Abbreviations Explained

IVT - incorrect verb tense
* avoid use of "would" or "will" TRY to use active verbs in present tense
VPR - vague pronoun reference
BW - use a better word
WW - this is the wrong word - examples:
homonyms: since/sense/cents
their/there/they're
CS - comma splice
SF - sentence fragment
TR - there needs to be a TRANSITION between two sentences within a paragraph or between two paragraph
AGR - agreement errors can occur between subject & predicate, but in college papers, there are agreement errors between the pronoun and the word the pronoun stands for
NOTES:
Only ONE functional fragment per paper
Avoid homonym confusion
Avoid beginning sentences with conjunctions--examples: "But . . .," "And. . .;" "So . . ." "Because . . ."
Eliminate unnecessary words that confuse rather than clarify
Make the thesis statement clear, direct, explicit
Make sure every paragraph is directly related to that thesis
NO 2nd person, if at all possible
Avoid using the adverb "SO"
Avoid using simple vocabulary - examples: "great," "nice," "a lot"

MACON 1102 Themes & Groups

Importance of Storytelling: Charles - Sidony - Nick - Sam - Ankit - Hunter

The Role of Women: Quintisha - J'Mecia - Jeremiah - Sylatha - Alex - Raj

Truth & Memory: Desiree - David - Nicole - Eric - Amanda - Suzanne

Courage, Honor, Shame: Krystal - Kendra - Tyler - Neel - Jena - Jamal

Group Analyses to be presented on Sept. 20 & 22

Major Themes or Motifs in THE THINGS THEY CARRIED

FOR WRC CLASS:

Honor and Shame as a motivating force - colors yellow & maroon

The Role of Women - colors red

The Importance of Storytelling - colors cream & bright blue

The Significance and Changing states of Truth & Memory - colors blue & purple

Character Analysis - Due the first day of class, the Week of Sept.27

The character analysis may be presented in any way the student chooses as long as all aspects of character are completed and it is clear that the student has analyzed the character thoroughly.
Students may:
*create a powerpoint
*write an analysis, as in an essay
*make a chart or table with all information complete
*list all aspects of character
*create an original presentation that provides all information

The character analysis is INDIVIDUAL; the themes or motifs are to be done in groups; the character analysis will be presented to me; the group work will be presented to the entire class.

Identify the character and define his personality –

• Identify each story in which the character appears
• Create an imagined (or not) back-story for this character—what was he like BEFORE Vietnam
• Cite pages on which there is direct characterization – what does the author “give” in terms of what he wants you to know outright about a character?
• Cite pages on which the character has significant action – what does he DO and what inference can you draw from his action (or reaction)
• Cite pages on which the character speaks – what does he say that in some significant way reveals his personality or character? What does it reveal—again draw inferences.
• Cite pages on which other characters speak of this character – what is said about this character & what does it mean? Can you draw a conclusion or inference based on what other people say about him? Explain.
• Create an imagined (or not) epilogue for this character—what happens to him after the war?

*NOTE: The back-story and the epilogue MUST be believable based on the information presented in the story; for example, it would be highly unlikely and not at all plausible for Azar to become a priest, based on his words, actions, and knowledge the reader gains during reading the book.
HOWEVER - I do not expect a long, involved story; instead, a couple of good paragraphs that summarizes what you imagine the character might have been or might have become would suffice.