12Th Grade Ela

12TH GRADE ELA

Week of: APRIL 13TH

WICHITA PUBLIC SCHOOLS

9th, 10th, 11th and 12th Grades Your child should spend up to 90 minutes over the course of each day on this packet. Consider other family-friendly activities during the day such as:

Review your learning or Have a time each day to Make a stop motion movie Problem solve something by learn something new from have a family meeting to with a free stop motion app. fixing or organizing. Khan Academy discuss concerns and notice each other's kindness. Play and make music just Mindful Minute: Take 3 deep Read a historical document Reflect and discuss What search for Chrome Music breathes and focus on the at archives.gov/historical- choices have been made by Lab sounds in the room. docs others that have changed your life since spring break?

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For students with an Individualized Education Program (IEP) who need additional support, Parents/Guardians can refer to the Specialized Instruction and Supports webpage, contact their child’s IEP manager, and/or speak to the special education provider when you are contacted by them. Contact the IEP manager by emailing them directly or by contacting the school. The Specialized Instruction and Supports webpage can be accessed by clicking HERE or by navigating in a web browser to https://www.usd259.org/Page/17540

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The Wichita Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, gender identity, sexual orientation, disability, age, veteran status or other legally protected classifications in its programs and activities. Grade 12 English Language Arts: April 13-April 17, 2020

Hello Parents and 12th Graders, Here is a review of content previously taught this school year. This learning opportunity will strengthen your language arts skills. There are several opportunities for students to read, write and think about text within the following work provided.

Week 3: April 13-April 17 Pages 705-725

Day 1: 705‐711 Day 2: 712‐714 Day 3: 715‐718 Day 4: 719‐722 Day 5: 723‐725

Word Definition Sneering (pg 705) sniriNG/ Adjective‐contemptuous or mocking.

Intolerable (pg706) Adjective‐unable to be endured. /ˌinˈtäl(ə)rəb(ə)l/ Imperialism (pg 706) /imˈpirēəˌlizəm Noun‐a policy of extending a country's power and influence through diplomacy or military force.

Immense (pg 708) iˈmens/ Adjective ‐extremely large or great, especially in scale or degree.

Innumerable (pg 709) /iˈn(y)oom(ə)rəb(ə)l/͞ Adjective‐too many to be counted (often used hyperbolically).

● Read Aloud Accommodations and Accessible Level Texts are available via the specialized instruction and supports website referenced at the beginning of this packet.

George Orwell’s “Shooting an Elephant” is an account of an experience he had as a police officer in colonial Burma. He investigates a report of a rampaging elephant that has trampled a worker. As the elephant’s handler is unavailable, a rapidly gathering mob demands that he kill the now peaceful beast. Orwell must kill the elephant or become a laughingstock. Reluctantly, and having had no experience shooting elephants, he botches the execution. The beast dies slowly and painfully, a fact that Orwell regrets. Orwell felt he could justify killing the elephant because it had killed a man. Others thought that the elephant was more valuable than the man’s life. Orwell was glad no one knew he had killed the elephant to avoid “looking a fool.”

© Pearson Education, Inc., or its affiliates. All rights reserved. 2 1 I or rule,controlled Burmawithaniron fist. 1948. Thisessaywaswrittenin1936,duringthetimethatBritishRaj, never fullyacceptedBritishrule,andtheyfinallyachievedindependencein which isaregion insoutheastAsianowknownasMyanmar. TheBurmese launched three warsduringthenineteenthcenturytoconquerBurma, Seeking more territoryforitsrapidlyexpandingempire, Great Britain BACKGROUND already madeupmymindthat at Europeans. seemed tohaveanythingdoexceptstandonstreet cornersandjeer There were severalthousandsoftheminthetownandnone on mynerves.TheyoungBuddhistpriestswere theworstofall. the insultshootedaftermewhenIwasatasafedistance, gotbadly the sneeringyellowfacesofyoungmenthatmetme everywhere, with hideouslaughter. Thishappenedmore thanonce.Intheend referee (anotherBurman)lookedtheotherway, thecrowd yelled When animbleBurmantrippedmeuponthefootballfieldand obvious target andwasbaitedwheneveritseemed safetodoso. probably spitbeteljuiceoverherdress. As apoliceofficer Iwasan European womanwentthrough thebazaarsalonesomebodywould feeling wasverybitter. Noonehadthegutstoraiseariot,butif a of thetown,andinanaimless,pettykindwayanti-European enough forthistohappenme.Iwassubdivisionalpoliceofficer doing, Ihated itmore bitterlythanI canperhaps makeclear. Ina and allagainsttheiroppressors, theBritish. As forthejobIwas Theoretically—and secretly, ofcourse—Iwasallfor theBurmese and thesoonerIchucked upmyjobandgotoutofitthebetter. Shooting an Elephant Elephant an Shooting All thiswasperplexingandupsetting.Foratthattime Ihad of people—theonlytimeinmylife thatIhavebeenimportant n Moulmein,inlowerBurma,Iwashatedbylarge numbers imperialism wasanevilthing George Orwell Europeans. Burmese peoplefeelabout to describetheway mark words Orwelluses setting? about thesituationand Orwell’s word choicereveal imperialism CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES its ownbenefit its peopleandresources for another inorder toexploit nation’s taking control over ihz uhm) information? begin theessaywiththis think Orwellchoosesto Shooting anElephant ANCHOR TEXT

n. policy ofone What does Whatdoes MULTIMEDIA Why do you Whydoyou (ihm PEEReeuhl +P SCAN FOR RCTCITCRJ| | ESSAY 705 thoughts? brutally honestabouthis author choosetobeso 706 supplant CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES conflicting feelings? show aboutOrwell’s evil-spirited littlebeasts such as the useofdescriptions of atyrantordictator an oppressive mannertypical despotic another replace onethingwith British andBurmese. Orwell’s feelingsaboutthe mark sentencesthatshow 70+6r(+0&+0)#*1/' oppressors (dehs POT ihk) (suh PLANT) Whatdoes +PRCTCITCRJ| Whydoesthe and

v. v.

adj.

