Mr. Hutchison Notes

Eng 112 Eng 123 Econ 120

Notes

Posted: June 6, 2017

Attached are some " hints " to next weeks exam on Monday.  Good luck!

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Posted: June 5, 2017

Eng 112 periods 1,2,3 and 4

Please complete the following survey:

https://goo.gl/forms/yAqIW9dFKcNswH8H2

 

 

Posted: May 26, 2017

Descriptive Essay due May 29th.

Research Essay due June 5th.

Rubric and Powerpoint attached.

http://www.citationmachine.net (link is external) ........ may help you with citing your research essay.

Posted: May 23, 2017

Descriptive Essay due Monday May 29th.

 

 

Posted: May 16, 2017

Persuassive Essay due May 23rd.

 

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Office presentation icon persuasive_essay.ppt1.91 MB
PDF icon persuasiverubric.pdf43.52 KB

Posted: April 26, 2017

Eng 112 Periods 1,2,3 and 4 Multi Genre Projects are now due on Monday May 1.

Posted: April 6, 2017

Eng 112 Semester 2 Independent Novel Study Due Monday April 10.

 

How would you compare this selection with a previous reading?

 

What character did you like most? Why? The least and why?

 

Which traits of the characters in this selection did you find most like

you? Least like you?

 

If you owned a bookstore, would you stock this selection? How would

you promote the sale of it to your customers?

Talk about your impression of the author. What type of person do you

think the author might be? Why?

 

What is the theme of the selection? How can you apply the theme to

your own life?

 

If you were asked to do a press conference about the selection, what

information would you share with reporters?

 

What advice would you give each of the characters?

 

If this story were made into a movie, how would you cast the

characters?

 

If this story were made into a movie or television show, how would the

story need to be changed?

 

What’s the main idea?

 

What is the most interesting part of the story?

 

Did you find the story predictable? Why or why not?

 

Describe your overall feelings after reading the selection.

What story passage was most helpful in understanding the author’s

main idea?

 

Discuss the characters and how they were depicted within the

selection. What is your impression of them?

 

What is your overall opinion of the selection? Would you encourage

someone else to read it? Why or Why not

How would you describe the author’s style of writing?

 

What did you learn from the author?

 

What features of this author’s writing might you incorporate in your

own writing?

Posted: April 4, 2017

English 112 Multi-Genre Project

WHAT IS THE PURPOSE?

To explore and learn about various topics and genres, and to deepen our understanding of what we have read…in addition to producing a variety of polished pieces of work.

WHAT IS A GENRE?

It is a type of writing or representing, like a poem, a play, a grocery list, a diary entry, a sketch, a photograph, or a set of directions…or a million other things (see the links below). 

WHAT IS A MULTI-GENRE PROJECT?


It's a collection of pieces written/created in a variety of genres, informed by your research on a particular subject, that presents one or (more likely) more perspectives on a question or topic. A multi-genre project is personal, creative, and can’t be copied from some other source. It involves you, as a writer/creator/artist, making conscious decisions about what information is important and how it should be presented to the reader in order to be most effective.

 

WHAT ARE SOME GENRES I MIGHT USE?

 

Follow these links for some ideas . 

http://www.mshogue.com/ce9/multi_genre/multigenre.htm#Types of Genres:  OR

http://aboutmultigenreprojects.blogspot.com/2011/05/list-of-multi-genre-...

 

Please be aware that the genres you choose must somehow be connected, not just a choice of the easiest types.  You will very likely have to do a little research about them.  Also, they should revolve around whatever you develop as the CENTRAL THEME of your paper.

 

WHAT IS A “CENTRAL THEME”?

 

Well, this is the overall connecting thread with all of your pieces.  The genres you select are completely up to you, but they must somehow tie in to your overall idea. 

 

 

 

HOW WILL I BE SCORED?

 

Here’s how it breaks down:

Title Page (2 points):

 It should match the tone of your central theme, and must include:

Your title (central theme), your first name, the due date, and the teacher & course name

 

Table of Contents (3 points):

This should include the title of each piece, and the genre it falls under

 

Opening/Introduction/Prologue…or whatever you’d like to call it (5 points):

Greet your readers, and provide some background to your project.  Provide any background information you think they may need in order to fully enjoy it, and offer any personal comments on the pieces, if you like.

 

Body (120 points): 4 PROJECTS IN TOTAL 30 POINTS EACH

This is the real meat of your assignment.  Be sure that each piece is clearly identified with a suitable title, and the page layout is as effective as possible.  You’ll need four different pieces, all from different genres.

