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World Lit Paper 2 Prep

World Lit Paper 2 Prep. GENERAL INFORMATION: 1. The assignment must be the independent work of the candidate. You must work independently, but with teacher supervision. All work connected with your assignment must be your own. 2. Ask Ms. Disher-Campbell to:

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World Lit Paper 2 Prep

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  1. World Lit Paper 2 Prep

  2. GENERAL INFORMATION: 1. The assignment must be the independent work of the candidate. You must work independently, but with teacher supervision. All work connected with your assignment must be your own.

  3. 2. Ask Ms. Disher-Campbell to: a. help you decide which kind of assignment you should attempt b. help you decide on the work on which assignments will be based c. help you focus the assignment by defining a specific topic d. help you with the title of the assignment e. help you decide on the form of imaginative pieces (poem, diary, letter, whatever) f. help you decide if you need to consult secondary sources g. discuss your outlines with you to make sure proposals meet the requirements of the assignment h. suggest to you how to modify your proposal if it’s unsuitable i. discuss you proposal in terms of the assessment criteria

  4. 3. Keep all drafts of your paper, either on your computer or as hard copies – including proposals, outlines, and just plain doodling. It may be necessary for me to verify the authenticity of your paper and if I can see multiple drafts, that will be sufficient in most cases. Be sure to turn in your rough draft on time so that I can give you the most efficient help on this assignment.

  5. First Drafts of WL AssignmentsTeachers may make general comments about the first drafts of assignments but must neither correct them nor write comments on the drafts themselves. These comments may be oral, but if in writing must be on a separate sheet. • After making general comments about the first drafts of assignments, teachers should provide no further assistance unless a candidate abandons a proposed assignment and begins a new one. In this case, teachers should provide guidance for the new proposal in the same way as for the original one by encouraging the candidate to produce an outline and making general comments on any first draft produced.

  6. Thesis Statements: strong or weak?

  7. Strong Thesis Statements have/do the following: • Use evidence from the text to support claims (i.e. anaphora develops the speaker’s tone… ellision affects the sound of the words in Whitman’s “Crossing Brooklyn Ferry”…) • Hint at larger meaning—if you say a device exists, WHY did the poet choose it and HOW does he/she use it? What is the THEME? • Are general enough to cover the main points/purpose of the poem, but specific enough to give you something to discuss • Weak: “Szymborska’s ‘Still’ is about Jews riding in a boxcar to a concentration camp.” • Stronger: “S’s ‘Still’ uses a cyclical repetition, anaphora, and a distant tone to establish the speaker’s physical and emotional disconnect from the Jews in the boxcar.”)

  8. Strong or Weak? • “Through the use of anaphora, Szymborska creates a helpless and anxious tone in her poem, ‘Still’ as a response to the damage from war and oppression that is comparable to the tone of Satrapi in Persepolis.”

  9. Strong or Weak? • “By using a third person omniscient narrator, Szymborska juxtaposes the position of her speaker against the state of the Jews in the boxcar in her poem ‘Still’.”

  10. Strong or Weak? • “Through her use of repetition and somber tone, Szymborska establishes the feeling of the mechanical, cold precision of the Holocaust in her poem ‘Still’.”

  11. Strong or Weak?

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