1. Introduction PowerPoint Welcome to Ms. Carmichael’s English 4 Class

2. YOU know YOU best   The real world is calling…   College Applications   Interview   Scholarship applications   Job interviews

3. Articulate you!   Introduce yourself and make it memorable!   Be unique but professional   Always remember your audience   Who is your audience?

4. Marker Color Denotes Introduction Strategy! If I could be…   Red: Any piece of furniture I would be _____________ because…   Orange: A car I would be _____________ because…   Green: A color I would be _____________ because…   Purple: An office supply I would be _____________ because…   Pink: A celebrity I would be _____________ because…   Black: A flower/plant I would be _____________ because…   Blue: A food I would be _____________ because…

5. Articulate you!   Introduce yourself and make it memorable!   Be unique but professional   Always remember your audience

6. Write on your folder…   My name is________________ & if I could be any ______________ I would be ______________ because…. Be prepared to share

7. Example   My name is Ms. Carmichael and if I could be any office supply I would be a staple because I hold things together and I keep everything organized.

8. Articulate you!   Depth helps people to know you better too   On your folder, answer the following questions…

9. Articulate you!   What is your greatest STRENGTH?   What is your greatest WEAKNESS?   If you could only complete ONE more task in your life, what would it be? Explain.

10. Articulate you!   What is your greatest STRENGTH?   Organization   What is your greatest WEAKNESS?   Flexibility   If you could only complete ONE more task in your life, what would it be? Explain.   Publish my book because it would be a shame to have completed writing it for naught.

11. Establishing a Purpose Goals

12. What is a goal?  the end toward which effort is directed end effort  the end toward which effort is directed Effort

13. Why is it important to have goals? Purpose!

14. Effective purpose  Setting Effective Goals  First, you must create your “big picture”—what do you want to do with your life?  What you want to achieve in your lifetime—or at least in the next 15-20 years.  perspective  where and what you need to do.

15. Categories Artistic Do you want to achieve any artistic goals? If so, what? Attitude Is any part of your mindset holding you back? Is there any part of the way that you behave that upsets you? If so, set a goal to improve your behavior or find a solution to the problem. Career What level do you want to reach in your career?

16. Categories Education Is there any knowledge you want to acquire in particular? What information and skills will you need to achieve other goals? Family Do you want to be a parent? If so, how are you going to be a good parent? Financial How much do you want to earn by what stage?

17. Categories Physical Are there any athletic goals you want to achieve, or do you want good health deep into old age? What steps are you going to take to achieve this? Entertainment How do you want to enjoy yourself? - You should ensure that some of your life is for you! Public service Do you want to make the world a better place? If so, how?

18. What is your day, week, month, year, life’s purpose?  What are some goals that you have?  Make a list. Your list must have at least 20 life time goals. They can be short term (Get into college) or long term (go skydiving over Fiji). Really put some thought into your list.

19. Examples  Bad example: “I want to be rich.”  Good example: “I want to generate $100,000 in passive income within 5 years from this date.”  Bad example: “I am going to do my homework.”  Good example: “I am going to finish my homework by 8pm each night and I’ll achieve this deadline by spending one hour on each subject.”

20. Obstacles  Distractions  Decisions  Knowing what’s right vs. what’s wrong  Handbook  Honor Code

21. What might prevent you from completing your goals this year?

22. Zig Ziglar   “I don’t care how much power, brilliance or energy you have, if you don’t harness it and focus it on a specific target and hold it there, you’re never going to accomplish as much as your ability warrants.”

23. Writing and Your Career   Page 3 Writing Handbook How might writing help you in YOUR future career?

24. Goals need Direction Career Research:: How do I become a _________?

25. Career Research https://www1.cfnc.org/Plan/For_A_C areer/Explore_Careers/Explore_Car eers.aspx (20 points)

26. Education  -What would your major be in school?  -How many years would you be in school?  -What type of school would you need to attend?

27. One Technical School/University that offers this program

28. Outlook   -What would you be paid?   -Is the job field growing or declining?   -What is the stress level involved in the career?   -Where would I have to live to be successful in this career?

29. Real Life Activity Answers *you may need a separate sheet

30. How suitable am I for this profession? Explain

31. What would a school/employer want to know about me to see I am right for these careers?

32. Audience, Purpose, Mode Page 5 Writing handbook

33. Your audience is simple to determine. Essentially, you ask yourself: to whom am I writing? Academic Audiences vs.Non-Academic Audiences

34. Identify the audience for the following types of writing— Be Specific 1. The New York Times- Americans—What type of Americans? -New Yorkers -Educated -Businesspersons -Liberals 2. The New Yorker 3. An Agatha Christie novel 4. Beowulf 5. A Presidential Speech 6. A Letter to the Editor 7. A Letter to the Principal 8. A School Newspaper 9. Night 10. An Instruction Manual

35. Mode:The main purpose of this mode is… Sub-Modes Narrative Writing: -relates a personal experience -tells a story based on a real or imagined events. -culminates in theme Personal Narrative Narrative Fiction Expository Writing: -gives information -explains something -clarifies a process -defines a concept Compare and Contrast Division Classification Exemplification Definition Reaction Persuasive Writing: -attempts to convince the reader of something -based on a topic that is limited, debatable, and meaningful. Argumentative Writing Descriptive Writing: -describes an object, place, or person -helps reader visualize description To entertain or to explain/teach or to reflect To inform To persuade To explain/teach or to reflect

