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Introduction Organization / Paragraphing:  introduction or conclusion is missing Thesis:  is missing  is confusing or convoluted  does not answer question.

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Presentation on theme: "Introduction Organization / Paragraphing:  introduction or conclusion is missing Thesis:  is missing  is confusing or convoluted  does not answer question."— Presentation transcript:

1 Introduction Organization / Paragraphing:  introduction or conclusion is missing Thesis:  is missing  is confusing or convoluted  does not answer question asked  is too simplistic, demonstrates lack of insight  is not stated in the introduction

2 Introduction Organization / Paragraphing:  introduction or conclusion is missing Thesis:  is missing  is confusing or convoluted  does not answer question asked  is too simplistic, demonstrates lack of insight  is not stated in the introduction

3 Introduction Organization / Paragraphing:  introduction or conclusion is missing Thesis:  is missing  is confusing or convoluted  does not answer question asked  is too simplistic, demonstrates lack of insight  is not stated in the introduction Highlight / Underline your thesis..

4 Introduction Organization / Paragraphing:  introduction or conclusion is missing Thesis:  is missing  is confusing or convoluted  does not answer question asked  is too simplistic, demonstrates lack of insight  is not stated in the introduction Highlight / Underline your thesis..

5 Introduction Organization / Paragraphing:  introduction or conclusion is missing Thesis:  is missing  is confusing or convoluted  does not answer question asked  is too simplistic, demonstrates lack of insight  is not stated in the introduction Highlight / Underline your thesis..

6 Introduction Organization / Paragraphing:  introduction or conclusion is missing Thesis:  is missing  is confusing or convoluted  does not answer question asked  is too simplistic, demonstrates lack of insight  is not stated in the introduction Highlight / Underline your thesis..

7 A.Loneliness is a theme in the novel. In fact, “Soledad” (the story’s setting) means loneliness in Spanish. Explain how this theme is developed throughout the novel. Steinbeck develops the theme of loneliness throughout the novel. 

8 A.Loneliness is a theme in the novel. In fact, “Soledad” (the story’s setting) means loneliness in Spanish. Explain how this theme is developed throughout the novel. Steinbeck develops the theme of loneliness throughout the novel.  How does an author develop a theme?

9 A.Loneliness is a theme in the novel. In fact, “Soledad” (the story’s setting) means loneliness in Spanish. Explain how this theme is developed throughout the novel. Steinbeck develops the theme of loneliness throughout the novel.  How does an author develop a theme?

10 B.Steinbeck uses violence throughout the novel to relate to George and Lennie. Discuss the importance of the violence as a necessity in illustrating the theme of the novel. Steinbeck uses violence in relation to George and Lennie to illustrate his theme. 

11 B.Steinbeck uses violence throughout the novel to relate to George and Lennie. Discuss the importance of the violence as a necessity in illustrating the theme of the novel. Steinbeck uses violence in relation to George and Lennie to illustrate his theme.  What is the theme?

12 B.Steinbeck uses violence throughout the novel to relate to George and Lennie. Discuss the importance of the violence as a necessity in illustrating the theme of the novel. Steinbeck uses violence in relation to George and Lennie to illustrate his theme.  How is violence related to George and Lennie?

13 B.Steinbeck uses violence throughout the novel to relate to George and Lennie. Discuss the importance of the violence as a necessity in illustrating the theme of the novel.  Steinbeck uses violence in relation to George and Lennie to illustrate his theme.

14 C.Steinbeck’s story does not focus solely on the negative emotions that the Depression suggests. At certain points in the story, he writes about events that give the characters hope. Chronicle both the events and the emotions that the characters have in trying to achieve their dreams. What do you think Steinbeck is trying to convey about the nature of a person’s dreams?  In Of Mice and Men, Steinbeck illustrates the nature of a person’s dreams.

15 C.Steinbeck’s story does not focus solely on the negative emotions that the Depression suggests. At certain points in the story, he writes about events that give the characters hope. Chronicle both the events and the emotions that the characters have in trying to achieve their dreams. What do you think Steinbeck is trying to convey about the nature of a person’s dreams?  In Of Mice and Men, Steinbeck illustrates the nature of a person’s dreams.

