Prompt:
Write your own version of an imagined or invented journal entry that has been discovered in a bottle.
Santa Cruz won a grant to put on an Edgar Allan Poe party. Part of that party is a contest. The inspiration for the contest: In 1833 Poe won $50 for his short story that won a contest held by The Baltimore Saturday Visitor.
To-Do List (for those who wish to join the fray...how to saa-ave a grade; winning, placing, or getting honorable mention in any contest brings extra credit) (:
1. Read Poe's winning story: "MS. Found in a Bottle." After you read it, if you are confused, read the basic overview at wikipedia.
2. Write your imaginative journal entry. Give it a title; don't use Poe's title.
3. Fill out the entry form. You'll find it here: http://santacruzreads.org/competitions
4. Print out your story, but do not put your name or any identifying information on your story except your title.
5. Mail it in (postal not email).
6. Relax.
Deadline:
October 21, 2011
4:00 pm
Good luck!
Block Day, Part I, Week 7: MLA Format and Citations
* Vocabulary Unit 1 Quiz
* MLA Formatting - this is the last day that we can work together to make sure you have the tools necessary to format your THE appropriately. While formatting might seem almost more important to your teachers than your essay's content, rest assured that it is only penultimate. A proper MLA formatting job will allow your readers to take your essay seriously. Since sloppy or careless formatting often betrays sloppy thinking and writing, please take note of the following:
* MLA Formatting - this is the last day that we can work together to make sure you have the tools necessary to format your THE appropriately. While formatting might seem almost more important to your teachers than your essay's content, rest assured that it is only penultimate. A proper MLA formatting job will allow your readers to take your essay seriously. Since sloppy or careless formatting often betrays sloppy thinking and writing, please take note of the following:
Block Day, Part II: Works Cited
Works Cited - Below we have example entries for your works cited. If you copy and paste them, you will likely have to edit the spacing to make it look right on your actual Works Cited. If, say, you used a different Bible edition (or it has a different year of publication) just adjust the entry accordingly. The information is generally per Pudue's OWL site, which is an excellent free source for your grammar needs. We recommend bookmarking the OWL site (or making it an app). Another way to make your entry is by using the Works Cited Page (generator). This may be very helpful for future research papers in other classes.
Wednesday, 9/27: Peer Edit; Works Cited
* Peer edit the typed, MLA rough draft
* How is your works cited? Does it look like your Bedford examples?
-6a MLA section has an essay overview (pp. 122-123)
-58b MLA Example essay has a format overview (pg. 659 ff.)
* Your vocabulary quiz will be 10 words selected by your teacher (you must know all 20). You need to able to define and compose sentences for each word. Some weeks, we will write stories with our words, but his week's quiz will only have sentences and definitions.
HW: Study for vocab. quiz unit 1; Work on your FD (due Monday)
* How is your works cited? Does it look like your Bedford examples?
-6a MLA section has an essay overview (pp. 122-123)
-58b MLA Example essay has a format overview (pg. 659 ff.)
* Your vocabulary quiz will be 10 words selected by your teacher (you must know all 20). You need to able to define and compose sentences for each word. Some weeks, we will write stories with our words, but his week's quiz will only have sentences and definitions.
- Here's an example of a "gets no credit" sentence: "The boy gaped." (This sentence does not highlight the word's meaning.)
- Here an over the top example of a "gets full credit" sentence: "The boy gaped in disbelief when he saw the official Red Ryder carbine action range model air rifle leaning against the Christmas tree." (This sentence leaves no room to doubt the word's meaning.)
HW: Study for vocab. quiz unit 1; Work on your FD (due Monday)
Tuesday, 9/27: How to Quote in MLA
* Citing the Bible: As you would a book with a few changes.
1. Use the title of the book rather than the author (II Samuel 12:10-12).
2. Some MLA guidebooks replace the colon with a period; either is fine (II Samuel 12:10-12 or II Samuel 12.10-12). If the context is clear, you don't name the book or author (12:10-12 or 12.10-12).
* Citing Antigone
1. Remember that there is a play Antigone (italicized) written by Sophocles featuring a woman named Antigone (not italicized).
2. Usually, you'd have act, scene, and line numbers, but Antigone only has page or line numbers, so it will be like this (7-9). Or like this (Sophocles 346). Shakespeare would be like this (Shakespeare III. ii. 34-40).
* Citation examples you already have in Bedford:
-6a MLA section has an essay overview (pp. 122-123)
-58b MLA Example essay has a format overview (pg. 659 ff.)
* More Examples: How do we quote in MLA?
For better quality, go to the link above and scroll down to handout 07. For quick reference, you can see these below.