in 4 3 one partofmymindIthoughttheBritishRaj evil-spirited littlebeastswhotriedtomakemyjobimpossible.With between myhatred oftheempire Iservedandmyrageagainstthe empires thatare goingto still lessdidIknowthatitisagreat dealbetterthantheyounger in theEast.IdidnotevenknowthatBritishEmpire isdying, my problems intheuttersilencethatisimposedoneveryEnglishman perspective. Iwasyoungandilleducatedhadtothinkout me withanintolerablesenseofguilt.ButIcouldgetnothinginto the menwhohadbeenfloggedwithbamboos—alltheseoppressed gray, cowedfacesofthelong-term convicts,thescarred buttocksof wretched prisonershuddlinginthestinkingcagesoflockups, job likethatyouseethedirtyworkofEmpire atclosequarters.The 2. 1. for meinthequarterwhere theelephanthadbeenseen. Itwasavery the vanoverandinflictedviolencesuponit. and, whenthedriverjumpedoutandtooktohisheels, hadturned and devoured thestock;alsoithadmetmunicipalrubbish van somebody’s bamboohut,killedacow, andraidedsomefruit stalls weapons andwere quitehelplessagainstit.Ithadalready destroyed suddenly reappeared inthetown.TheBurmese populationhadno twelve hours’journeyaway, andinthemorningelephanthad set outinpursuit,buthadtakenthewrong direction andwasnow the onlypersonwhocouldmanageitwhenwasinthatstate,had 5. 4. 3. tyranny, assomethingclampeddown, real motivesforwhich glimpse thanIhadbefore ofthereal nature ofimperialism—the enlightening. Itwasatinyincidentinitself, butitgavemeabetter ask any Anglo-Indian official, if youcancatchhimoff duty. guts. Feelingsliketheseare thenormalbyproducts ofimperialism; joy intheworldwouldbetodriveabayonetintoBuddhistpriest’s will ofprostrate peoples;withanotherpartIthoughtthatthegreatest in terrorem too smalltokillanelephant,butIthoughtthenoisemightbeuseful pony andstartedout.Itookmyrifle, anold.44Winchester andmuch I coulddo,butwantedtoseewhatwashappeningandgotontoa Would Ipleasecomeanddosomethingaboutit?didnotknowwhat up onthephoneandsaidthatanelephantwasravagingbazaar. the subinspectoratapolicestationotherendoftownrangme the previous nightithadbroken itschainandescaped.Itsmahout, tame elephantsalwaysare whentheirattackof“must”isdue,buton but atameonewhichhadgone“must.” about theelephant’sdoings.Itwasnot,ofcourse,awildelephant, in saeculorum saecula Raj mahout must in terrorem The BurmesesubinspectorandsomeIndianconstables were waiting One daysomethinghappenedwhichinaroundabout waywas (rahj) into a dangerous, frenzied state. frenzied into adangerous, (muh HOOT) (muh rule. . 3 Various Burmansstoppedmeonthewayandtold “for terror” (Latin). n . elephant keeper and rider. and keeper . elephant (ihn SEE koo luh see koo LAWR uhm) LAWR koo see luh koo SEE (ihn despotic supplant governments act.Earlyonemorning it. All Iknewwasthatstuck in saeculasaeculorum 4 Ithadbeenchainedup,as 1 “forever and ever” (Latin). ever” “forever and asanunbreakable , 2 uponthe 5

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 5 that theelephantwasinpaddyfields cartridges, andmeanwhilesomeBurmanshadarrivedtoldus smelled theelephant. back thepony, notwantingittogomadwithfrightandthrow meif it a friend’shousenearbytoborrow anelephantrifle. Ihadalready sent one skinsarabbit. As soonasIsawthedeadmansentanorderly to of thegreat beast’sfoothadstrippedtheskinfrom his backasneatly peaceful. MostofthecorpsesIhaveseenlookeddevilish.)Thefriction of unendurableagony. (Nevertellme,bytheway, thatthedeadlook the eyeswideopen,teethbared andgrinningwithanexpression and headsharplytwistedtooneside.Hisfacewascoatedwithmud, a coupleofyards long.Hewaslyingonhisbellywitharmscrucified the ground wassoft,andhisfacehadscored atrench afootdeepand back andground himintotheearth.Thiswasrainyseasonand the cornerofhut,caughthimwithitstrunk, putitsfootonhis The peoplesaidthattheelephanthadcomesuddenlyuponhimround 7. 8. dead bodysprawlinginthemud.HewasanIndian,ablackDravidian children oughtnottohaveseen.Irounded thehut and sawaman’s their tonguesandexclaiming;evidentlythere wassomethingthatthe away acrowd ofnakedchildren. Somemore womenfollowed,clicking switch inherhandcameround thecornerofahut,violentlyshooing of “Goaway, child!Goawaythis instant!”andanoldwomanwitha we heard yellsalittledistanceaway. There wasaloudscandalizedcry almost madeupmymindthatthewholestorywasapackoflies,when another, someprofessed noteventohaveheard ofanyelephant.Ihad the elephanthadgoneinonedirection, somesaidthathehadgonein the sceneofeventsvagueritbecomes.Somepeoplesaidthat always soundsclearenoughatadistance,butthenearer yougetto any definiteinformation.ThatisinvariablythecaseinEast;astory people astowhere theelephanthadgoneand,asusual,failedtoget stuffy morningatthebeginningofrains.We beganquestioningthe leaf, windingalloverasteephillside.Iremember thatitwasacloudy, poor quarter, alabyrinthofsqualidbamboohuts,thatchedwithpalm 6. coolie, unnerving tohaveacrowd followingyou.Imarched downthehill, sent fortherifle todefend myself if necessary—anditisalways uneasy. Ihadnointentionofshootingtheelephant—I hadmerely English crowd; besidestheywantedthemeat.Itmademevaguely was goingtobeshot.Itabitoffunthem,as itwouldbetoan he wasmerely ravagingtheirhomes,butitwasdifferent nowthathe elephant. Theyhadnotshownmuchinterest intheelephantwhen the rifle andwere all shoutingexcitedlythatIwasgoingtoshootthe the quarterflockedoutofhousesandfollowed me.Theyhadseen yards away. As Istartedforward practicallythewholepopulationof coolie paddy fields Dravidian The orderly camebackinafewminuteswithrifle andfive 7 almost naked, and he could not have been dead many minutes. almostnaked,andhecouldnothavebeendeadmanyminutes. n . laborer; an offensive term that is no longer used. longer isno that term an offensive . laborer; (druh VIHD ee uhn) ee (druh VIHD rice fields. belonging to a group of people inhabiting southern India. southern inhabiting ofpeople toagroup belonging 8 below, onlyafewhundred 6

to protect? Burmese peoplehe’s meant $TKVKUJRQNKEGOCPCPFVJG DGVYGGP1TYGNNVJG reveal aboutthegulf the author’s descriptions CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES you? Whyorwhynot? event seemunusualto conflicting storiesofan policeman encountering place. the eventsthatare taking mark detailsthatdescribe Shooting anElephant Doesa +PRCTCITCRJ| Whatdo 707 determined; firm resolute and expected into somethingpredictable action hemighttake? conviction regarding any Orwell seemtolackfirm shuhn uhlyzd) 708 conventionalized CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES his role? Orwell seemtofeelabout adjectives reflect theway mission. Orwell usestodescribehis mark adjectivesthat 70+6r(+0&+0)#*1/'

(REHZ uhloot) Howdothese +PRCTCITCRJ| Whydoes

adj. (kuhn VEHN turned turned

adj . 7 6 A sahibhasgottoactlikea sahib;hehasgottoappear elephant. Ihadcommitted myself todoingitwhen Isentfortherifle. He wearsamask,andhisfacegrows tofitit.Ihadgotshootthe so ineverycrisishehasgottodowhatthe“natives” expectofhim. that heshallspendhislife intryingtoimpress the“natives,”and know hisownmindand do definitethings.To comeall thatway, rifle when yougotawayfrom thehuts,there wasametaledroad ever-growing armyofpeoplejostlingatmyheels. At thebottom, looking andfeelingafool,withtherifle overmyshoulderandan 10. conventionalized that hedestroys. Hebecomesasortofhollow, posingdummy, the moment thatwhenthewhitemanturnstyrantitis hisownfreedom and fro bythewillofthoseyellowfacesbehind.Iperceived inthis of thepiece;butinreality Iwasonlyanabsurd puppetpushedto front oftheunarmednative crowd—seemingly theleadingactor in theEast.Here wasI,thewhitemanwithhisgun, standingin grasped thehollowness,futilityofwhiteman’sdominion this moment,asIstoodthere withtherifle inmyhands,thatIfirst two thousandwillspressing meforward, irresistibly. And itwasat The peopleexpecteditofmeandIhadgottodoit;couldfeeltheir suddenly Irealized thatIshouldhavetoshootthe elephantafterall. magical rifle inmyhandsIwasmomentarilyworthwatching. And conjurer abouttoperformatrick.Theydidnotlikeme,butwiththe was goingtobeshot.Theywere watchingmeastheywouldwatcha happy andexcitedoverthisbitoffun,allcertainthattheelephant I lookedattheseaofyellowfacesabovegarishclothes—facesall every minute.Itblockedtheroad foralongdistance oneitherside. me. Itwasanimmensecrowd, twothousandattheleastandgrowing sure thathedidnotturnsavageagain,andthengohome. shoot him.Idecidedthatwouldwatchhimforalittlewhiletomake came backandcaughthim.Moreover, Ididnotintheleastwantto case hewouldmerely wanderharmlesslyabout untilthemahout think nowthathisattackof“must”wasalready passingoff; inwhich elephant lookednomore dangerous thanacow. Ithoughtthenand can possiblybeavoided. And atthatdistance,peacefullyeating,the costly pieceofmachinery—andobviouslyoneoughtnottodoitif it shoot aworkingelephant—itiscomparabletodestroying ahugeand perfect certaintythatIoughtnottoshoothim.Itisaseriousmatter his kneestocleanthem,andstuffing themintohismouth. approach. Hewastearingupbunchesofgrass,beatingthemagainst left sidetoward us.Hetooknottheslightestnoticeofcrowd’s grass. Theelephantwasstandingeightyards from theroad, his not yetplowedbutsoggyfrom thefirstrainsanddottedwithcoarse beyond thatamirywasteofpaddyfieldsthousandyards across, 9. But atthatmomentIglancedround atthecrowd thathadfollowed I hadhaltedontheroad. As soonasIsawtheelephantknewwith metaled road sahib (SAH ihb) (SAH road in which the pavement is reinforced with metal strips. metal with isreinforced pavement the inwhich road form of address for a European gentleman on the Indian subcontinent. Indian the on gentleman aEuropean for ofaddress form figure ofasahib. 10 Foritistheconditionofhisrule resolute 9 and , to

