AAL Chapter 5: Strategies for Composing
AAL Chapter 5: Strategies for Composing
Study the Draft an Introduction concepts on pages 113-114 in Chapter 5 in conjunction with Fatima’s example in Chapter 7 which provides the argument framework for Essay #5.
1. State your literary work and author for Essay #5.
2. State Schilb and Clifford’s main issue(s) provided in their Essay #5 option.
3 State your expert resource provided by Schilb and Clifford and the missing fact will you explore in the introduction.
4. Using Fatima’s main claim as a guide, explain the consequence current generations of readers may experience due to the missing fact. What particular “human” aspect might impact a current readers interpretation of the author’s message situated in his or her particular historical context? Fill in the prompt: One important consequence is that there is (less or more) of a (literal or figurative) human ??? in the (story, poem, or play) than there might have been, and so the (speaker or protagonist) ??? from others and (his or her) withdrawal into ??? seem (stronger or weaker) than they might have been.
Question 2:
AAL Chapter 4: Close Reading
Preparation: Analyze your literary work by applying Schilb and Clifford’s processes for close reading in Chapter 4 beginning on page 82 in conjunction with their Chapter 6 strategies for understanding the elements of your literary genre for Essay #3. Writing about poems differ from analysis about short fiction and drama. For poems you might the progression of the speaker’s characterization based on the stanzas or scenes as you discuss the speaker’s persona. For stories your might analyze the plot progression in conjunction with the characters develop and change during the conflict. For plays you might analyze the Acts as is serves the author’s purposes for character dialogue and behavior dictated by the script cues and serving the playwright’s motives.
Task:
Share one of your close reading reflections applying Schilb and Clifford’s concepts.
1. State which strategy you are practicing from the seven listed below. (5pts)
2. Provide one close reading response applying Schilb and Clifford’s key points from the strategy concepts. (30 pts)
Close Reading Strategy Options:
(1) MAKE PREDICTIONS (82)
(2) REREAD FOCUSING ON A PARTICULAR ELEMENT (83)
(3) TEST THE STAGES OF THE LITERARY WORK (POEM, SHORT STORY, PLAY) AGAINST YOUR OWN EXPERIENCES (83)
(4) READ FOR PATTERNS AND FOR BREAKS IN PATTERNS(83)
(5) READ FOR PUZZLES, AMBIGUITIES, AND UNCLEAR MOMENTS(83)
(6) READ FOR THE AUTHOR’S CHOICESV(84)
(7) GENERATE QUESTIONS THAT HAVE MORE THAN ONE POSSIBLE ANSWER(84)
(8) STATE TENTATIVE ANSWERS (85) ( supply observations about the additional prominent techniques the author uses. Explain his or her strategies using proper terms from Chapter 6: Elements of Short Fiction, Elements of Poetry, or Elements of Drama as a guide.
Question 3:
AAL: Chapter 4 Close Reading
Preparation: Analyze your literary work by applying Schilb and Clifford’s processes for close reading in Chapter 4 beginning on page 82 in conjunction with their Chapter 6 strategies for understanding the elements of your literary genre for Essay #3. Writing about poems differ from analysis about short fiction and drama. For poems you might the progression of the speaker’s characterization based on the stanzas or scenes as you discuss the speaker’s persona. For stories your might analyze the plot progression in conjunction with the characters develop and change during the conflict. For plays you might analyze the Acts as is serves the author’s purposes for character dialogue and behavior dictated by the script cues and serving the playwright’s motives.
Task:
Share one of your close reading reflections applying Schilb and Clifford’s concepts.
1. State which strategy you are practicing from the seven listed below. (5pts)
2. Provide one close reading response applying Schilb and Clifford’s key points from the strategy concepts. (30 pts)
Close Reading Strategy Options:
(1) MAKE PREDICTIONS (82)
(2) REREAD FOCUSING ON A PARTICULAR ELEMENT (83)
(3) TEST THE STAGES OF THE LITERARY WORK (POEM, SHORT STORY, PLAY) AGAINST YOUR OWN EXPERIENCES (83)
(4) READ FOR PATTERNS AND FOR BREAKS IN PATTERNS(83)
(5) READ FOR PUZZLES, AMBIGUITIES, AND UNCLEAR MOMENTS(83)
(6) READ FOR THE AUTHOR’S CHOICESV(84)
(7) GENERATE QUESTIONS THAT HAVE MORE THAN ONE POSSIBLE ANSWER(84)
(8) STATE TENTATIVE ANSWERS (85) ( supply observations about the additional prominent techniques the author uses. Explain his or her strategies using proper terms from Chapter 6: Elements of Short Fiction, Elements of Poetry, or Elements of Drama as a guide.
Question 4:
AAL Chapter 1: What is an Argument:?
Preparation: Apply Chapter 1 concepts for analyzing the elements of argument for Schilb and Clifford’s first context for research resource supplied with their Essay #5 option.
Task: Answer each of the following questions about the first context for research resource supplied by Schilb and Clifford with their Essay #5 option.
Who is the author?
What is the author’s main issue?
What is his or her main claim about it?
