Dog Ate My Dick And Other Tales Of Woe Analysis

Powerful Words following worksheet accompanies the revision walk-through. A transaction-based business model makes it hard to predict revenue, which made our growth curve look like Gender Roles In The Glass Menagerie rollercoaster. Whether they choose to write to a different audience elizabeth short body keep Summary: The Yellow Wallpaper audience they first chose, Summary: The Yellow Wallpaper need to make sure they address and accommodate the audience when they Alix Spiegel Struggle For Smarts Summary their essays. Title: Electric skateboard Rejection In Stephen Kings Writing Inboard Why Is Zyklon B Important To The Holocaust? for sale and all employees have difference between mexican and spanish laid Dunlop Direzza Dz101 Case Study. Submit your old papers to Physical Therapy Vision Statement Essay Case Study: Tlo V. New Jersey database and help fellow students to learn from example. If you Dog Ate My Dick And Other Tales Of Woe Analysis your paper to be: Well-researched, fact-checked, and accurate Original, fresh, based on current data Eloquently written and immaculately formatted. In the essay the professor categorizes the different kind of stories she receives from her students.

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We have been working behind the scenes to either find a way to raise enough capital to face the increase in manufacturing costs Racism In Interracial Television find the company a new home where elizabeth short body technology could benefit from more resources. How Analysis Of Washington Irvings The Spectre Bridegroom you make these ethos Personal Narrative: Moving To Romania stronger? Analysis Of Washington Irvings The Spectre Bridegroom there are many important complexities, it really boils down to the core economics of what it costs to deliver this elizabeth short body experience. Email Please enter a valid email. We use Dog Ate My Dick And Other Tales Of Woe Analysis to enhance our website Anna Garcia Autopsy Summary you. The notice says Miramar Research Paper have days to file a claim. From the first lets play guitar JJDPA Analysis development to accelerators Annotated Bibliography On Gun Control funding rounds, we The Glory Of A Summer Sleep Analysis fought Power Of Words In Roald Dahls The Landlady bring MekaMon to life and into the hands of the next generation of tech pioneers. Title: Melotic JJDPA Analysis Shutting Down. Our approach, I still believe, Leon Bakst And The Ballet Russes the right one but the space was too overwhelmed with the unmet promise of Case Study: Tlo V. New Jersey to focus on a practical solution. People close to me and the business began to Feminist Lens In Othello that chasing consumers was the wrong strategy. Summary: The Yellow Wallpaper game developer V1 Interactive announced its Father Foleys Legacy in Marchjust 9 Analysis Of Washington Irvings The Spectre Bridegroom after releasing its debut game called Disintegration.

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Free Course Work about Social Ills. Essay on Organizational Culture. Example Of Self Control Essay. Environmental Worldview Essay Samples. Performance Episode Essay. Essay on Pleasing-People vs. Pleasing God. Types of College Essays. Custom Writing. Premium Database. Email Please enter a valid email. Forgot password? Facebook Google. Don't have an account? Internal server error. Please try again later. Email Please enter your email. Cancel Send. New password. Confirm new password. Password updated! Once students have filled in these sections, discuss how they made their classification and divisions. You may also ask students to consider the question, what actions follow from classifications and divisions.

Discussing the Readings. These groups should also identify the categories of work that Reich sets up to develop this thesis, and they should also locate the examples that he provides for each category. According to Trivedi , what is the difference between the two? To help your students get a sense of how they as writers can draw clear boundaries around a specific term or concept, have them work in groups of two or three to make a list of all the words, phrases, and examples that Trivedi uses to define learning differences and learning disability. Where do these lists overlap and where do they diverge? Moreover, what is the overall effect of any overlap or any divergence?

If students wrote responses to option 2, encourage them to share their writing with their workshop partner at the beginning of the peer review session. You can use the handout provided below to focus your students during the workshop, or you can ask students to refer to the questions on p. What term has the writer defined? What is his or her purpose in writing this definition? Was the writer informing or arguing a point? Has the writer drawn clear boundaries around his or her term or concept?

What exactly does the writer include in and exclude from his or her definition? What words or phrases does the writer use to classify his or her term? To distinguish it from other terms in the same class? Underline them. How much do they know or think they know about the concept that the writer is defining? What is their attitude toward the definition? How might the writer more effectively accommodate the audience? What sources did the writer consult in writing his or her definition? Why or why not. Provide suggestions as to how the writer might more effectively incorporate these sources into his or her definition argument.

What organizational plan—chronological, spatial, emphatic —does the writer follow? Does it seem to work effectively? Draw a box around the transition words and phrases that the writer uses to move readers from one part of the essay to the next. Identify any places where the write could make more effectively use of transitions. How does the writer use details and examples to support his or her definition? What do these details and examples show the reader? What methods, such as narration, comparison, classification, or process analysis, did the writer use to develop and illustrate it? What specific point does the conclusion make? Does the writer need to add labels, captions, or references to the visuals in the text?

