Today, I need to give you 10 - 15 minutes to write a paragraph comparing "Notes of A Native Son" (James Baldwin) with Malcolm X. Then we need to discuss the last few chapters of Malcolm X and finally we need to read "Letter from Birmingham Jail" (MLK) on page 329.
Wednesday, 20 December 2017
Monday, 18 December 2017
Monday
Today we need to take a quiz over "SATAN", discuss Malcolm X, finish James Baldwin's "Notes of A Native Son" and work with appositives.
You'll need to do Exercise 2 questions 1-5 on page 171. When we are done with James Baldwin you will also need to write a paragraph comparing/contrasting "Notes of A Native Son" with Malcolm X.
Remember tomorrow - SYNTHESIS ESSAY - look over your handouts from Friday. Remember you can use the outline/graphic organizer that I gave you.
You'll need to do Exercise 2 questions 1-5 on page 171. When we are done with James Baldwin you will also need to write a paragraph comparing/contrasting "Notes of A Native Son" with Malcolm X.
Remember tomorrow - SYNTHESIS ESSAY - look over your handouts from Friday. Remember you can use the outline/graphic organizer that I gave you.
Friday, 15 December 2017
Friday
Note, today we are going to go over some steps for the Synthesis Essay, and finish reading James Baldwin.
NOTE - your final (which will really be more like a "Practice" AP response questions) will be on a Synthesis Essay. You should have picked up that one thing were are doing with Malcolm X is reading materials that could be used with it in a type of Synthesis Essay (note - January, hint hint).
SYNTHESIS
Paragraph 1
1) Hook (something that is engaging both also relates to your topic and ideally you can return to at the end of the essay).
2) Identify, clarify, explain the issue.
3) Clear, direct thesis statement. This is a position for or against (usually) the prompt. You can also have an order of development if you need it. Just remember that sometimes these appear really mechanical, and if you present one you need to follow it in the order that you give.
Body Paragraphs
You can have as many body paragraphs as possible. This is not a 5-part essay. Actually it will look better if you don't write a 5-part essay.
In your body paragraphs you need a topic sentence.
Explanation of topic sentence (generalizations). An transition or introduction to your specific evidence. Source citation. And you'll need to explain the significance of the supporting evidence.
NOTE - you need to analysis the evidence not just present it or summarize it. What does the evidence me and how does the evidence back up your position.
Technically, you should annotate the sources as you read them and write a short main idea of each.
Concluding Paragraph
Return to your thesis statement (reword it), return to your hook, perhaps significance from the reasons and evidence presented, and bring the paper to a thoughtful ending.
NOTE - your final (which will really be more like a "Practice" AP response questions) will be on a Synthesis Essay. You should have picked up that one thing were are doing with Malcolm X is reading materials that could be used with it in a type of Synthesis Essay (note - January, hint hint).
SYNTHESIS
Paragraph 1
1) Hook (something that is engaging both also relates to your topic and ideally you can return to at the end of the essay).
2) Identify, clarify, explain the issue.
3) Clear, direct thesis statement. This is a position for or against (usually) the prompt. You can also have an order of development if you need it. Just remember that sometimes these appear really mechanical, and if you present one you need to follow it in the order that you give.
Body Paragraphs
You can have as many body paragraphs as possible. This is not a 5-part essay. Actually it will look better if you don't write a 5-part essay.
In your body paragraphs you need a topic sentence.
Explanation of topic sentence (generalizations). An transition or introduction to your specific evidence. Source citation. And you'll need to explain the significance of the supporting evidence.
NOTE - you need to analysis the evidence not just present it or summarize it. What does the evidence me and how does the evidence back up your position.
Technically, you should annotate the sources as you read them and write a short main idea of each.
Concluding Paragraph
Return to your thesis statement (reword it), return to your hook, perhaps significance from the reasons and evidence presented, and bring the paper to a thoughtful ending.
Wednesday, 13 December 2017
Wednesday
Today, we will work on the appositive again, write a paragraph connection between "How It Feels to be Colored Me" and Malcolm X, and finally look at James Baldwin's "Notes of a Native Son" (One Hundred Great Essays page 62)
"The Appositive" (pages 167 - 170) - do a couple of exercises (1-5 on page 170)
12/13 pages 216-224 and blog
12/14 pages 225-244 and blog
"Notes of A Native Son" by Richard Wright
"The Appositive" (pages 167 - 170) - do a couple of exercises (1-5 on page 170)
12/13 pages 216-224 and blog
12/14 pages 225-244 and blog
"Notes of A Native Son" by Richard Wright
Tuesday, 12 December 2017
Tuesday
Today, we will read about "The Appositive" (pages 167 - 170) - do a couple of exercises (1-5 on page 170), and then move onto reading Zora Neale Hurston's "How It Feels to be Colored Me" (page 297 in One Hundred Great Essays) and connect (or contrast) it with Malcolm X. Note we will be returning to the Appositive tomorrow as well.
First we need to discuss the reading you did on Friday and Monday.
Homework:
12/12 pages 197-216 and blog
"How It Feels to be Colored Men" by Zora Neale Hurston
12/13 pages 216-224 and blog
First we need to discuss the reading you did on Friday and Monday.
Homework:
12/12 pages 197-216 and blog
"How It Feels to be Colored Men" by Zora Neale Hurston
12/13 pages 216-224 and blog
Thursday, 7 December 2017
Friday and Monday
Today and Monday you will have time read Malcolm X and work on your blogs, or rewrite your essays.
You need to have read to page 196 by the end of Monday.
You need to have read to page 196 by the end of Monday.
Wednesday, 6 December 2017
Wednesday
Today, we need to discuss chapter 2 of The Autobiography of Malcolm X, and take a AP Timed Analysis question on Walden.
12/6 pages 121 -140 and blog
AP In-Class Timed Essay on Walden
12/7 pages 140 -170 and blog
12/6 pages 121 -140 and blog
AP In-Class Timed Essay on Walden
12/7 pages 140 -170 and blog
Tuesday, 5 December 2017
Tuesday
Today we will be discuss the first chapter of The Autobiography of Malcolm X and finishing the "Ballot or the Bullet" by Malcolm X
12/5 pages 103 - 120 and blog
"Ballot or the Bullet"
12/6 pages 121 -140 and blog
AP In-Class Timed Essay on Walden
Monday, 4 December 2017
Monday
12/4 - Today we need to go over your essays, discuss Malcolm X, and begin the "Ballot or the Bullet".
Homework: Read pages 79-102 in The Autobiography of Malcolm X
Blog Response: Analysis why the chapter is important. What did you find interesting in it.
Walden essays. Here is what you need to think about - A "3" really means that your essay displayed that you really didn't get what you read, or that there was some misinterpretations of what your read or presented or that the essay rambled (meaning it was poorly written). A "4" means that it seems you probably understood what you read, you just didn't get the to analysis part. "5" - you understood the text, but you could go deeply with the analysis. 6-7 - you got it.
Some things to consider (literary criticism movements):
Historicalism - the most important thing is the author's life and times and that is used to help interpret the book.
New Criticism - the only thing that matters is the book and it contains everything needed (it contains codes - structure, symbolism, tone, literary devices, characters, allusions) to make sense of it.
Readers Response Theory - the only thing that matters is the reader. Each reader brings his or her own "baggage" to the text and makes meaning of the text through this baggage (meaning that there could be as many interpretations as there are readers)
Deconstructionism - the only thing that matters is the critic. Every text has a set of binary operations (example good - evil) with one more dominate than the other. The critic then reverses this structure suggesting that what is absent is most important because it is absent. Example - women in Moby-Dick.
New Historicalism - the only thing that matters is society. Society recreates and reinterprets texts based on what is important or prevalent in the society/culture at the moment. Meaning the current culture uses its culture lens and applies this to Hamlet. Hamlet is interpreted differently today than it was in the Victorian Era.
Malcolm X Reading and Blog Schedule
12/4 pages 79-102 and blog
"Ballot or the Bullet"
12/5 pages 103 - 120 and blog
"Ballot or the Bullet"
12/6 pages 121 -140 and blog
AP In-Class Timed Essay on Walden
12/7 pages 140 -170 and blog
12/8 - 12/10 pages 171-196 and blog
12/11 pages 197-216 and blog
"How It Feels to be Colored Men" by Zora Neale Hurston
12/12 pages 216-224 and blog
Personal Narrative?
12/13 pages 225-244 and blog
"Notes of A Native Son" by Richard Wright
12/14 pages 244-262 and blog
"Ain't I a Woman?" by Sojourner Truth
12/15 pages 263 and 287 and blog
"The Position of Poverty"
12/18 pages 288-309 and blog
Grammar and Style exercises
12/19 pages 310 - 336 and blog
Grammar and Style exercises
12/20 FINAL
12/26 pages 337-370 and blog
12/27 pages 371-395 and blog
12/28 pages 396-429 and blog
12/29 pages 430-456 and blog
1/2 pages 457-480 and blog
1/3 pages 481-501 and blog
1/4 Read Introduction
1/5 Read Introduction
1/8 First Day of 2nd Semester - Test on Malcolm X
Homework: Read pages 79-102 in The Autobiography of Malcolm X
Blog Response: Analysis why the chapter is important. What did you find interesting in it.
Walden essays. Here is what you need to think about - A "3" really means that your essay displayed that you really didn't get what you read, or that there was some misinterpretations of what your read or presented or that the essay rambled (meaning it was poorly written). A "4" means that it seems you probably understood what you read, you just didn't get the to analysis part. "5" - you understood the text, but you could go deeply with the analysis. 6-7 - you got it.
Some things to consider (literary criticism movements):
Historicalism - the most important thing is the author's life and times and that is used to help interpret the book.
