Please retrieve Power Verbs handout on front table.

In PS:

• Annotations +20/4 pgs. – Great job overall (range 12-20)! Insightful responses to text, making connections, asking questions (try to answer – this is important!), looking up unfamiliar words, identifying literary techniques (e.g. foreshadowing, personification, metaphors, similes, idioms, etc.). if it was not in Canvas, assignment received a zero!

• Reiteration regarding policy: I grade via Canvas or turnitin.com. If you are having technology issues, email assignment to Mrs. Bondi ON TIME (or slip under door, etc.). This is the only way you will be able to submit an assignment to the correct location late. If it is not there (Canvas or turnitin.com) it will NOT BE GRADED! Since we discussed this each day after it was due, I will not go back and regrade. If it would make a difference in a letter grade at end of the semester, we might revisit this issue. Questions???

Let’s look at rubric and student samples!

+18 if in between

5 pts. per page; if you received 10/20 or 15/20 YOU LEFT OUT A PAGE OR TWO! See comments in Canvas!

PDF student samples!

Slide Show & PDF student samples who critically analyzed the text/Carr article!

Rhetorical Analysis Graphic Organizer32 points (2 pts. per box)

1. What is the tone of the piece?

The tone of “Is Google Making Us Stupid?” is serious and somewhat personal.

Throughout most of the article, Carr is explaining why and how Google is depleting us of

our intelligence. However, in some parts of this article, the author is personal about his

experiences on the Net. For example, Carr states, “I can feel it, too. Over the past few

years I’ve had an uncomfortable sense that someone, or something, has been tinkering

with my brain, remapping the neural circuitry, reprogramming the memory” (Carr 2).

These personal sentences allow the reader to acknowledge Carr’s point of view.

Expectations regarding Academic Integrity: Always submit YOUR OWN WORK!!

Academic Integrity: As stated in the Arizona College and Career Ready Standards, students need to be college and career ready when graduating high school. To meet this standard, students will be expected to accurately and consistently cite all sources used in their work and to submit designated assignments to turnitin.com, a plagiarism detection service. If it is determined that student work is plagiarized, appropriate consequences will be enforced per school policy. Consult the Mountain Ridge High School Student Style Handbook and Uniform Documentation Guide to learn how to avoid plagiarizing.

Plagiarizing from another source OR your peers is in violation of Academic Integrity.

Please always demonstrate character in my class.

Microtheme NotesRange A-F

Prompt: In some works of literature, a character who appears briefly, or does not appear at all, is a significant presence. Show how such a character functions in George Orwell’s 1984. You may wish to discuss how the character affects action, theme, or the development of other characters. Avoid plot summary.

First, let’s dissect the prompt! AP = answer the prompt! Quickly, find your 1984 partner! Be ready to share out! Go! Partner with the longest hair is Partner A. Raise your hand if you are Partner A! Partner A: How many characters will you write about based on the prompt? Partner B: What type of character will you write about?Partner A: What will you argue? In other words, how many aspects in the prompt will you discuss? How do you know this?Thank partner & head back!

So, first step in a timed write? Tell your table partner!Yes, dissect the prompt!!!

Now, quickly find your Brave New World partner. Be ready to share out! Go!Partner with the darkest shirt is Partner A. Raise your hand if you are Partner A.Partner A: What is the structure of a microtheme? (e.g. 1 paragraph, multi-paragraphs, etc.)Partner B: Where does the thesis statement go in the paragraph?Partner A: What must the thesis contain based on this prompt?Partner B: What else do you want your thesis to contain?Thank your partner, and head back!

So, we know that a microtheme is ONE paragraph, the thesis is the FIRST SENTENCE, and that THE THESIS must contain both the character and the aspect (how character affects the action, theme, or development of other characters) you chose to focus on (topic and claimbased on the prompt). Also, you want to include the author’s name AND title of novel in ITALICS.

Share with your table partner…Effective thesis? Be prepared to share why or why not!

