Thanks and good luck!

Thank you all for the class. Good luck to you.

Here's one last link, for those of you who have trouble with writer's block or procrastination: a program that deletes what you write if you stop writing– Write or Die!

EWRT1A-62: final

150 points total - 3 sections

1. Grammar - 10 points - 5 sentences - 2 points each
mixed constructions
active verbs (clear sentences)
modifiers- misplaced and dangling
conciseness (wordiness)
parallelism

2. Short answer - 40 points - 4 questions - 10 points each
"No Name Woman"
"A Rose For Emily"
Frankenstein

3. Essay - 100 points
Connect Frankenstein with one of the short stories.
Think about connections of theme and style. Find commonalities between the short stories and the novel. Then think of specific scenes that demonstrate these connections. For instance, all of the stories manipulate point of view. Does the manipulation of point of view have a similar effect in the stories? All the stories also deal with social outsiders. Are the causes for why the characters are social outcasts similar? Or are the effects of being social outcasts comparable for the characters? Other connections the class came up with were the obsession with death, the inability to accept change, the avoidance of responsibility, the drive for revenge, the evil of society, the need for attention, the desire for companionship, and the effects of isolation (notice the parallel structure there?).

EWRT1A-62: reading response 10

Here's the prompt for Reading Response 10, which we started in class:

Dear students,
We have come to the last reading response in the class. Instead of writing a formal analysis, what I’d like you to do is to write a letter. The audience for your letter is your fellow classmates. Please tell them what discoveries you have made about Frankenstein. Maybe you are surprised at how the different the novel is than the movie versions. Maybe the language was challenging for you, but you made a breakthrough with it. Maybe the central question of whether or not the quest for knowledge is good or evil challenges the very reason why you are in college. In other words, tell the other students your experience reading this novel, what you felt and what you thought.
This is a letter, so it should read like one. Don’t worry about writing a well-argued analysis. The goal here is simply to share your insights and impressions.
Sincerely,
Nick Mullins

EWRT1A-62: parallelism exercise

Here is the parallelism exercise.

And here's the handout on quoting from tonight if you didn't get it.

EWRT1A-62: conciseness exercise

Here is the link to the conciseness exercise. It's titled "wordy sentences" and, yes, there are only five to do.

EWRT1A-62: modifiers exercise, essay 3 prompts, and reading response 9

First, here's the modifiers exercise, due Monday.

Second, here are the prompts for essay 3, if you didn't get them or lost them.

And third and last, here's the prompt for reading response 9:

Now that you have read the creature’s story, you can see that Victor has created an eight-foot tall being capable not only of speech but also of reading college level texts, and who now desires a mate. What is the conflict for Victor at this point? After you have discussed that, speculate on what you think will happen next. Stay within the scope of the novel: based on what you know of the characters, what is the most likely outcome? Use evidence from previous scenes to back up your speculation.