New Criticism - the only thing that matters is the book and it contains everything needed (it contains codes - structure, symbolism, tone, literary devices, characters, allusions) to make sense of it.
Readers Response Theory - the only thing that matters is the reader. Each reader brings his or her own "baggage" to the text and makes meaning of the text through this baggage (meaning that there could be as many interpretations as there are readers)
Deconstructionism - the only thing that matters is the critic. Every text has a set of binary operations (example good - evil) with one more dominate than the other. The critic then reverses this structure suggesting that what is absent is most important because it is absent. Example - women in Moby-Dick.
New Historicalism - the only thing that matters is society. Society recreates and reinterprets texts based on what is important or prevalent in the society/culture at the moment. Meaning the current culture uses its culture lens and applies this to Hamlet. Hamlet is interpreted differently today than it was in the Victorian Era.
Malcolm X Reading and Blog Schedule
12/4 pages 79-102 and blog
"Ballot or the Bullet"
12/5 pages 103 - 120 and blog
"Ballot or the Bullet"
12/6 pages 121 -140 and blog
AP In-Class Timed Essay on Walden
12/7 pages 140 -170 and blog
12/8 - 12/10 pages 171-196 and blog
12/11 pages 197-216 and blog
"How It Feels to be Colored Men" by Zora Neale Hurston
12/12 pages 216-224 and blog
Personal Narrative?
12/13 pages 225-244 and blog
"Notes of A Native Son" by Richard Wright
12/14 pages 244-262 and blog
"Ain't I a Woman?" by Sojourner Truth
12/15 pages 263 and 287 and blog
"The Position of Poverty"
12/18 pages 288-309 and blog
Grammar and Style exercises
12/19 pages 310 - 336 and blog
Grammar and Style exercises
12/20 FINAL
12/26 pages 337-370 and blog
12/27 pages 371-395 and blog
12/28 pages 396-429 and blog
12/29 pages 430-456 and blog
1/2 pages 457-480 and blog
1/3 pages 481-501 and blog
1/4 Read Introduction
1/5 Read Introduction
1/8 First Day of 2nd Semester - Test on Malcolm X
Friday, 1 December 2017
Friday
Today, you need to turn in your essays! Then we are going to discuss the following questions, read the final chapter "Conclusion", and if we have time play KAHOOT! On Monday we move on to Malcolm X, but we will be returning to one final AP question on WALDEN.
1.) Does Walden appeal to our "sense
of rebelliousness and individualism"? Are we "inspired by his idealistic actions
and principled and good-humored erudition"? Do we enjoy thinking about how we
might take a more "Thoreauvian approach" to our own lives?
2.) How do modern conveniences and gadgets
influence our culture? After reading Thoreau, are we now eager to give them up?
3.) Can we consider how doing and thinking
for ourselves is made possible (or impeded) by modern educational and cultural
institutions?
4.) To which "genre" (or genres) does
Walden belong?
5.) What is Thoreau's relationship to his
audience and to society as a whole? How does he situate his narrative persona?
That is, what kind of person is the "I" in the text, and how do we know?
6.) How can Walden be considered as an
application of Transcendental philosophy?
Tuesday, 28 November 2017
Tuesday
Remember that you are writing an analysis essay. Here is an example of a "rough" draft from 2014.
http://alsaplanguageclass.blogspot.com/search?updated-max=2015-01-12T17:49:00-08:00&max-results=7&start=17&by-date=false
http://alsaplanguageclass.blogspot.com/search?updated-max=2015-01-12T17:49:00-08:00&max-results=7&start=17&by-date=false
Saturday, 25 November 2017
Monday
ESSAY QUESTION:
As describe in Walden what is Thoreau's assessment of American
Culture (what is wrong with it)? Using specific evidence from the text
discuss and outline his argument. Then respond to it. Do you agree or
disagree with his insights?
This issue should cover the entire book - not just "Economy" - meaning you should trace his argument chapter - by - chapter also (think Structure), and use specific evidence from various section of the text. Note, this essays needs to be at least five pages. It can be longer.
NOTE- this is due of FRIDAY. You will have most of the week to work on it in class.
As far as structure goes, think about the following the cycle of a year (Summer - Spring), and find parallels (Pond in Summer vs Pond in Winter). These parallels will have interrelated ideas or a return or expansion on an ideal. Further think about the dialectical structure in which pairs of chapters present thematic counterpoints to each other (e.g. "Reading" vs. "Sounds," "Solitude" vs. "Visitors").
You should also look at the Thoreau's continue assessment of American or Human culture. It is in all chapters - through, it is more subtle in most (examples will be shown below).
Bill McKibben's focus on Thoreau's practical advice for living, however, calls our attention to another structure in which the long opening chapter, "Economy," provides a diagnosis of what is wrong with American life: materialism. The body of the book then presents a cure for the disease of materialism: striving for purity and simplicity as exemplified by Thoreau's own experience and by the symbolic purity of Walden Pond. The final chapter presents Thoreau's optimistic prognosis that each individual reader has the potential to vastly improve his or her life by shifting priorities.
NOTE- this is due of FRIDAY. You will have most of the week to work on it in class.
As far as structure goes, think about the following the cycle of a year (Summer - Spring), and find parallels (Pond in Summer vs Pond in Winter). These parallels will have interrelated ideas or a return or expansion on an ideal. Further think about the dialectical structure in which pairs of chapters present thematic counterpoints to each other (e.g. "Reading" vs. "Sounds," "Solitude" vs. "Visitors").
You should also look at the Thoreau's continue assessment of American or Human culture. It is in all chapters - through, it is more subtle in most (examples will be shown below).
Bill McKibben's focus on Thoreau's practical advice for living, however, calls our attention to another structure in which the long opening chapter, "Economy," provides a diagnosis of what is wrong with American life: materialism. The body of the book then presents a cure for the disease of materialism: striving for purity and simplicity as exemplified by Thoreau's own experience and by the symbolic purity of Walden Pond. The final chapter presents Thoreau's optimistic prognosis that each individual reader has the potential to vastly improve his or her life by shifting priorities.
Think about particular themes of the book.
Solitude
Self-Improvement
Practical and Formal Education
Nature as Eternal Guide and Teacher
Chapter 12: Brute Neighbors
Poet and Hermit (both might be Thoreau): Shall I go to Heaven or a-fishing?
Battle between the spiritual naturals of man and animal. The poet wants to go fishing (to survive) but gets lost in the beauty of nature. The Hermit wants to meditate but is more practical about how to go about fishing (where to find worms etc).
Then, there is a transition to "ANIMALS". Who are the brutes in this chapter?
There is a famous "War of the Ants" scene in this chapter. Thoreau discusses how this war has been recorded by many writers (hyperbole) and how this war has been going on since the beginning of time. Thoreau is unsure of what they are fighting about, but the war is compared to classical literature (bringing in the human aspect), and it is a war between Ant Races. This is a way for Thoreau to discuss WAR in general, but it is also a subtle allusion to the Mexican-American War.
Chapter 13: House Warming
Fall. You should be thinking about the cycle of life. Thoreau prepares for Winter, building a chimney, plastering his cabin (self-reliance). The Pond freezes and Thoreau is able to look through the ice itself and see the bottom of the pond (Think Pond as the Eye of the World here).
Chapter 14: Former Inhabitants and Winter Neighbors
Remember chapters contrast with the previous chapter.
"For human society, I was obliged to conjure up the former occupants of these woods" (246).
"...pranks of a demon not distinctly named in old mythology, who has acted a prominent and astounding part in our New England lief and deserves...to have his story told."
Like "Brute Neighbors" Thoreau alludes to problems in humans. He receives few visitors in winter, but the woods are filled with ghosts of former inhabitants and he tells some of their stories. Micah related this to Chief Seattle and how the past is always with use.
Note, the demon he speaks of is Rum. Think about "Civil Disobedience". Rum was made in New England from molasses shipped from the West Indies. This rum was then sent to West Africa to purchase slaves for the West Indies. So even abolitionists in New England profited off the slave trade.
Many of the former inhabitants that Thoreau mentions are either former or run-away slaves, or alcoholics of some sort. What's the connection?
Chapter 15: Winter Animals
Walking on the frozen pond. Listening to and visiting animals (contrast with previous chapter). There is a great story here about the Hunter who "lost his dog but found a man". Think about Thoreau's "pure" definition of man. The Hunter keeps asking Thoreau, while asking about his dog, "What are you doing here?" This seems to be an important point or idea? The hunter (remember Thoreau's discussion of hunting) finds Thoreau - the hermit, the poet...
Chapter 16: The Pond in Winter
You really need to connect this with the chapter "Ponds" or the pond in summer. There is one of the greatest ice cutting scenes in all of literature. Thoreau describes the ice in different colors - emerald (think the importance here), blue. The ice is apparently transported all over. Thoreau talks about being able to look into the pond and see his soul, and then at then end of the chapter connects (through some strange imagination) Walden pond with rivers/waters all over the world. All people drink from his "well" and all water is connected. He connects Ganges, Atlantis, the Persian Gulf - and the past, present and future in water.
Really consider the spiritual nature of water here.
Chapter 17 Spring
Rebirth.
"And so the seasons went rolling on into summer, as one rambles into higher and higher grass."
Note, man-nature-God are all connected, so how do you make sense of the quote?
"I finally left Walden September 6th, 1847." (Near the end of summer).
Chapter 18 Conclusion - which is the conclusion of the book. Think about how he wraps up his themes and returns to the beginning?