In the novel 1984 by George Orwell there are a lot of characters that have a significant role in the book.

In George Orwell’s 1984, Big Brother played a significant role, regardless of his absent appearance.

In George Orwell’s dystopian novel 1984, Big Brother significantly advances the theme of the dangers of totalitarianism.

Despite brief and infrequent appearances, the prole woman first seen in Book 2, Chapter 4 of George Orwell’s 1984 is significant to the development of Winston Smith.Thanks, Sarah!

Now we know what an effective thesis looks like, what do we include in the rest of our paragraph? Tell the person across from you. Go!

Yes, your analysis and specific textual evidence! You had access to the novel! Avoid general references!

Paragraph = Thesis with claim based on the prompt (for this prompt – 1 character & 1 aspect (e.g. theme, development of characters), textual evidence, analysis. So, state what you believe/claim in thesis, and weave in analysis and evidence to support your claim. We will follow this structure…more to come!

Microtheme length? Around 500 words – needed to fully develop with analysis and textual evidence!

Student Samples of analysis and specific textual evidence:

Student Excerpts*Aspect -character affecting character development…Julia and Winston, major thought criminals, attempt to oppose the overwhelming force of Big Brother. The restrictions and strict regulations fuel their motivation to live in secrecy. Their affair is short lived and later they are forced through torment that regresses their efforts to obtain freedom. Their “defective” minds are retrained to praise Big Brother rather than despise their superior, “it was like swimming against a current that swept you backwards however hard you struggled, and then suddenly deciding to turn round and go with the current instead of opposing it (Orwell 252). This clearly expresses the defeat in Winston. Big Brother’s compelling characteristics are so manipulative that Winston forfeits his initial aspirations and allows the Party’s dominance to defeat his freedom in self-expression… Thanks, Tara!

In the prole woman’s first appearance, she is heard singing outside of Winston’s rented room. This symbolizes the beginning of defiance against the Party, and Winston’s hope for the future. In the prole woman’s second appearance, she is once again heard singing and seen stringing up laundry. Winston begins to appreciates the prole woman’s stoutness, viewing it as a sign of fertility, that one day, the Proles will be able to rise up and overthrow the Party through sheer numbers, ever rising because of women like her. Hearing the prole woman sing again reminds him that despite “laundering, scrubbing… first for children, then for grandchildren, over thirty unbroken years” (Orwell 150) she was still singing, showing a strong spirit. This occurs just before the Thought Police storm the rented room, and the prole woman disappears, never to be heard of again. This parallels the capture of Winston and the happenings in the Ministry of Love; afterwards, Winston has been broken and remade, such that he no longer dreams of a prole uprising. In fact, O’Brien states that “Humanity is the Party. The others outside – irrelevant” (Orwell 165), and that the proles are only animals. Such a thing as a prole uprising wouldn’t even be possible due to their intellect and nature, reflecting the treatment of the prole woman prior to Winston and Julia’s arrest, disregarding that she was not involved.Thanks, Sarah!

Other shining moments:

Winston finally breaks because of the human instinct of self-preservation.Thanks, Tim!

The relentless amount of propaganda and the citizens’ reverent obsession with Big Brother ultimately prompts Winston to believe in Big Brother’s unconfirmed existence and to form an obsession with the actuality of the Brotherhood, a group that is working to vanquish the Party.Thanks, Crystal!

The propaganda that is fed to the people is “so exaggerated and perverse that a child should have been able to see through it” (Orwell 12). The weak-mindedness of the people is so extreme that they succumb to the absurd philosophy of a character that most probably does not exist, and perhaps rightfully so given that the seed for impressionable thinking is forcefully rooted into the people very early in their lives. Thanks, Shiv!

