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7/5/17: ENGL120

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LaTasha Jones

on 6 July 2017

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Transcript of 7/5/17: ENGL120

1. Introductions
2. Index Cards
3. Syllabus Review
4. Canvas Review
5. Intro to CWC
6. Intro to Literary Elements
7. Analyzing Texts
8. Arguing a Position
9. Intro to CRT and Reader Response Theory
10. In-Class Writing #1
• Read, discuss, and respond to "A Note to Young Immigrants" by Mitali Perkins (pgs486-488)

11. Reading(s) for next class
First Day
Syllabus Review
hellos + welcomes
Who am I?
Wednesday - 7.5.2017
English 120 - Composition II
Who are you?
Fill out index cards
preferred name
permission for photos + videos for social media and dept website: y/n
local address
email address
phone number
texts: y/n
major/intended major
name | where are you from | major/program | something interesting about you

next class
#1) "Post-Bellum and Pre-Harlem"
#2) "The Goophered Grapevine"

Ch 1: Overview of an Argument
Ch 2: Argument as Inquiry
Ch 8: Analyzing Arguments Rhetorically
Grammar, Editing, and Proofreading (handout 1 – pdf on Canvas)
APA Formatting - Purdue OWL https://owl.english.purdue.edu/owl/resource/560/01/

Pay attention to Canvas and school email!
Ms. Jones
Canvas Review
Analyzing Texts and Arguing a Position
Critical Race Theory and Reader Response Theory
In-Class Writing #1

"A Note to Young Immigrants" by Mitali Perkins (pgs486-488)

Who is the intended audience?
What is the author's purpose?
Through what lens (perspective) is the author writing?
How would you characterize the tone and content?

How does the media give us insight into other cultures, yet also create perceptions that may distance us from truly understanding the lived experience of someone from that culture?

What activities or privileges do citizens of the United States take for granted that might be difficult or impossible for undocumented immigrants or their children?
be a (reading) quiz next class!
Charles W. Chesnutt Background + Overview
1858 - 1932
The Reconstruction (1863-1877):
the process of rebuilding the South
• Chesnutt's literary works are centered around social issues…racism in particular

• This is mainly due to the environment and experiences in his Chesnutt's life

• Chesnutt was born two years before the Civil War, grew up in a turbulent sociopolitical atmosphere, and experienced the futile attempts of Reconstruction of Southern states

Born 1858 in Cleveland Ohio the eldest child of Andrew Jackson Chesnutt and Anne Maria Sampson, free Black North Carolina natives

• Chesnutt is considered to be America's first great Black novelist

• Tense and tumultuous environment greatly impacted his literary works

o reveal the harsh world of prejudice and social indifference in the late 19th and early 20th centuries

Chesnutt’s father, Andrew Jackson Chesnutt, was a product of union between Waddell Cade, a prosperous slaveholding farmer and Ann Chesnutt, his mistress and later his housekeeper.

o Chesnutt’s mother also descended from a free multi-racial Fayetteville family

o His family heritage gave him the features that barely distinguished him from white people, but determined his social status as lower than that of the white Americans

o Charles Chesnutt was self reportedly 'seven-eighths white' and could have easily passed for white. Instead, he chose to identify with his Black American heritage and wrote short stories and novels about race in America.
Elements of
Literature + Fiction
• To get the most out of literature, you must be aware of several elements in fiction and know how to make inferences.
o Inferences — to read “between the lines.” An inference is a message that comes across but is not directly stated by the author. You must draw conclusions based on the information given. Writers of fiction often show what they mean while writers of non-fiction directly state what they mean.

o Characters — people and animals in a story. Examine each character for his or her own unique qualities, behavior, needs, and values.

o Setting — the time and place of a story. What impact does it have on the plot of the story?

o Plot — the series of events that happen in the story. Make sure you understand the most important events.

o Theme — the idea or point of view expressed throughout. It unifies the work.
o Conflict — the main struggle between opposing forces. The conflict can be (1) internal, i.e. within a character; (2) between two or more characters, or (3) between one or more characters and some force in the environment.

o Climax — the final turning point in the story when the action changes course and begins to resolve itself. Sometimes the character may solve the problem in his or her mind.

o Narrator — the person telling the story. Be alert to the tone of the narrator and how it influences your perception of the story.

o Figures of Speech — expressions in which words are used to mean something other than what they usually do. For example, “Life is like a broken-winged bird that cannot fly.” This is a line from the Langston Hughes poem entitled “Dreams.” What is he trying to say about life?
Major Chesnutt Themes

Attitude toward Old South
Southern culture and norms
Race relations
Mixed-blood identity
Classisim, colorism, racism
Trickster tale
Dialect vs standard English
Slang, ebonics
Southern Gothic
Magic vs realism
Grotesque themes
Exposing social problems
• As you read Chesnutt’s stories and essays, go back and review the elements listed here.
-- See if you can identify each element by citing specifics from the novel.

--Write down that information and be prepared to discuss it in class!
Overview of an
Argument in Context
Not a quarrel or fight

Does not imply anger or hostility

A creative and productive activity

Engage in high levels of inquiry, critical thinking, and rhetorical analysis
Not a Pro-Con Debate (necessarily)
Do not focus on a winning and loosing side

Focus on cooperative thinking and inquiry

Seek truth and present those truths with evidence
Explicit vs Implicit

direct and concrete

support by evidence and reason

use reasoning skills


indirect and abstract

poems, photos, short stories

still states a claim

Defining Features of Arguments
Require justification to support claims
Two or more conflicting assertions
An attempt to resolve a conflict using reason
Clarify and support your assertions
Combination of truth-seeking and persuasion
Do we want the best solution or to win the argument?
Taking responsibility for determining best answer or best solution
Making a reasonable case for claim
Not proving your claim
--what are you trying to do?
best solution/answer -- process of rational inquiry
Full transcript