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575 views78 pagesApplied Practice Essay Writing
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Olga KardashCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
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Applied Practice
AP* from A to Z
Essay Writing
AP* Language Series
Volume 6
RESOURCE GUIDE
AP sa eid trademark of te Colle Ean Examination Bow which was ot invavedin he production
and doesnot endorse, hs product. Pre-AP ia rademark owned by te College Earance Examination Board
This series was adapted from content originally published by Athena Publishing Co.
(©2012 by Applied Pract, Lid. Dallas, TX. Alighisresenes, Copyright © 2012 by Applied Practice, Ltd
All rights reserved. The student activities in this publication
may be reproduced in quantities limited to the size of an
individual teacher's classroom. It is not permissible for
‘multiple teachers to share a single curriculum guide,
‘This guide may not be reproduced or transmitted in any
form or by any means, electronic or mechanical, including
photocopy. recording, or any information storage and
retrieval system, without permission in writing from the
publisher, except as indicated above for acceptable
classtoom use.
Printed in the United States of America, APPLIED PRACTICE
AP* from A to Z.
Essay Writing
(AP* Language Series)
‘Teacher Notes and Resources
Teacher Notes...
AP from 10 Z sovonononon
‘The AP* Language Series.
Essay Writing..
Assignment Descriptions...
Teacher ReSOUtCS meno
Pre-Writing Worksheet
Paragraph Format...
Introductions and Conclusions
Concept, Models, and Student Assignments. essere
Essay Writing
Concept and Model...
‘Student Assignments.
*Pre-AP an AP are repsiered rademarks ofthe Colloge Enance Examination Bord, which was nt involved inthe production
of and doesnot endorse, this product.
(22012 by Applied Practos i, Dalla, TX. Al ight eserves Teacher Notes
and Resources Teacher Notes AP FROM ATOZ
NOTE FOR TEACHERS
‘We hope you will find this Applied Practice resource guide helpful as you work to
prepare your students for the Advanced Placement Exams in English. We offer a few
suggestions and explanations to help you receive the maximum benefit from our
materials
1. AP from A to Z isa skills-based program. Although concepts specific to the
Language and Composition exam or to the Literature and Composition exam are
referred to occasionally. the primary concern of this series is to give students the
skills necessary to become active and astute readers, writers, and thinkers. The skills
presented in this series, with few exceptions, are required for success on both exams
2. This series is designed to help college-bound students lear to analyze language and
to think analytically. After students master the basics of analytical writing, their
focus can shift to ensuring that their essays are characterized by originality and
freshness,
3. Ideally, vertical teaming in a Pre-AP/AP program should begin in junior
highv/middle school and continue throughout high school. Our “Foundations
series is appropriate for seventh- and eighth-graders. ‘The ten books in our Pre-AP
series should give ninth- and tenth-grade students a solid grounding in the
‘concepts and skills they will work on throughout high school. Finally, we offer a
complete AP Language series and a complete AP Literature series for students
‘who are preparing for those particular exams, usually high school juniors and.
seniors.
4. The teacher should adapt this material to meet the needs of his or her own
students and to suit his or her instructional strategies. Although the individual
resource guides within this series are designed to stand alone, they also build on
each other through the progressive accumulation of skills. Previewing each
resource guide thoroughly should help the teacher decide how best to incorporate
AP from A to Z materials into his or her specific curriculum,
Thank you for using Applied Practice materials in
your classroom. We always welcome comments and
‘suggestions.
(©2012 by Apples Practice, Lt, Dats, TX All igh reserved COPYRIGHT NOTICE
‘The copyright law of the United States (Title 17, United States Code) governs the
making of photocopies or other reproductions of copyrighted material.
Reproduction of individual worksheets from this booklet, excluding content
intended solely for teacher use, is permissible by an individual teacher for use by
his or her students in his or her own classroom. Content intended solely for
teacher use may not be reproduced, stored in a retrieval system, or transmitted
‘in any way or by any means (electronic, mechanical, photocopying, or otherwise)
without prior written permission from Applied Practice. Reproduction of any
portion of this booklet for use by more than one teacher or for an entire grade
level, school, or school system, is strictly prohibited. By using this booklet, you
hereby agree to be bound by these copyright restrictions and acknowledge that
by violating these restrictions, you may be liable for copyright infringement
and/or subject to criminal prosecution.
(©2012 by Applies Pract, Lis, Das, TX. Al igh reserved AP LANGUAGE SERIES NOTE
ESSAY WRITING
Essay Writing is the sixth volume in this AP Language series. In Volumes 1-6 of this
series, students have been asked to respond to essay prompts by writing one paragraph
essays. On the AP Language and Composition exam, however, students must write
‘multiple-paragraph essays. This resource guide provides instruction in the writing of
introductions, conclusions, and multiple paragraph essays. By the end of this guide,
students should feel comfortable writing a 4-5 paragraph essay.
In this resource guide, students will be asked to write paragraphs in response to essay
prompts. References are made to a “Pre-Writing Worksheet” and “Paragraph Format”
‘which can be used to structure pre-writing. Copies of the Pre-Writing Worksheet and
Paragraph Format are included in the Teacher Resources section of this book, as well as
after Assignment 11. ‘The Essay Writing section also provides examples of paragraph
writing following this format. The Pre-Writing Worksheet and Paragraph Format are
introduced in Volume 1 of the AP Language series: The Analysis Paragraph. For the
purposes of this resource guide, they have been adapted to reflect a multiple-paragraph
essay.
For additional practice with non-fiction literary sources, please consult the following
Applied Practice Pre-APIAP literary resource guides (each guide offers 6 essay prompts
plus 90 AP-formaited multiple-choice questions)
American Speeches Selection
‘American Essay Selections
Contemporary Nonfiction Selections
Nonfiction Selections
Satire Selections
World Speeches Selections
For a complete product list, please see the end of this resource guide,
(2012 by Aled Pract, Ls, Daas, TX. Align reserve ‘TEACHER NOTE,
ESSAY WRITING
Writing a thorough and engaging essay within the time allotted for the AP exam can be a
daunting challenge for AP students. AP graders read dozens of similar essays on the same
topic. Writing an essay that will please them requires that a student already be familiar
with a repertoire of essay writing techniques from which they can choose
To that end, this resource guide teaches multiple methods of writing introductions,
conclusions, and multiple paragraph essays. First, students are taught standard methods
for writing introductions and conclusions. Then, advanced methods for writing
introductions and conclusions are described. These advanced methods allow students to
better demonstrate their essay-writing skills by threading a common theme throughout,
the essay, from introduction to conclusion. Finally, students are shown how to write
multiple body paragraphs in response to a prompt using two methods—technique
analysis and weaving analysis. A copy of the format used for writing paragraphs has been
included in the Teacher Resources section of this resource guide as well as following
‘Assignment 11, A Pre-Writing Worksheet has also been included. Students may use these
to plan and structure their paragraphs.
