**ATTENTION 4th HONORS AMLIT: EOC CKPT #3 PART I INFORMATIONAL WRITING PRACTICE HOMEWORK DUE/SUBMITTED BEFORE CLASS STARTS WED. 4/24**

4th HONORS AMLIT/COMP

 **IMPORTANT HW DUE COMPLETED/SUBMITTED BY CLASS TIME (12:45pm) TOMORROW, WED. 4/24 (**REGARDLESS OF WHETHER OR NOT YOU'RE ABSENT TUESDAY or WEDNESDAY--NO EXCEPTIONS!):

SPRING '24 AMLIT 7% EOC CKPT. #3 PART I: INFORMATIONAL/INFORMATIVE ESSAY RESPONSE PRACTICE

1) PAPER COPY/PACKET OF INFO/SOURCES/PROMPT/MODEL RESPONSE GIVEN TO YOU IN CLASS TUES. 4/23 for the WRITING SECTION OF YOUR BINDER AS JOURNAL #12: USE THIS PACKET TO COMPLETE EOC CKPT#3 PART I: INFORMATIONAL ESSAY PRACTICE: 

• x2 REQUIRED SOURCES FOR YOUR INFORMATIONAL/EXPLANATORY/INFORMATIVE ESSAY
• a PROMPT/QUESTION TO RESPOND TO FOR YOUR ESSAY
• a sample/'model' STUDENT INFORMATIONAL RESPONSE with a score of 7/7

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• TURN to/FRONT PAGE pp. 18-21 of the packet
• pp. 18 is the INTRODUCTORY PAGE for your INFORMATIONAL ESSAY SOURCES/INSTRUCTIONS

• READ pp. 18, the FIRST SOURCE/PASSAGE for your essay response, titled: "A New Twist on Libraries"

• READ pp. 19, the SECOND SOURCE/PASSAGE for your essay response, titled: "Take One, Return One"

• THEN READ, pp. 20, the WRITING TASK/instructions/tips page for your INFORMATIONAL ESSAY RESPONSE

• **NOTE that pp. 21 is the SAMPLE/'model' 7/7pt. RESPONSE ESSAY

2) AFTER ACCESSING THE TWO SOURCES AND THE PROMPT FOR YOUR INFORMATIONAL ESSAY RESPONSE, THEN LOG IN TO PROGRESS LEARNING and find the assignment labeled "AMLIT EOC CKPT #3 PART I: INFORMATIONAL ESSAY RESPONSE" 

• OPEN CKPT #3 PART I, and ABOVE THE SPACE/box TO TYPE YOUR ESSAY RESPONSE, CAREFULLY READ THE INSTRUCTIONS/TIPS LISTED THERE FOR COMPOSING YOUR INFORMATIONAL RESPONSE
• (**AND UPDATE: I took the time yesterday on PROGRESS LEARNING to correct all the DATES/pg. #s listed on the sheet of instructions, so this is all now CORRECT. YOU'RE WELCOME!)

• COMPOSE YOUR INFORMATIONAL ESSAY IN THE SPACE PROVIDED ON PROGRESS LEARNING and SUBMIT WHEN COMPLETED NO LATER THAN WED. 4/24 BY CLASSTIME/12:45pm
• **LATE RESPONSES/SUBMISSIONS WILL BE HEAVILY DOCKED ON GRADING**
• **you can also compose your essay as a GOOGLE DOC and then copy/paste your response into the PROGRESS LEARNING platform; be sure to PROOFREAD your response afterward for any FORMAT ISSUES that may occur!

**ABOVE ALL, remember that this response is a GRADED/SCORED EOC INFORMATIONAL ESSAY PRACTICE that counts as PART I of your EOC CHECKPOINT #3 overall average grade 

**ATTENTION, 1st/2nd AP/1102 IMPORTANT TEXT READINGS/ANNOTATIONS/MAJOR DISCUSSION INSTRUCTIONS for CLASS/DUE FRI. 4/12**

1st/2nd AP LANG/ENG 1101

**READINGS/TEXTS TO ANNOTATE FOR AN IMPORTANT IN-CLASS GRADED ASSIGNMENT FRI. 4/12:

**HEY! HEADS UP, ALL: Now that we're changing gears for the FINAL PUSH THIS SEMESTER, talked/intro'ed this assignment somewhat on TUES. 4/9 (*and again THURS. 4/11) RE: IDENTITY/factors that shape who we are, and read Marianne Leek's local text "Travels With Doc" RE: her own identity, we're now headed for the end of the semester so in the realm of HOW ONE SHAPES THEIR PERSONAL IDENTITY. 

