Announcement: The substantial quiz ( 40-50 points) planned for Monday will be on Tuesday instead.
TODAY IN CLASS
The "Wife's Lament" study questions were returned, and we discussed the poem. I also returned yesterday's short quiz, and we went over both versions.
FOR MONDAY
Nothing new, but you should absolutely have read/studied the material listed on Thursday's hand-out. We'll go over that, plus the terms we didn't get to, on Monday--but we'll also have time to get started on the actual text of Beowulf.
Just in case you were absent and didn't pick it up, I've linked the study sheet here:
https://docs.google.com/fileview?id=0BxigzimXmDnvY2QxNTA0MmUtZTExNi00OTQwLWFlZjUtNmU0ZWM0MDliY2Vk&hl=en&authkey=CM2ZuaEB
Friday, October 29, 2010
Thursday, October 28, 2010
Thursday, Oct. 28, 2010
TODAY IN CLASS
1. Very short historical background quiz
2. "The Wife's Lament" worksheets stamped for completion; time to collaborate (strengthening weak answers, discussing ambiguities); papers collected.
3. Hand-out of what's going to be on the long quiz on Monday, Nov. 1, with some discussion of the full definition and characteristics of an epic as well as several other new terms.
FOR TOMORROW
Read p. 27 and pp. 36-37 in your textbook--this is material directly related to Beowulf.
In class on Friday, we will finish the terms on the hand-out, talk more about Beowulf background info, and discuss "The Wife's Lament."
1. Very short historical background quiz
2. "The Wife's Lament" worksheets stamped for completion; time to collaborate (strengthening weak answers, discussing ambiguities); papers collected.
3. Hand-out of what's going to be on the long quiz on Monday, Nov. 1, with some discussion of the full definition and characteristics of an epic as well as several other new terms.
FOR TOMORROW
Read p. 27 and pp. 36-37 in your textbook--this is material directly related to Beowulf.
In class on Friday, we will finish the terms on the hand-out, talk more about Beowulf background info, and discuss "The Wife's Lament."
Wednesday, October 27, 2010
Wednesday, Oct. 27
Super-quick abbreviated post:
FOR TOMORROW
1) Study for very short (10-15 points) historical background quiz.
2) Do the worksheet for "The Wife's Lament"--use both translation (the one in your book plus today's hand-out). Provide clear textual support from the poem: identify source/line number by writing S (for Stanford) or A (for Alexander) plus the line number. This sheet will be stamped for completion--then you will have a chance to compare/adjust/strengthen responses by working with a partner before handing it in.
FOR TOMORROW
1) Study for very short (10-15 points) historical background quiz.
2) Do the worksheet for "The Wife's Lament"--use both translation (the one in your book plus today's hand-out). Provide clear textual support from the poem: identify source/line number by writing S (for Stanford) or A (for Alexander) plus the line number. This sheet will be stamped for completion--then you will have a chance to compare/adjust/strengthen responses by working with a partner before handing it in.
Tuesday, October 26, 2010
Finishing Up the Lyric Poetry
TODAY IN CLASS
2nd:
DID finish what we needed to do with "The Wanderer"
Did NOT quite finish up going over the historical background worksheet
4th
DID finish going over the worksheet
Did NOT quite finish the poem--we will look at the speaker(s) briefly on Wednesday
HOMEWORK
Both classes--be absolutely certain that you have read "The Wife's Lament" (probably a couple of times--it'ts only two pages long.
UPCOMING--2 assessments
1) Thursday--Very short quiz (10-15 points) on the history, covering pp. 4-5, the stapled hand-out, and supplementary lecture notes
2) Monday (Nov.1)--Substantial quiz over the history, literary terms, additional background reading (over Beowulf), and the three short lyric poems. Hand-out will be provided.
2nd:
DID finish what we needed to do with "The Wanderer"
Did NOT quite finish up going over the historical background worksheet
4th
DID finish going over the worksheet
Did NOT quite finish the poem--we will look at the speaker(s) briefly on Wednesday
HOMEWORK
Both classes--be absolutely certain that you have read "The Wife's Lament" (probably a couple of times--it'ts only two pages long.
UPCOMING--2 assessments
1) Thursday--Very short quiz (10-15 points) on the history, covering pp. 4-5, the stapled hand-out, and supplementary lecture notes
2) Monday (Nov.1)--Substantial quiz over the history, literary terms, additional background reading (over Beowulf), and the three short lyric poems. Hand-out will be provided.
