Personal Narratives in Language Arts 7



Response to Literature in Language Arts 7

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What is a response to literature essay? [pic] [pic] [pic] [pic]

A response to literature begins with students reading a selected piece of fiction literature. After the reading is completed, a prompt is asked. Students must develop a clear thesis in response to the prompt. The overall goal is to show understanding as well as insight. This is accomplished by providing support for the thesis in the form of examples and quotations from the selection. Additionally, students must provide adequate commentary as well as their insight to the author’s purpose and/or theme in application to their own lives.

The most successful responses: [pic][pic][pic]

• Include all required paragraph and essay components

• Provide several facts, examples, and supportive quotations from the selection

• Contain adequate commentary explaining the examples, quotes, and analysis

• Show the writer’s insight to the author’s purpose and connection of themes to one's own life

• Avoids the use of “you, me, my, I”; Uses exact nouns such as “the reader, the author, characters, people, students, the audience”

• Displays thoughtful, precise word choice

Writing Prompt:

Anne McCaffrey’s fantasy-fiction short story “The Smallest Dragonboy” presents a main character named Keevan who desperately wants a prestigious position as a dragon rider. Although Keevan is an underdog, he possesses many traits that help him to reach his dream.

Write a 5 paragraph response to literture essay. Select three traits and provide supportive examples, quotations, and commentary.

California State Standards:

1.0 Students write clear, coherent, and focused essays with an awareness of the audience and the

the purpose. Students progress through the stages of the writing process as needed.

1. Create and organizational structure that balances all aspects of the composition and uses

effective transitions between sentences to unify important ideas.

3. Use strategies of outlining to impose structure on composing drafts.

6. Create documents using word-processing skills and publishing programs.

7. Revise writing to improve organization and word choice after checking the logic and ideas

and the precision of the vocabulary.

2.2 Students write response to literature essays of at least 500 to 750 words, roughly 2 to 3 pages of

typed MLA format.

a. Develop interpretations exhibiting careful reading, understanding, and insight.

b. Organize interpretations around several clear ideas, premises, or images from the literary work.

c. Justify interpretations through sustained use of examples and textual evidence.

Response to Literature: Expository Essay

What does it mean to respond to literature?

In all pieces of fiction literature, the main character faces a conflict. In analyzing fiction, the reader should look carefully at how the character handles the conflict. What life lessons does the main character learn? Does the character grow as a result of the resolution of the problem?

As you analyze literature, you need to be able to find relevance and apply the lessons learned in your own life. Even though you may be quite different than the characters in the stories you read, how can you grow as a result of the characters’ experiences? What “free advice” is the author conveying to you?

During seventh grade language arts, we’ve explored plot, the story’s required pieces. Identifying the parts of a plot helps readers to understand the characters’ journey in resolving conflict. We’ve also looked very carefully at authors’ development of their characters through indirect characterization. A reader can learn a great deal by looking at the main character’s speech, thoughts, actions, effect on other characters, and his or her looks. With these analytical strategies in place, we are ready to truly begin to respond to literature.

Throughout your education, your teachers will ask you to write essays responding to the literature you read. In short, you will be asked to write about the characters, their conflicts, their growth, and the life lessons experienced. The teacher will begin by giving a prompt, the question he or she wants you to explore and prove. As a writer, your goal is to respond to the prompt with a clear thesis, provide adequate support and commentary, and identify the author’s life lesson, or theme.

Remember, the goal of a response to literature is very different than a book report or a summary. A good response to literature essay will demonstrate the writer’s thoughtful comprehension beyond the plot and the author’s underlying meaning. Developing your insight and making the connection to a selection’s themes is part of becoming a sophisticated reader!

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Response to Literature Vocabulary

Prompt: the question asked about the selected piece of literature

Introduction: the first paragraph in an essay. In a response to literature essay, it should include a thesis and a summary statement.

Thesis: the topic sentence within the introductory paragraph which focuses the topic for the entire essay. In response writing, the answer to the prompt becomes the thesis

Summary Statement: the sentences in the introduction in which the writer concisely summarizes the selected piece of literature. It can be compared to a movie preview in that it is a quick introduction to the main character, the setting, and the conflict. We will commonly use the “Somebody wanted, but so” strategy.