This shows the basics:
This gives some more ways to introduce a quotation:
This treats elipses. I would add that we should avoid the elipsis at the beginning or end of a quotation when we can.
* Work on a RD typed
HW: Work on your RD (All students: bring one more printed out copy, complete with MLA formatted heading and quotes for peer editing Wednesday).
1. Use the title of the book rather than the author (II Samuel 12:10-12).
2. Some MLA guidebooks replace the colon with a period; either is fine (II Samuel 12:10-12 or II Samuel 12.10-12). If the context is clear, you don't name the book or author (12:10-12 or 12.10-12).
* Citing Antigone
1. Remember that there is a play Antigone (italicized) written by Sophocles featuring a woman named Antigone (not italicized).
2. Usually, you'd have act, scene, and line numbers, but Antigone only has page or line numbers, so it will be like this (7-9). Or like this (Sophocles 346). Shakespeare would be like this (Shakespeare III. ii. 34-40).
* Citation examples you already have in Bedford:
-6a MLA section has an essay overview (pp. 122-123)
-58b MLA Example essay has a format overview (pg. 659 ff.)
* More Examples: How do we quote in MLA?
For better quality, go to the link above and scroll down to handout 07. For quick reference, you can see these below.
This shows the basics:
This gives some more ways to introduce a quotation:
This treats elipses. I would add that we should avoid the elipsis at the beginning or end of a quotation when we can.
* Work on a RD typed
HW: Work on your RD (All students: bring one more printed out copy, complete with MLA formatted heading and quotes for peer editing Wednesday).
The County Fair Poetry Contest
Schwager #1: Perle reading her poem (she won third place in the poetry contest)
Schwager #2: Lucan took second place
Schwager #2: Lucan took second place
Monday, 9/26: Transitions and Conclusions
* RD Peer Edit
Good support?
Transitions from paragraphs to paragraph?
How is the grammar?
* Review Vocab. pronunciation
Unit 1
HW: Work on your essay
Good support?
Transitions from paragraphs to paragraph?
How is the grammar?
* Review Vocab. pronunciation
Unit 1
1. adulterate (v.) - to corrupt, make worse by the addition of something of lesser value
2. ambidextrous (adj.) - able to use both hands equally well; very skillful; deceitful, hypocritical
3. augment (v.) - to make larger, increase
4. bereft (adj., part.) - deprived of; made unhappy through a loss
5. deploy (v.) - to position or arrange; to utilize; to form up
6. dour (adj.) – stern, unyielding, gloomy, ill-humored
7. fortitude (n.) – courage in facing difficulties
8. gape (v.) – to stare with open the mouth wide; to open wide
9. gibe (v.) – to utter taunting words; (n.) an expression of scorn
10. guise (n.) an external appearance, cover, mask
11. insidious (adj.) – intended to deceive or entrap; sly, treacherous
12. intimation (n.) – a hint, indirect suggestion
13. opulent (adj.) – wealthy, luxurious; ample; grandiose
14. pliable (adj.) – easily bent, flexible, easily influenced
15. reiterate (v.) – to say again, repeat
16. stolid (adj.) – not easily moved mentally or emotionally; dull, unresponsive
17. tentative (adj.) – experimental in nature; uncertain, hesitant
18. unkempt (adj.) – not combed; untidy; not properly maintained; unpolished, rude
19. verbatim (adj., adv.) – word for word; exactly as written or spoken
20.warily (adv.) –cautiously; with great care
HW: Work on your essay
 |
| Giulio Carpioni's Liriope Bringing Narcissus before Tiresias (1660's) |
How to Be the Best Football Player in the County
Take AP English Literature. Taylor and Eric and Jordan, AP Lit. students
Block Day, Week 6: Writing
* Work on your CWP while I look over your body paragraph
* Peer edit
Topic sentence?
Quoted support (short and plentiful?)
Commentary ties back to thesis
* Work on your complete RD, handwritten.
HW: Handwritten RD (Reno's classes should have either handwritten or printed out hard copy)
 |
| Young Samuel by Sir Joshua Reynolds, 1776 (A good year for praying prophets) |
* Peer edit
Topic sentence?
Quoted support (short and plentiful?)
Commentary ties back to thesis
* Work on your complete RD, handwritten.
HW: Handwritten RD (Reno's classes should have either handwritten or printed out hard copy)
Wednesday, 9/21: Body
* Check Introductions
* Peer Edit
* Does it get your attention? Help your friend.
