Syntax Review: Analyzing Sentence Structure in a Short Story

2. Hook, Housekeeping & Homework TUESDAY Syntax Review – What do you notice? What is the purpose and/or effect? “He [John] says that with my imaginative power and habit of story-making, a nervous weakness like mine is sure to lead to all manner of excited fancies, and that I ought to use my will and good sense to check the tendency. So I try.” • Simple sentence follows long compound-complex sentence = emphasizes the simplicity or the easy submission of the narrator to her husband’s will. She did not appear to have any argument, or else has curbed her disagreement to fight against his desire, indeed simply saying “so I try.” “I wish I could get well faster. But I must not think about that.” • Repeated use of simple sentences emphasized the narrator’s ability to think of only one thought within one period of time, and emphasizes her solid focus of “not [thinking] about that [getting well].” The narrator states “John is practical in the extreme. He has no patience with faith, an intense horror of superstition, and he scoffs openly at any talk of things not to be felt and seen and put down in figures.” The narrator later continues with “And what can one do? If a physician of high standing and one’s own husband, assures friends and relatives that there is really nothing the matter with one but temporary nervous depression – a slight hysterical tendency – what is one to do?” • Pattern of Simple – Compound – Simple (interrogative) – compound-complex = Use of sentence types shows how she has no way out of this and has no way to express herself. The sentence structures show how she is trapped and reflects the theme. Homework: Read through the assignment information and ask questions as needed BTW, this is NOT a research assignment = Academic Honesty

3. Past, Present, Future TUESDAY • Close Reading for Stylistic Devices: Detail + Detail + Imagery + Figurative Language + Syntax • No school for students on Monday • Counselor Fly-by • Close Reading for Stylistic Devices: Syntax • Close Reading Analysis Model • Written Analysis Assignment (hmwk) • Organize Ideas w/model • Draft Ideas w/ Q&A model – Return original introductions • Write goals/look fors – Continue draft • Printed word doc of written analysis due Friday beginning of class + electronic turnitin.com copy

4. Introduction to AP Literature Standard Colorado Academic Standards 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies; 2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills e. obtain and use information from text and text features to answer questions, perform specific tasks, and identify/solve problems. Objectives: you will be able to review a short story and re-examine it for syntax Relevance: Assuming responsibility for and participation in small group activities (such as a sports team, debate team, fundraising, part-time job, service project) improves the quality of the intended goal. Enlisting all members of a team to do their part can often lead to new and unexpected outcomes and ensures a “win” and a successful team. Interpretation of text, supported by citing evidence, fosters reading skills and coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings Essential Questions How does an author create meaning in a work of literature? What are the essential features of a literary analysis? How can we clearly express ideas about a literary work? their texts? What are some strategies for effective communication for oral presentations?

5. Activity: We Do/You Do Purpose: to tap into our prior knowledge, practice our close reading skills, and see what we know and don’t know about identifying syntax Tasks: With a partner, compete practice packet; please use your own paper! A1: Matching • Inversion • A. rhetorical questions • Cumulative sentence • A. parallel structure Try your hand at A2: Writing – Pick ONE to try • Michelle smiled at him, across the room, under her hat, secretly. • Michelle wanted to smile, to laugh, to cry, and to scream all at the same time. • Why would her first puppy, the one she wanted since she was a little girl, cause elder Michelle to smile? • Smiled she at the puppy. Or smiled at the puppy Michelle did. A3: Matching • Periodic sentence • A. punctuation • A. rhythm • 4. A declarative B. exclamatory C. interrogative D. Imperative • A. parallel structure, repetition Outcome/Homework: How did you do? Apply ideas to your story…

6. Activity: Develop We DO Purpose: to work in a collaborative group to examine syntax in your short story Tasks: Share & compare your syntax ideas with your peers Outcome: What did you learn about syntax today? What patterns do you see? Theme relations? BTW, this is NOT a research assignment (Academic Honesty)

