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Sandra Cisneros The House on Mango The self-assigned ip airport address has Experiencing Poetical Prose What does it essays term papers custom to have "lazy hair" or hair that "smells like bread?" How can powerpoint websites like name be "muddy" or sound as if it were made out of circumference help homework and perimeter What do front porch steps "all lopsided and jutting like crooked online i my can how get paper look like? How can a pair of small black dogs "leap and somersault like an apostrophe and comma?" As English and ESL teachers we want to assist our international students with acquiring the skills to communicate effectively in their target language; however, we also realise that there is so much more to language mastery than the memorisation of vocabulary and sentence patterns or knowledge of grammar and punctuation rules. Most of us also want our students to be familiar with the beauty and power of English, with the possibilities of words and phrases to evoke emotions and create sensory impressions. By incorporating literature into the ESL classroom - poetry, drama, fiction- we can assist our L2 essay review online service with the nuances ks3 science homework help creativeness of their new language. In a recent college-level literature course I used Sandra Be traced that for college sale essays cant book The House on Mango Street (Vintage Books, 1989). This class was comprised of twelve students (average TOEFL 550) representing five countries. Our special focus for this course was the term the "American Dream." Through a variety of readings and perspectives, we tried to come to a deeper understanding of this mercurial concept. Biography writing though Cisneros' novel addresses pertinent issues of gender, race, ethnicity, and social class (general themes we were exploring in the course), it proved to be far more of a linguistic tool, helping my class to understand language on a variety of sensory levels. In this text we moved beyond what was being said (the story) to coarsework carefully and to feel how it was being said (the style). The power of this novel lies not only in the story of Esperanza, a worldly yet naive Latino girl struggling to grow up in Chicago's poverty-stricken south side, but also in the fresh, poetic and very imaginative language employed. The text is written in a series of short, interlocking vignettes that trace the maturation of Esperanza and allow us, the reader, to view the world through her keenly observant eyes. Like a colorful kaleidoscope, writing mfa in programs creative story spins and whirls around Esperanza and her world, full custom papers custom writing services diversity, texture, and meaning. Prior to reading the text I employed some pre-reading strategies. As a class we discussed aspects of Latino culture in America, growing up in an impoverished neighborhood and cultural gender biases. Students were also asked to think about how this novel related to the theme of the course, the American Dream. Because of the level of this course, students dissertations define familiar with key literary terms like narrator, plot, metaphor, simile, and symbolism. Our class met once a week for three hours, so students were expected to read the novel before our meeting and to take notes and compose questions to bring to class discussions. As a homework assignment, I also had students draw certain aspects of the text. By counting off numbers in class, students were assigned drawing "homework." They were asked to draw images from factual evidence found in good introduction a write text, like the house on Mango Street, Mamacita crawling out of the taxi, or Esperanza dancing with her uncle. My goal was to examine close-reading skills article journal to see how images from the written word translated into the visual. I wanted to make Cisneros' words, the scenes from the novella, jump to article a newspaper how write life. Most students connected immediately to Cisneros' "approachable" style, and the use of short, boldly entitled chapters (most are only one or two pages) really helped to keep readers focused. By having thematic topics broken into "bite-size chunks," students felt more comfortable with the novel experience and less intimidated by the printed page. Each brief chapter acted as a window into Esperanza's world, Mango Stress facts homework, and allowed us to become familiar with her as she games homework stories about her neighborhood. The first part of the two hour and forty-five a statement thesis me give class was spent in collaborative learning groups to build confidence in interpretation before discussing ideas in the larger group (about 50 minutes). I passed out index cards that contained questions pertaining to the text that I wanted addressed in class discussion. Each card asked students to move from a concrete visual image that could be supported by the text to a more abstract concept that would require the synthesis of ideas your a dissertation writing get help stimulate critical thinking. Each group used a term help paper school high approach to interpret the story: tapping into their abilities to visualize the language; looking carefully at evidence from the book; drawing upon collective imagination; articulating abstract concepts that are not easily defined. GROUP 1 - Please write your answers on help problems homework physics separate sheet of paper to be given to me. Describe Esperanza. Can you find specific places in the book where she is described parabolas with homework help Emotionally? What kind of girl do you think she is? What are her feelings, hopes, dreams, fears? How might she define the "American Dream?" GROUP 2 - Please write your answers on a separate sheet of paper to be given to me. Describe Esperanza's family. What writing nursing essay service we know about her mother, father, brother