Writing Strategies Essay Example for Free

Writing Strategies Essay Write a response for each of the following activities. Check the Evaluation section at the end of this document to make sure you have met the expected criteria for the assignment. When you have finished, submit your work to your teacher. 1. Purpose, Voice, and Theme Themes in literature, such as heroism, love, corruption, greed, and perseverance, often reflect and relate to the issues we encounter in our daily lives or read about in the news. In this activity, you will develop ideas for an essay that relates a current news issue to a theme from a work of literature you have read. a. Think about some of the literature that you have read. Consider novels, essays, speeches, poems, and short fiction. Brainstorm a list of titles. Type your response here: b. Choose three titles from your list and write them in the chart below. Then list the themes from each work. Remember that the theme of a piece of literature is the main idea, the message, the subject, or the concept that the author is trying to convey by telling the story. Examples of themes include love, hate, the innocence of youth, love of life, courage, struggle, loyalty, survival, and triumph over adversity. Type your response here: |Title |Theme | |The Odyssey |Determination | |The Boy in The Striped Pajamas |Curiosity | | | | c. Begin to develop ideas for a five-paragraph essay exploring a theme from one of the literary works that you listed in the chart above. Select one title from the chart and enter information about this work in the space below. Type your response here: |Title |The Odyssey | |Author |Homer | |Genre |Epic Poetry | |Themes |Determination | In your essay, you will choose one or more themes from the work that you have selected and relate the theme to an issue discussed in the news. For example, you might relate the theme of courage from Jack London’s novel Call of the Wild to the actions of rescue workers after a catastrophic event. Recall this prewriting strategy for generating ideas for your writing: †¢ List what you know. †¢ List what you do not know. †¢ Consider alternative viewpoints. Read this guide to learn more about prewriting strategies. d. What do you know about the themes of the work you selected? What are some examples from the work (such as dialogue, character actions, or narration) that illustrate the theme? What are some news stories and issues that illustrate this theme? Type your response here: It is difficult to be that determined in your works. The main character must fight constant battles just to get back to his home. â€Å"O Brother Where Art Though?† illustrates these characteristics. e. What are some things you do not know about the work you selected for your essay? What are some possible additional themes? What additional evidence from the text can you locate? Type your response here: There are other possible themes. Justice could be a possible theme. The man who tries to steal Odisious’ wife is eventually killed. f. What are some alternative viewpoints you might consider before beginning to write? If possible, collaborate with a classmate and add information about his or her perspective to your own. What themes could a peer identify inthe work you selected? What evidence from the text might he or she suggest? Can someone else suggest additional news or issues that relate to the work’s themes? Type your response here: g. From the ideas that you have generated, identify the theme on which you will base your essay, as well as the issues or news stories that relate to the theme. Type your response here: Determination, my determination while spearfishing. Before beginning to write, consider the purpose and voice of your essay. h. What is your purpose for writing this essay assignment? Type your response here: To copare determination in the odyssey to determination in my own life. i. Based on the purpose for writing you described above, what is an appropriate tone for your essay? Type your response here: Objective. 2. Organizing the Essay a. Record information about your essay in this essay organizer. Type your response here: |Essay Organizer | |Title of work selected |The Odyssey | |Author |Homer | |Genre |Epic Poetry | |Selected theme |Determination | |Evidence from the text that supports |He refuses to give up until he gets home. | |the theme | | |News or issues related to the theme |Spearfishing requires determination as well. | |Author’s purpose |To show the difficulties of spearfishing. | |Selected tone |Objective | b. Create an outline that will help you write a first draft of your essay. Look at this outline template and then create your own outline using information from the essay organizer. [pic] Type your response here: 3. Writing the Essay Now write the first draft of your five-paragraph essay. As you write, be sure to refer to your outline and your essay organizer. As you write and revise your draft, keep in mind: †¢ your audience †¢ your purpose for writing †¢ your writing style Read these guidelines before writing your essay. Type your response here: Note: In the Unit Activity, you will perform a peer review and revise the essay in the unit activity. Evaluation Your teacher will use these rubrics to evaluate the completeness of your work as well as the clarity of thinking you exhibit. Activity 1: Purpose, Voice, and Theme | |Concepts | |Distingui|Lists the titles of at least six works that are related to current news issues | |shed |Chooses three of the most suitable works | |(4 |Accurately identifies the themes of all the works | |points) |Accurately fills in information about the work selected | | |Provides detailed information about the themes of the selected work with several  appropriate examples | | |Identifies news stories and issues in which the chosen theme is central | | |Accurately identifies additional themes | | | Thoroughly considers alternate viewpoints | | |Chooses a theme that encompasses all the ideas generated | |Proficien|Lists the titles of at least four works that are related to current news issues | |t |Chooses three suitable works | |(3 |Correctly identifies the theme of all the works | |points) |Correctly fills in information about the work selected | | |Provides adequate information about the themes of the selected work with a few relevant examples | | |Identifies news stories and issues that are closely related to the chosen theme | | |Correctly identifies plausible additional themes | | | Adequately considers alternate viewpoints | | |Chooses a theme that encompasses most of the ideas generated | |Developin|Lists the titles of three works that are related to current news issues | |g |At least two of the chosen works are suitable | |(2 |Roughly identifies the themes of at least two works | |points) |Correctly fills in information about the work selected | | |Provides meaningful information about the themes of the selected work with at least one relevant example | | |Identifies news  stories and issues that are clearly related to the chosen theme | | |Roughly identifies at least one plausible additional theme | | |Considers some alternate viewpoints | | | Chooses a theme that encompasses some of the ideas generated | |Beginning|Lists the titles of fewer than three works that are related to current news issues | |(1 point)|Few of the chosen works are suitable | | |Fails to identify the themes of the works | | |Provides some incorrect information about the work selected or is missing information | | |Provides information about the themes of the selected work without relevant examples | | | Identifies news stories and issues that are marginally related or unrelated to the chosen theme | | |Does not identify a plausible additional theme | | |Does not consider alternate viewpoints | | |Chooses a theme that encompasses few of the ideas generated | Activity 2: Organizing the Essay | |Criteria | |Distingui|Thoroughly explains the purpose of the essay | |shed |Chooses the most appropriate tone for the essay | |(4 |Records information accurately in the essay organizer | |points) |Creates an outline that is highly consistent with the information in the organizer  | |Proficien|Adequately explains the purpose of the essay | |t |Chooses an appropriate tone for the essay | |(3 |Records information in the essay organizer | |points) |Creates an outline that is largely consistent with the information in the organizer | | Developin|Roughly explains the purpose of the essay | |g |Chooses a somewhat appropriate tone for the essay | |(2 |Records incomplete information in the essay organizer | |points) |Creates an outline that is roughly consistent with the information in the organizer | |Beginning|Briefly mentions the purpose of the essay | |(1 point)|Does not choose an appropriate tone for the essay | | |Records information inaccurately or incorrectly in the essay organizer | | |Creates an outline that is inconsistent with the information in the organizer | Activity 3: Writing the Essay | |Criteria | |Distingui|Highly consistent with the outline and the essay organizer | |shed |Very relevant to the intended audience | |(4 |Closely reflects the purpose of writing | |points) |Exhibits a highly consistent writing style | | |Correct syntax, spelling, and punctuation throughout  | | |Ideas effectively grouped in paragraphs in a smooth, logical sequence | |Proficien|Largely consistent with the outline and the essay organizer | |t |Relevant to the audience | |(3 |Largely consistent with the purpose of writing | |points) |Exhibits a largely consistent writing style | | | Largely uses correct syntax, spelling, and punctuation | | |Ideas grouped in paragraphs in a logical sequence | |Developin|Roughly consistent with the outline and the essay organizer | |g |Somewhat relevant to the audience | |(2 |Roughly consistent with the purpose of writing | |points) |Exhibits a somewhat consistent writing style | | |Noticeable mistakes in syntax, spelling, and punctuation | | |Ideas grouped in paragraphs in a somewhat meaningful sequence | | Beginning|Inconsistent with the outline and the essay organizer | |(1 point)|Not relevant to the audience | | |Not consistent with the purpose of writing | | |Does not exhibit a consistent writing style | | |Numerous mistakes in syntax, spelling, and punctuation | | |Ideas grouped in paragraphs, but sequence is neither smooth nor logical | Lesson Activities English 11 I. Introduction, beginning with a thesis statement II. First example describing how the theme relates to a current issue or news story a. evidence from the text b. evidence from the text III. Second example a. evidence from the text b. evidence from the text IV. Third example a. evidence from the text b. evidence from the text V. Conclusion

