Warm-Up:

• Reflect on your writing and revising process. What was it like for you? How was it similar or different from writing you’ve done in the past?

Agenda for Class:

• Paragraph Activity• Discuss Techniques of Literature• Close Reading Activity• Looking forward to Unit 2 and

Assignment 2.1

Sentence Scramble

• In break-out rooms, with your partner, first divide sentences into “idea” and “evidence”

• Choose your best guess for the topic sentence

• Reconvene with group to establish topic sentence

• Return to break-out rooms and type paragraph in correct order on your whiteboard

• Share paragraphs with the class.

Introduction to the Short Story

• What do you think of when you hear the word “literature”?

• How do fictional texts—and the short story in particular—make meaning differently than argumentative essays? What can a short story do that the essays we’ve read thus far in our class, can’t?

Some Literary “Strategies”

• Plot or Narrative Logic• Character & Characterization• Imagery: Simile & Metaphor• Narrative Voice–Who gets to tell the story? What kind of

voice is it?– Not to be confused with dialogue

• Tone

From “A Good Man is Hard to Find”• The grandmother didn't want to go to Florida. She wanted to visit

some of her connections in east Tennes- see and she was seizing at every chance to change Bailey's mind. Bailey was the son she lived with, her only boy. He was sitting on the edge of his chair at the table, bent over the orange sports section of the Journal. "Now look here, Bailey," she said, "see here, read this," and she stood with one hand on her thin hip and the other rattling the newspaper at his bald head. "Here this fellow that calls himself The Misfit is aloose from the Federal Pen and headed toward Florida and you read here what it says he did to these people. Just you read it. I wouldn't take my children in any direction with a criminal like that aloose in it. I couldn't answer to my conscience if I did.”

• Bailey didn't look up from his reading so she wheeled around then and faced the children's mother, a young woman in slacks, whose face was as broad and innocent as a cabbage and was tied around with a green head-kerchief that had two points on the top like rabbit's ears. She was sitting on the sofa, feeding the baby his apricots out of a jar. "The children have been to Florida before," the old lady said. "You all ought to take them somewhere else for a change so they would see different parts of the world and be broad. They never have been to east Tennessee."

Assignments for the Week• Read: Flannery O’Connor, “A Good Man is Hard to

Find”; William Faulkner, “A Rose for Emily”; and Kate Chopin, “Story of an Hour.” For Chopin, go to: tohttp://bcs.bedfordstmartins.com/virtualit/fiction/StoryofanHour/story.asp Read through all the links.

Recommended Reading: Faulkner on the “meaning” of “A Rose for Emily”

• Write: Assignment 2.1. Choose a passage to close read from any of the three short stories.

• Write: Cover letter to me. DUE: Saturday