What smaller claims does he or she make as he or she develops his or her main one?
Where in her article are readers especially conscious of the author attempting persuasion?
Where are readers especially conscious of how the author views his or her audience?
What evidence does the author offer?
What are his or her steps in reasoning?
What are his or her major assumptions?
To what extent does his or her argument rely on logos? Analyze the authors reasoning
To what extent might his or her reputational ethos matter to his or her readers? Consider the author’s historical context.
What sort of ethos does he or she create through her words? Analyze the author’s tone and image.
How much, and where does his or her argument use pathos? Analyze language revealing a particular mood.
Question 5:
AAL Chapter 1: What is an Argument:?
Preparation: Apply Chapter 1 concepts for analyzing the elements of argument for Schilb and Clifford’s second context for research resource supplied with their Essay #5 option.
Task: Answer each of the following questions about the second context for research resource supplied by Schilb and Clifford with their Essay #5 option.
Who is the author?
What is the author’s main issue?
What is his or her main claim about it?
What smaller claims does he or she make as he or she develops his or her main one?
Where in her article are readers especially conscious of the author attempting persuasion?
Where are readers especially conscious of how the author views his or her audience?
What evidence does the author offer?
What are his or her steps in reasoning?
What are his or her major assumptions?
To what extent does his or her argument rely on logos? Analyze the authors reasoning
To what extent might his or her reputational ethos matter to his or her readers? Consider the author’s historical context.
What sort of ethos does he or she create through her words? Analyze the author’s tone and image.
How much, and where does his or her argument use pathos? Analyze language revealing a particular mood.
Question 6:
AAL Chapter 1: What is an Argument:?
Preparation: Apply Chapter 1 concepts for analyzing the elements of argument for Schilb and Clifford’s third context for research resource supplied with their Essay #5 option.
Task: Answer each of the following questions about the third context for research resource supplied by Schilb and Clifford with their Essay #5 option.
Who is the author?
What is the author’s main issue?
What is his or her main claim about it?
What smaller claims does he or she make as he or she develops his or her main one?
Where in her article are readers especially conscious of the author attempting persuasion?
Where are readers especially conscious of how the author views his or her audience?
What evidence does the author offer?
What are his or her steps in reasoning?
What are his or her major assumptions?
To what extent does his or her argument rely on logos? Analyze the authors reasoning
To what extent might his or her reputational ethos matter to his or her readers? Consider the author’s historical context.
What sort of ethos does he or she create through her words? Analyze the author’s tone and image.
How much, and where does his or her argument use pathos? Analyze language revealing a particular mood.
AAL Chapter 5: Strategies for Composing
Study the Draft an Introduction concepts on pages 113-114 in Chapter 5 in conjunction with Fatima’s example in Chapter 7 which provides the argument framework for Essay #5.
1. State your literary work and author for Essay #5.
2. State Schilb and Clifford’s main issue(s) provided in their Essay #5 option.
3 State your expert resource provided by Schilb and Clifford and the missing fact will you explore in the introduction.
4. Using Fatima’s main claim as a guide, explain the consequence current generations of readers may experience due to the missing fact. What particular “human” aspect might impact a current readers interpretation of the author’s message situated in his or her particular historical context? Fill in the prompt: One important consequence is that there is (less or more) of a (literal or figurative) human ??? in the (story, poem, or play) than there might have been, and so the (speaker or protagonist) ??? from others and (his or her) withdrawal into ??? seem (stronger or weaker) than they might have been.
Question 2:
AAL Chapter 4: Close Reading
Preparation: Analyze your literary work by applying Schilb and Clifford’s processes for close reading in Chapter 4 beginning on page 82 in conjunction with their Chapter 6 strategies for understanding the elements of your literary genre for Essay #3. Writing about poems differ from analysis about short fiction and drama. For poems you might the progression of the speaker’s characterization based on the stanzas or scenes as you discuss the speaker’s persona. For stories your might analyze the plot progression in conjunction with the characters develop and change during the conflict. For plays you might analyze the Acts as is serves the author’s purposes for character dialogue and behavior dictated by the script cues and serving the playwright’s motives.
Task:
Share one of your close reading reflections applying Schilb and Clifford’s concepts.
1. State which strategy you are practicing from the seven listed below. (5pts)
2. Provide one close reading response applying Schilb and Clifford’s key points from the strategy concepts. (30 pts)
Close Reading Strategy Options:
(1) MAKE PREDICTIONS (82)
(2) REREAD FOCUSING ON A PARTICULAR ELEMENT (83)
(3) TEST THE STAGES OF THE LITERARY WORK (POEM, SHORT STORY, PLAY) AGAINST YOUR OWN EXPERIENCES (83)
(4) READ FOR PATTERNS AND FOR BREAKS IN PATTERNS(83)
(5) READ FOR PUZZLES, AMBIGUITIES, AND UNCLEAR MOMENTS(83)
(6) READ FOR THE AUTHOR’S CHOICESV(84)
(7) GENERATE QUESTIONS THAT HAVE MORE THAN ONE POSSIBLE ANSWER(84)
(8) STATE TENTATIVE ANSWERS (85) ( supply observations about the additional prominent techniques the author uses. Explain his or her strategies using proper terms from Chapter 6: Elements of Short Fiction, Elements of Poetry, or Elements of Drama as a guide.
