***ATTENTION 1st/2nd AP/1102: IMPORTANT INSTRUCTIONS/GUIDELINES/OVERVIEW/SOURCES/DUE DATE FOR YOUR FINAL WRITING ASSIGNMENT/ENG1102 FINAL EXAM ESSAY DUE WED. 5/3***

1st/2nd AP LANG/ENG 1102

IMPORTANT FINAL/MAJOR ASSIGNMENT **ABSOLUTELY DUE/FINAL DRAFT SUBMITTED TO ME THURS. 5/9** (or early submission 5/7-5/8):

ENG 1102 FINAL EXAM **DRAFT** PERSONAL ESSAY: 

'SHAPING MY IDENTITY' and/or 'WHO I AM IS MORE THAN A SINGLE STORY'

**Personal/Reflective/Narrative Essay 

*WITH Documented Sources*

AUDIENCE/PURPOSE/CONTEXT and PROMPT FOR/TO YOUR WRITING...

In her 2009 Ted Talk, “The Danger of a Single Story,” Chimamanda Adichie says, “Stories matter. Many stories matter. Stories have been used to dispossess and to malign. But stories can also be used to empower, and to humanize. Stories can break the dignity of a people. But stories can also repair that broken dignity.”  

1) FIRST, recall our watching in class TUES. 4/30 MS. ADICHIE'S TED TALK HERE with the TRANSCRIPT provided under the video (click the link 'TRANSCRIPT' to follow along again and find "quotes" if needed)

Ms. Adichie tells of a time when she believed a single story or narrow/damaging stereotype about another culture as well as her own experience with others seeing and interacting with her through the ideas and stereotypes formed from their single story of Africa.


2) THEN, for this IMPORTANT ENG1102 FINAL EXAM, FULLY-COMPLETED DRAFT ASSIGNMENT, I'd like for you to personally reflect upon your life and the factors that have shaped your identity up to this point. 

Specifically, using Adichie's talk, the resources listed below from our readings this semester, explore how a SINGLE STORY or ANY SPECIFIC ASPECT OR OCCURRENCE IN YOUR LIFE has affected you and your identity formation. In order to do this, please consider the following questions: 

• TO BRAINSTORM IDEAS AND GET STARTED WITH YOUR PERSONAL SINGLE STORY REFLECTION, THINK IN TERMS OF THIS STATEMENT (*note this is a TEMPLATE, so your ideas DO NOT have to look exactly like this!!): "Just because I/I'm _________, people believe [that I am/I should/I have/etc.] ____________."

• When have you felt like others have accepted only a “single story” about you? How did this stereotype affect your own identity or perceptions of self or others? Did this make your stronger and want to fight that stereotype harder?

• How did you/can you change their mind?  

• What is/are the danger[s] in accepting a single story about a person or group?
• HOW DID THIS EVENT OR INSTANCE YOU'VE CHOSEN TO WRITE ABOUT AFFECT WHO YOU ARE/HOW YOUR IDENTITY HAS BEEN FORMED THUS FAR?

**ABOVE ALL, TELL YOUR STORY. REFLECT ON PAPER. PUT YOURSELF AND A DEFENSE OF YOUR IDENTITY AGAINST A SINGLE STORY **OR** HOW YOU'VE BEEN IMPACTED BY WHAT YOU'VE CHOSEN TO WRITE ABOUT ON THE BLANK SHEETS IN FRONT OF YOU.**

3) KNOW THE REQUIRED MLA/CONVENTIONS BASICS/IMPORTANT INFO FOR  COMPLETING THIS ESSAY

• MINIMUM TWO (2) page (+/-600 words) PERSONAL REFLECTIVE ESSAY DRAFT using 1st-person POV (*or 3rd person/see me and we'll talk) describing your experience with the danger[s] of a “single story” that has been 'assumed' for, or created, for you

• TYPED DRAFT, MLA 8th/9th edition, 12pt.-Times New Roman/Calibri font--JUST BE CONSISTENT--with MLA Format (double-spaced, proper headings/header)
• Use at least THREE RESOURCES/SOURCES from those listed below and "BLEND IN text evidence" from each of those sources" with a proper IN-TEXT CITATION AT THE END OF THE SENTENCE (----).