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 11 10 9 8 devilish roar of gleethatwentupfrom thecrowd. Inthatinstant, in kick—one neverdoeswhen ashotgoeshome—butIheard the the brainwouldbefurther forward. his ear-hole; actuallyIaimedseveralinchesinfront ofthis,thinking therefore, astheelephantwassidewayson,tohaveaimedstraightat to cutanimaginarybarrunning from earholetohole.Iought, I didnotthenknowthatinshootinganelephantone wouldshoot all. Therifle wasabeautiful Germanthingwithcross-hair sights. innumerable throats. Theywere goingtohave theirbitoffun,after people whoseethetheatercurtaingoupatlast,breathed from and laydownontheroad togetabetteraim. was onlyonealternative.Ishovedthecartridgesinto themagazine probable thatsomeofthemwouldlaugh.Thatneverdo.There corpse likethatIndianupthehill. And if thathappeneditwasquite see mepursued,caught,trampledon,andreduced toagrinning that if anythingwentwrong thosetwothousandBurmanswould so, ingeneral,heisn’tfrightened.Thesolethoughtmymindwas alone. A whitemanmustn’tbefrightenedinfront of“natives”;and not afraidintheordinary sense,asIwouldhavebeenif Ihadbeen faces behind.Foratthatmoment,withthecrowd watchingme,Iwas thinking particularlyofmyownskin,onlythewatchfulyellow much chanceasatoadundersteamroller. ButeventhenIwasnot If theelephantcharged andImissedhim,should haveaboutas the ground wassoftmudintowhichonewouldsinkateverystep. I wasgoingtodonosuchthing.apoorshotwithrifle and safe toleavehimuntilthemahoutcameback.ButalsoIknewthat If hecharged, Icouldshoot;if hetooknonoticeofme,itwouldbe to within,say, twenty-fiveyards oftheelephantandtesthisbehavior. you lefthimalone,buthemightcharge if youwenttooclosetohim. behaving. Theyallsaidthesamething:hetooknonoticeofyouif there whenwearrived,andaskedthemhowtheelephanthadbeen I turnedtosomeexperienced-lookingBurmanswhohadbeen value ofhistusks,fivepounds,possibly. ButIhad gottoactquickly. worth atleastahundred pounds,dead,hewouldonlybeworththe there wasthebeast’sownertobeconsidered. Alive, theelephantwas to. (Somehowitalwaysseemsworsetokilla killing animals,butIhadnevershotanelephantandwanted be murder toshoothim. At thatageIwasnotsqueamishabout grandmotherly airthatelephantshave.Itseemedtomeitwould his bunchofgrassagainstkneeswiththatpreoccupied in theEast,wasonelongstruggle nottobelaughedat. crowd wouldlaughatme. And mywholelife, everywhiteman’slife trail feeblyaway, havingdonenothing—no,thatwasimpossible.The in hand,withtwothousandpeoplemarching atmyheels,andthento When Ipulledthetrigger Ididnothearthebangorfeel The crowd grew verystill,andadeep,low, happysigh,asof It wasperfectlycleartomewhatIoughtdo.walkup But Ididnotwanttoshoottheelephant.watchedhimbeating large animal.)Besides, information? making bysharingthis does Orwellseemtobe observation aboutlife NOTES CONCLUDE: QUESTION: ANNOTATE: CLOSE READ going toendupdoing? with whatheknowshe’s Orwell’s initialplancontrast details andpracticalityof plan. mark thedetailsofOrwell’s Shooting anElephant Howdothe +PRCTCITCRJ| Whatlarger 709 killing oftheelephant. people’s responses tothe RCTCITCRJ|OCTM suggest? sentence oftheessay about life doesthefinal 710 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES essay? the finalparagraphof varying pointsofviewin Orwell includethese 70+6r(+0&+0)#*1/' Whydoes In Whatidea 14 13 12 dahs later thatittookhimhalf anhourtodie.Burmanswere bringing gasps continuedassteadilythetickingofaclock. down histhroat. Theyseemed tomakenoimpression. Thetortured back formysmallrifle andpoured shotafter intohisheartand and yetpowerlesstodie,notevenbeablefinishhim.Isent seemed dreadful toseethegreat beastlyingthere, powerlesstomove further. Ifeltthathadgottoputanenddreadful noise.It world remote from mewhere notevenabulletcoulddamagehim pause. Hewasdying,veryslowlyandingreat agony, butinsome when theshotshithim,tortured breathing continuedwithouta like red velvet,butstillhedidnotdie.Hisbody didnotevenjerk where Ithoughthisheartmustbe.Thethickbloodwelledoutofhim did notweaken.FinallyIfired mytworemaining shotsintothespot pink throat. Iwaitedalongtimeforhimtodie,buthisbreathing His mouthwaswideopen—Icouldseefardownintocavernsofpale rattling gasps,hisgreat moundofasidepainfully risingandfalling. he wasnotdead.Hebreathing veryrhythmically withlong mud. Itwasobviousthattheelephantwouldneverriseagain,but me, withacrashthatseemedtoshaketheground evenwhere Ilay. for thefirstandonlytime. And thendownhecame, hisbellytoward rock toppling,histrunk reaching skyward likeatree. Hetrumpeted, legs collapsedbeneathhimheseemedtotowerupward likeahuge his legs.Butinfallingheseemedforamomenttorise,ashind it jolthiswholebodyandknockthelastremnant ofstrength from time. Thatwastheshotthatdidforhim. You couldseetheagonyof weakly upright,withlegssaggingandheaddrooping. Ifired athird collapse butclimbedwithdesperateslownesstohisfeetandstood I fired againintothesamespot. At thesecondshothedidnot upon him.Onecouldhaveimaginedhimthousandsofyearsold. mouth slobbered. An enormous senility been fiveseconds,Idare say—hesaggedflabbilytohisknees.His him down. At last,afterwhatseemedalongtime—itmighthave frightful impactofthebullethadparalyzedhimwithoutknocking looked suddenlystricken,shrunken, immenselyold,asthoughthe neither stirred norfell,buteverylineofhisbodyhadaltered. He there, amysterious,terriblechangehadcomeovertheelephant.He too shortatime,onewouldhavethought,evenforthebullettoget 11. 11. owner failstocontrol it. Among theEuropeans opinion wasdivided. right thing,foramadelephant hastobekilled,likeamaddog,if its an Indianandcoulddonothing. Besides,legallyIhaddonethe shooting oftheelephant.Theownerwasfurious,but hewasonly his bodyalmosttothebonesbyafternoon. 12. 12. Afterward, ofcourse,there were endlessdiscussionsaboutthe In theendIcouldnotstanditanylongerandwent away. Iheard I gotup.TheBurmanswere already racingpastmeacross the senility senility dahs 12 andbasketsevenbefore Ileft,andwastold theyhadstripped (dahz) (suh NIHL uh tee) uh (suh NIHL knives.

