WORKS IN TRANSLATION (WIT) ESSAY PREPARATION: 5 STAGES
STAGE 1: The Interactive Oral
1. Class will be divided into groups for Interactive Oral Presentations of the three works that we studied in Part I: Oedipus Rex, A Doll’s House, and Blood Wedding. This is an IBO Requirement!
2. Each group will produce a HANDOUT on their Interactive Oral Presentation and give to the teacher –I will make copies for the class in advance and hand them out on the day of the presentation(s). The information needed is what any educated reader wants to know (before they read) about culture and historical context. (Please realize that we are deconstructing the text since we have already read these.)
a) What would you have to know in order to better understand the text?
b) What element of culture/context are they talking about?
c) Some guiding questions for the Interactive Oral are:
1c) In what ways do time and place matter to this work?
2c) What was easy to understand and what was difficult in
relation to the social and cultural context and the issues of
the text?
3c) What connections did you find between issues in the work
and your own culture and experience?
4c) What aspects of the work’s technique seem connected to its
particular context?
3. Students listening to presentations MUST take notes on each Interactive Oral Presentation!! (Both students and the teacher should take part in the Interactive Oral discussions.)
STAGE 2: The Reflective Statement
All students will write a REFLECTIVE STATEMENT of 300-400 words about EACH oral presentation in which they answer this question:
HOW was your understanding of cultural and contextual considerations of the work developed through the Interactive Oral?
*Please be aware that this statement will be attached to your
Final Essay!!
STAGE 3: The Supervised Writings
1. The teacher will provide 3-4 PROMPTS for each of the three works to direct students’ written responses.
2. In class students will respond to EACH of the three works studied/presented in Oral presentation in a written exercise. Students will choose one prompt that is interesting and potentially worth pursuing for their 1200-1500 word essay. Students may use their text for the writings. Students will have between 40-50 minutes to write each written exercise on each work presented. At the end of the timed writing, students will hand in the writing to the teacher who will keep the unedited copy on file at school. Students will do 3 Supervised Writings (one of each work). Supervised Writings on presentations of all three works should take about 2 class periods.
3. Once students have decided on which piece of supervised writing to develop for the essay, a copy of the appropriate piece will be returned to the student (students will have already completed 3, one for each work). Students will choose ONE of their pieces of Supervised Writings and develop that into the WIT Essay. The Supervised Writing and the final essay MUST show an apparent connection!! Students must title
their essay!
STAGE 4: Writing the Final Essay
1. Working from the supervised writing, the student must now produce an essay of 1200-1500 words.
a) The teacher will give a handout on “Organizing the WIT Essay” to students to be filled out and returned to the teacher at the time of the teacher-student conference. The CONFERENCE with the student about his/her ideas for an essay must show that those ideas are derived from one of the pieces of supervised writings. The student should communicate clearly his/her ideas for the essay to the teacher.
b) The teacher will give students a copy of the RUBRIC for the WIT Essay.
c) The student must finish the essay of 1200-1500 words on his/her own. He/she must do individual work!
d) The teacher then reads the first draft and provides general comments on the potential of this draft to become the final essay. The teacher MUST NOT re-shape or edit the essay draft for the student!
STAGE 5: Essay due
1. Students will hand in a hard copy of the essay by a specified date
(Your DUE DATE is December 16, 2011.) Students will also email a copy of the essay TO BOTH ME AND MS. BECNEL by that date. In addition, each student will save two copies of the essay—one on a flash/jump drive, and the other on his/her home computer in Documents. This back-up system protects the student against any possible loss of the essay.
2. The Teacher completes the IBO cover sheet and attaches it and the reflective statement to the final copy of the essay and delivers it to the IB Coordinator. (The cover sheet has to have both the student and the teacher’s signature, indicating that the student did his/her own work!)
10 September 2012
FOR SENIORS...
Notes on READERS’ RESPONSE JOURNAL
Note: Journal entries may be done at home or in class or half and half. They may form the basis for discussion, further development or exploration, group work, formal or informal oral work and/or further writing assignments. They may be mixed and matched, adapted for individual works, different ages, specific goals. Variety and modification are essential to avoid formula approaches and boredom. A quick journal response to the topic at hand or a homework assignment is a good way to begin a class, to focus students on the task at hand. Many of these suggestions work for works of art, film and music as well.
1. Pre- write: before reading, respond to title, extracted images or words or ideas . . . What is your experience of the word or image? What do you see, or what expectations are set up? Use art or music before experiencing text. E.g. Look at Magritte before reading Kafka; listen to Lakota flute music before or while reading a poem by Peter Blue Cloud.
2. Write down first impressions: immediately after finishing & section or a text, take some time to –write down anything that comes to you in relation to the text, your initial reactions or responses, Don’t try to puzzle them out; write freely. If the reading bores you, write that down. If you're intrigued by certain statements, attracted to characters, interested in issues or ideas, if you find something confusing or irritating, write it down. Just keep writing. This assignment can be very brie£ a two-minute initial response to a poem or opening paragraph, or more sustained, a 20-minute "free" writing immediately after finishing a novel or play.
3. Ask questions, what perplexes you about a passage or point the author makes? Do you wonder why the author said a particular thing, in a particular way? You might begin with the words "I wonder . . ."
4. Jot down ideas, words, details, moments, anything that strikes you. This assignment may result in sjmple lists. Or students may write about these entries, or some of these entries, as homework or working from the lists in class. They may answer such questions as: why are they there? What might they mean? What do they add? Why did you pick them out? Why are they memorable? In response to images, students might begin to see, ... feel ... bear . . - smell . . . turn . . . ! imagine ...
5. Copy passages, long or short, that strike you for whatever reason. Underline key words or phrases, parts of speech, punctuation marks. What is striking and why? How do words and images work? Or, color mark with different colors specific elements (e.g. parts of speech, shapes, colors, harsh words, nature words, references to earth, sky, time, space, people, animals), to identify dominant elements, patterns or structural shifts, and speculate about the significance of your markings.
6. Make connections with your own experience, with other texts or concepts or events. Do you see any similarities between this material and other bocks that you have read? Does it bring to mind other issues or incidents or people?
7. Write down some words that are new to you or particularly effective, harsh, musical . . .
8. Draw pictures in response to what you read or make collages, adding words from the text. Or design book covers, again with words from the text, or draw stage settings ...
9. Try agreeing or arguing with the author; add details to support your position.
10. Identify the author's point of view, his or her attitude toward the subject, the purpose behind the piece of writing. Compare it to your own or that of other writers.
MINIMAL:
Write a personal response; copy a passage and comment on it; state an opinion and support it; ask questions; choose an image and respond to it; make lists.
Medium:
-Copy a significant or striking passage. Tell why it is striking or important, what it tells you about character or theme or atmosphere or narrator. Identify key words or images or phrases and write about their effects. .Color mark for important elements or patterns and comment on their nature and implications.
