Nov. 04, 2008: Homework

Seniors!

Homework!  Bring answers to question 1 from Act 1 Scene 5 and question 2 from Act 1 Scene 6 & 7.  You'll still get full credit!  I'm feeling that generous!

Oct. 27, 2008: Renaissance Questions

Seniors

In case you were wondering, here are the two questions from today, due tomorrow:

1) What was the Reformation?  What role did Henry VIII have to play in this revolution of revolutions?

2) How did Elizabeth's rise to power and the defeat of the Spanish armada affect the social and cultural atmosphere of the Renaissance?

See you tomorrow!

Oct. 4, 2008: Canterbury Tales Notes

To understand Chaucer's knight and squire, we must understand something about chivalry and courtly love.  Chivalry was a system of ideals and social codes that basically governed the noble portion of the feudal hierarchy; the knight and the squire were expected to live their lives according to chivalry.  Your book tells you that chivalry mandated that "gentlemen" observe particular rules of warfare and devote themselves to a gentlelady.  Courtly love guided this devotion and produced a completely nonsexual/unromantic love (again, think of it more as a devotion than a love).  Knights believed that by devoting themselves to a gentlelady (by wearing her colors into battle, composing songs/writing poetry about her, and generally honoring her) they would become all the more brave, courageous, and chivalrous.  Gentlewomen were an inspiration, something to be adored and honored, always out of reach, and never to be defiled by scandalous sexual pursuits and/or desires.  As you re-study Chaucer's characterization of the knight and the squire, keep this culture in mind.

As for the notes on the General Prologue, I don't intend to do much analysis for you.  I know the language is difficult, so where it could be helpful I simply want to provide a more approachable summary for you to consider.

The Knight

ll. 47-50

Part of chivalry was the expectation to obey the lord/baron of the land and on up to the king. Chaucer indicates that the knight has followed through on this expectation; Chaucer emphasizes that these battles were "his sovereign's war[s]."

ll. 70-71

Even though the knight was honored by all (and he knew it), he was still certain to be humble. His success did not go to his head.

ll. 72-74

Boorish means "rude" or "uncouth."  He seems to be an overall good guy.

The Squire

l. 82

What do you think Chaucer means by "a lad of fire."  Passion?  Was he full of military passion (the desire to fight and win) or another sort of passion?

ll. 86-90

According to Chaucer, why does the squire fight so bravely in battle?

ll. 91-96

What can you conclude about the squire from his clothes and physical appearance?  Contrast his dress to his father's.  How do these two men differ?  What do clothes say about a man?

ll. 99

What does it mean to "love so hotly"?  Is he just passionate about life?  Is he out till the break of day with lady friends and admirers?  Notice, though, the language Chaucer uses to describe the squire: hot and fire.

The Nun

l. 123

Coy means "flirty" or "playful."  Right from the get-go what is Chaucer implying about this nun?  A nun!

l. 124

Read the footnote for St. Loy.  She swears by a saint who was known for his manners.  What does this say about her concerns and priorities?

l. 127

She sang through her nose.  Have you heard a nasal singer?  It sounds horrible now, so it probably sounded just as awful back in the Middle Ages.  Is Chaucer really complimenting her here?  This comment helps to establish his attitude toward the nun.

ll. 131-140

Manners, manners, manners!  Why is she so concerned with manners?

l. 143 (to 145)

You know what "counterfeit" means; if not, look it up.  This line is of particular importance.  A "courtly kind of grace" means a noble or perhaps upper-class air.  Keep in mind she's a nun.  Keep in mind that she doesn't know proper French and studied french at a second-rate school.

ll. 146-154

Chaucer describes her as "all sentiment and tender heart," but like the monk she focuses this tenderness in a surprising direction.  Feeding roasted flesh and fine white bread to animals?  Those food items were expensive.  And where did she get the money to buy those items?

The Monk

ll. 173-75

The bells on the bridle (the headgear) of the monk's horse rang just as loudly as the chapel bell.  Does this mean anything?  Think about it; it's up to you to decide the significance of this statement.

ll. 179-80

I wonder if Chaucer describes the world's way as "spacious" as a reference to the teaching that Christ's way is straight and narrow.  Narrow is certainly the opposite of spacious.  How does this characterize the monk?

l. 210

This monk likes to eat; he's a glutton.  As Robert mentioned in class, members of the religious order took vows of chastity, poverty, and obedience to God's law.  Eating well isn't a sin, but the poor don't typically eat whole swans.  I imagine a roast swan was probably tough to come by.

