The vocabulary final on second semester words will be on Monday, June 7. The word lists to know are Butterflies,Carlito, Night, Things Fall Apart, Namesake and Friends. West's quizlet contains those second semester words.
The final exam during your finals block will involve creating a comic strip that captures a common theme and four characters encountered this year in Enriched English 10. The final assessment also involves reflection papers on what you were trying to accomplish in the comic strip.
Tuesday, May 25, 2010
Friday, April 9, 2010
Things Fall Apart Vocabulary Words
Things Fall Apart Vocabulary
gay (6)*
tragedy (9)*
uncanny (9)*
ultimate (11)
malevolent (13)*
capricious (13)
anxiety (13)*
malicious (21)*
meager (22)*
sympathized (23)*
brusqueness (26)*
benevolent (26)*
atone (27)*
deftly (32)*
dynamic (34)
reveled (38)*
frenetic (47)*
feign (52)*
espied (54)*
copiously (56)
audacity (76)*
inquire (77)*
manifest (81)*
submission (90)*
forsook (95)*
notorious (95)*
orator (97)*
vigor (104)*
ominous (140)*
captivated (147)
persevered (148)*
impudent (150)
ostracize (159)*
sufficient (165)*
amends (172)*
abundantly (172)*
indignity (175)*
idolatrous (184)*
pacified (191)
You may need to practice your morphology to see the connection to the Flocabulary list.
* word appears on previous list
gay (6)*
tragedy (9)*
uncanny (9)*
ultimate (11)
malevolent (13)*
capricious (13)
anxiety (13)*
malicious (21)*
meager (22)*
sympathized (23)*
brusqueness (26)*
benevolent (26)*
atone (27)*
deftly (32)*
dynamic (34)
reveled (38)*
frenetic (47)*
feign (52)*
espied (54)*
copiously (56)
audacity (76)*
inquire (77)*
manifest (81)*
submission (90)*
forsook (95)*
notorious (95)*
orator (97)*
vigor (104)*
ominous (140)*
captivated (147)
persevered (148)*
impudent (150)
ostracize (159)*
sufficient (165)*
amends (172)*
abundantly (172)*
indignity (175)*
idolatrous (184)*
pacified (191)
You may need to practice your morphology to see the connection to the Flocabulary list.
* word appears on previous list
Things Fall Apart Schedule
Reading Due Dates:
April 7: pp. 1-35, Chapters 1-4
April 8: pp. 35-51, Chapters 5-6
April 9: pp. 52-62, Chapter 7
April 12: pp. 63-86, Chapters 8-9
April 13: pp. 87-109, Chaps 10-11
April 14: pp. 110-125, Chaps 12-13
April 15: pp. 129-142, Chaps 14-15
April 16: pp. 143-161, Chaps 16-18
April 19: pp. 162-183, Chaps 19-21
April 20: pp. 184-209, Chaps 22-25
Wednesday, April 21: Multiple Choice Final Exam on the novel and the vocabulary words.
Friday, April 23: A brief essay due on the causes and effects of Okonkwo's tragic flaw and how Chinua Achebe uses that flaw to teach his readers a lesson about life (a theme).
April 7: pp. 1-35, Chapters 1-4
April 8: pp. 35-51, Chapters 5-6
April 9: pp. 52-62, Chapter 7
April 12: pp. 63-86, Chapters 8-9
April 13: pp. 87-109, Chaps 10-11
April 14: pp. 110-125, Chaps 12-13
April 15: pp. 129-142, Chaps 14-15
April 16: pp. 143-161, Chaps 16-18
April 19: pp. 162-183, Chaps 19-21
April 20: pp. 184-209, Chaps 22-25
Wednesday, April 21: Multiple Choice Final Exam on the novel and the vocabulary words.
Friday, April 23: A brief essay due on the causes and effects of Okonkwo's tragic flaw and how Chinua Achebe uses that flaw to teach his readers a lesson about life (a theme).