Self-Reliance
Materialism
Life, Consciousness and Existence
The interconnection of all things
Society and class structure
Visions of America
Technology/Modernization
How to live one’s life
Work vs. Enjoying Life
Liberation from traditional economic systemsSolitude
Self-Improvement
Practical and Formal Education
Nature as Eternal Guide and Teacher
Chapter 12: Brute Neighbors
Poet and Hermit (both might be Thoreau): Shall I go to Heaven or a-fishing?
Battle between the spiritual naturals of man and animal. The poet wants to go fishing (to survive) but gets lost in the beauty of nature. The Hermit wants to meditate but is more practical about how to go about fishing (where to find worms etc).
Then, there is a transition to "ANIMALS". Who are the brutes in this chapter?
There is a famous "War of the Ants" scene in this chapter. Thoreau discusses how this war has been recorded by many writers (hyperbole) and how this war has been going on since the beginning of time. Thoreau is unsure of what they are fighting about, but the war is compared to classical literature (bringing in the human aspect), and it is a war between Ant Races. This is a way for Thoreau to discuss WAR in general, but it is also a subtle allusion to the Mexican-American War.
Chapter 13: House Warming
Fall. You should be thinking about the cycle of life. Thoreau prepares for Winter, building a chimney, plastering his cabin (self-reliance). The Pond freezes and Thoreau is able to look through the ice itself and see the bottom of the pond (Think Pond as the Eye of the World here).
Chapter 14: Former Inhabitants and Winter Neighbors
Remember chapters contrast with the previous chapter.
"For human society, I was obliged to conjure up the former occupants of these woods" (246).
"...pranks of a demon not distinctly named in old mythology, who has acted a prominent and astounding part in our New England lief and deserves...to have his story told."
Like "Brute Neighbors" Thoreau alludes to problems in humans. He receives few visitors in winter, but the woods are filled with ghosts of former inhabitants and he tells some of their stories. Micah related this to Chief Seattle and how the past is always with use.
Note, the demon he speaks of is Rum. Think about "Civil Disobedience". Rum was made in New England from molasses shipped from the West Indies. This rum was then sent to West Africa to purchase slaves for the West Indies. So even abolitionists in New England profited off the slave trade.
Many of the former inhabitants that Thoreau mentions are either former or run-away slaves, or alcoholics of some sort. What's the connection?
Chapter 15: Winter Animals
Walking on the frozen pond. Listening to and visiting animals (contrast with previous chapter). There is a great story here about the Hunter who "lost his dog but found a man". Think about Thoreau's "pure" definition of man. The Hunter keeps asking Thoreau, while asking about his dog, "What are you doing here?" This seems to be an important point or idea? The hunter (remember Thoreau's discussion of hunting) finds Thoreau - the hermit, the poet...
Chapter 16: The Pond in Winter
You really need to connect this with the chapter "Ponds" or the pond in summer. There is one of the greatest ice cutting scenes in all of literature. Thoreau describes the ice in different colors - emerald (think the importance here), blue. The ice is apparently transported all over. Thoreau talks about being able to look into the pond and see his soul, and then at then end of the chapter connects (through some strange imagination) Walden pond with rivers/waters all over the world. All people drink from his "well" and all water is connected. He connects Ganges, Atlantis, the Persian Gulf - and the past, present and future in water.
Really consider the spiritual nature of water here.
Chapter 17 Spring
Rebirth.
"And so the seasons went rolling on into summer, as one rambles into higher and higher grass."
Note, man-nature-God are all connected, so how do you make sense of the quote?
"I finally left Walden September 6th, 1847." (Near the end of summer).
Chapter 18 Conclusion - which is the conclusion of the book. Think about how he wraps up his themes and returns to the beginning?
Friday, 17 November 2017
Friday
Today we will finish, "The Destruction of Culture"and then you'll have time to work on your dialectical journals.
Remember, you need to have the finished Walden and your dialectical journals by the end of the Thanksgiving Break.
Also make sure if you are missing assignments that you get them finished and posted.
Remember, you need to have the finished Walden and your dialectical journals by the end of the Thanksgiving Break.
Also make sure if you are missing assignments that you get them finished and posted.
Wednesday, 15 November 2017
Wednesday
Today, we spend 15 minutes to write a precis on "Chief Seatte's Speech", and then we'll discuss your answers to "Civil Disobedience" and finally read "The Destruction of Culture".
If we have any time left, you can work on you dialectical journals.
Tuesday, 14 November 2017
Tuesday
Today, we are going to go over your multiple choice questions and your "Pond" answers.
Then we will look at Chief Seattle's speech - go here and "The Destruction of Culture".
Homework - page 956 (in The Language of Composition) questions #1, 2, 5, 8, 9, 10.
Remember by Friday you should be at page 228 and by the time you return from Thanksgiving Break you should have finished the book and posted all your dialectical journals.
Then we will look at Chief Seattle's speech - go here and "The Destruction of Culture".
Homework - page 956 (in The Language of Composition) questions #1, 2, 5, 8, 9, 10.
Remember by Friday you should be at page 228 and by the time you return from Thanksgiving Break you should have finished the book and posted all your dialectical journals.
Monday, 13 November 2017
Monday
Today we are going to talk about the chapter entitled, "Ponds".
First - go here
What unifies the structure of Walden has been much debated. Two of the most frequently noted structural devices are the seasonal structure (one year from summer to spring) and a dialectical structure in which pairs of chapters present thematic counterpoints to each other (e.g. "Reading" vs. "Sounds," "Solitude" vs. "Visitors").
Bill McKibben's focus on Thoreau's practical advice for living, however, calls our attention to another structure in which the long opening chapter, "Economy," provides a diagnosis of what is wrong with American life: materialism. The body of the book then presents a cure for the disease of materialism: striving for purity and simplicity as exemplified by Thoreau's own experience and by the symbolic purity of Walden Pond. The final chapter presents Thoreau's optimistic prognosis that each individual reader has the potential to vastly improve his or her life by shifting priorities.
CHAPTER 9
"Ponds" - Thoreau sees something spiritual in ponds and water. Most of the chapter holds an idyllic tone and he describes the unity of nature, self, and divinity. The pond, among other things, is called "God's Drop". Note - "Ponds" also comes between the chapters "Village" which recounts his sojourns to the village of Concord - where he is locked up (he reports on the incessant gossip which numbs the soul, and compares going to the village to running the gauntlet), and the chapter entitled "Baker's Farm" where he talks about his neighbor John Field who works himself to exhaustion to pay for his "rustic hut" and feed his family. The question - why this juxaposition?
Quotes from the chapter to discuss:
"Once in a while we sat together on the pond, he at one end of the boat, and I at the other; but not many words passed between us, for he had grown deaf in his later years, but he occasionally hummed psalm, which harmonized well enough with my philosophy." (169)
"It was very queer, especially in dark nights, when your thoughts had wandered to vast and cosmogonal themes in other spheres, to feel this faint jerk, which came to interrupt your dreams and link you to Nature again. It seemed as if I might next cast my line, upward into the air, as well as downward into this element which was scarcely more dense. Thus I caught two fishes as it were with one hook." (170)
Also on 170 there is a description of Walden" "It is a clear and deep green well, half a mile long and a mile and three quarters in circumference...a perennial sping in the midst of pine and oak woods."
"Lying between the earth and the heavens, it partakes of the color of both" (171)
"A lake is the landscape's most beautiful and expressive feature. It is Earth's eye; looking into which the beholder measures the depth of his own nature." (180)
In what ways are the following qualities of Walden Pond symbolic of human qualities for which Thoreau thinks we should strive?
HW: Do the multiple choice questions on Thoreau's "Civil Disobedience".
First - go here
What unifies the structure of Walden has been much debated. Two of the most frequently noted structural devices are the seasonal structure (one year from summer to spring) and a dialectical structure in which pairs of chapters present thematic counterpoints to each other (e.g. "Reading" vs. "Sounds," "Solitude" vs. "Visitors").
Bill McKibben's focus on Thoreau's practical advice for living, however, calls our attention to another structure in which the long opening chapter, "Economy," provides a diagnosis of what is wrong with American life: materialism. The body of the book then presents a cure for the disease of materialism: striving for purity and simplicity as exemplified by Thoreau's own experience and by the symbolic purity of Walden Pond. The final chapter presents Thoreau's optimistic prognosis that each individual reader has the potential to vastly improve his or her life by shifting priorities.
CHAPTER 9
"Ponds" - Thoreau sees something spiritual in ponds and water. Most of the chapter holds an idyllic tone and he describes the unity of nature, self, and divinity. The pond, among other things, is called "God's Drop". Note - "Ponds" also comes between the chapters "Village" which recounts his sojourns to the village of Concord - where he is locked up (he reports on the incessant gossip which numbs the soul, and compares going to the village to running the gauntlet), and the chapter entitled "Baker's Farm" where he talks about his neighbor John Field who works himself to exhaustion to pay for his "rustic hut" and feed his family. The question - why this juxaposition?
Quotes from the chapter to discuss:
"Once in a while we sat together on the pond, he at one end of the boat, and I at the other; but not many words passed between us, for he had grown deaf in his later years, but he occasionally hummed psalm, which harmonized well enough with my philosophy." (169)
"It was very queer, especially in dark nights, when your thoughts had wandered to vast and cosmogonal themes in other spheres, to feel this faint jerk, which came to interrupt your dreams and link you to Nature again. It seemed as if I might next cast my line, upward into the air, as well as downward into this element which was scarcely more dense. Thus I caught two fishes as it were with one hook." (170)
Also on 170 there is a description of Walden" "It is a clear and deep green well, half a mile long and a mile and three quarters in circumference...a perennial sping in the midst of pine and oak woods."