The Friar

l. 215

You know what "glib" means.  That was one of our first vocabulary words.  Look it up.  What does this say about the friar.

ll. 219-224

Read through these lines completely.  Chaucer says that the friar was intimate with both county folk and city dames (women).  Is this a pun, a play on words?  Intimate could simply mean friendly/close or something much more scandalous.

ll. 231-232

Simply put, the larger the gift (most likely monetary), the more sincere the repentance, at least in the friar's book.  He was quicker to forgive when the parishioner was more willing to pay.  Or if the parishioner paid more, the penalty for his/her sins was less.  How evil is this?

ll. 239-254

Take note of where the friar likes to spend his time.  Who are his best acquaintances, and what does he think of those he's supposed to serve?  Again, take note of Chaucer's sarcasm here (particularly ll. 247-252).

ll. 259-279

Notice how willing the friar is to take advantage of the poor.  Look at the footnote for line 265.  How is the friar breaking laws and regulations regarding his authority and actions?  Take note of the friar's dress.  What are the implications?  How should he be dressed?  Look up "lisp" and "pretense."  What does line 274 reveal about this pilgrim?

The Parson

ll. 498-99

You already know the parson is poor, but what does Chaucer say the parson does with his own possessions and money?  How does he compare to the other "employees" of the church?

ll. 501-505

It seems like the parson puts the needs of others before his own desires or wants.  How so?

l. 506

sheep=parishioners=church-goers

l. 510

gold=priest

iron=parishioners

What's Chaucer trying to say about the importance of the example of Church leadership?

ll. 517-523

Why does the parson stay at home with his "flock" and not leave for London?  How could the parson benefit by taking off to London?  What (unlike the friar and the monk) does the parson value most above money?  Also consider l. 535.  Look up "pomp" if you're unsure what it means.

Why is Chaucer so impressed with this pilgrim?  What does Chaucer think about leading by example?  How could leading by example motivate the parson to go to Canterbury on this pilgrimage?

The Wife from Bath

ll. 457-58

The wife has great sewing/cloth-making skills.  This does not mean she's lower class or a merchant even; this is perhaps a hobby.

ll. 459-462

During the Middle Ages, church members approached the alter for communion in order of social class.  The wife wanted to be sure to be first in line, and if any one cut in front of her, she refused to donate to the church that day.  Why would she want to be first in line?  What do her actions reveal about her personality and priorities?

ll. 463-467

Take note of her dress.  Is she well off?  Is she showing it off?  What do you think off when you see the color red?  Why did Chaucer dress the wife in red hose?

ll. 470-71

Besides having five wives, what else does Chaucer tell you about the love life of the wife (in her youth)?  She gets around, you might say, so is she really "worthy" (l. 455)?

ll. 473-477

Here, Chaucer tells you about other pilgrimages the wife has been on.  All that traveling must have been expensive...

ll. 478-483

She has gap teeth.  Gap teeth were associated with sexual promiscuity.  Why would Chaucer specify that she has wide hips?  What do you associate with wide hips?

ll. 484-486

What else can you say about the wife's personality?  Do you know anyone like her? 

You've got to wonder, what happened to her husbands?  How has she survived five husbands?  What are her "remedies for loves mischances" (l. 485)?  Does this sound sinister at all?

  

Sept. 26, 2008: Homework

Seniors
Study for your vocab quiz (over list 3) on Monday. Also, read pp. 74-88 and answer the following questions (to be turned in):
1. What is the feudal system? Discuss in detail the levels within this system.
2. What was the purpose of chivalry and courtly love? What effects did these cultural elements have on the view of women and literature?

Sophomores
Read Shoeless Joe up to page 206. You will have a reading quiz on Monday. Also, complete five entries in your theme worksheet for Monday. This was originally due today, so make sure you have it done on Monday. No excuses this time around.