Friday, March 5, 2010
Butterflies Political and Historical Questions: Research Project
On Tuesday, March 9 you will give a brief speech to the class (one or two minutes long) to answer one historical or political question that you have about In the Time of the Butterflies.
Your brief informative speech needs to include information from two credible sources (print or Internet). You may look at Wikipedia for information but do not count that as one of the sources.
If you need help organizing your speech, click here for a brief tutorial. Make sure that you practice your speech so that you know that you can inform the class in the two minutes allotted.
Use signal phrases to incorporate your sources (e.g. according to World Book Encyclopedia). Sign up for a question by commenting on this blog post. You may answer one of the questions generated in class (listed below) or you may create one of your own (simply tell your classmates that question in the comment section so that we do not have duplicate speeches).
Here are the questions from your brainstorm day.
In general, how do dictators rise to power?
Specifically, how did Trujillo rise to power?
Why didn't people stop Trujillo during his rise to power?
How does Trujillo keep his acts a secret?
What does it feel like to have an oppressive government?
What was the U.S. doing during this time in regards to Trujillo?
What was happening in U.S. politics in general during the years of Trujillo's regime?
What kind of government did the Dominican Republic have before Trujillo?
What kind of government does the Dominican Republic have right after Trujillo's regime?
What kind of government does the Dominican Republic currently have and who is in power?
What caused Trujillo to rise to power?
What political parties were in the Dominican Republic during Trujillo's regime and what were their stances?
How were other world powers reacting to Trujillo's regime?
What specific strategies did Trujillo use to remain in power?
What was the economy of the Dominican Republic like during Trujillo's regime?
What are main economic forces in the Dominican Republic today?
What is the geography and topography like in the Dominican Republic?
What is the ethnic make-up of the Dominican Republic and how was that influenced by European colonization?
What are some cultural components unique to the people of the Dominican Republic?
Butterflies Reading Schedule
In the Time of the Butterflies Reading Schedule
The date indicates the date the chapters are DUE:
March 1: Chapters 1 & 2
March 2: Chapters 3 & 4
March 4: Chapters 5 & 6
March 8: Chapters 7 & 8
March 9: Chapter 9
March 11Chapters 10 & 11
March 12: Chapter 12
March 15: Epilogue
The date indicates the date the chapters are DUE:
March 1: Chapters 1 & 2
March 2: Chapters 3 & 4
March 4: Chapters 5 & 6
March 8: Chapters 7 & 8
March 9: Chapter 9
March 11Chapters 10 & 11
March 12: Chapter 12
March 15: Epilogue
Monday, March 1, 2010
Butterflies Discussion Questions, Chapters 1 & 2
After you briefly describe the characters in your notebook and complete the fast fact finder flow map in chronological order, work with your group to answer the questions below in your notebook.
1.Briefly describe your reactions to the novel so far. Discuss the passages you chose and why.
2.Make a double-bubble map comparing and contrasting the writing styles in chapters 1and 2. Consider: tone, word choice, sentence structure, use of figurative language and imagery, flashback, dialogue, voice of the narrator, and other literary devices.
3.In the frame of your double bubble map, write a one-sentence answer to the question, “What differences do you notice in author’s style between chapters 1 and 2?”
4.Discuss and make notes on the following questions:
a. Which aspects of culture seem uniquely Dominican and which aspects seem like part of United States culture?
b. What do the Spanish words used add to the story?
c. What does knowing that Dede is the lone survivor of the Mirabal sisters add to the story? Why do you think Alvarez would let the reader know the outcome of the story in the first chapter?
d. Why are possible interpretations of the chapter title, “Complications”? Give supporting material from the text.
1.Briefly describe your reactions to the novel so far. Discuss the passages you chose and why.
2.Make a double-bubble map comparing and contrasting the writing styles in chapters 1and 2. Consider: tone, word choice, sentence structure, use of figurative language and imagery, flashback, dialogue, voice of the narrator, and other literary devices.
3.In the frame of your double bubble map, write a one-sentence answer to the question, “What differences do you notice in author’s style between chapters 1 and 2?”