Body: the essay paragraphs in which points are made to support the thesis. These paragraphs should contain story examples, quotations, and commentary. Most thoughtful essays will contain 3 or more body paragraphs.

Topic Sentences: the main idea statement in each paragraph. For our writing purpose, we will place the topic sentence at the start of each body paragraph. These topic sentences should clearly identify the point of support to the thesis.

Supporting Sentences: the facts, examples, and quotations used to support the main idea/topic sentence of the paragraph. Most teachers will tell you to have 5 or more sentences of support for your topic sentence. To prove your point, you really need to have several examples as well as the quote from the selection!

Commentary: After including an example or quotation of support, the student should provide commentary explaining and linking them back to the thesis and topic sentences.

Conclusion: the last paragraph of a response to literature essay in which the thesis and points are restated and the writer supplies commentary to the author’s purpose and message.

Insight: this is the writer's ability to show his or her analysis. The writer must show not only comprehension of the story, but also the ability to relate the lessons learned in readers' lives. Identifying the author's purpose, the themes, and "free advice" is helpful in showing insight! The writer must show understanding of the relevance of these things to his or her own life.

Coherence: the smooth flow of writing so that the reader can easily see how and why the paragraph ideas are arranged. Good transition words and a smart organizational structure help to improve coherence.

Unity: all of the sentences within the paragraph relate to one central idea.

Character Trait: a feature that cannot be seen but can be inferred by a character’s speech, thoughts, effect on others, actions, and looks.

Theme: the truth about life that is revealed in a work of literature which a reader must infer.

What Is a Response to Literature Essay?

It is exactly that! Students will give their response to a prompt, or question, after reading a selected work of literature. It is critical that students realize that this is not a review or summary. Instead, students must develop a clear thesis and provide support for it in the form of story examples, quotations, and commentary. This requires that students read with a focus of understanding the main character's conflict and growth as well as the author's purpose and relevance to readers' lives.

Generally, a 5 paragraph essay format is used as this shows adequate support and development for the thesis:

Introduction

Body Point #1

Body Point #2

Body Point # 3

Conclusion

It is, however, possible to write a shorter or longer response upon teacher request. All that is required is to alter the number of body paragraphs!

Introduction:

a) Title, author, genre, setting (TAGS)

b) Summary statement (Somebody wanted but so): include general information

about main characters, setting, and conflict

c) Thesis (Clear statement answering prompt.)

Body:

a) Clear topic sentence linking back to thesis

b) Two to three supportive examples

c) Quotation(s) of proof

d) Commentary on example and quotation and link back to thesis

Conclusion:

a) Restate thesis

b) Restate points

c) Author's purpose and insight… “The author wants the reader to understand…”

Response to Literature: Sample Essay

“King Arthur: Sword in the Stone” is retold by Hudson Talbot. In ancient times, there lived a great king named Uther. After the death of this king, the struggle for leadership tore Britain to pieces. The people of England were suffering and wanted a new king and a better life. The main character, Arthur, a young boy, wanted to live a happy life with his brother, Sir Kay, and his step father, Sir Ector. But, when a tournament is announced to find a new king, Arthur must accompany his brother to London and assist him in the competition. Young Arthur is able to pull a magical sword from a block of marble after all other stronger and wiser contenders fail. So, Arthur must accept that he is the future king the people of England so desperately need and learn to take on this new position. Arthur displays many character traits that help him in this challenge.

One character trait Arthur has is patience. [pic] He is willing to wait on his brother without complaint. After Arthur pulls the sword from the stone, many are absolutely shocked and unwilling to recognize Arthur’s right to the throne. Merlin allowed the loudest complainers an additional chance to pull the sword from the stone, and Arthur did not impatience. Several trials took place, “But no one could budge the sword but Arthur. The same troublesome kings and dukes still refused to acknowledge his victory, though. So another trial took place on Candlemas, and yet another trial on Easter. By now, the people had grown impatient, for they had believed in Arthur all along and they had grown to love him” (428). Arthur has great patience in waiting for the people to accept him as their king. He willingly pulls the sword from the stone as an act of patience and service.

