Ms. Mo Explanatory Writing

TOPIC  ONE WORD  A SUBJECT CENTRAL TO THE STORY/TEXT  EXAMPLES:  WAR  JEALOUSY  FAMILY  COMING OF AGE EPIPHANIES  STEM CELL RESEARCH  ARTS EDUCATION  WHAT’S REALLY IN THE MCDONALD’S BIG MAC?? THESIS  A SENTENCE!  A MORAL, UNIVERSAL LESSON ABOUT HUMANITY

EXPLAIN HOW AN AUTHOR DEVELOPS A THEME THROUGHOUT A STORY THROUGH (DISCUSS ONE IN LENGTH) SETTING, CENTRAL CONFLICT, OR SYMBOLISM.

DO 1. EXPLAIN 2. (IMPLIED) IDENTIFY 3. DISCUSS AUTHOR’S USE OF WHAT 1. HOW A THEME 2. A CENTRAL THEME! 3. SETTING, CONFLICT, OR SYMBOLISM

BEFORE!  There is a lot of symbolism in the color red, because the Ibis, the blood, and the coffin are all red. AND AFER!!!!!  Hurts uses the symbolism of the color red to reveal __(theme)___.

BEFORE!  There is a lot of symbolism in the color red, because the Ibis, the blood, and the coffin are all red. AND AFER!!!!!  Hurts uses the symbolism of the color red, the coffin, and the scarlet ibis to reveal __(theme)___.

BEFORE!  The scarlet ibis shows that sometimes people can be extremely self centered when it comes to pride. AND AFER!!!!!  The symbol of the scarlet ibis illustrates how self entitlement can lead to extreme devastation.  Note: Check out how the nuanced diction reflects more accurate and focused understanding on the writer’s part and imagery for you the reader!

1. (author’s last name) effectively uses (device) to reveal (theme). 2. The theme, _______________________, is illustrated through (the author)’s use of (device).

Action verbs that paint a more vivid picture!

Adverbs that paint a more vivid picture!

1. Consider the main points you must cover 2. And in what chronological/logical order so that your reader can follow and agree with your conclusion!

What points to cover?  Protagonist’s mixed emotions  disc. Different scenes/points in the story  Doodle’s disability  reader needs to understand WHY protag. Was upset  Protagonist’s initial anticipation/expectations  explains why he struggled so much with D’s disability  Protagonist thought about killing D  reflects extreme frustration and child-like way of dealing with it!  D’s death  disc. The moment the protagonist CHOSE to abandon  Post-death reaction of wailing  reflects his anguish And in what order? Protagonist’s expectations Protagonist’s mixed emotions Protagonist’s regret and anguish

What points to cover?  Protagonist’s mixed emotions  disc. Different scenes/points in the story  Doodle’s disability  reader needs to understand WHY protag. Was upset  Protagonist’s initial anticipation/expectations  explains why he struggled so much with D’s disability  Protagonist thought about killing D  reflects extreme frustration and child-like way of dealing with it!  D’s death  disc. The moment the protagonist CHOSE to abandon  Post-death reaction of wailing  reflects his anguish And in what order? 1. The protagonist’s conflict can be understood by first looking at his expectations and excitement of receiving a little brother. 2. Unfortunately, Doodle becomes an increasing source of aggravation and responsibility and “Brother” finds himself increasingly struggling with mixed emotions. 3. Tragically, by the end of the story, Brother’s mixed emotions culminate into anguish and regret after he makes a poor split-second decision.

What points to cover?  How Brother views D.  How Brother views D differently eventually  Why his views change over time  The consequences of his views changing  death  D’s beauty And in what order? D’s beauty How Brother views D over time The consequences of his negative views

What points to cover?  How Brother views D.  How Brother views D differently eventually  Why his views change over time  The consequences of his views changing  death  D’s beauty And in what order? 1. The protagonist, Doodle, has a beautiful personality behind his crippled appearance. 2. Sadly, the brother is proud and therefore, lacks the ability to accept and see Doodle for who he is versus what he needs to be for Brother’s approval. 3. Based on Brother’s negative view of Doodle, the consequence is death.

 What is a hook?  What is its purpose?  What are some different types of hooks you have learned thus far?

1. Famous quotation The famous U.S. President, John F. Kennedy, once declared, “Ask not what your counry can do for you, but what you can do for your country!!” 2. Thought-provoking questions If you had the power of God to take or give life, would you exercise it? And if so, how? What is love? And are there different kinds of love? 3. Action snapshot Rain pellets danced on the car windowshield, temporarily distracting me – and later, I found out, at an apparently high cost. Except for the blinding light, I really don’t remember what happened next… 4. Over-arching statement To love is to risk. We often blame our parents until we become parents ourselves.

 Anecdote (a powerful snapshot – narrative writing)  Allusion (reference to a historical or literary person, event, or work of art)  Image (requires your imagination and associations)

 Use narrative writing strategies

 The more you read and are exposed to the world, the more examples you will have to pull from.