4.Discuss and make notes on the following questions:
a. Which aspects of culture seem uniquely Dominican and which aspects seem like part of United States culture?
b. What do the Spanish words used add to the story?
c. What does knowing that Dede is the lone survivor of the Mirabal sisters add to the story? Why do you think Alvarez would let the reader know the outcome of the story in the first chapter?
d. Why are possible interpretations of the chapter title, “Complications”? Give supporting material from the text.
Wednesday, February 24, 2010
Midsummer Peer Review
Writer: Tell your responder what you need from them.
Responder:
1. Write down these questions or concerns at the top of the paper.
2. Read introductory paragraph. How does the author draw you in? Put a Bracket around the thesis.
3. Before continuing your reading, check the topic sentences of each body paragraph – does each correspond to an idea mentioned in the thesis? Underline the ideas in the topic sentences that correspond to the thesis. If you cannot do this, the topic sentences need revision.
4. Read the body paragraphs. Identify the points and illustrations. Put a P and I in the margin by each point and illustration.
5. Evaluate each explanation – does the writer clearly explain how a literary device helps prove the point? Write + or - in the margin next to each E if a discussion of a literary device is evident.
6. Read the conclusion. Circle the section where the author shows how this topic connects to life.
7. Go back to the essay to help the writer with her/his particular questions or concerns. Talk together about them, and come up with a plan for the writer.
Responder:
1. Write down these questions or concerns at the top of the paper.
2. Read introductory paragraph. How does the author draw you in? Put a Bracket around the thesis.
3. Before continuing your reading, check the topic sentences of each body paragraph – does each correspond to an idea mentioned in the thesis? Underline the ideas in the topic sentences that correspond to the thesis. If you cannot do this, the topic sentences need revision.
4. Read the body paragraphs. Identify the points and illustrations. Put a P and I in the margin by each point and illustration.
5. Evaluate each explanation – does the writer clearly explain how a literary device helps prove the point? Write + or - in the margin next to each E if a discussion of a literary device is evident.
6. Read the conclusion. Circle the section where the author shows how this topic connects to life.
7. Go back to the essay to help the writer with her/his particular questions or concerns. Talk together about them, and come up with a plan for the writer.
Wednesday, February 17, 2010
Upcoming Due Dates
Friday, Feb. 10--Final exam on Midsummer Night's Dream
Wed., Feb. 24--Rough draft of Midsummer essay due
Friday, Feb. 26 (3:10 p.m.)--last day to turn in your Midsummer essay for full credit.
Tuesday, March 2--vocabulary midterm exam (Midsummer and "Shakespeare is Hip Hop" lists). Visit quizlet to study.
Wed., Feb. 24--Rough draft of Midsummer essay due
Friday, Feb. 26 (3:10 p.m.)--last day to turn in your Midsummer essay for full credit.
Tuesday, March 2--vocabulary midterm exam (Midsummer and "Shakespeare is Hip Hop" lists). Visit quizlet to study.
Tuesday, February 16, 2010
Wednesday, February 10, 2010
Midsummer Literary Analysis Essay Due February 24
In A Midsummer Night’s Dream, Shakespeare writes characters that “belong” in one of three distinct worlds: the world of the Athens court (e.g. Hermia), the world of the forest (e.g. Oberon), and the world of Athens tradesmen (e.g. Bottom). The ways in which these worlds interact and intersect is the heart of the play.
In a well-organized and polished essay, explain why you think Shakespeare designed his story like this. Why are there three worlds in one play? What effects does Shakespeare intend for this structure to have on the audience?
Procedure: Use these three pre-writing activities to lead you to a thesis statement.
• Make a tree map of the three worlds. In each branch, list the appropriate characters and events.
• Begin by brainstorming common and distinct characteristics of each of the worlds. It may be helpful to use a double-bubble (or triple-bubble?!) map to show your thinking on this.
• Then, carefully consider how the characters and the settings function in the play. What incites humor? What introduces conflict? How do characters reveal themselves and/or grow and change? How does conflict resolve?