7. Activity: DevelopYou Do • Think back to all the work you have done with your short story. • Re-consider the theme(s) that you have examined. • List 2-4 stylistic devises & literary elements that stand out to you right at this moment that you could explain how they connect to and reinforce the theme • Detail • Diction • Imagery • Figurative language • Syntax • Tone • Symbol • Plot (conflict, resolution) • Characterization • Point of view • Setting

8. Instruction: Obtain Purpose: to see the “big picture.” In other words, to see a student’s final close reading analysis of “The Yellow Wallpaper,” in order to consider how you will do the same. Tasks: Read the close reading analysis essay • Mentally identify how the author organizes & presents ideas • Mentally notice how the author incorporates literary elements and stylistic devices in order to explain and elaborate on a theme • Outcome: What did you notice that helps you understand where we area headed with this next written assignment?

9. Review & Release Go back to your list; what can you do for your story? Purpose: to identify assignment expectations, steps, and guidelines HOMEWORK: Read through the assignment information and ask questions as needed • Introduction • Format • Prompt • Preparing (graphic organizer) • Drafting (outline) • Scoring Guidelines

10. Hook, Housekeeping, & Homework WEDNESDAY • Have out your assignment packet for the Short Story Close Analysis • Purpose: to identify assignment expectations, steps, and guidelines • I will take general questions about it shortly • HOMEWORK: Finish whatever you did not in class (dissect the prompt, organize initial ideas in the chart, write a working thesis) & start drafting your ideas for the body paragraph!

11. Past, Present, Future WEDNESDAY • Counselor Fly-by • Close Reading for Stylistic Devices: Syntax • Close Reading Analysis Model • Written Analysis Assignment (hmwk) • Written Analysis Assignment: Organize + Working Thesis (with student model) • Outline Draft (with student model) • Return Introductory Paragraphs + Revisit Reading/Writing Self Reflection & Assessment + Write 2 Goals (look fors) for this assignment (use the scoring guide, too) + Outline Draft • Word Doc due Friday at the beginning of class + Peer edit base on goals/look fors

12. Introduction to AP Literature Standard Colorado Academic Standards 3. Writing and Composition Objectives: you will be able to examine how to organize ideas and address a prompt with a working thesis and THEN do it yourself! Relevance: Interpretation of text, supported by citing evidence, fosters reading skills and coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings. Essential Questions How does an author create meaning in a work of literature? What are the essential features of a literary analysis? How can we clearly express ideas about a literary work?

13. Activities: Develop & Apply Purpose: prepare for your individual analysis by doing some reading & pre-writing Tasks: • Examine the student model (1st page) for pre-writing (prompt, organizing ideas, working thesis) • Dissect your prompt • Use the graphic organizer to consider (see next slide) • What literary element(s) stand out to you? How do these create and/or reinforce a theme of the story? • Write a working thesis statement. Outcome: Ready to outline the first draft of your close analysis essay!

14. Instruction: Obtain • Usinggraphic organizers to do some pre-writing will help you consolidate your observations and insights and organize ideas. Discard ideas that don’t work together in addressing the prompt/your assertion and develop ones that do. • When writing your thesis, remember that the literary or style elements you select must work together for the over all interpretation you are presenting. • Listing all of the various elements may make for a long and confusing thesis. Look at how you can blend literary elements together to craft a thesis that fully address the prompt. For example… • reflective, wistful tone of the narrator looking back on experience • lively, dialogue that re-creates the embarrassing, disappointing experience of the last meeting • setting that points of transition • diction that hints at the narrator’s ambivalence towards his father Through the narrator’s emotional descriptions, colorful dialogue, and wistful tone, Cheever depicts a son who is haunted by both his father’s failures and his fear of repeating them himself.