-----> Over this NEXT THREE NIGHTS, PLEASE DO THE FOLLOWING: 

1) READ and ANNOTATE (**HINTS/QUs TO GUIDE YOUR ANNOTATIONS FOLLOW EACH TEXT BELOW**) the following THREE texts (given HARD COPIES ALSO in class **TUES. 4/9; SUPPLEMENTAL SECTION OF BINDER): 

"Fish Cheeks" --Amy Tan's PERSONAL REFLECTIVE "SKETCH"/SHORT ESSAY (1987)

• How does Tan feel about her own IDENTITY at age 14? How to you know this? Find DETAILS/LANGUAGE in the story that support your claim.

• What influences/social constructs shape Tan's IDENTITY as a teenager? How do you think she feels about this looking back?

• What effect does the "looking back/reflection" quality of this essay have upon readers?

• What lesson does Tan's mother impart to her at the end of this personal sketch?

"How It Feels To Be Colored Me" --Zora Neale Hurston's PERSONAL REFLECTIVE ESSAY (1928)

• Hurston gives great detail about how she was suddenly aware of her IDENTITY as a "little colored girl" after she moved--annotate details, language, and imagery that gives readers a clue about this realization.

• Explain in your OWN WORDS what you think the "I am too busy sharpening my oyster knife" metaphor means.

• Is Hurston apologetic about her formation of IDENTITY/who she is within this personal essay? Explain your answer with EVIDENCE FROM THE TEXT.

• Note ALL. THE. IMAGERY. Hurston uses to contrast herself and her white friend listening to jazz. What is she saying through this humorous yet truthful ANECDOTE?

• Yet another AMAZING METAPHOR: read the essay's last paragraph--what is she saying here about life, our choices, "The Great Stuffer of Bags," etc.

• FINALLY, MARK/HIGHLIGHT ONE OF YOUR FAVORITE LINES (or more than one) within Hurston's essay--WHY did you choose that line/those lines?

"Superman and Me" --Sherman Alexie's PERSONAL ANECDOTAL ESSAY (1994)

• Annotate details that give readers a sense of what type of family life/childhood Alexie experienced. Was it 'a bad childhood?'

• How does Alexie feel about education as a part of his IDENTITY--both as an adult/writer and looking back upon his childhood? LOCATE DETAILS/CLUES that point you to your conclusions.

• Alexi's central metaphor of learning to read with a Superman comic book gives readers a connection between the "Indian" and "non-Indian" world of IDENTITY as he tries to "save his life." Locate/annotate details that expand upon this metaphor.

• Note the instances of REPETITION of "I read..."; what type of TONE does this repetition/the entire paragraph of this repetition lend to the overall story?

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2) Next, ON FRI. 4/12, BE PREPARED b/c WE'LL BE HAVING SMALL-GROUP AND WHOLE-GROUP GRADED DISCUSSIONS RE: ALL THREE OF THESE TEXTS 

**PLEASE NOTE THAT YOUR ENTIRE INDIVIDUAL DISCUSSION GRADE will be based upon the following TWO FACTORS:

*FACTOR #1/50% of your grade: your FRI. 4/12 STUDENT-LED SMALL and WHOLE-GROUP CLASS DISCUSSION of these three texts concerning your evaluation of and about each one's (TAN/HURSTON/ALEXIE) formation of IDENTITY despite/IN RESPONSE TO being faced with SOCIAL CONSTRUCTS which may have built walls instead of bridges OR VICE VERSA (i.e, poverty, race/ethnicity, education, class distinctions, hardship, discrimination, stereotypes, gender, food/culinary culture, etc.); 

*FACTOR #2/50% of your grade: your effort to ANNOTATE/MARK ALL THREE TEXTS (**GRADED--more info TBA) to help form your ideas for discussion (**I will be visually assessing your annotations as you discuss Friday!)

**MAJOR HINT: USE THE QUESTIONS ABOVE INCLUDED WITH EACH TEXT TO ANNOTATE/MAKE NOTES ON/HIGHLIGHT EACH TEXT IN ORDER TO BE 100% PREPARED FOR YOUR DISCUSSION** 

**I will open up the discussion of each text with a starting point, and then EVERYONE will be expected to contribute to the in-class discussion, each of you using one another's points/responses as a 'springboard' for more comments
  

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 **SO, TO SUMMARIZE, YOU MUST COME TO CLASS FRIDAY 4/12 WITH:

• some valid "text-based" points RE: how identity is shaped for each author
• make comparisons WITHIN EACH OF THESE THREE TEXTS as well as to previous texts or themes 
• use the REQUIRED ANNOTATIONS you make/mark for analysis/your personal viewpoint/clarification of points, etc.

