Spring Semester

Class,

Last semester, we focused quite a bit on rhetoric and grammar; this spring semester will focus on literary analysis. Now, rhetoric is a part of everything we read, including novels. The author has something to tell us, and they use a particular way to appeal to us. So keep this in mind as we progress this next semester. We will learn how literature uses its own kind of appeals by playing with language. Each week, we will cover a new literary term, but don't let the term be a one-time introduction. You will need to learn them inside and out. You will need to learn to recognize them and use them. This is the foundation for further literary studies. That said, it is one of my favorite subjects in English, so I think you are going to like it. :)

Class starts back up on January 15th. I have some classes on professional development I'll be doing the week of the 7th, so our class will start a bit later. Your first book is Night by Elie Weisel. It is one of my favorites. It is also heartbreaking. We watched his speech at the White House called "The Perils of Indifference," but this is the story of his own experience in a Concentration Camp during the Holocaust. Keep Kleenex nearby. His story is harrowing and brutal, and I only wish it were fiction. But he has something to teach us. As you begin reading his story, start taking notes. We will learn to annotate this semester, but I'd like you to start in your own organic way. I'll share some of my tips with you when we return. For now, just focus on the things that stand out to you the most. What parts do you think are the most important? What is most confusing? What is most controversial? Do you think we should read books like these? Why or why not?

I will ask you pick up a composition notebook, just a cheap one found in most stores. You will keep a reading log of your responses. I will not grade these for grammar or spelling, but for content. How are you engaging with a text? I'll post some questions up each week to help you think deeper. And I'll give you some readings attached here on the website that will be a bit more complex, but we will make more sense out of them when we discuss them in class. Try your best. Get out of it as much as you can. Write down what you understand and how you feel about it. Soon, we will put these ideas into a conversation with the books we are reading. (This is called theory, but don't let terms like that fool you into thinking it's too hard. We do the same thing when we discuss things like whether DC or Marvel better represents a hero and why.)

We will also continue working on grammar, but we will take a different approach this next semester. Make sure you keep all of the grammar rules I gave you last semester because this time we will use it in editing. Each week, I will give you a few sentences full of grammatical errors. Your job is to rewrite them correcting every grammatical and spelling error. Practice makes perfect. If you can learn to edit their work, you will only reinforce those skills for your own work. :)

I hope you are all enjoying your break! If you'd like some extra work to do over break, check out a Holocaust book or documentary. It will help you establish the historical setting of our next book.

See you in January!

November 27th Vocabulary

Today is my birthday. To celebrate, there will be no vocabulary words for this week. Enjoy your winter break!

Last Class of the Semester

Class, we are about finished for the first semester! We have studied three novels, numerous poems and short stories and essays, three literary theories, grammar, and vocabulary. Tomorrow, we will have a comprehensive review over everything we've studied so far. :) Come prepared! Snacks are welcome our last day of class, as are any ugly sweaters, or other festive attire. See you tomorrow!

Vocabulary Week 16

1. fetid (adj): smelling very unpleasant

2. perfunctory (adj): carried out with minimum effort to satisfy the situation

3. fracas (n): a noisy disturbance

4. foible (n): a small flaw

5. vacuous (adj): showing a lack of thought or intelligence

The Perils of Indifference

Your assignment this week is to watch and analyze Elie Wiesel's The Perils of Indifference speech.

Wiesel speaks out against apathy, or those folks that just don't care. Why? What are the consequences of apathy? What happens if all of us just stop caring about what happens outside of our own lives? How do you feel about his speech? Which rhetorical appeals is he using? Are they effective?


Your final draft is due to me by Friday, 11:59PM. Email in a word document, please.

Grammar test next week. Study those handouts!

Vocabulary Week 15

1. bulwark (n): a defensive wall

2. cajole (v): persuade by flattering or gently teasing

3. harbinger (n): something that marks the approach of something else

4. impetuous (adj): acting quickly without thought

5. extemporaneous (adj): spoken or done without preparation

November 6th

This week's short story is a bit long. According to the reading on Youtube (which you are welcome to listen to instead of reading), it is about 34 minutes. That said, since this is your only "reading" this week, I'm going to assign it. This is one of my favorite short stories for many reasons, but it is dark, thought-provoking, and full of rich allusions and metaphors. The story is called "A Good Man is Hard to Find" and is written by Flannery O'Connor, one of America's greatest Southern writers. You can find a PDF text here.

Your final drafts of your essay are due next week, and we will also have your next vocabulary quiz over lists 11-13. Your grammar test is on the 20th. This semester is almost over, and you've all done very well. Hang in there. Break time is coming up!

If you'd like me to look at your essay before you submit it, go ahead and email it over in a Word document. Remember to use the self-editing tips before you send them to me!

Vocabulary Week 14

1. mitigate (v): to make less severe, serious, or painful

2. anodyne (n): something that kills pain

3. vacillate (v): to alternate indecisively between two choices

4. incendiary (adj): designed to start fires or conflict

5. depravity (n): moral corruption

Reminder

Class,

Please remember that your rough draft is due this next week, November 6th. We will spend part of the class reviewing and revising the draft. I am also posting up a short story for you to read this week, since we are done with our novel, The Giver. Be prepared to discuss it this week in class.