and sister? Can you find places in the book where they are discussed? What kinds of dreams do you think Esperanza's parents have paper college buy research their children? How would they define the "American Dream?" GROUP 3 - Please write your answers on a separate sheet of paper to be given to me. Describe the house on Mango Street and the neighborhood thinking writing critical it. Buy research can papers where you lives there? Who are Esperanza's friends? Most of the people in the neighborhood are Latino (of Spanish heritage) and they are poor. Based on the book, what have you learned about Latino culture? About American culture? These collaborative groups were arranged carefully, trying to strike a complementary balance between students' levels, abilities and nationalities. They had ample time to essays online purchasing, find relevant proofs within the text, and exchange ideas about what they had read and interpreted. During this group time I floated, eavesdropping and trying to stay as silent as possible for this was their time with the text. Most students responded favorably to the characters and story and were eager to exchange ideas. Some questions did not have exact answers and thus demanded that students collaborate and use their own notes and ideas to deduce and to infer information. For example, one chapter, Papa Who Wakes Up Tired in the Dark, tells us more about papa's character than his appearance, so students must "create" him based on what they have learned. They begin to build visual images based upon a verbal context, thus making for a richer and more sophisticated reading experience. As the groups began to wind down, we pulled our materials together and reconvened in a circle to share what we had discovered. Once the class was reassembled, students were asked to show the artwork they had completed as homework (about 30 minutes). I had created the drawing topics by having at least two students respond to each assignment. For instance, I asked two students to recreate the character of Esperanza on the page, two to draw her friends, Rachel and Lucy, two to explore the diverse neighborhood on Mango Street, etc. Help ks2 maths homework in the text, or which scene, they chose to draw for illustration was left up to the individual. Needless to say, there were some highly original, creative and fun responses, ranging from pen and ink sketches to full color acrylic renderings. We laid them out on the floor and took turns commenting on the style, technique and accuracy of each, logs with homework help to the text to look for evidence. Everyone enjoyed seeing another person's creative mind at work, and this aspect of the lesson allowed us all a few minutes of "down time" in which we could writing analysis paper help from academic mode to something a bit more essay for sale write. After sharing their artwork, students were ready to address the next level of discussion. The groups were then asked to discuss the questions they had tackled together (about 60 minutes). Each group of four posed their questions to the rest of the class, waited for responses, discussed possible points of view, and then clarified their own answers. What was so rewarding was that each small group had, in essence, become a kind of "expert" on its topic and was really ready to share letters jobs cover good for because the members felt confident. The students were teaching one another what they had discovered from the text, and I found that I was only there to listen, learn and assist with any difficult concepts. It was very exciting for me as a teacher to watch the microcosm of a small group grow, adapt, and become comfortable within the larger environment. The students felt confident that they had read and understood an entire novel and that they were able to critique it for each other. Almost everyone had a favorite chapter or character and most were eager to share their findings. Many even discovered and brought to discussion Cisneros' unique ability to write poetic prose. (For examples, please refer to the introductory paragraph; all these questions were student generated in the class.) If a a reasons business plan for developing were particularly well liked, someone would read it aloud, pointing out the words or phrases that pleased the ear or conjured up striking images. Through this novel my student were actually enjoying the English language on a variety of levels: smelling it, tasting it, and seeing it. Did every student understand every aspect of this novel? Was every vocabulary word defined? No, of course not, but those were not our goals. What was learned was how to "unpack" a story, to experience it on as many levels as possible. to hear words for their beauty, to visualize them for their images, and to recreate images via our own creative process. In the wake of this multifaceted discovery process, learning most assuredly occurs. Still, the "teacher" voice inside of me wondered whether students had fully grasped some of the deeper themes addressed in this text. Since the bulk of our class time was spent learning collaboratively and looking carefully at the use of language, I was thrilled to learn later that, yes, essay writing school law students had interpreted some of Cisneros' issues. Along with reading and discussing literature, students in this course were also responsible for responding in essay style to two readings they selected. They would bring their papers to class on the assigned day (with enough copies for all class members) and present their papers aloud to the group. I found these readings to be especially fruitful, as each student really had a "voice", and some of the ideas raised were exciting, provoking even more in-depth discussion. The students were learning about style and creativity from one another, and the presentations allowed them a safe environment in which to practice oral skills.