Personal Response to Text ELA 20-1/20-1 AP

CPU FORMAT What is a CPU/CPR? Why is it important? Your Thinking (BRAIN) Your Emergency Style

What does the Acronym Stand for? C - RITICAL P- ERSONAL U- NIVERSAL R- EFLECTIVE

UNIVERSAL / REFLECTIVE Model Overview INTRO ALL GAPS NEED TO BE FILLED WITH TRANSITIONS CRITICAL PERSONAL UNIVERSAL / REFLECTIVE

How to Start… This is an type of essay; therefor, for the most part, all Critical rules apply. For the purposes of this essay we will include a very short introductory paragraph. This should be 3-4 sentences maximum. 1) Start with a general statement to introduce the topic 2) Briefly focus on answering the question/prompt 3)Finish off with your controlling idea/thesis statement.

INTRODUCTION Paragraph PYRAMID Generalization Literature Specific (T, PL) Thesis Bridge Bridge In the [genre] [Title] by [author] he/she [verb] the idea that [theme statement].

Literature Specific (Bridge) How does the CPU Differ Generalization Literature Specific (Bridge) Theme Bridge In the [genre] [Title] by [author] he/she [verb] the idea that [theme statement]. In the excerpt [Title] by [author] he/she [verb] [topic]

Parts of the Critical Section INITIALLY / FROM

Parts Continued HOWEVER / THROUGH

Parts Continued CONSEQUENTLY / TO

NOW YOU TRY Read Snow Falling on Cedars Look for the three moments of transformation. Which character do you pick? Hatsue? Fujuko?

How would this look? Let’s look at our prompt to pull out the ideas we should include: Discuss the idea(s) developed by the text creator in your chosen text about the ways in which individuals take responsibility for themselves or others. Let’s circle the main themes of the idea. Let’s also circle the conjunction Let’s put a square around the action word

CRITICAL For the purposes of this essay we will be examining the excerpt from This Snow Falling on Cedars. Note the underline, as typically the prose is an excerpt from a larger work. Note, excerpt, NOT SOURCE. The critical section should start with a clear topic sentence. A general statement that mirrors your thesis and how you will be addressing/ supporting/ proving it in this paragraph.

Critical Continued… Find examples you can explain and/or quote from that support your topic and proves it true. Trace the I. (Initially) H. (However) and C (Consequently) through the excerpt. Using specific moments to support the character transformation in relation to the topic. Be sure to provide solid analysis after your evidence. You should have integrated a quotations (no in this quotations) where possible. These should be snippet quotations.. Be sure to remain professional. Do NOT use pronouns such as “you” , “I”, “me” in this section of your personal response. To finish up your paragraph finish with a concluding sentence that restates the topic and ideally transitions to your personal.

Personal This section should not feel like an add on, and should be equivalent in length to your Critical. Again, start with a clear topic sentence, transition if you have not done so. Provide one detailed personal anecdote from your own life, or from a close friend or family member. The examples must show lead to the same thematic understanding as the Critical section. You must ensure that you are not mirroring the content of the excerpt, rather developing an example that has the same thematic core as the prompting text. State the situation, what happens/ how the situation is addressed and what the outcome of the situation is to adequately prove your point. This is the only time you may use personal pronouns within the essay.

Universal/Reflective This section is meant to be the smallest portion of your essay. Begin with a topic sentence. Use an “in other words” for your thesis. No real world examples, this breaks the formalist lens. Instead answer the questions: So what? What have we learned? End with impact.

UNIVERSAL (CONCLUDING PARAGRAPH) Re-state Thesis Learned Generalization (Impact) NOT REGURGITATE

General Points for Success Do NOT: Use contractions Write, “in this essay I will” or reference either the sections of the paper or sections of the text (in the plot) All literary terms should advance the argument, not just be dropped in (no the protagonist). Literary terms should always be used in the verb form (the letter is a symbol the letter symbolizes) Write in the past tense; always write in the present tense (is) because you are currently reading/viewing the test studied, this is called writing in the Literary Present. Use cliches Use “Soapbox Statements” – since the dawn of time… or absolutes All people love Brussel sprouts. Novels, TV, and Movie titles are underlined; Short stories, songs, and poems are in “quotation marks”

Lets Look at this in Action Examine the Exemplars Always use the PF as your guide for the model. These are the skeletons of the good writing we want from you. Always use the E as a place to get good ideas for stylistic approaches, but NEVER copy the E. These are well known, and easily recognized. If you are unsure, look at the included rationales. Homework, read the PF and E and we will discuss next class.