Please read "Two Kinds" by Amy Tan, which is a short story pulled from her novel The Joy Luck Club. 

We will also work on our grammer pretests, which will include comma splices, fragments, subject/verb agreement, and dangling modifiers. You may wish to review the handouts I've given you over the semester and last week's practice. :)

We will have another vocabulay quiz on November 13th, the day your final draft for your midterm essay is due. Please study appropriately.

Vocabulary Week 13

1. solace (n): comfort in a time of stress

2. insipid (adj): lacking taste or class

3. pedestrian (adj): lacking inspiration

4. visceral (adj): inept

5. inept (adj): having or showing no skill

Vocabulary Week 12

1. gauche (adj): lacking social grace

2. zenith (n): the top of a trajectory, the highest point

3. futile (adj) incapable of producing any result

4. ruminate (v): to think deeply

5. acrimony (n): tense bitterness in a relationship

The Giver Rhetorical Analysis: Your Midterm Assignment

                                                 The Giver Rhetorical Analysis

This assignment has you writing at least a three-page response to The Giver. You must include Paragraph One, Paragraph Two, and the Conclusion. You must choose three other paragraphs from the list below for a total of six paragraphs. 

Paragraph One: Introduction

Choose a topic to discuss in relation to Lowry’s novel that interests you. Here are some examples of banished items or concepts in the novel: love, hate, religion, pain, music, dancing, books or literacy, art, history, memories of the past, war, protest, rudeness, race, color, vehicles, climate, and biological families.

What does Lowry seem to argue in relation to the topic that you have chosen? In your introduction, use the Oxford English Dictionary to define your essay’s topic. Use the definition as a springboard or catalyst for your essay’s thoughts. Starting off with a definition lets the reader know that you are laser-focused on the particular theme you have chosen, and it defines your terms. Remember, we don't want to give the reader the opportunity to misunderstand us. 

Paragraph 2: Rhetorical Analysis

Does The Giver succeed or fail in its rhetorical argument? How can you tell? Choose three characters to represent the use of pathos, ethos, and logos. Discuss them at length. Review our definitions to refresh your memory of Aristotle’s appeals.

Paragraph 3: Visual Rhetoric 

If you enjoy films, watch the movie The Giver. How does the film version of The Giver use visual rhetoric to persuade the viewing audience? What aspect of the film stands out to you in your memory as the most compelling or striking scene? Why? Talk about this.

Paragraph 4: Sameness

Define the term “Sameness” in this novel as used by Lowry. Why is Sameness a bad thing in this novel? Why is it evil? Why is it dangerous? Explain. Discuss in depth.

Paragraph 5: Politics

Think about our current global or national politics as they are somehow connected to the ideas that you are discussing in your essay. Tie in the current global or national politics in this paragraph. For example, if you are writing about the idea of a false sense of “safety” that exists within the community of The Giver, it might work well to focus this paragraph on a discussion of a recent issue dealing with safety in America (think gun control, school shootings, terrorist attacks, etc). You do not have to do any research for this paragraph, but be sure to prove that you are “at the party” in terms of paying attention to what is going on in the world or current events so that you can write coherently on the topic you have selected. Know the facts!

Paragraph 6: History

Do some historical research that is relevant to your topic. Include it here. Be sure to cite sources in the text of your essay as well as on the works cited page.

Paragraph 7: Personal Narrative

Share a personal narrative. This story should help to further prove your point and strengthen your argumentation and should relate somehow to your overall theme. 

Paragraph 8: Conclusion

Restate your main assertion and leave the reader with an interesting thought or question.

MINIMUM 3 pages total. Highlighted paragraphs are required. You choose three other paragraphs from the list. Your rough draft is due November 6th. The final draft is due November 13th. 

October 16th

Class,

Today we considered the ways we can manipulate meaning by adding images, choosing specific words, and emphasizing tone. I hope this is all coming together for you as the layers of rhetoric are pieced together. We will continue to work on this next week when we consider editorial cartoons and music.

In the meantime, continue reading The Giver. You do not have a writing assignment this week because I really just want you to focus on two things: Reading your novel and studying the rhetorical devices we learned about in class. (Dominick, I will give you this handout on Thursday in Mystery class!)

Make flashcards, if necessary, for your rhetorical devices. I want you to know them inside and out. I want you to know how to apply them, how to use them, and how to spot them. (I just used one there. The first one to identify it and name it in the comments scores house points.)

I hope to have your essays graded by next class. In the meantime, work on the above tasks, and I'll post your next writing assignment.