— Write down five striking things. A thing may be an idea, an event, a word, a person, a phrase, an image, a conversation, a moment, a detail, a chapter title ...
- Write a personal response to a person or event or the opening chapter or immediately after finishing.. . —Write a page of lists of details or sentences or phrases or colors or things in nature or objects ...
Specific:
-Give examples of the child's voice in The Bluest Eye. List images of decay in Hamlet. List phrases that characterize the narrator of “Prufrock." List significant objects in the first six chapters of One Hundred Years of Solitude. List conflicts in "Young Goodman Brown."
Note: Journal entries may be done at home or in class or half and half. They may form the basis for discussion, further development or exploration, group work, formal or informal oral work and/or further writing assignments. They may be mixed and matched, adapted for individual works, different ages, specific goals. Variety and modification are essential to avoid formula approaches and boredom. A quick journal response to the topic at hand or a homework assignment is a good way to begin a class, to focus students on the task at hand. Many of these suggestions work for works of art, film and music as well.
1. Pre- write: before reading, respond to title, extracted images or words or ideas . . . What is your experience of the word or image? What do you see, or what expectations are set up? Use art or music before experiencing text. E.g. Look at Magritte before reading Kafka; listen to Lakota flute music before or while reading a poem by Peter Blue Cloud.
2. Write down first impressions: immediately after finishing & section or a text, take some time to –write down anything that comes to you in relation to the text, your initial reactions or responses, Don’t try to puzzle them out; write freely. If the reading bores you, write that down. If you're intrigued by certain statements, attracted to characters, interested in issues or ideas, if you find something confusing or irritating, write it down. Just keep writing. This assignment can be very brie£ a two-minute initial response to a poem or opening paragraph, or more sustained, a 20-minute "free" writing immediately after finishing a novel or play.
3. Ask questions, what perplexes you about a passage or point the author makes? Do you wonder why the author said a particular thing, in a particular way? You might begin with the words "I wonder . . ."
4. Jot down ideas, words, details, moments, anything that strikes you. This assignment may result in sjmple lists. Or students may write about these entries, or some of these entries, as homework or working from the lists in class. They may answer such questions as: why are they there? What might they mean? What do they add? Why did you pick them out? Why are they memorable? In response to images, students might begin to see, ... feel ... bear . . - smell . . . turn . . . ! imagine ...
5. Copy passages, long or short, that strike you for whatever reason. Underline key words or phrases, parts of speech, punctuation marks. What is striking and why? How do words and images work? Or, color mark with different colors specific elements (e.g. parts of speech, shapes, colors, harsh words, nature words, references to earth, sky, time, space, people, animals), to identify dominant elements, patterns or structural shifts, and speculate about the significance of your markings.
6. Make connections with your own experience, with other texts or concepts or events. Do you see any similarities between this material and other bocks that you have read? Does it bring to mind other issues or incidents or people?
7. Write down some words that are new to you or particularly effective, harsh, musical . . .
8. Draw pictures in response to what you read or make collages, adding words from the text. Or design book covers, again with words from the text, or draw stage settings ...
9. Try agreeing or arguing with the author; add details to support your position.
10. Identify the author's point of view, his or her attitude toward the subject, the purpose behind the piece of writing. Compare it to your own or that of other writers.
MINIMAL:
Write a personal response; copy a passage and comment on it; state an opinion and support it; ask questions; choose an image and respond to it; make lists.
Medium:
-Copy a significant or striking passage. Tell why it is striking or important, what it tells you about character or theme or atmosphere or narrator. Identify key words or images or phrases and write about their effects. .Color mark for important elements or patterns and comment on their nature and implications.
— Write down five striking things. A thing may be an idea, an event, a word, a person, a phrase, an image, a conversation, a moment, a detail, a chapter title ...
- Write a personal response to a person or event or the opening chapter or immediately after finishing.. . —Write a page of lists of details or sentences or phrases or colors or things in nature or objects ...
Specific:
-Give examples of the child's voice in The Bluest Eye. List images of decay in Hamlet. List phrases that characterize the narrator of “Prufrock." List significant objects in the first six chapters of One Hundred Years of Solitude. List conflicts in "Young Goodman Brown."
FOR SENIORS...
STRUCTURE IN SHAKESPEARE
1. Use of inversion—a) shift from average word arrangement to the strikingly unusual so the line will conform to the desired poetic rhythm; b) uses unusual word order to afford a character his/her own specific style of speaking.
2. Shakespeare purposefully keeps words apart that we keep together to achieve poetic rhythm.
3. Separates words by long, interruptive statements: a) subjects separated from verbs; b) verbs separated from objects. These interruptions: a) give characters dimension, or b) add an element of suspense, or c) provide information to the plot.
4. Use of elliptical sentences where words are omitted but understood.
5. Use of intentionally vague language (doubletalk). Characters sometimes suggest things they would want to say, do , or have done. Sometimes they do this to avoid answering a question. It’s a kind of doubletalk.
6. Use of uncommon words—words we still use today, but now they have a different meaning.
7. Wordplay through use of figurative language. Use of: a) metonymy—a figure of speech using the name of one thing for that of another with which it is associated. Ex. The “crown”—the king; b) synecdoche—a figure of speech using a part for the whole. Ex. “boards”—implies a stage; c) personification; d) allusion—often alludes to heroes and heroines of Ovid’s Metamorphoses; e) puns—puns work through the ambiguity that results when multiple senses of a word are evoked; homophones often cause this kind of ambiguity. Ex. “mettle”/ “metal” f) simile; g) metaphor.
8. Use of different kinds of language. Use of prose vs. rhymed verse vs. blank verse. a) Shakespeare usually has lovers speak in language of love poetry using rhymed couplets; b) when characters joke or are engaged in bawdy conversation, lines are given in prose—it’s a way of letting the reader know if the character is jesting or serious; c) the majority of lines are in blank verse—does not use rhyme but uses iambic pentameter ( every second syllable in a line of ten syllables receives stress).
9. Shakespeare uses prose for the common people and blank verse for characters of noble birth.
10. Some action is presented through stage directions; other action is presented through the dialogue itself.
23 August 2012
How to write a Thesis Statement # 2
How to write a Thesis Statement
English IB IV and V
Mrs. Shaw
What is it?
Your thesis is the basic stand you take, the opinion you express, and the central point you wish to make.
It’s your controlling idea, tying together and giving direction to all of the separate elements in your paper.
Your primary purpose is to persuade the reader that your thesis is valid.
Most Important!!!!
The most important thing to understand before you create your thesis statement is that it MUST contain two parts, a subject (also called a topic) and an opinion or assertion about that subject.
