JE # 23, Sept. 16: Reread Alvarez’s “IWTBMA ” (pp.91-96)

1. JE #23, Sept. 16: Reread Alvarez’s “IWTBMA” (pp.91-96) Add the following questions and your responses to Qst 1-4. 5. Why does Alvarez put an explanation point after every word of the contestant’s introduction in paragraph 3? What does this unusual punctuation achieve? 6.In paragraph 4, Alvarez writes, “There they stood, fifty puzzle pieces forming the pretty face of America…though most of the color had been left out.” How does this figurative language reinforce the main idea of her essay? Miss America Pageant 2016 • How does Alvarez’s concluding paragraph differ in tone from the first paragraph of her essay? What message does this difference in tone convey to the reader? • (Add vocabulary and definitions to Vocab. Log): acute sashayed inane aspirations prodigies sappy diaphonous gratifying sallow

2. READING WORKSHOP: • Julia Alvarez’s “I Want to Be Miss America” (pp.91-96) Step #1: *Authorial Background Notes: Julia Alvarez (List a few notes in bullet-point form) *Cultural Background Notes: Dominican Culture: (List a few notes in bullet- point form) • Where is the Dominican Republic located? • How do the father’s words and actions fail to match when choosing his favorite contestants in the Miss America pageants? • How does watching the pageants broaden the sisters’ ideas about what they can do and be? • Why does Alvarez say that the popularity of exotic, “ethnic” looks in the late ’60s “came too late” for her and her sisters? Step #2: Apply SOAPSTone on your own paper

3. JE #22, Sept. 15: Alvarez’s “IWTBMA” ◦ Place textbook on desk ◦ Alvarez and her sisters had a strong need to “look as if we belonged” (para. 1)? Why are some people so motivated not to express and celebrate their differences but to simply “fit in”?

4. Claim/Evidence Requirements For ALL Papers Intro. ¶:  attention-grabber (INTERESTING • FACT/STAT., anecdote, INTERESTING • quote) •  Basic 2-3 sent. background summary of • the topic • Thesis: Central claim that you are • PROVING in your essay • Body ¶:  Transitional word or phrase •  Topic sentence •  Lead in for Evidence (in the form of a • Quote or Passage or another • form of Concrete Detail • Commentary (brief explanation about how the evidence supports claim) • Concluding ¶:  A general statement that explains how your central • Claim/Argument/Thesis is resolved

5. ARGUMENT #2 Argument Paper #2 Focus: Should the government pass the law that states that a male can be fined (made to pay money) if he wears his jeans below his waist in public? This law says a guy can actually get a ticket for wearing his jeans below his waist, thus exposing his underwear. Do you agree or disagree with this law? You will write a persuasive argument using pathos, ethos, and logos to prove your point. Step 1: Prewrite: Plan your paper using the SOAPSTone strategy and include 2-3 examples of Ethos, Pathos, Logos that you will use in your paper to further argue your point. Step 2: Draft 1 (Due Tuesday, Sept.15): Typed; Proper Format; 5 Vocab. Words from units 1-4; Examples of ethos, pathos, logos

6. Classwork: Sept. 16, 2015 ◦ Kahoot.it (focus: Alvarez’ “I Want to be Miss America”) ◦ Current Event Reading Log Discussion ◦ Writing Workshop Focus: - Peer-review Requirements/PQP Argument #2 (Draft #1) - Argument #2 clarification (see Argument #2 slide) - Mini-conferences on Argument #1: “Most Significant Multicultural Lit. Theme” (focus: Folder Organization (paper-clipped stack: Draft 1 w/ Pre- write, PQP, Draft #2); claim/Evidence Format; Correctly used 5 Unit 1 Vocab. Words ◦ Committee-graded Resume Discussion -

7. RESEARCH PAPER DOCS: ◦DEADLINE CHECKLIST ◦RESEARCH PAPER RATIONALE/PLANNING/Q&A/FORMAT -

8. GENERALLY APPLICABLE QUESTIONS ABOUT VOICE (Notes in Reading Section) • Whose voice(s) do you hear? What words or lines identify these voices for you? • What voices are familiar or alien? What words, phrases, or lines tell you that? • What is the situation? How do you know that? • Who is the audience? What helps you determine that? • What is the speaker’s tone? How do you know? • What is the speaker’s mood? How do you know?

9. 0 READING RHETORICALLY • Prereading • Getting ready to read • Surveying the text • Making predictions and asking questions • Introducing key vocabulary • Reading • First reading • Looking closely at language • Rereading the text • Analyzing stylistic choices • Considering the structure of the text • Post-reading • Summarizing and responding • Thinking critically Adopted from the California State University Task Force Materials

10. 0 WRITING RHETORICALLY • PREWRITING • Reading the Assignment • Getting Ready to Write • Formulating a Working Thesis • WRITING • Composing a Draft • Organizing the Essay • Developing the Content • REVISING AND EDITING • Revising the Draft • Editing the Draft • Reflecting on the Writing • EVALUATING AND RESPONDING • Grading holistically • Responding to Student Writing • Using Portfolios Adopted from the California State University Task Force Materials

11. Homework/Reminders SP Timeline Link *Begin Looking for a mentor, and researching a topic for a 5-7 p. paper* *Journal Check This Week* • Wednes., Sept. 16: Due Arg. #2: Draft #1/Discuss committee-graded SP Resume • Thurs., Sept. 17: Due: RP Framework • Thurs., Sept. 17: Due: Unit 4 Vocab. FC • Fri., Sept. 18: Meet in Library- MLA/Annotated Bibliography • Fri., Sept. 18: Due Date: SP Proposal • Fri., Sept. 18 @11:30 p.m.: Deadline #2 For Turnitin.com Summer Reading (if you missed D#1 for Summer Rdg Chap Notes on Book #1) • TBD: Resume Revisions • Thurs., Oct. 22: Book #2: Summer Rdg Chapter Notes submitted to Turnitin