‘The assignments in this resource guide cover two major topics: Introduction and
Conclusions and Essay Writing, Assignments included for each topic follow this general
progression:
1. introduction of concept and a model
2, group practice
3. individual practice
4. assessment
‘Additional assignments for creative practice may also be included. These can be used for
extra practice with the concepts or for students who need an additional challenge. You
‘may choose to use all of the assignments or select specific ones to mect the needs of your
class.
(22012 by Applied Practice, Lis, Calas, TX. Al ighis reserves 10
ASSIGNMENTS
INTRO
WRITING THE INTRODUCTION
‘This section provides information on how to write an Introduction paragraph and provides examples of
seven standard methods for writing introduetiors.
ASSIGNMENT 1: WRITING INTRODUCTIONS GROUP PRACTICE,
In this assignment, students must work in groups to pre-write and write an introduction In response to an
essay prompt. (Literary excerpt from Leaves of Grass)
[ASSIGNMENT 2: WRITING INTRODUCTIONS INDIVIDUAL PRACTICE
In this assignment, students individually practice writing an introduction In response to an essay prompt
(Literary excerpt from Elie Wiese!'s Nobel Prize Acceptance Speech)
ASSIGNMENT 3: WRITING INTRODUCTIONS ASSESSMENT.
‘After practicing in groups and individually. students complete a graded assessment in which they are asked
to write an introduction in response to an essay prompt. (Literary excerpt: a quote by Abraham Lincoln.)
WRITING THE CONCLUSION
‘This section provides information on how to write a conclusion paragraph and provides examples of seven
standard methods for writing conclusions.
ASSIGNMENT 4: WRITING CONCLUSIONS GROUP PRACTICE
For this assignment, students will need paper rom Assignment 1. They will workin the same groups as
they did for Assignment 1 to wre canclusion paragreph in response to the same essay prompt Tor which
they previously pre-wroe and wrote an intoduction. (Literary excerpt rom Leaves of Grass)
ASSIGNMENT 5: WRITING CONCLUSIONS INDIVIDUAL PRACTICE
For this assignment, students will need papers from Assignment 2, They will work individually to write
‘conclusion paragraph in response tothe sane essay prompt for which they previously wrote an
Introduction. (Literary excerpt from Elle Wiesel’s Nobel Prize Acceptance Speech)
ASSIGNMENT 6: INTRODUCTIONS AND CONCLUSIONS ASSESSMENT
‘After practicing in groups and individually, students complete a graded assessment n which they are asked
{o write an introduction and a conclusion in respanse to an essay prompt. (Literary excerpt a quote by
Mark Twain)
ASSIGNMENT 7: ADDITIONAL PRACTICE
‘An additional essay prompt is provided for practice with writing an introduetion and conclusion in response
(an essay prompt (Literary excerpt from The Crisis, No.1)
ADVANCED INTRODUCTIONS AND CONCLUSIONS
Butlding oo the standard insodvtins and conclusions previously covered, his section provides
information on howto write seven types of advanced introductions and conclusions. Examples are
provided. (Literary excerpt ftom Abrabem Lincoln's Second Inaugural Adress)
(22012 by Applied Pras, Ls, Dal, TX Alghs reserves [ASSIGNMENT 8: ADVANCED INTRODUCTIONS AND CONCLUSIONS GROUP PRACTICE
In this assignment, students work in groups to pre-write in response to an essay prompt. Then sticents
‘must write an introduction and conclusion using one of the advanced methods.
ASSIGNMENT 8: ADVANCED INTRODUCTIONS AND CONCLUSIONS INDIVIDUAL PRACTICE,
In this assignment, students individually pretice writing an advanced Introduction and conclusion in|
resporse to an essay prompl. (Literary excerpt: a quote By Jane Smiley)
ASSIGNMENT 10: ADVANCED INTRODUCTIONS AND CONCLUSIONS ASSESSMENT
‘Alter practicing in groups and individually, students complete a graded assessment in which they are asked
{o write an advanced introduction and conclusion in response io an essay prompt. (Literary excerpt: & quote
by Theodore Roosevelt)
‘ESSAY WRITING.
ESSAY WRITING: CONCEPT AND MODEL
‘This section provides instructions for writing a ful essay with multiple body paragraphs. Two methods for
essay writing ae introduced and examples are provided. (Literary excerpt from " Adviee to Youth.")
ASSIGNMENT 11: WEAVING GROUP PRACTICE,
In this assignment, students work in groups to practice using the weaving method of essay writing, Students
must complete the Pre-Writing Worksheet and write two paragraph in response toa prompt. (Literary
cexcerp fom 4 State of War Declaration)
ASSIGNMENT 12: WEAVING GROUP PRACTICE
In this assignment, students work in groups to practice using the weaving method of essay writing. Students
‘must write two paragraphs i response toa prompt. (Literary excerpt from “Quit India” Speech.)
ASSIGNMENT 13: WEAVING INDIVIDUAL PRACTICE
[In this assignment, students individually practice using the weaving method of essay waiting. Students must
‘write two paragraphs in response to a prompt. (Literary excerpt from Mississippi Sola)
ASSIGNMENT 14: WEAVING INDIVIDUAL PRACTICE
In this assignment, students individually practice using the weaving method of essay writing. Students must
‘write two paragraphs In response to a prompt. (Literary excerpt from The Vilage Watchman)
ASSIGNMENT 15: WEAVING ASSESSMENT
‘After practicing in groups and individually, students compete a graded assessment in whic they are asked
to write two paragraphs in response to an essay prompt. (Literary excerpt from The Conscience ofthe
‘Nation Must Be Roused)
ASSIGNMENT 16: ADDITIONAL ASSIGNMENT
‘This eitionel araup assignment canbe used for adtional practice in cestive writing and nays
peropreph wing,
ASSIGNMENT 17: ADDITIONAL ASSIGNMENT
‘This additional group assignment can be used for addtional practice in creative writing and analysis
paragraph wilting
ASSIGNMENT 18: PUTTING IT ALL TOGETHER: WRITING AN OPEN-ENDED ESSAY
In this assignment, studonts individually practice writing a complete open-ended essay that includes an
Introduction, conclusion, and two body paragraph.
