I don't have a clever title to this blog today since we had a little tangent from our rhetorical strategies with our discussion of college credit and AP exam options.
All hours completed the vocab quiz for unit 11, which means that if you were not here, you have 48 hours to either take the quiz or schedule a make-up time.
And, as I mentioned in seventh hour, learning the strategies and their definitions are necessary for you to have more confidence in close reading and analysis. If you don't know the big ticket terms - study them! The more familiarity with these strategies, the easier it will be to spot them in the text.
1: With limited time, you peer reviewed your "Story" strategy paragraphs and (for almost all of you) received tips for the next time around.
3: We began "The Story of an Hour," looking at the development of pathos and tone shifts and a few other strategies as well. We will resume the text on Thursday. For those of you feeling frisky, you may want to start formulating a purpose for this passage. Remember, the purpose is not about a summation of Mrs. Mallard's experiences but why Chopin is writing this story.
4: We shared our purpose statements from "Story of an Hour," which were fairly similar with specific verbs and full thoughts regarding gender roles, oppression, societal treatment, and other like phrasing. For homework, you have selected 1 strategy from the text and will write your analytical paragraph for next class.
7: Moving right along, we looked at the writing prompt and the Outliers passage from last week, guaranteeing that you have a plethora of strategies - big ticket ones and safe ones - to choose from. We will continue with tips on Thursday.
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