1.)
Who - the Acadian people
What - the disappearance of the French language in Louisiana history
When - from three hundred years ago up until today's generation
Where - in South Louisiana
Why - having French immersion programs to keep the language alive
2.)
M - sentence one
E - sentence two, sentence three, sentence four, sentence seven
A - sentence five, sentence eight, sentence nine
L - sentence six, sentence ten
I'm not too sure that I got these in the correct order, but it seemed this way to me. It does work for me because I like how she used evidence for three sentences, explained it with one analysis, and then used another different evidence sentence followed by two analysis sentences.
3.)
● reworded what the essay covers in a new way
● quote backing up points made in the essay about having pride in her culture
● restated thesis in a new way
● quote backing up points made in the essay on keeping the language alive
4.) The key idea used in this paragraph is "...nearly three thousand took refuge in Louisiana, and they called their new region Acadiana..."
The key idea used to bridge paragraphs 4 and 5 is the first sentence in paragraph 5. It is saying that even though the Cajun culture is thriving, like stated in paragraph 4, the French language is suffering, which is the opening of paragraph 5.
"The passion of the Acadian people for their culture brings the most significant argument of the importance of French immersion in Louisiana."
I agree with the way you arranged the sentences.I think she did a great job at the way she placed her examples and analysis.
ReplyDeleteI think the "who" should be the youth in the present generation. And nice well written sentence for the closer connection at the beginning of the story. Very effective and memorable.
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