Let’s start:
When defining your thesis, start by writing a one-sentence version of the thesis called a thesis statement. For example,
1. Professor Smith (subject) is a classic absentminded professor (opinion about subject).
2. Professor Smith’s colorful personality (subject) makes her a great lecturer (opinion).
Limited Subject Thesis Statement
1. Professor X Professor X is an incompetent teacher.
2. Commercials Television commercials can be great entertainment.
Writing with a thesis gives a paper an intrinsic dramatic interest. You, as the writer, commit yourself. You have something at stake: “This is what I believe, and this is why I’m right.” You say, “Professor X is incompetent.” Your reader says, “Tell me why you think so.” You say, “I’ll be glad to.” Your reader says, “I’m listening,” and you’re ready to go.
A Thesis is not…
1. A Thesis is not a Title
Title: Not a Thesis
An Enlightening Experience
Thesis Statement
My first day at Katella High School was an enlightening experience.
2. A Thesis is not an Announcement of the Subject
Announcement: Not a Thesis This paper will attempt to explain why the boys split into two hostile groups.
Thesis Statement
The boys split into two hostile groups because of their inherent violent nature
3. A Thesis Statement is Not a Statement of Absolute Fact A thesis makes a judgment or interpretation. There’s no way to spend a whole paper supporting a statement that needs no support.
Fact: Not a Thesis
1. Jack felt anger towards Ralph and eventually formed his own group.
2. Bellevue High School’s colors are Blue and Gold.
What a Good Thesis Is
A Good Thesis is Restricted. It deals with restricted, bite-size issues rather than issues that would require a lifetime to discuss intelligently.
The more restricted the thesis, the better the chances are for supporting it fully.
Samples:
Poor Statement:
The boys are either mean or savage.
Better Statement:
Roger’s actions represent the basic cruelty inherent in every human being.
Poor Statement:
People are too selfish.
Better Statement:
Teenage selfishness is seen at its worst at 2:35 in the afternoon, when all student-drivers are trying to leave the parking lot.
A Good Thesis is Unified. It expresses one major idea about its subject. The tight structure of your paper depends on its working to support that ONE IDEA.
POOR: People trapped on islands aren’t usually captivating, but people have always liked learning about their stories, and many fine writers have written about their plights.
BETTER: Islands provide enchanting settings for stories that appeal to the basic human desire for adventure.
Let’s Try to Make it Better
POOR: The new milk machine program is excellent.
BETTER:
A Good Thesis is Specific. There is not enough time to be vague! “The new gym is impressive,” for example, could mean anything from impressively beautiful to impressively ugly. With a thesis statement like “Our principal is cool,” you would probably have to spend more words defining “cool” than discussing the principal. Even when there’s no likelihood of confusion, vague ideas normally come through as so familiar or dull or universally accepted that the reader sees no point in paying attention to them.
The thesis statement has TWO MAIN VALUES:
1. It serves as a test of whether your main idea meets the requirements above; and
2. It is a constant, compact reminder of the point your paper must make, and it is therefore an indispensable means of determining the relevancy or irrelevancy, the logic or lack of logic, of all the material that goes into the paper.
A Checklist for deciding if your thesis is effective:
__The thesis statement presents an opinion that is sufficiently limited.
__The thesis statement answers “So What” by saying something meaningful.
__The thesis statement presents an arguable statement which can be supported and is worth exploring.
__The thesis statement answers all parts of the question or prompt.
__The thesis statement asserts a single idea. (No more than one!)
__The thesis statement is located at the beginning of the paper.
English IB IV and V
Mrs. Shaw
What is it?
Your thesis is the basic stand you take, the opinion you express, and the central point you wish to make.
It’s your controlling idea, tying together and giving direction to all of the separate elements in your paper.
Your primary purpose is to persuade the reader that your thesis is valid.
Most Important!!!!
The most important thing to understand before you create your thesis statement is that it MUST contain two parts, a subject (also called a topic) and an opinion or assertion about that subject.
Let’s start:
When defining your thesis, start by writing a one-sentence version of the thesis called a thesis statement. For example,
1. Professor Smith (subject) is a classic absentminded professor (opinion about subject).
2. Professor Smith’s colorful personality (subject) makes her a great lecturer (opinion).
Limited Subject Thesis Statement
1. Professor X Professor X is an incompetent teacher.
2. Commercials Television commercials can be great entertainment.
Writing with a thesis gives a paper an intrinsic dramatic interest. You, as the writer, commit yourself. You have something at stake: “This is what I believe, and this is why I’m right.” You say, “Professor X is incompetent.” Your reader says, “Tell me why you think so.” You say, “I’ll be glad to.” Your reader says, “I’m listening,” and you’re ready to go.
A Thesis is not…
1. A Thesis is not a Title
Title: Not a Thesis
An Enlightening Experience
Thesis Statement
My first day at Katella High School was an enlightening experience.
2. A Thesis is not an Announcement of the Subject
Announcement: Not a Thesis This paper will attempt to explain why the boys split into two hostile groups.
Thesis Statement
The boys split into two hostile groups because of their inherent violent nature
3. A Thesis Statement is Not a Statement of Absolute Fact A thesis makes a judgment or interpretation. There’s no way to spend a whole paper supporting a statement that needs no support.
Fact: Not a Thesis
1. Jack felt anger towards Ralph and eventually formed his own group.
2. Bellevue High School’s colors are Blue and Gold.
What a Good Thesis Is
A Good Thesis is Restricted. It deals with restricted, bite-size issues rather than issues that would require a lifetime to discuss intelligently.
The more restricted the thesis, the better the chances are for supporting it fully.
Samples:
Poor Statement:
The boys are either mean or savage.
Better Statement:
Roger’s actions represent the basic cruelty inherent in every human being.
Poor Statement:
People are too selfish.
Better Statement:
Teenage selfishness is seen at its worst at 2:35 in the afternoon, when all student-drivers are trying to leave the parking lot.
A Good Thesis is Unified. It expresses one major idea about its subject. The tight structure of your paper depends on its working to support that ONE IDEA.
POOR: People trapped on islands aren’t usually captivating, but people have always liked learning about their stories, and many fine writers have written about their plights.
BETTER: Islands provide enchanting settings for stories that appeal to the basic human desire for adventure.
Let’s Try to Make it Better
POOR: The new milk machine program is excellent.
BETTER:
A Good Thesis is Specific. There is not enough time to be vague! “The new gym is impressive,” for example, could mean anything from impressively beautiful to impressively ugly. With a thesis statement like “Our principal is cool,” you would probably have to spend more words defining “cool” than discussing the principal. Even when there’s no likelihood of confusion, vague ideas normally come through as so familiar or dull or universally accepted that the reader sees no point in paying attention to them.
The thesis statement has TWO MAIN VALUES:
1. It serves as a test of whether your main idea meets the requirements above; and
2. It is a constant, compact reminder of the point your paper must make, and it is therefore an indispensable means of determining the relevancy or irrelevancy, the logic or lack of logic, of all the material that goes into the paper.
