Apply Using the information you have gathered about yourself and organizing that information into a coherent picture,
compose a Self-Portrait that represents what kind of reader, writer, and learner you think you are at this time in your
life as a student. Where possible, provide evidence, perhaps in the form of a remembrance or story from the past, to
support observations you make about yourself as a reader, writer, or learner. When you have completed your
Self-Portrait, share it with a classmate and seek some feedback about your portrait's strengths and features of the
portrait that might be improved. You will be using this feedback in Activity 3 to acquaint yourself with ways in which
you can monitor your work and progress as a writer and set goals for improvement throughout the year.
Write your self-portrait here:

An effective thesis statement will reflect . . 1) possible weaknesses in your own argument. 2) possible weaknesses in your opponent's argument. 3) the type of document--or genre--you plan to write. 4) your attitudes about aquatic mammals

Read the excerpt from elie wiesel’s all rivers run to the sea. why were those trains allowed to roll unhindered into poland? why were the tracks leading to birkenau never bombed? i have put these questions to american presidents and generals and to high-ranking soviet officers. since moscow and washington knew what the killers were doing in the death camps, why was nothing done at least to slow down their “production”? that not a single allied military aircraft ever tried to destroy the rail lines converging on auschwitz remains an outrageous enigma to me. birkenau was “processing” ten thousand jews a day. stopping a single convoy for a single night—or even for just a few hours—would have prolonged so many lives. based on the paragraph, the author would most likely agree that it is best to avoid confrontation at all costs. people need to be proactive when they witness an injustice. countries should remain neutral to keep alliances strong. moscow and washington are to be blamed for the holocaust.

Announcer two: ladies and gentlemen, following on the news given in our bulletin a moment ago, the government meteorological bureau has requested the large observatories of the country to keep an astronomical watch on any further disturbances occurring on the planet mars. due to the unusual nature of this occurrence, we have arranged an interview with noted astronomer professor pierson, who will give us his views on the event. in a few moments we will take you to the princeton observatory at princeton, new jersey. we return you until then to the music of ramón raquello and his orchestra. the passage is from the transcript of the radio adaptation of the war of the worlds by h. g. wells. instead of including expert interviews, h. g. wells uses a narrator to tell about an alien invasion that occurred a few years earlier. by including expert interviews, how does the radio broadcast change the story most effectively? o.a. it puts the story in the past tense, increasing its personal tone. o o b. it makes the broadcast sound more like a fictional story. o o c. it makes the broadcast sound like a news report. o d. it makes the story sound less believable by changing who presents the story's details.