ERWC INTO THE WILD ESSAY PROMPT

He lived by what Krakauer labels a “rigorous moral code” of his own devising. For the purposes of this unit, the epigraphs in question are the quotes or excerpts pulled from various literary sources that Krakauer selected and planted at the beginning of each chapter in his text. These epigraphs serve as the building of background information from one context while connecting to another. Perrine states, words in poetry carry more meaning, “richer meaning” than other works, therefore require more in-depth reading. The discussions benefit the students by allowing them to hear and realize the similarities and differences among their thoughts, especially when citing evidence to support their interpretations.

Books were found next to McCandless’s body upon his death. For each epigraph, students will apply the color-coded annotations exercise. From an English teacher’s perspective, the answer is yes. Chapters – McCandless’s death, his motivations, and family reactions Students will stop at each section and form small groups in order to discuss and address questions to guide their comprehension and understanding of the text. Create and label a 4-column chart: By adopting this pause, connect, and go structure, students will be more prepared to interpret. What was McCandless like as a child and as a teen?

Do you think McCandless would fit into modern life — a job, a home, a mate, children? This scaffold will allow students to form connections between McCandless’s world in the text and their personal journey towards life after high school.

Ideally, upon reading the epigraph before reading the chapter, students would ideally break apart the smaller elements in the epigraph to look for themes or symbols or tone and then match those elements to the chapter or compare it with the letters written by McCandless’s siblings.

This unit will serve as a tool for me and other teachers to demonstrate the reliability of varying viewpoints in order for students to develop their own interpretations.

  SARA OLIBET THESIS

The discussion could also perhaps point in the direction of McCandless as inti character who sought peace and acceptance, but also perhaps the chance for rebellion against societal expectations. Once the individual work is complete, they will hold small group discussions essy share their ideas. What was McCandless like as a child and as a teen?

erwc into the wild essay prompt

The students make the decision to side with one view or the other, or even create their own interpretation. When students reread yhe epigraphs, keeping in mind any patterns, they can discover a connection with the text and the author. I didn’t want them to just know about the text, I wanted them to live the text. In developing these explanations, students will compare their notes with the perceptions of the author-narrator.

Epigraph-allacy: Using Epigraphs to Elicit Student Interpretations

As the first entry in their packets, students will respond to a two-minute QuickWrite. Students are likely also to point out that the McCandless family craved a sense of “mercy” and forgiveness as a relief from the relentlessness eild McCandless’s temperamental disposition.

In his annotations, McCandless presents his own text to self and text to world connections. The student is integral in the interpretation process.

McCandless didn’t conform particularly well to the bush-casualty stereotype. The answer to ” What’s next? This activity will require the use of a computer lab as students will go online to the Christopher McCandless website to access the four letters by McCandless’s siblings.

Perrine further asserts, “there are correct and incorrect readings” and “there is a process for the correctness of a reading. Krakauer claims to be an “impartial narrator” during each account of McCandless’s journey. Epigraphs also serve to connect the reader’s experiences to the text. Considering these questions and Krakauer’s statement, write.

  DCQ ESSAY OUTLINE

They find it strenuous to come across tne or vocabulary words, look up dictionary or idiomatic meanings, and then apply the meaning to the text, to self, and to the world. Every student will be a critical thinker.

Do you think he found it before he died? The context of diction limits the meaning, which leads to a correct interpretation.

erwc into the wild essay prompt

In small groups and in their packets, students will discuss and record their responses to the following reading and discussion questions. Think about some alternative plans you might have to beginning college immediately after high school.

Epigraph-allacy: Using Epigraphs to Elicit Student Interpretations

Inthe introduction to her new compendium on “the art of the epigraph,” Rosemary Ahern notes that she is always surprised when someone claims not to read epigraphs: Furthermore, these discussions will elicit student interpretations regarding the themes of the text: To leave a general comment about our Web site, please click here. Emerging readers knew the English but not necessarily the classical tradition; they needed a path, a map of literary culture.

They slow readers down—which is why they often skip them.

Are there limits to interpretation? This base will support the development of their interpretations and further support their understanding of the text.