Vocabulary Week 11

1. kismet (n) : destiny

2. exonerate (v): remove blame or guilt for wrongdoing

3. altruism (n): a selfish act

4. myopic (adj): so focused on one small thing that the whole picture can't be seen

5. galvanize (v): shock or excite, typically into taking action

Vocabulary Week 10

1. engender (v): to cause or give rise to

2. nuance (n): a subtle difference

3. covert (adj): not openly displayed

4. renown (n): the state of being known and celebrated by many

5. tangent (n): a completely different line of thought

Oct 2nd Assignment

Class,

We reviewed four different types of sentences yesterday, which I know can seem overwhelming, but you managed to discern most of them by the end of class. That's pretty good work! Good writing requires the same kinds of skills as good music. This is why they both use the term composition. If we only have a drum beating out a single rhythm, the writing gets boring. Vary your sentence length. Engage your readers. Take them on a wild ride filled with imagery, metaphors, and thoughtful prose.

We also discussed arguments. Now, arguing is a skill. Sometimes you may not feel like you have a strong opinion one way or the other, but your opinion really isn't at play in a composition class. The effectiveness of your defense in writing is. Write with conviction. Take a stand and defend it. Maybe you like chocolate and vanilla, but that's not what we are worried about in argumentative writing. Aristotle described a good rhetorician as somebody skilled in arguing both sides of a position. What we need to learn to do is to convince our opponent to choose one side, and we want it to be ours. Nobody is going to lose sleep over our position. Instead, we want to learn how to use Reasons, Examples, Names, Numbers, Sensory Words, Questions, and Quotations (RENNSQQ) to back up our position. Someday, taking a stand on a topic may be necessary. You may need to consider merging a business, buying one house over the other, or any other decision. The topics in class are generally playful, but we will add in more complex issues. For those of you considering college courses, the SAT and the TSI require a cold argumentative essay, which means you do not know the topic, and you must argue ONE side. My goal is to prepare you for this.

For class next week, you need to bring in your rough draft of your advertisement essay. We will work on these in class with our peers through a peer editing workshop. Next, read the first five chapters of The Giver and prepare for your literary circle. We will begin introducing Rhetoric next week.

Week 9 Vocabulary

1. curmudgeon (n): a bad-tempered person

2. sojourn (n): a temporary stay

3. gregarious (adj): fond of company or outgoing

4. augment (v): to increase

5. insidious (adj): advancing in a gradual way to cause harm

September 25th Assignment

Class,

We are working on deconstructing arguments and building our own. Often, part of deconstructing arguments means that we first need to consider the source. This week, we looked at many examples of Fake News, Propaganda, Satire, and Scholarly sources. I hope you found this valuable. When we are working on research, we need to make sure that we are dealing with reliable information. Keep this in mind as we work throughout this year's assignments.

Our next novel is The Giver. Please secure this as soon as possible. I will be assigning your reading out this starting this week.

Your next essay asks you to deconstruct an advertisement. If you cannot find the prompt, I am copying it below. Please bring your ad into class this week. We ran out of time last week before we could examine them.

You will need to bring in a copy of  your rough draft to class on October 8th. Please don't wait to get started on this. :)

Prompt for Essay 1: Deconstructing Advertising (Example Essay)

Considering the issues raised during our class discussions on Plato’s “Allegory of the Cave,” propaganda, and advertising, your assignment is to find a print advertisement from a magazine, newspaper, or website, (or use one of the ads from the PowerPoint) and write a 500-750 word response that analyzes and explains how its images and text work to form an argument.

Brainstorming suggestions/ Questions to consider:

·     Identify the intended audience and primal motivator (fear, guilt, peer pressure, sex, patriotism, etc.) of the ad and address the perception that if that person buys the product presented, he or she will obtain the things, experience the scene, or become the image portrayed in the ad.

·     In your thesis, consider forming your argument around your interpretation of whether a false portrayal in the ad exists. In other words, what differences are there between real life and the images of life presented in the ad? Is the advertisement’s argument convincing? Why or why not?

·     How do the design, colors, images, and/or text suggest and reinforce the “argument” of the ad?

Essay Expectations:

·     An introduction paragraph that states a clear thesis or argument.

·     Two body paragraphs that logically develop and explain your thesis with concrete, specific examples/illustrations and explanations of the evidence you provide. 

·     A brief conclusion paragraph that wraps up your essay.

·     Give your finished essay a descriptive and relevant title.

·     Also, please attach your print ad to the back of your essay for reference (or provide a web link) if you choose an ad not on our PowerPoint.

Important: No outside research is required or should be used for this paper. Please do not include the opinions or ideas of anyone but yourself. This assignment should represent your own arguments and analysis of a text and should not be a report or summary of others’ thoughts or ideas, including mine. 

Paper Format: Please adhere to the conventions of MLA formatting:

·     12 pt. Times New Roman font, 1 inch margins, Double-spaced with heading in top, left corner with Name, Class, Instructor’s Name, Date. (No Works Cited page is necessary for this paper.)

Due Date: Beginning of class, Tuesday, October 16^th. 