Sept. 25, 2006: Homework

Seniors
Study for your test. Please call me if you have any questions. Remember, this test is weighted 40%.

Sophomores
Study for your vocab quiz (over lists 3 and 4) for tomorrow. Also, you need to bring your theme worksheets with five entries completed for tomorrow (this will be graded for completion). If you missed class today, you missed a reading quiz over pp. 71-153 in Shoeless Joe. You'll need to make that up.

Sept. 24, 2008: Homework

Seniors
If you missed today, make sure you pick up a vocabulary list 4 worksheet when you get back. We've moved the Anglo-Saxon unit test date to this Friday, so please continue to study.

Sophomores
We wrote an in-class SEXI paragraph today. If you missed class, please be sure to respond to the following prompt in a basic 5-6 sentence SEXI paragraph: Is Ray a hero? This needs to be turned in ASAP if you were absent. Also, be sure to pick up a worksheet on colons and semicolons. Other than that, please continue to study for you super vocab quiz on Friday.

Sept. 23, 2008: Homework

Seniors
You should be busy studying for the test on Thursday (Sept. 25). We will work together tomorrow on filling in any blanks and answering any hanging questions. If you missed today, be sure to pick up a study guide tomorrow. Look below at the previous entry for now.

Sophomores
You have plenty to work on: read to pg. 153 in Shoeless Joe by this Thursday and make five entries in your theme worksheet by this Friday. If you missed today, be sure to collect a theme worksheet and a unit four vocabulary worksheet (remember, that double unit vocabulary quiz is this Friday). If any of you have questions about the themes, guiding questions, and/or expectations for the theme worksheet, please talk to me ASAP.

Sept. 12, 2008: Study Guide for Anglo-Saxon Test

English IV

Take a look at the following questions and topics.  This basically represents all the material we have covered up to this point in the quarter.  Answer these questions and come prepared to discuss with your peers on Monday.  Unless the school is destroyed and there is no school on Monday, we will be testing on Tuesday, so prepare accordingly.  Enjoy!

1. Identify the three major periods of development of the English language.

2. From what major branch of the Indo-European language tree does English descend?

3. Identify the five major languages that produced English as we know it.  How was the developing English language exposed to these language influences?

4. Identify one important event in history (there are several you could choose from) that assisted in the development of the English language.  Explain how.

5. Define the following Anglo-Saxon cultural terms: a. kinship, b. lordship, c. scop, d. pagan, and e. mead (or great) hall.

6. Discuss the importance of the scop in Anglo-Saxon culture.  Why did a warrior culture value poets and songwriters?

7. What was the importance of material wealth in Anglo-Saxon culture?

8. Identify the five major characteristics of Old English Poetry as discussed in class?

9. Describe in detail each of Beowulf's battles.  Be sure to include location, Beowulf's method of attack, related characters, surprising and/or important events during the battle, and Beowulf's ke to victory.  What is the cause of each of these battles?

Beowulf vs. Grendel

Beowulf vs. Grendel's mother

Beowulf vs. the Dragon

10. Identify the following important characters.  What is their role in the poem?

Hrothgar

Beowulf

Wiglaf

11. Who or what is Grendel?  To whom is he related?  Why does Grendel attack Herot?

12. What is an epic poem?  What qualities must an epic poem feather?  What characteristics must an epic hero possess?

13. Consider Beowulf as an epic hero.  What are his motivations?  Consider Grendel as a villain.  How is he the antithesis of everything Beowulf stand for (the values of Anglo-Saxon culture and the characteristics of the epic hero)?

14. Where do we see pagan elements in Beowulf?  Christian elements?  How do you know that the narrator of this piece is most likely Christian?

15. Does Beowulf accurately portray the Anglo-Saxon people?  What elements of Anglo-Saxon culture appear in Beowulf?

16. Discuss the characteristics of an elegy.

17. How does "The Seafarer" qualify as an elegy?

18. What is the seafarer mourning?  How do you know?

19.  Why does the seafarer return to the sea and leave the land?  Is this difficult for him?  Why or why not?

20. What does the seafarer value?  What are his beliefs?  How do you know?

21. How are Beowulf and the seafarer (the characters) similar?  Different?

Level English IV Final Review

Please review the following:

You need to review your notes from all of this semester's college lectures: the Restoration, the Romantics, the Victorian Period, and the Modern Period.  That's four sets of notes.  I still have your Modern Period notes, but I'll hand those over to you tomorrow.  On Tuesday, I'll have some old lecture quizzes out for you to take a look at.