Another character trait Arthur displays is courtesy. Webster’s Dictionary defines courtesy as “as polite, gracious, well-mannered, and considerate towards others.” Arthur most definitely shows courtesy many times throughout the legend. In the beginning, Arthur cares for animals by gently feeding them. Later, Arthur eagerly assists Sir Ector in preparing for competition. When Arthur pulls the sword from the stone, Arthur’s adoptive father falls to his knees to pray and states, “Now I know who you are!” Arthur responds by crouching down by his father and putting his head to his chest. Arthur replies, “I’m your son, Father!” (424). By humbly crouching to his father to declare his love and graciousness, Arthur indeed shows that he is courteous.

The most important character trait Arthur possesses is a great sense of duty. He possesses respect and shows obedience to his older brother and his father. Further, he completes his required tasks without complaint. When Arthur realizes he has forgotten his brother’s sword, he immediately tries to create a solution. And, after proving himself time and time again to earn the respect and faith of his people, Arthur accepts the position of king. “People of Britain, we are now one. And so shall we remain as long as there is a breath in my body. My faith in your courage and wisdom is boundless. I ask now for your faith in me. In your trust I shall find my strength. For your good I dedicate my life,” Arthur vows (428). Not only does Arthur realize that the people he will serve are wise and courageous, he also recognizes that he needs their trust and dedication. He explains that he will offer his service to them fully in return for their faith in him. This act shows that he is extremely dutiful.

Even though Arthur has humble beginnings, he possesses many positive character traits. His patience, courtesy, and sense of duty allow him to grow from a young and naïve boy, to the strong and inspirational King of England. Arthur is an unlikely hero at the start of the legend; he is young, naïve, and inexperienced. Yet, his positive traits allow him to develop into a hero. Thus, the author wants readers to understand that heroes may be found in ordinary people who exemplify traits of goodness.

Character Traits

able daring grumpy polite tired

active dark guilty poor tolerant

adventurous decisive happy popular touchy

affectionate demanding harsh positive trusty

afraid dependable hateful precise trustworthy

alert depressed healthy proper unfriendly

ambitious devious helpful proud unhappy

angry delightful honest quick upset

annoyed dramatic hopeful quiet useful

anxious detailed hopeless rational warm

apologetic discouraged honest reliable weak

arrogant dreary humorous religious wicked

attentive disrespectful ignorant responsible wise

average doubtful imaginative restless worried

bad dull impatient rich wrong

blue dutiful impolite rough young

bold eager inconsiderate rowdy

bored easygoing independent rude

bossy efficient industrious sad

brainy embarrassed innocent safe

brave encouraging intelligent satisfied

bright energetic jealous scared

brilliant evil kindly secretive

busy exciting lazy selfish

calm expert leader serious

careful fair lively sharp

careless faithful lonely short

cautious fearless loving shy

charming fierce loyal silly

cheerful foolish lucky skillful

childish fortunate mature sly

clever foul mean smart

clumsy fresh messy sneaky

coarse friendly miserable sorry

concerned frustrated mysterious stingy

confident funny naughty strange

confused gentle nervous strict

considerate giving nice stubborn

cooperative glamorous noisy sweet

courageous gloomy obedient talented

cowardly good obnoxious tall

cross graceful old thankful

cruel grateful peaceful thoughtful

curious greedy picky thoughtless

dangerous grouchy pleasant tired

A trait is a feature that cannot be seen but can be inferred by the character’s speech, thoughts, effect on others, actions, and looks. Not only must the writer identify the traits, he or she must provide proof such as examples and quotations from the selection.

Common Recurring Themes

What is the purpose of literature? People may argue that literature serves many purposes. One important purpose of fiction is to learn from the characters’ experiences. Literature that endures and lasts through centuries tends to focus on discoveries of the big topics in everyone’s lives. Even though readers may live very different lives than those of the characters, there are universal truths. No matter when, where, how, or who, there are certain life lessons that are true no matter the gender, age, ethnicity or time period.