"Lying between the earth and the heavens, it partakes of the color of both" (171)
"A lake is the landscape's most beautiful and expressive feature. It is Earth's eye; looking into which the beholder measures the depth of his own nature." (180)
This is one of the most symbol-laden chapters in Walden; it presents the pond as having human character. Thoreau introduces the symbolic mode at the end of his opening to the chapter, as he talks about fishing at night, when, he says, "I caught two fishes as it were with one hook", a literal fish and a "symbolic" fish.In groups on by yourself answer the following:
In what ways are the following qualities of Walden Pond symbolic of human qualities for which Thoreau thinks we should strive?
- Its depth and the purity of its water
- Its colors, blue and green, and its position between land and sky
- Its role as "earth's eye"
- The pond as a mirror
HW: Do the multiple choice questions on Thoreau's "Civil Disobedience".
Tuesday, 7 November 2017
Tuesday
Today, we are going to continue with your the AP analysis question on "Higher Laws". I've made notes on all of your drafts (except Zach because I have no idea where it is). Please look at my notes and either 1) rewrite your opening paragraph; 2) work on Point #1. Remember - a) a transition, b) topic sentence, c) generalizations and proof from the text. Think about your order of development and what you are trying to prove or argue. 3) a couple of you need to work on Point #2.
Take 20 minutes.
Then we will continue with "Civil Disobedience".
Take 20 minutes.
Then we will continue with "Civil Disobedience".
Monday, 6 November 2017
Monday
Today, we are going to go over your precises on "Self-Reliance", then revisit - briefly - the analytical essay (the one on "Higher Laws"), rewrite and post your opening paragraph, and finally begin reading "On the Duty of Civil Disobedience".
Remember you should be on page 178 by Wednesday.
Remember you should be on page 178 by Wednesday.
Sunday, 5 November 2017
Precise Review
- Name of author, [optional: a phrase describing author], genre, title of the work, date in parentheses (additional publishing information in parentheses or note); a rhetorically accurate verb (such as “assert,” “argue,” “suggest,” “imply,” “claim,” etc.); and a that clause containing the major assertion (thesis statement) of the work.
- An explanation of how the author develops and/or supports the thesis, usually in chronological order.
- A statement of the author’s apparent purpose followed by an “in order to” phrase.
- A description of the intended audience (and/or the relationship the author establishes with the audience) and a description of his or her tone.
Friday, 3 November 2017
Thursday, 2 November 2017
Update- Where you should be
Friday - you should be on page 150.
We will be discussing the analysis question (From Tuesday) and other rhetorical devices.
For Monday you also need to finish reading Emerson's "Self-Reliance" and write a precise on it.
11/3 - 150. Precise on "Self-Reliance" (25 dialectical journals)
11/6 - Start "Civil Disobedience"
11/7 - 178 and "Civil Disobedience"
11/8 - In-class Analysis Prompt
11/10 page 194 (40 dialectical journals)
11/17 page 228
11/27 page 324 (with all dialectical journals done!)
Okay, here is what we need to do today: 1) Watch a clip from yesterday's Committee Hearing on Energy and Natural Resources and connect it with Walden. Discussion here. 2) Go over the chapters you should have read since Monday; 3) Return to the Analysis questions that we looked at on Tuesday; and 4) Finish reading "Self-Reliance".
Chapter 4 - "Sounds"
This is a strange, but poetic chapter that focuses on the sounds that Thoreau hears when living at Walden (and how the sounds make him feel). There is this idea of Thoreau's that most of humanity doesn't quite listen to its soundings. To be in-tune with the place you live is - in part - to listen closely to it, to hear it, and perhaps to respond to what you hear.
Micah has too really good dialectical journals on this chapter:
#16: "Much is published, but little is printed" p. 108
By published, Thoreau means made public, as in, anyone can observe/hear. There are so many sounds and things of that nature that are able to be observed, each with their own meaning and cause, but very few care to listen, and fewer still, care to write them down. This continues the thought that man uses nature only for what it can get out of it, and tries its best to remove itself from it. Mankind in general doesn't care about the chirping of a bird, or the chirping of crickets. When they do care, it is as an annoyance, a reminder of the world they seek to leave behind by becoming civilized.
#17: The train
In the 'Sounds' chapter, Thoreau goes to great lengths to personify the train that he talks about. How it perspires steam, how it must put on snow shoes, etc. This is done because in a way, the train represents a concentration of what makes humans terrible, at least to Thoreau. They are cold, calculated, used to transport things from one end of the world to another, all the while cutting surgically precise lines through the wilderness that Thoreau believes greater than man. It is a machine made for business, and the making of money on the backs of those who are too lazy and too luxurious to get what they need from the land around them.
"I am refreshed and expanded when the freight train rattles past me, and I smell the stores which go dispensing their odors all the way from Long Wharf to Lake Champlain, reminding me of foreign parts of coral reefs, and Indian oceans, and tropical climes, and the extent of the globe." (116)
"Now that the cars are gone by and all the restless world with them, and the fishes in the pond no longer feel their rumbling. I am more alone than ever. For the rest of the afternoon, perhaps, my meditations are interrupted only by the faint rattle of a carriage or team along the distant highway." (119)
Chapter 5 - "Solitude"
Thoreau makes a case for nature being a better companion than humans.
"I find it wholesome to be alone the greater part of the time. To be in company, even with the best, is soon wearisome and dissipating. I love to be alone. I never found the companion that was so companionable as solitude." (131)
"Next to use the grandest laws are continually being executed. Next to us is not the workman whom we have hired, with whom we love so well to talk, but the workman, who work we are." (130)
NOTE - ANAPHORA
I have occasional visits . . . from an old settler and original proprietor, who is reported to have dug Walden Pond, and stoned it, and fringed it with pine woods; who tells me stories of old time and of new eternity; and between us we manage to pass a cheerful evening with social mirth and pleasant views of things.
Chapter 6 - "Visitors"
Thoreau in this chapter talks about the various visitors he had out at Walden over the course of the two years. These visitors included a Canadian woodcutter and a "half-witted" man from a poorhouse. Also, children.
"You need not rest your reputation on the dinners you give. For my own part. I was never so effectually deterred from frequenting a man's house, by any kind of Cerberus whatever, as by the parade one made about dining me, which I took to be a very polite and roundabout hint never to trouble him so again." (137)
"Girls and boys and young women generally seemed glad to be in the woods. They looked in the pond and at the flowers, and improved their time. Men of business, even farmers, thought only of solitude and employment, and of the great distance at which I dwelt from something or other; and though they said that they loved a ramble in the woods occasionally, it was obvious that they did not."
ANTITHESIS: (from literarydevices.net)
Antithesis, literal meaning opposite, is a rhetorical device in which two opposite ideas are put together in a sentence to achieve a contrasting effect.
Antithesis emphasizes the idea of contrast by parallel structures of the contrasted phrases or clauses, i.e. the structures of phrases and clauses are similar in order to draw the attention of the listeners or readers. For example:
"
We will be discussing the analysis question (From Tuesday) and other rhetorical devices.
For Monday you also need to finish reading Emerson's "Self-Reliance" and write a precise on it.
11/3 - 150. Precise on "Self-Reliance" (25 dialectical journals)
11/6 - Start "Civil Disobedience"
11/7 - 178 and "Civil Disobedience"
11/8 - In-class Analysis Prompt
11/10 page 194 (40 dialectical journals)
11/17 page 228
11/27 page 324 (with all dialectical journals done!)
Okay, here is what we need to do today: 1) Watch a clip from yesterday's Committee Hearing on Energy and Natural Resources and connect it with Walden. Discussion here. 2) Go over the chapters you should have read since Monday; 3) Return to the Analysis questions that we looked at on Tuesday; and 4) Finish reading "Self-Reliance".
Chapter 4 - "Sounds"
This is a strange, but poetic chapter that focuses on the sounds that Thoreau hears when living at Walden (and how the sounds make him feel). There is this idea of Thoreau's that most of humanity doesn't quite listen to its soundings. To be in-tune with the place you live is - in part - to listen closely to it, to hear it, and perhaps to respond to what you hear.
Micah has too really good dialectical journals on this chapter:
#16: "Much is published, but little is printed" p. 108
By published, Thoreau means made public, as in, anyone can observe/hear. There are so many sounds and things of that nature that are able to be observed, each with their own meaning and cause, but very few care to listen, and fewer still, care to write them down. This continues the thought that man uses nature only for what it can get out of it, and tries its best to remove itself from it. Mankind in general doesn't care about the chirping of a bird, or the chirping of crickets. When they do care, it is as an annoyance, a reminder of the world they seek to leave behind by becoming civilized.
#17: The train
In the 'Sounds' chapter, Thoreau goes to great lengths to personify the train that he talks about. How it perspires steam, how it must put on snow shoes, etc. This is done because in a way, the train represents a concentration of what makes humans terrible, at least to Thoreau. They are cold, calculated, used to transport things from one end of the world to another, all the while cutting surgically precise lines through the wilderness that Thoreau believes greater than man. It is a machine made for business, and the making of money on the backs of those who are too lazy and too luxurious to get what they need from the land around them.
"I am refreshed and expanded when the freight train rattles past me, and I smell the stores which go dispensing their odors all the way from Long Wharf to Lake Champlain, reminding me of foreign parts of coral reefs, and Indian oceans, and tropical climes, and the extent of the globe." (116)
"Now that the cars are gone by and all the restless world with them, and the fishes in the pond no longer feel their rumbling. I am more alone than ever. For the rest of the afternoon, perhaps, my meditations are interrupted only by the faint rattle of a carriage or team along the distant highway." (119)
Chapter 5 - "Solitude"
Thoreau makes a case for nature being a better companion than humans.