15. See Model(s) as Needed

16. See Model(s) as Needed But, note that she did not ignore using other literary terminology when writing about those points: • Characters/characterization • TONE • Irony • Pronouns • Dialogue • Connotation/denotation • Setting • Metaphor • Short, simple – complex • Exclamation marks Tania Terror narrowed her thesis to 4 key terms: • Narrative perspective (point of view) • Connotative diction • Contrasting details • Varied syntax

17. Review & Release What did you finish? What do you need to do? What questions do you have? Outcome/HOMEWORK: Finish whatever you did not in class (dissect the prompt, organize initial ideas in the chart, write a working thesis) & start drafting your ideas for the body paragraph!

18. Hook, Housekeeping, & Homework THURSDAY Grab a DICTION handout from the front table. Take a look through it. This packet is helpful tool to identify and discuss word choice which is something we will do all year long! – See next slide HOMEWORK: Turn your draft outline into a (properly formatted word doc) essay • Complete your 2 Goals/Look Fors to turn in with the Word Doc tomorrow.

19. Speaking of Diction… The words that Gilman selects for her narrator’s use also reveal the contrast between the husband and wife as well as her need for freedom. The simple, yet emotionally negative diction reveals the wife’s feelings of oppression which may be a cause for her anxiety. She says she was “so sly” and wrote “in spite” of her husband even though he “hates to have [her] write a word,” and it would be met with “heavy opposition.” (1) The words connote a sense of secrecy and distrust in their relationship. The reader sees a character who must hide who she truly is or wants to be from her husband. Also, the harshnessof the word “hate”shows that she feels that her husband not only disagrees or dislikes her writing but despises or detests it on an almost physical level, so much so that one feels the vindictiveness but also the victory in her sneaky actions, as if this is her small triumph over his overpowering will.In somewhat of a contrast, the wife also describes herself as “basely ungrateful” for not valuing the scheduled care he takes of her and that she now becomes “unreasonably angry” with him “due to this nervous condition” (1). Is it unreasonably to be angry with someone who seems to be denying one of one’s interests? Or is it unreasonable to be angry with someone who seems to take care of one, one’s health and well-being? The use of “basely” and “unreasonable” reveal her low sense of self-worth in this relationship and a fear that she is irrational. Her reactions, however, are also to a man who calls her “little girl,” as if she is a child, and “his darling” and “my darling” (4-5),endearing yet possessive phrases. The reader, too, must struggle with the practicality of her husband’s actions versus the controlling nature of them and the motivations behind them. Gilman’s word choices show a relationship struggle for freedom and control.

20. Past, Present, Future THURSDAY • Counselor Fly-by • Close Reading for Stylistic Devices: Syntax • Close Reading Analysis Model + Written Analysis Assignment+ Organize + Working Thesis (with student model) • Student draft model w/ Q&A • Return Introductory Paragraphs - Rework as needed • Outline your own draft • Revisit Reading/Writing Self Reflection & Assessment + Write 2 Goals/Look Forsfor this assignment (use the scoring guide, too) + Outline Draft • Word Doc due Friday at the beginning of class + Peer edit base on goals/look fors

21. Introduction to AP Literature Standard Colorado Academic Standards 3. Writing and Composition Objectives: you will be able to examine how to draft a close reading analysis by identifying the strengths & weaknesses of a student model and THEN draft your own analysis! Relevance: Interpretation of text, supported by citing evidence, fosters reading skills and coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings. Essential Questions How does an author create meaning in a work of literature? What are the essential features of a literary analysis? How can we clearly express ideas about a literary work?

22. Activities: Develop & Apply Purpose: prepare for your individual analysis by doing some reading & pre-writing Tasks: Based on the 4 questions, read and discuss the student model for “Reunion” Consider the fact that I have not asked you write a full-blown essay (you’re welcome… I think..). If this were the case for this writer… • What adjustments should she make to the introduction? • What paragraph should she continue to develop and refine to turn in for the body? (see next) Outcome: Now, it’s your turn!