A theme is a truth about life revealed in a work of fiction. Some other expressions for theme are: life lessons, morals of the story, free advice, truths, revelation about life, and golden nuggets of wisdom. There are many common recurring themes. Themes recur over and over again in the stories we tell because some truths about the human experience are universal.

According to , insight is “the ability to discern the true nature of a situation” or “grasping the hidden or inner nature of things or of perceiving in an intuitive manner”. A good reader must be able to infer a work’s themes and provide insight as to how the author’s message is relevant to readers’ lives.

So, how does a reader develop his or her insight and identify a work’s themes? By tracing the plot and watching a character resolve the conflict, a reader has made a good start. Making inferences about a character’s speech, thoughts, effects, actions, and looks is helpful too. But, an even better strategy to use “Most Important Word”. What word can you give as a most important word for the selection? Remember, your word needs to be an abstract noun that cannot be perceived by the senses! Here are some common recurring themes:

acceptance charity grief individuality pride

change empathy guilt integrity responsibility

choices family honesty justice risk

citizenship freedom hope loyalty sacrifice

commitment gratitude independence perseverance survival

Use of Textual Quotations of Support

One of the best ways to provide support is to choose excerpts of narration or dialogue from a short story or novel. In MLA style, referring to the works of others in your text is done by using what is known as parenthetical citation. This method involves placing relevant source information in parentheses after a quote.

Short Quotations

1. To indicate short quotations (fewer than four typed lines) in your text, enclose the quotation within double quotation marks within your paragraph.

2. Do not place punctuation inside the end quotation mark.

3. Provide the specific page citation in parentheses following the text.

4. A period should appear after the parenthetical citation.

Example of narration:

One trait that Keevan possesses is that he is determined. “Keevan was constantly working twice as hard as other boys his age to prove himself worthy” (121).

Dialogue and Narration:

Another trait that Keevan displays is bravery. “‘You may be the smallest dragonrider ever, young K’van,’ Flar said, ‘but you’re the bravest!’ And Heth agreed! Pride and joy so leaped in both their chests” (132).

Adding or Omitting Words in Quotations

If you add a word or words in a quotation, you should put brackets around the words to indicate that they are not part of the original text.

“I’ll have that shovel back Beterli [Keevan stated]” (126).

If you omit a word or words from a quotation, you should indicate the deleted word or words by using ellipsis marks, which are three periods ( . . . ) preceded and followed by a space. For example:

“Keevan was constantly working twice as hard … to prove himself” (121).

Response to Literature: Prewriting

“Smallest Dragonboy”

Basic Situation: Answer each question in two or more complete sentences.

Describe Keevan.

Describe Beterli.

Describe where and when the story takes place.

What external conflict do the characters experience with nature?

What external conflict does Keevan experience?

What internal conflict does Keevan experience?

Response to Literature: Prewriting

“Smallest Dragonboy”

Complications: Answer each question with two or more complete sentences!

Describe a couple of things that further complicate Keevan’s internal and external conflict.

Climax: Answer each question with two or more complete sentences!

What does Keevan decide to do that starts off the climax?

How is the problem resolved?

Resolution: Answer each question with two or more complete sentences!

After the problem is resolved, what are the effects for Keevan, Beterli, and Pern?

Response to Literature: Prewriting

“Smallest Dragonboy”

“Most Important Words”

What abstract noun comes in mind when thinking about this story? Create a brainstorming tree.

Summary Statement

Our essay is not a summary, but you must provide a concise summary statement in the introduction so that the reader can preview what the story was about. Use “Somebody Wanted But So” to efficiently summarize the plot of the story! Do not give away the ending; consider this to be a “movie preview”! Brainstorm for your summary statement here!

Three Character Traits

Using your “Most Important Words” and the Character Trait List, pick three traits that you believe help Keevan become the hero of the story. Use order of importance and save the best for last!