"I find it wholesome to be alone the greater part of the time. To be in company, even with the best, is soon wearisome and dissipating. I love to be alone. I never found the companion that was so companionable as solitude." (131)
"Next to use the grandest laws are continually being executed. Next to us is not the workman whom we have hired, with whom we love so well to talk, but the workman, who work we are." (130)
NOTE - ANAPHORA
I have occasional visits . . . from an old settler and original proprietor, who is reported to have dug Walden Pond, and stoned it, and fringed it with pine woods; who tells me stories of old time and of new eternity; and between us we manage to pass a cheerful evening with social mirth and pleasant views of things.
Chapter 6 - "Visitors"
Thoreau in this chapter talks about the various visitors he had out at Walden over the course of the two years. These visitors included a Canadian woodcutter and a "half-witted" man from a poorhouse. Also, children.
"You need not rest your reputation on the dinners you give. For my own part. I was never so effectually deterred from frequenting a man's house, by any kind of Cerberus whatever, as by the parade one made about dining me, which I took to be a very polite and roundabout hint never to trouble him so again." (137)
"Girls and boys and young women generally seemed glad to be in the woods. They looked in the pond and at the flowers, and improved their time. Men of business, even farmers, thought only of solitude and employment, and of the great distance at which I dwelt from something or other; and though they said that they loved a ramble in the woods occasionally, it was obvious that they did not."
ANTITHESIS: (from literarydevices.net)
Antithesis, literal meaning opposite, is a rhetorical device in which two opposite ideas are put together in a sentence to achieve a contrasting effect.
Antithesis emphasizes the idea of contrast by parallel structures of the contrasted phrases or clauses, i.e. the structures of phrases and clauses are similar in order to draw the attention of the listeners or readers. For example:
“Setting foot on the moon may be a small step for a man but a giant step for mankind.”The use of contrasting ideas, “a small step” and “a giant step”, in the sentence above emphasizes the significance of one of the biggest landmarks of human history.
OTHER EXAMPLES:
Give every man thy ear, but few thy voice.- Man proposes, God disposes.
- Love is an ideal thing, marriage a real thing.
- Speech is silver, but silence is gold.
- Patience is bitter, but it has a sweet fruit.
- Money is the root of all evils: poverty is the fruit of all goodness.
- You are easy on the eyes, but hard on the heart.
"
Tuesday, 31 October 2017
Walden
Today we need to discuss Walden and Rhetorical Devices. We also need to finish reading Emerson's "Self-Reliance". On Friday you will write a precis on "Self-Reliance" in class, and next week you will have an in-class analysis essay on Thoreau.
We need to start to discuss some examples of rhetorical devices in Walden.
Anaphora -
“We shall not flag or fail. We shall go on to the end. We shall fight in France, we shall fight on the seas and oceans, we shall fight with growing confidence and growing strength in the air, we shall defend our island, whatever the cost may be, we shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills. We shall never surrender.” (Winston Churchill)
Apart from the function of giving prominence to certain ideas, the use of anaphora in literature adds rhythm, thus making it more pleasurable to read, and easier to remember. As a literary device, anaphora serves the purpose of giving artistic effect to passages of prose and poetry.
As a rhetorical device, anaphora is used to appeal to the emotions of the audience, in order to persuade, inspire, motivate, and encourage them.
Allusion (everywhere).
parallelism
parables, aphorisms, symbols, diction and syntax.
https://www.quia.com/jg/1839023list.html
Also go here
Monday, 30 October 2017
Walden Overview - Discussion
Okay, so we need to discuss the first 100 pages of Walden and start to perhaps outline it by chapter.
1st - Themes: Self - Reliance
Living Simply
Social Criticism
Technology
Visions of America
Meaning of Existence
"The mass of men lead lives of quiet desperation."
"To be awake is to be alive."
Live your life according to your convictions; have the courage to be different, regardless of what others say.
Living "simply" frees you of the worry about material possessions and rewards you with more time for what really counts.
Chapter 1 - ECONOMY
DEFINITION (from dictionary.com)
- thrifty management; frugality in expenditure or consumption of money materials
- the management of the resources of a community
- the prosperity or earnings of a place
Questions:
What is real wealth?
What are the necessities of life?
Do luxuries corrupt? Humans work their entire lives for luxuries.
What does it mean to be philanthropic?
Discuss Thoreau's house?
Quotes: "Cost of a thing is the amount of what I will call life which is required to be exchanged for it, immediately, or in the long run."
Example - house that costs $800 and which takes ten to fifteen years to pay off
"But lo! men have become the tools of their tools."
"Those things for which the most money is demanded are never the things which the student most wants. Tuition, for instance, is an important item in the term bill, while for the far more valuable education which he gets by associating with the most cultivated of his contemporaries no charge is made."
Transportation - "the swiftest traveller is he that goes afoot." The fare of a train is almost a day's wages.
"This spending of the best part of one's life earning money in order to enjoy a questionable liberty during the least valuable part of it."
CHAPTER 2 - "Where I Lived and What For"
He goes to Walden Pond because he wishes to live deliberately, to slow down the fast pace of modern life and actually enjoy it. He claims that you can't learn anything from newspapers about live ("The Revolution will not be Televised")
Quotes:
"As long as possible live free and uncommitted. It makes little difference whether you are committed to a farm or a county jail."
"Morning is when I am awake and there is a dawn in me. Moral reform is the effort to throw off sleep. Why is it that men give so poor an account of their day if they have not been slumbering?"
"The millions are awake enough for physical labor; but only one in a million is awake enough for effective intellectual exertion, only one in a hundred millions to a poetic or divine life."
"I have never yet met a man who was quite awake. How could I have looked him in the face?"
"Simplicity, Simplicity, Simplicity."
"We do not ride on the railroads; it rides upon us."
"Why should we live with such hurry and waste of life?"
"To a philosopher all news, as it is called, is gossip."
"Let us spend one day as deliberately as Nature."
"I have always been regretting that I was not as wise as the day I was born."
Chapter 3 READING
Reading literature is the closest thing to live.
Reading great books requires training such training as athletes undergo.
Nothing truly can be translated.
"Most men have learned to read to serve paltry convenience, as they learned to ciper in order to keep accounts... but reading as a noble intellectual exercise they know little or nothing; yet this only is reading, in a higher sense, not that which lulls us as a luxury .. but what we have to stand on tip-toe to read and devote our most alert and wakeful hours to."
"The best books are not read even by those who are called good readers."
"I do not make any very broad distinction between the illiterateness of my townsman who cannont read at all, and the illiterateness of him who has learned to read only what is for children and feeble intellects."
"We spend more on almost any article of bodily aliment or ailment than on our mental aliment."
1st - Themes: Self - Reliance
Living Simply
Social Criticism
Technology
Visions of America
Meaning of Existence
"The mass of men lead lives of quiet desperation."
"To be awake is to be alive."
Live your life according to your convictions; have the courage to be different, regardless of what others say.
Living "simply" frees you of the worry about material possessions and rewards you with more time for what really counts.
Chapter 1 - ECONOMY
DEFINITION (from dictionary.com)
- thrifty management; frugality in expenditure or consumption of money materials
- the management of the resources of a community
- the prosperity or earnings of a place
Questions:
What is real wealth?
What are the necessities of life?
Do luxuries corrupt? Humans work their entire lives for luxuries.
What does it mean to be philanthropic?
Discuss Thoreau's house?
Quotes: "Cost of a thing is the amount of what I will call life which is required to be exchanged for it, immediately, or in the long run."
Example - house that costs $800 and which takes ten to fifteen years to pay off
"But lo! men have become the tools of their tools."
"Those things for which the most money is demanded are never the things which the student most wants. Tuition, for instance, is an important item in the term bill, while for the far more valuable education which he gets by associating with the most cultivated of his contemporaries no charge is made."
Transportation - "the swiftest traveller is he that goes afoot." The fare of a train is almost a day's wages.
"This spending of the best part of one's life earning money in order to enjoy a questionable liberty during the least valuable part of it."
CHAPTER 2 - "Where I Lived and What For"
He goes to Walden Pond because he wishes to live deliberately, to slow down the fast pace of modern life and actually enjoy it. He claims that you can't learn anything from newspapers about live ("The Revolution will not be Televised")
Quotes:
"As long as possible live free and uncommitted. It makes little difference whether you are committed to a farm or a county jail."
"Morning is when I am awake and there is a dawn in me. Moral reform is the effort to throw off sleep. Why is it that men give so poor an account of their day if they have not been slumbering?"
"The millions are awake enough for physical labor; but only one in a million is awake enough for effective intellectual exertion, only one in a hundred millions to a poetic or divine life."
"I have never yet met a man who was quite awake. How could I have looked him in the face?"
"Simplicity, Simplicity, Simplicity."
"We do not ride on the railroads; it rides upon us."
"Why should we live with such hurry and waste of life?"
"To a philosopher all news, as it is called, is gossip."
"Let us spend one day as deliberately as Nature."
"I have always been regretting that I was not as wise as the day I was born."
Chapter 3 READING
Reading literature is the closest thing to live.
Reading great books requires training such training as athletes undergo.
Nothing truly can be translated.
"Most men have learned to read to serve paltry convenience, as they learned to ciper in order to keep accounts... but reading as a noble intellectual exercise they know little or nothing; yet this only is reading, in a higher sense, not that which lulls us as a luxury .. but what we have to stand on tip-toe to read and devote our most alert and wakeful hours to."
"The best books are not read even by those who are called good readers."
"I do not make any very broad distinction between the illiterateness of my townsman who cannont read at all, and the illiterateness of him who has learned to read only what is for children and feeble intellects."
"We spend more on almost any article of bodily aliment or ailment than on our mental aliment."
