Who? Acadian people
What? the disappearance of the French language in Louisiana's history
When? from about three hundred years ago until present today
Where? Southern Louisiana
Why? to keep the French language alive in Southern Louisiana
2.)
Sentence One: M - She is giving the main idea.
Sentence Two-Four and Seven: E - She is giving examples.
Sentences Five, Eight, and Nine: A - She is doing her analysis that connects her main point and thesis.
Sentences Six and Ten: L - She is linking everything together.
Overall I do think that it works well for me as though it would for an audience member. I feel that she did great the way she arranged her sentences in this paragraph. I was able to pin point her examples and understand everything whe was explaining.
3.)
- She explained what her essay was about again
- Gave examples on the benefits would be some benefits of knowing your heritage language
- Provided a better understanding of her thesis
- Provide information on why the French language should be kept alive
I think that she's referring to our generation in this introduction and not the Acadian people. If it was the Acadian people, she wouldn't be trying so hard to get the audience to understand the importance of keeping the language alive. I think the when she bridged paragraphs 4 and 5 she wasn't referring to their horrible treatment as much as how much respect and pride they have now because many people have forgotten.
ReplyDeleteI agree with Purser, at the audience Guidry I'd referring to. Because the Acadian people will definately be on her side already. But a group they would feel mutual, like us, Guidry would have try to motivate us to chose her side on saving the language. Also, bridge 4 and 5, endurance is one of the many factors.
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