Monday, October 25, 2010
A Rainy Monday
TODAY IN CLASS
Time to work on "The Wanderer"--then things diverged. If you were absent, here is what you need to prepare in order to have the necessary practice and understanding for later this week:
Identify (and include line numbers):
kennings--try to find them all
alliteration--the 3 "best lines"
assonance--the 3 "best lines" (for both of these sound features, try to have three instances in each line)
Find passages (you don't need to write out in full, but give key phrases and complete line numbers):
a) lines which show "exile"
b) "ubi sunt" --the heart of the where is . . ? / where are . . .? longing
c) other "elegiac" tone examples--lines that express longing for the past/ people who are gone/places or a way of life that no longer exist
d) have an opinion on whether the poem reflects one speaker or is a dialogue of sorts with two speakers
In 2nd, we started with kennings and slid quickly into meaning. Did not get to checking the worksheet, which I'd hoped to do. So in 4th, after students worked on the poem, I said to finish at home if you weren't done--then I gave back the worksheets. We got up to the last question. (We will start with that on Tuesday in 2nd).
So, FOR TOMORROW
Finish, if needed. And READ the next poem, which is short (and a very odd translation): "The Wife's Lament" (pp. 25-26).
Time to work on "The Wanderer"--then things diverged. If you were absent, here is what you need to prepare in order to have the necessary practice and understanding for later this week:
Identify (and include line numbers):
kennings--try to find them all
alliteration--the 3 "best lines"
assonance--the 3 "best lines" (for both of these sound features, try to have three instances in each line)
Find passages (you don't need to write out in full, but give key phrases and complete line numbers):
a) lines which show "exile"
b) "ubi sunt" --the heart of the where is . . ? / where are . . .? longing
c) other "elegiac" tone examples--lines that express longing for the past/ people who are gone/places or a way of life that no longer exist
d) have an opinion on whether the poem reflects one speaker or is a dialogue of sorts with two speakers
In 2nd, we started with kennings and slid quickly into meaning. Did not get to checking the worksheet, which I'd hoped to do. So in 4th, after students worked on the poem, I said to finish at home if you weren't done--then I gave back the worksheets. We got up to the last question. (We will start with that on Tuesday in 2nd).
So, FOR TOMORROW
Finish, if needed. And READ the next poem, which is short (and a very odd translation): "The Wife's Lament" (pp. 25-26).
Sunday, October 24, 2010
Post for Friday, Oct. 22
IN CLASS ON FRIDAY
We finished some content-related aspects of "The Seafarer"--though exactly where we picked up varied in both classes. The essential thing was to complete the accounting of the inter-connection of pagan/Christian, and to discuss the implications of finding such poetry in books compiled by monks in the first place. (The final 2 1/2 lines of "The Seafarer" were probably added by the scribe.) For "The Wanderer," I recorded whether you wrote the required short summary of the poem's content/action. (If you were absent on Friday, show me that you have done this BEFORE we get started on Monday.)
FOR MONDAY
No direct homework. However, there will be a quiz later this week on the background information, so you might want to start learning this information. We will go over the worksheet info on Monday--so anyone who had been absent and has not gotten that in must do so by the start of class Monday as well. [Anyone absent on 10/18 ONLY is way past due for this; however, a couple of people were gone for several days.]
There will be some sort of assessment later in the week on the short poetry, too, but the format is TBD at this point.
We finished some content-related aspects of "The Seafarer"--though exactly where we picked up varied in both classes. The essential thing was to complete the accounting of the inter-connection of pagan/Christian, and to discuss the implications of finding such poetry in books compiled by monks in the first place. (The final 2 1/2 lines of "The Seafarer" were probably added by the scribe.) For "The Wanderer," I recorded whether you wrote the required short summary of the poem's content/action. (If you were absent on Friday, show me that you have done this BEFORE we get started on Monday.)
FOR MONDAY
No direct homework. However, there will be a quiz later this week on the background information, so you might want to start learning this information. We will go over the worksheet info on Monday--so anyone who had been absent and has not gotten that in must do so by the start of class Monday as well. [Anyone absent on 10/18 ONLY is way past due for this; however, a couple of people were gone for several days.]
There will be some sort of assessment later in the week on the short poetry, too, but the format is TBD at this point.