Tuesday, 24 October 2017
Tuesday and this week
Today we are going to take a vocabulary quiz and then read "Self-Reliance"
"Self-Reliance". Found HERE
Remember the reading schedule:
10/30 page 100
11/1 page 125
11/10 page 194
11/17 page 228
11/27 page 324 (with all dialectical journals done!)
Transcendentalism was an intellectual movement that emphasized the dignity of the individual and advocated a simple, mindful life.
Key tenets of transcendentalism included:
1) A theory that "transcendent forms" of truth exist beyond reason and experience; every indvidula is capable of discovering this truth on his or her own, through intuition.
2) A conviction that people are inherently good and should follow their own beliefs, however controversial they may be
3) A belief that humankind, nature, and God are all interconnected
What is the main theme of "Self-Reliance"?
What is Emerson speaking of when he mentions consistency, and why does he berate it as "the hobgoblin of little minds'?
Writer Henry James argued that Emerson had no concept of the evil that exists in the world. In James' words, it was "a side of life as to which Emerson's eyes were thickly bandaged...He had no great sense of wrong...no sense of the dark, the foul, the base." In your opinion, is this a valid criticism of Emerson? Citing evidence from "Self-Reliance" explain why or why not.
Lastly - write a precis of "Self-Reliance".
"Self-Reliance". Found HERE
Remember the reading schedule:
10/30 page 100
11/1 page 125
11/10 page 194
11/17 page 228
11/27 page 324 (with all dialectical journals done!)
ESSAY QUESTION:
As describe in Walden what is Thoreau's assessment of American
Culture (what is wrong with it)? Using specific evidence from the text
discuss and outline his argument. Then respond to it. Do you agree or
disagree with his insights? Discuss.
Transcendentalism was an intellectual movement that emphasized the dignity of the individual and advocated a simple, mindful life.
Key tenets of transcendentalism included:
1) A theory that "transcendent forms" of truth exist beyond reason and experience; every indvidula is capable of discovering this truth on his or her own, through intuition.
2) A conviction that people are inherently good and should follow their own beliefs, however controversial they may be
3) A belief that humankind, nature, and God are all interconnected
What is the main theme of "Self-Reliance"?
What is Emerson speaking of when he mentions consistency, and why does he berate it as "the hobgoblin of little minds'?
Writer Henry James argued that Emerson had no concept of the evil that exists in the world. In James' words, it was "a side of life as to which Emerson's eyes were thickly bandaged...He had no great sense of wrong...no sense of the dark, the foul, the base." In your opinion, is this a valid criticism of Emerson? Citing evidence from "Self-Reliance" explain why or why not.
Lastly - write a precis of "Self-Reliance".
Monday, 23 October 2017
Monday
Today, we need to take a vocabulary quiz. Talk about the 1st 20 pages of Walden, and read the essay called "Nature" by Emerson.
1st let's look at Bob Dylan an Howard Zinn
Come gather ’round people
Wherever you roam
And admit that the waters
Around you have grown
And accept it that soon
You’ll be drenched to the bone
If your time to you is worth savin’
Then you better start swimmin’ or you’ll sink like a stone
For the times they are a-changin’
Come writers and critics
Who prophesize with your pen
And keep your eyes wide
The chance won’t come again
And don’t speak too soon
For the wheel’s still in spin
And there’s no tellin’ who that it’s namin’
For the loser now will be later to win
For the times they are a-changin’
Come senators, congressmen
Please heed the call
Don’t stand in the doorway
Don’t block up the hall
For he that gets hurt
Will be he who has stalled
There’s a battle outside and it is ragin’
It’ll soon shake your windows and rattle your walls
For the times they are a-changin’
Come mothers and fathers
Throughout the land
And don’t criticize
What you can’t understand
Your sons and your daughters
Are beyond your command
Your old road is rapidly agin’
Please get out of the new one if you can’t lend your hand
For the times they are a-changin’
The line it is drawn
The curse it is cast
The slow one now
Will later be fast
As the present now
Will later be past
The order is rapidly fadin’
And the first one now will later be last
For the times they are a-changin’
1st let's look at Bob Dylan an Howard Zinn
Come gather ’round people
Wherever you roam
And admit that the waters
Around you have grown
And accept it that soon
You’ll be drenched to the bone
If your time to you is worth savin’
Then you better start swimmin’ or you’ll sink like a stone
For the times they are a-changin’
Come writers and critics
Who prophesize with your pen
And keep your eyes wide
The chance won’t come again
And don’t speak too soon
For the wheel’s still in spin
And there’s no tellin’ who that it’s namin’
For the loser now will be later to win
For the times they are a-changin’
Come senators, congressmen
Please heed the call
Don’t stand in the doorway
Don’t block up the hall
For he that gets hurt
Will be he who has stalled
There’s a battle outside and it is ragin’
It’ll soon shake your windows and rattle your walls
For the times they are a-changin’
Come mothers and fathers
Throughout the land
And don’t criticize
What you can’t understand
Your sons and your daughters
Are beyond your command
Your old road is rapidly agin’
Please get out of the new one if you can’t lend your hand
For the times they are a-changin’
The line it is drawn
The curse it is cast
The slow one now
Will later be fast
As the present now
Will later be past
The order is rapidly fadin’
And the first one now will later be last
For the times they are a-changin’
Wednesday, 18 October 2017
Wednesday - UNIT 2
FINNEGAN'S WAKE
| riverrun, past Eve and Adam's, from swerve of shore to bend | |||
| of bay, brings us by a commodius vicus of recirculation back to | |||
| Howth Castle and Environs. | |||
| Sir Tristram, violer d'amores, fr'over the short sea, had passen- | |||
| core rearrived from North Armorica on this side the scraggy | |||
| isthmus of Europe Minor to wielderfight his penisolate war: nor | |||
| had topsawyer's rocks by the stream Oconee exaggerated themselse | |||
| to Laurens County's gorgios while they went doublin their mumper | |||
| all the time: nor avoice from afire bellowsed mishe mishe to | |||
| tauftauf thuartpeatrick: not yet, though venissoon after, had a | |||
| kidscad buttended a bland old isaac: not yet, though all's fair in | |||
| vanessy, were sosie sesthers wroth with twone nathandjoe. Rot a | |||
| peck of pa's malt had Jhem or Shen brewed by arclight and rory | |||
| end to the regginbrow was to be seen ringsome on the aquaface. | |||
| The fall (bababadalgharaghtakamminarronnkonnbronntonner- | |||
| ronntuonnthunntrovarrhounawnskawntoohoohoordenenthur- | |||
| nuk!) of a once wallstrait oldparr is retaled early in bed and later | |||
| on life down through all christian minstrelsy. The great fall of the | |||
| offwall entailed at such short notice the pftjschute of Finnegan, | |||
| erse solid man, that the humptyhillhead of humself prumptly sends | |||
| an unquiring one well to the west in quest of his tumptytumtoes: | |||
| and their upturnpikepointandplace is at the knock out in the park | |||
| where oranges have been laid to rust upon the green since dev- | |||
| linsfirst loved livvy. DIALECTICAL JOURNALS/ANALYSIS ESSAYS Effective students have a habit of taking notes as they read. This note-taking can several forms: annotation, post it notes, character lists, idea clusters, and many others. One of the most effective strategies is called a dialectical journal. The word “dialectical” has numerous meanings, but the one most pertinent is the “art of critical examination into the truth of an opinion” or reworded “The art or practice of arriving at the truth by using conversation involving question and answer.” As you read, you are forming an opinion about what you are reading (or at least you are SUPPOSED to be forming an opinion). That opinion, however, needs to be based on the text – not just a feeling. Therefore, all of your opinions need to be based on the text. The procedure is as follows: 1. Either in your textbook or in a notebook and draw a line down the center of each page of the notebook. NOTE: I expect you to publish these journal entries on your blogs nightly and number them as you go. 2. As you read, pay close attention to the text. 3. Whenever you encounter something of interest (this could be anything from an interesting turn of phrase to a character note), write down the word/phrase in the LEFT HAND COLUMN making sure that you NOTE THE PAGE NUMBER. If the phrase is especially long just write the first few words, use an ellipsis, then write the last few words. 4. In the RIGHT HAND COLUMN, WRITE YOUR OBSEVRATIONS ABOUT THE TEXT you noted in the left-hand column. This is where you need to interact in detail with the text. Make sure that your observations are THOROUGH, INSIGHTFUL, and FOCUSED CLEARLY ON THE TEXT. Your analysis essay will be on Walden - make sure you read closely and publish your dialectical journals daily. Examples of dialectical journals: Moby-Dick: Ch. 107"If he did not have a common soul in him, he had a subtle something that somehow anoalously did its duty." Most of Melville's novel has seemed dedicated to redefining religion and religious practices. Many allusions have been made to Jesus and many characters display characteristics that seem representative of Jesus- Pequod launching on his birthday, Moby-Dick's seeming rebirth and immortality, Ishmael's lack of parental information, Queequeg's 'miracles' and heroic saviors, and Ahab's sense of higher power. This chapter, in a sense, define's what Ishmael percieve's Jesus (the greatest carpenter) to be. A humble man who was 'no duplicate', and simply followed out his orders and purpose willingly and succesfully. Hey, perhaps every character in Moby-Dick corresponds to a character from the bible? Melville did call this a 'wicked text'...did he rewrite- maybe even mock- the holy book?
This relates to our current world: with the way we are using up our natural resources prices now are lowering (such as gas in the lower 48 reach below 2 dollars) however, the next generation will have to deal with outrageous prices and depleted oil fields. Also, global warming is another issue that the previous generation gave us and we will pass on to the next generation.