• A thesis may follow this format: In Shakespeare’s A Midsummer Night’s Dream, ___________ , ____________, and _______________ interact in order to show/reveal/prove/illuminate __________________________________.
Then, write at least two body paragraphs. Each body paragraph will include at least two PIEs. In the Explanation of each PIE, you’ll discuss how one literary device (imagery, rhythm/meter, pun/malapropism, or irony) in the quote you chose furthers your argument. In other words, each Illustration should contain a literary device that furthers your thesis.
Evaluation: Your essay will be assessed according to these criteria
Ideas:
• Thesis statement reflects deep thinking about theme, character development, and/or conflict.
• Topic sentences are analytical and clearly connect to thesis statement.
• Each body paragraph contains at least two PIEs with quotes smoothly integrated.
• Explanations contain analysis of literary devices.
• Essay reflects original and creative thinking.
Organization:
• Introduction is engaging and significant.
• Opening lines provide insight into the text and establish context for analytical discussion.
• Each body paragraph has a topic sentence, a concluding sentence, as well as a transition.
• Closing paragraph is engaging and significant.
• The author addresses how the ideas have evolved during the essay, and may include connections to other pieces of literature or real life.
Conventions:
• Errors in mechanics, grammar, or usage do not detract from the meaning of the essay.
• Careful word choice enhances the meaning of the essay, as well as the enjoyment of the reader.
• Proper MLA format is followed throughout including document design, direct quotations cited in Shakespearean format, and a works cited entry.
• Sentences flow nicely because the writer has varied sentence types and openings.
• Essay reflects hard work in editing and polishing.
**The Writing Center can help you at any stage in your process! Please visit The Writing Center, as they are prepared to offer extensive one-on-one support. They will not grade your essay; however, they will conference with you to discuss your questions regarding ideas, organization, and usage. Students who have visited The Writing Center have reported that they feel it helped.
Due Dates
• Rough Draft: Wednesday, Feb. 24 (peer review day)
• Final Essay Window: Thursday, Feb. 25 to Friday, Feb. 26 at 3:10 p.m.
• Papers turned in on Monday, March 1 will receive a 10% deduction. However, if you have visited The Writing Center at any time during the writing process, you may turn in your paper on Monday, March 1 without any point deduction. Just make sure that you have Ms. Gonzales or Ms. Mohs sign your rough draft to show that you visited The Writing Center.
• Papers turned in on March 2 or later will only receive half credit.
In a well-organized and polished essay, explain why you think Shakespeare designed his story like this. Why are there three worlds in one play? What effects does Shakespeare intend for this structure to have on the audience?
Procedure: Use these three pre-writing activities to lead you to a thesis statement.
• Make a tree map of the three worlds. In each branch, list the appropriate characters and events.
• Begin by brainstorming common and distinct characteristics of each of the worlds. It may be helpful to use a double-bubble (or triple-bubble?!) map to show your thinking on this.
• Then, carefully consider how the characters and the settings function in the play. What incites humor? What introduces conflict? How do characters reveal themselves and/or grow and change? How does conflict resolve?
• A thesis may follow this format: In Shakespeare’s A Midsummer Night’s Dream, ___________ , ____________, and _______________ interact in order to show/reveal/prove/illuminate __________________________________.
Then, write at least two body paragraphs. Each body paragraph will include at least two PIEs. In the Explanation of each PIE, you’ll discuss how one literary device (imagery, rhythm/meter, pun/malapropism, or irony) in the quote you chose furthers your argument. In other words, each Illustration should contain a literary device that furthers your thesis.
Evaluation: Your essay will be assessed according to these criteria
Ideas:
• Thesis statement reflects deep thinking about theme, character development, and/or conflict.
• Topic sentences are analytical and clearly connect to thesis statement.
• Each body paragraph contains at least two PIEs with quotes smoothly integrated.
• Explanations contain analysis of literary devices.
• Essay reflects original and creative thinking.
Organization:
• Introduction is engaging and significant.
• Opening lines provide insight into the text and establish context for analytical discussion.