[ASSIGNMENT 19: PUTTING IT ALL TOGETHER: WRITING A PASSAGE ANALYSIS ESSAY
In this assignment, students individually practice writing a complete passage analysis essay that Includes an
introduction, conclusion, and two body paragraphs. (Literary excerpt from "Freedom or Death” Speech)
(22012 by Apped Pract, Lt, Data, TX, igh reserve, " a
ASSIGNMENT 20; PUTTING IT ALL TOGETHER: WRITING AN ARGUMENT ANALYSIS ESSAY
In this assignment, students individually practice writing a complete argument analysis essay that includes
‘an intoduction, conclusion, and two body paragraphs. (Literary excerpt a quote by Ralph Waldo
Emerson)
(©2012 by Appled Proce, Li, Das, TX. All gh reseed Teacher Resources PRE.WRITING WORKSHEET
1, Read the prompt carefully.
2, Identify tones (if appropriate).
3, Identify author's purpose (if appropriate).
4. What does the prompt ask you to do?
BODY PARAGRAPH I:
5. What assertion can you make as a response to the promp(? This statement will be
‘your topic sentence for the first body paragraph.
6. Inresponse to your assertion, what major points (2-4) can you discuss?
AL
BODY PARAGRAPH 2:
7, What assertion can you make as a response to the prompt? This statement will be
‘your topic sentence for the second body paragraph.
8. In response to your assertion, what major points (2-4) can you discuss?
A
“ ‘c20t2 by Apples Practon, 1, Dal, TX Al ight eserves PARAGRAPH 1
‘TOPIC SENTENCE:
MAJOR POINT 1)
ELABORATION 1:
ELABORATION 2:
MAJOR POINT 2:
ELABORATION 1:
ELABORATION 2:
CONCLUDING SENTENCE:
PARAGRAPH 2
‘TOPIC SENTENCE:
MAJOR POINT 1
ELABORATION 1
ELABORATION 2:
MAJOR POINT 2:
ELABORATION 1
ELABORATION 2:
‘CONCLUDING SENTENCE:
(©2012 by Apped Pract, Li, Dalo, TX. light osorved
15 Introductions
and Conclusions WRITING THE INTRODUCTION
‘Writing the introduction to an essay is like walking into a room full of strangers who will
form definite and probably lasting impressions of you based on how you present yourself
in the first five minutes. The people grading your essays spend days grading the same
‘question number from the AP Language exams. After days of grading essays responding
to the same question, they want to see papers that stand out—in a good way. Your
{introduction i thei first impression of your ability, and if the introduction is poorly
written, they may expect the rest of the paper also to be poorly written. So your
introduction not only needs to be well-written; it needs to be special and to grab the
reader's attention, The readers do realize that AP essays are written under time
constraints, so its not productive to spend time laboring over constructing the perfect
introduction. However, since the introduction to your essay is the first impression your
reader will have, itis helpful to practice writing a strong first sentence or two. Following
are some suggestions about what to do and what not to do when writing introductions,
TODO
1, Directly address the prompt.
2, Include your thesis (what your essay will prove). However, do not say. “This paper
will prove” or otherwise refer directly to the “paper” or “essay.” Simply make yout
assertion.
Say something that will pique the interest of the reader.
‘An introduction should be two to four sentences long (two to three is best and most
practical in a timed situation)
5. IF you know them, make sure that the author and the title of the work are stated in the
iniroduction.
NOTTO DO
Do not repeat or paraphrase the prompt.
‘Do not make a general value judgment of the author or his or her work. Do not say
that the author is wonderfu//horrible or that the author's work is wonderfal/horrible.
Never refer to an author by only his/her first name.
Do not say. “This paper will
Do not say, “Ithink that... or “In my opinion...” This weakens your statement
Do not use broad statements such as, “All authors since the beginning of time..."
Avoid absolutes like all, none, never, always.
(©2012 by Apaliod Practice, Ld, Das, TX. Alrohts reserved 8 ‘SEVEN STANDARD METHODS FOR WRITING INTRODUCTIONS,
Open with a question
Relate an appropriate anecdote or example
Create an image
Open with a startling statement
Open with a quote
Use a definition
Cite an analogy
EXAMPLE PROMPT:
Read the following passage from Life on the Mississippi by Mark Twain. Then write a
carefully reasoned essay that explores the validity of Twain's opinion that too much of a
‘good thing can have negative consequences, Draw upon your reading, observation, or
experience to support your view.
From Life on the Mississippi by Mark Twain
[Now when I had mastered the language ofthis water. and had come to know every rifling feature
that bordered the great river as femiliarly as I knew the letters of the alphabet, Thad made a
valuable aequistion...But I had lost something which could never be restore to me..l the grace,
the beauty, the poetry, had gone out ofthe majestic river... the value any feature of it had for
‘me now vas the amount of usefulness if could furnish toward compassing the safe piloting of @
steamboat
Following you will find examples of introductions using each of the seven methods. Read
carefully because they are models for your assignments. It may help you to complete the
Pre-Writing Worksheet each time in this unit before you write any of the assigned
introductions.
* oe cate) woth thest, noher haw comply
the actucd sarplo ale. Ti worlung, +L R) pie,
Babdine
& “Se cha used ay 190 to Qudiurs
B. eppicaion + world / \QKopc MDNR
20 (©2012 by Api Practog, Lis, Data, TX Al gts esewed PRE-WRITING WORKSHEET
1. Read the prompt carefully
2, What does the prompt ask you to do? That is, what is your purpose?
to.assess the validity of Twain's opinion that too much of a good thing can have
negative consequences and to support my view with reading, observation, or
experience
3. What assertion can you make as a response to the prompt? This is the assertion you
‘will be presenting in your introduction.
Although something may be good or desirable, often having too much of i
be harmfi
(©2012 by Applies Practice, Lis, Dalit, 7. Al gs reser,
a INTRODUCTIONS EXAMPLES
1, Open with a question.
Can too much knowledge really destroy the magic of an experience? Although most
people's experiences are not quite as dramatic as Twain's, many have known the
isappointment of having something special transformed into something ordinary simply
because they. ike Twain, have leamed too much about it. For example, reading a book
before you watch a movie based on it may cause the movie to be less than exciting
because you already know what happens.
2,Tellan fate anecdote,
Megan loved junk food and wished she could eat it and nothing else. But a summer spent
as a lifeguard living in a small beach house with other lifeguards—who also loved junk
food—changed her taste. Eating chips, ice cream, chocolate, and litte else for three
‘months convinced her that there is such a thing as too much junk food. Too much of a
“good” thing certainly had negative consequences for her: a twenty pound weight gain,
*An anecdote may be longer than the suggested twa to four sentences in an introduction.
Stories often require more elaboration than other introductory techniques.
3. Create a vivid image.
Lauten loved the sparkling, azure ocean, the creamy white sand, and the sun beating on
her skin while the tide slowly rolled in and out, mesmerizing her as nothing else could.