Thursday, October 21, 2010
TODAY IN CLASS
Quick completion check of last night's homework (finding two examples each of kennings, assonance, and alliteration in "The Seafarer"). Then I showed you what Old English actually looked like, using a few lines of Beowulf. The purpose was to underscore that when we are looking at such things as alliteration or assonance, it is the TRANSLATOR who put them there; the OE text surely had these features, but they might have been for different words. Finally, we looked at student examples of all of these to try to straighten out confusion, particularly where kennings are concerned. We'll continue to work on that. People seemed much more on-target for alliteration and assonance (at least the people who volunteered!).
Then the idea was to finish talking about "The Seafarer" in general, including some of the ideas. We want to apply aspects we know about now, given the background material you've learned, plus an additional idea or two. We'll continue that briefly tomorrow. But we will also go on to the next poem. SO . . .
FOR TOMORROW
Read "The Wanderer" (pp. 21-24). Written work (add to the same paper as today's; I'll do a quick-check again):
Write 3-5 sentences that SUMMARIZE the action of the poem. (You'll probably need the full 5 sentences unless your sentences are typically long and complex!)
Quick completion check of last night's homework (finding two examples each of kennings, assonance, and alliteration in "The Seafarer"). Then I showed you what Old English actually looked like, using a few lines of Beowulf. The purpose was to underscore that when we are looking at such things as alliteration or assonance, it is the TRANSLATOR who put them there; the OE text surely had these features, but they might have been for different words. Finally, we looked at student examples of all of these to try to straighten out confusion, particularly where kennings are concerned. We'll continue to work on that. People seemed much more on-target for alliteration and assonance (at least the people who volunteered!).
Then the idea was to finish talking about "The Seafarer" in general, including some of the ideas. We want to apply aspects we know about now, given the background material you've learned, plus an additional idea or two. We'll continue that briefly tomorrow. But we will also go on to the next poem. SO . . .
FOR TOMORROW
Read "The Wanderer" (pp. 21-24). Written work (add to the same paper as today's; I'll do a quick-check again):
Write 3-5 sentences that SUMMARIZE the action of the poem. (You'll probably need the full 5 sentences unless your sentences are typically long and complex!)
Wednesday, October 20, 2010
TODAY IN CLASS
We finished up the Romans--focussing on their specific contributions as well as why their presence was really an "occupation" rather than an "invasion," and we hit the highlights of the Anglo-Saxon invasion. Much of the Anglo-Saxon material will be further developed as we read the literature, however. Then we turned our attention to the specifics of Anglo-Saxon poetry, starting with a few terms. I can "tell you," but you pretty much have to read it for yourself. Try to find some examples. And we'll talk about them, and I'll try to clarify them. (It's a process.)
FOR TOMORROW
So, first please READ two pages:
p. 14, which will be important in many ways
p. 15, which summarizes some key qualities of the poetry
APPLY
Re-read "The Seafarer," being on the look-out for ways in which what we've learned so far about the culture show up in the poem. But even more important, look for the terms. (I'm skipping caesura for tonight, which is harder to see straight off in "The Seafarer."
Write the following prep work directly into your notes--I'll check for completion:
We finished up the Romans--focussing on their specific contributions as well as why their presence was really an "occupation" rather than an "invasion," and we hit the highlights of the Anglo-Saxon invasion. Much of the Anglo-Saxon material will be further developed as we read the literature, however. Then we turned our attention to the specifics of Anglo-Saxon poetry, starting with a few terms. I can "tell you," but you pretty much have to read it for yourself. Try to find some examples. And we'll talk about them, and I'll try to clarify them. (It's a process.)
FOR TOMORROW
So, first please READ two pages:
p. 14, which will be important in many ways
p. 15, which summarizes some key qualities of the poetry
APPLY
Re-read "The Seafarer," being on the look-out for ways in which what we've learned so far about the culture show up in the poem. But even more important, look for the terms. (I'm skipping caesura for tonight, which is harder to see straight off in "The Seafarer."
Write the following prep work directly into your notes--I'll check for completion:
- Kennings--find TWO examples: give the phrase, the line number, and tell what it refers to
- Assonance--write out TWO LINES containing assonance (they do not have to be near one another), and include the line number for each. Then circle the syllables that contain the assonance. (Note that the definition is for "stressed" syllables--this just means a syllable that receives the stress (sometimes called the accent) in normal speech.)
- Alliteration--Essentially the same directions as for assonance: TWO lines, with line number, and alliterated sounds circled
Tuesday, October 19, 2010
I did not forget to post . . .