• Each body paragraph has a topic sentence, a concluding sentence, as well as a transition.
• Closing paragraph is engaging and significant.
• The author addresses how the ideas have evolved during the essay, and may include connections to other pieces of literature or real life.
Conventions:
• Errors in mechanics, grammar, or usage do not detract from the meaning of the essay.
• Careful word choice enhances the meaning of the essay, as well as the enjoyment of the reader.
• Proper MLA format is followed throughout including document design, direct quotations cited in Shakespearean format, and a works cited entry.
• Sentences flow nicely because the writer has varied sentence types and openings.
• Essay reflects hard work in editing and polishing.
**The Writing Center can help you at any stage in your process! Please visit The Writing Center, as they are prepared to offer extensive one-on-one support. They will not grade your essay; however, they will conference with you to discuss your questions regarding ideas, organization, and usage. Students who have visited The Writing Center have reported that they feel it helped.
Due Dates
• Rough Draft: Wednesday, Feb. 24 (peer review day)
• Final Essay Window: Thursday, Feb. 25 to Friday, Feb. 26 at 3:10 p.m.
• Papers turned in on Monday, March 1 will receive a 10% deduction. However, if you have visited The Writing Center at any time during the writing process, you may turn in your paper on Monday, March 1 without any point deduction. Just make sure that you have Ms. Gonzales or Ms. Mohs sign your rough draft to show that you visited The Writing Center.
• Papers turned in on March 2 or later will only receive half credit.
Tuesday, January 12, 2010
Upcoming Due Dates
Friday, January 22, 2010 is the last day to turn in your persuasive research letter for full credit. Feel free to turn that in anytime to get it off your "to do" list.
Friday, January 22 is also the last day to recite the Macbeth memorization in front of the class for extra credit. You may memorize one of the following speeches (points vary):
3-point speeches
Macbeth's dagger speech (2.1.33-41)
Macbeth's tomorrow speech (5. 5.19-28)
4-point speeches
Lady Macbeth (1.5.10-24)
Lady Macbeth (1.5.3549)
On Monday, January 25, you will have a final multiple choice and matching exam on Macbeth.
On your final exam day (January 27-29), you will take a comprehensive vocabulary exam. That means that you need to study all of the words for the year so far since you don't know which 50 will appear on the test. The vocab list for Macbeth will be tested as part of this final vocab exam.
On final exam day you will also write a group essay where you will receive an individual grade based on your group dynamics during the prewriting activities (idea generation and organization plan) and your final written product. Each person in the group will write a different section of the essay, and you will be graded on your own final product. One person is assigned to write the introduction (with attention-getter and thesis) and the conclusion with a modern, universal connection. The other three group members each write a body paragraph. The essay prompt will give you the opportunity to discuss a number of books read this semester.
Friday, January 22 is also the last day to recite the Macbeth memorization in front of the class for extra credit. You may memorize one of the following speeches (points vary):
3-point speeches
Macbeth's dagger speech (2.1.33-41)
Macbeth's tomorrow speech (5. 5.19-28)
4-point speeches
Lady Macbeth (1.5.10-24)
Lady Macbeth (1.5.3549)
On Monday, January 25, you will have a final multiple choice and matching exam on Macbeth.
On your final exam day (January 27-29), you will take a comprehensive vocabulary exam. That means that you need to study all of the words for the year so far since you don't know which 50 will appear on the test. The vocab list for Macbeth will be tested as part of this final vocab exam.
On final exam day you will also write a group essay where you will receive an individual grade based on your group dynamics during the prewriting activities (idea generation and organization plan) and your final written product. Each person in the group will write a different section of the essay, and you will be graded on your own final product. One person is assigned to write the introduction (with attention-getter and thesis) and the conclusion with a modern, universal connection. The other three group members each write a body paragraph. The essay prompt will give you the opportunity to discuss a number of books read this semester.
Motif definition
Here is a succinct definition of motif from a chapter of Carol Ann Tomlinson and Caroline Cunningham Eidson's book Differentiation in Practice. The chapter is written by Lyn Fairchild.