23. Instruction: Obtain • Attention Grabbing Hook? • Dramatic Situation? • Brief plot summary • Who, what, where, when • Characters, setting • Enduring Understanding? • Thesis? • SAK • How did you do? Revise as needed. “Reunion,” a short story written by John Cheever in 1962, begins and ends in Grand Central Station in New York City, a place of transition and movement, a place people pass through on their way to various destinations. For Charlie, the narrator who recalls his younger self, this “reunion” is more than just a meeting: it is his last hope of salvaging a strained relationship with his father. Through the narrator’s emotional descriptions, colorful dialogue, and wistful tone, Cheever depicts a son who is haunted by both his father’s failures and his fear of repeating them himself.

24. Instruction: Obtain • Onebody paragraph that is directly related to a key idea in the thesis. • From this point, you should give multiple illustrations (the what & how) from the text, • explaining and elaborating(the why, purpose & effect) on each, • and end with a concluding sentence that ties all of the ideas presented in the paragraph together as well as relates back to the thesis (the so what). • This should be approximately 275-325 words. (234) At the outset, the language Charlie uses to remember this experience is heavy with emotion that shows his hopeful anticipation mixed with dread.After explaining that he initiated the meeting, he calls his father a “stranger,” yet he then describes the moment he sees him in the train station as one of profound recognition. Charlie “felt he was my father, my flesh and blood” (96). This realization is, however, both a reassurance and a warning. On the one hand, the narrator has arranged this “reunion” because he is optimistic about establishing a relationship with his estranged father despite the divorce and the absence of three years. On the other hand, however, he fearsthat is father is his “future” and “doom.” Believing he is unable to avoid becoming “something like” his father, he seems to feel trapped. He even uses the language of battlein his description of his reaction to his father’s behavior during the last meeting: “I would have to plan my campaigns,” he thinks, “within his limitations.” The diction he uses to describe also points to this ambivalence. Charlie is “terribly happy,” an odd combination of words: he says he smells his father “the way my mother sniffs a rose,” but includes the scent of “the rankness of a mature male” among his recollections. The verbs that capture his anticipation- “hoped,” “wished,” and “wanted” – all suggestyearning, though not realization (96).

25. In the opening excerpt of the short story, the first person narration, while limiting, establishes a benevolently controlling, almost condescending, relationship. The narrator explains that, when she questions why their newly rented house is so inexpensive and has been empty for so long, her husband “laughs at [her], of course, but one expects that in marriage” (1). Through the narrator’s/wife’s point of view, it is suggested that her husband does not take her seriously. Theirony presented, that a wife might be laughed at by her spouse for a seemingly reasonable inquiry, establishes for the reader a disconnect that exists in this relationship. She has given into what must be the roles within a marriage; men are powerful and knowledgeable, and women are weak and lack understanding. Also, the use of the indefinite (impersonal) pronoun “one,” shows her pragmatic acceptance of the situation. In fact, the reader does not know her name; they, too, feel the lack of identity that this woman feels. In this same opening section of the story, the narrator’s illness is revealed. She explains that “ – John says the very worst thing I can do is to think about my condition… So I will let it alone and talk about the house” (1). Here, in contrast, her husband shows an interest in her health and well-being, but it is still an authoritative voice, telling her to be passive. Once again, this emphasizes the easy submission of the narrator to her husband’s will. Then, with the ellipses, she interrupts her reflections on her “condition” to abruptly change the subject to that of the house. She does not appear to have any argument, or else has curbed her disagreement to fight against his desire, allowing him to dictate how she should handle her own physical and mental state. This helps the reader begin to see her brooding, uneasy feelings. By conveying the story through the eyes of the wife, Gilman, who wrote this in 1899, can explore the negative effects of oppression in an era lacking gender quality.