* Review
*Body Paragraph #1
* Topic Sentence
* Support: quotations. Quotations should be like the drive-thru at In-N-Out at 10 am: Fast! They should be as short and pertinent as possible. Also, the ellipses (...) should be utilized in the middle of a quotation to get to the point faster (they can also be overused for dramatic effect). They should not be used to introduce or end a quotation...the reader knows something came before and after your quote, that's why it's called a quote and not a book.
* Commentary: So what does this proof prove? Tie it to the thesis; put a bow on top.
HW:
* Peer Edit
* Does it get your attention? Help your friend.
From Bedford: Ideally, the sentences leading to the thesis should hook the reader, perhaps with one of the following:
- a startling statistic or an unusual fact
- a vivid example
- a description
- a paradoxical statement
- a quotation or a bit of dialogue
- a question (be careful; this one often does not work so well)
- an analogy
- an anecdote
* Review
*Body Paragraph #1
* Topic Sentence
* Support: quotations. Quotations should be like the drive-thru at In-N-Out at 10 am: Fast! They should be as short and pertinent as possible. Also, the ellipses (...) should be utilized in the middle of a quotation to get to the point faster (they can also be overused for dramatic effect). They should not be used to introduce or end a quotation...the reader knows something came before and after your quote, that's why it's called a quote and not a book.
* Commentary: So what does this proof prove? Tie it to the thesis; put a bow on top.
HW:
- Vocabulary Unit 1 (Voc U1)
- Body Paragraph #1 (Reno's class, bring a hard copy, printed out, on paper, made from trees)
Thesis Statement Overview
Best
"David and Creon are both kings whose pride leads to innocent death and prophetic curses; however, their responses lead to different outcomes." Clean, crisp, concise, precise.
"The character of David of Israel and Creon of Athens demonstrate comparison and contradiction in their monarchies, transgression(s), prophetic exchange and response, the fundamental truth concerning the nature of their deities, and the consequences of their decisions." Brain trust boy.
"The drama of Antigone and the book of Samuel are related in numerous ways. The Kings Creon and David were both blinded by their pride; however, their beliefs completely changed their life's" (as long as you learn how to spell lives).
Technically, a thesis can be more than one sentence in length, but for most of our assignments, you should be able to pack it into one. Sometimes, you just want to draw it out:
"If you read the stories of both Antigone and David you will see many similarities between the characters of each story, as well as many differences. The kings, Creon and David, both sin and both deny the fact they did. However Creon and David are both punished differently because of the actions each of them took." Needs a comma after David and However.
Too General
In a vague, kind of general, noncommittal, could-go-either-way kind of way, you know? If you don't know, that's ok, but if you do, that's ok, too.
"Though Creon and David have many similarites, they have very different outcomes of their realization." The realizations need more definition.
"In the story of Antigone and the story od David, the kings, Creon and David make mistakes and have similar and different punishment."
"According to the two stories creon and David are different but they are also similar in certain ways." Rather like my face and the face of the moon.
"King David from the bible times, and king Creon from greek mythology have a lot of things alike but also differ in there own ways" (note to student: Bible times begin in Genesis and extend...oh, well, for a little while until the end of the universe as we know it).
Too Specific
"In the stories of David and Creon, murder is a cover-up for their sin but the stories differ in that David wanted to sleep with Bathsheba and felt remorse for his actions, while Creon killed his niece and son but only felt guilty when the gods punished him." It's great until sin, then it falls, hehehe. The rest is plot summary. Don't smoke plot.
Too Easy or Basic or Limited
"King david and king creon have a lot of things in common, but the main one is how their conflict starts" (hey, where's the capital respect?).
"During the reigns of both Creon and David, they displayed effective leadership. However, granted with their authorities they performed various deeds that led to the murder of individuals." Who granted what to whom?
Where Am I? I'm Frightened.
"The characters of David and Creon are agnate and discrepant in many ways..."
"confronted by profits"
"Although Antigone and her sister Ismene disagree about certain things. They will still stand by each others side" Is this surreal art?
"David and Creon are both kings whose pride leads to innocent death and prophetic curses; however, their responses lead to different outcomes." Clean, crisp, concise, precise.
"The character of David of Israel and Creon of Athens demonstrate comparison and contradiction in their monarchies, transgression(s), prophetic exchange and response, the fundamental truth concerning the nature of their deities, and the consequences of their decisions." Brain trust boy.
"The drama of Antigone and the book of Samuel are related in numerous ways. The Kings Creon and David were both blinded by their pride; however, their beliefs completely changed their life's" (as long as you learn how to spell lives).
Technically, a thesis can be more than one sentence in length, but for most of our assignments, you should be able to pack it into one. Sometimes, you just want to draw it out:
"If you read the stories of both Antigone and David you will see many similarities between the characters of each story, as well as many differences. The kings, Creon and David, both sin and both deny the fact they did. However Creon and David are both punished differently because of the actions each of them took." Needs a comma after David and However.