Here's how Fairchild defines motif.
"A motif is a physical element (such as blood) or some other image or idea that, in itself, does not have any particular meaning or represent any higher truth; it just is. However, when an author uses this element repeatedly in various places within a literary work, a reader can begin to draw conclusions about a higher truth or meaning."
Here's how Fairchild defines motif.
"A motif is a physical element (such as blood) or some other image or idea that, in itself, does not have any particular meaning or represent any higher truth; it just is. However, when an author uses this element repeatedly in various places within a literary work, a reader can begin to draw conclusions about a higher truth or meaning."
Paradox vs. Oxymoron
Here are a couple of more lit terms from Fairchild's chapter. These will be useful for you in today's lesson on the character of Macbeth. Here's Fairchild's description of paradox, a literary device we've seen a few times in Act I:
"A paradox is a contradiction in terms, a truth that contains contradictory elements. For example, in your relationship with a family member or friend, you may experience the emotions of both love and hatred - two sentiments that are in deep opposition. The truth is, however, that you and this person are forever connected in this relationship, for better or for worse" (93).
And here's a bonus - Fairchild's definition of oxymoron:
"Also known as 'compressed conflicts,' oxymorons are opposites that attract to achieve a certain chaotic balance, or a peaceable war. Ambiguity is the name of the game in Shakespeare's world when it comes to human nature: Our motivations and dilemmas all take on varying shades of gray" (93).
Fairchild notes, and so should you, that sometimes a phrase can be both a paradox and and oxymoron, like maybe "fated coincidence."
"A paradox is a contradiction in terms, a truth that contains contradictory elements. For example, in your relationship with a family member or friend, you may experience the emotions of both love and hatred - two sentiments that are in deep opposition. The truth is, however, that you and this person are forever connected in this relationship, for better or for worse" (93).
And here's a bonus - Fairchild's definition of oxymoron:
"Also known as 'compressed conflicts,' oxymorons are opposites that attract to achieve a certain chaotic balance, or a peaceable war. Ambiguity is the name of the game in Shakespeare's world when it comes to human nature: Our motivations and dilemmas all take on varying shades of gray" (93).
Fairchild notes, and so should you, that sometimes a phrase can be both a paradox and and oxymoron, like maybe "fated coincidence."
Scansion
Shakespeare most commonly wrote in blank verse (unryhmed iambic pentameter).
iamb (^/) (unstressed/stressed)
^ / ^ / ^ / ^ / ^ /
"So foul and fair a day I have not seen" (1.3.38)
When Shakespeare breaks from blank verse by writing prose, heroic couplets, or another rhythm and meter, the audience notices the shift in music. The witches break from blank verse and speak in trochee tetrameter. What's the affect on the audience?
trochee (/^) (stressed, unstressed)
/ ^ / ^ / ^ / ^
"Double, double toil and trouble
Fire burn, and caldron bubble" (4.1.19-20)
spondee (/ / ) (stressed, stressed)
/ /
"All hail" (1.3.50).
The commonly used names for line lengths are:
monometer: one foot
dimeter: two feet
trimeter: three feet
tetrameter: four feet
pentameter: five feet
hexameter: six feet
heptameter: seven feet
octameter: eight feet
iamb (^/) (unstressed/stressed)
^ / ^ / ^ / ^ / ^ /
"So foul and fair a day I have not seen" (1.3.38)
When Shakespeare breaks from blank verse by writing prose, heroic couplets, or another rhythm and meter, the audience notices the shift in music. The witches break from blank verse and speak in trochee tetrameter. What's the affect on the audience?
trochee (/^) (stressed, unstressed)
/ ^ / ^ / ^ / ^
"Double, double toil and trouble
Fire burn, and caldron bubble" (4.1.19-20)
spondee (/ / ) (stressed, stressed)
/ /
"All hail" (1.3.50).