However, there is very little to say:
1. 2nd period--I'll collect your worksheets first thing on Wednesday. Sorry, I just forgot.
2. We went over the Roman occupation in more detail today, but did not QUITE finish in 4th--we'll do that ASAP on Wednesday.
3. The rest of Wednesday: split between the Anglo-Saxon invasion and some specific terms related to Anglo-Saxon poetry.
4. NO HOMEWORK TONIGHT (but don't expect this to last . . .)
Also: the late folder is open on http://www.turnitin.com/
Use it if it applies to you!
1. 2nd period--I'll collect your worksheets first thing on Wednesday. Sorry, I just forgot.
2. We went over the Roman occupation in more detail today, but did not QUITE finish in 4th--we'll do that ASAP on Wednesday.
3. The rest of Wednesday: split between the Anglo-Saxon invasion and some specific terms related to Anglo-Saxon poetry.
4. NO HOMEWORK TONIGHT (but don't expect this to last . . .)
Also: the late folder is open on http://www.turnitin.com/
Use it if it applies to you!
Thursday, October 14, 2010
Personal Essays Due Friday!!
TODAY IN CLASS
1. Sudents received a major hand-out on the historical background for the Anglo-Saxon period; hang on to this and take it seriously. You will be expected to "know" the material as though it were a history class.
2. There was a quick chart on the board outlining the types of literature for this period. You can copy it down tomorrow if your were absent.
3. The majority of the time was spent on getting started on a lyric poem called "The Seafarer' (pp. 17-20). However, we only got through line 38. If you were absent, do the following quick activity in your notes:
The main thing is the personal essay. Make sure you have followed all instructions on the various prior hand-outs, and have everything you need to turn in: the cover sheet, the final draft, the stamped first draft, and the peer-response form for that draft.
But also--you need to read the intro and first two sections (Celts and Romans) from the hand-out. Quite frankly, you can probably accomplish that while I am collecting the essays and marking them off as turned in on time.
1. Sudents received a major hand-out on the historical background for the Anglo-Saxon period; hang on to this and take it seriously. You will be expected to "know" the material as though it were a history class.
2. There was a quick chart on the board outlining the types of literature for this period. You can copy it down tomorrow if your were absent.
3. The majority of the time was spent on getting started on a lyric poem called "The Seafarer' (pp. 17-20). However, we only got through line 38. If you were absent, do the following quick activity in your notes:
- Make a T-chart and label it "Hardships." Mark the left side Physical and the right side Emotional
- Now fill it in with the appropriate phrases you find in lines 1-26.
- Tomorrow, compare your chart to others to make sure you were on the right track.
The main thing is the personal essay. Make sure you have followed all instructions on the various prior hand-outs, and have everything you need to turn in: the cover sheet, the final draft, the stamped first draft, and the peer-response form for that draft.
But also--you need to read the intro and first two sections (Celts and Romans) from the hand-out. Quite frankly, you can probably accomplish that while I am collecting the essays and marking them off as turned in on time.
Tuesday, October 12, 2010
turnitin.com Now OPEN for Personal Essays!
TODAY IN CLASS
In-class essay--the last piece of work in the short fiction unit.
WEDNESDAY
Due to the PSAT schedule, I will not see either 2nd or 4th. Your work, of course, is to be finishing the personal essay. It is not "due" until Friday, but finished essays and supporting material will be gladly accepted on Thursday!
Also--if you missed either the closed-book test on Friday or the open-book essay today, you can make either one up on Wednesday at 11:30. No after-school make-up on Wednesday, because there is a faculty meeting.
THURSDAY
We will start the new unit in earnest. Absent Monday?? Be sure you've read pp. 4-5 and 8.
In-class essay--the last piece of work in the short fiction unit.
WEDNESDAY
Due to the PSAT schedule, I will not see either 2nd or 4th. Your work, of course, is to be finishing the personal essay. It is not "due" until Friday, but finished essays and supporting material will be gladly accepted on Thursday!
Also--if you missed either the closed-book test on Friday or the open-book essay today, you can make either one up on Wednesday at 11:30. No after-school make-up on Wednesday, because there is a faculty meeting.
THURSDAY
We will start the new unit in earnest. Absent Monday?? Be sure you've read pp. 4-5 and 8.
