Good Morning! • 1. Please take a writing handout and drop off your notebook. • 2. Please take out your poetry explication essay (if you’ve gotten it

back) OR pick up your UNGRADED essay from the table.• 3. READ through the REVERSE outlining section and complete the

following tasks:– 1. Read the draft and take notes – 2. Make the outline– 3. Examine the outline and choose an area to focus on (coherence, repetition,

overall logic/transitions, answering the prompt)– 4. Create a NEW outline focusing on how you can improve the overall

structure of your paper– 5. Re-examine your thesis, outline, and draft together. Identify at least 2 major

changes you will make to the paper. Decide if you want to submit your paper NOW or if you want to revise your paper in light of this Writing Strategy

Titles• State the question your paper will address. Examples from student

papers:“What Kind of Society is This?”

• Summarize the thesis or purpose of your paper.

“The Relationship Between Government, Laws, and Criminals”

• Create a two-part title with a colon. This is usually, but not always, what you’ll see in academic papers.

“Television and Crime: No Longer Black and White.” “A Look at Laws: Why They Exist and Why We Break Them.”

Paragraph Organization

• Four roles of sentences: – serves as a topic sentence that presents a specific

claim or claims– provides specific facts as supporting evidence– explains how the facts support the claim or claims

in the topic sentence– acts as a transitional sentence into the next body

paragraph

Topic Sentences

• The topic sentence has two main parts: the subject (what the paragraph is about) and the focus (what the paragraph will say about the subject-controlling idea).

• Ex.: Criminal behavior (subject) is influenced by biological factors (focus).

• Ex.: Criminal behavior (subject) is influenced by environmental factors (focus).

• Ex.: Classical theory states that people commit crimes because they choose to. PROBLEM!!!!!

Topic Sentences

• The topic sentence has two main parts: the subject (what the paragraph is about) and the focus (what the paragraph will say about the subject-controlling idea).

• Ex.: Criminal behavior (subject) is influenced by biological factors (focus).

• Ex.: Criminal behavior (subject) is influenced by environmental factors (focus).

• Ex.: Classical theory states that people commit crimes because they choose to. PROBLEM!!!!!

• Ex.: Criminal behavior (subject) is the result of free will (focus).

Writing an effective paragraphIf topic sentences are the “writer’s promise to the reader”, what does this topic sentence promise to discuss?

• “The majority of persons who commit violent crimes, whether habitually or in unique circumstances, exhibit a personality disorder” (Stone, 2007, p. 63).

Paragraph practice

• Topic Sentence: A problem with education is that students have no choices. – Explain why this is valid: This is valid because– Give an example: For instance, – Give another example: Additionally, – Provide evidence from an outside source: According to – Unpack the evidence: In this example… – Explain the evidence: (how does this evidence validate your topic

sentence?) – Conclude with an explanation of how the examples and evidence

validated your topic sentence: Because…– (NOTE: your concluding sentence should also incorporate a key

word/phrase/signpost transitioning to the next paragraph).

• Topic Sentence: Criminal behavior is influenced by biological factors. – Explain why this is valid: This is valid because some researchers argue that people

commit crimes because of problems with a persons biology.– Give an example: For instance, if a person has damage to their pre-frontal cortex

their ability to make decisions is impaired (Lopez, 2009). – Give another example: Additionally, in some experiments, pre-frontal cortex

damage affects a person’s ability to control their impulses (Smith, 2010). – Provide evidence from an outside source: According to Adrian Raine, a researcher

who studies biology and crime, “the prefrontal lobes may malfunction in the brain of criminally disposed individuals” (Rowe, 2002, p. 200).

– Unpack the evidence: In this example… Raine aruges that “impaired functioning” (Rowe, 2002, p. 202) of the prefrontal cortex is responsible for people making poor decisions when faced with the opportunity to make moral decisions.

– Explain the evidence: (how does this evidence validate your topic sentence?) Understanding the influence biology has on a person’s ability to make right or wrong decisions is an important factor when looking at why people commit crimes.

– Conclude with an explanation of how the examples and evidence validated your topic sentence: Because…human behavior is so complex, it is important to consider multiple factors, such as biology, that influence behavior.

Signposts

• KEY words in the thesis & topic sentences• Linking words from sentence to sentence

(helps with INTERNAL organization of paragraphs)

• Shows the writer when a new paragraph should be made or when she or he is getting off track

Good students develop good study habits (1). They take effective notes while they read and while in class (2). They usually have a specific format for taking notes, so that their notes are clear and readable (3). For example, they date their note pages, and number them, and leave room for definitions or questions (3a). They may write definitions or questions in different color ink, or in pencil, so that they'll be easy to spot when it's time to review for classes (3b). These examples all show what good study habits look like (4).

Your Turn

• 1. Please choose a paragraph to focus on.• 2. Circle the important words in the topic sentence OR

thesis statement. • 3. Circle those words as they show up throughout the

paragraph OR the paper. • 4. If you have highlighters, you can highlight each important

word in a different color and color code your paper. • 5. Purpose: checking for signposts allows you to determine

if your paragraph does what your topic sentence says it will do OR if you need to make one paragraph into two.

Hamlet

September 22nd, 2015

Hamlet Objectives

• 1. Explore relationships in Polonius’ family and compare those relationships with the royal family. (I.iii)

• 2. Examine language to determine character’s state of mind. (I.v)

Family Relationships-I.iii

• 1. What do each of the following people want and how do you know?– Laertes– Ophelia– Polonius

• 2. How do they treat each other?• 3. Similarities and differences between

Hamlet’s family?

The Ghost Scene-I.v

• 1. Write down the information revealed by the ghost.

• 2. Be ready to discuss the significance of this information.

• 3. Examine Hamlet’s language AFTER he sees the ghost and during his conversation with Horatio and Marcellus. What assumptions can we make about Hamlet’s state of mind from the words he uses and the way he speaks to his companions at this point in the play?

Spies and Informants (II.i)

• Determining Polonius’ values– Read aloud II.i.1-83.– Identify words and phrases (write these down in

your notebook) that reveal Polonius’ values.– What conclusions can you draw about Polonius’

character? – List some traits you have inferred from his words and behavior (include lines to support your claims).

Is Hamlet crazy?• It’s time to pantomime! (II.i.84-111)

– 1=Ophelia– 2=Polonius– 3=pantomimers--Hamlets– 4=directors

• 1. What is Hamlet up to in this scene?• 2. Why is he treating Ophelia this way? Why Ophelia, of all people?• 3. Does Hamlet love Ophelia? If not, how does he show this? If yes,

what possible reasons could he have for putting on this show for her?

• 4. What about Ophelia-does she love Hamlet? What is her reaction to his behavior?

Student Performances

• 1. II.ii.187-237—Hamlet Attacks Polonius• What would the set look like if you were doing a movie version of this

scene?• What furniture, props, costumes, music, and special effects would you

use?

– Hamlet, Polonius – ROSENCRANTZ and GUILDENSTERN– Hamlet and Polonius start at line 170 please

• 2. II.ii.240-338– Hamlet Attacks R and G• What would the set look like if you were doing a movie version of this

scene?• What furniture, props, costumes, music, and special effects would you

use?

– Hamlet, Rosencrantz, Guildenstern