Too General
In a vague, kind of general, noncommittal, could-go-either-way kind of way, you know? If you don't know, that's ok, but if you do, that's ok, too.
"Though Creon and David have many similarites, they have very different outcomes of their realization." The realizations need more definition.
"In the story of Antigone and the story od David, the kings, Creon and David make mistakes and have similar and different punishment."
"According to the two stories creon and David are different but they are also similar in certain ways." Rather like my face and the face of the moon.
"King David from the bible times, and king Creon from greek mythology have a lot of things alike but also differ in there own ways" (note to student: Bible times begin in Genesis and extend...oh, well, for a little while until the end of the universe as we know it).
Too Specific
"In the stories of David and Creon, murder is a cover-up for their sin but the stories differ in that David wanted to sleep with Bathsheba and felt remorse for his actions, while Creon killed his niece and son but only felt guilty when the gods punished him." It's great until sin, then it falls, hehehe. The rest is plot summary. Don't smoke plot.
Too Easy or Basic or Limited
"King david and king creon have a lot of things in common, but the main one is how their conflict starts" (hey, where's the capital respect?).
"During the reigns of both Creon and David, they displayed effective leadership. However, granted with their authorities they performed various deeds that led to the murder of individuals." Who granted what to whom?
Where Am I? I'm Frightened.
"The characters of David and Creon are agnate and discrepant in many ways..."
"confronted by profits"
"Although Antigone and her sister Ismene disagree about certain things. They will still stand by each others side" Is this surreal art?
Tuesday, 9/20: Thesis
* Peer edit your work
* Comment to this post with your thesis
* Introduction (2a, pp. 30-37; also, the 58b Example Essay has a few reminders on pg. 659)
HW: Write your introduction
* Comment to this post with your thesis
* Introduction (2a, pp. 30-37; also, the 58b Example Essay has a few reminders on pg. 659)
HW: Write your introduction
Monday, 9/19: Thesis and Outline
* Review Your Work Together
Four paragraph fandango!
So, we reviewed two essay structures last week. Today, we add some more to suit a wider range of thesis statements.
1. Here's a bread-and-butter approach. Notice that the contrast comes second because that's usually where your stronger argument occurs. The difference in theology is where you best exercise your mind and win witty bonus points. If you are doing the art comparison, however, it will probably be wiser to go from contrast to comparison as they are already clearly different works of art, what counts is how they relate.
2. Say you want to take a clear stand, go one way or the other. That will produce a better argument, and here is the structure for you. The implied comparison means that you will mention and over-rule superficial comparisons along the way (for this structure in the art response, see 5):
3. Because you love to do it all!
4. You like to eat from plastic plates with clear divisions, walls; no peas in the gravy!
5. Recommended for the arthouse projects:
HW: Revise; return with glory to peer edit tomorrow (so nothing new, just rewrite your thesis and topics to suit your chosen structure and maximize awesomeness)
Four paragraph fandango!
So, we reviewed two essay structures last week. Today, we add some more to suit a wider range of thesis statements.
1. Here's a bread-and-butter approach. Notice that the contrast comes second because that's usually where your stronger argument occurs. The difference in theology is where you best exercise your mind and win witty bonus points. If you are doing the art comparison, however, it will probably be wiser to go from contrast to comparison as they are already clearly different works of art, what counts is how they relate.
2. Say you want to take a clear stand, go one way or the other. That will produce a better argument, and here is the structure for you. The implied comparison means that you will mention and over-rule superficial comparisons along the way (for this structure in the art response, see 5):
3. Because you love to do it all!
4. You like to eat from plastic plates with clear divisions, walls; no peas in the gravy!
5. Recommended for the arthouse projects:
HW: Revise; return with glory to peer edit tomorrow (so nothing new, just rewrite your thesis and topics to suit your chosen structure and maximize awesomeness)
Friday, 9/16: Vocabulary, Thesis and the Outline
* Finish PSAT part V
* Vocabulary, finally. You may choose to work from Sadlier-Oxford's Level E or do the work on your own.
A. Vocabulary goes in two week cycles. Day 1: Introduce the 20 words. 1 Week from Day 1: Review assignment. 2 Weeks from Day 1: Take a test or quiz. After the quiz, begin learning your next 20 words.