Week 8 Vocabulary

1. abstain (v): restrain oneself from doing or enjoying something

2. haughty (adj): arrogantly superior

3. tenacious (adj): not letting go of or giving up on something one holds dear

4. acquiesce (v): accept something reluctantly, but without protest

5. lampoon (v): publicly ridicule

Week 7 Vocabulary

1. cantankerous (adj): argumentative and uncooperative

2. deride (v): to verbally rip apart

3. debacle (n): a disaster

4. temerity (n): excessive or foolish boldness

5. ennui (n): dissatisfaction or exhaustion caused by boredom

September 11th Assignment

Please finish reading The Hatchet and prepare for your literary circle. Remember that you will try out many new positions on your circle, so don't get "stuck" with only one job. Our literary circles help you to expand your thinking beyond your own. These help you to learn to discuss books with other people, to participate with a team, and to open your eyes to ideas beyond your own. Books are generally read independently, but our discussions of them should be done collaboratively.

Next week, you will be asked to write your essay for The Hatchet, so please take good notes in your circles. They will come in handy! Also, please keep up with your vocabulary words.

Week 6 Vocabulary

1. noxious (adj): very harmful

2. bilk (v): to cheat someone out of money

3. replete (adj): well-supplied with something

4. blasphemy (n): profane talk about holy or sacred things

5. absolution (n): formal release from guilt or punishment

September 4th Class Review

Yesterday, we learned about MLA formatting, an academic paragraph, and held our first literary circle. It seemed to go fairly well for the first meeting! This week, read the next five chapters (11-16) of The Hatchet and prepare an academic paragraph. 

There are some simple guidelines for putting our argument together, which I call the Academic Paragraph. While there is certainly some space to work with regarding our own writing styles, good academic writing generally has a claim. This could be taking a stand on a particular side of a debate, or more simply, writing about the most compelling, most confusing, or most controversial (three C's) element in your readings. Usually, if you are working with "the most" you are making an argumentative claim. This is what we want. We aren't just looking for a summary here. I want you to engage a little deeper with your source and think critically.     

Here is a basic outline for a solid paragraph:

     1.    Make a claim. 

     2.    Define what you mean or make a concession.

     3.    Use textual evidence to support your claim.

     4.    Explain how that evidence supports your interpretation.

5. Conclude your paragraph by reminding your reader of your initial claim.

As you can see, your paragraph needs at least five sentences. I will have examples posted to this page as our class begins. We will also practice these in class so that each of you knows what is expected. 

Here's an example paragraph:

                                           Ideologies, Adolescence, and Struggles 

         John Green’s Looking for Alaska is a compelling example of adolescent literature, particularly with its exploration of ideology. “Pudge” enjoys sitting in his religion class and his big assignment is to explore what he thinks is the most important question the three main religions seek to answer. This broad assignment not only gives us a glimpse into Pudge’s mind but also introduces how his ideology is formed and tested. When he wrestles with finding a conclusion, he abandons the formalities and tells us what he thinks and he says, “People, I thought, wanted security. They couldn’t bear the idea of death being a big black nothing, couldn’t bear the thought of their loved ones not existing, and couldn’t even imagine themselves not existing. I finally decided that people believed in an afterlife because they couldn’t bear not to” (100). With this novel, we participate in the struggle with him to find meaning in life and death. These ideologies will later be tested with the loss of his first love, and those ideologies he struggles to define will become some of the most important issues he will face. 

You'll notice that the quote I used in this paragraph is followed by the page number in parenthesis. This is the standard MLA documentation style for quotations. The text is italicized. Remember, short pieces like poems and song titles, and even short stories, are in quotations. Longer pieces, like novels, albums, and movies are italicized. You can find more about this under the tab "Things I'm Picky About."

When you are adding in a quote, your goal is to embed it into your own original sentence. Avoid dropping a quote in and leaving it filling that space without you somehow working it into your own context. And if you drop a quote in and do not provide an explanation, the quote is awkward and leaves the reader trying to make meaning out of your conversation. Don't give them the opportunity. A good argument provides the interpretation. Let your reader know exactly what this quote proves and its significance. 

Your paragraphs are not limited to five sentences, but that is the absolute minimum for an acceptable length. They can be longer. Here's an example of a longer paragraph that includes all five elements with a little more expansion. :

                                       Huckleberry Finn: First-Person Perspective

         Huckleberry Finn is compellingly told from the first-person perspective, which helps to align the novel with the adolescent literature criteria. The reader is immediately pulled into Huck’s narrative, and through this, we are better able to witness his transition from a playful boy to a compassionate young man. When Huck is lost in the fog, we empathize with his fears and his return to Jim’s side brings relief; however, his dirty trick of gaslighting Jim into believing it was all a dream reminds us of the child that Huck truly is. It is through Jim’s rebuke that we feel Huck’s shame, remorse, and humility. When Huck says, “It made me feel so mean I could almost kissed his foot to get him to take it back” we see a significant change in Huck (47). He becomes compassionate and thoughtful and we see how his relationship with Jim has changed from one of traveling companions to one of deep respect and friendship. Having this story told through Huck’s perspective brings in a more raw and emotional element than one that would be told through a narrator, and that emotion is what helps connect the reader to this story, adolescent or otherwise.

What happens if you don't have a quote? Well, you still need evidence. Here's an example of an academic paragraph that has no quotations but uses evidence in another fashion. How is my claim supported? 