--DO NOT JUST MERELY COME TO THIS DISCUSSION WITH A SUMMARY OF THESE THREE TEXTS!!!!!!!

**ATTENTION 4th HONORS AMLIT: STUDY GUIDE FOR WEEK 13 MAJOR QUIZ, PARTS I/II/III, TUES. 3/26 through THURS. 3/28**

4th Honors American Lit./Comp.

**AT HOME TONIGHT, MON. 3/25**

• Be prepared/get prepared for your MAJOR WK13 QUIZ PART I tomorrow, TUES. 3/26 (and PART II, WED. 3/27--go ahead and start studying now, and more about PART III will be announced later this week!!!) 

**WK13 MAJOR QUIZ, FULL PART I [and PART II] STUDY GUIDE BELOW: 

QUIZ PART I, TUES. 3/26:

**--MATCHING SECTION FOR THE DIGITAL/MEDIA LITERACY/JOURNALISM TERMS in NOTES SECTION 
--based on the Upfront article "Fake News...," name some practical and responsible steps to help discern between FACTUAL and FAKE or BIASED news/news outlets

**--THEME-RELATED TERMS for F451, "The Pedestrian: dystopia (*vs. utopia), 'cult of personality,' demagogue
--THEMES and background notes for F451
--definition/use of the lit. term PARADOX and ALLUSION in F451  
--definition/use of the lit. term ANTITHESIS in "The Pedestrian"

**--THE COMMAS/SEMICOLONS/COLONS PRE-TEST SHEET: will complete for part of quiz as a POST-TEST
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WK12 MAJOR QUIZ PART II, WED. 3/27:

FROM THE BLUE MLA SHEET (WRITING SECTION), NOTES we've taken the last 10-12 weeks AND WRITING (x2)/GRAMMAR SECTION (packet of sheets) SKILLS PRACTICE SHEETS from class THE PAST WEEK:
--MLA STYLE BASICS for formatting formal essays/general guidelines/consistency
--MLA STYLE BASICS RE: contractions, #s under/above 10
--using 'single quotes for YOUR words' vs. "double quotes for CITED TEXT from a source" in MLA-style formal essays

--uses for "[BRACKETS]" and "...ELLIPSES in quoted...text material" 
--within "quotations," the correct use of commas within the quote marks
--MLA style "correct blending/citing quotes" in responses (--).
--9th EDITION MLA proper Works Cited citation of a *BOOK WITH ONE AUTHOR* (*see F451 Lit. Analysis FINAL EXT. PARA.)

--name the EIGHT forms of “BE”/PASSIVE VOICE (PV) to avoid in academic writing AND **be prepared to correct/rewrite some sentences containing PV!

--use of 'THIS + NOUN' rule in writing for clarity/being specific

--parallel structure (parallelism) in sentences; identify errors and correct them

--keeping TENSE and PERSON consistent in writing

--writing about literature = 3rd person, PRESENT TENSE VERBS ALWAYS!!!!!

--know what METADISCOURSE and 'THE ABYSS OF INCOHERENCE' mistakes are in writing/AVOID THEM BOTH!

--1^st/2^nd/3^rd person voice/point of view (POV) in formal academic writing
--AUDIENCE/PURPOSE/CONTEXT and their IMPORTANCE in all writing
--a text's/author's ARGUMENT in writing also means = THESIS/controlling idea/main idea
--correct uses of a SEMICOLON and 'super-semicolon'
--identifying the SUBJECTS in sentences with semicolons
--commas AFTER AN INTRO PHRASE (Because I was tired, ...) or with FANBOYS conjunctions (..., and...)
--COMMONLY CONFUSED WORDS to remember/distinguish
--using TRANSITIONS effectively in writing
--POETRY vs. PROSE and the main differences in the genres
--the simple 'purpose' of a PARAGRAPH break (for the eyes)
--correct PARALLEL STRUCTURE in sentences
--using DASHES and HYPHENS correctly in words/sentences
--APOSTROPHES to show possessives

***********AND LOOKING AHEAD: 

IMPORTANT WK13 MAJOR QUIZ PART III TASK in class THURS. 3/28: APPLYING REVISION and EDITING/PROOFING to a paragraph filled w/errors BASED ON THE BLUE MLA SHEET NOTES we've taken the last 10-12 weeks