General Comments/Observations (these will go in your Reflection):• Microtheme = ONE paragraph (it is NOT an essay) & begins with thesis!• Italicize long works (or underline). E.g. 1984• Avoid expressions of uncertainty in analysis (e.g. probably what the author meant). Be bold

in your analysis! • Good job including author’s name and novel in thesis! • Weave in analysis with textual evidence! Analyze & support throughout!! • Avoid plot summary (remember your audience)! Instead, comment based on your thesis

and support with textual evidence! Always make sure you are addressing your thesis which is based on the prompt!

• Use power verbs (avoid “shows” and “uses”)• Verbs must be present tense for literary analysis• 3rd person (avoid 2nd /you) No you!• Avoid the transition – In conclusion (I know…it is at the end) • No comma in PD. Correct PD = (Orwell 74).• Avoid speculation (e.g. Without Big Brother…); stay focused on the text.• MLA heading & header (see sample on next slide; SSH is also posted) for all assignments

except timed writes.

Next, the rubric has lots of

words; can you simplify for

us??? Yes!

Construct

MeasuredScore Point 7-8 Score Point 5-6 Score Point 3-4 Score Point 1-2 Score Point 0

CONTENT

COMPREHENSION/

ANALYSIS/EVIDENCE:

Full comprehension of

ideas stated explicitly

and inferentially

Accurate analysis

Effective and convincing

textual evidence

COMPREHENSION/

ANALYSIS/EVIDENCE:

Comprehension of ideas stated

explicitly and/or inferentially

Mostly accurate analysis

Adequate textual evidence

COMPREHENSION/

ANALYSIS/EVIDENCE:

Basic comprehension of ideas

stated explicitly and/or

inferentially

Generally accurate analysis

Basic textual evidence

COMPREHENSION/

ANALYSIS/EVIDENCE:

Limited comprehension of

ideas stated explicitly and/or

inferentially

Minimally accurate analysis

Limited textual evidence

COMPREHENSION/

ANALYSIS/EVIDENCE:

No comprehension of ideas

Inaccurate or no analysis

Little to no textual evidence

Basic

Content = Analysis/Specific Textual

Evidence

Effective Adequate Limited

Basic

Organization =

Development & Clarity

Effective Adequate Limited

ORGANIZATION

DEVELOPMENT/ REASONING/ EVIDENCE:

Effective and

comprehensive

development of the

claim or topic

Clear and convincing

reasoning

Relevant textual

evidence

COHERENCE/ CLARITY:

Purposeful coherence,

clarity, and cohesion

Easy to follow

DEVELOPMENT/ REASONING/ EVIDENCE:

Mostly effective development

of the claim or topic

Clear reasoning

Relevant textual evidence

COHERENCE/ CLARITY:

Coherent, clear, and cohesive

Fairly easy to follow

DEVELOPMENT/ REASONING/ EVIDENCE:

Some development of the

claim or topic

Some reasoning and text-

based evidence

COHERENCE/ CLARITY:

Some coherence, clarity,

and/or cohesion

Progression of ideas

usually discernible but

not obvious

DEVELOPMENT/ REASONING/ EVIDENCE:

Minimal development

Limited reasoning and text-

based evidence;

OR: is developed but does not

address the prompt

COHERENCE/ CLARITY:

Limited coherence, clarity, and/or

cohesion

Somewhat unclear

DEVELOPMENT/ REASONING/ EVIDENCE:

Undeveloped

COHERENCE/ CLARITY:

Lacking coherence, clarity, and

cohesion

Basic

Expression = Diction &

Style

Effective Adequate Limited

ConstructMeasured

Score Point 7-8 Score Point 5-6 Score Point 3-4 Score Point 1-2 Score Point 0

EXPRESSION

DEVELOPMENT & USE OF NARRATIVE ELEMENTS:

· Effectively developed with

narrative elements

COHERENCE/ CLARITY:

Purposeful coherence, clarity,

and cohesion

Easy to follow

STYLE:

Effective style

DEVELOPMENT & USE OF NARRATIVE ELEMENTS:

· Mostly effectively developed

with narrative elements

COHERENCE/ CLARITY:

Coherent, clear, and

cohesive

Fairly easy to follow

STYLE:

Mostly effective style while

attending to the norms and

conventions of the

discipline.