A Checklist for deciding if your thesis is effective:
__The thesis statement presents an opinion that is sufficiently limited.
__The thesis statement answers “So What” by saying something meaningful.
__The thesis statement presents an arguable statement which can be supported and is worth exploring.
__The thesis statement answers all parts of the question or prompt.
__The thesis statement asserts a single idea. (No more than one!)
__The thesis statement is located at the beginning of the paper.
22 August 2012
How to Write a Thesis Statement
Writing a Thesis Statement.
What is a Thesis Statement?A thesis statement usually consists of one or two sentences, and normally comes at the very end of the introduction to a paper or essay. Its purpose is to explain in a few words the topic area of your paper, but more than this, it clarifies the stand you are going to take on a particular subject. In other words, it gives your interpretation of the topic. Your thesis statement can thus be viewed as a map (and a promise) for your reader of how the essay will develop. The rest of the essay (main body) will be devoted to arguing for, supporting and proving the claim made in the thesis statement.What is a thesis statement?* Usually a single sentence somewhere in your introduction (often at the end.)*Gives, briefly, the subject to be discussed, and also your interpretation of that subject.* Makes clear at the start the argument, idea or analysis that you are going to take up: in fact, it is your answer to the question taken up by your paper.* Is not a simple obvious statement everyone can agree on without discussion.* Can be viewed as a map (and a promise) for your reader of how the essay will develop.Good Thesis Statements:• Make a knowledge claim that purports to offer a new approach or idea in a particular field, and to explain why it is new. The purpose of any academic thesis is to add to the existing pool of knowledge in a particular area, or to “fill in the gaps of knowledge.” As such, your knowledge claim should clearly state why the information/knowledge that you have to offer is new within your field, and should also convince the reader that your claim is likely to be true based on the evidence provided• Make an argumentative assertion that summarizes the conclusions you have reached about your topic after reviewing the literature. This assertion should be focused and specific enough to be “proven” within the boundaries of your paper. It should also identify the relationships between the pieces of evidence that you are providing.• Outline the scope, purpose and direction of your paper. After finishing your thesis statement, the reader should clearly know the essence of your intended project, and also the boundaries you intend to place on it. Your thesis statement should not make the reader expect more than you are prepared to present in your final document.
How to use Sticky Notes studying literature
Sticky Note Discussions
Guidelines for students in preparation for literature study groups (fiction):
As you read, note…
• Tension: excitement, suspense, nervousness; anticipation that keeps us turning pages
• Character: conversations, actions; descriptions that teach us about the characters
• Place and time: descriptions that paint mind-pictures; sections creating time and place
• Mood: feelings of reader, characters; parts that arouse emotions
• Symbols: symbols contributing to mood, tension or resolution; what they represent
• Point of View: first or third person; how point of view influences thoughts and feelings about characters
• Other literary devices
Guidelines for students in preparation for literature study groups (fiction):
As you read, note…
• Tension: excitement, suspense, nervousness; anticipation that keeps us turning pages
• Character: conversations, actions; descriptions that teach us about the characters
• Place and time: descriptions that paint mind-pictures; sections creating time and place
• Mood: feelings of reader, characters; parts that arouse emotions
• Symbols: symbols contributing to mood, tension or resolution; what they represent
• Point of View: first or third person; how point of view influences thoughts and feelings about characters
• Other literary devices
17 August 2012
QUESTIONS ON ANTIGONE
Through Scene 2
1. Explain what Ismene means when she says, “We are only women, / We cannot fight with men, Antigone!”
2. How might Ismene’s advice to her sister seem cowardly to some readers?
3. In his argument with Antigone, Creon declares “An enemy is an enemy, even dead.” What does he mean? Do you agree?
4. Compare and contrast the government of Creon in Thebes with a modern-day government.
5. What was Ismene’s motive for not going along with Antigone at first?
6. What is Antigone’s motive for burying Polyneices?
7. What is Creon’s motive for insisting on Antigone’s death?
8. Describe the conflict between Antigone and Creon.
9. What qualities of each character contribute to the conflict?
10.Give examples of actions and feelings that show that Antigone is the protagonist
and Creon is the antagonist.
Scenes 3 through 5
1. Why do Creon and Haimon argue?
2. According to Teiresias, what terrible punishment awaits Creon?
3. What action does Creon take after Teirisias’ prophecy?
4. What does the Messenger tell Eurydice before she leaves the stage during the Exodos?
5. What finally happens to Antigone? Haimon? Eurydice?
6. Explain the conflicts that drive Haimon to take extreme measures. Does he seem more concerned with divine law, to which Antigone turns for her justification, or with human law? Support your answer.
7. Why does Creon say, “I have neither life nor substance” in the Exodos?
8. How great a role do you think fate plays in dictating the outcome of the story?
9. Both Antigone and Creon are unwilling to appear weak. How could this trait influence a person’s outlook on life?
10.Explain how this play demonstrates the tension that sometimes exists between
individual conscience and designated authority.
11.Near the end of the play, Creon says, “The pains that men will take to come to
pain!” How do his words apply to contemporary society?
12.(a) In your opinion, who is brought down most completely at the conclusion of
the action? (b) Give evidence to support your answer.
13.(a) What is this character’s tragic flaw? (b) How does this flaw lead to the
character’s downfall?
14.What role, if any, does fate play in leading to the downfall?
15.With which character did you most identify? Why?
16.Which actions, events, or lines in the play led you to identify with that character?
17.How did your identification with a character draw you into the action of the play?
18.In Antigone, it is not easy to decide who is the tragic hero. Traditionally, the role
has been assigned to Antigone herself. Some critics argue, however, that Creon
is the real tragic hero and that his role is the more dramatic. In deciding who is
truly the tragic hero or heroine in Antigone, you should first consider whether the
play is constructed to arouse greater pity or terror for Antigone’s situation or for
Creon’s. About which of the two can it be said that his/her misfortune is brought
about by some error or frailty? If the frailty in character is one of pride, who
suffers more acutely as a result of it—Creon or Antigone?
Through Scene 2
1. Explain what Ismene means when she says, “We are only women, / We cannot fight with men, Antigone!”
2. How might Ismene’s advice to her sister seem cowardly to some readers?
3. In his argument with Antigone, Creon declares “An enemy is an enemy, even dead.” What does he mean? Do you agree?
4. Compare and contrast the government of Creon in Thebes with a modern-day government.
5. What was Ismene’s motive for not going along with Antigone at first?
6. What is Antigone’s motive for burying Polyneices?
7. What is Creon’s motive for insisting on Antigone’s death?
8. Describe the conflict between Antigone and Creon.
9. What qualities of each character contribute to the conflict?
10.Give examples of actions and feelings that show that Antigone is the protagonist
and Creon is the antagonist.