Probably one of the most famous portrayals of the bumbling Southerner is the classic and popular show The Beverly Hillbillies (1962-1971). The Clampetts have strong southern accents, dress in stereotypical Appalachian attire, and present a diminished view of education and its importance. In one episode, the family realizes that they have completely forgotten to send Jethro, who appears to be at least 18, to school, in which he would have been in the fifth grade. This portrayal suggests that education is just not all that important in the South. Unfortunately, the lower standardized test scores in the South reinforces this stereotype despite the many other factors involved. Jethro has become the poster child for a Southern education or the lack of one. 

Your house points this week will come from a written review of Wise Owl Academy on our facebook page. You may need your parent's help with this. :) 

Week 5 Vocabulary

1. bovine (adj): in the manner of a cow

2. facetious (adj): treating serious issues with inappropriate humor

3. contrite (adj): deeply remorseful for a bad action

4. erudite (adj): showing great knowledge or learning

5. anomaly (n): something that deviates from what is expected

August 28th Class assignment

We worked on literary terms for most of the class. I hope you are able to see their value beyond just definitions! This is something we will continue to use throughout the year, so keep working on this. Mastery is the goal.

Please read the first ten chapters of The Hatchet for next week and prepare for your literary circle. Please take your role seriously. It is important that you participate fully in this project. You will learn from each other how to read a text in a more meaningful way.

You will also have a quiz over the definitions from weeks 1-3. Please study for this. I know you will do well.

For your team points, I would like for you to write me an example of a comma splice, a run on sentence, and a fragment. Next, show me how to correct them with a revised example below them. If everyone on your team participates, you will earn 3 points for your team. If not, your team will only earn 1 point.

Week 4 Vocabulary

1. bemoan (v): express discontent or sorrow over

2. misogynist (n): someone who hates women

3. abhor (v): hate

4. talisman (n): an object with magical powers to bring good luck

5. placid (adj): not easily upset or excited

Just a friendly reminder:

You will be tested on your literary terms this Tuesday. :) Instead of just knowing the definition, I will provide examples and ask you to identify them by their literary term.

Week Three

Hi Class,

I hope you were well entertained by Preston’s visit to class today. I’m sure you were. JI am typing this up while I wait at the hospital for my husband’s surgery. I’d like for you to be ready for your vocabulary quiz and your literary terms quiz when I come back to class next week. I will post a link to a couple of short stories I’d like for you to read over the week. The first is “Harrison Bergeron” and the second is “The Scarlet Ibis.” I would like for you to focus on theme. We will discuss this in class, so have an answer ready if I call on you. JYou will also need to answer the following questions listed under the links. 

You will need to pick up the book The Hatchet, if you haven’t already for next week. 

“Harrison Bergeron”—try this site: https://archive.org/stream/HarrisonBergeron/Harrison%20Bergeron_djvu.txt

Please answer five of the following questions about this story:

1. In 2081, there have been 213 Amendments added to the U.S. Constitution. What does this show us about government in the story? 

2. Find and write down the simile Vonnegut uses when he describes George Bergeron’s thoughts. Then, explain what’s compelling about the use of this particular simile. What can the reader infer from the use of this simile? 

3. In this story, equality is highly valued and extreme steps are taken to ensure that no one has an advantage over anyone else. List three ways that a person who is seen as more attractive, intelligent, or athletic might be handicapped by the government. 

4. Give two concrete examples from the text showing that, despite the government’s extreme efforts, people still aren’t equal in this society. 

5. After the announcer fumbles the bulletin and has to be replaced, Hazel says that he should still be given a raise because “he tried. That’s the big thing. He tried to do the best he could with what God gave him.” Is Hazel right? Should people be given credit at their workplaces or in school simply for trying, regardless of the result? Give a real-life example from your life, studies, or observations to support your stance. 

6. Harrison Bergeron, a genius and stellar athlete, must carry three hundred pounds in “the race of life.” In today’s world, is there a burden that exceptional people must carry? Think about both classmates and famous people as you examine this issue and explain your answer. 

7. What does Harrison’s declaration as he frees himself from his shackles show us about power? About liberation? 

8. Look at the narrator’s description of Harrison and the ballerina. What simile does the narrator use to describe the couple? How does this simile serve as an element of foreshadowing? 

9. Why aren’t Harrison’s parents more emotionally impacted by the death of their son? In what way are some Americans today similar to George and Hazel Bergeron? 

10. At the end of the story, what is George’s advice to his wife? Is this good advice? Explain your answer. 

11. “Harrison Bergeron” was published in 1961 in the midst of the Civil Rights Movement, and many scholars have suggested that the story should be viewed as a parable. Given the tensions in the U.S. during this period of history, what larger point might Kurt Vonnegut Jr. have been trying to make to the reader? 

“The Scarlet Ibis” This link should work: 

http://whs.wsd.wednet.edu/Faculty/Zobel/documents/TheScarletIbisText.pdf

Please answer the following question on this story: 

Symbolically connect Doodle to the Scarlet Ibis. First, give three specific similarities that prove the author wanted us to see a connection between the boy and the bird. Then, explain the message of the writer. What larger point was he trying to make to the reader? 