DEVELOPMENT & USE OF NARRATIVE ELEMENTS:

· Developed with some

narrative elements

COHERENCE/ CLARITY:

Some coherence, clarity,

and/or cohesion

Progression of ideas

usually discernible but not

obvious

STYLE:

Somewhat effective, generally

attending to the norms and

conventions of the discipline.

DEVELOPMENT & USE OF NARRATIVE ELEMENTS:

· Minimally developed with

few narrative elements

COHERENCE/ CLARITY:

Limited coherence,

clarity, and/or cohesion

Somewhat unclear

STYLE:

Limited effectiveness, with

limited awareness of the

norms of the discipline.

DEVELOPMENT & USE OF NARRATIVE ELEMENTS:

· Undeveloped

COHERENCE/ CLARITY:

Lacking coherence, clarity,

and cohesion

STYLE:

Inappropriate style, with little to

no awareness of the norms of

the discipline.

Basic

Usage & Mechanics = Conventions

Effective Adequate Limited

USAGE & MECHANICS

COMMAND OF CONVENTIONS:

Full command of the conventions

of standard English

MECHANICS/ CLARITY:

Few minor errors in mechanics,

grammar, and usage

Meaning is clear

COMMAND OF CONVENTIONS:

General command of the

conventions of standard

English

MECHANICS/ CLARITY:

Relatively minor errors in

mechanics, grammar, and

usage

Meaning is mostly clear.

COMMAND OF CONVENTIONS:

Some command of the

conventions of standard

English

MECHANICS/ CLARITY:

May have errors in

mechanics, grammar, and

usage that occasionally

impede understanding

Meaning is generally clear.

COMMAND OF CONVENTIONS:

Limited command of the

conventions of standard

English

MECHANICS/ CLARITY:

Errors in mechanics,

grammar, and usage often

impede understanding.

COMMAND OF CONVENTIONS:

No command of the

conventions of standard

English

MECHANICS/ CLARITY:

Frequent and varied errors

in mechanics, grammar,

and usage impede

understanding.

Adulation & Candy29-32

Per. 4 – Tiffany, Savannah, Brooke, Marissa, Skyler, Mila, Tim, Jenna, Clare, Nadya, Em, Duke, Irelynn, Sarah, & Josh

Per. 5 – Heather, Tania, Orion, Jalen, & Shiv

Per. 6 - Tara, Crystal, Anna, Caitlin O., Amay, Glenny, William, & Meagan

Reflection

You will receive your rubric for Content, Organization, Expression, & Usage/Mechanics. +8 pts. for each category = +32w

In turnitin.com, Mrs. Bondi’s comments are in the blue dialogue bubble, and errors in Usage/Mechanics are from turnitin.com in purple.

Comments are brief “opportunities for growth”; I did NOT provide extensive comments (pluses & deltas) for this first microtheme. In reflection, you will look at our General Comments, your Individual Comments, Student Samples, and your self-evaluation & compose your reflection based on all of these elements.

Reflection #1 8-26-16

Use laptops in back to access comments (or I will show

you how to view comments via your iPad)!

Reread your microtheme.

Compose a T-Chart with Pluses/Deltas based on General Comments, Mrs. Bondi’s Comments, Student Samples, and your own self

evaluation. This must be detailed (e.g. include any violations under General Comments)!

Receive stamp from Mrs. Bondi, and place in your ELA file.

KEEP ALL OF YOUR REFLECTIONS! YOU WILL KEEP TRACK OF YOUR PROGRESS, AS WELL AS RECEIVE PTS. FOR EACH REFLECTION WHEN YOU TURN THEM IN! KEEP, KEEP, KEEP; A STAMP = YOU WILL RECEIVE CREDIT!

Hard copies of sample papers are available to view on front table (or receive an Aca Prep pass to review).