Working Teams for Today’s Project: Analyzing/Dissecting “Good Country People” essay on p. 359 of your textbook9:30 Class 11:00 ClassArslan, Maria, and Raguez Hassan, Aijo, and LaurenKate, Faria, and Justin Maggie, Jaime, John, and Meryl Josie, Rose, and Carrie Tylor, Quinn, and ReneeNadine, Matt, and Avani Kiran, Michael R., and EnzaEdgar, Vishal, and Malgorzata Edmarc, Mike E., and MelissaBilly, Margaret, and Chablis Kyle, Mike L., and KateRoxanne (A), Stephanie, and AndreyShaan, Samantha, and MariaDali (A), Jebin, and Nicole Mel, Ala, and AlisiaMareen, Jon, and Benson (A)(A) = AbsentFind your team, sit together, turn on one computer for your team to usePurpose: to dissect/analyze “Good Country People”Each team should work on one computer and have one keyboarderTake out the book, turn to page 359 and together, analyze and discuss how this essay was written.Particularly, you want to jot down the following: (build a table with the same categories for yourselves, like the one below):Tools the writer used to persuade the reader or Tools the writer used to argue his/her pointTools the writer used to organize his/her ideas; to achieve logic and coherence between and within ideasTools the writer used to recreate the most important parts of the short story s/he was referring to (knowing the readers may not have read the story)Lots of Quotes (Evidence—from storyChronological order Scene from hayloft is recreated through imageryThesis—one sentence Flashbacks Context DescriptionsCompare & contrast ParaphrasesCharacterization of thecharacter is usedTransitional words QuotesIdentifies the root of the problemTopic sentences Situational IronyCharacter’s featuresBringing in outside sourcesSymbolism SummarizationChoice of language Plot structure (rising action)CitationsEllipsis & Quotations ExamplesMetaphorsBackground informationDialoguePerspectiveDefining terms/situationsToneAnswer the following question: Which “literary element” does the author analyze? Character/symbolsWhat is the author’s thesis? Does the author successfully defend his/her
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