*Copy the last 4 roots for Q2 in your vocab notes or flashcards--
| corp | body | corporation, corporal punishment, corpse, corpulent, corpus luteum |
| cosm | universe, world | cosmos, microcosm, cosmopolitan, cosmonaut |
| crat, cracy | rule | autocrat, aristocrat, theocracy, technocracy |
| crea | create | creature, recreation, creation |
1. Grammar--review sentence types/purposes; simple subjects/complete subjects; objects and subject complements. You may simply annotate in your Bedford book, or copy and paste the sentences into your notes and mark them from there.
Bedford 47 - Complete & Simple Subjects - Exercise 47-1, p. 493 (only a & b)
*Complete Subjects--as "who or what" is doing the verb; include the entire phrase.
*Simple Subjects--strip away all modifiers and find the single or multiple nouns in the subject.
- Direct Objects & Subject Complements - Exercise 47-5, p 496 (only a, b, c)
- Direct Objects, Indirect Objects, and Object Complements - Exercise 47-6 (only a, b, c)
*You may need to review your notes for definitions
Bedford 49a - Sentence Types and Purposes - Exercise 49-1 p. 512 (review a, c, e together)
*You may need to review your notes for definitions; reminders--
--To know the sentence type, make note of how many subordinate and independent clauses are in the sentence.
--Be sure to notice coordinating conjunctions (which will indicate two independent clauses) or subordinating conjunctions (which will indicate an independent clause and a subordinate clause).
--Subordinating clauses, the whole phrase, can act like adverbs, adjectives, or nouns. Ask what it is modifying, or its relationship to a verb, to determine this.
2. Two lies and a Thesis
You may need to finish brainstorming for your essay; if so, see the prompt below. When you are ready, write three possible theses in response to the prompt. One should be good; the other two should have something wrong with them or be sub-par. You will then see if your partner can guess which one is the good one, receive some quick feedback, and then continue writing your essay.
Basic thesis (Mr. K's example)--
The parents of young Hispanic males in Hawthorne, CA should encourage their sons to finish high school because it will help them get better jobs, become more responsible, and contribute to the economic growth of their city.
A better thesis--
Parents of young Hispanic males in Hawthorne, CA should not only allow their sons to finish high school after they turn eighteen, but should also encourage continued education in order to improve their job opportunities, instill life-long values, and develop a sense of civic duty.
An above and beyond thesis (notice the hint of responding to a counter-argument)--
Education does not detract from employment; it expands one's employment opportunities. Parents of young Hispanic males in Hawthorne, CA should recognize the inherent value of education to not only expand job opportunities, but to also instill a sense personal responsibility and civic duty in their sons, and to contribute to the welfare and growth of their community.
5. How should people respond to class distinctions in your home town? Select a specific audience, identify what the class distinctions in your home town are and why they exist, and write an essay in which you create a persuasive argument about what should be done. Anticipate at least one counter-argument. Use evidence from Great Expectations, personal experience, history, or society to defend your argument. Use at least two quotes from Great Expectations.
Questions to answer for brainstorming--
--What class divisions/distinctions exist in your hometown?
--Why do they exist?
--How can these divisions be broken down? What must change?
--What is a specific audience you can target that has power over this change?
--How can you persuade this audience to take action toward change?
--List out evidence from Great Expectations that may prove helpful.
Write a 5-paragraph persuasive essay that responds to this print.
INTRO--address audience, identify the issue, and state main argument.
Body 1--Assert an argument with evidence.
Body 2--Assert an argument with evidence.
Body 3--Anticipate a counter-argument, and defend with evidence from Great Expectations.
Conclusion--re-address the argument, summarize the described perspective on the issue, restate main argument, and create a call to action.
*List more evidence than you will need so you have a wealth of material to choose from.
*On the Block, I will provide a more specific paragraph-by-paragraph outline of expectations for the essay.
*The prompt & paragraph guide
HW--Read Ch. 46-48
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