16 C.Steinbeck’s story does not focus solely on the negative emotions that the Depression suggests. At certain points in the story, he writes about events that give the characters hope. Chronicle both the events and the emotions that the characters have in trying to achieve their dreams. What do you think Steinbeck is trying to convey about the nature of a person’s dreams?  In Of Mice and Men, Steinbeck illustrates the nature of a person’s dreams.

17 C.Steinbeck’s story does not focus solely on the negative emotions that the Depression suggests. At certain points in the story, he writes about events that give the characters hope. Chronicle both the events and the emotions that the characters have in trying to achieve their dreams. What do you think Steinbeck is trying to convey about the nature of a person’s dreams?  In Of Mice and Men, Steinbeck illustrates the nature of a person’s dreams. What theme is this prompt implying?

18 C.Steinbeck’s story does not focus solely on the negative emotions that the Depression suggests. At certain points in the story, he writes about events that give the characters hope. Chronicle both the events and the emotions that the characters have in trying to achieve their dreams. What do you think Steinbeck is trying to convey about the nature of a person’s dreams?  In Of Mice and Men, Steinbeck illustrates the nature of a person’s dreams. What theme is this prompt implying?

19 D.Explain Steinbeck’s purpose in including women and African-Americans in the novel. What functions do these characters serve?  Steinbeck reveals his theme by including women and African-Americans.

20 D.Explain Steinbeck’s purpose in including women and African-Americans in the novel. What functions do these characters serve?  Steinbeck reveals his theme by including women and African-Americans.

21 D.Explain Steinbeck’s purpose in including women and African-Americans in the novel. What functions do these characters serve?  Steinbeck reveals his theme by including women and African-Americans.

22 D.Explain Steinbeck’s purpose in including women and African-Americans in the novel. What functions do these characters serve?  common problem – okay, but not very insightful In your thesis (and your overall essay), you can achieve better insight by being more specific. Steinbeck uses women and African-American to explore the experiences of outcasts.

23 D.Explain Steinbeck’s purpose in including women and African-Americans in the novel. What functions do these characters serve?  common problem – okay, but not very insightful In your thesis (and your overall essay), you can achieve better insight by being more specific. Steinbeck uses women and African-American to explore the experiences of outcasts.

24 D.Explain Steinbeck’s purpose in including women and African-Americans in the novel. What functions do these characters serve?  Steinbeck uses women and African-American to explore the experiences of outcasts. Be specific about “the experiences of outcasts”.  What kinds of experiences? Be descriptive.  causes/effects of being an outcast  similarities/differences among outcasts  interactions between outcasts, between outcasts and those who are more accepted in society

25 The Body Organization / Paragraphing:  Some paragraphs are missing clear topic sentences.  Each paragraph does not have a clearly separate idea from all the other paragraphs.  Paragraphs do not all fit together neatly to support the thesis.  Chosen order of paragraphs does not show any purpose and/or paragraphs do not transition smoothly from one idea to another. Highlight / Underline the TS of each of your body paragraphs.

26 The Body Organization / Paragraphing:  Some paragraphs are missing clear topic sentences.  Each paragraph does not have a clearly separate idea from all the other paragraphs.  Paragraphs do not all fit together neatly to support the thesis.  Chosen order of paragraphs does not show any purpose and/or paragraphs do not transition smoothly from one idea to another. Highlight / Underline the TS of each of your body paragraphs.

27 The Body Organization / Paragraphing:  Some paragraphs are missing clear topic sentences.  Each paragraph does not have a clearly separate idea from all the other paragraphs.  Paragraphs do not all fit together neatly to support the thesis.  Chosen order of paragraphs does not show any purpose and/or paragraphs do not transition smoothly from one idea to another. Highlight / Underline the TS of each of your body paragraphs.

28 The Body Organization / Paragraphing:  Some paragraphs are missing clear topic sentences.  Each paragraph does not have a clearly separate idea from all the other paragraphs.  Paragraphs do not all fit together neatly to support the thesis.  Chosen order of paragraphs does not show any purpose and/or paragraphs do not transition smoothly from one idea to another. Highlight / Underline the TS of each of your body paragraphs.