B. You may either work from the book or create your own list. If you create your own list, you need to:
1. Define the word
2. List the part(s) of speech (and know what those mean and do)
3. Know how to pronounce the word (write difficult words out phonetically)
4. Compose three of your own sentences employing the word correctly (no copying from books or the net).
Unit 1 Vocabulary Words:
1. adulterate
2. ambidextrous
3. augment
4. bereft
5. deploy
6. dour
7. fortitude
8. gape
9. gibe
10. guise
11. insidious
12. intimation
13. opulent
14. pliable
15. reiterate
16. stolid
17. tentative
18. unkempt
19. verbatim
20. warily
Vocabulary Games
* Thesis and outline (review our thoughts; see Bedford where unclear)
HW: Compose a thesis and basic outline of your Antigone essay
* Vocabulary, finally. You may choose to work from Sadlier-Oxford's Level E or do the work on your own.
A. Vocabulary goes in two week cycles. Day 1: Introduce the 20 words. 1 Week from Day 1: Review assignment. 2 Weeks from Day 1: Take a test or quiz. After the quiz, begin learning your next 20 words.
B. You may either work from the book or create your own list. If you create your own list, you need to:
1. Define the word
2. List the part(s) of speech (and know what those mean and do)
3. Know how to pronounce the word (write difficult words out phonetically)
4. Compose three of your own sentences employing the word correctly (no copying from books or the net).
Unit 1 Vocabulary Words:
1. adulterate
2. ambidextrous
3. augment
4. bereft
5. deploy
6. dour
7. fortitude
8. gape
9. gibe
10. guise
11. insidious
12. intimation
13. opulent
14. pliable
15. reiterate
16. stolid
17. tentative
18. unkempt
19. verbatim
20. warily
Vocabulary Games
* Thesis and outline (review our thoughts; see Bedford where unclear)
HW: Compose a thesis and basic outline of your Antigone essay
English II Vocabulary List
Games: http://www.sadlier-oxford.com/vocabulary/games.cfm?sp=student&level=E
Definitions are provided for the first units.
Unit 1
Unit 2
Unit 3
Definitions are provided for the first units.
Unit 1
1. adulterate (v.) - to corrupt, make worse by the addition of something of lesser value
2. ambidextrous (adj.) - able to use both hands equally well; very skillful; deceitful, hypocritical
3. augment (v.) - to make larger, increase
4. bereft (adj., part.) - deprived of; made unhappy through a loss
5. deploy (v.) - to position or arrange; to utilize; to form up
6. dour (adj.) – stern, unyielding, gloomy, ill-humored
7. fortitude (n.) – courage in facing difficulties
8. gape (v.) – to stare with open the mouth wide; to open wide
9. gibe (v.) – to utter taunting words; (n.) an expression of scorn
10. guise (n.) an external appearance, cover, mask
11. insidious (adj.) – intended to deceive or entrap; sly, treacherous
12. intimation (n.) – a hint, indirect suggestion
13. opulent (adj.) – wealthy, luxurious; ample; grandiose
14. pliable (adj.) – easily bent, flexible, easily influenced
15. reiterate (v.) – to say again, repeat
16. stolid (adj.) – not easily moved mentally or emotionally; dull, unresponsive
17. tentative (adj.) – experimental in nature; uncertain, hesitant
18. unkempt (adj.) – not combed; untidy; not properly maintained; unpolished, rude
19. verbatim (adj., adv.) – word for word; exactly as written or spoken
20.warily (adv.) –cautiously; with great care
1. adroit (adj.) – skillful, expert in the use of the hands or mind
2. amicable (adj.) – peaceable, friendly
3. averse (adj.) – having a deep-seated distaste; opposed, unwilling
4. belligerent (adj.) – given to fighting, warlike; combative, aggressive; (n.) one at war, one engaged in war
5. benevolent (adj.) – kindly, charitable
6. cursory (adj.) – hasty, not thorough
7. duplicity (n.) – treachery ,deceitfulness
8. extol (v.) – to praise extravagantly
9. feasible (adj.) – possible, able to be done
10. grimace (n.) – a wry face, facial distortion; (v.) to make a wry face
11. holocaust (n.) – a large-scale destruction, especially by fire; a vast slaughter; a burnt offering
12. impervious (adj.) – not affected or hurt by; admitting of no passage or entrance
13. impetus (n.) – a moving force, impulse, stimulus
14. jeopardy (n.) – danger
15. meticulous (adj.) – extremely careful; particular about details
16. nostalgia (n.) – a longing for something past; homesickness
17. quintessence (n.) – the purest essence or form of something; the most typical example
18. retrogress (v.) – to move backward; to return to an earlier condition
19. scrutinize (v.) – to examine closely
20. tepid (adj.) – lukewarm; unenthusiastic, marked by an absence of interestUnit 3
1. adversary (n.) – an enemy, opponent
2. alienate (v.) – to turn away; to make indifferent or hostile; to transfer, convey
3. artifice (n.) – a skillful or ingenious device; a clever trick; a clever skill; trickery
4. coerce (v.) – to compel, force
5. craven (adj.) – cowardly; (n.) a coward