 

Each piece will be scored according to the following rubric:

Relation to central theme – 10

Mastery of genre – 5

Creativity – 5

Conventions - 5

Presentation - 5

 

 

Epilogue (5 points):

This will provide your conclusion, with any closing notes you’d like your reader to consider.  Any parting words?  Any call for reflection?

 

 

I can’t wait to see what you create!  Good luck!

 

Due date ________________________April 27____________________________

 

 

Posted: March 30, 2017

Due Dates:

Play project due Monday April 3

Independent Novel due April 10

Posted: March 28, 2017

Due Monday April 3, 2017

Find a Play of your choice and analyze it.

 

CONTENT

  • ANALYSIS OF PLOT
    • BACKGROUND INFO ON MAIN CHARACTERS, SETTING                          /5
    • IDENTIFICATION OF INCITING INCIDENT                                                  /5
    • DESCRIPTIONS OF RISING ACTION                                                             /5
    • IDENTIFICATION OF CLIMAX                                                                      /5
    • DISCUSSION OF DENOUEMENT (RESOLUTION—HOW

IS THE CONFLICT OF THE PLAY RESOLVED?)                                             /5

 

  • ANALYSIS OF THEME
    • IDENTIFICATION OF THEME—IN ONE OR TWO SENTENCES,

WHAT IS THE UNIVERSAL MESSAGE OF THE PLAY?                                  /5

    • AFTER IDENTIFYING THE THEME, CONNECT THE THEME TO

ONE SCENE IN THE PLAY THAT BEST ILLUSTRATES THE

PLAYWRIGHT’S MESSAGE                                                                            /5

  • ANALYSIS OF APPEAL                                                                                                           
    • IS THE PlAY APPROPRIATE FOR HIGH SCHOOL?  PROBLEMS                   /5

WITH PRODUCING THE SHOW? COMMERCIAL VALUE?

    • CAST THE SHOW WITH PEOPLE YOU KNOW—DID YOU EXPLAIN        /5

YOUR CHOICES? 

 

MECHANICS

  • FOR EACH GRAMMATICAL OR MECHANICAL MISTAKE, YOU WILL

LOSE ONE POINT UP TO A TOTAL OF 10.                                                               /10

 

FINAL ESSAY GRADE…………………………………………………………………..     /55

Posted: March 21, 2017

World of the Play Research Project

You will be responsible for researching the playwright and the ―world‖ he/she lived in during the time he/she wrote the play. You will present your ―world of the playwright‖ report to the class with an oral presentation accompanied by at least one visual aid and also turn in a written outline or report. This information will be vital in our interpretation of the characters and the play.

Your research should include:

1. A brief background and history of the playwrights life and career (5 points)

2. A description of the world surrounding the playwright, specifically the historical, social, political and cultural influences of this time. Your report may include but not be limited to: wars/revolutions/political upheavals, change in government, scientific/religious/philosophical theories or discoveries, change in class structure, trends in gender roles, sexual identity, cultural influences such as entertainment, fashion, etc, as well as personal challenges or life changing events in the playwright's life. (10 points)

3. How did these factors affect the playwright and specifically influence his/her writing of this particular play (5 points(

 

Points will be taken off for mechanics, spelling etc.

Due Monday March 27

 

Posted: February 15, 2017

2nd way to deconstruct children’s books!

 

i. From whose perspective is the story told? How might the story change if it were told from the perspective of: a) the wolf? b) the grandmother? c) the mother? d) the woodsman/huntsman? FOR THE BOOK YOU CHOOSE APPLY THIS TO ALL OF THE MAIN CHARACTERS
ii. Who are the privileged characters in the story? What makes them so?
iii. Who is marginalized? How?
iv. What ideologies/biases are in place? How do these affect the outcome of the story?
v. Note the gender roles in the story. What roles do they play in the development of the plot? What message could they be portraying? What might these roles reflect upon the values of the society in which this story is published?
vi. How do the illustrations impact the reader? What messages are the styles/colours, etc. sending to the reader?

Posted: February 7, 2017

Children’s Book Questions:

 

Go to Tumble books

 

Login: WRESREADS

Password: books

 

1.   What is the author's point of view? What is the illustrator's point of view? What is your evidence?

2.   What biases (cultural, linguistic, gender, ability, sexual orientation, religious etc. values and beliefs) do you, as the reader, bring to the text?

