**ATTENTION 4th HAmLit: NIGHTLY STUDY GUIDE POSTED HERE for your WK15 MAJOR 3-PART QUIZ**

4th Honors American Lit./Comp.

**AT HOME TONIGHT, WED. 4/22**

• Be prepared/get prepared for your MAJOR WK15 QUIZ PART I taking place IN CLASS tomorrow, THURS. 4/23 (and PART II FRI. 4/24--go ahead and start studying now, and more about PART III will be announced Friday!!!) 

**WK15 MAJOR QUIZ, FULL PART I [and PART II] STUDY GUIDE BELOW: 

QUIZ PART I, THURS. 4/23:
**we'll mark/flag these sheets/notes/guides with a POST-IT to study each night in your binder

**--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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WK15 MAJOR QUIZ PART II, FRI. 4/24:

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 we completed 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.) **QUIZ PART 3**

--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 **QUIZ PART 3**

--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 **QUIZ PART 3**
--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)
--using DASHES and HYPHENS correctly in words/sentences
--APOSTROPHES to show possessives **QUIZ PART 3**

***********AND LOOKING AHEAD: 

IMPORTANT WK15 MAJOR QUIZ PART III TASK in class MON. 4/27: **SOME COMPOSITION ELEMENTS NOTED ABOVE IN PART 2 STUDY GUIDE** and APPLYING REVISION and EDITING/PROOFING to a paragraph filled w/errors BASED ON THE BLUE MLA SHEET NOTES we've taken/practiced in our writing the last 10-12 weeks

**ATTENTION 4th HAMLIT: WKEND HW READING/QU's DUE COMPLETED BY CLASSTIME MON. 3/30!!**

4th Honors American Lit./Comp.

**HW DUE MON. 3/30:

Given to you in class FRI. 3/27  (multi-paged packet/NOTES section of binder/also LINKED on Classroom/**NOT A JOURNAL!!**),

1) OVER THE WKEND, CAREFULLY read Vonnegut's short story "Harrison Bergeron" (**take note of author info/background/our brief pre-reading discussion in class) 

2) After closely reading the text, use the story to answer thoroughly (**NOT JUST A ONE-WORD ANSWER, PLEASE!) the SEVEN (7) QUESTIONS at the end; you MAY WRITE YOUR ANSWERS ON THE PAPER PROVIDED, print your own, or SEND EARLY to me to print!

• **also note: THIS HOMEWORK IS ***NOT A JOURNAL!!** (NOTES section of binder w/story, please!**)

**...and, also, just in case, here is a LINK to the short story online:
"Harrison Bergeron" -Vonnegut

**AND FINALLY, PLEASE REMEMBER: you are part of a PRE-COLLEGE/HONORS-level course at the beginning of the 13th week of class--**and I'm now DILIGENTLY assessing whether or not you're prepared for DUAL ENROLLMENT ENGLISH NEXT YEAR.** Be prepared to FULLY DISCUSS the details/plot/themes/insights of this story Monday in class AS WELL AS share your answers to the seven reading check questions at the end! I WILL BE CHECKING TO SEE IF YOU COMPLETED YOUR WORK; ZEROS IF NOT COMPLETED!

**ATTENTION 4th HAMLIT: CLASSWORK TO FINISH/HW RDG/J#10 TEXT ANNOTATIONS DUE TOMORROW WED. 3/25 *FOR A GRADE!!***

4th HONORS American Lit./Comp.

HW DUE WED. 3/25: 

Using the NYTimes Upfront news article given to you MONDAY 3/23 in class and worked on/started reading and ANNOTATING TODAY Tues. 3/24 in class (*and linked as a pdf on the Classroom post!):

1) FIRST, RE-read/FINISH READING the article "China's Cram Schools" pp. 12-15 (WRITING section of your binder)

2) NEXT, AS JOURNAL #10, FINISH and CAREFULLY go back over the TEXT/ARTICLE ANNOTATIONS you made in class today as we read 

--We read and ANNOTATED AT LEAST 30-40% of this ARTICLE TOGETHER IN CLASS Tues. 3/24; BEFORE CLASS WED. 3/25, LOOK OVER/FINISH YOUR ANNOTATIONS and ASK YOURSELF the following:

• Are the HIGHLIGHTS I MADE DONE WITH MEANING and CLEAR what I'm showing, not just randomly-colored lines OR TOO MUCH HIGHLIGHTED?
• Did I use a pen/pencil and ASK QU's or DEFINE TERMS on/in the text
• DID I CITE KEY QUOTES/MAIN IDEAS via HIGHLIGHTS and LABELED, POST-ITS, and/or CIRCLED/STARRED and LABELED? 
• DID I tie the article's points to VISUALS/PICTURES/MAPS within the text
• Have I used comments and underlines/arrows/brackets/stars WITH MEANING/PURPOSE and NOT just randomly that mean nothing??

**CONSIDERING THE QU'S ABOVE and whatever works best for you, MAKE SURE YOU have some substantial observations/ANNOTATIONS to bring to discussion to show me Wednesday!

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**THE KEY: GIVE YOUR BEST EFFORT. MAKE YOUR WORK COUNT. 

**THIS ANNOTATING TASK FOR THIS "China's Cram Schools" article IS FOR A GRADE.

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**Here's also a LINK to an annotated FICTION text to use as a 'guide' if you'd like (although your text is NONFICTION, the end-result is similar):
IMAGE of an ANNOTATED FICTION TEXT 

AND....THERE'S MORE!!! --------->

3) AND FINALLY, after re-reading and 'vamping up' your article/text annotations, be ready to ANSWER A [GRADED] POP QUIZ SHORT-ANSWER/WRITTEN RESPONSE QUESTION ABOUT THIS ARTICLE FOR A GRADE TOMORROW