As far as the literature goes...

-Review "A Modest Proposal," and the satirical and rhetorical techniques of Jonathan Swift: exaggeration, understatement, irony, sarcasm, ethos, logos, and pathos.

-Briefly review Samuel Johnson's dictionary and decide whether it is objective or subjective; this distinction was the extent of our discussion of this piece.

-Review William Blake's "The Tyger" and "The Lamb."  Contrast the speakers, themes, tones, and moods of these pieces; while you're at it, review Blake's three states of the human soul: innocence, experience, and organized innocence.  Review apostrophe.  What is it?

-Review "Tintern Abbey" and pinpoint the functions of nature discussed by Wordsworth in this piece.  If you were taking notes during our discussion of this poem, simply review those notes.

-Review the plot of "Rime of the Ancient Mariner" and consider the moral of this tale.  Also, consider the possible symbols of the albatross throughout the poem.  Trace the repentance/learning experience of the mariner throughout the piece, identifying important points in this process.

-Review "Kubla Khan" and the symbolism attached to the physical elements mentioned in the piece.  Remember the drawing?  What does the river symbolize?  The geyser? That moment when the water from the river is spewed up through the caverns to grounds above.  What did I say this poem is all about?  The answer is not opium.

-What are the themes of "Ozymandias" and "La Belle Dame sans Merci"?  Review these two poems.  What is a Byronic hero, and how does Byron's Manfred details the characteristics of this archetype?

-Review the plot of Frankenstein and the themes we singled out along the way.  How are those themes best developed in the novel?  Which characters and events best develop those themes?

-Review the symbols (and their meanings) from "Lady of Shallot."  What's the significance of the mirror, Lancelot, Camelot, the island, etc.  Again, your notes from class discussions hold all of these answers.

-Who is the speaker of "Ulysses" and what's his conflict?  What's the speaker's inner conflict in "In Memoriam"?  How and why does the speaker's views of nature change over the course of the poem?  What does the speaker of "Crossing the Bar" think of death?  How do you know?  How do both "Dover Beach" and "Channel Firing" deal with the industrial revolution as well as war? What does the sea symbolize in "Dover Beach," and why are people so darn unhappy according to Arnold?  What's Arnold's advice to his readers?

-Review your notes for Brave New World?  You'll have to know some quotes again.

Judging by the state of my throat today, I don't think I'll be doing much talking tomorrow.  I'll most likely sit at my desk and allow you to review for the exam on your own.  If you have any questions, I'll be more than happy to answer them one on one in whispers.  I recommend you review all that I've covered here, but don't forget to go over your lecture notes.  Those historical facts and details can be challenging.

Synthesis Essay Prompt #2

"I think the great poet, who is going to come, is going to be the poet who can see in a single grass blade--a single surviving grass blade--heaven and earth, or the lost paradise....So the poet who is going to be the great poet of the future is going to be that poet who can tell us what the last grass blade, popping up through the cement means--really."

I don't know what else I can say about this quote/prompt.  The quote seems to imply that great poets must be Romantic poets, poets who see much more in nature than simply a blade of grass, for example.  One could discuss the views of Romantic poets expressed in their poetry and "prove" their importance within the context of our "advanced," industrial world.  This quote also expresses a bit of doom.  The suggestion that at one point in the future there will be only one grass blade is a bit of a social sci-fi type prediction.  From this perspective, a discussion of Brave New World might be useful.  How is Brave New World society a one-grass-blade-world, and how might a Romantic poet be of use to the people of Brave New World (from our perspective, not theirs)?  Or considering where our world is heading (not to sound too glum), how might the Romantic perspective assist us in avoiding the future of Brave New World?  Food for thought.

Brave New World Test Review

Well done to those of you who are reading these words.  I hope the following helps.