Scenes 3 through 5
1. Why do Creon and Haimon argue?
2. According to Teiresias, what terrible punishment awaits Creon?
3. What action does Creon take after Teirisias’ prophecy?
4. What does the Messenger tell Eurydice before she leaves the stage during the Exodos?
5. What finally happens to Antigone? Haimon? Eurydice?
6. Explain the conflicts that drive Haimon to take extreme measures. Does he seem more concerned with divine law, to which Antigone turns for her justification, or with human law? Support your answer.
7. Why does Creon say, “I have neither life nor substance” in the Exodos?
8. How great a role do you think fate plays in dictating the outcome of the story?
9. Both Antigone and Creon are unwilling to appear weak. How could this trait influence a person’s outlook on life?
10.Explain how this play demonstrates the tension that sometimes exists between
individual conscience and designated authority.
11.Near the end of the play, Creon says, “The pains that men will take to come to
pain!” How do his words apply to contemporary society?
12.(a) In your opinion, who is brought down most completely at the conclusion of
the action? (b) Give evidence to support your answer.
13.(a) What is this character’s tragic flaw? (b) How does this flaw lead to the
character’s downfall?
14.What role, if any, does fate play in leading to the downfall?
15.With which character did you most identify? Why?
16.Which actions, events, or lines in the play led you to identify with that character?
17.How did your identification with a character draw you into the action of the play?
18.In Antigone, it is not easy to decide who is the tragic hero. Traditionally, the role
has been assigned to Antigone herself. Some critics argue, however, that Creon
is the real tragic hero and that his role is the more dramatic. In deciding who is
truly the tragic hero or heroine in Antigone, you should first consider whether the
play is constructed to arouse greater pity or terror for Antigone’s situation or for
Creon’s. About which of the two can it be said that his/her misfortune is brought
about by some error or frailty? If the frailty in character is one of pride, who
suffers more acutely as a result of it—Creon or Antigone?
20 April 2012
Title page format
Format for Title Page of Research Report
1. Press enter 20 times (You will be on line 21)
2. Click on center alignment
3. Enter the Title in all caps.
4. Press enter 20 times (You will be on line 41)
5. Click on right alignment.
6. Type your name, press enter
7. Type your title; then press enter.
8. Type the name of the course, (English IV),
press enter
9. Type the date (May 1, 2012)
1. Press enter 20 times (You will be on line 21)
2. Click on center alignment
3. Enter the Title in all caps.
4. Press enter 20 times (You will be on line 41)
5. Click on right alignment.
6. Type your name, press enter
7. Type your title; then press enter.
8. Type the name of the course, (English IV),
press enter
9. Type the date (May 1, 2012)
Model Bibliographic Entries
The following six sample entries follow the format from the Modern Language Association (MLA) Handbook for Writers of Research Papers. They show you some acceptable formats for bibliographic entries.
A Book bv a Single Author
Harris, Celia. Interesting Habitats. Chicago: Grayson Publications, 1996.
A Book bv More Than One Author
Baraty, Joseph A., and Rosa Garcia. Marsh Birds of the Southeast. New York: Wenday
Press, 1982.
An Encyclopedia Entry
"Dwarfed Trees." Encyclopedia Americana. 1958.
A Magazine Article
Chen, David. "Floating Down the River." Our Wildlife 9 July 1988: 120-25.
Book issued bv Organization Identifying No Author
National Wildlife Association. Swamp Life. Washington: National Wildlife
Association, 1985.
WWW Sites (World Wide Web)
Smith, Laura P. "A History of Wildlife." 2 Aug. 1999.
Note: The date indicates when the Web site was accessed.
The following six sample entries follow the format from the Modern Language Association (MLA) Handbook for Writers of Research Papers. They show you some acceptable formats for bibliographic entries.
A Book bv a Single Author
Harris, Celia. Interesting Habitats. Chicago: Grayson Publications, 1996.
A Book bv More Than One Author
Baraty, Joseph A., and Rosa Garcia. Marsh Birds of the Southeast. New York: Wenday
Press, 1982.
An Encyclopedia Entry
"Dwarfed Trees." Encyclopedia Americana. 1958.
A Magazine Article
Chen, David. "Floating Down the River." Our Wildlife 9 July 1988: 120-25.
Book issued bv Organization Identifying No Author
National Wildlife Association. Swamp Life. Washington: National Wildlife
Association, 1985.
WWW Sites (World Wide Web)
Smith, Laura P. "A History of Wildlife." 2 Aug. 1999
Note: The date indicates when the Web site was accessed.
12 December 2011
Frankenstein WB 63
Literary Elements Worksheet 2
Frankenstein
Symbols
Romantic writers share a taste for symbolism, and Mary Shelley is no exception. In Frankenstein, the symbolic significance of certain places, objects, and natural elements is an important key to understanding the novel.
The first column of the chart below lists symbols used in the novel. Locate an example of the use of each symbol in the text and copy the sentences or passages involving the symbol in the second column. In the third column, state the possible meaning of each symbol.
Symbol Example Explanation
the color white, or brilliant light
the Alps
water
ice
lightning or electricity
FOLLOW-UP
Which of the symbols do you think is the most effective? Why?
63
Frankenstein
Symbols
Romantic writers share a taste for symbolism, and Mary Shelley is no exception. In Frankenstein, the symbolic significance of certain places, objects, and natural elements is an important key to understanding the novel.
The first column of the chart below lists symbols used in the novel. Locate an example of the use of each symbol in the text and copy the sentences or passages involving the symbol in the second column. In the third column, state the possible meaning of each symbol.
Symbol Example Explanation
the color white, or brilliant light
the Alps
water
ice
lightning or electricity
FOLLOW-UP
Which of the symbols do you think is the most effective? Why?
63
Frankenstein WB 62
Literary Elements Worksheet 1
Frankenstein
Irony
Mary Shelley uses the literary technique of irony to contrast expectation and reality. Irony presents a discrepancy between what is said and what is really meant, between what would normally be expected and what actually happens, or between what the audience knows and what a character knows.
Verbal irony occurs when a character says one thing but really means something else.
Example: The Creature introduces himself to the elderly and blind De Lacey by saying, "I am a traveller in want of a little rest."
Explain how what the Creature says is different from what he really means.
Situations! irony occurs when there is a contrast between what is expected to happen, or what is appropriate to happen, and what really does happen.
Example: Although the De Lacey family is portrayed as valuing virtue and intelligence, they beat and repel the Creature, who possesses both of these qualities, simply because he is ugly.
Explain the contrast between what is expected or appropriate and what actually occurs.
Dramatic irony occurs when the audience knows something important that a character does not know.
Example: The old woman who nurses Frankenstein after he collapses upon seeing Clerval's corpse says, "If you mean about the gentleman you murdered, I believe that it were better for you if you were dead ..."
Explain the irony with information that readers know but the woman does not know.
FOLLOW-UP: Find another example in the novel of one of the three types of irony. Explain what
makes it ironic.
