Warm-Up 2-22-12 Use coordinating conjunctions, semicolons, and conjunctive adverbs to combine each...
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Warm-Up 2-22-12 Use coordinating conjunctions, semicolons, and conjunctive adverbs to combine each of the following pairs of sentences and create a compound sentence. Example: The storm was ferocious. It was short. The storm was ferocious; however, it was short. 1. That song always makes me cry. I love to hear it. 2. At first, our team’s bobsled led the race. We were truly excited.
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Transcript of Warm-Up 2-22-12 Use coordinating conjunctions, semicolons, and conjunctive adverbs to combine each...
Warm-Up 2-22-12
Use coordinating conjunctions, semicolons, and conjunctive adverbs to combine each of the following pairs of sentences and create a
compound sentence.Example: The storm was ferocious. It was
short. The storm was ferocious; however, it was short.
1. That song always makes me cry. I love to hear it.
2. At first, our team’s bobsled led the race. We were truly excited.
PLAN!
Introduction of Western ideas into
Ibo culture
Character’s
Response
Character’s Identity
THEME
Organization Possibilities
I. IntroII. Character Identity—themeIII. Intro of Western Ideas—themeIV. Character Response—themeV. Conclusion
I. IntroII. Character Identity/western
ideas/Character responseIII. Effect on novel/themeIV. Conclusion
Body Paragraph Organization
Topic SentenceConcrete DetailCommentaryCommentaryConcluding Sentence
Example Body Paragraph
THESIS: In Harper Lee’s To Kill a Mockingbird, Scout develops from a naïve girl dependent on the ideas of others to shape her view of the world to an independent thinking individual with convictions of her own.
BODY: Because she is a child, it is not surprising that Scout is naïve about the world and depends on others for her own opinions and thoughts. Children are often sheltered from the world by their parents and tend to see events through their parents’ eyes. Scout’s early knowledge of Maycomb comes from her father, Atticus. As a child, Scout depends on Atticus’ wisdom to help her make sense of the actions of others, which is the case with Mr. Cunningham. After hearing Atticus’ take on the situation, Scout agrees that “Mr. Cunningham has more than paid him.” Therefore, Scout is no different than other children her age who rely on others to shape their thoughts and opinions.
Thesis Statement
In __________ __________’s _____________,
the __________ character _________ responds to
the cultural collision by ________________, which
challenges his/her __________ identity and shapes
the meaning of the work as a whole.
Author’s 1st name
Author’s last name
Title of book
Adjective
Adjective
Character’s name
Character’s response