n . mental deterioration due to old age. toold due deterioration . mental 11 seemedtohavesettled

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Complete thefollowingitemsafteryoufinishyourfirstread. Comprehension Check Research to Clarify toClarify Research RESEARCH 6. 5. 4. 3. 2. 1. the essay? that detail. what In way theinformation does of you learnedshedlight onanaspect to avoidlookingafool. wondered whetheranyoftheothersgraspedthatIhaddoneitsolely and itgavemeasufficient glad thatthecooliehadbeenkilled;itputmelegallyinright 13. 13. worth more thananyCoringhee to shootanelephantforkillingacoolie,becausewas The older mensaidIwasright,theyoungeritashame understanding ofthetext. Why doesOrwellfinallydecidetoshoottheelephantdespiteitsgentleappearance? What isthevalueofelephant? imperialist missioninBurma? What doesthesituationwithelephantmakeOrwellrealize abouttheBritish How doesOrwell’s positionforce himintoasituationthathewouldrather avoid? Why isOrwellaskedtoshoottheelephant? Coringhee

Notebook (kawr IHNG gee) IHNG (kawr Write asummaryof“ShootinganElephant”toconfirmyour Choose oneunfamiliar at least Brieflyresearch from detail thetext. v Southern Indian. Southern pretext 13 coolie. And afterward Iwasvery for shootingtheelephant.Ioften pretext NOTES plausible butfalsereason Shooting anElephant (PREE tehkst)

n. 711 712 of thetext. interact anddevelopoverthecourse specific individuals, ideas, orevents sequence ofeventsandexplainhow Analyze acomplexsetofideasor Reading Informational Text Model Annotation Close-Read Guideand Tool Kit STANDARDS 70+6r(+0&+0)#*1/' MAKING MEANING SHOOTING ANELEPHANT

5. Close ReadtheText Analyze theText 3. 2. 1. 4. 3. 2. 1.

have you learned aboutthenaturehave youlearned ofhomebyreading thistext? Essential Question: state ofdecay.Howtruedoes Orwell’s statementprove tobe? his feelingsabouthimself asapoliceofficer? Historical Perspectives the elephant?Howlegitimate doyoufindhisreason? Explain. Make aJudgment (b) (a) disrespect him.Doesheblamethemfortreating himthisway?Explain. Interpret choice?” Whatcanyou Ask yourself read. Readthissectionclosely,and Revisit asectionofthetextyoufoundimportantduringyourfirst close-read notes. For more practice,gobackintothetext,andcomplete question andconclusion. the passage,andfindanotherdetailtoannotate.Then,writea annotations, alongwithquestionsandconclusions.Closeread This model,from paragraph 7oftheessay,showstwosample Notebook HowdoesOrwellfeelabouttheBritishEmpire andimperialism?

Draw Conclusions would laughatme. no, thatwasimpossible.Thecrowd trail feeblyaway, havingdonenothing— people marching atmyheels,andthento that way, rifle inhand,withtwothousand mind anddodefinitethings.To comeall got toappearresolute, toknowhisown A sahibhasgottoactlikeasahib;he CONCLUDE: QUESTION: ANNOTATE: this passagerhythmicandmemorable. devices suchasthese? assonance, andalliteration. Orwell describesseveralwaysinwhichtheBurmese Respond tothesequestions. questions WhyhasOrwellchosentouse Thispassagefeatures repetition,

The useofpoeticdevicesmakes

Ultimately, whatreason doesOrwellgiveforkilling What doesit meantocallaplacehome? suchas“Whydidtheauthormakethis conclude? How doOrwell’s feelingsabouttheEmpire affect

Orwell speaksoftheBritish Empire asbeingina annotate whatyounotice. to supportyouranswers. CITE TEXTUALEVIDENCE QUESTION: ANNOTATE: CONCLUDE: construction? with thissimple complex sentences to followlong, has Orwellchosen to thesentence. and givesemphasis breaks therhythm change instyle terse. words; itsounds monosyllabic sentence uses What Why This The

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. prepare foryouranalysis,lookthefollowing: different from whateitherparticipantsinthestoryorreaders expected.To irony. nuances, lookforwaysinwhichthenarrativeelementleadsto tells abouthimself asayoungman.To fullyappreciate theessayandits Burma. Orwell’s analysisofthesituationisdependentonnarrativehe autobiographical essaythatexaminesaneventtookplaceincolonial Situational Irony Analyze CraftandStructure Characters’ Attitudes Characters’ Relationships Characters’ Actions 1. Practice 4. 3. 2. XML EXPLANATION EXAMPLE

Burmese andallagainsttheiroppressors, the British.” Explain thesituationalirony inthestatement “Iwasallforthe “Shooting anElephant”?Explain. How mighthisreport havediffered from theaccounthewrote in Suppose Orwellneededtowrite anofficial policereport oftheincident. How doesOrwell’s ironic stylehelpconveythecentralideaofessay? Elephant.” In thechart,listexamplesofsituationalirony from “Shootingan Notebook Thisisacircumstance inwhichtheoutcomeofeventsissignificantly Respondtothesequestions. GeorgeOrwell’s “ShootinganElephant”isacomplex SITUATIONAL IRONYIN“SHOOTINGANELEPHANT” QUESTIONS FORANALYSIS surprising, givenhisjobtitle? or circumstance? Inwhatwaysishis attitude How doestheauthorfeelabouthissituation relationships typicalorsurprising? and theotherpeoplehedescribes?Are these What sortsofrelationships existbetweenOrwell expectations? do? Are anyactionssurprisingorcontraryto What causespeopletoactandspeakasthey ESSENTIAL QUESTION: situational Whatdoesitmeantocallaplacehome? to supportyouranswers. CITE TEXTUALEVIDENCE Shooting anElephant 713 714 meanings. relationships, andnuancesinword of figurative language, word r reading orlistening. and tocomprehendmorefullywhen effective choicesformeaningorstyle, in differentcontexts, tomake understand howlanguagefunctions r Language persuasiveness orbeautyofthetext. content contributetothepower, effective, analyzinghowstyle and which therhetoricisparticularly of vieworpurposeinatext Determine anauthor’s point Reading Informational Text Network. from thetexttoyourWord related tofindingahome Add interesting words Demonstrate understanding Apply knowledgeoflanguageto WORD NETWORK STANDARDS 70+6r(+0&+0)#*1/' LANGUAGE DEVELOPMENT SHOOTING ANELEPHANT Concept Vocabulary Word OriginsandConnotation Word Study Practice Why TheseWords? 2. 1. words bothhavenegative comes from theGreek word Latin word 2. 1. British rule. of politicalstruggles,suchasthosetheBurmesefacedduringtime 2. 1. Elephant.”