Don't forget to review BNW-specific concepts such as Neo-Pavlovian conditioning, Bokanovsky's Process, hypnopaedia, freemartins, feelies, and Malthusian Drills.  Neo-Pavlovian conditioning is simply the process by which children are conditioned to associate completely unrelated stimuli; for example, look at the very beginning of Chapter 2 (pp. 19-22) and the conditioning of the babies to associate flowers and books with pain, hence yielding the same response (fear) to both. Bokanovsky's process is a technique by which BNW geneticists produce up to 96 identical twins from one human egg.  Feel free to review the rest on your own; all are pretty straight forward.  Just remember that any term with the word "Malthusian" in it refers to birth control.

I think it's important to remember that while BNW society seems odd and horribly controlling to us, the majority of BNW citizens are happy (even though this is that mediocre, level line happiness we discussed in class last Friday).  In fact, the World Controllers go out of their way to ensure the happiness of these citizens through proper conditioning, hypnopaedia, and predestination.  Remember the words of the Director of Hatcheries and Conditioning: "And that, that is the secret of happiness and virtue--liking what you've got to do."  But also consider his words concerning the thoughts of the BNW citizens and the suggestions of the World State (end of Chapter 2).

You should review the entire Solidarity Service scene in Chapter 5, Part 2.  Review the notes from class on the Solidarity Service and soma as religion.  We discussed the BNW meaning of "atonement" during the same lecture.

Consider Bernard's reasons for bringing Linda and John back to BNW London.  Who is he trying to discredit through this scheme and why?  Who is John's father, Linda's ex-lover?  Linda lovingly calls him "Tomakin."  Also, consider Bernard's behavior and actions after he brings John and Linda back to BNW London (Chapter 11; pp. 156-57).

Consider John's true beef with BNW society.  Sure he thinks this society is immoral, but mainly he's disgusted with the easiness of the BNW lifestyle (Consider what we talked about last Friday; what did I say the World Controllers had to offer at that negotiation table?):

"Yes, that's just like you.  Getting rid of everything unpleasant instead of learning to put up with it.  Whether 'tis better in the mind to suffer the slings and arrows of outrageous fortune, or to take arms against a sea of troubles and by opposing end them...But you don't do either.  Neither suffer nor oppose.  You just abolish the slings and arrows.  It's too easy."

John would rather claim "the right to be unhappy" while the citizens of BNW London would rather "prefer to do things comfortably."

I have no respect for Mustapha Mond, mainly because he denies John the opportunity to exile himself to an island with Bernard or Helmholtz.  I am suspicious of his professed motive, wanting "to go on with the experiment."  It seems to me the experiment has run its course to completion when John cleanses himself of the poisoned civilization through self-induced vomiting.  I don't think the results of this experiment could be any more clear.  I think Mond wants to keep John around as a novelty, something (not really someone) at which to stare and point.

Review the Cyprus experiment discussed near the middle of Chapter 16 and Mond's discussion with John about an Alpha-dominated population.  Why wouldn't it work?  Do we all want to be Alphas?  Can everyone be an Alpha?

Review the scene in Chapter 3 that exhibits Fanny as the model citizen and Lenina as doubtful. This scene is important when it comes to characterization.  We spent time on this one in class, so it shouldn't be new to you.  Also of importance: Bernard and Lenina's date in Chapter 6, Part 1.

Lastly, review the ritual scene from Chapter 7 (towards the end, pp. 116-17).  I mentioned last week that I thought Huxley was trying to satirize conventional religion and the "spiritual high." The Solidarity Service is all music, drugs, sex, and lights.  Remember?  Who wouldn't feel something exposed to such stimulants?  Take a look at the ritual scene.  How are the Solidarity Service and this primitive ritual similar?  Is the ritual just a less hi-tech sound and light show?  I don't think Huxley is pleased with either of these takes on religion.  He seems to want something else out of religion.  I don't think Huxley approves of John's blind faith (expressed in his desire to sacrifice himself to please Pookong and Jesus) either.  Huxley wants a more mild religion, or perhaps he's just wary of the power and influence religion can have over society; he sees religion as just one more tool of the would-be World Controllers of our world and time.

Now, let me address the synthesis essay:

Prompt 1)  Prove to me that technology can be used for both good and bad.  Think about how technology relates to ambition and the conflict between gov. and the individual.