Question 3:
AAL: Chapter 4 Close Reading
Preparation: Analyze your literary work by applying Schilb and Clifford’s processes for close reading in Chapter 4 beginning on page 82 in conjunction with their Chapter 6 strategies for understanding the elements of your literary genre for Essay #3. Writing about poems differ from analysis about short fiction and drama. For poems you might the progression of the speaker’s characterization based on the stanzas or scenes as you discuss the speaker’s persona. For stories your might analyze the plot progression in conjunction with the characters develop and change during the conflict. For plays you might analyze the Acts as is serves the author’s purposes for character dialogue and behavior dictated by the script cues and serving the playwright’s motives.
Task:
Share one of your close reading reflections applying Schilb and Clifford’s concepts.
1. State which strategy you are practicing from the seven listed below. (5pts)
2. Provide one close reading response applying Schilb and Clifford’s key points from the strategy concepts. (30 pts)
Close Reading Strategy Options:
(1) MAKE PREDICTIONS (82)
(2) REREAD FOCUSING ON A PARTICULAR ELEMENT (83)
(3) TEST THE STAGES OF THE LITERARY WORK (POEM, SHORT STORY, PLAY) AGAINST YOUR OWN EXPERIENCES (83)
(4) READ FOR PATTERNS AND FOR BREAKS IN PATTERNS(83)
(5) READ FOR PUZZLES, AMBIGUITIES, AND UNCLEAR MOMENTS(83)
(6) READ FOR THE AUTHOR’S CHOICESV(84)
(7) GENERATE QUESTIONS THAT HAVE MORE THAN ONE POSSIBLE ANSWER(84)
(8) STATE TENTATIVE ANSWERS (85) ( supply observations about the additional prominent techniques the author uses. Explain his or her strategies using proper terms from Chapter 6: Elements of Short Fiction, Elements of Poetry, or Elements of Drama as a guide.
Question 4:
AAL Chapter 1: What is an Argument:?
Preparation: Apply Chapter 1 concepts for analyzing the elements of argument for Schilb and Clifford’s first context for research resource supplied with their Essay #5 option.
Task: Answer each of the following questions about the first context for research resource supplied by Schilb and Clifford with their Essay #5 option.
Who is the author?
What is the author’s main issue?
What is his or her main claim about it?
What smaller claims does he or she make as he or she develops his or her main one?
Where in her article are readers especially conscious of the author attempting persuasion?
Where are readers especially conscious of how the author views his or her audience?
What evidence does the author offer?
What are his or her steps in reasoning?
What are his or her major assumptions?
To what extent does his or her argument rely on logos? Analyze the authors reasoning
To what extent might his or her reputational ethos matter to his or her readers? Consider the author’s historical context.
What sort of ethos does he or she create through her words? Analyze the author’s tone and image.
How much, and where does his or her argument use pathos? Analyze language revealing a particular mood.
Question 5:
AAL Chapter 1: What is an Argument:?
Preparation: Apply Chapter 1 concepts for analyzing the elements of argument for Schilb and Clifford’s second context for research resource supplied with their Essay #5 option.
Task: Answer each of the following questions about the second context for research resource supplied by Schilb and Clifford with their Essay #5 option.
Who is the author?
What is the author’s main issue?
What is his or her main claim about it?
What smaller claims does he or she make as he or she develops his or her main one?
Where in her article are readers especially conscious of the author attempting persuasion?
Where are readers especially conscious of how the author views his or her audience?
What evidence does the author offer?
What are his or her steps in reasoning?
What are his or her major assumptions?
To what extent does his or her argument rely on logos? Analyze the authors reasoning
To what extent might his or her reputational ethos matter to his or her readers? Consider the author’s historical context.
What sort of ethos does he or she create through her words? Analyze the author’s tone and image.
How much, and where does his or her argument use pathos? Analyze language revealing a particular mood.
Question 6:
AAL Chapter 1: What is an Argument:?
Preparation: Apply Chapter 1 concepts for analyzing the elements of argument for Schilb and Clifford’s third context for research resource supplied with their Essay #5 option.
Task: Answer each of the following questions about the third context for research resource supplied by Schilb and Clifford with their Essay #5 option.
Who is the author?
What is the author’s main issue?
What is his or her main claim about it?
What smaller claims does he or she make as he or she develops his or her main one?
Where in her article are readers especially conscious of the author attempting persuasion?
Where are readers especially conscious of how the author views his or her audience?
What evidence does the author offer?
What are his or her steps in reasoning?
What are his or her major assumptions?
To what extent does his or her argument rely on logos? Analyze the authors reasoning
To what extent might his or her reputational ethos matter to his or her readers? Consider the author’s historical context.
What sort of ethos does he or she create through her words? Analyze the author’s tone and image.
How much, and where does his or her argument use pathos? Analyze language revealing a particular mood.
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