positive ornegativeconnotation: Write whethereachofthefollowingwords from theselectionhasa despotic pretextconventionalized resolute imperialism supplant using acollege-leveldictionary. they havepositiveornegativeconnotations.Verify your determinations Choose three more words from “ShootinganElephant,” andtellwhether from whichLatinorGreek word itcomes. tyranny, prostrate What otherwords intheselection connecttothisconcept? conflict thatisdepictedintheessay? How dotheconceptvocabularywords sharpenthedescriptionofpolitical were hardest toidentify? Explain. Consider thesentencesthatyouread. Which conceptvocabularywords appropriate word. trade sentenceswithapartner, andcompletethesentenceswith Be sure thecontextclearlyshowsmeaningofword. Then, Write afill-in-the-blanksentenceforeachconceptvocabularyword. Notebook imperium The conceptvocabularywords appearin“Shootingan . Now, findeachword inadictionary,anddetermine , meaning“command”or“empire.” Theword Theseconceptvocabularywords relate totheidea connotations FGURQVðU perplexing, oppressors,imposed, The word , meaning“master”or“lord.” These , orassociations. imperialism comesfrom the despotic

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. informal style. In theexample,originalformalsentencehasbeenrewritten inan Write It 2. 1. Read It Formal andInformalLanguage Conventions andStyle next, hemayusetermsthatcreate aserious,formal,andsolemntone. In oneinstant,hemaybehighlyinformalandadoptajokingtone,yetinthe tone, recognize openly.To capture thiscontradictorysituation,Orwelltakesona explores abitterconflictbetween cultures thatbothsidesare reluctant to first from “ShootinganElephant”)inthemannerdescribed. 2. 1. OMLINFORMAL FORMAL mind anddodefinitethings. . hehasgottoappearresolute, toknowhisown (paragraph 2) All thiswasperplexingandupsetting. will ofprostrate peoples.. clamped down, Raj asanunbreakable tyranny,assomething onepartofmymindIthoughttheBritish With of formalandinformallanguage. Reread paragraphs2and3of“ShootinganElephant.”Identify examples thing over. with mybuddytoblowoff steambefore heading hometomullthewhole be avoided. machinery—and obviouslyone oughtnottodoitif itcanpossibly elephant—it iscomparabletodestroying ahugeandcostlypieceof From formaltoinformal: From informaltoformal: he trashedmeasacrooked cop. Informal: integrity asapublicpoliceofficial. colorful andvulgarverbiageinwhichhecalledintoquestionmybasic Formal: EXAMPLE Connect toStyle change from formaltoinformallanguagehave? Identify examplesofformalandinformallanguage.Whateffect doesthe

Notebook orattitudetoward thesubjectoraudience,thatitself iscontradictory. Asitwere, themanresponded withanoverabundanceof Theguycamebackwithabunchofnastyhogwashin which Usingtheexampleasamodel,rewrite eachsentence(the in saeculasaeculorum,

Reread paragraph4of“ShootinganElephant.” (paragraph 7) (paragraph 2) Afterthatlittleadventure, Ihadafewlaughs Itisaseriousmattertoshootworking

In “ShootinganElephant,”Orwell uponthe ESSENTIAL QUESTION: (paragraph 14) . Ihaddoneitsolelytoavoidlookingafool. better. . thesoonerIchuckedupmyjobandgotoutofit into aBuddhistpriest’s guts. greatest joyintheworldwouldbetodriveabayonet . withanotherpart[ofmymind]Ithoughtthatthe (paragraph 2) Whatdoesitmeantocallaplacehome? (paragraph 2) Shooting anElephant 715 EFFECTIVE EXPRESSION

Writing to Compare You have read two essays that explore cultural tensions: “Back to My Own Country: An Essay,” by Andrea Levy, and “Shooting an Elephant,” by George Orwell. Both essayists base their discussions about broad cultural issues on personal experiences. Yet, each writer’s voice—or BACK TO MY OWN COUNTRY: AN ESSAY personality on the page—is distinctive. A writer’s voice is shaped by many elements, including tone, the writer’s attitude toward his or her subject; diction, the types of words and phrases the writer uses; and sentence structure, the way a writer casts thoughts into language. Now, deepen your understanding of both texts by analyzing the authors’ choices, and comparing and contrasting the essays in writing

Assignment SHOOTING AN ELEPHANT Write a comparison-and-contrast essay in which you analyze the two works. Focus on the authors’ voices and the structures of the stories they tell. Draw conclusions about what each essay does particularly well.

Prewriting STANDARDS Analyze the Texts Compare and contrast the authors’ choices regarding Reading Informational Text language, structure, and content. Use these questions to guide your analysis: rAnalyze a complex set of ideas or sequence of events and explain how rText structure: From what key memory or episode does each essay specific individuals, ideas, or events interact and develop over the course spring? In what order does the author present information? How does of the text. each author connect a specific event to larger ideas? rAnalyze and evaluate the effectiveness of the structure an rTimeframe: What is the chronological scope of the essay? How does author uses in his or her exposition such a scope of time—long or short—help express a central idea? or argument, including whether the structure makes points clear, rVoice: Is the voice formal, or casual? What is the tone? How do words, convincing, and engaging. phrases, and sentences create that tone?

BACK TO MY OWN COUNTRY SHOOTING AN ELEPHANT

Text Structure

Timeframe

Voice © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson Notebook Respond to these questions. 1. What is your response to each author’s voice? Does it evoke sympathy, respect, concern, a sense of camaraderie—or something else? 2. Which elements of each text keep the reader most engaged? Why?

716 70+6r(+0&+0)#*1/' © Pearson Education, Inc., or its affiliates. All rights reserved. proofread toeliminateerrors inspellingandmechanics. the contentofyouressay,carefully editforgrammaticalaccuracy,andthen conclusion statewhateach essay doesparticularlywell?Afteryoufine-tune a clearcentralideaandhelp yourreader knowwhatwillfollow?Doesyour Focus onyourintroduction andconclusion.Doesyourintroduction present Review, Revise,andEdit Use ClearTransitions Choose aStructure Write aThesisStatement Drafting and phrasessuchasthoseshownhere tohelpyourreader followyourlogic. will needtopivotfrom onesubjectorworktoanother. Usetransitionwords key words suchasthoseunderlined intheframebelow. Elephant” are similar, andhowtheyare different. Usecompare andcontrast three sentences.Statehow “BacktoMyOwnCountry”and“Shootingan two worksbeingcompared. Draftathesisstatementconsistingoftwoor statement shouldindicatethemajorsimilaritiesanddifferences ofthe Consider usingoneofthefollowingtwoformats. COMPARISON LC RAIAINP BLOCK ORGANIZATION way, similarly in addition,likewise,thesame C. voice B. timeframe A. textstructure I C. voice B. timeframe A. textstructure I. I. whereas However ______. Elephant” Both Thesis frame: An Essay” “Back toMyOwnCountry: “Shooting anElephant” “BacktoMyOwnCountry” Orwell’s ______, Levy’s essay______, ______Decide howyouwanttoorganizeyouressay. When writingacompare-and-contrast essay,you