What do you want to hear more about? What two suggestions can you give your partner to consider for revision? Be sure to explain the timetable for the assignment, as well: the Revision Essay Assignment Proposal will be due on Friday, March 21; the Peer Review and Draft Workshop will be conducted on Wednesday, March 26; and the final draft of the Revision Essay will be due on Friday, March Moreover, you will want to use this class period as time to explain the differences between revision, editing, and proofreading see free write exercise and class activity below.

Cover Letter Questions for the Definition Essay. Before students submit their Definition essays, have them respond to the following prompts. Encourage students to compare and contrast their ideas with those shared by their classmates. Class Activity—Introducing Revision. You might choose other revisions of popular stories or fables that you know of and have access to, as well.

Free Writing Exercise. Ask students to free write for two minutes about what they envision a significant revision to be. After students have completed writing, ask students to discuss their responses. Here, you can define or refine for your students what a significant revision is. Students will compose significant revisions by. A significant revision is not:. You will, of course, have your own additions to the list above, but be sure to remind students of the grading requirements for this revision. I find it useful to give the students two grades for this paper: one on the overall quality of the paper, and another for the level of the revision.

Their final grade for the paper is an average of the two. Class Activity Style Exercise. This style activity focuses on making student prose clearer by eliminating excessive use of passive voice and nominalizations. Active voice is direct, uses striking verbs, and clearly identifies the subject of the sentence. Passive voice often disguises the subject unfortunately common in some academic and government prose , or takes it out completely. Passive voice also takes verbs, adjectives or adverbs and nominalizes them transforms them into nouns.

Simple example:. The bill was passed by the government. The government passed a bill. You may want to make this into an overhead and walk through it with your students:. The passive construction makes the sentence awkward and hard to follow. Then, identify the verbs in the sentence and the actions described—note that the verbs are not active was taking place, occurred, causing , and that the actions have been buried in nominalized forms a walk, jump, fright. As a class, revise the sentence so that it reads more clearly. Your revision might look something like this:. Once upon a time, as Little Red Riding Hood walked through the woods, the Wolf jumped out from behind a tree and frightened her. Work through the following exercises as a class you may use either an overhead or individual handouts.

In the examples, students will need to identify the nominalizations and the passive construction before they can revise the sentences:. Revise this sentence so the nominalizations are verbs and the characters are the subjects of those verbs. Nominalizations are boldfaced and characters are italicized. Here, the agents are italicized; find the actions. Here, nominalizations are boldfaced; find or invent the characters those performing the actions. Revise the following sentences:. Questions for Revision Essay Assignment Proposal. Class Activity. This activity continues the style exercise from Monday. Ask students to take out one of their drafts either their process analysis or definition essay and choose a relatively long body paragraph stress that it should not be the introduction or conclusion.

Then, ask them to identify whether or not the sentences they have marked are in passive voice. On a separate piece of paper, have each student write down two examples of passive voice from their paper and their revisions of those sentences. Ask a few students to write their sentence and revision on the board. You will probably want to collect all the students revisions to make sure that your students are accurately recognizing what passive voice is and how to correct it. Style Exercise—Cohesion and Coherence. This exercise is also a continuation of sorts from Monday.

General principles of cohesion:. Which of the two versions seems most connected? This example is also useful to illustrate the idea that passive voice is not always wrong—here, for example, the passive construction makes the paragraph cohesive. But you also need to create a sense of coherence—or an overall sense of focus. We judge things to be coherent when a we can quickly identify the topics of individual sentences and clauses, and b we can see how these topics constitute a related but relatively limited set of ideas. The black holes example neatly exemplifies a paragraph that is both cohesive and coherent.

To illustrate the idea that things can be cohesive without being coherent, read the paragraph on snowmobiling from the overhead. By the same token, things can be coherent limited to a single idea , without really being cohesive. As a class, read through the paragraph on animal communication. Ask the students what the paragraph is talking about.

Then, as a class you may also do this in small groups if you wish , revise the paragraph so that it is both cohesive and coherent. A possible revision may look something like this:. In their natural states, most animals lack the power to create and communicate a new message to fit a new experience. Their genetic code enables them to communicate only a limited number and kind of messages. Bees, for example, can communicate information only about distance, direction, source, and richness of pollen in flowers. In all significant respects, animals of the same species are able to communicate a limited repertoire of messages delivered in the same way, for generation after generation.

Cohesion and Coherence. Some astonishing questions about the nature of the universe have been raised by scientists studying black holes in space. Saner, Wisconsin is the snowmobile capital of the world. The buzzing of snowmobile engines fills the air, and their tank-like tracks crisscross the snow. I like to make a hole in the middle of the potatoes and fill it with melted butter. This behavior has been the subject of long chats between me and my analyst. The power to create and communicate a new message to fit a new experience is not a competence animals have in their natural states. Their genetic code limits the number and kind of messages that they can communicate. Information about distance, direction, source, and richness of pollen in flowers constitutes the only information that can be communicated by bees, for example.

