English 1102A Study Guide · Success, “Reading for Appreciation and Enjoyment: Reading Short...

Adult Basic Education

English Language Arts

English 1102A

Study GuidePrerequisites: None

Credit Value: 1

General College Profile Required English Courses

English 1102A

English 1102B

English 1102C

English 2102A

English 2102B

English 2102C

English 3102A

English 3102B

English 3102C

Table of Contents

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To the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Unit 1Short Story and Related Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Unit 2 Poetry and Related Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Unit 3 Written Communications and Writing Conventions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Anthologies: Crossroads 10 Land, Sea, and Time, Book One(Sightlines 10 - secondary text)

Reference Books: Resource Lines 9/10Reading and Writing for Success

To the Student

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The following questions and answers should help you use this Study Guide.

Who should do English 1102A?English 1102A is intended for those who are studying in the General College Profile of AdultBasic Education.

What is in the English 1102A Study Guide?The English 1102A Study Guide describes all the work that is required for the completion of thiscourse. There are 3 separate Units in this course - they are listed in the Table of Contents.

How Should I Use the Study Guide?Before beginning to do the work in this Study Guide, you will need to talk to your instructorabout the course and the resources you will need to complete the work for the course.

The Study Guide provides important information and guidance which you will need to completeEnglish 1102A. You should work through the Study Guide page by page, consulting with yourinstructor as you go.

How is the Study Guide organized?The Study Guide is organized in two columns, as follows:

Required Work

This column provides a numbered list of allthe work you are required to do for thecourse.

You should note that there are 3 separateUnits in the course and the Required Workfor each Unit starts with the number 1.

Guidelines and Suggestions

This column gives you important informationand guidelines to help you complete theRequired Work in the left-hand column. You should always read this column beforebeginning the Required Work.

Important NoteThis Study Guide is intended to make it possible for you to work independently in the AdultBasic Education class. If you use the Guide correctly, you may be able to work on your own forcertain periods of time. You should always make sure that your instructor is aware of what youdoing, however, and you should feel free to ask your instructor for help and guidance at all times.

Unit 1 Short Story and Related Writing

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Required Work

Learning About Short Stories1. In preparation for reading, speaking andwriting about short stories, you should studypages 11-29 of Reading and Writing forSuccess, “Reading for Appreciation andEnjoyment: Reading Short Stories”.

2. Re-read the sample short story, “TheVisitor” (pages 14-24 of Reading and Writingfor Success).

2.1 Create you own version of the SummaryDiagram on page 29 and, referring back to thestory, fill in the climax and resolutionsections.

Guidelines and Suggestions

The material in Reading and Writing forSuccess explains what a short story is anddescribes the main elements of short stories -including plot, setting and characters. Youshould study this material carefully and makenotes. It will be helpful to you as a preparationfor reading short stories in this course.

The first short story you will read in thiscourse is the sample short story included in theReading and Writing for Success studymaterial. In this sample story, there are notesin the margins. These notes draw yourattention to particular things in the story and,in some cases, they encourage you to thinkabout what is happening in the story, to askquestions, and to predict what is coming next. You should read the marginal notes as you gothrough the story the first time. When you re-read the story, you may read at a faster pace sothat you are able to fully appreciate what ishappening.

There is a plot Summary Diagram on page 29of Reading and Writing for Success. This isone way in which you can analyze the plot of ashort story. The four parts of the plot whichyou would put in a “plot summary diagram”are the situation, the complications, theclimax, and the resolution. These are allexplained on page 29.

The Summary Diagram on page 29 has twoparts filled in - the situation and thecomplications. You should fill in the othertwo parts - the climax and the resolution. Youwill need to refer back to the story to do this.

Unit 1 Short Story and Related Writing

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Required Work

Glossary of Literary Terms3. Start a personal glossary of literary terms,beginning with the following fiction terms:

3.1 fiction3.2 setting3.3 character3.4 theme3.5 point of view3.6 plot3.7 climax3.8 resolution3.9 suspense3.10 conflict

Guidelines and Suggestions

A glossary is a kind of dictionary. Many ofyour textbooks have glossaries at the backwhich list special words from the books andgive definitions for them.

You should begin to make your own glossaryof words (literary terms)which you will learnas you study the literature parts of your Englishcourses.

The terms listed here are all related to fiction -short stories and novels. Some of them mayalso apply to other types of literature as well.

It is recommended that you use a new exercisebook or a small note book for your glossary. Start by entering the fiction terms listed hereand writing a definition for each term in yourown words. You may need to ask yourinstructor for help with understanding someterms before you write your definition.