In acompare-and-contrast essay,thethesis and “Shootingan CONTRAST different way, tothecontrary however, ontheotherhand,ina B.“ShootinganElephant” I B.“ShootinganElephant” A. I B.“ShootinganElephant” A. I. A. II. I. ESSENTIAL QUESTION: OINT-BY-POINT ORGANIZATION Text structure Timeframe Voice $CEMVQ/[1YP%QWPVT[#P'UUC[r5JQQVKPICP'NGRJCPV Country: AnEssay” “Back toMyOwn Country: AnEssay” “Back toMyOwn Country: AnEssay” “Back toMyOwn Whatdoesitmeantocallaplacehome? standards r explanation presented. and supportstheinformationor or sectionthatfollowsfrom r among complexideasandconcepts. cohesion, andclarifytherelationships major sectionsofthetext, create transitions andsyntaxtolinkthe r aiding comprehension. and multimediawhenusefulto whole; includeformatting, graphics, which precedesittocreateaunified that eachnewelementbuildson ideas, concepts, andinformationso r analysis ofcontent. effective selection, organization, and clearly andaccurately through the ideas, concepts, andinformation to examineandconveycomplex r Writing Elephant.” fromlearned “Shootingan log andrecord whatyou new selection,gotoyour Before movingontoa Apply Provide aconcludingstatement Use appropriateandvaried Introduce atopic;organizecomplex Write informative/explanatorytexts STANDARDS EVIDENCE LOG grades 11–12Reading toliterary nonfiction. 717 implication reiterate requisite modify migrate the unit. inthebeginningof learned academic vocabularyyou using someofthe informative essay,consider As youcraftyour VOCABULARY ACADEMIC 718 audiences. for arange oftasks, purposes, and time frames andshortertimeframes r analysis ofcontent. effective selection, organization, and clearly andaccurately throughthe ideas, concepts, andinformation to examineandconveycomplex r Writing Informative Essay Student Modelofan Write routinelyoverextended Write informative/explanatorytexts ō ō STANDARDS WRITING TOSOURCES SHOOTING ANELEPHANT COUNTRY: ANESSAY BACK TOMYOWN Tool Kit 70+6r(+0&+0)#*1/' PERFORMANCE TASK: WRITINGFOCUS

start towriteyourownessay. have theopportunitytoreview theseelementsasyou effective informativewritingintheessay.You will Challenge yourself tofindalloftheelements “Home Away From Home.” well-crafted InformativeEssay,seetheLaunchText, Write anInformativeEssay Model InformativeEssay An Elements ofanInformativeEssay an informativeessayaboutperceptions ofhome. sympathizes withtheirplight.Now, useyourknowledgeofthetopictowrite Burma, where heishated and jeered bytheBurmese,thoughheprivately an Elephant,”GeorgeOrwellwritesaboutbeingaBritishofficer in Caribbean ancestryandherworkingclasshomesetapart.In“Shooting Levy writesofbeingraisedbyJamaicanparents inEngland,where her you are notaccepted.In“Back toMyOwnCountry:AnEssay,”Andrea You haveread twoessaysthatdiscusswhatitisliketoliveinaplacewhere elements: the extensivestudyofasubject.Aneffective informativeessayincludesthese their relationships toBritain.Conductresearch towritean Think abouthowAndrea LevyandGeorgeOrwellbothdefinewrestle with Assignment in response tothisquestion: r r r r r r r r r informative essay correct grammar, aformalstyle,andanobjectivetone a conclusionthatfollowsfrom andsupportstherest of thepaper are cited proper documentationandlistingofsources; footnotesinwhichsources the complexityoftopic precise languageandeffective techniquestoclarify ideasandmanage appropriate transitionsthatshowconnectionsamongideas create acoherent whole an effective organizationofcomplexideasinwhichelementsbuildto definitions, quotations,andsummariesthatsupportthethesis significant factsfrom avarietyofreliable, credited sources a clearthesisstatement of home? How didBritishcolonialismcomplicatetheidea presents andinterprets informationgathered through For amodelof informativeessay idea of“home”? about changingperspectivesonthe writer introduceanddevelopathesis answer thisquestion:Howdoesthe is shared.Markthetexttohelpyou 680 NOTES As youread, Assessment attheendofthisunit. mode forthePerformance-Based of information.You willwriteinthis selection, organization,andanalysis concepts throughthecareful in whichtheauthorexamines informative text, This selectionisanexampleof UNIT LAUNCH TEXT 70+6r(+0&+0)#*1/' 6 INTRODUCTION lookathowinformation LAUN | INFORMATIVE MODEL atypeofwriting 4 3 2 1 one’s lifetime.” be acquired byvegetatinginonelittlecorneroftheearthall “Broad, wholesome,charitableviewsofmenandthingscannot us newperspectivesonthemeaningofhome. As MarkTwain wrote: by movingwefacednewdangers.Inallcases,ourrestlessness gave life innewlands.Sometimes,wewere fleeingdanger;sometimes, some ofushavebeenpulledintheoppositedirection, drawntoward world’s population. immigrants worldwidein2005.Thatrepresents about3%of the a UnitedNationsreport, there were nearly191millioninternational 2. United Nations. Department of Economic and Social Affairs/Population Division 1. Division Affairs/Population Social and ofEconomic Department Nations. United 2. 1. Mark Twain, Mark 1. L one encountersthecustomsofanothersociety. Itcanrangefrom Culture shockisafeelingofdisorientationoralienationwhen and evenfriendships. leave newimmigrantsfeelingisolated,cutoff from jobs,education, right bus,ortoread anad.Onadeeperlevel,languagebarriers may a challenge.Onemightstruggle tounderstandareceipt, togetonthe the adoptedcountry. A languagegapcanmakeevenordinary chores country oforigin.Thatsenseeaseinalanguagemaydisappear difficulties. Mostpeoplecanspeakandread thelanguageoftheir often, challenging. person’s experienceofimmigrationcanstillfeeluniqueand, 2006. 5–6. Print. 5–6. 2006. International Migration Report 2006: A Global Assessment. AGlobal 2006: Report Migration International In themodernworld,weare more mobilethanever. According to Culture shockisanotherhurdle thatnewimmigrantsmayface. For example,newimmigrantsmaystruggle withlanguage stories.Eversincepeoplefirstbegantosettleinsmallvillages, eaving one’shometoliveelsewhere isoneofhumanity’soldest

Innocents Abroad. Innocents 1 C Home AwayHome From Home 2 Despitethesemassivenumbers,each H TEXT

Leipzig: Bernard Tauchnitz: 1879. Bernard Leipzig: 333. Print.

New York:New United Nations, MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. making sure tocredit each source accurately. ideas andevidence.Remember toparaphraseorquotewithprecision, affected Levy’s perceptions ofhome.Connect theseexamplestoyourown in Burmaaffected Orwell’s ideasaboutEngland, andhowvisitingJamaica had acomplicatedhistoricalrelationship withBritain.Thinkabouthowliving and Orwell’s impressions ofthecountriesinwhichtheylived,both Connect Across Texts Gather Evidence reference listofeverysource youuse. Take notesasyoufindandconnectrelevant information,andkeepa more informationtounderstand Orwell’s complicatedfeelingstoward Britain. nature andstructure ofBritishruleinBurma?”if youdecidedneeded guide andfocusyoursearch. Forexample,youmightask,“Whatwasthe r r r Prewriting /Planning research. Asyouconductresearch, keepthefollowingstrategiesinmind: Orwell’s complexrelationships withtheideaofhome,useprompt questiontoguideyour Conduct Research [Twain] Source Card you foundinformation. date youaccessedit.Forprintsources, notethepagenumbersonwhich sources,For Internet record thenameandaddress ofthesite,and the author’s name,thatlinkstheinformationwithitssource. Next, writethefact,idea,orquotation,followedbyakeyword, suchas quotation youdiscover. Write thegeneraltopicattop. and dateofpublication.Then,create anotecard foreachfact,idea,or Create asource card thatincludeseachsource’s author, title,publisher, Tauchnitz, 1879. Abroad. Twain, Mark. r r r r You mayalsouse When possible,use Online, lookforsources thathave. Use bothprintandelectronic sources. Besure yoursources are reliable. newspaper articles. Vol. 1,Bernard The Innocents As youresearch, thinkofrelated questionsthatcanhelp Now thatyouhaveread theselectionsandthoughtaboutLevy’s and As youwriteyourinformativeessay,review Levy’s media primary sources