• A Works Cited is expected for this DRAFT, **and YOU'LL BE PROVIDED WITH A "CHEAT SHEET" w/all sources properly documented MLA STYLE, 8th/9th ed.; ***ATTACHED ON THE CLASSROOM TBA....

• **PLEASE READ: When you enter class THURS. 5/9 (FINAL DUE DATE/WILL ALSO TAKE THIS SUBMITTED AS EARLY AS TUES. 5/7 or WED. 5/8), I MUST HAVE YOUR COMPLETED COPY OF THIS FULLY COMPLETED DRAFT SUBMITTED TO THE GOOGLE CLASSROOM ASSIGNMENT I'LL CREATE FOR SUBMITTING THIS ESSAY. *NO HARD/PRINTED COPY OF THIS DRAFT IS REQUIRED.* 
• BEWARE: LATE DRAFTS WILL BE HEAVILY PENALIZED FOR AN ENG1102 FINAL EXAM GRADE.

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4) ADDITIONALLY, MAKE SURE YOUR FULL-DRAFT ESSAY HAS INCORPORATED AT LEAST THREE (3) THE FOLLOWING SOURCES BELOW, CITED MLA STYLE: 

• your draft personal/reflective essay must include a BLENDED "direct quote" excerpt/paraphrase and/or both **ALONG WITH CONTEXT OF HOW/WHY this particular portion/piece fits with your reflection from at least THREE (3) of the following texts we've explored THIS YEAR from the both ENG1101 and 1102:

~Elie Wiesel speech, "1986 Nobel Prize Acceptance Speech" (*paper copy in your binder/supplemental section)

~Victor Herman, the "Prologue" from his autobiography/memoir Coming Out of the Ice: An Unexpected Life of Victor Herman (*paper copy in your binder/JOURNAL #13)

~Tim O'Brien's novel The Things They Carried (*copies in back of room/on shelf)

~Susan Sontag, excerpt/quote from her nonfiction book Regarding the Pain of Others (*paper copy in your binder/JOURNAL #6)

~Chimamanda Ngozi Adichie, TED Talk: "The Danger of a Single Story" (*use the TEDTalk TRANSCRIPT to quote from this)

~Sir Ken Robinson, TED Talk: "Do Schools Kill Creativity?" (*use the TEDTalk TRANSCRIPT to quote from this)

~Chris Pulver, YouTube video: "Be a Mr. Jensen"

~Jeannette Walls' memoir, The Glass Castle (book copies in your possession)

~Amy Tan, personal reflective 'sketch' anecdote essay "Fish Cheeks" (paper copy in JOURNAL section/JOURNAL #21)

~Zora Neal Hurston's personal reflective essay "How It Feels To Be Colored Me" (paper copy in JOURNAL section/JOURNAL #21)

~Sherman Alexie's personal anecdotal essay "Superman and Me" (paper copy in JOURNAL section/JOURNAL #21)

~Marianne Leek's personal reflection memoir essay "Travels with Doc" on The Bitter Southerner site

~Sandra Cisneros' fiction short story "Eleven" (paper copy in your binder/supplemental section)

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5) ALSO NOTE: IF YOU'D LIKE, YOU CAN INCORPORATE THE FOLLOWING COMPONENTS/ASSIGNMENTS INTO YOUR FINAL EXAM ESSAY DRAFT AS ANOTHER OPTIONAL SOURCE (**IN ADDITION TO THE THREE *REQUIRED* FROM THE LIST ABOVE!); PLEASE READ INSTRUCTIONS CAREFULLY!:

• EXCERPTS PULLED FROM YOUR JOURNAL #1 FROM THIS YEAR/last semester AP/1101: your "Letter of Introduction" (**NO WORK CITED ENTRY REQUIRED!)
• excerpts from/all of your "Where I'm From" CREATIVE PERSONAL VERSE piece from last year (*if you had me for Honors American Lit./Comp.--your AMLIT binder may be up front in my room!)
• 'piece' it out any way you'd like to within the bones of your personal response (**NO WORK CITED ENTRY REQUIRED!)