Prompt 2) Discuss the Romantics and their views of nature.  What is the importance of nature? How does it serve society and the poet?  Do poets really need to be able to see so much in nature to be great poets?

Prompt 3) Prove to me that all literature doesn't just entertain but teaches as well.  Discuss various pieces and the morals they teach.

Be as specific as possible.  Try to use three works to answer all three of these prompts.  You must use a note card.  Making a note card is work, but it can only help you. 

Victorian Poetry Test Review

Level English IV
Hey you guys! Get a load of these helpful study questions. Please review your notes, review the poems, and take a gander at these questions.

"La Belle Dame sans Merci" - pg. 751/753: 4
"The Lady of Shalott" - pg. 808-812/pg. 813: 2, 4, 5
"In Memoriam" - pg. 815-820/pg. 820: 1 & 5
"Ulysses" - pg. 822-23/pg. 823: 2 & 7
"Crossing the Bar" - pg. 824/pg. 825: 2 & 3
"My Last Duchess" - pg. 830-831/pg. 831: 1 & 2
"Dover Beach" - pg. 848/pg. 850: 3, 4, 6, 7

Study! Study! Study!

Mar. 28, 2008: Homework

Level English IV
Don't forget to complete your fishbowl questions for Monday (Mar. 31, 2008); those of you who were not in class today, refer to the assignment and questions below. Choose to complete either the odd or even questions. We will conduct our fishbowl discussion on Tuesday (April 1, 2008). Remember to type these questions out in complete sentences with textual references (page numbers) to facilitate your discussion.

fishbowl discussion
Come to class on Monday (03/31/08) ready to participate in a fishbowl discussion. Your duty is to prepare answers to the following questions. When I say prepare, I mean actually type out your answers complete with references to the text so you can intelligently discuss these questions as a group next week. I will check your answers for completion before you begin the class discussion. Only those who have completed this first half of the assignment will be allowed to participate and receive credit for the second half of the assignment (the discussion).

1) What role does nature play in this novel for Frankenstein? For the creature? For Robert Walton? Be very specific here. What romantic perspectives of nature are evidenced in the novel? How does this relate to the theme of the noble savage?

2) How does the concept of revenge play a part in this novel? Is revenge ever justified? What’s the difference between revenge and justice? Is murder ever justified? Does the creature seek justice or revenge? What about Frankenstein? Who do you think is justified in their desire for justice (or revenge)?

3) What question(s) does Frankenstein ask when he attempts to create a second creature that he should have asked the first time? What does this say about Frankenstein? How does this relate to the thematic concept of Promethean ambition? Has Frankenstein really changed by the end of the novel? What about Walton? Has Frankenstein successfully steered Walton clear of disaster?

4) Which force is more powerful, nature or nurture? What power does society have to change (or corrupt) an individual? How does this relate to the theme of the noble savage?

Use the entire novel to answer these questions!!!!!!!

Practical Writing
Your rough draft is due Tuesday (April 1, 2008) at the end of class. We will give you time in class both next Monday and Tuesday to work on this draft. If you still have not completed an outline, conducted an interview, or produced your note cards, this weekend would be the time to do it.

Spring Break: Homework

Level English IV
All students, regardless of where you are or what you're doing, you must read Frankenstein chapters 7-15 and complete the theme worksheet for Monday, Mar. 24 (if you weren't in class on Friday, then refer to the form below for the theme worksheet). We most likely will have a quiz over chapters 7-15 on Monday.

spring break homework
Over Spring Break please read Frankenstein chapters 7–15 and complete the following assignment. All of the following themes are present in Frankenstein:

1. Promethean ambition/the dangers of unrelenting pursuit of knowledge
2. the destructive power of revenge
3. observance of and/or disregard for traditional familial relationships and structures
4. society’s rejection of the “other” and its consequences
5. Victor and his monster as Byronic heroes
6. the “noble savage,” the corruptive power of society and civilization, and the roles of nature
and nurture in human development

Choose one of these themes. Over the break you will trace the development of your theme through chapters 1–15. As you trace your theme, take note of two instances in particular that you feel contribute most to the development of this theme. Below, provide a quote from each instance and commentary to accompany these quotes; please discuss how these quotes relate to the theme and reveal Mary Shelley’s conclusion regarding the theme.

theme: ______________________________________________________

quote 1: ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
commentary:
________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
quote 2:
________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
commentary:
________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Practical Writing

Remember, your interview is due the Tuesday (Mar. 25) after you get back from Spring Break. Be prepared to turn in a list of the questions you asked your interviewee as well as the answers provided by the interviewee, of course. Stay alive over Spring Break!