Then she spent a summer asa lifeguard, and everything changed. The mystery of the
elements and the awe she felt for them vanished as she leamed about the dangers of too
‘much scorching sun, menacing waves, and the grasping undertow. Knowledge destroyed
the joy.
4, Begin with a startling statement,
‘The beautiful little girl with the adorable heart-shaped face and the wide, innocent blue
eyes, smiles sweetly at Alicia, who wants nothing to do with her. Although five-year-old
Emima looks like the perfect child, Alicia knows she is capable of behaving like a
‘manipulative brat who would like nothing better than to wreak havoc on her sister. Alicia
‘would love to be able to enjoy spending time with her sister, but unfortunately she knows
far too much about Emma's past actions to allow herself to trust her, even though it
seems that Emma has outgrown many of her childish behaviors.
5. ih don,
AA serious problem exists in many care-giving professions such as social work, healthcare,
and teaching, Although professionals in these fields spend years getting an education,
certainly a “valuable acquisition,” the reality of bureaucracy. inadequate pay, and the
high rate of failure cause them to lose “something which [can] never be restored"—their
(©2012 by Applied Practice, Lia, Dales, 7X. Al igh reserved zeal, Knowledge of reality sometimes destroys the commitment of the best and the
brightest.
Begin with a definition,
‘Merriam Webster's Collegiate Dictionary defines “success” as “favorable or desired
outcome; the attainment of wealth, favor. or eminence.” However. fame and wealth do
not guarantee happiness. A closer look at those who are “rich and famous” often reveals
troubled, unfulfilled lives
7. Begin with an analogy.
‘A true adventurer at heart, Jerry loves nature. He wanted to quit school so that he could
hunt and fish all the time and never have to dress up again—a kind of modern day
Huckleberry Finn, But last summer he had the opportunity to do just that at a wilderness
camp. The reality of living with no running water, no hot meals prepared by his parents,
rno clean clothes, and none of the other niceties of civilization convinced him that his
romantic view of adventure was not so great afterall
£2012 by pled Pract, Lic, Delis, TX. Al igh reserved Pa
ASSIGNMENT 1: WRITING INTRODUCTIONS
GROUP PRACTICE
Workin pars to pre-write in response tothe allowing prompt. Then, vite an introduction using one ofthe
‘example methods of wrtng introduction as a model. Share your introductions with the class and practice
‘dentiying introduction type.
PROMPT:
In Leaves of Grass, the poet Walt Whitman asked, “Have you learned the lessons only of
those who admired you, and were tender with you, and stood aside for you? Have you not
learned great lessons from those who braced themselves against you, and disputed
passage with you?” Use specific evidence from your observation, experience. or reading
to support, challenge, or qualify the validity of Whitman's suggestion that we can learn
“ great lessons” from those who oppose or disagree with us.
(©2012 by Applied Pracce is, Dalas, TX Allvights reserved PRE-WRITING WORKSHEET
1. Read the prompt carefully,
2, What does the prompt ask you to do? That is, what is your purpose?
3. What assertion can you make as a response to the prompt? This is the assertion you
will be presenting in your introduction,
(220%2 by Applied Pract, Ls, Das, TX. Al ighisreserved
2 ASSIGNMENT 2: WRITING INTRODUCTIONS
INDIVIDUAL PRACTICE
The olowing isan individual practice assignment Write an introduction in response to he fllowing
prompt
PROMPT:
Read the following passage carefully. Use specific evidence from your observation,
experience, or reading to support, challenge, or qualify the validity of Wiesel’s assertion
that itis the duty of civilized people to "take sides" and “interfere” without regard to
“national borders and sensitivities” whenever and wherever other human beings are
suffering.
From Nobel Prize Acceptance Speech, 1986, by Elie Wiese!
1 swore never tobe silent whenever and wherever human beings endure suffering and humiliation,
‘We must take sides, Neutralily helps the oppressor, never the victim... . Sometimes we must
Interfere. When human lives are endangered, when human dignity Is n Jeopardy, national borders
and sensitivities became irelevant. Wherever men and women are persecuted ecause of their
race, religion, of political views, that place must-—at that moment-—become the center ofthe
(©2012 by Applied Pace i, Balas, 7X AE gts reserved ASSIGNMENT 3: WRITING INTRODUCTIONS
ASSESSMENT
Write an introduction in response tothe following prompt.
PROMPT:
The following is a well-known quote from Abraham Lincoln. Although humorous, the
statement provides food for thought. Use specific evidence from your observation,
experience, or reading to support, challenge, or qualify the validity of Lincoln's assertion.
From Abraham Lincoln
‘is better to be silent and be thought foo! than to speak and remove all doubt,
(22012 by Apped Prec, Uc, Dals, TX All ight reserved WRITING THE CONCLUSION
‘The conclusion should bring closure to the essay. Ideally, it should come full circle,
completing the thoughts and/or ideas begun in the introduction. However, the conclusion
should never repeat information from the introduction, nor should it merely summarize
the essay.
FIVE STANDARD METHODS FOR WRITING CONCLUSIONS
1. Close with a hetorical question.
2. Return to an appropriate anecdote or example begun earlier in the essay.
3. Close with a simple analogy, allusion, simile, or metaphor which may refer to one
begun earlier in the essay.
4, Close with a starting statement.
5. Close with an appropriate quote.
‘Two additional methods are used primarily with persuasive essays:
6. Recommend a course of action.
7. Make a prediction, appeal, or warning,
EXAMPLE PROMET:
In the essay The Civil Rights Movement: What Good Was It?, Alice Walker says that,
“Man only truly lives by knowing, otherwise he simply performs, copying the daily habits
of others, but conceiving nothing of his creative possibilities as a man, and accey
someone else's superiority and his own misery.” Discuss the validity of this idea in @
carefully reasoned essay.
Following you will find examples of conclusions using each of the first five methods.
Read carefully because they are models for your assignments. You can also refer to the
Pre-Writing Worksheet you used when writing introductions.
(©2012 by Apping race Li, Dals, TX. All ight reserved CONCLUSION EXAMPLES
1 Close witha thetorical question,
Is the man who merely “performs” rather than create not really living? Does his choice to
“perform” make him a robot of sorts? Of course it does not. The fact that he has the
ability to choose and that he exercises that choice to “perform” makes him a living,
breathing men with a will and not necessarily one who is inferior and miserable. He is the
‘man that his choice has created.
