Transcript What is a goal?

Establishing a
Purpose
Goals and College Plans
What is a goal?
 the end toward which
effort is directed
Effort
Why is it important to
have goals?
Purpose!
Effective purpose
 Setting Effective Goals
 First, you must create your “big
picture”—what do you want to do with
your life?
 What you want to achieve in your
lifetime—or at least in the next 15-20
years.
perspective
 where and what you need to do.

Categories
Artistic
Attitude
Career
Do you want to achieve any artistic
goals? If so, what?
Is any part of your mindset holding you
back? Is there any part of the way that
you behave that upsets you? If so, set a
goal to improve your behavior or find
a solution to the problem.
What level do you want to reach in your
career?
Categories
Education
Is there any knowledge you want to
acquire in particular? What information
and skills will you need to achieve other
goals?
Family
Do you want to be a parent? If so, how
are you going to be a good parent?
Financial
How much do you want to earn by what
stage?
Categories
Physical
Are there any athletic goals you want
to achieve, or do you want good
health deep into old age? What steps
are you going to take to achieve this?
Entertainment
How do you want to enjoy yourself? You should ensure that some of your
life is for you!
Public service
Do you want to make the world a
better place? If so, how?
What is your day, week,
month, year, life’s
purpose?
 What are some goals that you
have?
 Make a list. Your list must have at
least 25 life time goals. They can be
short term (Get into college) or long
term (go skydiving over Fiji). Really
put some thought into your list.
Examples
 Bad example: “I want to be rich.”
 Good example: “I want to generate
$100,000 in passive income within 5 years
from this date.”
 Bad example: “I am going to do my
homework.”
 Good example: “I am going to finish my
homework by 8pm each night and I’ll
achieve this deadline by spending one hour
on each subject.”
Obstacles
 Distractions
 Decisions
 Knowing what’s right vs. what’s wrong
 Handbook
 Honor Code
What might prevent
you from completing
your goals this year?
College Essay
250 and 500 words
What can you carry?
 Brainstorm: make a list of all the things
you can carry—think both literally and
figuratively. You have to have at the very
LEAST 15 things on your list, but you
should brainstorm for 3 minutes without
talking to anyone—only writing.
Characterization
 Indirect
Characterization:
Direct Characterization:
when
does not
whenthe
theauthor
narrator
tell
us whatathe
character is
describes
character
like.
We learn
about
directly
and tells
usthe
his/her
character
his speech
qualities.from
Examples?
and actions and dealings
with other characters.
Directly?
How do these things
Characterize people?
Indirectly?
The Things they
Carried
Tim O’Brien
Character Case study
 Character’s name:
 What does the character carry?
 How does the object indirectly
characterize this character?
What does it tell us about him?
For more than ten years I have carried “Forever” in my wallet. While
literally I only carry a worn pink piece of eight by ten paper with faded black ink
that whispers the song by the Beach Boys in my mind, what I really carry is a
promise.
The room is colder than I remember. I can hear the air working
overtime trying to maintain the temperature while the heat intensifies outside. I
sit in the simple, black rubber chair staring at my hands and wondering if I
Let’s
Let’s
look
look
atat
the
you…
made amistake.
The
tiny
gift
box
sitssample…
beside
me
and Iabout
feel the nervous
What
does
this
tell
you
the than
How
does
this
SHOW
you
rather
butterflies tap-dancing in my stomach. When he walks in, I can’t help but smile.
He sits downwriter?
next
to me you
and says
three words,
but
not the three you might
TELL
about
the
person?
expect. He says, “I’ll remember forever.” I hand him the box and thank him,
while trying to fight back the tears and he barely has time to grasp it before we
are interrupted by a flood of people and I walk away feeling the loss acutely.
The card, a thank you for the tiny box, is waiting for me in my cubbyhole the
next day, and as the pink slip of eight by ten paper flutters out I know I’ll
remember forever too.
Occasionally, I will unfold this promise and slowly trace the worn
creases of the paper and remember a time of innocence, love, and excitement.
I will remember who I was, who I am and who I want to become and I will
whisper a prayer for the human race to hold onto the gift of promise forever like
I do.
Indirectly Characterize
yourself
Laziness Jail
Drugs
Senioritis
Friends
Family
So…Feeling
Distractions
Discouraged
Death
Fighting
Finances
Why is it important
to
Procrastination
Tough
practice self
Teachers
apathy
classes
Sickness
reflection?
Not
doing
ME
assignments
Skipping WorkGoofing Off
SHOW don’t Tell
Page 6 (Writing Handbook)
Writing Handbook Page 6
 Step 1: Read the two paragraphs.
 Step 2: Identify the major differences b/t the
two by creating a T chart.
 Step 3: form an opinion
 Decide which is better
 Have a SPECIFIC example to back up your
response
Writing Handbook Page 10
Jackie ran a race last weekend
 Linking verb
We are running in a race.
What is the action verb here?
 Passive
Noticeofthat
action
help you be
 Connect the subject
to verbs
additional
What is the
theverb
helping
verb here?
more
information about
theconcise
subject
(seehelping
pg. 11) verbs can
Notice
that many
 Helping verb
also be linking verbs…
 Passive
Keilainisa asentence
shopaholic.
 help the main verb
by extending the
meaning of the verb
Ising isn't something that Keila can
 Action verb
do. Is connects the subject, Keila, to
 Active!
additional information about her, that
 Show that the subject
doinghave
something,
just
she willissoon
a hugenot
credit
existing.
card bill to pay.
Action verbs SHOW rather
than TELL.
 The man is a monster.
 Does this show or tell?
 Not very vivid…in fact it’s dull.
 So…change it to action to show he is a
monster.
The man ripped off the sheep’s
head and ate the eyeballs with
a sickening squishy crunch.
Group work
The best essays…
Step I: individual work
 Read the each essay to yourself and
write your opinion about the writing and
style in the boxes below.
Step II: Individual work
 CIRCLE ALL THE ACTION VERBS IN
EACH ESSAY
Step III: Group work
 Discuss with your group the pros and
cons of each essay and compile two
separate pro/con lists.
Step IV: Group Work
 Decide in your group which of the two
applicants you would accept to your
university (you may only choose one)
and back up your response using
examples form the essay and the advice
given to you.
Step V: Individual Work
 Draft the acceptance letter to the student
and cite something from their essay that
led you to the decision.
List at least 4 action verbs
you can use in your essay
 Turn your list in
 Remember the rough draft is due
tomorrow!!!
500 Word Essay
Assignment
Getting started
Pg 217: Give specific
examples to support your
answers.
Who is this person?
What would they have to share
about their life?
Why would they want to share
their life?
When did they live?
How did they live?
Essay choice # 1

You have just completed your 300-page
autobiography. Please submit page
217.


You can start from what you know now OR
You can pretend you are at the end of your
life and looking back
Essay choice # 2

Think about something you never did in
high school but wish you had. Discuss
why you didn’t do this, why you wish
you had, and what you think/hope the
difference would have been.



Audience
Purpose
What it says about you and your goals!
Essay Choice # 3
 Discuss some issue of personal, local,
national, or international concern and its
importance to you
you.
U-C Berkeley Forced to
Abandon Genetic Testing for
New Students
 What are the implications of this?
 What are some positives? Negatives?
 How could this affect YOU if YOU were
asked to do this?
 How do YOU feel about genetic testing?
Cloning? Genetic research?
 Why do you feel this way?