•  any quote, song lyric, bible verse, something you've read from another book/text, etc. that 'strikes your fancy' and fits within the theme and direction of your personal essay (**PLEASE ADD A WORK CITED ENTRY FOR WHAT YOU INCORPORATE)

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6) AND FINALLY, for some help in getting started with NARRATIVE/PERSONAL WRITING.....

Below are some helpful pointers/tips to follow for BASIC NARRATIVE WRITING. They are SUGGESTIONS for getting you started or to give you ideas if you get stuck with your writing. Do remember that in personal writing DETAILS are very important.  You want to PAINT a picture for your reader!

NARRATIVE WRITING tells a story. In essay form, the narrative writing could also be considered reflection or an exploration of the author's values told as a story. The author may remember his or her past, or a memorable person or event from that past, or even observe the present.

*Basic qualities of a narrative essay

• recreates an experience OR experiences through time
• Unlike other essay types, you may write in the first person (I, me, we); it is a story about YOU!
• also communicates a main idea or a lesson learned THROUGH the details or experience within the essay

*Writing about experience

• Rather than telling your readers what happened, use vivid details and descriptions to actually recreate the experience for your readers.
• Use descriptive language! This is made possible by using figurative language (similes, metaphors, personification), sensory words (words using your five senses), and vivid words (“the author ‘stood timidly,’" or “my grandmother looked at me with great concern as if I were the only person in the world that mattered.")
• DON'T TELL. SHOW. It’s not interesting to read about the garage sale. But it is fascinating to see, feel and experience one. Don’t be greedy on details.

*Communicating the significance of the experience:

• Narrative essays sometimes begin with a 'HOOK' or attention-grabber INTRO. Example: 
• I'll never forget January 21, 2012. That's the day my single story became my ONLY story in some people's eyes. Because on that day, I was sent to alternative school for making a stupid mistake. I gladly accepted the consequences of my decision, but that mistake became a badge of shame that labeled me as one of the 'bad influences,' someone who former friends glance at sideways when they think you're not paying attention. Well, I am paying attention, and I'm going on record here to say that GOOD PEOPLE can make BAD DECISIONS.  My name is _________, and despite the negative stereotypes many have placed upon me, I have a rich story that shapes my identity, who I AM today. Here's my story.

• The writing should be lively and interesting; it should engage the reader’s interest by adding significant details and personal observations. Sharing personal thoughts and feelings will invite the reader into the writer’s world and make them care about the writer’s experiences

**ATTENTION 4th HONORS AMLIT: EOC CKPT #3 PART I INFORMATIONAL WRITING PRACTICE HOMEWORK DUE/SUBMITTED BEFORE CLASS STARTS WED. 4/24**

4th HONORS AMLIT/COMP

 **IMPORTANT HW DUE COMPLETED/SUBMITTED BY CLASS TIME (12:45pm) TOMORROW, WED. 4/24 (**REGARDLESS OF WHETHER OR NOT YOU'RE ABSENT TUESDAY or WEDNESDAY--NO EXCEPTIONS!):

SPRING '24 AMLIT 7% EOC CKPT. #3 PART I: INFORMATIONAL/INFORMATIVE ESSAY RESPONSE PRACTICE

1) PAPER COPY/PACKET OF INFO/SOURCES/PROMPT/MODEL RESPONSE GIVEN TO YOU IN CLASS TUES. 4/23 for the WRITING SECTION OF YOUR BINDER AS JOURNAL #12: USE THIS PACKET TO COMPLETE EOC CKPT#3 PART I: INFORMATIONAL ESSAY PRACTICE: 

• x2 REQUIRED SOURCES FOR YOUR INFORMATIONAL/EXPLANATORY/INFORMATIVE ESSAY
• a PROMPT/QUESTION TO RESPOND TO FOR YOUR ESSAY
• a sample/'model' STUDENT INFORMATIONAL RESPONSE with a score of 7/7