Anecdote Introduction:
Bright and focused, Alex was certain to be successful. Because he was so skilled at
mathematics, everyone encouraged him to pursue a career in that field, and listening to
that advice, he became a quite successful electrical engineer. However, he was very
dissatisfied. losing interest in his work and trying to cope with the confusion and misery
that he felt. Then one day Alex walked away from his job, his money, and all the
‘trappings of success to pursue what people least envisioned from him—life as an artist,
Alex had simply “performed,” doing what was expected of him, without true
introspection, without trusting his heart. Like so many others, Alex needed first to
explore his “creative possibilities” in order to know himself and his capabilities.
Anecdote Conclusion:
Remember Alex and his decision to abandon the field in which he merely “performed”
for the opportunity to become an artist? He's not making much money, and he hasn't
achieved great fame. But he now wakes each morning with anticipation for the day and
_goes to bed each night feeling a genuine satisfaction about his accomplishments that day.
Like others who have made similar decisions, Alex knows who he is and what he wants
from life. He no longer “performs,” but instead, truly lives—and enjoys—each day.
3. Close with a simple analogy, allusion, simile, or metaphor,
‘Sometimes survival is more important than creativity. Surely Uncle Tom was no less a
‘man because he accepted his lot as a slave—in order to survive as a witness
for Christian love. He knew in his heart that he was a child of God, a knowledge that
gave him strength to “perform” his miserable duties as a slave now, while dreaming of an
afterlife in Glory
* an allusion to the novel Uncle Tom's Cabin
4, End with a startling statement (may or may not refer to an earlier statement).
If man only “lives by knowing,” then all men of faith are the living dead, Feith in God is
based on srust rather than factual knowledge, so according to Walker's concept of
“knowledge,” those with mere faith are not truly alive. Great religious leaders throughout
(22012 by Appled race, Lis, Dales, TX All ights reserved the ages, men who have made a difference in the world, surely reveal Walker's fallacy
through their creative faith
Close with an appropriate quote (may or may not refer to an earlier statement
Allice Walker's belief that man lives by knowledge, that is, the exercise of his creative
‘possibilities, is echoed in the work of Ralph Waldo Emerson when he states that “the
invariable mark of wisdom is to see the miraculous in the common,” Although man may
live among what is common, he alone has the ability to recognize the potential of what
surrounds him, Wisdom. Knowledge. These allow man to truly live.
(©2012 by Apped Precice is, Dallas, TX Al hts reserved, ASSIGNMENT 4: WRITING CONCLUSIONS.
GROUP PRACTICE
Refer back tothe pre.writing and intreduction that your group wrote in Assignment 1. In tis assignment
_you will write 2 conclusion for that introduction. When you are finished writing conclusion paragraphs. be
‘prepared to read them orally.
PROMPT:
In Leaves of Grass, the poet Walt Whitman asked, “Have you learned the lessons only of
those who admired you, and were tender with you, and stood aside for you? Have you not
leamed great lessons from those who braced themselves against you, and disputed
passage with you?” Use specific evidence from your observation, experience, or reading
to support, challenge, or qualify the validity of Whitman's suggestion that we can learn
“ great lessons” from those who oppose or disagree with us,
(©2012 by Appied Practice Lis, Dalas, TX Al ight reserved
a 2
ASSIGNMENT §: WRITING CONCLUSIONS
INDIVIDUAL PRACTICE
RReler back tothe introduction that you wrote in Assignment 2. fa this assigranent you will write a
conclusion for tha introduction.
PROMPT:
Read the following passage carefully. Use specific evidence from your observation,
experience, or reading to support, challenge, or qualify the validity of Wiesel’s assertion
that its the duty of civilized people to “take sides” and “interfere” without regard to
“national borders and sensitivities” whenever and wherever other human beings are
suffering,
From Nobel Prize Acceptance Speech, 1986, by Elie Wiese!
| swore never tobe silent whenever and wherever human beings endure sufering ad humiliation
‘We mas take sides. Neutrality helps the oppressor, never the victim... . Sometimes we must
Interfere, When human lives are endangered, when human dignity isin jeopardy, national borders
‘and sensitivities become irelevant. Wherever men and women are persecuted because of ther
‘ace, religion, or political views, that place must-—at that moment-—become te center ofthe
universe
(©2012 by Applied Practice, i, Dallas, TX. Alighis reserved. ASSIGNMENT 6: WRITING INTRODUCTIONS AND CONCLUSIONS
ASSESSMENT
Write an inveduction and conclusion in response to the ellowing prompt
PROMPT:
Read the following quote by Mark Twain, Use specific evidence from your observation,
‘experience, or reading to support, challenge, or qualify the validity of Twain's statement.
By Mark Twain
A lie con travel halfway around the world while the truth
(©2012 by Applied Practice, Lis, Dallas, 7X Al ghis reserved ASSIGNMENT 7: ADDITIONAL PRACTICE,
ite an introduction and a conclusion in espanse to the following prompt.
PROMPT:
The following passage is from The Crisis, No.1. by Thomas Paine, an essay which was
distributed to the people in pamphlet form during the Revolutionary War. Discuss the
timelessness of these remarks, referring to specific examples from history and/or from
‘your reading or experience.
‘The Crisis, No.1, by Thomas Paine
‘These are the times that try men's souls. The summer soier and the sunshine patriot wil, in this
Criss, shrink from the service of his country; but be that stands it now, deserves the love and
thanks of man and woman. Tyranny, lke hell isnot easily conquered: yet we have this
consolation with us, that the harder the conflict, the more glorious the triumph. What we obtain
{oo cheap, we esteem too lightly: is dearness only that gives everything Is Value. Heaven knows
Inow to puta proper price upon its goods.
(22012 by Apples Pract, Lis, Dali, TX. Al iohisresewe. ADVANCED INTRODUCTIONS AND CONCLUSIONS
‘The standard methods of writing introductions and conclusions that we have covered so
far can be routinely used in essay writing. There are, however, more advanced methods
of writing which involve unifying your writing by weaving a common idea throughout
the entire essay. A thread is begun in the introduction, woven throughout the paper, and
tied neatly together in the conclusion. Following are several explanations and examples
of these types of advanced methods.
SIX ADVANCED METHODS FOR WRITING
INTRODUCTIONS AND CONCLUSIONS
‘The smattering
Extended Metaphors/Epic Similes/Analogies
Allusions
Parallel characters
Paradox
Quotes from the prompt
Statement of theme
The smattering
“On rare occasions, the writer may ‘flood’ the reader with impressions, bits, pieces,
fragments, shards of description, facts. quotes, and notes, and eventually let the reader
piece all these together into one unified whole” (Writing Solutions by Thomas Fensch, p.
61). This technique is a listing of appropriate bits of relevant information about the topic.
Example: "Cannery Row is a poem, a stink, a grating noise, a quality of light” (Cannery
Row by John Steinbeck).
