Class Notes**AudienceWho is the essay written for?*Must be specific, and it can’t just be THE GENERAL PUBLIC* - Returning soldiers from the war in Iraq -Mothers of children killed by drunk drivers -Teens who have been pressured to take drugsTypical question: Suggest who the audience is for this essay, and state why this is an appropriate audience. Support using 2 references to the text.*CoherenceCreated and proven through:Transitional words, phrases or sentences (logical, oppositional, chronological)Repetition of a key word, phrase or idea from one sentence to the next or one paragraph to the next Pronoun/Antecedent Reference Parallel StructureTypical question: Using two of the elements of coherence, show that this essay is unified. Use one reference to an example of each element to support your answer.*See Class Notes**PurposeWhat is the essay meant to do?*Must be specific, and it can’t be TO INFORM* To persuade To convince To criticise To evaluateTypical question: What is the purpose of the essay? Support using 2 references to the text. *Effective Introductions and ConclusionsStudents might have to discuss why an introduction or a conclusion is particularly effective.Effective introduction:-Clear thesis-Introduction of the key points to be discussed throughout the essay-Begin with an interesting stat, fact, anecdote, etc. Effective conclusions: -Recap thesis-Revisit each of the main points you made-Ties up the argument-Uses closing by return-Persuasive essays should have a call to action*Methods of DevelopmentExample and Illustration Comparison/ContrastCause and Effect NarrationClassification/Division Process AnalysisDescriptionTypical question: Choose two methods of development that were used throughout this essay and show that they essayist has used them effectively in the essay.*See Class Notes**EffectivenessStudents should know how to discuss why a particular word, phrase or sentence is particularly effective in the essay.“It is effective because it contributes to literary element.” Then explain how it develops that element.Students should be able to identify and explain the effectiveness of ANY literary device with which they should now, in Level I, be familiar:Examples:Message Tone Imagery AllusionsHyperbole All figurative language etc. *Emphatic DevicesSentence length ( particularly sentence brevity) or unusual sentence structure (sentence fragments, for exampleunusual punctuation (-,!? … “ ” ; :[ ])unusual font (italics, bold, underline, color, size, etc.)repetition (words or phrases)parallel structure (look for groups of threes…)listing (numerical order, bullets, sequencing)Typical question: Identify 2 types of emphatic devices being used within this essay. For each type, find an example from the text and explain why it is particularly effective (in other words, what is it trying to emphasize and why)?*InferencesStudents should be able to glean the meaning of unfamiliar words by examining context.*Connotation vs. Denotation Denotation – dictionary meaning of a word (ex. Teenager – a human being between the ages of 13 and 19 that is undergoing a period of significant change mentally, physically, emotionally, etc.) Connotation – all of the ideas/images that we associate with an object (ex. The future, potential, impressionable, etc.)*Diction Word choice – must be purposeful Ex. Hold vs. caress Ex. Follow vs. haunt Ex. Tease vs. humiliate Typical question: Identify an example of effective diction and indicate why it is particularly effective. *Dominant Impression Similar to atmosphere in novels or short stories. It is not necessarily the feeling created, it is the way that you want the people or landscapes to be interpreted. Depending on the circumstances involved, you will present these people and places in different lights.You will encounter dominant impression, not only in fully descriptive essays, but also in descriptive paragraphs.*Types of Evidence Authority Detail Definition Facts and Statistics *Tone The tone of a piece is the author’s attitude towards a subject or audience (see tone handout for examples)Typical question: Identify the tone being used. Provide 2 references to the text to support your answer. English 3201: Dominant Impression ActivityDominant impression is not the feeling created, it is the way that you want the people or landscapes to be interpreted. Depending on the circumstances involved, you will present these people and places in different lights. i.e. How would the images of Poland differ for a Holocaust survivor pre-Holocaust and post-Holocaust? Pass out index cards and ask your students to focus on a person they love (write their title NOT THEIR NAME down on the card).On the front of the card write out 3 positive phrases or words that describe the person.On the back of the card write 3 negative phrases or words to describe that same person.Switch your card with your neighbour, switch again, switch again. Read out loud the positive side “Would you want this person to be your mom?” Read out loud the negative side “Would you want this person to be your mom?”This is the same person!!! Stress this pointYou are presenting the details that are the most important to portray that person in the light you choose. You are not lying. You are creating a dominant impression of that character/landscape.W present people and landscapes in different lights depending on the circumstances.Next, I draw several large circles on the board with an overlap in between:I model an exercise for them where I write 3 - 4 descriptive terms or phrases to describe a friend down the “overlap” section. Then, on the left, I write descriptive phrases that I’d use if I was trying to set my friend up on a blind date. On the right, I write descriptive terms that I’d use if this was a friend who’d dumped me. Students start to see that the complimentary terms on the left and the derogatory terms on the right actually DO describe the same person. And we often do present a person in a different light depending on circumstances. We’re not lying; we’re presenting characteristics that create a certain “dominant impression” of our friend. ................
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