ewrt1 a f15 class 9

EWRT 1A Class 8

AGENDA Ice Breaker

Vocabulary Test: (Chapters 5-9)

Discussion: Ngo and Toufexis

Essay #3: The Concept Essay

In-Class Writing

Breaking the Ice

The Game: NEW TEAMS TODAY• With your new team, discuss the words on

the next slide for five or so minutes and prepare to compete

Vocabulary Words

Swathe

You have 15 minutes

The Concept Essay

Ngo: “Cannibalism: It

Still Exists”

Get into groups of three or four to discuss this essay and answer questions.

Take 10 minutes• First, briefly summarize the story

• What is the concept about which Ngo writes?

• Which extended anecdote does Ngo use to hook his readers and to help explain the concept?

• What is his thesis?

• How does he classify his concept?• Categories?• Types?

• How does he define his concept?

• Find examples of each his classified concepts.

Brief Summary and Concept

Extended Anecdote

Hook: Extended Anecdote

Thesis and Classifications

Definitions

ExemplificationEndocannibalism Exocannibalism

Survival: Vietnamese boat refugees Ate people as they

died on the boat Dietary: Miyanmin (both

types really) Eat their own dead

and catches outsiders Religious/Ritual: African

tribe of the Bimin-Kuskusmin Eat parts of genitalia

to enhance reproductivity

Survival: Japanese troops’ supply lines cut Sacrificed Arapesh

people to feed troops Dietary: Leopard people;

Alligator people Hunt victims

Religious/Ritual: Bangalas and South American Tribes To honor those held in

high-esteem, they sacrifice slaves and captives

Ngo has written a concept

essay about cannibalism

Use this essay as a model for you own!

Toufexis: “Love: The Right

Chemistry” In your

groups, discuss this essay and answer the questions on the next slide.

Take 10 Minutes to Answer These

Questions First, summarize the story. How does Toufexis “Hook the

Reader”? How does Toufexis focus her plan? How does she create a logical plan?

Summary

Hooking the Reader What does Toufexis do to

catch Readers’ attention? The title: “Love: The Right

Chemistry” The epigraph quoting Greta Garbo’s

line from the film Ninotchka. The conversational tone of the essay

Using “O.K.” and “Let’s” rather than the more formal “let us.”

Focusing the PlanWhat She Does

What She Does Not Do

She focuses on certain scientific aspects of romantic love, specifically the evolutionary biology and neurochemistry of love between adult human heterosexual mates.

By keeping to her focus, she is able to present information that is unfamiliar, and therefore interesting, to her readers.

Because she wants to emphasize love as a tool to promote reproduction, she does NOT include same-sex love, or nonsexual love between friends and family members

She does NOT discuss views on love by various religions or cultures.

A Logical Plan

Introduction of topic

Thesis Forecast Transitions

She provides clues for the reader

Introduction of Concept: Paragraph 1: She announces that she is writing about “romantic love,” a concept that she will address with “scientific precision.”

Thesis: Paragraph 2: What seems on the surface to be irrational, intoxicated behavior is in fact part of nature’s master strategy—a vital force that has helped humans survive, thrive, and multiply through thousands of years”

Forecast: In paragraph two: “Love rests firmly on the foundations of evolution, biology, and chemistry.”

Toufexis also uses transitions to let the readers know when she is leaving one topic and going to another: here is the transition from biology to neurochemistry:

The Concept Essay Topic: Write an essay

about a concept from The Hunger Games that interests you and that you want to study further. When you have a good understanding of the concept you have chosen, explain it to your readers, considering carefully what they might already know about it and how your essay might add to what they know.

In-Class Essay #33-5 pages

125 points possibleYou may use a page of

notesYou must have a

Dictionary or other defining source and at

least two quotations that exemplify your concept

from The Hunger Games.

Equality, Legal, Skill, Hunger, Cold, Friendship, Safety, Justice,

Fair play, Class, Game, Play, Power, Identity, Strength,

Competition, Sacrifice, Spectacle, Schadenfreude

(happiness derived from others’ misfortunes), Fear, Privilege,

Topics to Consider:

In-Class Writing: Choose a quote from The Hunger Games

that reveals something meaningful to you about one of your four concepts.

Write two to four paragraphs that explain: Why you chose the quote, The context of the quote in the novel, How the quote demonstrates your concept,

and How the context of the quote in HG mirrors

something in our society or your life

Homework Read: HG through chapter 19;

SMG 148-163, “Thesis Statements” in the Course Links on the course home page.

Post #9 Finish and post your in-class writing; include the quote you chose to write about in your post

Bring: SMG to Class Study: Vocabulary Chapters

10-13