Another example is Herman Melville's description of Benjamin Franklin, “Printer,
postmaster, almanac maker, essayist, chemist, orator, tinker, statesman, humorist.
philosopher, parlor man, political economist, professor of housewifery, ambassador,
‘projector, maxim-monger, herb-doctor, wit: Jack of all trades, master of each, and
mastered by none—the type and genius of the land, Franklin was everything but a poet.”
2. Extended metaphor/epic simile/analogy
‘You learned to use stated metaphors, similes, and analogies in basic introductions; here
‘you will learn to write extended metaphors, similes, and analogies which are either stated
‘or implied. This type of introduction allows you to create images within your paper. By
‘weaving a thread throughout the essay, you are able to tie together ideas and thus give
yourself a stronger voice.
EXAMPLE PROMPT:
Discuss Thoreau's purpose in this description of the battle of the ants and the hetorical
devices he uses to vividly re-create the skirmish for the reader.
(£2012 by Applied Practice, Ld, Dali, TX All igh reserve, From Brute Neighbors from Walden by Henry David Thoreau
(One day when I went out to my wooupile, or rather my ple of stumps, Tobserved swe large ans,
the one red, the ether much lager. nerly half an inch long. and black, Ferely contending with
cone another. Having once got hold they never lt go, but stugaled and wrestled an rolled onthe
chips incessant. Looking farther, I was surprised to find that the chips were covered with such
combatans, that it was. war between two races of ants, the red always pitted agains the black,
‘and frequerily two red ones to one black...the ground was already strewn with the dead and
«ying, both red and black. I was the only battle that T have ever witnessed, the only batlefield 1
ever trod while the battle was raging... every side they were engegedin deadly combat yet
‘without any noise that I could hear..1 watched a coupe that were fst locked in each other's
embraces. prepared to fight til the sun went down, or life went out. The smaller red champion
had fastened himself ikea vise to his adversary’ fron, ad through al the tumbling on that
field never for an instant ceased to graw at one of his feelers near the root..while the stronger
‘black one dashed him from side to side, and 2 I saw on looking nearer, had already divested him
of several of his members. They fought wth more pertinacity than bulldogs. Nether manifested
the leas disposition to retreat. twas evident that their bate exy was “Conqueror die” In the
meantime there came a single re anton the hillside of ths valley...}e saw this unequal combat
from afar—for the blacks were nearly twice the size ofthe red—he drew near with rapid pace til
he stood on his guard within half an neh ofthe combatants; then, watching his opportunity he
sprang upon the black wartior, and commenced his operations near the root of his ight foreleg,
leaving the foe to select among his own member; an so there were three united fr life...
should not have wondered by this time to find that they had thee respective musical
bands .playing...o excite the slow and cheer the dying combatants I was myself excited
somewhat even as if they had been men. The more you think of it, the les the difference, And
Certainly there isnot the fight recorded in Concord history..that will beat a moment's
Comparison with this, whether forthe numbers engaged int or fr the patriotism and heroism
displayed,
FOLLOW THE STEPS BELOW:
A. Afier reading and understanding the prompr, think of a comparison
between a character involved in the prompt and something or someone
else, State the comparison as follows:
Is like,
Example: Ants are like warriors
SIMILE: The battle of the ants in this excerpt from Walden is like a battle
between human warriors fighting to the death,
METAPHOR: Thoreau’s battle description of the ants is a microcosm of
fierce combat between warring factions of men fighting to the death.
Incorporate the comparison into your thesis or your introduction: In Bruie
Neighbors from Walden, Thoreau deftly paints the ants as ferocious and as,
deadly as human warriors.
Make a list of possible words associated with the situation (in this
Instance, intense battle, flerce warriors)
(©2012 by Apple Pract, Lid, Dallas, TX. Allright served, battle: barrage, assault, carnage, clash, crusade, onslaught, strife,
havoc, hostility, struggle
fierce: deadly, barbarous, tumultuous, vicfous. brutal, savage. raging,
threatening, venomous, brutish
C. Use these words subtly throughout the essay as nouns, verbs, adjectives,
and possibly adverbs. Try to refrain from drawing a direct comparison;
‘your subtle use of these words is more effective.
D. Save at least one exceptional word for a theme statement or other method
of advanced conclusion,
All
Allusions are quite effective if carefully used. They enhance understanding by comparing
events, characters, or situations to more familiar ones from literature or history.
Example: In Speech to the Vinginia Convention, Patrick Henry uses a mythological
allusion: “We are apt to shut our eyes against a painful truth, and listen to the song of that
siren, till she transforms us into beasts." (From Greek mythology. this reference isto the
seductive sirens who could cause havoc to men.)
4, Parallel characters
‘When using parallels to other characters or people, itis important to be consistent and
carry the parallel throughout the paper. Remember, though, if your purpose isto analyze
one particular person, analyze hinvher primarily and simply indicate parallels to another
person to emphasize the character traits of the first one. Do not get off target and spend
{00 much time on the parallel instead of responding to the prompt.
Example: Martin Luther King's advocacy of "civil disobedience” equals that of Henry
David Thoreau; or perhaps King’s zeal for human rights even surpasses Thoreau's.
‘Also: Henry David Thoreau, the Martin Luther King of his time, promoted “civil
disobedience” when he spent a night in jail in defiance of what he considered an unfair
tax,
5. Paradox
‘Often a paradox may be easily identified by looking for phrases which seem
contradictory but are actually true. This isa difficult device to master, but with practice,
can be quite effective
Example: “Feeling guilty is nothing to feel guilty about. Yes, guilt can be the excess
(©2012 by Apped Practice, Dols, TX AF ahs reserved baggage that keeps us paralyzed unless we dump it. But is can also be the engine that
fuels us.” (from Putting in a Good Word for Guilt by Ellen Goodman)
6 from
Read the passage addressed in the prompt carefully, underlining important words and/or
phrases, Pre-write in response to the prompt. If the passage contains specific words
and/or phrases which exemplify the author's tone, theme, or purpose in an emphatic,
pethaps even dramatic way. consider doing the following: incorporate (embed) these
‘quotes into your introduction and possibly into the rest of your essay. This technique
requires that you choose very carefully. Use this device only if you truly understand the
passage and the significance of the selected words.
“This differs from a Smattering because this technique is not a list and it can be used
throughout the essay and not only in the introduction,
‘L Statement of theme
‘The theme is a statement of an abstract concept which is made concrete through the
literature itself. Themes do not moralize or preach; they make observations about life.
‘Themes are statements that are universal—they usually apply to any culture or period of
time. They are central insights, generalizations, or truths which are always stated in a
complete sentence (or sentences), Themes are not simply quips such as “life is tough,”
and they not do they use absolutes like “all” or “everyone;” instead they use qualifiers
such as “often” or ‘some.