Example:
Frankenstein
Irony
Mary Shelley uses the literary technique of irony to contrast expectation and reality. Irony presents a discrepancy between what is said and what is really meant, between what would normally be expected and what actually happens, or between what the audience knows and what a character knows.
Verbal irony occurs when a character says one thing but really means something else.
Example: The Creature introduces himself to the elderly and blind De Lacey by saying, "I am a traveller in want of a little rest."
Explain how what the Creature says is different from what he really means.
Situations! irony occurs when there is a contrast between what is expected to happen, or what is appropriate to happen, and what really does happen.
Example: Although the De Lacey family is portrayed as valuing virtue and intelligence, they beat and repel the Creature, who possesses both of these qualities, simply because he is ugly.
Explain the contrast between what is expected or appropriate and what actually occurs.
Dramatic irony occurs when the audience knows something important that a character does not know.
Example: The old woman who nurses Frankenstein after he collapses upon seeing Clerval's corpse says, "If you mean about the gentleman you murdered, I believe that it were better for you if you were dead ..."
Explain the irony with information that readers know but the woman does not know.
FOLLOW-UP: Find another example in the novel of one of the three types of irony. Explain what
makes it ironic.
Example:
Frankenstein WB 61
Novel Review
(cont.)
Frankenstein
Setting
Time
Most important place(s).................................................................................
One effect of setting on plot, theme, or character
PLOT
List key events from the novel.
• •
• •
• •
Use your list to identify the plot elements below. Add other events as necessary. Major conflict / problem
Turning point / climax.....................................................................................
Resolution / denouement
MAJOR THEMES
(cont.)
Frankenstein
Setting
Time
Most important place(s).................................................................................
One effect of setting on plot, theme, or character
PLOT
List key events from the novel.
• •
• •
• •
Use your list to identify the plot elements below. Add other events as necessary. Major conflict / problem
Turning point / climax.....................................................................................
Resolution / denouement
MAJOR THEMES
Frankenstein WB 60
Novel Review
Frankenstein
List the MAJOR CHARACTERS
NAME OF CHARACTER:
DESCRIPTION:
FOLLOW-UP: A dynamic character changes in some important way as a result of the story's action. In a paragraph, trace the transformation of one dynamic character from the time the character is introduced through the conclusion of the novel.
60 Frankenstein
Frankenstein
List the MAJOR CHARACTERS
NAME OF CHARACTER:
DESCRIPTION:
FOLLOW-UP: A dynamic character changes in some important way as a result of the story's action. In a paragraph, trace the transformation of one dynamic character from the time the character is introduced through the conclusion of the novel.
60 Frankenstein
Frankenstein WB 57
Reading Strategies: Chapters XVII-XXIV
Frankenstein
Understanding Cause and Effect
In his eloquent speech in Chapter XVII, the Creature uses both convincing facts and strong emotional appeals to persuade Frankenstein to create a partner for him.
Reread the chapter and find three persuasive statements or ideas and list them in the first column of the following chart. In the second column, briefly explain the effect of the statement or idea on Frankenstein. In the third column, describe the effect of the statement or idea on you.
Persuasive Statement or Idea
Effect of Statement or Idea on Frankenstein
Effect of Statement or Idea on You
1.
2.
3.
FOLLOW-UP: Which of the Creature's statements or ideas is the most convincing to you? Explain why you find it more persuasive than the others.
Study Guide
57
Frankenstein
Understanding Cause and Effect
In his eloquent speech in Chapter XVII, the Creature uses both convincing facts and strong emotional appeals to persuade Frankenstein to create a partner for him.
Reread the chapter and find three persuasive statements or ideas and list them in the first column of the following chart. In the second column, briefly explain the effect of the statement or idea on Frankenstein. In the third column, describe the effect of the statement or idea on you.
Persuasive Statement or Idea
Effect of Statement or Idea on Frankenstein
Effect of Statement or Idea on You
1.
2.
3.
FOLLOW-UP: Which of the Creature's statements or ideas is the most convincing to you? Explain why you find it more persuasive than the others.
Study Guide
57
Frankenstein WB 56
Making Meanings: Chapters XVII-XXIV
Frankenstein
Writing Opportunity
Expand your response to this question into a paragraph explaining two or three other ironies about the relationship between the Creature and his creator.
1. Do you believe that the Creature is reallyremorseful about Victor's death, or doyou think, as Walton does, that he is ahypocritical fiend?
Shaping Interpretations
2. The characters of Victor and Henry arecontrasted with each other in the novel.On the journey to England, how aretheir moods and goals different?
3. In Geneva, when he was fifteen, Victorsaw a tree destroyed by a bolt of lightning. He now sees himself as a "blasted tree" whose soul has been invaded by"the bolt." What is he saying about himself in this allusion?
4. In his final discussion with Walton, Victor says that he has examined his past conduct and finds nothing for which to blame himself. He considers his scientificendeavors as an illustrious achievement and feels justified in desiring the death ofthe Creature. What does his unrepentant stance suggest about his character?
5. In what ways do the characters of Victor and the Creature begin to resembleeach other? Why is their growing similarity ironic?
Connecting with the Text
6. Victor must decide whether or not to create a partner for the Creature after hehears the Creature's story. If you were in Victor's position, what decision wouldyou make and why?
Extending the Text
7. The Creature says, "I am malicious because I am miserable," and he is miserablebecause he is "shunned and hated by all mankind." Do you think most people iftreated in a similar fashion would eventually grow to hate society and want to geteven with those who have caused their suffering? Can you think of any examplesfrom the media to support your answer?
Challenging the Text
8. Which of the following do you think is Victor's most irresponsible act: his creationof such an ugly being, his abandonment of the Creature and neglect of his education, his refusal to create a partner for the Creature, or his refusal to tell anyone(until Walton) what he had done? Explain your choice.
56
Frankenstein
Frankenstein
Writing Opportunity
Expand your response to this question into a paragraph explaining two or three other ironies about the relationship between the Creature and his creator.
1. Do you believe that the Creature is reallyremorseful about Victor's death, or doyou think, as Walton does, that he is ahypocritical fiend?
Shaping Interpretations
2. The characters of Victor and Henry arecontrasted with each other in the novel.On the journey to England, how aretheir moods and goals different?
3. In Geneva, when he was fifteen, Victorsaw a tree destroyed by a bolt of lightning. He now sees himself as a "blasted tree" whose soul has been invaded by"the bolt." What is he saying about himself in this allusion?
4. In his final discussion with Walton, Victor says that he has examined his past conduct and finds nothing for which to blame himself. He considers his scientificendeavors as an illustrious achievement and feels justified in desiring the death ofthe Creature. What does his unrepentant stance suggest about his character?
5. In what ways do the characters of Victor and the Creature begin to resembleeach other? Why is their growing similarity ironic?