29 The Body Organization / Paragraphing:  Some paragraphs are missing clear topic sentences.  Each paragraph does not have a clearly separate idea from all the other paragraphs.  Paragraphs do not all fit together neatly to support the thesis.  Chosen order of paragraphs does not show any purpose and/or paragraphs do not transition smoothly from one idea to another. Highlight / Underline the TS of each of your body paragraphs.

30 The Body Sentences:  lack purpose, contain irrelevant information  are not clearly connected to previous ideas (building on TS) Start with your 1 st body paragraph. After the topic sentence, label each successive sentence as having one of the following purposes: A.providing textual evidence to support TS B.developing evidence – answering the “SO WHAT?”, of why the evidence is relevant to your TS and/or the argument you are making in this paragraph C.providing context – relevant plot summary necessary for understanding the evidence or your paragraph’s general argument

31 Textual Evidence Evidence:  is insufficient  is too general, lacks specificity  is not well-chosen, demonstrates lack of insight  no use of short, selective quotes integrated into sentences Development of evidence:  is absent, leaving the reader to do the work of making connections between the evidence and the argument  is limited/confusing/unclear, needs further explanation  is obvious, demonstrates lack of insight Highlight / Underline all your evidence.

32 Textual Evidence Evidence:  is insufficient  is too general, lacks specificity  is not well-chosen, demonstrates lack of insight  no use of short, selective quotes integrated into sentences Development of evidence:  is absent, leaving the reader to do the work of making connections between the evidence and the argument  is limited/confusing/unclear, needs further explanation  is obvious, demonstrates lack of insight Highlight / Underline all your evidence.

33 Textual Evidence Evidence:  is insufficient  is too general, lacks specificity  is not well-chosen, demonstrates lack of insight  no use of short, selective quotes integrated into sentences Development of evidence:  is absent, leaving the reader to do the work of making connections between the evidence and the argument  is limited/confusing/unclear, needs further explanation  is obvious, demonstrates lack of insight Highlight / Underline all your evidence.

34 Textual Evidence Evidence:  is insufficient  is too general, lacks specificity  is not well-chosen, demonstrates lack of insight  no use of short, selective quotes integrated into sentences Development of evidence:  is absent, leaving the reader to do the work of making connections between the evidence and the argument  is limited/confusing/unclear, needs further explanation  is obvious, demonstrates lack of insight Highlight / Underline all your evidence.

35 Textual Evidence Evidence:  is insufficient  is too general, lacks specificity  is not well-chosen, demonstrates lack of insight  no use of short, selective quotes integrated into sentences Development of evidence:  is absent, leaving the reader to do the work of making connections between the evidence and the argument  is limited/confusing/unclear, needs further explanation  is obvious, demonstrates lack of insight Highlight / Underline all your evidence.

36 Carlson’s words and actions are not as harsh or abrupt as before, despite the fact that he is minutes from committing an act that is quite harsh and abrupt. Rather, now, Carlson demonstrates patience for the dog’s age and ailments (the two crimes that led to the dog’s death sentence) as he waits for the dog to slowly rise and pulls “gently” on the leash rather than yanking him in his last moments.

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38 Textual Evidence Evidence:  is insufficient  is too general, lacks specificity  is not well-chosen, demonstrates lack of insight  no use of short, selective quotes integrated into sentences Development of evidence:  is absent, leaving the reader to do the work of making connections between the evidence and the argument  is limited/confusing/unclear, needs further explanation  is obvious, demonstrates lack of insight Highlight / Underline all your evidence.

39 Textual Evidence Evidence:  is insufficient  is too general, lacks specificity  is not well-chosen, demonstrates lack of insight  no use of short, selective quotes integrated into sentences Development of evidence:  is absent, leaving the reader to do the work of making connections between the evidence and the argument  is limited/confusing/unclear, needs further explanation  is obvious, demonstrates lack of insight Highlight / Underline all your evidence.

40 The Conclusion  merely summarizes  does not provide a “SO WHAT?” that leaves the reader feeling the writer’s analysis was somehow relevant  attempts a “SO WHAT?” but does not achieve clear explanation or lacks insight Conclusions can be brief: 2-3 sentences is sufficient.

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43 Just as your introduction acts as a bridge that transports your readers from their own lives into the “place” of your analysis, your conclusion can provide a bridge to help your readers make the transition back to their daily lives. Such a conclusion will help them see why all your analysis and information should matter to them after they put the paper down.

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