26. See Models as Needed • Structure/Organization • Content • Components of introduction • AGH, DS w/ PS, UU + Thesis (SAK) • Use of transitions & signal words • In the opening, then, by the end • In fact, in contrast, on the other hand, once again, by including, as seen before • presents, establishes, suggests, the reader, helps, shows, conveys • Embedding illustrations & incorporating quotations • Explanation & elaboration of literary elements and devices • Concluding sentences • relating back to thesis • Narrative perspective (point of view) • Connotative diction • See handout, could be more specific • Contrasting details • Varied syntax • Characters/characterization • TONE • Irony • Pronouns • Connotation/denotation • Setting • Metaphor • Short, simple – complex • Exclamation marks

27. AP = Accelerated Pace Ambiguity Possible Address the Prompt Analysis, Please Always Poetry Also Prose Applied Practice “Anything’s” Possible? Absolute Paradise HOMEWORK: Turn your draft outline into a (properly formatted word doc) essay • Complete your 2 Goals/Look Fors to turn in with the Word Doc tomorrow.

28. Hook, Housekeeping, & Homework FRIDAY What are your weekend plans? HOMEWORK: The FINAL copy of your Short Story Close Analysis (introduction andbody paragraph) is due into turnitin.com by midnight Sunday night. The hard copy with the Goals/Look Fors(& scoring guidelines) sheet is due at the beginning of class Monday.

29. Past, Present, Future FRIDAY • Close Reading Analysis Model + Written Analysis Assignment+ Organize + Working Thesis (with student model) +Student draft model w/ Q&A + Return Introductory Paragraphs (rework as needed)+ Outline your own draft • Period 1: Revisit Reading/Writing Self Reflection & Assessment + Write 2 Goals/Look Forsfor this assignment (use the scoring guide, too) • Word Doc due = Peer edit based on Goals/Look Fors • Hard copy with the Goals/Look Fors(& scoring guidelines) sheet is due at the beginning of class Monday • Their Eyes Were Watching God – a novel by Zora Neale Hurston – check it out!

30. Introduction to AP Literature Standard Colorado Academic Standards 3. Writing and Composition Objectives: you will be able to examine peers’ drafts in order to provide feedback as well as consider ideas for your own analysis. Relevance: Interpretation of text, supported by citing evidence, fosters reading skills and coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings. Essential Questions How does an author create meaning in a work of literature? What are the essential features of a literary analysis? How can we clearly express ideas about a literary work?

31. Activities: Develop & Apply Purpose: to examine peers’ drafts in order to provide feedback as well as consider ideas for your own analysis. Tasks: • Swap word doc draft and Goal/Look for sheet with a peer; give the peer permission to write on your word doc. • Read your peer’s essay • Give written feedback, focusing on the goals/look forsthat he/she provided; you may also want to comment on other +/-/?s in the draft and/or on the lines provided. • Return draft and sheet, discuss as needed • Swap items again with a different peer – provide feedback – return Outcome: Use the feedback to finalize your analysis The Goals/Look Fors(& scoring guidelines) sheet is due at the beginning of class Monday with the hard, final copy of your analysis Turnitin.com copy is due BEFORE this – Sunday by midnight!

32. AP = Address the Prompt Analysis, Please Also Prose HOMEWORK: The FINAL copy of your Short Story Close Analysis (introduction and body paragraph) is due into turnitin.com by midnight Sunday night. The hard copy with the Goals/Look Fors(& scoring guidelines) sheet is due at the beginning of class Monday.

33. Coming Soon… Monday Tuesday Wednesday Thursday Friday • Look at exam & lang to lit prompts

34. AP = Accelerated Pace Ambiguity Possible Address the Prompt Analysis, Please Always Poetry Also Prose Applied Practice “Anything’s” Possible? Absolute Paradise

35. Hook, Housekeeping & Homework Monday Monday Funday! I need 8-10 volunteers!

36. Release & Review Give One: • Write one new idea, concept, or skill you learned today OR write down one question • On the back write you initials • Post this on the wall as you leave