Daily Warm-up: What is something fun you have planned for the long (Yay!) weekend?Homework:

Reading Plus due Sunday at 11:59.

Interview Narrative due Friday at 12:00 a.m.

English I Honors--September 4, 2015

Unit 1—Academic Vocabularysynthesis: the act of combining ideas from different sources to create, express, or support a new ideaperspective: a way of looking at the world or a mental concept about things or events, one that judges relationships within or among things or eventsargument: a form of writing that presents a particular opinion or idea and supports it with evidenceclaim: a thesis statement describing the position the writer is taking on an issuecounterclaim: a position taken by someone with an opposing viewpointconcession: an admission in an argument that the opposing side has valid viewpointsrefutation: the reasoning used to disprove an opposing point

Unit 1—Literary Termsvoice: a writer’s or speaker’s distinctive use of language to express ideas as well as his or her personasyntax: the arrangement of words and the order of grammatical elements in a sentence; the way in which words are put together to make meaningful elements such as phrases, clauses, and sentencesconflict: a struggle or problem in a storytheme: the writer’s central idea or main message about lifethematic statement: an interpretive statement articulating the central meaning of a textallusion: a reference made to a well-known person, event, or place from history, music, art, or another literary worksymbol: anything (object, animal, event, person, or place) that represents itself but also stands for something else on a figurative levelimage: a word or phrase that appeals to one or more of the senses and creates a picturefigurative language: imaginative language not meant to be taken literally, such as similes and metaphors

English I HonorsEA1: Writing and Presenting

an Interview Narrative

Describe an incident from an interviewee’s college

experience that influenced his or her coming of age.

Incorporate vivid examples from the three descriptive

categories (appearance, actions, and speech).

Present an interviewee’s unique point of view by

conveying his or her distinct character.

Follow a logical organizational structure for the genre by orienting the reader, using transitions, and maintaining a

consistent point of view.

Use descriptive language, telling details, and vivid

imagery to convey a strong sense of the interviewee’s

voice.

Embed direct and indirect quotations smoothly.

Demonstrate correct spelling and excellent command of standard English conventions.

Interview Interview

Transcript NarrativeList of questions and

answers from interview

Tells a storyIncludes the elements

of a narrative

Elements of a Narrativeplot - sequence of events with a beginning middle and end

characters - developed using techniques of characterization (appearance, words, actions)

setting - initiates the backdrop and mood of the story

central conflict - may or may not be resolved

point of view - affects how readers think and feel about the story

theme - main message about life

Approaching the Narrative

Excerpt 1POV: Uses first-person pronouns (we, me).Plot: The interview itself is the focus of the narrative; the writer tells the story of the interview in present tense.Conflict: Mrs. Gamer was not the A student.Character: Mrs. GamerMain Idea/Theme: Mrs. Gamer’s life choices are a reflection of her theatrical personality.

Excerpt 2POV: Third-person narrativePlot: Emphasis is on the content of the transcript.Conflict: Ruth was restless despite being prepared.Character: RuthMain Idea/Theme: Although one can be prepared for anything, it doesn’t mean you will feel complete.

Parallel StructureParallel structure (also called parallelism) is the repetition of a chosen

grammatical form within a sentence.

Whether creating narratives or other forms of writing, writers use sentence structure (syntax) to create the effects they want. Using parallelism is one way of create balanced sentence structure.

When similar elements do not have the same form, they are said to have faulty parallelism. Faulty parallelism can easily be detected by looking for the pattern; it can be corrected by completing the pattern.

Levels of Parallel StructureWords: simple nouns, pronouns, adjectives, adverbs, gerunds; e.g., “My guinea pig eats nuts, seeds, and lettuce leaves.”Phrases: prepositional phrases (prepositions followed by nouns): e.g., “My cat raced in the door, onto the table, and into my lap.”Clauses: parallel subject and verb; e.g. “We swept the floor, we dusted the mantle, and we cooked a hot meal to welcome our guests.”

Levels of Parallel StructureLook at the sentences below that use parallel structure (from the Gettysburg Address by Abraham Lincoln). Identify the parts that can be described as parallel.“But in a larger sense, we cannot dedicate, we cannot consecrate, we cannot hallow this ground.”“. . .government of the people, by the people, for the people shall not perish from the earth.”Which of the above uses parallel prepositional phrases and which uses parallel clauses?

Levels of Parallel StructureParallel structure is typical of powerful speeches. The following sentences are from Abraham Lincoln’s second inaugural address. Describe the parallelism used in these examples (words, phrases, or clauses):“To strengthen, perpetuate, and extend this interest [slavery] was the object for which the insurgents would rend the Union, even by war. . .”“With malice toward none; with charity for all; with firmness in the right, as God gives us to see the right, let us strive on to finish the work we are in. . .”

Levels of Parallel StructureIdentify the parallelism in the sentences below from John F. Kennedy’s Inaugural Address.“The torch has been passed to a new generation of Americans--born in this century, tempered by war, disciplined by a hard and bitter peace, proud of our ancient heritage. . .”“Let every nation know, whether it wishes us well or ill, that we shall pay any price, bear any burden, meet any hardship, support any friend, oppose any foe, to assure the survival and the success of liberty.”

Embedded Assessment 1—Interview Narrative

• Due Date: Friday, 9/11 at 12:00 a.m. You will submit the assignment to Turnitin.com.

• Format: MLA–Times New Roman, 12 point font–Double spaced–1 inch margins (do not adjust margins)–Heading with your name, my name, class, date, word count–Header with your name and page number

• Word Count: 600-750 words• Scoring: I will use the Rubric we discussed in class on Thursday. I will also

take off points for incorrect formatting or papers that do not meet word count.

Embedding Quotations•https://www.youtube.com/watch?v=Pedp6_WlVsM

•https://www.youtube.com/watch?v=2Fsm9yavLdA

•http://writingcenter.unc.edu/handouts/quotations/

•https://owl.english.purdue.edu/owl/resource/747/03/

Effective Transitions•https://www.youtube.com/watch?v=Kgk0JW8w6fc•https://www.youtube.com/watch?v=IsDR3XEv50E•https://www.youtube.com/watch?v=vL05g8eW10s•https://owl.english.purdue.edu/owl/resource/574/02/

•http://writingcenter.unc.edu/handouts/transitions/

Interview Narrative Introduction ExampleJane Doe did not have a typical college experience. When she attended college, she faced trials which helped shape who she is today. Jane is a strong, confident woman, but it took her awhile to become this bold person. When Jane speaks, she exudes confidence, "I was always shy when I was younger; however, when I went to college, I really came out of my shell. I always wanted to be a lawyer, and I realized I would never achieve my goal if I was always the shy, quiet girl." As Jane reminisces about her college experience over a cup of coffee, she seems happy despite the challenges that almost kept her from achieving her dreams.

• Notice I discuss appearance and actions, I use a direct quote to try and capture her voice, and I tell a little about the setting of the interview. I also let the reader know I am going to discuss the challenges that Jane faced.

• From here, I would go on into the body paragraphs and discuss those coming of age experiences.