Monday, October 11, 2010
In-Class Essay on Tuesday
TODAY IN CLASS
Please be aware of two upcoming variations from the normal schedule:
Initial reading from text covered only the pages from the historical background section pertaining to the Anglo-Saxon period--NOT the medieval sections. So if you missed class today, catch up by reading the following pages: 4-5 and 8 (Yes, I know that seems odd).
FOR TOMORROW
No homework, but be sure to have both the grey textbook and the hand-out for "A & P" with you in class for the in-class essay.
Also needed: loose-leaf paper and a pen with blue or black ink.
Please be aware of two upcoming variations from the normal schedule:
- Tuesday--Senior Assembly and Class Photo--3rd period (usually takes 20-25 minutes)
- Wednesday--Altered Schedule for PSAT; All students expected to attend 3rd period (1:30-2:31). Attendance will be taken.
Initial reading from text covered only the pages from the historical background section pertaining to the Anglo-Saxon period--NOT the medieval sections. So if you missed class today, catch up by reading the following pages: 4-5 and 8 (Yes, I know that seems odd).
FOR TOMORROW
No homework, but be sure to have both the grey textbook and the hand-out for "A & P" with you in class for the in-class essay.
Also needed: loose-leaf paper and a pen with blue or black ink.
Friday, October 8, 2010
Short Fiction Test Was Today
So if you were absent, you need to make arrangements ASAP to make it up.
Also today: two hand-outs summarizing details for finalizing and submitting the personal essay as well as some basic info on grammar/mechanics expectations plus relevant sources. Anyone absent needs to pick them up on Monday, but I'm linking the one with the grammar links to make it easier to find those sources:
https://docs.google.com/document/edit?id=1w8xo49-qLjE7DpwA6qgh7LLNzswJ4pxfh2r8DMDbfBs&hl=en&authkey=CJKwkdIP
Also, you should be aware that although we "missed" National Punctuation Day last week, there is a great website here:
http://www.nationalpunctuationday.com/
FOR MONDAY
Nothing in particular, though you might want to get your essay in final or close-to-final form. Also, don't forget the Culminating Project pieces that are due to the Career Center by Friday.
Remember that there will be an short story unit open-book essay (multi-paragraph, with textual evidence) on Tuesday. But Monday we'll be starting something new. You DO need to keep bringing your books!
Also today: two hand-outs summarizing details for finalizing and submitting the personal essay as well as some basic info on grammar/mechanics expectations plus relevant sources. Anyone absent needs to pick them up on Monday, but I'm linking the one with the grammar links to make it easier to find those sources:
https://docs.google.com/document/edit?id=1w8xo49-qLjE7DpwA6qgh7LLNzswJ4pxfh2r8DMDbfBs&hl=en&authkey=CJKwkdIP
Also, you should be aware that although we "missed" National Punctuation Day last week, there is a great website here:
http://www.nationalpunctuationday.com/
FOR MONDAY
Nothing in particular, though you might want to get your essay in final or close-to-final form. Also, don't forget the Culminating Project pieces that are due to the Career Center by Friday.
Remember that there will be an short story unit open-book essay (multi-paragraph, with textual evidence) on Tuesday. But Monday we'll be starting something new. You DO need to keep bringing your books!
Thursday, October 7, 2010
Short Fiction Unit Test on Friday
TODAY IN CLASS
Peer-response to the personal essay. If you were absent/didn't have your paper today, you will need to get this done on your own in time to revise for next week.
FOR TOMORROW
There will be a test covering the short stories (know author and titles) and the literary terms for the short fiction unit. As tests go, it is not as "major" as some, but you need to be well-versed in the details of the stories we read (more as a reading check), recognize and be able to use the appropriate vocabulary for discussing the fiction, be able to apply terms/concepts to particular stories, and be able to think in terms of connections among the stories (concerning character, themes, aspects of style, etc.). Tuesday's post linked you to the original unit hand-out.
There will be some matching, multiple choice, fill-in-the-blank, and writing that ranges from 2-3 sentences to short paragraphs. This test will not include an extended essay--that will come next week (on Tuesday).
Looking ahead
:: As mentioned, there will be an open-book essay on Tuesday, Oct. 12.
:: Your revised essays are due next week--full information will be handed out tomorrow.
:: Otherwise, expect in-class work vs. additional homework in honor of Homecoming Week!
Peer-response to the personal essay. If you were absent/didn't have your paper today, you will need to get this done on your own in time to revise for next week.
