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English II Homework
After reading Carrie Chapman Catt's "Address to Congress on Women's Suffrage," respond to the following statement by filling in the gaps and adding THREE pieces of evidence from the text to support the claim:
Catt relies upon (what rhetorical strategy) to persuade (whom?) to (do what?) . 1st piece evidence should give a rhetorical device and how it is used to support this example. 2nd piece evidence should give a rhetorical device and how it is used to support this example. 3rd piece evidence should give a rhetorical device and how it is used to support this example.
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Please make sure you read paragraphs 12 and 13 on page 15. Annotate like we do in class. We will discuss this tomorrow.
Read paragraph 5 on page 13. Annotate like we did in class today. We will go over it and page 14 tomorrow.
Make sure to write a sentence with each of your remaining vocabulary words and draw a picture associated with the word and sentence. Stick figures are welcomed! Phrases quiz tomorrow! Study, study, study! We will go over ethos, pathos, and logos each day by examining speeches and historical documents. If you miss a day, you will miss notes.
This is the vocabulary for this week. We will have a quiz on it next Tuesday. •Refute (verb)—argue against •Inferior (adjective)– Being of lower rank or status •Subjugate(verb)—to bring under domination or control •Undermine (verb)—to damage or weaken someone or something insidiously •Egregious (adjective)—outstandingly bad or shocking The phrases quiz will be on Thursday! We are reviewing it daily, so you should also be reviewing it at home. No homework tonight. We will move from poetry to rhetoric in speeches and start having vocabulary each week to use and be quizzed over.
Provided that you have turned in your poetry project and have no outstanding late assignments, you are free this weekend.
On Monday, you will take your poetry unit essay test. It's just like we have practice in class. Tonight, make sure that you study your notes and poetry examples for the multiple choice test tomorrow. There will be an essay test on Monday for the poetry unit.
The essay is late. Ten points are taken off each day it is late. There really is no excuse for this since I have offered my time after school to tutor you and you were responsible for a paragraph each day and had an example to go by. This essay is over Frost and Brooks, not a new poem or something different. No, you were not required to type it, but it was a nice thing if you did, so that should not be an excuse. The purpose of the essay was to give you personalized feedback from me before your test on Monday; therefore, by not turning it in, you have hurt yourself. Your poetry project is due tomorrow. No excuses. 10 points each day it is late. Make sure that you have your essay to turn in. This is the essay you were responsible for writing a paragraph a day after my instruction and examples were created. This is NOT a new essay. It is a project grade, so if you don't turn it in, you will lose points each day.
Please do the last page in your packet that reviews participles and gerunds. We will go over this tomorrow. I gave you time in class today to help you with your project and clarify the directions, multiple times. This project is due January 24, this FRIDAY. In case you are still lost and cannot stay after school this week, here are the directions again (the same thing on the rubric).
This weekend, students are to complete page 169 in their info binder.
AND Also, students are to complete their essay by writing the conclusion. Here are some guiding tips to writing a conclusion: 1. Go back to the prompt and what you set out to prove. In this case, you were writing a theme about choices. 2. What did you learn about the topic? In this essay, what did you learn about making choices and those who try to influence your choices? 3. Make sure to drop in the authors' names so that your conclusion is relevant to the discussion. 4. What is your big Ah-Ha moment? What did you discover about life and making choices by the end of this essay? This is what you are telling (conveying) to your reader. Example concluding paragraph---Do not paraphrase what is written. This is on you! Life is not easy, and neither are the choices we face. The poems teach the reader valuable lessons through their shared themes. Frost’s poem reminds the reader that once a decision is made, it is permanent; therefore, a person cannot go back and change it. However, we should not feel discouraged by Frost’s message because we will know to choose wisely. Brooks, on the other hand, teaches us that our decisions should be our own, with no heavy-handed influences. If we accept the results of our choices, we will live our own lives true to our nature, like Sadie. Therefore, these poems reveal that no one should dictate a person’s life but that person, and a person must accept what has been handed or make better choices. Students are allowed to keep the following theme/thesis in its exact wording: From these poems, the following theme is derived: choices made in the present have a surprising outcome in the future.
This is the model that I did for them, but they cannot reword my introductory paragraph (that's not learning, that's regurgitating): Examining a situation and choosing the right course of action can be difficult. What makes a decision so difficult? Could it be how it affects the person, or could it be the uncertainty and battling the unknown? It is from this uncertainty that Frost and Brooks develop their poems. In Robert Frost's "The Road not Taken," the narrator of the poem reflects upon a time where he had to choose a path both literally and figuratively. On the other hand, Gwendolyn Brooks's poem, "Sadie and Maude," describes two sisters' paths and choices in life. From these poems, the following theme is derived: choices made in the present have a surprising outcome in the future. How to construct an intro paragraph for this paper:
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May 2020
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