Connecting with the Text
6. Victor must decide whether or not to create a partner for the Creature after hehears the Creature's story. If you were in Victor's position, what decision wouldyou make and why?
Extending the Text
7. The Creature says, "I am malicious because I am miserable," and he is miserablebecause he is "shunned and hated by all mankind." Do you think most people iftreated in a similar fashion would eventually grow to hate society and want to geteven with those who have caused their suffering? Can you think of any examplesfrom the media to support your answer?
Challenging the Text
8. Which of the following do you think is Victor's most irresponsible act: his creationof such an ugly being, his abandonment of the Creature and neglect of his education, his refusal to create a partner for the Creature, or his refusal to tell anyone(until Walton) what he had done? Explain your choice.
56
Frankenstein
Frankenstein WB page 55
Choices: Chapters XI-XVI
Frankenstein
Building Your Portfolio
A Room of One's Own
Draw the space that the Creature calls "home"—the De Lacey cottage, its main living room, and the attached hovel; the garden; the outhouses; and the surrounding forest. Find references or passages in the novel to support the choices in your artwork. You might want to use the quotes from the text in your drawing as well.
Humans on Trial
With a small group of your classmates, debate the case for and against the way humans behave toward the Creature. Should they show more compassion, or is it natural for humans to react negatively to a strange outsider? Cite examples from real life, from other novels or stories, or from films or television shows to support your points of view.
READING STRATEGIES
And Then What Happened?
At the end of Chapter XVI, get together with a partner and make predictions about what will happen next. Consider the following questions: How do you think Victor will react to the Creature's story? Will he create a partner for the Creature? How do you think the novel will end? You should each keep track of your predictions on a sheet of paper divided into two columns marked Prediction and Actual Outcome. As you finish reading the novel, use these organizers to confirm or refute your predictions.
CREATIVE WRITING
Read All About It ****
Write a newspaper article describing the appearance of the Creature in the village. Write from the villagers' point of view. What did they see? What did they think the Creature was? What do they do to prepare for another visit, if there should be one? Is anyone arguing for a different approach to the Creature than the villagers showed in the past? What is that person advising?
Consider This . . .
There was none among the myriads of men that existed who would pity or assist me; and should I feel kindness towards my enemies? No: from that moment I declared everlasting war against the species, and, more than all, against him who had formed me, and sent me forth to this insupportable misery.
How is justice different from revenge? Do you think revenge is ever justified? Explain.
Writing Follow-up: Problem-Solution__ •
Think of some positive ways to release or express anger. Suggest at least two possible ways of constructively dealing with anger. Write two to four paragraphs.
Novel Notes Choose one of the following:
• Choose a scene from one of the chaptersand rewrite it as a scene for a motion picture.
• Describe the plot of a book or film thatevoked horror in you and tell why you thinkthe author of Frankenstein would or would not like it.
Frankenstein
Building Your Portfolio
A Room of One's Own
Draw the space that the Creature calls "home"—the De Lacey cottage, its main living room, and the attached hovel; the garden; the outhouses; and the surrounding forest. Find references or passages in the novel to support the choices in your artwork. You might want to use the quotes from the text in your drawing as well.
Humans on Trial
With a small group of your classmates, debate the case for and against the way humans behave toward the Creature. Should they show more compassion, or is it natural for humans to react negatively to a strange outsider? Cite examples from real life, from other novels or stories, or from films or television shows to support your points of view.
READING STRATEGIES
And Then What Happened?
At the end of Chapter XVI, get together with a partner and make predictions about what will happen next. Consider the following questions: How do you think Victor will react to the Creature's story? Will he create a partner for the Creature? How do you think the novel will end? You should each keep track of your predictions on a sheet of paper divided into two columns marked Prediction and Actual Outcome. As you finish reading the novel, use these organizers to confirm or refute your predictions.
CREATIVE WRITING
Read All About It ****
Write a newspaper article describing the appearance of the Creature in the village. Write from the villagers' point of view. What did they see? What did they think the Creature was? What do they do to prepare for another visit, if there should be one? Is anyone arguing for a different approach to the Creature than the villagers showed in the past? What is that person advising?
Consider This . . .
There was none among the myriads of men that existed who would pity or assist me; and should I feel kindness towards my enemies? No: from that moment I declared everlasting war against the species, and, more than all, against him who had formed me, and sent me forth to this insupportable misery.
How is justice different from revenge? Do you think revenge is ever justified? Explain.
Writing Follow-up: Problem-Solution__ •
Think of some positive ways to release or express anger. Suggest at least two possible ways of constructively dealing with anger. Write two to four paragraphs.
Novel Notes Choose one of the following:
• Choose a scene from one of the chaptersand rewrite it as a scene for a motion picture.
• Describe the plot of a book or film thatevoked horror in you and tell why you thinkthe author of Frankenstein would or would not like it.
Frankenstein
Reading Strategies: Chapters V-X
Frankenstein
Characterization
Shelley uses indirect characterization to depict Victor Frankenstein's ambivalence about his work. As Frankenstein's mood swings back and forth between moments of happiness and moments of anxiety or horror, it becomes clear that he cannot reconcile his conflicting emotions.
In the graphic organizer below, describe Frankenstein's reaction to the situation listed, and then describe the reason for his reaction. The first one has been done for you.
Situation
Frankenstein's Reaction
Reason for Reaction
1. The Creature comes to life.
He rushes out of the room and paces back and forth in his room.
The Creature is more horrible than Frankenstein ever imagined; he refuses to take responsibility for his creation.
2. The Creature looks at Frankenstein through the bed curtains.
3. Henry Clerval arrives.
4. Victor and Henry return to Victor's apartment.
5. Victor is praised by M. Waldman and M. Krempe.
6. Victor visits the site where his brother William was murdered.
7. Victor meets the Creature on the slopes of Montanvertu
FOLLOW-UP: Write a paragraph or two in which you provide some advice to Victor Frankenstein on how to lessen his despair.
Study Guide
49
Frankenstein
Characterization
Shelley uses indirect characterization to depict Victor Frankenstein's ambivalence about his work. As Frankenstein's mood swings back and forth between moments of happiness and moments of anxiety or horror, it becomes clear that he cannot reconcile his conflicting emotions.
In the graphic organizer below, describe Frankenstein's reaction to the situation listed, and then describe the reason for his reaction. The first one has been done for you.
Situation
Frankenstein's Reaction
Reason for Reaction
1. The Creature comes to life.
He rushes out of the room and paces back and forth in his room.
The Creature is more horrible than Frankenstein ever imagined; he refuses to take responsibility for his creation.
2. The Creature looks at Frankenstein through the bed curtains.
3. Henry Clerval arrives.
4. Victor and Henry return to Victor's apartment.
5. Victor is praised by M. Waldman and M. Krempe.
6. Victor visits the site where his brother William was murdered.
7. Victor meets the Creature on the slopes of Montanvertu
FOLLOW-UP: Write a paragraph or two in which you provide some advice to Victor Frankenstein on how to lessen his despair.