As far as the house point challenge this week, I’ve been thinking. This week, many folks have shown us kindness during my husband’s surgery, and it has made a tremendous difference. I’d like to challenge each of you to perform your own random act of kindness for someone outside of your family. Tell me about it here on the blog, and I’ll give you points accordingly for your team. Bonus points if you can get pictures. J

Week 3 Vocabulary

1. jingoistic (adj): overly patriotic

2. implacable (adj): unable to be soothed

3. affinity (n): a natural skill or talent

4. coquette (n): a woman who flirts to get what she wants

5. harangue (v): lecture at length in an aggressive way

Week 2 Homework Assignment

Dulce Et Decorum Est

Wilfred Owens

Bent double, like old beggars under sacks, 

Knock-kneed, coughing like hags, we cursed through sludge, 

Till on the haunting flares we turned our backs, 

And towards our distant rest began to trudge. 

Men marched asleep. Many had lost their boots, 

But limped on, blood-shod. All went lame; all blind; 

Drunk with fatigue; deaf even to the hoots 

Of gas-shells dropping softly behind. 

Gas! GAS! Quick, boys!—An ecstasy of fumbling 

Fitting the clumsy helmets just in time, 

But someone still was yelling out and stumbling 

And flound’ring like a man in fire or lime.—

Dim through the misty panes and thick green light, 

As under a green sea, I saw him drowning. 

In all my dreams before my helpless sight, 

He plunges at me, guttering, choking, drowning. 

If in some smothering dreams, you too could pace 

Behind the wagon that we flung him in, 

And watch the white eyes writhing in his face, 

His hanging face, like a devil’s sick of sin; 

If you could hear, at every jolt, the blood 

Come gargling from the froth-corrupted lungs, 

Obscene as cancer, bitter as the cud 

Of vile, incurable sores on innocent tongues,— 

My friend, you would not tell with such high zest 

To children ardent for some desperate glory, 

The old Lie: Dulce et decorum est 

Pro patria mori.

Source:Poems(Viking Press, 1921)

Assignment:

Your assignment this week is to write a paragraph response to ONE of the following prompts:

1.  The Latin quotation from the Roman poet Horace, means “It is sweet and becoming to die for one’s country.” What is the poem’s comment on this statement?

2.  List the elements of the poem that seem not beautiful and therefore “unpoetic.” Are there any elements of beauty in the poem?

3.  How do the comparisons in lines 1, 14, 20, and 23-24 contribute to the effectiveness of the poem?

4.  What does the poem gain by moving from plural pronouns and the past tense to singular pronouns and present tense?

Remember to follow the academic paragraph guidelines. The response should be between 125 and 150 words, or half a page (double-spaced).  

1.   Begin with an introduction to the poet, name of poem, and a claim that responds to the prompt you are addressing. For example, you might say something like, “Wilfred Owen’s war poem “Dulce Et Decorum Est” defies the standard beautiful poem by using elements that leave the reader disturbed. 

2.   Next, you’ll define or back up your claim with a definition, explanation, or concession. For example, “Owens’ use of language conjures imagery of horror and loss.”

3.   Get into the text and demonstrate what you mean.  “His heroes are tormented by the enemy “guttering, choking, and drowning.” You can give a couple of examples here to make your argument stronger. “Blood comes “gargling from froth-corrupted lungs” and the reader is left with anything but a serene scene.

4.   Conclude your paragraph by tying your argument together. “Wilfred Owen’s nostalgic Latin phrase teases out the irony in the poem by working together with the horrific imagery and shocking word choice to remind the reader that war, like some poetry, is not beautiful.”

This assignment is due at the beginning of class next Tuesday.  You will be given some time to work on this in class with your peers. The final draft will be due August 28th. Remember, Mr. Preston Atkinson will teach for me next week, since my husband is having surgery. I am available by text or email if you need any other help! We will pick up with short stories when I return, the 28th. 

Your house point challenge this week is to find a modern song (this can be pop, Christian, country, rock, rap, or whatever you enjoy) and do a literary analysis. Find a similie, or a metaphor, or symbolism. The more literary devices you can correctly find, the more points you earn for your team! You must send me your annotated lyrics or a copy of the lyrics of the song and your evaluation of which devices are seen and where. Have fun with this one!

Week 2 Vocabulary

1. slipshod (adj): showing a lack of care or thought

2. nefarious (adj): wicked or criminal

3. precursor (n.) : a person or thing that comes before another of a similar kind

4. impregnable (adj): unable to be broken into or captured

5. demure (adj): shy or modest

House point challenge

In class today, we worked on reading texts in more than one way. The first person to send me an image of a photograph or painting with a short write up on two ways it can be interpreted will win 5 points for their team. You can email them to me. :)

Ready? Set. Go!


This challenge has been awarded to Jessica's team, "The Vengeful Basilisk!" 

An extra five points went to Owen's team for his encouraging comments posted on the blog for his rival team! Kindness is certainly point-worthy! 

