1. WARM UP: ENGLISH 11 23 OCTOBER 2015 Write a character analysis paragraph of Enrique. Who is he? What is like? What role does play in the story? What traits describe him? Make sure your paragraph includes all the following parts. 1. Topic sentence: Main point of paragraph 2. Elaboration of the topic sentence: Stretches out/explains the main point 3. Evidence: The proof (embedded quotation) 4. Evidence reinforcement: Helps to connect main evidence to topic sentence 5. Conclusion: Reinforces thesis and wraps things up

2. SAMPLE Enrique, deeply flawed like all people, shows how parental separation can be devastating. While his forced independence serves him, he also finds himself unable to cope in trying circumstances. While Enrique has worked tirelessly to unite with his mother, he also finds that he has “[clung] to romanticized notions of how they should feel toward each other” (178). He finds that, no, she is not a saint or a perfect mother. He becomes disillusioned. His dependence on hope and a glorified version of his mother become a devastating weakness. He must sustain his fierce independence even after his idealization of his mother has disappeared.

3. SAMPLE Enrique, deeply flawed like all people, shows how parental separation can be devastating. While his forced independence serves him, he also finds himself unable to cope in trying circumstances. While Enrique has worked tirelessly to unite with his mother, he also finds that he has “[clung] to romanticized notions of how they should feel toward each other” (178). He finds that, no, she is not a saint or a perfect mother. He becomes disillusioned. His dependence on hope and a glorified version of his mother become a devastating weakness. He must sustain his fierce independence even after his idealization of his mother has disappeared.

4. PAPER REVISIONS You WILL be revising your essay, so your grade is not final! Read my comments thoroughly and bring the essay back with you each day. If you lose the essay, you won’t be able to bring up your grade. *If I wrote “comma splice” (“c.s.”), “fragment,” “run-on” anywhere, look up what that is if you don’t know!

5. HOMEWORK 1. Read to page 257 2. No Travel Log 3. Fix fragments, run-ons, and revise your CLAIM/THESIS

6. STEP 1: REVISING CLAIMS STEP 2: FRAGMENTS, RUN-ONS, AND COMMA SPLICES

7. WHAT IS WRONG WITH THIS SENTENCE? Language is power, without language a person or group of persons has no power.

8. WHAT IS WRONG WITH THIS SENTENCE? Language is power; without language a person or group of persons has no power.

9. WHAT IS WRONG WITH THIS SENTENCE? Language is power. Without language a person or group of persons has no power.

10. WHAT IS WRONG WITH THIS SENTENCE? Most of us don’t even think about it, we just wake up and do our daily routine.

11. WHAT IS WRONG WITH THIS SENTENCE? Most of us don’t even think about it; we just wake up and do our daily routine.

12. WHAT IS WRONG WITH THIS SENTENCE? Most of us don’t even think about it. We just wake up and do our daily routine.

13. Language is one of the most powerful weapons we have, it has been said to be “sharper than any two edged sword.”

14. Language is one of the most powerful weapons we have; it has been said to be “sharper than any two edged sword.”

15. Language is one of the most powerful weapons we have. It has been said to be “sharper than any two edged sword.”

16. WHAT IS WRONG WITH THIS SENTENCE? They forced students to speak English. Which was disrespectful since they hadn’t taught them English yet.

17. WHAT IS WRONG WITH THIS SENTENCE? They forced students to speak English, which was disrespectful since they hadn’t taught them English yet.

18. The things they did to get their language back.

19. The tribe held classes, community events, and conferences with elders to get their language back.

20. It’s amazing that the students could survive at those schools the beatings and humiliation were more than anyone should endure.

21. It’s amazing that the students could survive at those schools. The beatings and humiliation were more than anyone should endure.

22. THESIS/CLAIM STATEMENTS Substantial: Your thesis/claim should be a claim for which it is easy to answer every reader’s question: “So What?”

23. THESIS/CLAIM STATEMENTS Substantial: Your thesis/claim should be a claim for which it is easy to answer every reader’s question: “So What?” Supportable: A thesis must be a claim that you can prove with evidence. It should not just be a personal opinion or preference.

24. THESIS/CLAIM STATEMENTS Substantial: Your thesis/claim should be a claim for which it is easy to answer every reader’s question: “So What?” Supportable: A thesis must be a claim that you can prove with evidence. It should not just be a personal opinion or preference. Precise: It has been narrowed down from a very broad subject. Your claim should not be something on which whole books could be written. (“Language is really important” ok, but why? How?)

25. THESIS/CLAIM STATEMENTS Substantial: Your thesis/claim should be a claim for which it is easy to answer every reader’s question: “So What?” Supportable: A thesis must be a claim that you can prove with evidence. It should not just be a personal opinion or preference. Precise: It has been narrowed down from a very broad subject. Your claim should not be something on which whole books could be written. (“Language is really important” ok, but why? How?) Arguable: A thesis statement should not be a statement of fact or an assertion with which every reader is likely to immediately agree. (“Everyone speaks a language, and that is how they learn to communicate”)

26. Taking away someone’s language and culture is the same as stripping away a person’s freedom.

27. Assimilation through education of Native Americans and immigrants leads to the feeling of inferiority and discouragement, disconnection to their native culture and declining of language, but can also lead to a stronger relationship to the native tongue.

28. This has been a huge issue for many years, and it is important that we know how it affective these people.