Understand selected conventions Return Paper 5; record errors 4-5-16 Goals: Understand selected conventions Return Paper 5; record errors Understand key terms on rubric Continue working on Paper 6

Convention for writing about literature: Use present tense. (“The writer says,” not “The writer said.”)

On the eighth and final night of the old man’s life, the protagonist was more patient that ever. He opens a “very, very” little crevice in the lantern. … Once the protagonist has locked eyes with the old man’s vulture eye, the old man’s beating heart starts to enrage the protagonist. It grew “quicker and quicker,” “louder and louder.”

Conventions for writing about anything: Pronouns should have clear antecedents. Pronouns and antecedents should “agree” in case, number, person, and gender.

Pronouns should have clear antecedents. When the ringing started in the murderer’s ears and he began to suffer for what he had done, we are shown an image that is demonic in a way, which makes it scary. Several of the different situations of repetition include examples of how Poe wants the story to drag on, causing suspense. This causes the reader to “look ahead” and think about the situations, to foreshadow what will happen next, thus increasing suspicion. Poe states that the only reason for the mad man killing the old man was because the “vulture eye made [his] blood run cold.” By doing this Poe paints the image that the mad man is truly insane. This adds to the story because insane people are scary due to their unpredictability. A man wishes to kill an old man because he has a vulture eye that he does not want to see.

Personal pronouns, nominative case Possessive pronouns Pronouns and antecedents should “agree” in case, number, person, and gender. Personal pronouns, nominative case Possessive pronouns Person/number Singular Plural 1st person I we 2nd person you 3rd person he, she, it they Person/number Singular Plural 1st person my, mine our, ours 2nd person your, yours 3rd person his, her, hers, its their, theirs Subject: I think, you did, we write, they are Personal pronouns, objective case Reflexive/Intensive pronouns Person/number Singular Plural 1st person me us 2nd person you 3rd person him, her, it them Person/number Singular Plural 1st person myself ourselves 2nd person yourself yourselves 3rd person himself, herself, itself themselves Object: You told me. I gave you the answer. The book belongs to her. I can’t hear you.

Pronouns and antecedents should “agree” in case, number, person, and gender. The reader realizes that they are reading the actions of a murderer. Solution: Make everything plural. Readers realize that they are reading . . . .

Conventions for punctuation: Commas and periods go to the left of quotation marks.

Commas and periods go to the left of quotation marks. The eye of the old man made his “blood run cold”, and because of the old man’s eye, the “eye of a vulture”, the character decides to take the life of the old man. Poe controls the mood in his story, “The Tell-Tale Heart”.

Conventions for punctuation: Use a period or a semicolon between independent clauses. A comma is not enough.

Use a period or a semicolon between independent clauses Use a period or a semicolon between independent clauses. A comma is not enough. The opening sentence contains the word “mad”, this immediately makes the reader draw conclusions about the narrator of the story. The opening sentence contains the word “mad”; this immediately makes the reader draw conclusions about the narrator of the story. The opening sentence contains the word “mad”; this word immediately makes the reader draw conclusions about the narrator of the story. The opening sentence contains the word “mad,” a word which immediately makes the reader draw conclusions about the narrator of the story. The opening sentence contains the word “mad,” a word which immediately makes the reader draw conclusions about the narrator. This is shown many times in the story another example of repetition of a word is when the main character describes how he is sneaking into the old man’s house.

CONTEXT Subject Writer Reader Text Language in general; poetry in particular Subject All of these issues figure in to your score for “Context and Purpose” Special attention: Thesis/topic sentences/evidence Connecting the dots Conventional punctuation, pronouns, & verb tense Written performance; response to a prompt Writer Reader Text Responding to a specific prompt. Writing to demonstrate skills. Reading for evidence of skill mastery. Will give advice & a grade. English class; you are demonstrating certain skills.

Illustrate mastery of subject Convey writer’s understanding Assignment - Using at least two of the [provided] texts …as major sources of evidence, write a three- to four-page paper … in which you show how readers can derive different meanings from the same text. You may use other sources, including other texts that serve as evidence, as well as commentaries on any of the texts, but you must cite those sources according to MLA guidelines and include a "Works Cited" page. Appropriate content Relevant content Compelling content Illustrate mastery of subject Convey writer’s understanding Shape the work -- the 3 poems, commentaries on those poems, your ideas -- texts that illustrate “how readers can derive different meanings” -- texts that do a really good job illustrating “how readers can derive different meanings,” and thorough explanations of how and why readers can derive different meanings from those texts -- show me, through your examples and explanations, that you really know what you’re talking about -- use your own words and ideas, not just those you got from somebody else’s work (such as a commentary) -- organize the paper around the material: clear thesis, topic sentences that relate to the thesis, a logic progression from each paragraph to the next

If this is a love poem, something is wrong If this is a love poem, something is wrong. The poet should praise the beloved’s eyes and lips. One reading: The poet is confused; he’s not following the genre. Another reading: The poet is being ironic; he’s making fun of the genre. Conclusion: The reader’s grasp of irony could affect the reading.

In love poems, the poet dreams of the beloved, longs for the embrace of the beloved, and cries when the beloved is absent. Hence, this stanza looks like it comes from a standard love poem. “Every vow you break” and “Every smile you fake” are not acts that typically draw praise. (Here, one might cite lyrics from a variety of standard love songs or poems.) When love goes too far it can become obsession, which seems to be the case here. “I’ll be watching you” sounds more like a stalker than a lover. “You belong to me” sounds psychopathic, and the line appears at the end of four stanzas, including twice at the end of the final stanza. It’s creepy.

#2: I’ll Make Love to You #6: I Will Always Love You #1: Endless Love

A “sigh” can have different meanings. If it is a sigh of relief, the poet is glad to have taken the road. If it is a sigh of regret, the poet is sad to have taken the road. Hence, the road could have been a very good choice or a very bad one. We know that the choice “made all the difference,” but we have no clue as to what kind of difference – good or bad.

Schedule: 04/05: Return Paper 5; record errors & learn how to avoid them. Work on rubric categories. 04/07: Bring working draft. Work on additional rubric categories. HW – finish a complete draft. (Note: Saturday is Rec Day.) 04/12: Bring complete draft to class for workshop. HW – revise draft and turn in it to turnitin.com. 04/14: Turn in hard copy of Paper 6. Begin work on Paper 7 (i.e., final exam).