Great job!

Week 1 Class assignment

Class,

It was great working with you today! I sure hope you walked away with something useful. For your homework this week, I just want you to spend some time looking through the Elements of Style. This book is the only grammar book we will use this year, so get to know it well. Read the introduction and check out the different sections of the book. We will use this throughout the year. Next, go ahead and review your vocabulary words. If you master one word a day, you'll have them down before we meet again. Your new list will post next Tuesday. Meanwhile, continue looking at the messages around you and try to see if you can "read" them in more than one way. :)

Week 1 Vocabulary List

Class, 

Each week I will post five new vocabulary words for you to learn. Every couple of weeks, we will have a quiz on them.


Lesson 1

1. Sycophant (n): Someone who uses flattery to try to get what he/she wants from an authority figure.
The professor recognized the overly attentive student as nothing more than a sycophant.

2. Pernicious (adj): Intending to cause harm.
The pernicious ice storm attacked the small coastal town.

3. Ubiquitous (adj): Appearing everywhere. 
Baseball caps are ubiquitous among our male student population.

4. Non sequitur (n): A statement that does not logically follow a conversation's flow
One of the kids in my group of friends is so random; he constantly drops non sequiturs into our conversations.

5. Diatribe (n): A forceful and bitter verbal attack
The candidate for governor lost voter approval when her diatribe about immigration was posted on YouTube. 

Class description and syllabus

“We should not write so that it is possible for the reader to understand us, but so that it is impossible for him to misunderstand us.”- Quintilian

English Composition: Ages 13 and up.

Course Description:

This course is designed to help a student write effectively for both college and the work place. We will use a variety of texts and critical approaches to provide both practice and models for essay writing, including strategies, structure, and research methods. Our focus will include grammar, vocabulary, analysis, rhetoric, and MLA citations. Students will compose academic paragraphs, argumentative essays, a research paper, critical analysis, a business letter, and a PowerPoint presentation. 

While all of this meets the standard criteria for any good English course, our approach breaks from tradition. There are rarely worksheets, and we do not diagram sentences. We merge popular culture with the canon, comparing pop music with classic poetry. Our readings include top picks for high school classes and a few modern texts from today’s bestsellers. Our discussions are Socratic, dynamic, and thought-provoking. We analyze the rhetoric in important speeches but also in our headlines. We learn to discern scholarly sources from satire and questionable sources. We create, and practice, and leave room to inspire our individual interests. This is not the stuffy English class some fear, and you won’t find red marks all over your papers. You will have lots of feedback on what you are doing well and areas you can improve. You will be challenged to support your arguments and to clarify your position. You will be introduced to new ideas and you might find yourself contemplating hard issues. But you will quickly realize that English is a tool for you to explore the world around you and to communicate effectively. Language changes the world. Let’s learn to use it wisely. 

Our class will meet once a week for 90 minutes, but we will also have a class blog to continue our discussions, questions, and share other information throughout the week. Parents are always welcome to check in and see what the students are learning. Cost is $75/month. Class meets Aug-April, Tuesday afternoons. No classes are held in December.

Objectives:

Students will learn to organize thoughts into clear, grammatically correct sentences. They will organize those sentences into paragraphs that expand a central thought. Those paragraphs will then be organized into essays that communicate ideas to readers. The students will learn to cite any sources used in research. They will progress and demonstrate close reading skills and analysis of a variety of texts, evaluate research as it makes and supports academic arguments, and develop strong thesis statements. But here’s the thing: They will actually enjoy this process. I will not assign letter grades to their work unless explicitly asked by the parent. The only competition is their previous assignment. I will provide detailed feedback geared toward your child’s current level and help them to become a better writer.

Course Texts:

Assorted poems, short stories, and articles will be handed out in class

The Giver by Lois Lowry

The Watson’s Go to Birmingham-1963 by Christopher Paul Curtis

Hatchet by Gary Paulson

Night by Elie Wiesel

Romeo and Julietby William Shakespeare

A Midsummer Night’s Dream by William Shakespeare

The Art of Racing in the Rainby Garth Stein

Other Supplies Necessary:

Folder

Three Ring Binder with plenty of college-rule paper

Pens

Highlighters

Colored Pencils

Post-It Notes

Access to class blog online for discussions or questions between classes.

Fall Semester                                      In-Class                                        Homework