You will add new terms to your glossary asyou do other Units of this course and otherEnglish courses.

You are not required to memorize thedefinitions of terms in your personal glossary,but rather to understand and apply them as youanalyze literature.

Unit 1 Short Story and Related Writing

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Required Work

Listen4. Listen to the recorded short story, “To EveryThing There Is a Season”, by Alistair MacLeodon the Sightlines 10 CD (Disk 3, Track 6).

Read and Discuss5. Read the short story, “To Everything Thereis a Season” (Sightlines 10, pages 300-305).

5.1 Discuss the story in a small group or withyour instructor.

Write6. Answer the following questions on thestory, “To Everything There is a Season”:

6.1 What is the setting of the story?

6.2 What event are the characters awaiting asChristmas approaches?

6.3 What event makes the narrator feel he hasleft childhood behind?

Guidelines and Suggestions

Listen to the story, “To Every Thing There Isa Season”, and read it at least twice to makesure that you fully understand the context andthe different themes. Your instructor may askyou to read sections of the story aloud.

Your instructor may arrange for you to discussthis story. If there are others reading the storyat the same time, you may be required toparticipate in a small group discussion. If not,you may discuss the story with your instructor.

You should make sure that you have answeredeach question that was asked of you and thatthere are no mistakes in grammar, punctuationor spelling. Your answers should be written incomplete sentences in your own words. Youshould make reference to the story, wherenecessary, to support your point.

Unit 1 Short Story and Related Writing

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Required Work

Select and Read 7. Select and read at least 2 short stories fromCrossroads 10.

Write 7.1 Answer questions, assigned by yourinstructor, on each story selected.

Guidelines and Suggestions

You should skim the short stories inCrossroads 10 before selecting the two thatyou will read and interpret. The short storiesare scattered throughout the book. You shouldlook in the Alternate Table of Contents(pages 6-7) to see where the short stories are. You may wish to read several stories beforedeciding which two you will choose forinterpreting and answering questions.

You should read each story at least twice tohelp you better understand all the differentelements of narrative fiction. Your instructormay arrange for you to discuss some stories. Ifyou wish to, you may discuss all the storiesyou read with your instructor.

Your instructor will assign questions on eachstory you read.

You should make sure that you answer eachquestion that is asked of you and that there areno mistakes in grammar, punctuation orspelling. Your answers should be written incomplete sentences in your own words. Youshould make reference to the story, wherenecessary, to support your point.

Unit 2 Poetry and Related Writing

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Required Work

Learning About Reading Poetry1. In preparation for reading, speaking andwriting about poetry, you should study pages30-39 of Reading and Writing for Success,“Reading Poetry”.

Glossary of Literary Terms2. Define and discuss the following poetryterms and add to your personal glossary ofliterary terms started in Unit I of this course:

2.1 imagery2.2 simile2.3 metaphor2.4 personification2.5 alliteration

Guidelines and Suggestions

These pages provide important information onpoetry. You should study them carefully beforelistening to and reading the assigned poems forthis Unit. There are sample poems that youwill read and analyze, using the notes in themargins (pages 32 and 33). Your instructormay arrange for you to discuss these poemswith others who are also doing this Unit, oryou may discuss them with the instructor.

All of the terms listed in Required Work 2.1to 2.5 are defined on pages 36 and 37 ofReading and Writing for Success. You mayfind it helpful to discuss the terms with yourinstructor before going on to read and analyzepoems.

When you put these terms into your personalglossary of literary terms, you will need to starta new section called “Poetry”. Be sure toleave several blank pages between sections sothat you can add other new terms as they comeup in your studies.

Remember, you are not required to memorizethe definitions of terms in your personalglossary, but rather to understand and applythem as you analyze literature.

Unit 2 Poetry and Related Writing

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Required Work

Listen3. Listen to the recorded poem, “Dreams”, byLangston Hughes on the Sightlines 10 CD Set(Disk 1, Track 7).

Read and Discuss4. Read the poem, “Dreams” (Sightlines 10,page 89).

4.1 Discuss the poem with others who arereading it at the same time or with yourinstructor.

Write5. Answer the following questions on thepoem, “Dreams” :

5.1 The word ‘dream’ can be used in morethan one way. What way do you think ‘dream’is being used in this poem?

5.2 The poet, Langston Hughes, uses 2metaphors to describe his idea of what lifewould be like without dreams. Name the twometaphors and explain what they mean in thispoem.

Guidelines and Suggestions

Listen to the recorded poem, “Dreams”, atleast twice. Unlike prose, poems take much oftheir meaning from the sound of the words, therhyme, and the rhythm so listening isespecially useful to understanding poetry. Youshould also practice reading this poem aloudafter you have listened to it.