1)

2)

3)

Response to Literature: Drafting

“Smallest Dragonboy”

I. Three Important Traits

A. Paragraph One: Introduction

1. Title, author, genre, setting

_____________________________________________________________________________________________________________________________________________________________________

2. Summary Statement

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Thesis

________________________________________________________________________

______________________________________________________

B. Paragraph Two: Body (least important trait you’ve selected)

1. Topic Sentence

_____________________________________________________________________________________________________________________________________________________________________

2. Example of trait

_____________________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________________________________________

3. Quotation and page number of proof of trait

_____________________________________________________________________________________________________________________________________________________________________

_______________________________________________________

4. Commentary on quotation and link back to thesis and trait

_____________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________

C. Paragraph Three: Body (middle important trait you’ve selected)

1. Topic Sentence

_____________________________________________________________________________________________________________________________________________________________________

2. Example of trait

_____________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________

3. Quotation and page number of proof of trait

_____________________________________________________________________________________________________________________________________________________________________

_______________________________________________________

4. Commentary on quotation and link back to thesis and trait

_____________________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________________________________________

D. Paragraph Four: Body (most important trait you’ve selected)

1. Topic Sentence

_____________________________________________________________________________________________________________________________________________________________________

2. Example of trait

_____________________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________________________________________

3. Quotation and page number of proof of trait

_____________________________________________________________________________________________________________________________________________________________________

_______________________________________________________

4. Commentary on quotation and link back to thesis and trait

_____________________________________________________________________________________________________________________________________________________________________

_______________________________________________________

E. Paragraph Five: Conclusion

1. Restatement of thesis and traits

_____________________________________________________________________________________________________________________________________________________________________

2. Insight to author’s purpose and message

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Language Arts 7

Scoring Rubric:

O = outstanding mastery of standard; creative and advanced understanding

S= satisfactory understanding of skill/concept; effort shown to meet standard

N= needs improvement in meeting standard although some understanding is apparent

U= unsatisfactory; standard not addressed; directions not followed

|MLA FORMAT: | |

|All essay parts are double-spaced; Times New Roman 12 font; four row heading (name, teacher, class, date |O S N U |

|due); last name and pagination in upper right corner; paragraphs indented at ½ inch; one inch margins; | |

|white paper; parenthetical citation | |

|CLEAR THESIS: | |

|“Keevan possesses many traits that help him to develop as the hero in “The Smallest Dragonboy”. Thesis |O S N U |

|sentence is the last sentence in the introduction. | |

|SUMMARY STATEMENT: | |

|Title, author, and a "Somebody wanted…,but… so" statement gives the reader a concise, precisely worded |O S N U |

|summary of the main characters, setting, and conflicts. It is cleverly written to give the reader an | |

|understanding of the plot of the story. | |

|STRONG, CLEAR TOPIC SENTENCES FOR THE BODY PARAGRAPHS: | |

|The starting sentence for the body paragraphs includes "one trait", "another trait", "the most important |O S N U |

|trait". The trait is clearly stated in each body paragraph’s first sentence. | |

|CONTENT AND DEVELOPMENT: | |

|Each body paragraph contains two to three examples of proof of the trait. The support given is evidence |O S N U |

|of the trait rather than just a summary of what happened. | |

|QUALITY OF QUOTATIONS OF SUPPORT: | |

|Each body paragraph contains a quotation of proof of the trait selected. The quality of the quotations |O S N U |

|shows careful thought in the selection process. | |

| STANDARD CONVENTIONS OF EMBEDDED QUOTATIONS: | |

|The writer utilized the example page to capitalize and punctuate the quotations properly. The exact words|O S N U |

|were copied from the novel. No end punctuation such as a comma is used inside the end quote. The page | |

|number follows the quote in parentheses and then the period. No words or abbreviations (such as pg. or | |

|page) are included inside the parentheses. | |

| COMMENTARY AFTER EXAMPLES ANDQUOTATIONS: | |

|An explanation commenting about the quotation and linking it back to the trait selected is |O S N U |

|needed. Commentary shows the clear connection of why it is proof and links back to thesis. | |

|PRECISE WORD CHOICE: | |

|Effort has been given in word choice and revision for preciseness. Contractions are not used. First and |O S N U |

|second person pronouns (I, me, my, you, your) should not be used in response to literature analysis. | |

|Areas needing precise word choice will be noted with a wavy line on essay. | |

|CONCLUSION AND INSIGHT: | |

|The conclusion has a clear restatement of the thesis and points. A definition of “hero” can be included. |O S N U |