March 5, 2008: Announcement

Practical Writing

For those of you who will not be with us Thursday (March 6) morning in the 1322 computer lab, please be sure to complete some research on your own before Friday (March 7).  Remember, Choices Planner and www.bls.gov are both excellent websites to get you started.  Ms. Tutt and I expect you to complete at least one source card and four note cards by the end of class on Thursday.  For those of you who will be absent, we'll expect to see those cards on Friday.

Feb. 29, 2008: Homework

English IV
All students must finish reading "Rime of the Ancient Mariner" for Monday.

Feb. 27/28, 2008: Homework

Level English IV
For Friday, read "Rime of the Ancient Mariner," pp. 684 to 692.

Feb. 12, 2008: Homework

Level English IV
Please study for you test on block-days of this week (Feb. 13/14, 2008). Also, your outlines are due this Friday (Feb. 15, 2008).

Practical Writing
Don't forget to meet us in the computer labs:
Weds. 1st period: 1114
Thurs. 2nd period: 1322

Feb. 8, 2008: Homework

English IV
Your annotated bibliographies are due on Monday (Feb. 11, 2008). Please review the supplied directions and the MLA formatting standards before you turn in your work. I am going to be picky about particulars.

Practical Writing
Your cover letter is due at the beginning of class on Monday (Feb. 11, 2008).

Feb. 6/7, 2008: Homework

Level English IV
We will meet in the library computer lab on Friday (Feb. 8, 2008). Come prepared to do some serious research and learn from your KHS librarians. Also, bring a typed final thesis to turn in on Friday.

February 5, 2008: Homework

Level English IV
Study for your novel quiz (to be administered on block day this week) and bring your book. Also bring a working thesis to class on block day.

Feb. 4, 2008: Homework

Level English IV
Attention, students! You must read William Blake's "The Lamb" on pg. 650 and complete questions 3,6, and 7, on pg. 651 for tomorrow.

Jan. 28, 2008

Level English IV
Study for your test over the Restoration Period to be administered on Tuesday (Jan. 29, 2008). Be sure to review all "A Modest Proposal" worksheets, your Restoration lecture notes, your notes over persuasive strategies and satirical tools, your notes over "An Essay on Man" (know antithesis), and the background information on Johnson's A Dictionary of the English Language.

Practical Writing
Your final resume is due tomorrow at the beginning of class.

Jan. 25, 2008: Homework

Level English IV
Read pp. 520 and 524 in your textbook ("An Essay on Man" excerpt).

Practical Writing
Prepare a rough draft of a resume to work with in the computer labs this coming Monday (Jan. 28, 2008).

Jan. 22, 2007: Homework

English IV
Remember to read "A Modest Proposal" and complete your worksheet for tomorrow.

Best,
Mr. Mulholland

Jan. 18, 2007: Homework

Level English IV
You must complete your poetry assignment and read pp. 486; 502-508 ("A Modest Proposal") for class this Tuesday (Jan. 22).

W/Th Block Day: Homework

Level English IV
You have a quiz over what we have covered thus far in our class lectures and discussions scheduled for this Friday (Jan. 18). Study your notes and the poems we have discussed in class. Also, your poem (see the rubric I handed out) is due next Tuesday (Jan. 22).

Practical Writing
Your final draft for your personal narrative/reflective essay is due on Friday (Jan. 18).

Jan. 15, 2008: Homework

Level English IV
Tonight you should read "The Passionate Shepherd to His Love" (on pg. 233) and "The Nymph's Reply to the Shepherd" (on pg. 235) and answer questions 1, 3, and 4 on pg. 236. Also, read the three Shakespeare sonnets I handed out in class today.

