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acTIVITY 4.3 continued
aCTIVITy 4.3
continued
aSSeSS
After you review elements of effective expository writing to check for understanding, ask students to analyze independently a comic or cartoon and respond to the writing prompt. Students should be sure that their topic sentence uses the language of humor analysis and attempts to interpret the effect.
Title
Role
Who is the author? Where is this cartoon or political cartoon found? What is the attitude (tone) of the author toward the topic? How can you tell?
Comics:
Political Cartoon:
Audience
Who does this comic or political cartoon target? How do you know?
Format
Describe the use of print and non- print techniques (dialogue, narration frames, and angles) used for effect.
Topic
What is this comic/cartoon about? Who are the characters?
What is happening?
How would you describe the humor? What is the intended effect?
Check Your Understanding
WRITING to SOURCES Expository Writing Prompt
Think about your selected cartoon or comic. How does the artist create humor? Draft a response and use specific details of the cartoon or comic to describe the humor and explain the intended effect. Be sure to:
• Establish a controlling idea that describes the humor and intended effect.
• Organize ideas into broader categories.
• Use precise diction to describe humor.
my Notes
aDaPT
M 9781457304644_TCB_LA_SE_L8_U4.indd 263
Unit 4 • The Challenge of Comedy 263 15/04/15
1:47 AM
You might assist students by modeling a controlling idea and using a think aloud to explore ways to organize content. Review student writing to identify strengths and weaknesses relating to the criteria. To reinforce skills, read and analyze one or two successful student models as a class. Students will have several more opportunities to strengthen their writing prior to EA1.
Unit 4 • The Challenge of Comedy 263
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.