The commonly used names for line lengths are:
monometer: one foot
dimeter: two feet
trimeter: three feet
tetrameter: four feet
pentameter: five feet
hexameter: six feet
heptameter: seven feet
octameter: eight feet
Monday, January 4, 2010
Research Paper
Persuasive Letter Based on Research: Ethics
To demonstrate your understanding of the research process and to engage in a thoughtful analysis of a meaningful contemporary issue, you will write a letter to a publication, person, corporation or organization that persuades them on a specific ethical issue.
Topic Selection
Arthur Miller’s All My Sons finds its action developing against the backdrop of corporate ethics. While Joe Keller’s conflict—whether or not to send off faulty parts—may seem easy to resolve because of its life-or-death consequences, many ethical issues today are much more nuanced. For your research, examine a contemporary ethical issue tied to current corporate and consumer practices.
Sample Topic
I recently watched the documentary Food, Inc., which is about the U.S.’s food industry, and I am even more committed to organic food. Now, I will write a letter to Costco (where I love to shop) urging them to begin stocking organic skim milk for ethical and economical reasons. One of my research sources will even be the film, so you could choose to respond to a documentary.
Letter Paragraph Organization
Your persuasive letter paragraphs do not need to follow the PIE format of literary analysis. In fact, business letters are brief, rarely do they go beyond one page of single-spaced type. Your letter should follow this organizational plan:
Introduction—creative attention device and specific ethical thesis—the point you want to prove. (2 sentences)
The basic arguments on both sides of the ethical question. Consider the consequences, pros and cons of each position. You may need to include some brief background information. Information in these paragraphs will be supported with in-text citations. Using “according to” or other signal phrases works well in a business letter; however, you may use parenthetical, in-text citations. (2 – 3 paragraphs)
To demonstrate your understanding of the research process and to engage in a thoughtful analysis of a meaningful contemporary issue, you will write a letter to a publication, person, corporation or organization that persuades them on a specific ethical issue.
Topic Selection
Arthur Miller’s All My Sons finds its action developing against the backdrop of corporate ethics. While Joe Keller’s conflict—whether or not to send off faulty parts—may seem easy to resolve because of its life-or-death consequences, many ethical issues today are much more nuanced. For your research, examine a contemporary ethical issue tied to current corporate and consumer practices.
Sample Topic
I recently watched the documentary Food, Inc., which is about the U.S.’s food industry, and I am even more committed to organic food. Now, I will write a letter to Costco (where I love to shop) urging them to begin stocking organic skim milk for ethical and economical reasons. One of my research sources will even be the film, so you could choose to respond to a documentary.
Letter Paragraph Organization
Your persuasive letter paragraphs do not need to follow the PIE format of literary analysis. In fact, business letters are brief, rarely do they go beyond one page of single-spaced type. Your letter should follow this organizational plan:
Introduction—creative attention device and specific ethical thesis—the point you want to prove. (2 sentences)
The basic arguments on both sides of the ethical question. Consider the consequences, pros and cons of each position. You may need to include some brief background information. Information in these paragraphs will be supported with in-text citations. Using “according to” or other signal phrases works well in a business letter; however, you may use parenthetical, in-text citations. (2 – 3 paragraphs)
Conclusion—Based on your research, what is the best ethical response to your issue? In other words, what’s your call to action? What do you want people to do? Why? (1-2 sentences)
Note Taking
Complete some type of note-taking that ensures you are properly paraphrasing information and using direct quotations correctly so that you do not plagiarize. Annotating printouts with highlighting and paraphrasing in the margins works well for note taking. Alternatively, you use paper or note cards to capture information without printing it. Just be careful to use quotation marks when you are copying lines exactly.
Research
As you conduct your research, you must find a minimum of four credible sources. Credible web sites have a known author (usually one that can be contacted), links that work, few grammatical errors, and listed resources.
You should find at least one on-line database article.
In your final letter, reference at least three of your sources. Researchers often consult more information than they can use because this allows them to select the best information.
Final Products
1. One-page letter (typed, single spaced block formatting, 12-point font, one-inch margins)
2. A properly formatted MLA works cited page
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