Work for: Wednesday, Sept. 21, 2011

The cold finally caught up to me…

Your jobs for today are the following, please and thank you:

JOB #1:

The feedback from the green sheets is about 1/2 the class still has some ‘yellow’ or even ‘red’ about their understanding of ENDP, the 4 Styles of Nonfiction.

First off, congratulations to you for having the courage to be honest about your understanding of these concepts. It’s not easy to do.

If you have some yellow areas in your understanding, you can clarify by either talking to a friend, looking on Google, or you could go to the top of this site and look under the NONFICTION tab and hunt around for the 4 Styles subtab for a brief explanation of the concept you need to get. If you are still feeling yellow, we can clarify it when I get back.

JOB #2:

Think of the story you told a neighbour at the end of yesterday’s class (the story of something that happened to you). Now think of the language that you used when you told that story to a fellow classmate who is the same age as you and is possibly a friend of yours. (For, example: “Dude, I totally slammed into the guy and then we wiped out…”)

Your challenge is to now please write that same story you told in class yesterday in about 5 lines but this time, you must pretend that you are telling that story to a police officer or to your parents or an insurance agent or a judge = someone with authority over us who has the power to impose a penalty or to let us go with a warning.  As you are writing this, please experiment with the language you use and be mindful of how formal it is versus how informal your first version was.

JOB #3:

Please find and write down the definition of DICTION using the tabs at the top of the page. Once I am back, we will write down that definition in our 3D Triangle / Pyramid foldable.

JOB #4:

Please underline 5 words that you DELIBERATELY CHOSE in the 2nd more formal version of your story.

JOB #5:

Diction is often influenced by PURPOSE. Thinking of the audience (authority figure), what do you think was the PURPOSE of your 2nd story? What were  you trying to achieve? How might this have influenced your diction?

JOB #6:

Diction is often influenced by AUDIENCE.  We will roughly divide society into 4 rather large AGE CATEGORIES. Please guess what those 4 age categories would be.

Friday, February 25, 2011

Students are asked to complete the following:

Please visit the website for Fanshawe College and, once you are there, please find the web page regarding Fees, Payments and Refunds.  Please analyse this page by examing two specific areas:

1. Look at the text regarding Fees for Full Time Students and then compare it to the text that the college has chosen to use at the top of the page as the web page header, where it says “Opportunity Maxed!”

Compare these two sections of text in the following ways:

1. Topic
2. Theme
3. Audience
4. Diction
5. Mood

* I have attempted to attach a chart to capture this information here:
nonfiction elements comparison feb 25 2011
nonfiction elements comparison feb 25 2011

 

STUMPER QUESTION:
Using your powers of INFERENCE (taking your best plausible guess based on the information in front of you as well as your experience and instinct), see if you can answer the following question:

What do you think is Fanshawe College’s attitude towards this financial information — or any of the information in this web site? Please explain your answer.

Thursday, February 24, 2011

Students are asked to please complete the following:

1. Please write down the definition of the next concept, MOOD:

Mood in a text can be described as “the emotion that the author intended for the audience to feel.” Pay close attention to that word “intended“; the author hopes and wants for us, the readers, to feel a certain way during and after reading the text. NOTE: We may never feel that emotion for any number of reasons, but we need to use our Grade 12 level analytical skills to infer (make our best guess) as to what emotion the author most likely wanted us to feel. So, to sum up, the author INTENDS for us to feel a certain way but that may not mesh with what we ACTUALLY feel.

For example:
A) Have you ever seen a movie / TV show / YouTube video that your friends told you was very scary / exciting / disgusting, etc. but then when you watched it, you actually didn’t feel that feeling at all?

B) The recent movie PARANORMAL ACTIVITY 2 could be another example. I have had students tell me that although the movie was INTENDED to make them feel scared, it ACTUALLY didn’t make them feel scared at all.

2. Once you have the definition of MOOD, can you now please complete the activity sheet from yesterday about the story DON’T TURN ON THE LIGHT,  which can also be found at the link below.

Don’t Turn On The Light

3. Please visit the site of The Darwin Awards, find a true story that interests you and complete the following:
a. Decide on the TOPIC and the THEME of your story.
b. Decide what the INTENDED MOOD was — as opposed to your ACTUAL MOOD.
c. What AGE GROUP is most likely the INTENDED AGE GROUP for this website? What specific evidence helps you          make this decision?

Thank you and good luck!