Thoreau is again referring to the uselessness of extravagance. Do the expensive "baubles" or decorations come at the expense of the many poor? He says there is no beauty in things man made that don't fulfill the most basic needs. Thoreau questions whether anything in a home is beautiful if the foundation of the house is not made from honest labor and toil.
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Monday, 16 October 2017
Monday
Today, we are going to continue to work on your synthesis essay. This is due on Wednesday. We will be starting Unit Two tomorrow.
Remember - News article due on Wednesday (some of you have already done this), and vocabulary quiz on Wednesday).
Remember - News article due on Wednesday (some of you have already done this), and vocabulary quiz on Wednesday).
Second Quarter: A Study of Justice or Civil Rights and Responsibilities
Everyday Use chapters 4-6 (pages 93-153)
“The Times They Are a-Changin’” by Bob Dylan
“Ain’t I a Woman?” by Sojourner Truth
“Civil Disobedience” by Henry David Thoreau
“Letter from the Birmingham Jail” by Martin Luther King Jr.
“The Position of Poverty” by John Kenneth Galbraith
“Notes of a Native Son” by James Baldwin
“The Gettysburg Address” by Abraham Lincoln
“Second Inaugural Address” by Abraham Lincoln
“How It Feels to be Colored Me” by Zora Neale Hurston
“A Vindication of the Rights of Woman” by Mary Wollstonecraft
“Speech on the Signing of the Treaty of Port Elliott” by Chief Seattle
“The Declaration of Independence” by Thomas Jefferson
The Autobiography of Malcolm X by Alex Haley and Malcolm X
Walden by Henry David Thoreau
In-class activities:
· Analyzing appeals to logos, pathos, and ethos
· Hand-outs on keeping a Dialectical Journal and OPTIC
· Group and individual analysis of readings
· Writers workshop – grammar and style exercises
· Group edition and assessment sessions
· Vocabulary lists
BLOG WRITING:
Students will continue to write précis on selected readings and on all film clips. Further, they will keep their dialectical journal on The Autobiography of Malcolm X on their blog so that it can be reviewed and commented on by the teacher while in-process, and by fellow classmates. They will do 1 media write up (like quarter 1) every two weeks.
Writing Assignments:
Synthesis Essay on a topic of the students choice that relates to the theme of Justice and Civil Rights. Students must use at least five sources, one of which must be visual – either a chart, photography, political cartoon, video, etc. All sources must be cited in MLA format. The essay will go through multiple drafts.
Analytical Essay – explained above, a response to a prompt based on one of the assigned readings.
2 In-class Timed Essays based on AP prompts.
Personal Narrative
Friday, 13 October 2017
Thesis Statements
Today, we are going to talk about thesis statements and assumptions.
Then, I will give you time to work on the 3rd drafts of your essays.
Remember this draft is due on Wednesday.
GO HERE
Then, I will give you time to work on the 3rd drafts of your essays.
Remember this draft is due on Wednesday.
GO HERE
Wednesday, 11 October 2017
Wednesday
Today, we are going to finish the chapter on Education (looking at "This is Water"). Then you will have time to work on your essay (draft #3). Make sure you included at least four outside sources. Think 5+ pages. Think AP score of 6 or 7. Think - how do I convince an audience. Think Logos, Ethos, Pathos. Think - Expert Testimony, statistics/research/facts/figures, personal connection (but this being a small part, not the complete part), counter-arguments (or the opposing side), make the argument "new", and what is in your conclusion for the audience? Why should the audience care?
Finally:
1) make sure you've looked up the new vocabulary (test next week)
NEW VOCABULARY
Abasement
Billowing
Harangue
Abrogate
Enigma
Nuzzle
Plaudit
Ensconce
Lachrymose
and 4) Start to research news article #4 (also due next week)
Finally:
1) make sure you've looked up the new vocabulary (test next week)
NEW VOCABULARY
Abasement
Billowing
Harangue
Abrogate
Enigma
Nuzzle
Plaudit
Ensconce
Lachrymose
and 4) Start to research news article #4 (also due next week)
Monday, 9 October 2017
Monday
Today we are going to finish reading - Baldwin, James - and Sherman Alexie, and then do peer review.
Wednesday, 4 October 2017
Wednesday
Today - we need to take a QUIZ, review the synthesis essay and AP grading.
Also, discuss where you can approve you essay through research:
1) Questions: If this is the dumbest generation....who is to blame: technology, education, parents?
2) Compare to other generations? Also evaluate technology? Note, the generation that fought WWII has been considered "America's Greatest Generation" - but they also produced the Atomic Bomb.
3) Generation Z - where does this term come from? Douglas Coupland actually coined "Generation X" (and uninspired people had adopted Generation Y and Z to follow). What was generation X about?
4) Remember pose counterarguments. Remember concede arguments. Don't get offended by the question.
5) Research the positives concerning video games, etc.
6) Reread the articles you already have been given and evaluate them. Most of you aren't analysis what they say and using it.
2nd Draft - if you have adequately finished your 1st draft (if you have a sub-4 you haven't) - is due on Monday.
Also, discuss where you can approve you essay through research:
1) Questions: If this is the dumbest generation....who is to blame: technology, education, parents?
2) Compare to other generations? Also evaluate technology? Note, the generation that fought WWII has been considered "America's Greatest Generation" - but they also produced the Atomic Bomb.
3) Generation Z - where does this term come from? Douglas Coupland actually coined "Generation X" (and uninspired people had adopted Generation Y and Z to follow). What was generation X about?
4) Remember pose counterarguments. Remember concede arguments. Don't get offended by the question.
5) Research the positives concerning video games, etc.
6) Reread the articles you already have been given and evaluate them. Most of you aren't analysis what they say and using it.
2nd Draft - if you have adequately finished your 1st draft (if you have a sub-4 you haven't) - is due on Monday.
Tuesday, 3 October 2017
Tuesday
Today, we are going to go over your 1) News Stories; 2) Synthesis Question; and then 3) Continue reading chapter 4.
Also, I have a list of guides for argument writing to hand out to you.
Note: Your 2nd draft of your synthesis essay is due on Monday and it will need at least three outside sources (those not given in your packet).
Also, I have a list of guides for argument writing to hand out to you.
Note: Your 2nd draft of your synthesis essay is due on Monday and it will need at least three outside sources (those not given in your packet).
Monday, 2 October 2017
Monday
Today, you need to turn in your 1st drafts of your synthesis essay, and then we'll talk about them.
Then we'll - according to request - begin to read chapter 4 (this reading will be do on Friday).
Finally, I will give you time to research either news article #3 - which you should post today. Remember find an article, write up a summary of it, and respond to it: do you agree with it (make sure you discuss why), are there bias within it, what's important about it?
If you have news article 3 done, begin to research articles for your synthesis essay.
First let's go HERE
NOTE!!!!! Some of you have not turned in the OPEN QUESTION from last week (MOCHA, LILY, SADIE), and some of you are missing PRECIS (Zach, Danny, Sadie), Outline chapter 3 (LILY), and Vocabulary Quiz (MOCHA).
Current I's - Danny, Zach, Lily, Mocha, Sadie.
HW: Continue to read chapter 4, look up vocabulary words, work on synthesis essay and/or make-up work.
NEW VOCABULARY
Abasement
Billowing
Harangue
Abrogate
Enigma
Nuzzle
Plaudit
Ensconce
Lachrymose
Then we'll - according to request - begin to read chapter 4 (this reading will be do on Friday).
Finally, I will give you time to research either news article #3 - which you should post today. Remember find an article, write up a summary of it, and respond to it: do you agree with it (make sure you discuss why), are there bias within it, what's important about it?
If you have news article 3 done, begin to research articles for your synthesis essay.
First let's go HERE
NOTE!!!!! Some of you have not turned in the OPEN QUESTION from last week (MOCHA, LILY, SADIE), and some of you are missing PRECIS (Zach, Danny, Sadie), Outline chapter 3 (LILY), and Vocabulary Quiz (MOCHA).
Current I's - Danny, Zach, Lily, Mocha, Sadie.
HW: Continue to read chapter 4, look up vocabulary words, work on synthesis essay and/or make-up work.
NEW VOCABULARY
Abasement
Billowing
Harangue
Abrogate
Enigma
Nuzzle
Plaudit
Ensconce
Lachrymose
Wednesday, 27 September 2017
Wednesday
Today, we will discuss the course and hear your comments or concerns, or ways to make the course more efficient for you. Then we will take a diagnostic multiple choice exam.
Also - go here to look at an example of the open question you just wrote. Most of you aren't answering the "RELEVANCE" part of the prompt.
But FIRST
Also - go here to look at an example of the open question you just wrote. Most of you aren't answering the "RELEVANCE" part of the prompt.
But FIRST
Students will be able to write an synthesis essay that creates an argument off a given prompt and uses three or more of the eight sources given – scoring in the upper
half on the AP rubric.
4 – On an AP synthesis prompt the student can successfully answer the prompt and write an essay scoring a 7 or higher on the AP rubric.
3 – On an AP synthesis prompt the student can successfully answer the prompt and write an essay scoring a 5 or higher on the AP rubric.
2 – On an AP synthesis prompt the student cannot successfully answer the prompt and write an analysis essay. Student scores 3-4 on the AP rubric.
1 - Student is unable to write an synthesis essay.
4 – On an AP synthesis prompt the student can successfully answer the prompt and write an essay scoring a 7 or higher on the AP rubric.
3 – On an AP synthesis prompt the student can successfully answer the prompt and write an essay scoring a 5 or higher on the AP rubric.
2 – On an AP synthesis prompt the student cannot successfully answer the prompt and write an analysis essay. Student scores 3-4 on the AP rubric.
1 - Student is unable to write an synthesis essay.