6. culinary (adj.) – of or related to cooking or the kitchen
7. delete (v.) – to erase, wipe out, cut out
8. demise (n.) – a death, especially of a person in a lofty position
9. exhilarate (v.) – to enliven, cheer, give spirit or liveliness to
10. fallow (adj.) – plowed but not seeded; inactive; reddish-yellow; (n.) – land left unseeded; (v.) to plow but not seed
11. harass (v.) – to disturb, worry; to trouble by repeated attacks
12. inclement (adj.) – stormy, harsh; severe in attitude or action
13. muse (v.) – to think about in a dreamy way, ponder
14. negligible (adj.) – so unimportant that it can be disregarded
15. perpetuate (v.) – to make permanent or long lasting
16. precedent (n.) – an example that may serve as a basis for imitation or later action
17. punitive (adj.) – inflicting or aiming at punishment
18. redress (v.) – to set right, remedy; (n.) relief from wrong or injury
19. sojourn (n.) – a temporary stay; (v.) to stay for a time
20. urbane (adj.) – refined in manner or style, suave
Thursday, 9/15: Writing, PSAT
1. Prompt possibility
A. Prompt: Paying special attention to the sin(s), prophetic confrontation, curse, and aftermath, compare the stories of Creon (from Antigone) and David (from II Samuel 11-12).
Consider the following: How do the prophetic showdowns in each story differ? What about each king’s response to the prophetic accusation? Paying specific attention to the divine retribution in each story, consider the theological differences between the two texts. What is each author teaching as a fundamental truth about the nature of the gods (in Antigone) and God (in II Samuel)?
Remember, to compare is to consider similar and dissimilar elements.
To read about David, see 2 Samuel 11-12:25 and also Psalm 51. Be sure to quote from Antigone and the Bible to support your case.
B. In some cases, J11 was just too good, "Awake, My Soul," abstract art: that's sweet. In honor of your sweetness, you have a prompt you could choose to work from (instead of the first one listed). Optional Prompt: Compare and contrast a work of art (song, painting, sculpture, poem, novel) with a specific passage from Antigone or key idea in Antigone. Do not merely summarize the plots. In an analysis, always assume your reader is familiar with the art being analyzed. Be sure to quote from Antigone and your chosen work of art to support your thesis (if a painting or sculpture, you would need to include a picture copy of the work and use description and interpretation for support).
2. The Thesis (review the notes you have)
3. The Outline
Be sure to have four parts:
1. Thesis
2. Topic Sentence #1
3. Topic Sentence #2
4. Conclusion: Where does this extend to? Given your thesis and support, where does that lead...what do you conclude?
Your thesis and basic outline is due Monday. Start drafting examples to consider.
HW: Thesis and basic outline in notes (begin)
A. Prompt: Paying special attention to the sin(s), prophetic confrontation, curse, and aftermath, compare the stories of Creon (from Antigone) and David (from II Samuel 11-12).
Consider the following: How do the prophetic showdowns in each story differ? What about each king’s response to the prophetic accusation? Paying specific attention to the divine retribution in each story, consider the theological differences between the two texts. What is each author teaching as a fundamental truth about the nature of the gods (in Antigone) and God (in II Samuel)?
Remember, to compare is to consider similar and dissimilar elements.
To read about David, see 2 Samuel 11-12:25 and also Psalm 51. Be sure to quote from Antigone and the Bible to support your case.
B. In some cases, J11 was just too good, "Awake, My Soul," abstract art: that's sweet. In honor of your sweetness, you have a prompt you could choose to work from (instead of the first one listed). Optional Prompt: Compare and contrast a work of art (song, painting, sculpture, poem, novel) with a specific passage from Antigone or key idea in Antigone. Do not merely summarize the plots. In an analysis, always assume your reader is familiar with the art being analyzed. Be sure to quote from Antigone and your chosen work of art to support your thesis (if a painting or sculpture, you would need to include a picture copy of the work and use description and interpretation for support).
2. The Thesis (review the notes you have)
3. The Outline
Be sure to have four parts:
1. Thesis
2. Topic Sentence #1
3. Topic Sentence #2
4. Conclusion: Where does this extend to? Given your thesis and support, where does that lead...what do you conclude?
Your thesis and basic outline is due Monday. Start drafting examples to consider.
HW: Thesis and basic outline in notes (begin)
Go Big; Throw Down
Win a writing contest. If you show me that you're the best writer in a pool of strong writers, you'll be
How to Tame your Dragon: .pdf's and Focus on the iPad
This is a note for those reading things on the iPad.