Study Guide
49
Frankenstein
Making Meanings: Chapters V-X
Frankenstein
First Thoughts
1. With whom do you sympathize more—Victor or his creation? Why?
Shaping Interpretations
2. Victor had been totally engrossed in theproject until he actually brought theCreature to life. Why do you thinkVictor's feelings changed?
3. What do you think is the significanceof Frankenstein's dream aboutElizabeth? What future events might itforeshadow?
Writing Opportunity
Expand your response in a paragraph that explains the effects of the novel's multiple settings. How does each setting reinforce a particular mood?
4. Victor's personality is repeatedly contrasted with that of his friend Henry. What aresome of the differences between the two characters?
5. Nature is an important part of the setting of the novel. At times, it soothesVictor's troubled mind; at other times, it mirrors his agitation. Choose a scene thattakes place out of doors and analyze the role that nature plays.
6. What do Elizabeth's reactions to the horrible events unfolding about her revealabout her personality? Support your answer with specific details from the story.
7. Victor travels into the mountains to gain relief from his feelings of despair andguilt. The Alps are symbols, that is, they stand for something beyond themselves.What do you think the snowy peaks symbolize?
8. In Chapter X, the Creature speaks for the first time. How does his voice and manner differ from Victor's voice and manner?
Connecting with the Text
9. Victor's immediate response is to run away from the Creature rather than face upto his mistake. Furthermore, when Victor returns to his apartment and finds thatthe Creature is not there, he does not attempt to find out what happened to it.Describe a situation in another story or in a movie or TV show in which a character ran away from a problem instead of facing it.
Extending the Text
10. Parental responsibility is a big issue in today's society. What obligations do you think parents have toward their children? Do you think parents should be held accountable for their children's behavior? Why or why not?
48 Frankenstein
Frankenstein
First Thoughts
1. With whom do you sympathize more—Victor or his creation? Why?
Shaping Interpretations
2. Victor had been totally engrossed in theproject until he actually brought theCreature to life. Why do you thinkVictor's feelings changed?
3. What do you think is the significanceof Frankenstein's dream aboutElizabeth? What future events might itforeshadow?
Writing Opportunity
Expand your response in a paragraph that explains the effects of the novel's multiple settings. How does each setting reinforce a particular mood?
4. Victor's personality is repeatedly contrasted with that of his friend Henry. What aresome of the differences between the two characters?
5. Nature is an important part of the setting of the novel. At times, it soothesVictor's troubled mind; at other times, it mirrors his agitation. Choose a scene thattakes place out of doors and analyze the role that nature plays.
6. What do Elizabeth's reactions to the horrible events unfolding about her revealabout her personality? Support your answer with specific details from the story.
7. Victor travels into the mountains to gain relief from his feelings of despair andguilt. The Alps are symbols, that is, they stand for something beyond themselves.What do you think the snowy peaks symbolize?
8. In Chapter X, the Creature speaks for the first time. How does his voice and manner differ from Victor's voice and manner?
Connecting with the Text
9. Victor's immediate response is to run away from the Creature rather than face upto his mistake. Furthermore, when Victor returns to his apartment and finds thatthe Creature is not there, he does not attempt to find out what happened to it.Describe a situation in another story or in a movie or TV show in which a character ran away from a problem instead of facing it.
Extending the Text
10. Parental responsibility is a big issue in today's society. What obligations do you think parents have toward their children? Do you think parents should be held accountable for their children's behavior? Why or why not?
48 Frankenstein
09 December 2011
Model of Parenthetical Documentation
Model Parenthetical Citations
MLA (Modern Language Association) format follows the author-page method of citation. This means that the author's last name and the page number(s) from which the quotation is taken must appear in the text, and a complete reference should appear in your works cited list (see Your Works Cited Page, below). The author's name may appear either in the sentence itself or in parentheses following the quotation or paraphrase, but the page number(s) should always appear in the parentheses, not in the text of your sentence.
Examples:
Direct Quotation with author’s name appearing in the sentence: Wordsworth stated that Romantic poetry was marked by a "spontaneous overflow of powerful feelings" (263).
Direct Quotation without author’s name appearing in the sentence: Romantic poetry is characterized by the "spontaneous overflow of powerful feelings" (Wordsworth 263).
Paraphrase with author’s name appearing in the sentence: Wordsworth extensively explored the role of emotion in the creative process (263).
No author’s name given: An anonymous Wordsworth critic once argued that his poems were too emotional ("Wordsworth Is A Loser" 100).
MLA (Modern Language Association) format follows the author-page method of citation. This means that the author's last name and the page number(s) from which the quotation is taken must appear in the text, and a complete reference should appear in your works cited list (see Your Works Cited Page, below). The author's name may appear either in the sentence itself or in parentheses following the quotation or paraphrase, but the page number(s) should always appear in the parentheses, not in the text of your sentence.
Examples:
Direct Quotation with author’s name appearing in the sentence: Wordsworth stated that Romantic poetry was marked by a "spontaneous overflow of powerful feelings" (263).
Direct Quotation without author’s name appearing in the sentence: Romantic poetry is characterized by the "spontaneous overflow of powerful feelings" (Wordsworth 263).
Paraphrase with author’s name appearing in the sentence: Wordsworth extensively explored the role of emotion in the creative process (263).
No author’s name given: An anonymous Wordsworth critic once argued that his poems were too emotional ("Wordsworth Is A Loser" 100).
Information for the WIT Essay
1.Be sure to use 1-inch margins for all bottom, top, and side margins,
2.Use Times New Roman font.
3.Use size 12 font.
4.Double space your paper.
5.Make a Title Page—be sure to put your Word Count as the last thing on your title page. Also, place the word count again, on the last page of your essay—double space after your last paragraph and then give the word count.
6.Make sure that you parenthetically document all quotes and any information that did not originate with you.
7.List your source (s) on the Works Cited page—this will be your last page and it will numbered. If you don’t know how to do it, google “MLA Works Cited page.” It will tell you exactly how to do it!
8.Remember: your minimum word count is 1200 words! You must not go over 1500 words.
1.Be sure to use 1-inch margins for all bottom, top, and side margins,
2.Use Times New Roman font.
3.Use size 12 font.
4.Double space your paper.
5.Make a Title Page—be sure to put your Word Count as the last thing on your title page. Also, place the word count again, on the last page of your essay—double space after your last paragraph and then give the word count.
6.Make sure that you parenthetically document all quotes and any information that did not originate with you.
7.List your source (s) on the Works Cited page—this will be your last page and it will numbered. If you don’t know how to do it, google “MLA Works Cited page.” It will tell you exactly how to do it!
8.Remember: your minimum word count is 1200 words! You must not go over 1500 words.
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