FOR TOMORROW
There will be a test covering the short stories (know author and titles) and the literary terms for the short fiction unit. As tests go, it is not as "major" as some, but you need to be well-versed in the details of the stories we read (more as a reading check), recognize and be able to use the appropriate vocabulary for discussing the fiction, be able to apply terms/concepts to particular stories, and be able to think in terms of connections among the stories (concerning character, themes, aspects of style, etc.). Tuesday's post linked you to the original unit hand-out.
There will be some matching, multiple choice, fill-in-the-blank, and writing that ranges from 2-3 sentences to short paragraphs. This test will not include an extended essay--that will come next week (on Tuesday).
Looking ahead
:: As mentioned, there will be an open-book essay on Tuesday, Oct. 12.
:: Your revised essays are due next week--full information will be handed out tomorrow.
:: Otherwise, expect in-class work vs. additional homework in honor of Homecoming Week!
Wednesday, October 6, 2010
Personal Essay Due Thursday
TODAY IN CLASS
Discussion of "A Devoted Son" (focus on conflict/the difference between being devoted and being compassionate). Homework questions collected.
FOR TOMORROW
Bring your typed personal essay; see yesterday's post for formatting requirements.
And remember, Friday there will be a test on the short story unit (details on that given yesterday as well).
Discussion of "A Devoted Son" (focus on conflict/the difference between being devoted and being compassionate). Homework questions collected.
FOR TOMORROW
Bring your typed personal essay; see yesterday's post for formatting requirements.
And remember, Friday there will be a test on the short story unit (details on that given yesterday as well).
Tuesday, October 5, 2010
TODAY IN CLASS
1. Announcement that there will be a short fiction test on Friday, covering the stories and terms listed on the original unit hand-out:
https://docs.google.com/document/edit?id=1qGF4z5ioTQBDpk7PkY7KkYPmCHyYgkpF-JXmmKqVFwo&hl=en&authkey=CO3izJUB&pli=1#
2. We looked specifically at "plot" as an indication of the sub-terms for many of the literary terms, and briefly connected particular elements to earlier stories as well as to "A Devoted Son."
3. We began a hand-out of study questions for this story, but it is mostly homework.
Thus, FOR TOMORROW
Complete the study questions provided in class. (If you are catching up from an absence, they are re-printed at the end of this post).
LOOKING AHEAD TO THURSDAY
Personal essay must be typed and with you in class in order to get completion points.
Printing Requirements
Simple heading (single-space)
Prompt typed out in full and bolded (single-space)
Double-space the actual essay
Word count: highlight the essay only, so that you get an accurate count
Classwork/Homework for Tuesday--due Wednesday, Oct. 6 Anita Desai's "A Devoted Son"
1. Announcement that there will be a short fiction test on Friday, covering the stories and terms listed on the original unit hand-out:
https://docs.google.com/document/edit?id=1qGF4z5ioTQBDpk7PkY7KkYPmCHyYgkpF-JXmmKqVFwo&hl=en&authkey=CO3izJUB&pli=1#
2. We looked specifically at "plot" as an indication of the sub-terms for many of the literary terms, and briefly connected particular elements to earlier stories as well as to "A Devoted Son."
3. We began a hand-out of study questions for this story, but it is mostly homework.
Thus, FOR TOMORROW
Complete the study questions provided in class. (If you are catching up from an absence, they are re-printed at the end of this post).
LOOKING AHEAD TO THURSDAY
Personal essay must be typed and with you in class in order to get completion points.
Printing Requirements
Simple heading (single-space)
Prompt typed out in full and bolded (single-space)
Double-space the actual essay
Word count: highlight the essay only, so that you get an accurate count
Classwork/Homework for Tuesday--due Wednesday, Oct. 6 Anita Desai's "A Devoted Son"
1. SETTING—Describe the setting briefly (where/when/significant details), but then look at the implications of the setting. Think of the setting in India vs. a similar story set in, say, New York or Seattle
2. CONFLICT—
a) List three things about which Rakesh and Varma come to disagree.
b) How do these disagreements reflect the central conflict of the story?
c) Is the central conflict a struggle between two traditions or between a tradition and itself (that is, two different ways of carrying out a tradition).
3. CHARACTER TRAIT—
a) Do you think Rakesh’s behavior is truly devoted? Explain.
b) What does this story suggest about the relationship between devotion and compassion?