(©2012 by Apped Piece, Li, Dai, TX All gh reserved EXAMPLE PROMPT:
This excerpt is the last paragraph of Abraham Lincoln's Second Inaugural Address. In a
well-organized essay explain how Lincoln's purpose is still relevant today.
From Second Inaugural Address by Abraham Lincoln
‘With malice toward none, with charity forall, with firmness inthe right as God gives us to see the
tight, let us strive on to finish the work we are in to bind up the nation's wounds, to car for him
who shall have borne the battle and for his widow and his orphan, to do all which may achieve and
cherish a just and lasting peace among ourselves and with all nations.
Following are examples of each type of advanced introduction and conclusion written in
response to the prompt. Read carefully because they are models for your assignments. It
may help you to complete the Pre-Writing Worksheet each time in this unit before you
write any of the assigned introductions.
Note: In the examples below, the thread tying the essay together uses the same technique
in both the introduction and conclusion; however, you may use a different combination of
introduction and conclusion methods if you prefer.
(©2012 by Apoied Practoe is, Dallas, TX. Al gts reserved PRE-WRITING WORKSHEET
1. Read the prompt carefully.
2. What does the prompt ask you to do?
to vi
3. What assertion can you make as a response to the prompt? This is the assertion you
will be presenting in your introduction,
Lincoln's speech is timeless because itreflects the problems and desires not just
cof one age, but of all civilization,
(22012 by Applied Practice, Lid, Dale, TX. Al ight reserved ADVANCED INTRODUCTION AND CONCLUSION EXAMPLES
1. The smattering
INTRODUCTION:
“Malice toward none charity for all... firmness in the right... bind up the nation’s
‘wounds ... care for him cherish a just and lasting peace ....’ Lincoln's words reflect
his desire to pull the nation together after the devastating Civil War. But these words
have remained relevant through time—from wars to financial crises to disease to natural
e
(©2012 by Apped Proce, Lt, Dal, TX Al igs resorved, PARAGRAPH 1
‘TOPIC SENTENCE:
MAJOR POINT 1:
ELABORATION |:
ELABORATION 2:
MAJOR POINT 2:
ELABORATION 1:
ELABORATION 2:
CONCLUDING SENTENCE:
PARAGRAPH 2
‘TOPIC SENTENCE:
MAJOR POINT 1
ELABORATION 1:
ELABORATION 2:
‘MAJOR POINT 2:
ELABORATION 1
ELABORATION 2:
‘CONCLUDING SENTENCE:
‘©2012 by Applied Praston, id, Dallas, TX Al ight resend.
6 ASSIGNMENT 12: WEAVING
GROUP PRACTICE
Workin groups to write two paragraphs in response tothe following prompt
PROMPT:
In this speech, Mohandas (“Mahatma”) Gandhi urges his fellow Indians to pass a
resolution declaring that the British should leave India and that the country should be
independent, Read the passage and discuss how Gandhi reveals his attitude through
thetorical strategies such as diction and syntax.
From the “Quit India" Speech by Mahatma Gandhi, 1942
Before you discuss the resolution, Jt me place before you one or two things, I want you to
understand wo things very clearly and to conser them from the same point of view from which I
am placing them before you. Iask you to consider it from my polnt of view, because if you
approve of it, you willbe enjoined to carry out all say. It wl be a great responsiblity. There are
people who ask me whether am the same man that I was in 1920, or whether there has been any
change in me. You ae right in asking that question,
Let me, however, hasten to assure that I am the same Candhi as I was in 1920. Ihave not
‘changed in any fundamental respect. [attach the same importance to non-violence tha I dd then.
{at all, my emphasis on it has grown stronger. There is no real contradiction between the present
resolution and my previous wrtings and utterances,
‘Occasions like the present do not occur in everybody's and but rarely in anybody's Life. 1 want
{you to know ard feel that there is nothing but purest Ahimsa* in all that lam saying and doing
{oday. The draft resolution ofthe Working Committee is based on Ahimsa: the contemplated
strugale similarly has its roots in Ahimsa. If, therefore, there is any among you who has lost faith
Jn Ahimsa or is wearied of i, let him not vote for this resolution.
Let me explain my position clearly. God has vouchsafed to mea priceless gift in the weapon
of Ahimsa. and my Ahimsa are on our tral today. If in the present criss, then the earth s being
scorched by the lames of Himsa* and erying for deliverance, I filed to make use of the God
ven talent, God will not forgive me and J shall be judged [unworthy of the great gift. | mast act
ow. I may not hesitate ane merely look on, when Russia and China are threatened
believe that in te history of the world, there has not been a more genuinely democratic
struggle for freedom than ours. ead Caryle's French Revolution while I was in prison, and
Pandit Jawaaral has told me something abou! the Russian revolution. But itis my conviction that
inasmuch as these struggles were fought with the weapon of violence they failed to realize the
‘democratic ieal. Inthe democracy which Ihave envisaged, a democracy established by non-
violence, there will be equal freedom for al. Everybody will be his ov master tis to join a
strugale for such democracy that T invite you today. Once you realize this you will forget the
Aifferences between the Hindus and Muslims, and think of yourselves as Indans only, engaged in
the common struggle for independence.
“nonviolence; *violence
(62012 by Apled Practice, i, Dalas, TX All igh reserved ASSIGNMENT 13: WEAVING
INDIVIDUAL PRACTICE
‘The following is an individual practice assignment, Write two paragraphs in response othe following
prompt.
PROMPT:
In this excerpt Harris is narrating an adventure on the Mississippi River. Discuss how he
uses rhetorical devices to relate his experience.
From Mississippi Solo by Eddy Harvis
‘The day turned grey and strange. Clouds rolled overhead in wild swirls lke batter in a bowl. I
‘could see the rain storm forming off inthe distance but swisling rapidly toward me lke a dark
‘grey evalanche...The sky above grew serious and advanced in my direction with the speed of a
Turicane,
-The leading edge of the storm came and the frst sprinkles passed over like army scouts. The
urge to get into che trees came on me quite suddenly and..withoutthought...No sooner ad I
‘ducked into the trees than the sky split open with aloud erash and a splinter crackle of lightning
‘The ips ofthe trees bent way over...ranches fell. Rains came and poured down buckets ful
| maneuvered the canoe as bes I could Inthe wind and rushing water... esched out for the
sturdies ree I could get my arms around and [held on...The Canoe was twisted about and water
poured over the side. The rain was heavier than any I had ever been in or seen before,
was drenched and the canoe was filing up quickly...1the wind kept up strong and the rain kept
spilling int the canoe, I would sink. But Twas not worie...n fact | enjoyed the Feling of the
‘ater al around me and on me, enveloping me like 2 cocoon... was one with this river and
nothing could happen to me,
(©2012 by Applied Pracice i, Dates, TX Al igts resowed,
er ASSIGNMENT 14: WEAVING
INDIVIDUAL PRACTICE
‘The following i an individual practice assignment. Write two paragraph in response tothe following
prompt
PROMBT:
‘Sometimes in literature we meet a character who touches us in a memorable way. Read
the following passage as it offers insight into a particular character. Identify Alan's
dominant characteristics, and then discuss the stylistic devices which Williams uses to
convey those characteristics.
