1: After resuming our vocab experts, we returned to the world of syntax by reviewing our big 6 plus all those other syntactical stylings such as anaphora, hypophora, the syndetons, and other forms of parallelism, inversion, and basic sentence identifiers. With that solidly in our minds, we read Cinderella Ate My Daughter, indicating the purposes throughout the text - and even noting a pattern of juxtaposing purpose (thank you, Aiden) recycling throughout the entire passage. Moving into syntax identification, each of you - via your groups - have been assigned one sentence type (or "other" syntactical strategies) to highlight throughout the text. You will be sharing your findings with your own group and teaching someone else regarding the passage, so make sure you have thoroughly scavenged your directed pages.
3: After a quick foray into vocab experts (more attention to our diction acquisition tomorrow), you resumed your Cindy Syntax groups to share your finding regarding your individual assignments. Following group work, you joined 2 members of the other groups to share, note, and discuss what syntax flows throughout the entire passage. Back to your original groups, you looked at what syntactical patterns existed and what the overall purpose of the text happens to be. Make sure to keep this for Monday's class - you will definitely need it. For tomorrow, you have your hour's syntax samples to highlight and identify.
5: We started off with our Cindy Syntax prompt, which means any absentees have 48 hours to take or schedule. With little time left afterwards, we shelved vocab experts for tomorrow, and you received third hour's syntax handout to highlight and identify.
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