map for early chapters of Frankenstein

Click on the map to get the full version.

EWRT1A-62: group presentations

I forgot to set aside time for the groups to meet and exchange info. So I'll list the groups for next week here. If you'd like, you could use the comments section to arrange things with each other.

March 1, Frankenstein letter 1 - chapter 4
George
Katherine
D'Wayne
Angela

March 3, Frankenstein chapters 5-10
Natalie
Amalia
Justin
Alexander

EWRT1A-62: mixed constructions exercise

Here is the mixed constructions exercise, due Monday.

EWRT1A-62: reading response 7

Choose one.

What other reasons besides love does the narrator hint at for her aunt’s love affair? What point is the narrator trying to make?

Or.

Why does the narrator decide to tell this forbidden tale? What does this say about her? About her connection to her family?

EWRT1A-62: midterm prep

The midterm will be on Monday February 22nd. You will have the entire class time to complete it. You may bring your reader and a dictionary, but no notes or computers. Also bring your own paper. An exam booklet is not necessary.

The midterm will consist of two sections.

Grammar- 10 sentences to repair
- fragments, run-ons, pronoun reference, agreement, shifts
-10 points

In class essay- synthesize at least one of the education essays with one of the voice essays.
-90 points

In order to prepare, look over the grammar exercises and sentences from the beginning of class we have done. For the in class essay, look over your reading responses and keep working on essay 2. Also, look for similar themes in all the essays. Start broad and then try to get more specific. For instance, both the education essays and voice essays deal with how people are empowered or how people are disempowered. Do the essays show similarities about what empowers people? Do they show common obstacles or forces that disempower people? Also, many of the essays show people who have to navigate between different messages about who they should be. Is there some common thread in how people deal with the different influences in their lives and find identity? Are the influences brought together somehow or does a choice have to be made between them? Also, look at how the essays are written, especially the types of evidence they use. Many of the essays use firsthand testimony: either the author's own experience or the experience of other people. How does the use of firsthand testimony help an argument? Or does it hinder an argument in some way? In all cases, look for a general principle that connects the essays (remember, you need only to write on at least two; you don't have to connect them all) and then locate the examples in the essays that demonstrate that principle.

no class

Remember: no class tonight. See you Wednesday.

EWRT1A-62: transitions and appeals

Here is a little list of different types of transitions.

And here is a handout about appeals.

EWRT1A-62: shifts exercise

Here is the shifts exercise, due Monday, February 8th.

EWRT1A-62: reading response 5

Reading response 5 will no longer be done in class. It is now homework that is due Wednesday, February 3rd. Here is the prompt:

• Anzaldúa has described her text as “a crazy dance.” So she acknowledges that it is an unconventional text. In what ways is the text unlike a conventional essay? Do these ways contribute to Anzaldúa’s argument?
• How does Anzaldúa define “voice”? Where does voice come from? How is the uniqueness of voice kept alive?
• Choose your own focus of analysis.

EWRT1A-62: paragraph development and essay 2 prompt

I'll be going over this tonight, but here's a handout about paragraph development, types of evidence and rhetorical modes.

And here's a pdf of the essay 2 prompts.