|A quotation of message may be included. The writer has commented about the author’s message and purpose. | |

|Include what the characters learned and how a reader can apply the lesson in his or her own life. What | |

|does the author want her audience to understand? | |

|STANDARD ENGLISH GRAMMAR AND SENTENCE STRUCTURE: | |

|Grade-level sentence variety and structure are used appropriately; the writer shows mastery of complete |O S N U |

|sentence writing with few or no run-ons or fragments (refer to blog PowerPoint or see Ms. Cochren at lunch| |

|as needed to correct run-ons and fragments) | |

| CAPITALIZATION, PUNCTUATION, AND SPELLING: | |

|The capitalization, punctuation, and spelling contain few mistakes. Character names are correct and |O S N U |

|capitalized. Commas are used after introductory words, phrases, and between independent clauses joined by | |

|a conjunction. | |

Student Name: _________________________________________________ Class period: __________ Student #: ___________

A revised essay may be submitted within one week for up to a 5% increase. Grade:

Edit Sheet

Read each edit suggestion and make corrections. Initial each to show you have done so.

__________ Read through your essay to ensure that there are no typos, missing words, or extra words.

__________ Check for proper MLA format (all essay parts are double spaced, Times New Roman 12, four row

heading of your name, teacher, class, and date due, centered title of Response to Literature,

pagination, one inch margins, half inch indentation for each new paragraph, parenthetical citations)

__________ Essay length is 500 to 750 words in order to meet the state standard.

__________ Title of “The Smallest Dragonboy” is correct and within quotation marks to show that it is a short

story title.

__________ The thesis is the last line of the introduction. (Keevan possesses many traits which help him to

become the story’s hero.

__________ The title, setting (Pern), characters’ names (Beterli, Keevan), and author’s name (Anne McCaffrey)

are capitalized and spelled correctly.

__________ The body paragraphs each begin with a parallel topic sentence. (One trait Keevan has…/Another

trait Keevan displays is…/The most important trait Keevan possesses is…)

__________ Parenthetical citation model has been followed exactly.

Exact lines of narration or spoken words from the story must be put inside quotation marks. No

punctuation should be used inside the end quotation in MLA format. After the end quote, a page

number should be inside of parenthesis, and then the period follows. Microsoft Word grammar check

will tell you this is incorrect because of normal narration punctuation rules; it does not identify MLA

format for parenthetical citation! You may have to manually play around with spacing to make the

quotation marks or apostrophes to face in the right direction.

Narration: “Keevan was constantly working twice as hard” (121).

Dialogue and Narration:

“‘You may be the smallest dragonrider ever, young K’van,’ Flar said, ‘but you’re the bravest!’ And

Heth agreed! Pride and joy so leaped in both their chests” (132).

__________ I have used precise nouns in the conclusion such as “the reader”, “the audience”, “people”,

“the author” instead of “you”. Avoid “I” and just state your thoughts!

__________ I have included wording in my conclusion such as “life lesson”, “discovery of truth”, “wisdom”,

“author’s purpose”, “message to the reader” in order to show insight and relevance to the readers’

lives.

#_______ Name: ____________________

Have you ever heard somebody say something that seemed racist or discriminatory? Did you speak up or do anything about it? In the novel Bat 6 by Virginia Euwer Wolff, the setting is post World War II in the towns of Barlow and Bear Creek. Many of the towns’ residents still recall the attack on Pearl Harbor, those who chose to fight in the war and those that didn’t, and the internment of the Japanese Americans of the West. In order to bring peace back amongst the people, they create an annual softball game. Each year, the girls of grade 6 play in Bat 6, and this game is something of which the people celebrate and attend. Shazam, a girl who has just returned to town, has extreme hate for Japanese people as a result of her father dying in the attack of Pearl Harbor. Shazam makes many discriminatory comments, and her team members tell her she should not do so. When Shazam attacks a Japanese girl, Aki, from the opposing team, many of Shazam’s teammates feel guilt that they could have done something to prevent the attack. There are also other adults that feel guilt as well.

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