4. STATIC/DYNAMIC CHARACTER—Answer ALL FOUR of the questions in the Literary Analysis section on p. 1283. For the third question , use a chart format, and then summarize what you find.
Monday, October 4, 2010
2nd Counselor Visit Today
See Friday's post for tomorrow's expectations.
However, please read this as well:
http://seattletimes.nwsource.com/html/pacificnw/2012956272_pacificptaste03.html?cmpid=2628
It's not exactly an "application essay," but read it for an excellent example of voice, personal detail, and memorable imagery.
However, please read this as well:
http://seattletimes.nwsource.com/html/pacificnw/2012956272_pacificptaste03.html?cmpid=2628
It's not exactly an "application essay," but read it for an excellent example of voice, personal detail, and memorable imagery.
Friday, October 1, 2010
TODAY IN CLASS
1. The final bit of generic advice concerning the personal essay, this time from an admissions official at Cornell University. Also, I provided a web site with some additional suggestions (scroll down a bit for the text and three numbered sections):
http://education.trak.in/2010/three-keys-for-writing-the-best-possible-college-admissions-essay/
Also, late in that article, there is a further link that will take you to many other articles to skim through, if you are really so inclined.
2. We started to think of both "Araby" and "A & P" in terms of a quest: the overall object of a quest may seem to vary (the Holy Grail, finding [and killing] the dragon, whatever it is Indiana Jones is searching for now, to say nothing of a present for a girl, or THE GIRL herself). But actually, in lterature at least, the real reason for a quest is always self-knowledge. And we talked about how that worked for both the unnamed "Araby" narrator and for Sammy in "A & P."
3. However, the knowledge/self-insight for Sammy seems a bit unclear, and in 2nd period we looked at the final sentence in close detail. We need to pick that up better in 4th next week.
4. In 4th period, we set up the next story pretty thoroughly--so everyone else, please read the notes below concerning "A Devoted Son."
FOR MONDAY
Get going on your essay. Sure, the first draft someone else will see is not due until Thursday, but that shouldn't be the first draft that you write. Churn something out over the week-end if you can--so that you will have 2 - 3 days to be more critical and objective about your own work.
I assigned the final story for this unit: Anita Desai's "A Devoted Son" (pp. 1272-1282).
1. The final bit of generic advice concerning the personal essay, this time from an admissions official at Cornell University. Also, I provided a web site with some additional suggestions (scroll down a bit for the text and three numbered sections):
http://education.trak.in/2010/three-keys-for-writing-the-best-possible-college-admissions-essay/
Also, late in that article, there is a further link that will take you to many other articles to skim through, if you are really so inclined.
2. We started to think of both "Araby" and "A & P" in terms of a quest: the overall object of a quest may seem to vary (the Holy Grail, finding [and killing] the dragon, whatever it is Indiana Jones is searching for now, to say nothing of a present for a girl, or THE GIRL herself). But actually, in lterature at least, the real reason for a quest is always self-knowledge. And we talked about how that worked for both the unnamed "Araby" narrator and for Sammy in "A & P."
3. However, the knowledge/self-insight for Sammy seems a bit unclear, and in 2nd period we looked at the final sentence in close detail. We need to pick that up better in 4th next week.
4. In 4th period, we set up the next story pretty thoroughly--so everyone else, please read the notes below concerning "A Devoted Son."
FOR MONDAY
Get going on your essay. Sure, the first draft someone else will see is not due until Thursday, but that shouldn't be the first draft that you write. Churn something out over the week-end if you can--so that you will have 2 - 3 days to be more critical and objective about your own work.
I assigned the final story for this unit: Anita Desai's "A Devoted Son" (pp. 1272-1282).
- To be honest, we will not talk about it until Tuesday. But I want you to know of it over the week-end because a) it's fairly long, and b) if you didn't get your prospectus back and want to wait to work on your essay, you can have something to do now that will save you time next week.
- 2nd period (and anyone absent from 4th)--be sure to think about the title. We've been on a run of stories featuring young male protagonists (Paul, Jerome, "Araby" narrator, Sammy, and now "the devoted son"). But also think about the ambiguity of titles: "The Demon Lover" (multiple interpretations and/or ambiguities) . . . "The Rocking-Horse Winner" (sure, he piled up loads of cash, but he died).
- So how "devoted" is the son in the title? What is the nature of devotion? What are the cultural and generational expectations of parent/child (or child/parent) relationships?
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