From The Village Watchman by Terry Tempest Williams
‘Alan was not normal... His emotions were not measured, his curlosity not briled. In sens, he
vas wil like a mustang in the desert and, Ike most wid hors, he was eventually rounded up,
He was unpredictable. He created his own rules and they changed from moment to moment. Alan
‘was twelve yeas old, hyperactive, mischievous, easily frstated, and unable to lear in traditional
‘ways, The situation was intensified by his stizures. Suddenly, without warning, he would stiffen
like a rake, fll forward and crash tothe arcund,hiting his heed. My grandparents could not keep
Jnlm home any longer, They needed professional guidance and help. In 1957 they reluctantly
placed their youngest child in an institution for handicapped children.
‘Alan was ten years my senior. In my mind, growing up. he was mythic. Everything [was taught
not io do, Alan did. We were taught to be polite, to not express displeasure orange in public,
‘Alan was sheer, physical expression. Whatever was on his mind was vocalized and usually
punctuated with colorful speech. We would go bowling as a family on Sundays... When it was
‘Alan's tur, it was an event. Nothing subtle His style was Herculean. Big man. Big ball Big rol,
Big bang, Whether It was a strike ora gutter, he clapped his hand, spun around inthe flor,
slapped his thighs and cred, "..did you see that one? Send me another ball, sweet Jesus!” And the
ball was always returned
(©2012 by Applied Pract, Lid, Daas, TX. Alghs reserves ASSIGNMENT 15: WEAVING
ASSESSMENT
‘Write two paragraphs in response o the prompt
PROMPT:
Read the following passage carefully. This is from a Fourth of July speech by the Black
abolitionist and former slave Frederick Douglass. He was invited to make this speech in
Rochester, New York, in 1852, well before the Civil War. Identify two tones Douglass
uses in his speech, and discuss his use of syntax and imagery in this moral reproach to the
nation.
The Cansc
ence of the Nation Must Be Roused by Frederick Douglass
Fellow citizens, pardon me, allow me to ask, why am I called upon to speak here today? What
have I or those I represent, to do with your national independence? Arc the great principles of
politcal freedom and of natural justice, embodied in the Declaration of Independence, extended to
us? And aml, therefore, called upon to bring our humble offering tothe national altar, and to
confess the benefits and express devout gratitude forthe blessings resulting from your
independence to ux?
‘Would to God, both for your sakes and ours, that an affirmative answer could be truthfully
returned to these questlons,
But such isnot the state ofthe case. Tsay t witha sad sense ofthe disparity between us. am not
Included within the pale of this glorious anniversary! Your high independence only reveals the
Immeasurabl distance between us. The blessings in which you. this day, rejoice are not enjoyed
in common. The rich inheritance of justice iberty, prosperity, and indepencence bequeathed by
‘your fathers is shared by you, not by me. The sunlight that brought light and healing ta you has
brought stripes and death to me. This Fourth of July is yous, not mine. You may rejoice, | must
‘mourn. To drag a man in fetters into the grand fluminated temple of liberty, and call upoa him to
join you in joyous anthems, were inhuman mockery ad sacrilegious irony.
Fellow citizens, above your national, tumultuous joy, hear the mournful wail of millions! Whose
chains, heavy and grioVous yesterday, are, today, rendered more intolerable by the jubllee shouts
that reach them. IFT do forget, if do not faithfully remember those bleeding children of sorrow
{his day, “may my eight hand forget her cunning, and may my tongue cleave othe oof of my
mouth!” To forget them, to pass lightly over thelr wrongs, and to chime i withthe popular theme
would be teason mest scandalous and shocking, and would make me a reproach before God and
the world. My subject, then, fellow citizens, is American slavery. I shall see this day and Js
popular characteristics from the slave's point of view. Standing there identified with the American
bondman, making his wrongs mine, 1 do not hesitate o declare with all my sou thatthe character
and conduct ofthis nation never looked blacker to me than on this Fourth of july! Whether we
‘win to the declarations ofthe pastor tothe professions ofthe present, the conduc of the nation
seems equally hideous and revolting. America is false tothe past, false to the present, and
solemnly binds herself tobe false tothe future. Standing with God and the crished and bleeding
slave on this occasion, Iwill, in the name of humanity which fs outrage, in the name of libecty
‘which is fetered, in the name of the Constitution and the Bible which ae disregarded and
‘sampled upon, dare to call in question and to denounce, wth all the emphasis I ean command,
everything that serves to perpetuate slavery—the great sin and shame of Americal
(©2012 by Apia rast, id, Daa, TX, ights reserved ASSIGNMENT 16: ADDITIONAL ASSIGNMENT
“The following is a group practice assignment. Complete Part individually. Then trade papers with a
‘partner and complete Part Il.
PARTI:
Consider a memorable experience that you or someone you know has had, perhaps as a
‘young child or even something recent. Then write a passage in which you narrate this,
Story, recreating the experience for the reader. You should use a combination of elements
(two or more) to support your story and (o make it vivid and interesting. Choose from
diction, detail, figurative language, imagery, or syntax. The story may be humorous, or
sad, or frightening, etc., and you should try to make it “come alive” for the reader.
Remember that this is your story, and the story should tell the reader about you. It should
be written in your voice.
‘Someone will be analyzing your passage. so you need to offer sufficient information
about which that person can write, and you need io make your use of elements apparent,
PART IL
‘You will be analyzing an “experience passage” written by another student, Identify and
discuss how this student uses the elements of language to recreate this experience for the
reader. First complete @ Pre-Writing Worksheet, and then write two analysis paragraphs.
(©2012 by Apples Practica, id, Dallas, TX Al ighsresaved, ASSIGNMENT 17: ADDITIONAL ASSIGNMENT
The following is a group practice assignment. Complete Part Individually. Then trade papers with a
‘partner and complete Part I
PARTI
‘Think of a person that you know who has been memorable for you. The person might be
humorous or brave or admirable for some reason. Or the person may be memorable for
his/her faults. Then write a passage in which you discuss this person, painting for the
reader his/her character so that the reader may have an understanding of the character
viewed through your eyes. You shiould use combination of elements (two or more) to