Canada and The Korean War Essay examples -- History, War

Overshadowed by the previous, long and devastating Second World War, the Korean War became known by Canadian veterans as the "Forgotten War". After Japan's defeat in World War II, Korea was split into two parts, North Korea and South Korea. North Korea was occupied by the communist country of USSR while South Korea was held by the Americans and other democratic nations. War officially broke out on June 25, 1950, when the North Koreans assaulted across the country's division on the 38th Parallel with their men and artillery behind them. North Korea and its leaders wanted to unify the whole country from its division by taking over South Korea under their government. North Korea was allied with China and the Republic of Korea was supported by democratic nations. Although Canada did not send as many troops as the Americans, Canada played a vital part in the war being victorious over several important battles. The Korean War was significant for Canada because it demonstrated Cana da's relations with the US and UN and showcased its growing power among other nations. Canada participated in the Korean War because of their obligation to UN, American influence, and Canada's early misconception of the war. The United Nations was formed shortly before the end of World War II when the League of Nations was deemed useless when it failed to prevent the outbreak of the war. Canada was so obliged to helping UN because they were a part of it when it was formed. Canada alongside the "Big Five" and others, became one of the original members of the peacekeeping and peacemaking UN. It was stated that "Canada has always been a strong supporter of the United Nations and of peacekeeping, and has participated in almost every mission since its inc... ...a/war_conflict/cold_war/topics/274/ (accessed December 18, 2011). canadiansoldiers.com. The Korean War. December 11, 2011. http://www.canadiansoldiers.com/history/wars/koreanwar.htm (accessed December 18, 2011). English, John. "Korean War." The Canadian Encyclopedia. http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=A1ARTA0004370 (accessed December 18, 2011). Pearson, Lester B. "Documents on the Korean Crisis." University of Manitoba. January 24, 1951. http://www.umanitoba.ca/libraries/units/archives/canada_war/tribune/website/clippings/korea/Documents_on_the_Korean_Crisis1.shtml (accessed December 18, 2011). United Nations Association in Canada. Canadian Participation in UN Peacekeeping - Chronology. http://www.unac.org/peacekeeping/en/un-peacekeeping/fact-sheets/canadian-participation-in-un-peacekeepinga-chro/ (accessed December 18, 2011).