36. Building A Resume Skills for the 21 st Century

37. What is a Resume?  A Summary  A List of Accomplishments  A Biographical Sketch

38. Resumes…   Audience   Career/job specific—choose one that you researched   What would a school/employer want to know about me to see I am right for these careers?   Mode   Narrative?   Expository?   Persuasive?   Descriptive?   Purpose   Clearly stated in the objective

39. A Good Resume  Uses POWER VERBS (writing handbook!)  Has PARALLEL structure (writing handbook!)  Is unique to the individual  Has a stated objective.  Is concise.  Is Typed

40. No work Experience?  That’s okay!  Include as many interests and school activities as you can. Make sure you really highlight your positive attributes

41. How is this practical?  Valuable skills  Economic struggles  Competitive job market

42. Personal Essay 250 words

43. What can you carry?  Brainstorm: make a list of all the things you can carry—think both literally and figuratively. You have to have at the very LEAST 15 things on your list, but you should brainstorm for 3 minutes without talking to anyone—only writing.

44. Characterization  Direct Characterization: when the narrator describes a character directly and tells us his/her qualities. Examples?  Indirect Characterization: when the author does not tell us what the character is like. We learn about the character from his speech and actions and dealings with other characters.

45. How do these things Characterize people? Indirectly? Directly?

46. The Things they Carried Tim O’Brien

47. Character Case study  Character’s name:  What does the character carry?  How does the object indirectly characterize this character? What does it tell us about him?

48. Indirectly Characterize yourself  Let’s look at the sample… For more than ten years I have carried “Forever” in my wallet. While literally I only carry a worn pink piece of eight by ten paper with faded black ink that whispers the song by the Beach Boys in my mind, what I really carry is a promise. The room is colder than I remember. I can hear the air working overtime trying to maintain the temperature while the heat intensifies outside. I sit in the simple, black rubber chair staring at my hands and wondering if I made a mistake. The tiny gift box sits beside me and I feel the nervous butterflies tap-dancing in my stomach. When he walks in, I can’t help but smile. He sits down next to me and says three words, but not the three you might expect. He says, “I’ll remember forever.” I hand him the box and thank him, while trying to fight back the tears and he barely has time to grasp it before we are interrupted by a flood of people and I walk away feeling the loss acutely. The card, a thank you for the tiny box, is waiting for me in my cubbyhole the next day, and as the pink slip of eight by ten paper flutters out I know I’ll remember forever too. Occasionally, I will unfold this promise and slowly trace the worn creases of the paper and remember a time of innocence, love, and excitement. I will remember who I was, who I am and who I want to become and I will whisper a prayer for the human race to hold onto the gift of promise forever like I do. Let’s look at you… What does this tell you about the writer? How does this SHOW you rather than TELL you about the person?

49. Pg 217: Give specific examples to support your answers.  Who is this person?  What would they have to share about their life?  Why would they want to share their life?  When did they live?  How did they live?

50. Essay choice # 1  You have just completed your 300-page autobiography. Please submit page 217.  You can start from what you know now OR  You can pretend you are at the end of your life and looking back

51. Essay choice # 2  Think about something you never did in high school but wish you had. Discuss why you didn’t do this, why you wish you had, and what you think/hope the difference would have been.  Audience  Purpose  What it says about you and your goals!

52. Essay Choice # 3  Discuss some issue of personal, local, national, or international concern and its importance to you. you

53. U-C Berkeley Forced to Abandon Genetic Testing for New Students  What are the implications of this?  What are some positives? Negatives?  How could this affect YOU if YOU were asked to do this?  How do YOU feel about genetic testing? Cloning? Genetic research?  Why do you feel this way?

54. Goofing Off DrugsLaziness Skipping Jail Work Friends Not doing assignments Senioritis Sickness Family Feeling Discouraged ME Distractions apathy Teachers Finances DeathFighting Procrastination Tough classes So… Why is it important to practice self reflection?

55. SHOW don’t Tell Page (Writing Handbook)

56. Writing Handbook Page  Step 1: Read the two paragraphs.  Step 2: Identify the major differences b/t the two by creating a T chart.  Step 3: form an opinion  Decide which is better  Have a SPECIFIC example to back up your response

57. Writing Handbook Page  Linking verb  Passive  Connect the subject of the verb to additional information about the subject (see pg. 11)  Helping verb  Passive  help the main verb in a sentence by extending the meaning of the verb  Action verb  Active!  Show that the subject is doing something, not just existing. Keila is a shopaholic. Ising isn't something that Keila can do. Is connects the subject, Keila, to additional information about her, that she will soon have a huge credit card bill to pay. We are running in a race. What is the helping verb here? Notice that many helping verbs can also be linking verbs… Jackie ran a race last weekend What is the action verb here? Notice that action verbs help you be more concise

58. Action verbs SHOW rather than TELL.  The man is a monster.  Does this show or tell?  Not very vivid…in fact it’s dull.  So…change it to action to show he is a monster. The man ripped off the sheep’s head and ate the eyeballs with a sickening squishy crunch.

59. List at least 4 action verbs you can use in your essay  Turn your list in  Remember the rough draft is due tomorrow!!!

60. Group work The best essays…

61. Step I: individual work  Read the each essay to yourself and write your opinion about the writing and style in the boxes below.

62. Step II: Individual work  CIRCLE ALL THE ACTION VERBS IN EACH ESSAY

63. Step III: Group work  Discuss with your group the pros and cons of each essay and compile two separate pro/con lists.

64. Step IV: Group Work  Decide in your group which of the two applicants you would accept to your university (you may only choose one) and back up your response using examples form the essay and the advice given to you.

65. Step V: Individual Work  Draft the acceptance letter to the student and cite something from their essay that led you to the decision.