3.   What assumptions, beliefs and values does the author bring to the text? What is your evidence?

4.   What assumptions, beliefs and values does the illustrator bring to the text? What is your evidence?

5.   What assumptions, beliefs and values does the author make about the reader? What is your evidence?

6.   What assumptions, beliefs and values does the illustrator make about the reader? What is your evidence?

7.   Why has the author chosen to convey the main message or theme as they have? What is their purpose?

8.   What role does the publisher play in perpetuating messages in the text?

9.   What other questions might you, as a critical consumer, ask of the text?

 

Posted: February 3, 2017

Parents of students enrolled in Eng 12 periods 1,2,3 and 4 please read.

 

Mr. Derek Hutchison BA, B.Ed, M.Ed.

 

Derek.Hutchison@nbed.nb.ca

 

506-778-6078 (James M. Hill)

 

 

 

Welcome to Mr. Hutchison’s classroom. It is my goal this year that all my students become involved in an engaging learning experience. You will notice that we will be innovative in the class while still maintaining the core principles of classroom structure.  In order for us to accomplish our goal this year there are several things you should know about the procedures of this classroom.

 

The Humanities Department 5 “Ps” of success

 

 

 

·         Be PREPARED- Be ready for class- Bring all materials and be on time. Students will not be permitted to leave class during the first 15 minutes of class or last 15 minutes.

 

·         Be POLITE to each other- Respect is key to a healthy classroom environment and every student and teacher will respect the opinions of others.

 

·         PARTICIPATE in class- students will be expected to guide the learning through discussion. They will participate in presentations, group work, projects and other learning activities.

 

·         Be PROMPT- Pass in materials on due dates at the start of class and not the end of class. Passing in at the end of class is considered late- The teacher will give enough time for each student to finish their work. If a student is unable to hand in assignments on the due date, they must talk with their teacher before the due date to request an extension. (Extensions will not be given if a student has not used the allotted time in a productive way.)

 

·          Late work will be deducted 20% for the first day it is late. After 1 day late a mark of 0% will be assigned.

 

·         Late work also includes be absent when an assignment is due.  With technology there is no excuse. For example, if you are absent and an assignment is due......... it is your responsibility to email it to the instructor.( on the due date!)

 

·         Be PRODUCTIVE- Stay on task to maximize learning time. Cell phones and other distractions will not be tolerated in the classroom. The teacher may use these personal devices for learning activities because they are tools that help students. However when they are not in use for a learning activity, cell phones should be put away. Staying on task is an important key to success.

 

 

 

  I acknowledge that I have read and understand the principles that will be upheld in this class:

 

 

 

Student Name (print)________________________      Student Signature________________________

 

 

 

Parent Name (print)_________________________      Parent Signature_________________________

 

Posted: January 20, 2017

Periods 1,2,3 and 4.

Here is a " hint" for your exam:

 

1.       Symbol: Many of the pieces we read this term contained strong symbols.  Choose TWO  that stood out for you, clearly describe each, and explain what it represents.  Comment on how the use of these symbols added to the overall meaning of the text, as well as the effectiveness of the choice.

 

 

 

Reading Outcome

9-10

7-8

5-6

3-4

7.2 Recognize how artful use of language and text can influence the reader

- explain how symbolism creates meaning  and engages the audience

- offer unique perspectives

-explain how symbolism creates meaning  and engages the audience

 

-identifies accurate symbols; some evidence may not be relevant; explanation may not be clear

 - identified symbols are accurate; explanation inaccurate

Writing Outcome

9-10

7-8

5-6

3-4

8.1  Use writing to reflect  on experiences with a range of texts and issues

 

 

Symbol #1

-  analysis directly supports main idea

-elaborates on the main idea with 6 relevant details

- analysis directly supports main idea

- elaborates with 4 relevant details

 

- analysis directly supports main idea

- elaborates with 2 relevant details; some details may not be relevant to thesis

 

 

- analysis is attempted, but may not support main idea

- minimal details

Writing Outcome

9-10

7-8

5-6

3-4

8.1  Use writing to reflect  on experiences with a range of texts and issues

 

 

Symbol #2

- analysis directly supports main idea

 

-elaborates on the main idea with 6 relevant details

-analysis directly supports main idea

- elaborates with 4 relevant details

 

analysis directly supports main idea

- elaborates with 2 relevant details; some details may not be relevant to thesis

 

 - analysis is attempted, but may not support main idea

- minimal details

 

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