More Strong Paragraphs

This paragraph is a response to the poem "Against Idleness and Mischief," and addresses the concept of theme, which we discussed in class today.

This is a TEAC paragraph:

Topic Sentence

Examples

Analysis

Conclusion

What is the central theme of "Against Idleness and Mischief?"

 The central theme of "Against Idleness and Mischief" is that hard work is important because it is the key to staying out of trouble. The busy bee is like the ideal individual--hard-working as she collects honey from flowers and builds wax cells to store it. The speaker says that he would also be busy like the bee, warning that "Satan finds some mischief still / for idle hands to do." The busy bee is constantly occupied, and therefore has no time to be idle; therefore, no time for mischief. By following the speaker's example, good children can do the same if they want to stay out of trouble.

Notice that the topic sentence answers the question, stating the central theme of the poem. The next two sentences provide details from the poem that support the central point. The examples show that the bee is good and hard-working. The example also shows that the speaker of the poem believes that working hard is a good thing, and helps keep young people away from "mischief." Therefore, the bee is a model to be followed, since hard work will help keep you out of trouble.

Classwork assignment:

Write a TEAC paragraph answering the following question:

What is the main theme of "How doth the Little Crocodile?" Label each sentence according to the TEAC model (Topic sentence, Example, Analysis, Conclusion).

Writing Strong Paragraphs

We discussed writing strong paragraphs on Thursday. We will continually go over these skills in our class. Each time you are given a writing assignment, practice strong paragraph writing. This will make essays much easier to write, and will strengthen your skills as a critical reader and thinker.

Every strong paragraph contains four essential elements:

Topic Sentence

This sentence tells your reader what your paragraph will be all about. It usually puts forth an argument, which you will support in the rest of your paragraph. If you are responding directly to a question, the topic sentence will address the question, and answer it.

Example

An example is lifted directly from the text you are reading. An example refers specifically to a detail in the text, and may even be a direct quote. The example you choose should support the argument or statement you made in your topic sentence. Remember that paragraphs are one unit of information, and all your sentences need to stick to the same topic!

Analysis

In your analysis, you are explaining to your reader why your example supports your topic sentence. Make sure you refer back to whatever your main idea is, and show the connection to your reader. Why is it that your example supports the point you're making? Show the connection!

Conclusion

Your conclusion ties up any loose ends, and gives a little summary of your points and why you believe them. Again, since a paragraph is one unit of information, your conclusion may also show how all the ideas you discussed fit together. Your conclusion will also refer back to your topic sentence, showing that you have made your point.

Here is the example we discussed in class:

The author is discussing the contradictory attitude the people of Victorian England had about childhood. Although children were a "source of hope, of virtue, or emotion," they also believed that children were "potentially wicked," needing "constant guidance and discipline." This shows that Victorian adults probably had high hopes for their children, but also had deep questions about their children's ability to be "good." In short, Victorians felt torn about the nature of childhood, and felt ambivalent towards their children because of it.

Notice how the topic is repeated throughout the paragraph. The contradiction (that children could be good and bad at the same time) is repeated throughout the paragraph, driving home the argument that Victorians felt torn about their children.

Images of Childhood

Images of Childhood (11 points towards classwork)

Look online, in a magazine, in a newspaper, or anywhere else you can think of for images of children. Choose 2 or 3 of your favorite images and answer the following questions on a loose-leaf sheet of paper.

This will be a Classwork grade.

1. What do the children look like? What are they wearing? (1 point)
2. Are there any adults around? If so, what do you think the relationship is? (1 point)
3. What are the children doing? (1 point)

Look at the images of Alice Liddell.

4. What does Alice look like? What is she wearing? (1 point)
5. What is she doing in the photos? (1 point)

Look at both images:

6. How are the images different? (1 point)
7. What do these images tell you about the culture that created them? (2 points)
8. What is "childhood" today? Do you we have good ideas about "childhood"? (3 points

Victorian Childhood

This assignment is worth 17 points!


What was Victorian childhood like?

“On the one hand the child was the source of hope, of virtue, or emotion: along with the angelic wife, he was the repository of family values which seemed otherwise to be disappearing from an increasingly secular world.... But at the same time, and of course much less obviously, the child was a hardship, an obstacle to adult pleasure, and a reminder of one's baser self. He might be innocent, untainted by sexual knowledge, uncorrupted by the world of business, free from the agony of religious doubt; yet he was also potentially wicked and needed constant guidance and discipline.”

LuAnn Walthe ("The Victorian Invention of Childhood")

In your own words, what is the author above describing about childhood? What is contradictory here (3 points)?

Against Idleness And Mischief
Isaac Watts

How doth the little busy bee
Improve each shining hour,
And gather honey all the day
From every opening flower!

How skillfully she builds her cell!
How neat she spreads the wax!
And labours hard to store it well
With the sweet food she makes.

In works of labour or of skill,
I would be busy too;
For Satan finds some mischief still
For idle hands to do.

In books, or work, or healthy play,
Let my first years be passed
That I may give for every day
Some good account at last.

How Doth The Little Crocodile
Lewis Carroll

How doth the little crocodile
Improve his shining tail,
And pour the waters of the Nile
On every golden scale!

How cheerfully he seems to grin,
How neatly spread his claws,
And welcome little fishes in
With gently smiling jaws!

Response to Poetry

On a loose-leaf sheet of paper, and in complete sentences answer the following questions about the poems “Against Idleness And Mischief” and “How Doth The Little Crocodile” as completely as possible. Each question is worth 2 points, except #6, which is worth 4 points.

1. What is the main idea of “Against Idleness and Mischief?”
2. What is the busy bee like? What is it doing throughout the poem? Look back at “Against Idleness and Mischief” for examples.
3. What is the main idea of “How doth the Little Crocodile?”
4. What is the crocodile like? What is it doing throughout the poem? Look back at “How Doth The Little Crocodile” for examples.
5. Contrast the alligator and the bee. How are they different?
6. Choose one important action that each animal (bee and crocodile) does in their poem. Write a short poem about each action.

Homework (due 9/25)

All sections:

Finish the worksheet on "Victorian Childhood." This assignment is worth 17 points!

Bring in 2 or 3 images of children from magazines, newspapers, or the internet. You will need the images for Friday's class activity.