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LITERARY ANALYSIS PEER EDIT

LITERARY ANALYSIS PEER EDIT. PLEASE TAKE OUT THE FOLLOWING : YOUR TYPED ROUGH DRAFT YOUR LITERARY ANALYSIS PACKET A HIGHLIGHTER A PEN. LITERARY ANALYSIS. HIGHLIGHT YOUR TOPIC SENTENCE . LABEL YOUR 11 SENTENCES : TOPIC SENTENCE: TP CONCRETE DETAIL 1: CD1 COMMENTARY 1 (2): CM1

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LITERARY ANALYSIS PEER EDIT

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  1. LITERARY ANALYSISPEER EDIT PLEASE TAKE OUT THE FOLLOWING: • YOUR TYPED ROUGH DRAFT • YOUR LITERARY ANALYSIS PACKET • A HIGHLIGHTER • A PEN

  2. LITERARY ANALYSIS HIGHLIGHTYOUR TOPIC SENTENCE. LABEL YOUR 11 SENTENCES: TOPIC SENTENCE: TP CONCRETE DETAIL 1: CD1 COMMENTARY 1 (2): CM1 CM1 CONCRETE DETAIL 2: CD2 COMMENTARY 2 (2): CM2 CM2 CONCRETE DETAIL 3: CD3 COMMENTARY 3 (2): CM3 CM3 CLOSING COMMENTARY CC

  3. PEER EDIT – TOPIC SENTENCE EXCHANGE WITH A PARTNER - Write your NAME on the BOTTOM OF YOUR PARTNER’S ESSAY. LOOK AT THE TOPIC SENTENCE: PUT A SQUARE AROUND THE AUTHOR’S NAME 2. PUT A CHECK BY THE STORY TITLE IF IT IS in QUOTES. 3. CIRCLE THE LITERARY DEVICE 4. UNDERLINE _______THE THEME - IF IT IS A COMPLETE STATEMENT PUT A STAR  5. IF ANY OF THESE ARE MISSING, put an  AT THE END OF THE SENTENCE ANDTELL THEM WHAT THEY ARE MISSING IN THE MARGIN

  4. PEER EDIT – CONCRETE DETAILS CONCRETE DETAILS: LOOK AT EACH OF THE SENTENCES LABELED “CD1” ; “CD2” ; “CD3” and make sure that: THE SENTENCE CONTAINS SPECIFIC TEXTUAL EVIDENCE(“QUOTED”) WEAVED INTO A COMPLETE SENTENCE 2. THE QUOTED PORTION IS NO LONGER THAN 8-10 WORDS 3. THE QUOTE SPECIFICALLY DISPLAYS THELITERARY DEVICE FROM THE TOPIC SENTENCE 4. THE QUOTE SPECIFICALLY SUPPORTS THE THEME FROM THE TOPIC SENTENCE. 5. IF THE CD SENTENCE MEETS ALL FOUR REQUIREMENTS, PUT AAFTER THE SENTENCE 6. IF THE CD DOES NOT MEET ALL FOUR REQUIREMENTS, PUT AN  AFTER THE SENTENCE AND TELL YOUR PARTNER WHAT IS MISSING IN THE MARGIN.

  5. PEER EDIT - COMMENTARY COMMENTARY SENTENCES: LOOK AT EACH OF THE SENTENCES LABELED “CM1” ; “CM2” ; “CM3” and make sure that: THE SENTENCE SPECIFICALLY EXPLAINS THE AUTHOR’S USE OF THE SPECIFIC LITERARY DEVICEIN THE TOPIC SENTENCE 2. THE SENTENCE EFFECTIVELY PROVES THAT THE CONCRETE DETAIL SUPPORTS THE SPECIFIC THEMEIN THE TOPIC SENTENCE 3. IF THE CM SENTENCE MEETS BOTH REQUIREMENTS, PUT A AFTER THE SENTENCE 4. IF THE CM DOES NOT MEET BOTH REQUIREMENTS, PUT AN  AFTER THE SENTENCE AND TELL YOUR PARTNER WHAT IS MISSING IN THE MARGIN . LOOK AT THE CLOSING COMMENTARY SENTENCE … make sure that: 1. IT IS AN INSIGHTFUL SUMMARY OF THE PARAGRAPH THAT RESTATES THE TOPIC WITHOUT ADDING ANY NEW INFORMATION.

  6. (10 points) • The writer uses GUM correctly • The writer uses correct grammar (subject/verb agreement, pronoun/antecedent agreement, etc.). • The writer uses correct punctuation, capitalization, and spelling. • The language of the analysis addresses the intended audience and purpose and conveys the appropriate tone (formal)—No I’s, you’s , me’s, we’s.

  7. (25 points) • Followed parameters of the assignment: • Follows 11 sentence paragraph format • 12 point Times New Roman font • Double-spaced text with indented paragraphs • Correct heading with student’s name, class and period, and date is in the upper right-hand corner • Title is centered in the same font with the correct punctuation and capitalization

  8. (10 points)[highlighted and labeled in final essay]SENTENCE PATTERN 10 & 10A: The EMPHATIC APPOSITIVE

  9. PATTERN 1OEmphatic Appositive... at the end of the sentence after A COLON ( : ) • Often you want to repeat an IDEA, not just a WORD. Withholding the repetition until the END OF THE SENTENCEbuilds to a climax and provides a forceful, emphatic appositive that concludes the sentence and practically shouts for your reader’s attention. • In Pattern 10, the COLON emphasizes this climax. • REMEMBER that a COLONalways marks a FULL STOP (like a period) and must always come ONLY after a COMPLETE STATEMENT; it tells the reader that IMPORTANTWORDSor AN EXPLANATIONwill follow. • In Pattern 3, an ENTIRE SENTENCE must come after the colon: an explanation of the first sentence. • In Pattern 10, to repeat an important noun to give it greater emphasis (or be EMPHATIC about it), you come up with an APPOSITIVE (a noun or nouns that renames another noun) and signal its importance by placing it AFTER a COLON at the END OF THE SENTENCE.

  10. PATTERN 10 • Her room contained a collection of trash: old clothes, soda cans, McDonald’s wrappers • As a teacher I see many tragedies, but one rises above them all: apathetic students. • When I go to the movies, I need two things to really enjoy it: popcorn and a Diet Coke.

  11. PATTERN 1OAEmphatic Appositive... at the end of the sentence after DOUBLE-DASH( -- ) • Being a teacher requires one quality above all the others—a sense of humor. • Many traditional philosophies echo the ideas of one man—Plato. • Those big burgers taste great but they have lots of calories—over 1,000. • Emails are wonderful and so easy to send but they also create a major problem—answering them.

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