Antigone Rubric (this is the updated version; I had accidentally put in the old version before)
Take Home Essay Rubric – For quality assurance, teacher enjoyment, grade beautification, and parent-student happiness, please follow these guidelines while writing your essay. |
Tuesday, 9/13: PSAT
* Well, II Samuel certainly does bring up some serious issues. Schwager's classes have not finished considering this. Once we're done, we'll consider the Psalm together as well.
* Some classes have considered MLA and the grammar notes from pp. 1-30, and others have not. Those that have not will.
* Do Section 1 of the PSAT practice test (25 min.).
* If you do not have a paper booklet, please access the scanned sections through focus.
HW: Finish and Correct Test Section 1 (25 min.)
* Some classes have considered MLA and the grammar notes from pp. 1-30, and others have not. Those that have not will.
* Do Section 1 of the PSAT practice test (25 min.).
* If you do not have a paper booklet, please access the scanned sections through focus.
HW: Finish and Correct Test Section 1 (25 min.)
Monday, 9/12: PSAT
1. Review your notes on Antigone and the Bible passages.
2. The PSAT
The PSAT is coming on October 12th. We might as well take a look at it this week, lest you lose your precious booklet without having looked it over.
Note that the ACT (American College Testing) and SAT are different tests. The "A" in ACT is achievement (Do you remember what you've studied? Have you been a faithful student?) . The "A" in the SAT is aptitude (What can you infer from what you already know? How can you use what you already know to answer something you haven't seen before?).
Note that the test will not be used against you in the future in any way.
Note that there are scholarship opportunities for those who score in the top brackets, nationally.
Note that the SAT is a test for juniors, so there will be things you don't know, especially if you're just beginning Geometry.
HW: Show your parents your PSAT and NMSQT booklets. Have a parent sign the cover so I know you've done your job. Reno's classes should look closely at pages 10-16 (blue side) to review the types of questions we will encounter over the next couple of days. Parents should sign the cover also.
2. The PSAT
The PSAT is coming on October 12th. We might as well take a look at it this week, lest you lose your precious booklet without having looked it over.
Note that the ACT (American College Testing) and SAT are different tests. The "A" in ACT is achievement (Do you remember what you've studied? Have you been a faithful student?) . The "A" in the SAT is aptitude (What can you infer from what you already know? How can you use what you already know to answer something you haven't seen before?).
Note that the test will not be used against you in the future in any way.
Note that there are scholarship opportunities for those who score in the top brackets, nationally.
Note that the SAT is a test for juniors, so there will be things you don't know, especially if you're just beginning Geometry.
HW: Show your parents your PSAT and NMSQT booklets. Have a parent sign the cover so I know you've done your job. Reno's classes should look closely at pages 10-16 (blue side) to review the types of questions we will encounter over the next couple of days. Parents should sign the cover also.
Essay Examples from Our August Mythology Assessment
Ok, the assessment has been graded and returned.
Most of it looked promising. The two key issues were:
1. Grammar, obviously
2. Forgetting to apply your mythology stories to something going on today
Notice the prompt:
Prompt: The Greco-Roman story of the creation, destruction, and revival of mankind has many lessons for us today. Using the stories of these gods and people, write an essay that teaches something significant about the gods, human nature, and the world we live in.
Notice "today" and "world we live in." That means you need to relate to the present.
Let's see some examples. Click to enlarge the essay selections.
1. Here's some otherwise good writing that didn't apply it the present day.
2. This was actually a pretty good essay in many places; however, the first sentence falls all over itself. Make sure you open with accuracy and strength.
3. Here's an example of an essay that had a good application to the present day as a conclusion. Good job, Russell!
4. Here's one where the application was woven into the fabric of the paragraph, which is usually the best way to do it.
5. Don't say it again by being redundant by saying the same thing again by being redundant and and then another time being redundant. Otherwise, there were some good thoughts in here.
6. Best of show goes to Evan Rickel. It's not as easy to read, but he incorporates all aspects of the assignment along with good quotations and theologoical insights. He thinks well and writes well.
Most of it looked promising. The two key issues were:
1. Grammar, obviously
2. Forgetting to apply your mythology stories to something going on today
Notice the prompt:
Prompt: The Greco-Roman story of the creation, destruction, and revival of mankind has many lessons for us today. Using the stories of these gods and people, write an essay that teaches something significant about the gods, human nature, and the world we live in.
Notice "today" and "world we live in." That means you need to relate to the present.
Let's see some examples. Click to enlarge the essay selections.