You will already have listened to this poemtwice and read it aloud. You should read againsilently in preparation for answering thequestions.

Your instructor will arrange for you to discussthe poem. If there are others reading the poemat the same time, you may be required toparticipate in a small group discussion. If not,you may discuss the poem with your instructor.

You may wish to discuss these questions withyour instructor before beginning to write youranswers. You may also need to refer back tothe study material in Reading and Writing forSuccess for guidance on reading andresponding to poetry. In particular, you shouldreview your personal glossary for the meaningof “metaphor”.

Your answers should be written clearly andyou should use examples from the poem tosupport your answers, where needed. Makesure you have answered each question that wasasked of you.

Unit 2 Poetry and Related Writing

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Required Work

Read and Write6. Read the poem, “The Mummer”, by TomDawe (Land, Sea and Time, Book One, pages148-149).

7. Complete the following exercises andquestions on the poem, “The Mummer”:

7.1 In a short paragraph, describe what ishappening in this poem.

7.2 What is the mood of the poem?

7.3 What pictures are created by the poem?

7.4 Poets often use words and images thathave a double meaning. In this poem, the poetrefers to a “veil”. Find the two references tothis “veil” in the poem, and explain how itmight have two meanings.

Select, Read and Write8. Select and read at least 2 poems fromCrossroads 10.

8.1 Answer questions on each of the poemsyou select. Your instructor will assign thesequestions.

9. Read at least 1 poem selected from Land,Sea and Time Book Two.

9.1 Answer questions, assigned by yourinstructor, on the selected poem.

Guidelines and Suggestions

You should read the poem, “The Mummer”,several times to make sure that you understandit fully. You should also discuss it with yourinstructor and you may wish to discuss it withothers who are reading it at the same time.

You should also discuss each of the questionswith your instructor before beginning to writeyour answers.

Your answers to questions on all poems shouldbe written in complete sentences and revised,if necessary, to ensure that there are no errorsin spelling, punctuation or grammar.

You should support your answers with specificreference to the poem.

You should choose poems that you think youwill enjoy. You may want to skim severalpoems before making your final decision. Your instructor may also help by suggestingsome poems for you.

You should note that the Crossroads 10anthology has two Tables of Contents. Thesecond of those, “Alternate Table of Contents”lists all the poetry together. You will find thislist on page7.

You should read each poem you select severaltimes for complete understanding.

Unit 3 Written Communications and Writing Conventions

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Required Work

Learning About the Writing Process1. In preparation for writing, you should studypages 136-137 of Reading and Writing forSuccess, “What Do Good Writers Do?”

1.2 Name the five stages of writing.

1.3 Describe each of the five stages of writingin your own words.

Learning About Expository/InformationParagraphs2. In preparation for writing paragraphs, youshould study pages 140-141 of Reading andWriting for Success, “Writing Paragraphs”.

Guidelines and Suggestions

In order to be successful in Adult BasicEducation, as well as in further post-secondarystudies, you will need to write well. Whetheryou are writing answers to questions onliterature, writing an essay, or writing a labreport for a science course, you will beexpected to express yourself clearly and withaccuracy in spelling, grammar andpunctuation.

The assigned reading for Required Work 1outlines for you what good writers do whenthey write. This is usually described as the‘writing process’, and it involves a series ofsteps that are necessary for clear and accuratewriting.

It is very important that you understand thatthe process of writing is more than puttingwords on paper. Rather, you will need tounderstand the steps that are required for clearand accurate writing and to practice thisprocess in all your writing assignments.

As you complete your English courses in AdultBasic Education, you will be required to writeseveral different types of compositions,including letters, reports and essays. Althoughcompositions differ in their purposes and theirformats, the basic ‘building block’ of allcompositions is the paragraph.

It is very important to your success in Englishthat you learn to write a unified paragraph andto link paragraphs to make a coherentcomposition.

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Required Work

Practicing Paragraph Writing3. Select three of the six topic sentences belowand, for each selected topic, write three pointsthat would develop and support it in aparagraph.

Topic: Sunday ShoppingTopic Sentence: Sunday shopping has beenopposed by people for several differentreasons.

Topic: Pets and Elderly PeopleTopic Sentence: A cat makes an excellent petfor an elderly person.

Topic: WeatherTopic Sentence: The weather in Newfoundlandand Labrador can be challenging.

Topic: ReadingTopic Sentence: There are many reasons whychildren should be encouraged to read.