Freud’s Theory of Id, Ego, Superego Essay

Sigmund Freud believed that our mind always have conflicts with itself. Anxiety and unhappiness is the main symptoms for this situation. Bertha Pappenhein alias Anna O case is one of the classic case study by Freud (Stevenson, 1996). Anna O is a young girl in her early twenties; she was a patient of Dr. Breuer. She showed some physiological and psychological disturbance like nervous cough, rigid paralysis, eye movement disturbed, power of speech reduces and others (Stevenson, 1996). After doing some hypnosis, Freud noticed that these disturbances are actually parts of her memories while she was nursing her dying father. There was once where her neighbour played a wonderful music, she was so excited and she started dancing; soon she had an urge to be at her neighbour’s house and thus leaving her father’s bedside. At that moment, she felt guilt and sadness for leaving her father’s bedside. After some time, she covers the internal conflict by coughing (Stevenson, 1996). This case had brought Freud to believe that our mind is divided into three parts- unconscious, conscious and preconscious minds which more commonly known as the id, ego and superego (Ciccarelli & White, 2012). The id or it is the primary personality found in an infant. The ids are usually demanding, immoral, illogical, irrational and selfish. It ignores about other’s desire or the reality and place it’s satisfaction at the first place (Ciccarelli & White, 2012). This is because id only functions to seek and maximize it’s pleasure and avoid pain, we say that id serves the pleasure principle (Schultz & Schultz, 2009). For example, a newborn baby; one who cries when the need is not reached but does not have the knowledge to satisfy the pleasure. Hence, the only way for the hungry infant to bring satisfaction is through reflex action. Freud has proposed this as the primary principle process (Schultz & Schultz, 2009). The only part in our mind which is in contact with reality is the ego (Feist & Feist, 2009). The ego is influenced by the â€Å"reality principle†. Ego will become more rational and logic. Besides, the ego is able to make the right decisions on each level. Ego does not ignore id’s demands but it will try to delay the action to bring satisfaction. As a child is growing up, they tend to receive punishments and gain rewards from their parents. Thus, they will learn how to avoid pain and gain pleasure at the same time (Feist & Feist, 2009). For instance, a child may want to steal some cookies from the kitchen, but will not when the parent is around (King, 2010). In short, ego can be explained as â€Å"if it feels good, do it, but only if you can get away with it† (Ciccarelli & White, 2012). The superego has the meaning of â€Å"above I† in Latin. Superego usually includes the moral values that obtained from the parents or society (McLeod, 2008). This is mainly guided by the idealistic principle where it convinces the ego to turn into moralistic goals rather than simply realistic ones. Freud suggested that around the age of 5, the superego starts to develop. According to Freud, superego consists of two parts, the conscience and ideal self. The conscience punishes the ego by creating feelings of guilt (McLeod, 2008). For example, a child steal some cookies from the kitchen, he or she will feel guilty. While for the ideal self develops from the experiences with reward for telling us how to behave and treat other people. Freud’s theory had attracted many followers due to the theory was new and creative (Plotnik, 2002). Vienna Psychoanalytic Society had formed to commence meetings with the supporters. However, some of the group members disagree with Freud’s theory and assumptions. One of the members who disagreed with Freud’s theory is Carl Jung. He was the first president of the Vienna Psychoanalytic Society. At the beginning he supported Freud fully; however Jung and Freud not only ended their personal relationship but also professional relationship after four years. Jung disagree that Freud emphasis too much on the sex drive, he believes that the collective unconscious is the main force in developing personality (Plotnik, 2002). The collective, universal human memories are called the archetypes (Boreree, 2006). Another member who disagrees with Freud is Alfred Adler (Plotnik, 2002). He was another contemporary of Freud who later became the president of the society. He was criticized badly by other members after he voiced out his disagreement on Freud’s theory, not long later he reigned. Alder believed that child-rearing practices and sibling influence are the main force for the development of personality. He had mentioned that the driving force behind all human endeavors is not seeking for pleasure but for superiority. Other than that, he suggested that the order of a child is born also affects the personality development (Plotnik, 2002). For instance, firstborn feel inferior when a younger child gets all the attention. Thus, they tend to be a little more competitive (Boreree, 2006). Although Freud’s theory had attracted so many followers, however there are some flaws in this theory. The main reason for this is because most of Freud’s researches are based on case study. Due to the inherent subjectivity, case study is difficult to generalize (Achilleos, 2012). The data are not gathered systematically and they are mainly based on the qualitative subjective data. In Freud’s case study, he did not keep any records of the therapy session. Besides, the validity of Freud’s data may be one of the weaknesses of this theory. He believes that taking notes during a therapy session may distract the patient, thus he discourages the analyst to take notes during the therapy session. As a result, Freud only gathers and records data based on his memory, and this might cause the data to be incomplete (Achilleos, 2012). I believed that many of us may be familiar with these three personalities. These personalities are frequently shown in the animated form (Ciccarelli & White, 2012). The little devil as the id, the superego is the little angel while the ego is the individual that is caught in the middle struggling to decide which action is right. Normally the id will demand for an act; the superego put restrictions on how the demand can be reached while the ego will negotiate between id’s demand and superego’s restrictions. Anxiety and unhappiness will form when the id or superego does not get things done according to it’s way. The constant id-superego inner conflict is Freud’s view on how the personality works (Ciccarelli & White, 2012). Although there are some flaws and lack of evidence to prove this theory, but certain parts of the theory does explain the personality of an individual.

Heroes and How to Represent Them - 929 Words

The word hero is Greek, from a root that means â€Å"to protect and serve†. A hero is someone who is willing to sacrifice his own needs on behalf of others, like a Sheppard who will sacrifice to protect and serve his flock. At the root, the idea of hero is connected with self sacrifice† (Vogler, pg. 29). A hero represents an ego which distinct them from the rest of the human race. The journey of many heroes separates them from a family or tribe. They begin a long journey of only wisdom and power which keeps them distant from their home. According to Christopher Vogler, the author of The Writers Journey: Mythic Structure for writers, a hero’s journey requires many inner strength and functions. One of these functions is growth. Growth meaning growing from a young man into an older one. When you go from you acquire knowledge and that is what happened to these heroes. 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