1. Here's some otherwise good writing that didn't apply it the present day.
2. This was actually a pretty good essay in many places; however, the first sentence falls all over itself. Make sure you open with accuracy and strength.
3. Here's an example of an essay that had a good application to the present day as a conclusion. Good job, Russell!
4. Here's one where the application was woven into the fabric of the paragraph, which is usually the best way to do it.
5. Don't say it again by being redundant by saying the same thing again by being redundant and and then another time being redundant. Otherwise, there were some good thoughts in here.
6. Best of show goes to Evan Rickel. It's not as easy to read, but he incorporates all aspects of the assignment along with good quotations and theologoical insights. He thinks well and writes well.
Block Day: Week 4; Antigone, MLA, Writing
1. Review J11: Art-tigone. Schwager's class: Comment to this post naming and briefly explaining your art and Antigone tie.
2. It's Greek to Me...and Thee: Finish the Video.
3. Questions? Remember, as you head into the coming essay, you should choose to use the red literature book (easier to read), or the Storr version of Antigone (free, old-school, Harvard World Classics version). The Storr edition is titled Oedipus Trilogy and may be found in iBooks or Guntenberg for free. Additionally, there is a web-based, footnoted version that is exceptionally readable, translated by Canadian scholar Ian Johnston, available here.
4. Grammar: MLA:
* Many of you have seen this before in previous years. Review Researched Writing: 57, 57a, 58, 58a, 58b (Researched Writing is the penultimate or second-to-last section). The part to pay the closest attention to is 58b. It will tell you to "click here." Do so and look over the sample essay. It is in perfect MLA form. Keep a copy of it handy on your computer so that you can quickly check to see if your heading, margins, citations, and works cited look the same.
* Planning and Paragraphs. The fist section (or roughly 100 pages) of the grammar books treats essay formation. For today, let's look over pages 1-30 focusing on purpose and notes. First, on page 11, note that there are many distinct purposes for essays. A summary (overview) is not at all like an analysis (sharp focus on a particular passage or idea). Be sure you know your purpose as you engage a prompt. Secondly, as you know your purpose, you can take notes as you reread sections for comparison. Let's see what advice Bedford has to offer us in note taking (pages 16-30).
5. Writing: THE: Antigone
A. Prompt: Compare and contrast the kingships—and sin or hubris—of Creon and David. How do the prophetic showdowns in each story differ? What about each king’s response to the prophetic accusation? Paying specific attention to the divine retribution in each story, consider the theological differences between the two texts. What is each author teaching as a fundamental truth about the nature of God/the gods? To read about David, see 2 Samuel 11-12:25 and also Psalm 51. Be sure to quote from Antigone and the Bible to support your case.
Note, you are not writing this essay today or this weekend. We are just reviewing the coming work together. We will be working through the phases of writing more patiently this time to set us on track for better writing over the course of the year. All you need to do is keep up with the smaller classwork and homework goals given daily. We will also be reviewing for the PSAT next week, which will slow us considerably; therefore, no heart attacks are allowed this time through.
B. Read the Bible Passages Together: 2 Samuel 11-12:25, Psalm 51.
HW: In your notes, take down comparison thoughts between Antigone and the Bible passages.
Wednesday, 9/7: Antigone
1. Review J10
2. Watch the video segments of Antigone.
HW: J11: Identify a song, painting, poem, or other work of art that somehow relates to Antigone (the drama or the character). Pop culture is fine for this. Explain the relationship you find (1/2 pg. or more).
2. Watch the video segments of Antigone.
HW: J11: Identify a song, painting, poem, or other work of art that somehow relates to Antigone (the drama or the character). Pop culture is fine for this. Explain the relationship you find (1/2 pg. or more).
Tuesday, 9/6: Antigone Video
1. Notice the Creative Writing link on the right to see some writing from past years. Just take a look around.
2. Watch the video (Antigone parts 1-3).
HW: J10 Antigone's fate is bound up with her desire to honor the dead. How do we honor the dead today? (1/2 page or more).
2. Watch the video (Antigone parts 1-3).
HW: J10 Antigone's fate is bound up with her desire to honor the dead. How do we honor the dead today? (1/2 page or more).
Friday is a Minimum Day
Classes are 70 min. We have no advisory. Here is the schedule:
Second 8:10-9:20 70 minutes
Break 9:20-9:30 10 minutes
Fourth 9:35-10:45 70 minutes
Sixth 10:50-12:00 70 minutes
Block Day: Finish Antigone
1. Finish reading Antigone.
2. Discuss Antigone.
3. Watch Antigone.
HW: None.
2. Discuss Antigone.
3. Watch Antigone.
HW: None.
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