Week 1	Introduction, syllabus, grammar, vocab, in-class writing assignment, intro to topic sentences.	Elements of Style
Week 2	Grammar, vocab, intro to lit terms, music, poetry, and art analysis, in class writing assignment. Academic paragraph	Poetry reading assignment and academic paragraph
Week 3	grammar, vocabulary, in class writing assignment, literary terms, review of previous assignment	short story assigned with academic paragraph for homework.Elements of Style.
Week 4	grammar, vocabulary, in class writing assignment, literary terms, short story in class, thesis statements; introduce literary circle positions	The HatchetChapters 1-5 for  reading assignment. Vocabulary Quiz lists 1-3.
Week 5	grammar, vocabulary, in class writing assignment, literary terms, Introductory and Concluding paragraphs, beginning MLA citations, class discussion over The Hatchet; meet in literary circle	The Hatchet, short writing assignment and Chapters 5-10 for homework.
Week 6	grammar, vocabulary, transitions, MLA citations, class discussion over The Hatchet	Chapters 11-15 assigned with academic paragraph using MLA citations
Week 7	grammar, vocabulary, cohesion and organization, class discussion over The Hatchet.	Chapters 15-end of book assigned. Re-Write and correct previous assignment and add another MLA cited paragraph. Study for vocabulary quiz next week!
Week 8	grammar, vocabulary, revision, class discussion over The Hatchet. Putting it all together into a five paragraph essay with MLA citations due next week.Vocabulary Quiz over lists 4-7. Introduction to The Giver by Lois Lowry and dystopian and utopian literature.	Read Chapters 1-5  of The Giver for next week. Handout for Rhetorical Analysis of The Giver handed out.
Week 9	grammar, vocabulary, gathering textual evidence. Discussion over The Giver.	Read Chapters 5-10 for next week. Write two academic paragraphs demonstrating textual evidence and MLA citations that you may use in your paper.
Week 10	grammar, vocabulary, intro to Rhetoric: Ethos, Pathos, Logos: Oprah Winfrey Speech  Discussion over The Giver.	Read Chapters 11-16 for next week and pick one of last week’s paragraphs to revise and one to argue against also using textual evidence.
Week 11	grammar, vocabulary, organizing the essay with outlines. Discussion over The Giver. Literati stories	Read Chapters 17-22 (end of book). Complete your outline and revise returned paragraphs.
Week 12	In class workshop on critical analysis. Bring your book, paper, outline, and revised paragraphs, and cookies. J	You will complete this essay over the week and turn it in November 29.
Week 13	Vocabulary quiz/game. Turn in your 2-3 page paper over The Giver.  Writing proper emails.	Send me a properly constructed email about your progress in class this semester.
Week 14	Short Story Unit: Harrison Bergeron	Flash fiction.
Week 15	Short Story Unit:	Flash fiction due next week.
Week 16	Poetry Unit: Thankfulness; Literati stories	Black out poems
Week 17	Vocabulary Quiz Analyzing Christmas Carols; Black out Christmas songs, Christmas card station; Literary Jenga	Winter Break NO HOMEWORK OR READING ASSIGNMENT OVER CHRISTMAS BREAK!
Week 18	Introduction to “Civil Disobedience” : The rhetoric of protests and change	Read Henry David Thoreau’s essay and prepare a brief 1 page summary.
Week 19	“Civil Disobedience” and “Duck Dynasty”; Introduce Elie Wiesel’s Night	Read first half of Night Academic paragraph on three C’s
Week 20	Elie Wiesel’s Night	Finish Night, five paragraph essay due next week: You may use one of your previous paragraphs from last week’s assignment.
Week 21	Discuss Night, essay due; Vocabulary Quiz How to Write a Research Paper, RENNSQQ formula	Turn in Research paper thesis next week.  Read “Letter from a Birmingham Jail.”
Week 22	Rhetoric: Discuss “LFBJ” Rhetoric for debates: First Amendment (Muslims in America), American Flag) Vocabulary Quiz	The Watson’s Go to Birmingham(1/2) Academic Paragraph
Week 23	Rhetoric in America  Frederick Douglass, “Letter to Mr. Covey”	The Watson’s Go To Birmingham(2/2). Academic Paragraph
Week 24	Fake News, Propaganda, and Credible Sources	Find credible sources for your research paper, bring in three, in MLA format.  Research Life in Elizabethan Times assigned topic and write a one-page, informal outline to share with the class next week.
Week 25	Shakespeare Unit:  Globe Theater Prezi, Aristotelian tragedies, sonnets, iambic pentameter, and hip hop. Taylor Swift or Shakespeare? “Write Like Will”	Read first half of Romeo and Juliet this week. Queen Mab drawing.
Week 26	Romeo and Juliet Adaptations; Puns and Oxymorons PPT, Tone	Finish Romeo and Juliet. Short essay due next week on the elements of tragedy or symbolism.
Week 27	Romeo and Juliet Adaptations,  Flyswatter Game; Insults and Flattery Aristotelian comedy: A Midsummer Night’s Dream	Read first half of Midsummer Night’s Dream, answer questions from handout
Week 28	Flyswatter Game How to Write an Outline	Read 2nd Half Midsummer Night’s Dream,Short essay on MSND. Write Outline for research paper
Week 29	“Real Life Romeo” Write “Love Letters”	The Art of Racing in the Rain begin working on rough draft
Week 30	How to Self-edit, Final Vocabulary Quiz;	The Art of Racing in the Rain Continue writing research paper
Week 31	Bring first rough draft into class for workshop	The Art of Racing in the Rain Take home research draft and revise.
Week 32	Final paper due; Literary Circle for The Art of Racing in the Rain.	No homework
Week 33	End of Class party!	Enjoy your summer!
Week 34	Spring Break Temple College  schedule	Spring Break No Homework