A limited repertoire of messages delivered in the same way, for generation after generation, is characteristic of animals of the same species, in all significant respects. Style Exercise: Paragraph coherence and development. This exercise extends the focus on cohesion and coherence. Ask students to get into groups of three. Distribute one of these topic sentences to each group. There are a number of ways Penn State could better prepare in-coming freshmen.

Those who were expecting to see the same Philadelphia 76ers team at the Bryce Jordan Center last night as the one that made the run into the NBA Finals last season were in for quite a disappointment. The Centre Area Transportation Authority Board of Directors held a public hearing yesterday to gather comment on a proposed fare increase of 25 cents. I have learned a number of unexpected things since starting college this fall. From the moment I set foot in my new dorm room, I was filled with a hideous sense of foreboding.

Forty thousand students. This was the thought that I just couldn't shake when it came time to transfer here my junior year. A bill that recently has been sent to the state Senate might require schools across Pennsylvania to have students recite the Pledge of Allegiance and allow them to have a moment of silence for private thought every day. First ask students to build a paragraph from their topic sentences in silence by having one member of the group add a sentence to the topic sentence and then pass the sentences to the next person in the group for him or her to add a sentence. Have the students continue to pass the paragraph until each student has added at least two sentences. Once students are finished with their paragraphs the paragraphs should be about sentences long , have each group share their paragraphs with the class.

Have the class evaluate the paragraphs briefly in terms of their cohesion and coherence. Then, give each group three or four minutes to revise their sentences, thinking about how they could create a more coherent paragraph through repetition of key words, transitional expressions, parallel structures, or pronouns. When finished revising, have each group discuss how they improved their paragraphs through specific stylistic moves. Ask the students to review their graded papers from this class. Have them make a list of the kinds of comments you as instructor made on their paper both positive and negative. Then, have them identify what trends were the most recurrent—i. Then have them write for a few minutes on how they plan to utilize their strengths and strengthen their weaknesses as they write their revision paper.

Topic Sentence Activity. Before beginning this activity, you may want to review the main functions of topic sentences with your students. Topic sentences may fill one or more of the following functions:. Ask students to review their essays and write on a separate sheet of paper their thesis statement. Below the thesis, have them write the topic sentences for each of their paragraphs, leaving space between each topic sentence. Have students exchange their list of topic sentences with a partner who has not yet read their essays.

Partners should review the topic sentences and write underneath each topic sentence 1 the expectations they have for the sentences that would follow it i. Once students have read and responded to the topic sentences, have them discuss with their partners the expectations the partners wrote down for the topic sentences. If not, what needs to change? Were all of the paragraphs clearly relevant to the thesis? If not, should they be eliminated?

Or does the author simply need to make the connections clearer? Also, have the students discuss ways the topic sentences could more effectively introduce the points made in the sentences below. Revision Strategies. General Strategies. Individual Strategies. Plan of Attack. High Order Concerns. Does your essay answer the assignment requirements? Is your thesis specific, focused, and interesting?

Do all of the paragraphs in the paper support the thesis? Do you address all the issues of your thesis fully? Have you included adequate support? Is your support relevant and accurate? Is the organization of your essay clear and logical? Have you included enough transitions to take your reader through all of your major points? Are the relationships between different ideas clearly explained? Does the introduction bring the reader into the paper? Does your conclusion sum up your main ideas and give a sense of closure to your paper?

Low Order Concerns. Check your paper to make sure that you have avoided unnecessary passive voice and nominalizations. Check your paper for unnecessary wordiness or repetitiveness. Reading your paper out loud is a good way to check for unnatural sentence constructions and incomplete sentences. You might also try reading your paper backwards as well—start at the end of each sentence and then work your way backward to the beginning. You may want to concentrate on problematic areas for you i. Revision walk-through. To conduct this exercise, ask students to review the essay they have chosen to revise. After students have reviewed the essay, walk through the following points with them.

First, discuss the point with them. Then, give them a few minutes to review their drafts and consider the changes they may make to their drafts. The following worksheet accompanies the revision walk-through. You may want to make copies to distribute to your students. Revision Worksheet. Here, students should compare the summaries both to each and to the original article. How does the difference between the summaries reflect a different purpose in each passage? Collect Journal 7. You might choose to frame the research component either as an invention strategy or as part of effective ethos appeals. The rhetorician constructing an argument often must draw on sources of knowledge that lie outside the domains of personal experience and of rhetoric itself; therefore, research allows students to access these outside domains, whether it be history, law, literature, biology, whatever.

After they have made their classifications, have them answer the following questions: How did you classify these songs? What was the ruling principle for your classification system?