Topic: Exercise and HealthTopic Sentence: A lack of exercise may beresponsible for many health problems.

Topic: Vehicles Topic Sentence: There are many factorsinvolved in choosing a vehicle.

Guidelines and Suggestions

Most paragraphs have a clear topic sentence –a sentence which expresses the main idea ofthe paragraph. The topic sentence may be thefirst sentence in the paragraph, but it may alsooccur in the body of the paragraph. All thesentences in a paragraph should relate to thetopic sentence.

As a first step in learning to write a paragraph,Required Work 3 guides you to develop atopic sentence by giving details which supportor extend upon the topic. There are six topicsprovided and the topic sentence is given foreach of them. You should choose three of thesix topics and try and think of at least threepoints which you could make to support thetopic sentence. If you wish, you may do thisexercise for all six topics. This will increaseyour practice in paragraph development andgive you more confidence to write your ownparagraphs.

You should set up your topic and supportingpoints, as follows:

Sunday Shopping

Sunday shopping has been opposed by peoplefor several different reasons.1. _________________________________

2. _________________________________

3. _________________________________

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Required Work

4. Select two of the three outlines created forRequired Work 3, and develop a clearparagraph on each. The paragraph mightinclude the topic sentence as written, or itcould be changed if you wish. There should bea clear concluding sentence.

5. Select two topics from personal interest andwrite a short expository/information paragraphon each. Each paragraph should have a cleartopic sentence and a clear concluding sentence. Each should be at least 100 words long.

5.1 Before writing the first draft of eachparagraph, develop an outline - following theoutlining process modeled above, and usingfour or more supporting details.

Guidelines and Suggestions

In Required Work 3 – listing a number ofpoints in support of a topic sentence – youwere creating an outline of a paragraph. Theoutline of a paragraph includes the basic ideaswithout the joining words and without fullydeveloped sentences. For Required Work 4,you will need to select two of the outlines youhave completed and write a complete andunified paragraph based on that outline. Youmay include additional points in support of thetopic sentence if you wish. Your topicsentence may be the first sentence of theparagraph, or it may come later. You shouldconclude the paragraph with one or twosentences which restate the topic sentence indifferent words or deliver a message or insightlinked to the entire paragraph.

Required Work 5 asks you to extend on whatyou have learned in Required Work 3 and 4to write two of your own paragraphs. Eachparagraph will require that do the following:

1. Choose a topic that interests you and thatyou know something about.2. Develop an outline to include a topicsentence and at least 4 supporting details.3. Write a coherent paragraph with a cleartopic sentence, several supporting sentences,and a clear concluding sentence.

You should write at least 3 drafts of eachparagraph, editing each draft to make it clearerand more unified. You should discuss eachdraft with your instructor.

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Required Work

Learning About Writing PersonalCorrespondence 6. In preparation for writing letters, youshould study pages 128-129 of Resource Lines9/10, “Correspondence - Personal Letter andPersonal E-Mail”.

Writing Letters and e-mails7. Prepare and write a personal letter to afriend, describing a recent event or extendingan invitation to visit.

8. Write one personal e-mail message. Youmay write the e-mail about anything you wish.

Guidelines and Suggestions

What you have learned about writingparagraphs will be useful to you in writingpersonal letters. However, your language canbe more personal and the structure of yoursentences and paragraphs can be moreinformal in both personal letters and e-mailmessages.

The assigned reading from Resource Lines9/10 sets out the basic format for a personalletter and a personal e-mail. You shouldmodel your letter and e-mail on the samplesprovided on pages 128 and 129. The letter iswritten in the standard full-block format whichyou may use for all letters, whether personal orbusiness.

You will require access to a computer to writeyour e-mail message. You may need to askyour instructor to assist you with this.

Unit 3 Written Communications and Writing Conventions

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Required Work

Writing Conventions9. Review parts of speech.

10. Review verb tenses and principal parts ofirregular verbs.

10.1 Complete practice exercises on verbtenses, as assigned by your instructor.

11. Identify pronouns and their antecedents.

11.1 Complete practice exercises on pronounsand their antecedents, as assigned by yourinstructor.

Guidelines and Suggestions

Your instructor will provide you withinformation about each element of WritingConventions to be studied in this Unit. Youshould be sure that you understand how eachof the elements studied relates to your ownwriting.

Your instructor will give you practiceexercises for each of Required Work 10.1and 11.1. Your performance on the practiceexercises will be counted for a small part ofyour grade for this course. More weight willbe given to your ability to demonstrate that youhave understood these Writing Conventions byusing them correctly in your essays and othercompositions, answers to questions onliterature, and correspondence.