Tuesday, 26 September 2017
Tuesday
Today, we are going to take a vocabulary quiz and then I will give you some time to read the synthesis packet and begin writing a draft of the synthesis essay.
This essay will be due on Monday.
We will talk about it
This essay will be due on Monday.
We will talk about it
Monday, 25 September 2017
Monday
Students will be able to write an analysis of “any” prose connecting a variety of rhetorical devices – including tone, structure, figurative language, diction, syntax, etc. – and be able to write a timed-AP analysis essay scoring in the upper
half on the AP rubric.
4 – On an AP analysis prompt the student can successfully answer the prompt and write an essay scoring a 7 or higher on the AP rubric.
3 – On an AP analysis prompt the student can successfully answer the prompt and write an essay scoring a 5 or higher on the AP rubric.
2 – On an AP analysis prompt the student cannot successfully answer the prompt and write an analysis essay. Student scores 3-4 on the AP rubric.
1 - Student is unable to write an analysis essay.
Today, we are going to read "Portrait of an Ideal World" by Mencken and discuss your Synthesis essays that you will be writing this week. You will have time to work on these tomorrow and on Friday. You also need to hand in your "OPEN QUESTION" quiz from Friday.
First let's look at the following: https://academyedstudies.files.wordpress.com/2014/12/normanreviewfinal.pdf
https://www.washingtonpost.com/news/wonk/wp/2016/09/07/the-long-steady-decline-of-literary-reading/?utm_term=.7555575dade3
4 – On an AP analysis prompt the student can successfully answer the prompt and write an essay scoring a 7 or higher on the AP rubric.
3 – On an AP analysis prompt the student can successfully answer the prompt and write an essay scoring a 5 or higher on the AP rubric.
2 – On an AP analysis prompt the student cannot successfully answer the prompt and write an analysis essay. Student scores 3-4 on the AP rubric.
1 - Student is unable to write an analysis essay.
Today, we are going to read "Portrait of an Ideal World" by Mencken and discuss your Synthesis essays that you will be writing this week. You will have time to work on these tomorrow and on Friday. You also need to hand in your "OPEN QUESTION" quiz from Friday.
First let's look at the following: https://academyedstudies.files.wordpress.com/2014/12/normanreviewfinal.pdf
https://www.washingtonpost.com/news/wonk/wp/2016/09/07/the-long-steady-decline-of-literary-reading/?utm_term=.7555575dade3
Remember, we will be having a vocabulary quiz (tomorrow - I moved it back) and on Wednesday, a MC section quiz. You will also need to post another "news" response by Friday.
Remember, some of you are still missing 1) the outline of chapter 3; 2) Precis for "Why I Went Into the Woods", and a Precis for "The Morals of a Prince". Also note, everyone - who has turned it in - needs to rewrite the Precis for "The Morals of a Prince".
Remember, some of you are still missing 1) the outline of chapter 3; 2) Precis for "Why I Went Into the Woods", and a Precis for "The Morals of a Prince". Also note, everyone - who has turned it in - needs to rewrite the Precis for "The Morals of a Prince".
Wednesday, 20 September 2017
Wednesday
Today, we are going to discuss "chapter 3" and your essay project coming up next week.
We will also discuss what you will be doing on Friday and looking at the Multiple Choice section of the test.
We will also discuss what you will be doing on Friday and looking at the Multiple Choice section of the test.
Monday, 18 September 2017
Monday
Today, I'd like to discuss your Analysis Question from Friday. If you haven't handed it in please do so now.
Also, we will discuss the "Open Question" (Question 3) before moving on to Question #1 next week.
Note - you will have an Open Question quiz on Friday.
Homework: Read and Outline chapter 3 of Language of Composition by Wednesday and write a precis of "Why I Went into the Woods" by Friday. Also study vocabulary words for an upcoming quiz on Monday.
Also, we will discuss the "Open Question" (Question 3) before moving on to Question #1 next week.
Note - you will have an Open Question quiz on Friday.
Homework: Read and Outline chapter 3 of Language of Composition by Wednesday and write a precis of "Why I Went into the Woods" by Friday. Also study vocabulary words for an upcoming quiz on Monday.
Friday, 15 September 2017
Friday
So today we are going to talk briefly about "Why I Went into the Woods" and then take your "Question 2" quiz.
If we have any time left at the end of the period, you may use this on checking up on assignments.
Have a great weekend!
If we have any time left at the end of the period, you may use this on checking up on assignments.
Have a great weekend!
Wednesday, 13 September 2017
Wednesday
Objective: To be able to write a close analysis essay by using a variety of tools - SOAPS, persuasive appeals (logos, ethos, pathos), precis writing, annotation, and discussion of rhetorical devices (syntax, diction, figurative language, tone, etc).
Today, we need to
1) Discuss the rewrites of your ASSATA prompt/essay.
2) Go over your news articles for this week
3) Discuss chapter 2 of The Language of Composition and the precis to Susan Sontag's essay, "A Woman's Beauty: Put-Down or Power Source?"
4) Finally, I want us to read, annotate, and comment on the AP Analysis Question from 2015.
HOMEWORK: Read, "Why I Went into the Woods" by Henry David Thoreau (One Hundred Great Essays), look up SAT vocabulary list #2 (below - if needed), and reread the 2015 AP question. Note - you might have a quiz on it on Friday.
We will be moving on to the Synthesis Question soon (next week or the week after). You will also soon beginning your longer - research - essay project for Quarter 1 (check your syllabus).
SAT VOCABULARY
1) Abrasive
2) Bilk
3) Covert
4) Engender
5) Hangar
6) Knotty
7) Nuance
8) Plagarism
9) Renown
10) Tangent
Today, we need to
1) Discuss the rewrites of your ASSATA prompt/essay.
2) Go over your news articles for this week
3) Discuss chapter 2 of The Language of Composition and the precis to Susan Sontag's essay, "A Woman's Beauty: Put-Down or Power Source?"
4) Finally, I want us to read, annotate, and comment on the AP Analysis Question from 2015.
HOMEWORK: Read, "Why I Went into the Woods" by Henry David Thoreau (One Hundred Great Essays), look up SAT vocabulary list #2 (below - if needed), and reread the 2015 AP question. Note - you might have a quiz on it on Friday.
We will be moving on to the Synthesis Question soon (next week or the week after). You will also soon beginning your longer - research - essay project for Quarter 1 (check your syllabus).
SAT VOCABULARY
1) Abrasive
2) Bilk
3) Covert
4) Engender
5) Hangar
6) Knotty
7) Nuance
8) Plagarism
9) Renown
10) Tangent
AP Rubric Grading
On AP questions, grading, for the first semester, will be according to the following (note this is a fairly standard scale among AP teachers)
8-9 = A+
7 = A
6 = A-
5 = B
4 = B-
1-3 = automatic rewrite
If you have to rewrite your essay your rewrite grade will be marked down 10%.
Remember, most of you can easily write 4's already. Strive for that 7.
8-9 = A+
7 = A
6 = A-
5 = B
4 = B-
1-3 = automatic rewrite
If you have to rewrite your essay your rewrite grade will be marked down 10%.
Remember, most of you can easily write 4's already. Strive for that 7.
Tuesday, 12 September 2017
Tuesday
Today, we are going to talk about your news articles, Susan Sontag, and then do some exercises using SOAPS, ethos and pathos.
HW: write a Precis for "A Woman's Beauty: Put-Down or Power Source" and outline chapter 2 of The Language of Composition.
HW: write a Precis for "A Woman's Beauty: Put-Down or Power Source" and outline chapter 2 of The Language of Composition.
Monday, 11 September 2017
Monday
DUE: Rewrite of ASSATA. Also if you haven't posted your outlines, do so.
Today, we are going to watch a TED TALK about the danger of having a single story.
Afterwards, I want you to respond to the video on your blogs. Do you agree with the main thesis of the talk? If so, why? Are you aware of any "single" narratives in your life? Discuss.
We will then go back into chapter 1 and do the following activities:
HW: Research and write news story, read "A Woman's Beauty: Put Down or Power Source" by Susan Sontag on page 487, and for Wednesday read and outline chapter 2 of THE LANGUAGE OF COMPOSITION
First, let's look at a long sentence go here and here
Today, we are going to watch a TED TALK about the danger of having a single story.
Afterwards, I want you to respond to the video on your blogs. Do you agree with the main thesis of the talk? If so, why? Are you aware of any "single" narratives in your life? Discuss.
We will then go back into chapter 1 and do the following activities:
HW: Research and write news story, read "A Woman's Beauty: Put Down or Power Source" by Susan Sontag on page 487, and for Wednesday read and outline chapter 2 of THE LANGUAGE OF COMPOSITION
First, let's look at a long sentence go here and here
Friday, 8 September 2017
Friday
Today, we are going to look at a basketball photo, then review your outlines and The Language of Composition. Hopefully, you have read this because we will be doing a few exercises in it. Last, we will hear your precis and give you time to work on your next draft of Assata, and/or begin researching your 2nd news article.
This article will be due on Tuesday.
HW: Assata rewrite for Monday.
This article will be due on Tuesday.
HW: Assata rewrite for Monday.
Wednesday, 6 September 2017
Assata Prompt
Noam Chomsky once said, “The America that black people have
always known is not an attractive one.”
According to Dr. James Herron, “In the United States our
identities are shaped by Race. People
think of themselves 1st as white or black or native before they
think of themselves as “American”. This
is different than other parts of the world (just think about Assata in
Cuba). Using Assata’s autobiography –
particularly the last few chapters – make a case for or against whether the
U.S. should move towards a society where skin color is secondary? You might note the history of slavery or
African-American history as brought up by Assata; Jim Crow; Assata’s childhood.
You must take a stance on the issue and create an argument
using examples or evidence from Assata.
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