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• TURN to/FRONT PAGE pp. 18-21 of the packet
• pp. 18 is the INTRODUCTORY PAGE for your INFORMATIONAL ESSAY SOURCES/INSTRUCTIONS

• READ pp. 18, the FIRST SOURCE/PASSAGE for your essay response, titled: "A New Twist on Libraries"

• READ pp. 19, the SECOND SOURCE/PASSAGE for your essay response, titled: "Take One, Return One"

• THEN READ, pp. 20, the WRITING TASK/instructions/tips page for your INFORMATIONAL ESSAY RESPONSE

• **NOTE that pp. 21 is the SAMPLE/'model' 7/7pt. RESPONSE ESSAY

2) AFTER ACCESSING THE TWO SOURCES AND THE PROMPT FOR YOUR INFORMATIONAL ESSAY RESPONSE, THEN LOG IN TO PROGRESS LEARNING and find the assignment labeled "AMLIT EOC CKPT #3 PART I: INFORMATIONAL ESSAY RESPONSE" 

• OPEN CKPT #3 PART I, and ABOVE THE SPACE/box TO TYPE YOUR ESSAY RESPONSE, CAREFULLY READ THE INSTRUCTIONS/TIPS LISTED THERE FOR COMPOSING YOUR INFORMATIONAL RESPONSE
• (**AND UPDATE: I took the time yesterday on PROGRESS LEARNING to correct all the DATES/pg. #s listed on the sheet of instructions, so this is all now CORRECT. YOU'RE WELCOME!)

• COMPOSE YOUR INFORMATIONAL ESSAY IN THE SPACE PROVIDED ON PROGRESS LEARNING and SUBMIT WHEN COMPLETED NO LATER THAN WED. 4/24 BY CLASSTIME/12:45pm
• **LATE RESPONSES/SUBMISSIONS WILL BE HEAVILY DOCKED ON GRADING**
• **you can also compose your essay as a GOOGLE DOC and then copy/paste your response into the PROGRESS LEARNING platform; be sure to PROOFREAD your response afterward for any FORMAT ISSUES that may occur!

**ABOVE ALL, remember that this response is a GRADED/SCORED EOC INFORMATIONAL ESSAY PRACTICE that counts as PART I of your EOC CHECKPOINT #3 overall average grade 

**ATTENTION, 1st/2nd AP/1102 IMPORTANT TEXT READINGS/ANNOTATIONS/MAJOR DISCUSSION INSTRUCTIONS for CLASS/DUE FRI. 4/12**

1st/2nd AP LANG/ENG 1101

**READINGS/TEXTS TO ANNOTATE FOR AN IMPORTANT IN-CLASS GRADED ASSIGNMENT FRI. 4/12:

**HEY! HEADS UP, ALL: Now that we're changing gears for the FINAL PUSH THIS SEMESTER, talked/intro'ed this assignment somewhat on TUES. 4/9 (*and again THURS. 4/11) RE: IDENTITY/factors that shape who we are, and read Marianne Leek's local text "Travels With Doc" RE: her own identity, we're now headed for the end of the semester so in the realm of HOW ONE SHAPES THEIR PERSONAL IDENTITY. 

-----> Over this NEXT THREE NIGHTS, PLEASE DO THE FOLLOWING: 

1) READ and ANNOTATE (**HINTS/QUs TO GUIDE YOUR ANNOTATIONS FOLLOW EACH TEXT BELOW**) the following THREE texts (given HARD COPIES ALSO in class **TUES. 4/9; SUPPLEMENTAL SECTION OF BINDER): 

"Fish Cheeks" --Amy Tan's PERSONAL REFLECTIVE "SKETCH"/SHORT ESSAY (1987)

• How does Tan feel about her own IDENTITY at age 14? How to you know this? Find DETAILS/LANGUAGE in the story that support your claim.

• What influences/social constructs shape Tan's IDENTITY as a teenager? How do you think she feels about this looking back?