Practical Writing
You absolutely need to bring your rough draft and peer workshop sheet to computer lab 1322 on your given block day. Your final drafts are due on Friday.

Jan. 14, 2008: Homework

Practical Writing
Your rough draft, without a doubt, is due tomorrow (Jan. 15). We will be work-shopping your rough drafts tomorrow.

Jan. 11, 2008: Homework

Level English IV
You are to read pp. 217; 221-222 in your textbook; please enjoy the "Faerie Queene." Also, remember to bring your chosen books to class on Monday.

Practical Writing
Remember to work on your rough drafts for a peer workshop session on Monday.

Book Synopses

1984
Winston Smith is a member of the Outer Party. He works in the Records Department in the Ministry of Truth, rewriting and distorting history. To escape Big Brother’s tyranny, at least inside his own mind, Winston begins a diary—an act punishable by death. Winston is determined to remain human under inhuman circumstances. Yet telescreens are placed everywhere—in his home, in his cubicle at work, in the cafeteria where he eats, even in the bathroom stalls. His every move is watched. No place is safe.

synopsis from Cliffsnotes


Candide
Candide begins in the German town of Westphalia, where Candide, a young man, lives in the castle of Baron of Thunder-ten-tronckh. A noted philosopher, Doctor Pangloss, tutors the baron on philosophical optimism, the idea that “all is for the best . . . in this best of all worlds.” Candide, a simple man, first accepts this philosophy, but as he experiences the horrors of war, poverty, the maliciousness of man, and the hypocrisy of the church, he begins to doubt the voracity of Pangloss’s theory. Thus, philosophical optimism is the focus of Votaire’s satire; anti-war and anti-church refrains also run throughout the novel.

synopsis from Enotes

Slaughterhouse Five
In Slaughterhouse...Vonnegut finally delivers a complete treatise on the World War II bombing of Dresden. The main character, Billy Pilgrim, is a very young infantry scout who is captured in the Battle of the Bulge and quartered in a Dresden slaughterhouse where he and other prisoners are employed in the production of a vitamin supplement for pregnant women. During the February 13, 1945, firebombing by Allied aircraft, the prisoners take shelter in an underground meat locker. When they emerge, the city has been levelled and they are forced to dig corpses out of the rubble. The story of Billy Pilgrim is the story of Kurt Vonnegut who was captured and survived the firestorm in which 135,000 German civilians perished, more than the number of deaths in the bombings of Hiroshima and Nagasaki combined.

synopsis from http://www.vonnegutweb.com/sh5/index.html

Othello
Along with Hamlet, King Lear, and Macbeth, Othello is one of Shakespeare's four great tragedies and thus a pillar of what most critics take to be the apex of Shakespeare's dramatic art. Othello is unique among Shakespeare's great tragedies. Unlike Hamlet, King Lear, and Macbeth, which are set against a backdrop of affairs of state and which reverberate with suggestions of universal human concerns, Othello is set in a private world and focuses on the passions and personal lives of its major figures. Indeed, it has often been described as a "tragedy of character"; Othello's swift descent into jealousy and rage and Iago's dazzling display of villainy have long fascinated students and critics of the play. The relationship between these characters is another unusual feature of Othello. With two such prominent characters so closely associated, determining which is the central figure in the play and which bears the greater responsibility for the tragedy is difficult.

synopsis from Enotes

Homework Recap: Jan. 8, 2008

Level English IV
We went over many, many due dates today; here's a recap.

W/Th Block Day: Restoration Worksheet is due

Friday: Restoration Lecture Notes are due; Book Choices are due; Literary Analysis Paper Parent letter is due; Composition Notebook is due (a.k.a. bring your notebook and leave it in class for a daily grade); Restoration Lecture Quiz will be delivered

Monday: Bring your purchased or checked out book of choice to class

Welcome Back: January 8, 2008

Level English IV
You will be composing a Literary Criticism Paper this first six (seven really) weeks; in order to do so, you must first choose a book to read, study, and analyze. The following books (and one play) are your options for this paper:

1984 by George Orwell
Othello by William Shakespeare
Slaughterhouse Five by Kurt Vonnegut
Candide by Voltaire

You must choose your book by this Friday (January 11) and have it purchased by Monday (January 14).