resources gov , suchasdocumentaries,televisionprograms, andpodcasts. —firsthand or original accounts, such as diaries, journals, or —firsthand ororiginalaccounts,suchasdiaries,journals, or. ESSENTIAL QUESTION:Whatdoesitmeantocallaplacehome? edu Source: Twain, p.333. [quote abouthome/traveling] Note Card intheiraddresses. earth allone’s lifetime.” ofthe by vegetatinginonelittlecorner of menandthingscannotbeacquired “Broad, wholesome,charitableviews Performance Task: Write anInformative Essay subject underinvestigation. demonstrating understandingofthe multiple sourcesonthesubject, inquiry whenappropriate;synthesize problem; narroworbroadenthe answer aquestionorsolve sustained researchprojectsto Conduct shortaswellmore Writing research report. may wanttociteinyour and identify keydetailsyou Review yourEvidenceLog STANDARDS EVIDENCE LOG 719 720 citation. and followingastandardformatfor and overrelianceonanyonesource the flowofideas, avoidingplagiarism into thetextselectivelytomaintain and audience;integrate information source intermsofthetask, purpose, strengths andlimitationsofeach searches effectively;assessthe digital sources, usingadvanced multiple authoritativeprintand Gather relevant informationfrom Writing STANDARDS 70+6r(+0&+0)#*1/' PERFORMANCE TASK: WRITINGFOCUS ENRICHING WRITINGWITHRESEARCH 1. United Nations, United 1. to identify thesource ofakeypieceevidence. This excerptfrom theLaunchText showshowthewriterusesafootnote presented byotherwriters,including: In yourinformativeessay,givecredit forideas,concepts,ortheories Read It Provide Appropriate Citations If youdonotgivecredit fortheinformationyouuse,are your paper. (APA) style.Useeitherfootnotesoneachpageorendnotesattheendof Language Association(MLAstyle)orAmericanPsychological used. Followtheformatyourteacherrecommends, suchasModern In thebodyofyourpaper, provide references tothesource materialyou ideas usingyourownwords. provide acitationforsomeone else’s ideasevenwhenyoustatethese you mustcitethesources oftheinformationyouuse.Notethatmust a workinvalid. note thatevenif plagiarism isdoneunintentionally,itnonethelessrenders which ispresenting someone else’s workasyourown.Itisimportantto LAUNCH TEXT r r r RR|s Assessment. AGlobal 2006: Report Migration International about 3%oftheworld’spopulation. international immigrantsworldwidein2005.Thatrepresents to aUnitedNationsreport, there were nearly191million In themodernworld,weare more mobilethanever. According unique and,often,challenging. numbers, eachperson’sexperienceofimmigration canstillfeel Paraphrases ofspokenorwrittenwords. Direct quotationsofspokenorwrittenwords. Any factsorstatisticsthatare notcommonknowledge.

Department of Economic and Social Affairs, Population Division. Division. Population Affairs, Social and ofEconomic Department When youwriteinformativetexts, 1

Despite thesemassive United Nations, 2009, 2009, Nations, United plagiarizing,

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Use FootnotesorEndnotes be cited. Use achartlikethisasyoudecidewhichinformationinyouressayshould optional. URL ofaWeb page,butitleavesthedatethatyouaccessedWeb page citation styleyouwillbeusing.Forinstance,MLA(8thed.)requires the or page,andtitleofpublicationwebsite.Confirmthespecifics ofthe Be sure thatallcitationsincludetheauthor, dateofpublication,titlearticle common knowledgeandfactsthatshouldbecited. that are it doesnotneedtobecited.However, youmustciteopinionsandideas information yougathered from research. Ifafactiscommonknowledge, Review yourinformativeessay,andmarkallthesentencesthatcontain Write It Endnotes servethesamefunction, buttheyappearattheendofpaper. Text, footnotesappearon thepageonwhichinformationisreferenced. at theendofpaper. Asshownintheearlierexample from theLaunch sources thatwillalsobelistedintheWorks CitedsectionorBibliography FACTS TOBECITED COMMON KNOWLEDGE FACTS OROPINIONSTOBECITED COMMON KNOWLEDGE ō ō ō ō-DPDLFDLVDQLVODQGLQWKH&DULEEHDQ6HD Global AttitudesandTrends OLPLWLQJLPPLJUDWLRQ 6RXUFHŃ$)UDJLOH5HERXQGIRU(8,PDJHRQ(YHRI(XURSHDQ3DUO EULWLVKPRGHUQZLQGUXVKBVKWPO$FFHVVHG$SU 6RXUFH3KLOOLSV0LNHŃ:LQGUXVKŌWKH3DVVHQJHUVń EHFDXVHRIWKHLUZRUNDQGWDOHQWVń 7RGD\PRUHWKDQKDOIRIWKH%ULWLVKSHRSOHEHOLHYHLPPLJUDQWV DIWHU:RUOG:DU,, 6RPH%ULWLVKSHRSOHUHVHQWHG-DPDLFDQLPPLJUDQWVZKHQWKH\EHJD 0XFKRIWKH-DPDLFDQSRSXODWLRQLVGHVFHQGHGIURPHQVODYHG$IUL not commonknowledge.Thischartshowsthedifference between ESSENTIAL QUESTION:Inwhatwaysdoesthestruggleforfreedom changewithhistory? 0D\ZZZSHZJOREDORUJFKDSWHUPRVWVXSS Footnotes are numbered andcredit the ESSENTIAL QUESTION:Whatdoesitmeantocallaplacehome? BBC 0DUZZZEEFFRXNKLVWRU\ Performance Task: Write anInformative Essay LDPHQW(OHFWLRQVń ŃPDNHWKHLUFRXQWU\VWURQJHU FDQSHRSOH QDUULYLQJLQ(QJODQG CollegeandCareerReadiness Pew Research Center: RUW 721 722 explanation presented. and supportstheinformationor or sectionthatfollowsfrom r knowledge ofthetopic. appropriate totheaudience’s other informationandexamples concrete details, quotations, or relevant facts, extendeddefinitions, selecting themostsignificantand r aiding comprehension. and multimediawhenusefulto whole; includeformatting, graphics, which precedesittocreateaunified that eachnewelementbuildson ideas, concepts, andinformationso r Writing Provide aconcludingstatement Develop thetopicthoroughlyby Introduce atopic;organizecomplex STANDARDS 70+6r(+0&+0)#*1/' PERFORMANCE TASK: WRITINGFOCUS collected. Aneffective thesisstatementshouldhavethefollowingqualities: thesis statementthatreflects yourconclusionsaboutthematerialyouhave Drafting Write aFirstDraft Write aStrong Introduction andConclusion where youmightaddthem. consider whethertheuseofimageswillhelpconveyyourideasandplan such asheadings,subheadings,orlists,toclarify thatstructure. Also, ideas andevidenceinalogicalsequence.Decidewhethertouseformatting, After decidingonanorganizationalstructure, create anoutlinethatplaces Choose anOrganizationalStructure Develop aThesisStatement your informativeessay.Thechartshowsfivepossiblestructures. the informationyouhavegathered, chooseanorganizationalstructure for you presented. write aconclusionthatfollows from yourthesisandsupports theinformation information isclear. Useavarietyoftransitions toconnectthoseideas.Then, write, makesure thattherelationship amongcomplexideas,concepts,and evidence, details,quotations,andexamplestosupport yourideas.Asyou your firstdraft.Remembertointroduce yourthesisanduseavarietyof about. or originalinsightaboutyourthesis:Leavereaders withsomethingtothink connect ittotheevidencethatyouhavepresented. Also,provide afresh conclusion, restate thethesisinsuchawaythatreaders willbeabletoeasily and feelingsabouttheircountriesduringaneraofBritish colonialism.Inthe paragraph tointroduce youranalysisofOrwell’s andLevy’s attitudes toward r r r Contrast Comparison and Order ofImportance Analyzethecausesandeffects ofanevent. Problem/Solution Cause andEffect Part-to-Whole Order METHOD It shouldbespecific andindicatetheideasyouintendtodevelop. It shouldmakeadirect claiminresponse totheprompt. It shouldbetheresult ofcareful studyandreflection. Use yourintroduction, conclusion,andnotestowrite two people’s orgroups ofpeople’s experiences. two subjects.Thisisusefulifyouare comparing Present thesimilaritiesanddifferences between important. most toleastimportantorfrom leasttomost Present andexplanationsfrom yourinformation was ornotsolved. Identify aspecificproblem andexplainhowit for historicaltopics. This workswellforananalysisofsocialissuesand Examine howcategoriesaffect alarger subject. Review yourresearch notes,andwritea Using yourthesisstatementand Use youropening