• What effect does the "looking back/reflection" quality of this essay have upon readers?

• What lesson does Tan's mother impart to her at the end of this personal sketch?

"How It Feels To Be Colored Me" --Zora Neale Hurston's PERSONAL REFLECTIVE ESSAY (1928)

• Hurston gives great detail about how she was suddenly aware of her IDENTITY as a "little colored girl" after she moved--annotate details, language, and imagery that gives readers a clue about this realization.

• Explain in your OWN WORDS what you think the "I am too busy sharpening my oyster knife" metaphor means.

• Is Hurston apologetic about her formation of IDENTITY/who she is within this personal essay? Explain your answer with EVIDENCE FROM THE TEXT.

• Note ALL. THE. IMAGERY. Hurston uses to contrast herself and her white friend listening to jazz. What is she saying through this humorous yet truthful ANECDOTE?

• Yet another AMAZING METAPHOR: read the essay's last paragraph--what is she saying here about life, our choices, "The Great Stuffer of Bags," etc.

• FINALLY, MARK/HIGHLIGHT ONE OF YOUR FAVORITE LINES (or more than one) within Hurston's essay--WHY did you choose that line/those lines?

"Superman and Me" --Sherman Alexie's PERSONAL ANECDOTAL ESSAY (1994)

• Annotate details that give readers a sense of what type of family life/childhood Alexie experienced. Was it 'a bad childhood?'

• How does Alexie feel about education as a part of his IDENTITY--both as an adult/writer and looking back upon his childhood? LOCATE DETAILS/CLUES that point you to your conclusions.

• Alexi's central metaphor of learning to read with a Superman comic book gives readers a connection between the "Indian" and "non-Indian" world of IDENTITY as he tries to "save his life." Locate/annotate details that expand upon this metaphor.

• Note the instances of REPETITION of "I read..."; what type of TONE does this repetition/the entire paragraph of this repetition lend to the overall story?

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2) Next, ON FRI. 4/12, BE PREPARED b/c WE'LL BE HAVING SMALL-GROUP AND WHOLE-GROUP GRADED DISCUSSIONS RE: ALL THREE OF THESE TEXTS 

**PLEASE NOTE THAT YOUR ENTIRE INDIVIDUAL DISCUSSION GRADE will be based upon the following TWO FACTORS:

*FACTOR #1/50% of your grade: your FRI. 4/12 STUDENT-LED SMALL and WHOLE-GROUP CLASS DISCUSSION of these three texts concerning your evaluation of and about each one's (TAN/HURSTON/ALEXIE) formation of IDENTITY despite/IN RESPONSE TO being faced with SOCIAL CONSTRUCTS which may have built walls instead of bridges OR VICE VERSA (i.e, poverty, race/ethnicity, education, class distinctions, hardship, discrimination, stereotypes, gender, food/culinary culture, etc.); 

*FACTOR #2/50% of your grade: your effort to ANNOTATE/MARK ALL THREE TEXTS (**GRADED--more info TBA) to help form your ideas for discussion (**I will be visually assessing your annotations as you discuss Friday!)

**MAJOR HINT: USE THE QUESTIONS ABOVE INCLUDED WITH EACH TEXT TO ANNOTATE/MAKE NOTES ON/HIGHLIGHT EACH TEXT IN ORDER TO BE 100% PREPARED FOR YOUR DISCUSSION** 

**I will open up the discussion of each text with a starting point, and then EVERYONE will be expected to contribute to the in-class discussion, each of you using one another's points/responses as a 'springboard' for more comments
  

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 **SO, TO SUMMARIZE, YOU MUST COME TO CLASS FRIDAY 4/12 WITH:

• some valid "text-based" points RE: how identity is shaped for each author
• make comparisons WITHIN EACH OF THESE THREE TEXTS as well as to previous texts or themes 
• use the REQUIRED ANNOTATIONS you make/mark for analysis/your personal viewpoint/clarification of points, etc.

--DO NOT JUST MERELY COME TO THIS DISCUSSION WITH A SUMMARY OF THESE THREE TEXTS!!!!!!!