In this activity, students read short stories from a collection in small groups then prepare responses in multiple media and genres that are shared in a culminating Short Story Fair. Students' presentations in the fair focus on communicating basic information about the story and encouraging others in the class to consider reading the piece. Students choose from a list of possible projects to demonstrate their knowledge of the story's literary elements, such as bringing in representative physical artifacts, writing poetry, creating collages, illustrating comic strips, and more. On the days of the fair, the class explores the displays for the short stories, responding to related questions as they move from presentation to presentation. By the end of the activity, students have been exposed to dozens of short stories and their literary elements.
In her article "Using Short Story Collections to Enrich the English Classroom," Diane Mitchell writes: "When we teach something, we learn more than the students. We have to think deeply about the material, extract important ideas and concepts, and figure out how to involve students. We look for points of connection, figure how it's related to other things in class, and how we can have students respond through writing and talking.
Decide how you will connect to the text prompt (if is analytical this is easy, but what if you are doing a personal approach or a creative approach?)
These three well-written essays create a strong set. The first and the last would have been impressive on their own. Reading them all together magnifies their impact considerably. This student does an especially good job of targeting the school. This student focuses his first essay on his extracurriculars and relates them to why Duke would be perfect for him. He focuses the third on his Chinese background and how it relates to his career goals and academic interests. Then he also relates these interests to why Duke matches him perfectly. His favorite book provided the focus of the second essay. What makes this second essay better than others like it is that the applicant manages to put himself into the question. He does not just talk about the book, he uses it to talk about himself and stress the inquisitive nature of his personality-always a plus.
The goals are (1) to accurately summarize an article using the conventions of academic summary (your tutor will discuss these with you), (2) to provide a focused response to the article with a clear thesis statement, and (3) to develop your response using examples from your personal experience that are clearly related to examples/ideas from the article itself.
Are my skills better suited to a personal (creative) or analytical (essay) composition?
What prose form will best suit the ideas I want to present to the audience?
How can I use language and develop my ideas to make my writing communicate effectively?
Whatever you discover in reflecting on the author's position and how it relates to your own position and values becomes the raw material for addressing the next task of the response paper.
Within the written paper, the third task is to describe the outcome of the process mentioned above.
you ask … Some reminders and step-by-step instructions to tackle that tricky response
This aspect of your Personal Response is where your creativity as a writer comes into play.
You can: use specific words, use characters from the excerpt, or use the plot of the excerpt
However you choose to incorporate text, it must be done in a COMPETENT, CONTROLLED, FLUENT way!!
Biography Templates Examples Personal Professional Celta written assignment example sea lillies project Teaching Treasures essay example FAMU Online AUTOBIOGRAPHICAL ESSAY SAMPLE
Suggestions for responding to this assignment: As always, bepositive and encouraging. Let the student talk about how s/he approachedthe assignment and why s/he approached it this way. Encourage him or herto compare this experience with the experience of responding on the Webforum informally, directly to the writer (different audience). Have thestudent compare the summary to the original essay (by doing a backwardsoutline of the original essay, for example, and then looking at the summaryto see if it captures all of the main ideas). Then, you might ask the studentto compare his or her own essay to a sample essay & discuss relativestrengths and weaknesses. Come up with a revision plan together, if atall possible. Focus on the major writing elements through at least thefirst revision, and then look at sentence-level revisions as necessary.
Of course, PROSE is the ordinary form of written language, without rhyme or meter.
This being said a PERSONAL RESPONSE may take the following forms:
1)Creative (a story, a script, a rant, a speech etc.), 2)Analytical, or
3)Personal You must NEVER choose to write a POEM.
How to Write the Personal Response A personal response essay is an essay in which, guided by prompts, you are expected to draw upon your own experiences and create a PERSONAL ACCOUNT of a specified topic.
Most of my past summer was spent away from home. In that brief month in which I remained in (town name) I worked at (job) in order to earn the money I was going to spend on my trips. My first excursion was to the east coast where I visited several schools and took in the atmosphere of an area to which my midwestern self was somewhat unaccustomed. One school I was considering that I did not visit was Dartmouth. After all, I spent a month there later in the summer. As a participant of the Dartmouth Debate Institute I spent a lot of time in Feldberg, Dana, and Baker libraries; resided in the well-known Choates; attended sessions in Silsby; and dined in the Full-Fare section of Thayer. There was also time for recreational activities such as rope swinging, volleyball, frisbee, sleep (every little bit was cherished), and beautiful hikes up to Dana. I did manage to sit down and work in such a clean, open environment, however. The instructors made sure of that. The four-week institute honed my skills in speaking, researching, structuring arguments, and thinking. As a result, my partner and I were able to break into the elimination rounds at the institute-ending tournament which included the top debaters in the nation. Aside from the debate skills I learned, I found the institute very favorable because of the exchange of ideas taking place between the students and staff. What I learned from those exchanges enlightened me not only as a debater but also as a person.