v LANGUAGE DEVELOPMENT: AUTHOR’S STYLE Create a Coherent Whole: Use Transitions As you write your draft, use a variety of appropriate transitions, words and phrases that connect and show relationships among ideas. These will help the reader understand your informative essay and follow the evidence that supports your thesis.

Read It These sentences from the Launch Text use transitions to show the relationships among ideas. ō )RUH[DPSOHLQWKH8QLWHG6WDWHVLWLVFRQVLGHUHGQRUPDOWRVPLOHDW RUVD\KHOORWRDVWUDQJHURQHSDVVHVRQWKHVLGHZDON(connects detail to concept) ō +RZHYHUDVWKHFHQWXULHVKDYHVKRZQKXPDQEHLQJVDUHUHVLOLHQW (shows contrast) ō 2QDGHHSHUOHYHOODQJXDJHEDUULHUVPD\OHDYHQHZLPPLJUDQWV IHHOLQJLVRODWHGFXWRIIIURPMREVHGXFDWLRQDQGHYHQIULHQGVKLSV (shows intensity) Read the Launch Text to find other examples of transitions.

Write It As you write, use transitions to link your sentences, paragraphs, and sections. Read your paper aloud, listening for how the ideas connect. Sudden shifts may indicate that a transition is needed. Refer to the chart for example transitional expressions.

TRANSITIONAL WORDS AND PHRASES

above all besides however on the other hand

accordingly clearly in other words otherwise

alternatively consequently instead particularly

although for example likewise similarly

as a result for that reason on a deeper level therefore STANDARDS as well as furthermore on the contrary usually Writing Use appropriate and varied © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Performance Task: Write an Informative Essay 723 724 they arewriting. conventions ofthedisciplinewhich attending tothenormsand style andobjectivetonewhile r complexity ofthetopic. simile, andanalogytomanagethe techniques suchasmetaphor, domain-specific vocabulary, and r Writing your informativeessay. from yourWord Networkin Include interesting words Establish andmaintainaformal Use preciselanguage, OU N RAIAIN VDNEADEAOAIN CONVENTIONS EVIDENCEANDELABORATION FOCUS ANDORGANIZATION STANDARDS WORD NETWORK Concludes withasummaryofthesis Provides alogicaltextstructure and Usesfactsandevidencefrom a Includeseffective organization of Provides aclearthesisstatement. 70+6r(+0&+0)#*1/' PERFORMANCE TASK: WRITINGFOCUS and evidence. clear transitionsamongideas. variety ofreliable, credited sources. complex ideas. words suchas things) andsimiles(comparisonsofunlikethings,using explicitcomparison using figures ofspeech,suchasanalogies(extendedcomparisonsunlike connections betweenspecific piecesofinformation,youmightconsider words andphrases.To help readers understanddifficult conceptsormake that are vague.Revisethesesectionstoincludeprecise, domain-specific Revising Tone Precise Language Thesis Support Revising forEvidenceandElaboration Logic Internal Revising forFocusandOrganization revision. Then, useyourevaluationandtheinstructiononthispagetoguide Use thefollowingchecklisttoevaluateeffectiveness ofyourfirstdraft. Evaluating Your Draft throughout youressay.Editanypassagesthatreveal biasoropinion. sentence fragments.Besure thatyouhaveremained neutral,orobjective, and addmissingwords toincompletesentencessothat youdonothaveany appropriate forinformativewriting.Avoid slangwords andcontractions, notes tofindandaddmore relevant information. other typesofevidenceforeachyourmajorpoints?Ifnot,review your details tosupportyourthesis.Doyouhavefacts,quotations,examples,or words andphrases. help readers seeconnectionsyouwanttoemphasize?Ifso,addtransitional sections thatdonotbuildinalogicalway.Doyouneedtoaddtransitions flow logicallyfrom paragraphtoparagraph. Rearrange paragraphsor Analyze yourdrafttoensure ithasaformal,objectivetone like Establishesaformal, Usesprecise language Provides adequatesupport Includesspecificdetails, objective tone. audience andpurpose. that isappropriate forthe for eachmajoridea. support thesis. facts, andquotationsto Reread youressay,payingattentiontowhethertheideas or Review youressaytobesure youhaveincluded specific Reread thedraftofyouressay,lookingforsections as ). Attendstothenorms sources properly. regarding crediting discipline, especially and conventionsofthe

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. narrowing yourfocusandconductingresearch were mosthelpful? informative text?Howcould youimprove theprocess? Whatmethodsfor thatyoucoulduse whenwritinganother What techniquesdidyoulearn whilewritingyour informativeessay. Think aboutwhatyoulearned Reflecting and respond respectfully tocommentsaboutyourwork. convey abouthowtimeordistancesharpenourperceptions ofhome.Listen on yourclassmates’work.Together, determinewhatyourdifferent essays classmates canread review itandmakecomments.Inturn, andcomment Create afinalversionofyouressay.Share itwithasmallgroup sothatyour Publishing andPresenting Proofread forAccuracy Edit forConventions Editing andProofreading details, andideas. an accurateandthorough understandingof the relationships amongfacts, spelling andpunctuation.Double-checkthatyourtransitionsgivereaders help crediting yoursources correctly. Correct errors ingrammarandword usage.Useastyleguideif youneed 1. essay andprovide supportive feedback. Exchange paperswithaclassmate.Usethechecklisttoevaluateyourclassmate’s informative PEER REVIEW 4. 3. 2. Is thethesisclear? What isthestrongest partofyourclassmate’s essay?Why? Does thepaperfullysupportthesisbycitinginformationfrom research? Is thetextorganizedlogically?

yes yes yes

o Ifno,writeabriefnoteexplainingwhatyouthoughtwasmissing. no Ifno,whatabouttheorganizationdoesnotwork? no Ifno,explainwhatconfusedyou. no Reread yourdraftforaccuracyandconsistency. Read yourdraftcarefully, lookingforerrors in ESSENTIAL QUESTION:Whatdoesitmeantocallaplacehome? Performance Task: Write anInformative Essay r spelling whenwriting. capitalization, punctuation, and conventions ofstandardEnglish r speaking. grammar andusagewhenwritingor conventions ofstandardEnglish r Language audience. significant foraspecificpurposeand focusing onaddressingwhatismost rewriting, ortryinganewapproach, needed byplanning, revising, editing, Develop andstrengthenwritingas Writing Spell correctly. Demonstrate commandofthe Demonstrate commandofthe STANDARDS 725