Loaded Words and Your Issue

Section 5 of your report requires you to:

(1) Explain how those on different sides of the issue talk about the issue differently.

(2) Identify loaded words and phrases used by each of the groups.

(3) Explain how this use of loaded words affects the dialogue between the two groups.

A color coded sample Section 5 is here (click link).

Steps to Write Section 5 include:

1. Brainstorm loaded words relating to your topic.  Indicate whether each has a positive or negative connotation.  + / -

2. Use Google News, Procon.org and Issues and Controversies to locate articles about your topic.

3. Skim the articles for loaded words and add them to your list.  You should have 10 words/phrases or more.

4. Write a draft of this section.

5. Double-check your draft with the rubric and checklist.

Instant Pie Charts

Create pie charts for your survey results using instantpiecharts.com

To transfer each pie chart from the site to a word document, simply copy and paste it.

Deconstructing Ads

1. Visit the Deconstruction Gallery and deconstruct some ads together with the class.

2. Complete your own ad deconstructions (see handout)

3. Create your own Counter Ad

• Sample Counter Ads
• websites where you can download cigarette ads

More Resources

• Classic cigarette ads

Resources for Freedom of Speech Issues

ProCon.org

Issues & Controversies

Merchants of Cool

The PBS Frontline documentary, Merchants of Cool, plus related materials can be viewed at:

hwww.pbs.org/wgbh/pages/frontline/shows/cool/

Euphemisms, Loaded Words, & Persuasion

A euphemism is a word or phrase used in place of another word or phrase.  Often euphemisms are used in order to mislead, to confuse, or to neutralize the reaction of an audience.  

Loaded words are words used to engage the emotions of the reader or listener.  These are words that have strong connotations.  Some loaded words (especially the ones with positive connotations) are also euphemisms.

Using a thesaurus such as Thesaurus.com is one way to generate lists of words that have similar meanings but different connotations.

If you have used any loaded words or euphemisms in your bumper sticker, please explain this in your paragraph on wording in your critique.

Spoof Ads

spoof (noun)
1. a mocking imitation of someone or something, usually light and good-humored; lampoon or parody: The show was a spoof of college life.
2. a hoax; prank. --Dictionary.com

View the following groups of spoof ads at Adbusters.org and then complete the related thinksheet.

Tobacco
Big Mac Attack 

Absolut Craze

Environmental

Colors & Symbolism -- Campaign Bumper Stickers

Here are links that provide tips on symbolic meaning of different colors:

http://www.princetonol.com/groups/iad/lessons/middle/color2.htm

http://desktoppub.about.com/cs/color/a/symbolism.htm

http://crystal-cure.com/color-meanings.html

Finishing Touches: Title Page, Table of Contents, Media Projects, Presentations

1. Your project should include a standard title page.
2. Your table of contents should include titles and genres.  Page numbers are optional.
3. Media Projects and Presentations have separate rubrics.  Please ask for a copy.


A few resources for presentations include:

--Wordle.net (Creates word clouds that could be used for a cover or as part of a presentation)
--Taxedo.com  (Word clouds and more; a little more involved than Wordle.net)
--Prezi.com  (This is slideshow 2.0)

Genre Pieces -- Developing, Extending, Polishing, Refining

I've spent time reading over your draft genre pieces.  Here are some general suggestions that will help strengthen your pieces:

1. Develop your headings and titles.  A fully developed heading may be 2 - 3 sentences or more.  A title is generally short -- but make the most of it.  "Waris Dirie"  or "Waris Dirie -- One Determined Woman"   The 2nd title is stronger, yet it still doesn't "cost" that much.  Agree?
2. Among your 5 pieces, include at least 3 pieces about specific events or moments in your biography.  General pieces that give an overview of a person and that person's accomplishments can be useful, but don't stop there.
3. Aim for at least one piece from the point of view of a "contemporary" of your subject -- someone who knew your subject and had a relationship of some kind with him or her.  That person undoubtedly had an opinion on your subject and a way of voicing that opinion.

Instant Genre Piece: A 2-Minute Poem to Kick Start Your Week

Use this site to create your own list poem based on your biography:

http://ettcweb.lr.k12.nj.us/forms/listpoem.htm

Notes:

• A list poem may appear random but it is not
• The poem should end with something surprising, insightful, or important.  One way to do this is to move from the literal to the figurative (see example poem below).
• Once you have made your initial list, consider re-arranging the order of the items.  Also consider adding more detail.  Use precise and concrete language as much as possible.  Provide your reader with a clear image of what you see.

Sample below:

________________________________________________

What’s in the canoe
a sharpened axe with a battered wooden handle
a weathered tent green with mold
a bag of pea flour
a plug of tobacco
three long poles with metal boots
four damp wool blankets
a refusal to turn back
a lot of heart 

--based on the book Great Heart:  History of a Labrador Adventure

Recommended Genres

These genres will work especially well for most biography projects:

• Character sketch (definition and sample) 
• Stream-of-consciousness (definition, sample) 
• Diary entry or series of entries 
• Letter (to or from your subject) or series of letters 
• Interview (Rolling Stone interview of Obama; Interview of author JK Rowling, Interview of author Dan Brown; ) 
• Conversation (similar to an interview in format, but less formal; tips) 
• News article (news story or feature article) 
• Speech (before writing identify an occasion and an audience)
• Poem or series of poems

Author & Subject: What is the Relationship?

As you read your biography, it is important to think about the relationship between the author and the subject.  If it is a person writing about his or her own life (autobiograhy), this could be said to be a very close relationship.  If it is a person writing about someone else, he or she must have had a reason for this choice.  Did they admire this person?  Feel compelled to criticize them?  Either way, it is a form of bias. 

What motivations might your author have had for publishing this story?  Money?  Fame?  Respect?  Revenge?  To convince others of a point of view?  Keep these in mind as well.

Read with a cynical eye.  Read with a sympathetic eye too.

Biography Project -- Preliminary Research

The goal is get started on researching topics related to the biography you are reading.  Don't worry about what the research will be used for.  Follow your interests.  Find some sources.  Save the source information so you can easily go back later.

1. Identify topics for research, using the handout

2. Set up a place to save and organize all your bookmarks.  This could be a folder with Safari or Firefox Bookmarks.  Or you may choose to set up an account on Delicious or Diigo.

3. Start identifying sites that are potential resources.  Don't just start with Google. See Wirthportal (right sidebar link) and check out Marvel, Internet Public Library, Google Wonder Wheel, Google News, and Google Timeline.

4. Save your sites you find within your bookmarks folder (or on Delicious or Diigo).

English 12 -- Exam Essay Question

For those who still need to complete the essay portion of the midyear exam, the essay prompt is below:

Part 3:  Hamlet   (33%)                        

Write about a Scene:  Write a 4 paragraph essay in which you discuss the importance of one scene in the play -- and how Shakespeare uses that scene to add to the overall effect of the play.  Your introductory paragraph should include a thesis that introduces 3 main ways the scene is important.  Each body paragraph should provide supporting detail from the text in terms of one of the 3 aspects you are discussing.  (Suggested aspects of literature you might discuss -- choose 3 -- include plot, characterization, theme, mood, irony, symbolism.

(S 1, 2, 3) Meets: Presents plausible well-supported interpretation.  Includes 3 distinct arguments, each supported with detail from the text.  Effectively organizes elements of essay. Exceeds: All of meets, plus:  Examples are well-chosen, specific, and are discussed in detail.  Discussion shows originality and insight.  More than 3 arguments may be included.