I need you to help me write an example of a PRT(personal response to text). IT IS IMPORTANT AI IS NOT USE PLEASE DONT USE AI. I WILL BE RUNNING IT THROUGH AN AI CHECKER TO ESURE THERE IS NO TRACE OF AI.

THE ASSIGNMENT: Discuss the ideas developed by the text creator in your chosen text ("Remember" by Joy Harjo") about the human need to reconcile the uncertainties of the past for a new or present situation?

• This example PRT is on a personal experience and no word count is needed but make sure to include alot of stylistic devices.
• Ensure somewhere in the intro paragraph it links to the prompt above as well as the conclusion
• make sure a character, conflict and outcome is established
• Make sure a voice is present
• Use connotation
• Use, parallelism and repetition
• use a variety of sentence structures(simple sentences, complex sentences, compound sentences, Complex-compound sentences)
• Intentional use of punctuation(Em-dash, Italics, Dialogue, semicolon, colon, interjection)
• Use imagery and figurative language
• Make sure the tone is deliberate and include a shift of tone
• ALWAYS CONSISTENTLY REINFORCE YOUR OVER ARCHING IDEA

For this example Personal response the suggested word count is 600-1200 words. ENSURE THAT ALL THE BULLET POINTS ARE MET AND ENSURE NO AI IS DETECTABLE IT IS IMPORTANT PLEASE. Write by yourself with no AI.

TEXT:

Remember

Joy Harjo

1951 -

Remember the sky that you were born under, know each of the star's stories. Remember the moon, know who she is. Remember the sun's birth at dawn, that is the strongest point of time. Remember sundown and the giving away to night. Remember your birth, how your mother struggled to give you form and breath. You are evidence of her life, and her mother's, and hers. Remember your father. He is your life, also. Remember the earth whose skin you are: red earth, black earth, yellow earth, white earth brown earth, we are earth. Remember the plants, trees, animal life who all have their tribes, their families, their histories, too. Talk to them, listen to them. They are alive poems. Remember the wind. Remember her voice. She knows the origin of this universe. Remember you are all people and all people are you. Remember you are this universe and this universe is you. Remember all is in motion, is growing, is you. Remember language comes from this. Remember the dance language is, that life is. Remember.

Scoring Categories and Criteria for 2022-2023 Critical/Analytical Response to Literary Texts Assignment Supporting Evidence (7.5% of total examination mark) Cross-reference to the Program of Studies for Senior High School English Language Arts 2.1, 2.2, 4.1, 4.2 When marking Thought and Understanding, the marker should consider . how effectively the student's ideas relate to the assignment the quality of the literary interpretations to show understanding of the text relative to the topic Because students' responses to Excellent Ideas are insightful and carefully considered, demonstrating the Critical/Analytical Response a comprehension of subtle distinctions in the literary text(s) to Literary Texts Assignment E and the topic. Literary interpretations are perceptive and vary widely-from philosophical illuminating. discussions to personal narratives to creative approaches-assessment of Proficient Ideas are thoughtful and considered, demonstrating a the Critical/Analytical Response to Literary Texts Assignment on Pf competent comprehension of the literary text(s) and the topic. Literary interpretations are revealing and sensible the diploma examination will be in the context of Louise Rosenblatt's Satisfactory Ideas are relevant and straightforward, demonstrating a suggestion: generalized comprehension of the literary text(s) and the .. the evaluation of the answers S topic. Literary interpretations are general but plausible. would be in terms of the amount of evidence that the youngster has Limited Ideas are superficial or oversimplified, demonstrating a weak actually read something and thought about it, not a question of whether, L comprehension of the literary text(s) and the topic. Literary interpretations are incomplete and/or literal. necessarily, he has thought about it the way an adult would, or given an Poor Ideas are largely absent or irrelevant, and/or do not develop adult's "correct" answer. P the topic. Little comprehension of the literary text(s) is demonstrated. Rosenblatt, Louise. "The Reader's Contribution in the Literary Experience: Interview with Louise Insufficient Insufficient is a special category. It is not an indicator Rosenblatt." By Lionel Wilson. English INS of quality. A response assigned an Insufficient Quarterly 14, no.1 (Spring, 1981): receives the score of zero in all scoring categories. 3-12. Assign insufficient when Markers will also consider Grant P. . the student has written so little that it is not possible to Wiggins' suggestion that we should assess Thought and Understanding and/or Supporting assess students' writing "with the Evidence OR tact of Socrates: tact to respect the . no reference has been made to literature studied OR student's ideas enough to enter them fully-even more fully than the . the only literary reference present is to the text(s) provided thinker sometimes-and thus the tact in the first assignment OR to accept apt but unanticipatable or . there is no evidence of an attempt to fulfill the task unique responses." presented in the assignment Wiggins, Grant P. Assessing Student Performance: Exploring the Purpose and Limits of Testing. San Francisco: Jossey-Bass Publishers, 1993, p. 40.Critical/Analytical Response to Literary Texts Assignment Supporting Evidence (7.5% of total examination mark) Cross-reference to the Program of Studies for Senior High School English Language Arts 2.3, 3.2, 4.1, 4.2 When marking Supporting Evidence, the marker should consider the * the selection and quality of evidence * how well the supporting evidence is employed, developed, and synthesized to support the student's ideas Consider ideas presented in the Personal Reflection on Choice of Literary Text(s). Excellent Support is precise and astutely chosen to reinforce the E student's ideas in a convincing way. A valid connection to the student's ideas is efficiently maintained. Proficient Support is specific and well chosen to reinforce the student's Pf ideas in a persuasive way. A sound connection to the student's ideas is capably maintained. Satisfactory Support is general, adequate, and appropriately chosen to reinforce the student's ideas in an acceptable way S but occasionally may lack persuasiveness. A reasonable connection to the student's ideas is suitably maintained. Limited Support is inadequate, inaccurate, largely a restatement of what was read, and/or inappropriately chosen in relation to L the student's ideas and thus lacks persuasiveness. A weak connection to the student's ideas is maintained. Poor Support is irrelevant, overgeneralized, lacks validity, and/ or is absent. Little or no connection to the student's ideas is P evident.Personal Response to Texts - Planners Personal Anecdote/Personal Narrative Thesis statement: Example Structure Details from the Text Connection to Narrative Stylistic Choices (Syntax, diction, figurative language, tone)