Sheehy English 9

Your second article for your book project falls under the cluster called “Character.” One way I find it easy to evaluate a character is to put that character into a new setting and to decide how that character would fit in. The new setting forces me to acknowledge their character traits and to consider how they might play out in different situations.

That is why I like to assign this particular writing challenge, where you pretend one of your characters is a student here at Central and decide how that character would fit in.

I’d like you to consider a main character in your book – a round character, which, you’ll remember, is many sided and has both faults and virtues revealed. While I realize many of your characters are adults, do not let that stop you. Simply pretend that they are your age (but with all the same characteristics they have in the story).

Then, pretend your character has now begun to attend Central High School. Please describe to me what she would be like if she were here at Central. With whom would she be friends? What would she be like in class? What would your reaction towards her be? Consider everything you can and paint a picture for me of what your character would look like as a student in our class.

As you write, remember to reference the story. That is, if you say your character would be a loud-mouthed class clown, defend your claim with an incident or detail in the story that makes you confident you’re right. Also, realize that many of your characters are dynamic – you may want to reference their changes in your character sketch.

Please write your entry to be, minimum, 300 words in length.

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Attribution:

Original image: ‘Student in Class‘ by: foundphotoslj

Another weekly podcast, this time lending an open metaphor. I invite you to lend me the other end of it . . .

• Teacher Talk 3

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Attribution:

Original image: ‘The Silvas’ Christmas Tree I‘ by: Anderson Silva

Music: Kcentric’s Roaches (Keep It Down) By: Abhi S.V. Retrieved on November 30, 2007

The first assignment for you to complete as you read your book is to predict what you think will happen. In one sense, predicting is an easy thing to do, since it’s hard to be criticized for being wrong when you’re trying to predict the future. Who among us can predict the future with confidence?

In another sense, though, it’s not that easy, because you want to predict well, to make logical sense; you want to predict the future based on what you know from the present, not separate from it. If a weatherman came on TV and told us it was going to be 98 degrees tomorrow (Dec. 15), we wouldn’t believe him unless he could explain what he’s seeing in the present that makes him think it will be so hot. Or, to jump into the sports world, if an ESPN analyst predicts that BHSU is going to win the NCAA Tournament in March, we’d think he was a looney who should be fired, because his prediction ignores the current information that suggests otherwise.

All that said, how do you make your predictions legitimate, and how do you stretch them out to 250 words? The key is to base your predictions off what you know so far. You’ve read a quarter of your book, so explain what you know, and then project from there.

There are two basic ways to organize your article. One is to say, “These are some key things that have happened so far” and list them. Then, having said those things, you transition to a batch of predictions: “Having said those things, this is therefore what I think will happen.”

Another way to organize this article is to explain and predict one element at a time. This would be like saying, “Here is one detail I’ve read so far, and here is what I predict will happen, given that detail.” From there, you move to the next detail, and so on: “Here is another detail I’ve read, and what I think will occur based on that detail.”

Still having trouble understanding how to arrange it? Maybe this diagram of those two ways of writing will help you.

One important tip I want to mention is that you do not want to over explain what you know and end up summarizing everything you’ve read for us. That’s boring for us to read, especially for the people in your group who have read the same thing and are well aware of what happened. The point of your article is to predict, not summarize. I would think that around half your article should be devoted to predictions and not explanation of plot events that have happened.

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Attribution:

Original image: ‘And We Have A Fast Moving Front Of Funky Grooves Approaching The East Coast…‘  by: Alex Erde

Original image: ‘let-me-out!‘  by: Esther Simpson

Now that you’ve read “The Necklace” and discussed its irony, I’d like you to consider the main character in the story, Mathilde Loisel. While I realize she is an adult, I’d like you to pretend that she is your age (but with all the same characteristics she has in the story). Further, pretend she has now begun to attend Central High School. Please describe to me what she would be like if she were here at Central. With whom would she be friends? What would she be like in class? What would your reaction towards her be? Consider everything you can and paint a picture for me of what Madame Loisel would look like as a student in our class.
As you write, remember to reference the story. That is, if you say she’d be a loud-mouthed class clown, defend your claim with an incident or detail in the story that makes you confident you’re right. Also, don’t forget that Madame Loisel was a dynamic character – you may want to reference her change in your character sketch.

Please write your entry to be, minimum, 250 words in length.

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Attribution:

Original image: ‘something I didn’t leave in a hotel!‘ by: Marta Crowe

Another weekly podcast, this time wondering about expectations.

• Weekly Gab 2

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Attribution:

Original image: ‘Elements of Light‘ by: Fort Photo

Music: Kcentric’s Roaches (Keep It Down) By: Abhi S.V. Retrieved from: http://ccmixter.org/media/files/abhisv/12675 on November 30, 2007