2012-13 Bell Schedule

 

Monday, 8/27: Summer Reading

* P & P

* Collect MLA page

* Review Summer Reading
     Background to Consider this Week:
     - Chesterton on Myth
     - Bulfinch (preface vii. ff; origin of myth pp. 241 ff)

HW: I will be collecting your summer reading tomorrow

Block Day 8/23-24: MLA and Myth

* Pray

* Any questions about plagiarism?

* Course documents

* MLA: 

• Grammar book, Researched Writing, sections 55 and following
• Check out a sample paper
• Maybe your room needs a nerdy poster to offset the serious concerns your seven Justin Bieber enlarged autographed photographs are currently generating
• Video (loaded in a smallish box, but you'll get the idea)

* Review Greek and Roman mythology.  Let's look at Bulfinch's reasons for studying mythology (preface).  Let's consider a few thoughts from the early pages of Bulfinch. 

* Assignment: Please prepare one page of writing in perfect MLA form (this can be from an old assignment if you wish). 

HW: MLA page due Monday; don't forget to keep up with the running vocabulary words...you should have all three defined for Monday

Student Recommendations

Robbie K. (Biola, 2013)
Robbie graduated from Biola University and then went on to teach English in inner-city Los Angeles: "Mr. Schwager....I thought of emailing you because your class had a large impact on me, and when I picture myself as a teacher I often go back to memories of being in your class. In fact, I still have my binder and materials from your class that I look through for inspiration."

Heather M. (Westmont, 2012):
Mr. Schwager--I just wanted to thank you for preparing me so well in our reading of The Tempest. I was invited to an honors seminar class where we read one novel/drama per week. This week we read The Tempest, and I feel that your insights and nudgings last year were extremely beneficial. (I don't mean to boast but I was so well prepared that I actually caught our Professor in a few factual errors.) Anyone who doubts whether the books you read in high school will resurface is gravely mistaken.

Estelle R. (Santa Clara University, 2011):
Hi Mr. Schwager, I hope you are doing well. I just wanted to thank you and the MVC English department for your investment in students' lives and academic development— I feel the department does an outstanding job of preparing students for the demands of reading and writing in college.

Kaitlin K. (Cal. State, 2011):
Dear Mr. Schwager...I am taking fourteen units, but all my classes require a LOT of writing; so far, all my teachers are astounded and ask where I went to high school. I am also working at the Writing Center on campus. I am a tutor there and really enjoy moments where I can pass on little comments that strongly echo Monte Vista's classrooms. I really am enjoying my time there and love being able to make a difference in a student's writing.

Wednesday, 8/22: Plagiarism and Myth

* Pray

* Define mythology, myth, legend, etc.:
From Bedford:  A myth is a traditional anonymous story, originally religious, told by a particular group of people in order to explain a natural or cosmic phenomenon.  Individual myths are usually a group of connected tales concerning a particular event, god, person, etc.  The body of all related myths of a certain group is called a mythology.  You read tales and myths from the Greek and Roman mythologies. 

A legend is usually focused on a cultural hero who lived and died, even though the heroe's exploits may be exaggerated (such as King Arthur, AD 500, Britain, or Robin Hood, AD 1300, Yorkshire...not mythologies but legends).

Fables are neither myths nor legends.  Fables generally tell stories of talking animals and feature a moral.  Aesop (630-564 BC, Greece) wrote famous fables. 

* Review the Course Plan

* What is plagiarism?

* Ten types of plagiarism

* Myth Review


HW: Review your summer reading

Example CWP's

CWP assignment examples

• Taylor Cohan: A Missionary Adventure
• Stephanie Early: "Guided by Butterflies"
• Sydney Gunther: Various pieces
• Genna Virden: Saddness, Sweetness, and Light
• Evan Rickel: Light and Dark Angels

The Old that is Strong

This blog (theoldthatisstrong.blogspot.com) gets its name from a poem by J.R.R. Tolkien (1889-1971).  Tolkien was a venerable professor at Oxford.  He loved words, and his profession was philology; he taught Anglo-Saxon and English literature.  In his free time, he wrote fantasy stories.  It was this avocation, or hobby, for which most know him today: The Lord of the Rings. In the stories, this poem was written by Bilbo.  The reader first encounters it in the tenth chapter of the first book, in a letter from Gandalf.  Here it is:

All that is gold does not glitter,

Not all those who wander are lost;

The old that is strong does not wither,

Deep roots are not reached by the frost.

From the ashes a fire shall be woken,

A light from the shadows shall spring;

Renewed shall be blade that was broken,

The crownless again shall be king.

Emergency Procedures

Sometimes challenging or bad things interrupt us.  May the Lord grant us the peace and safety this year He has graciously granted this school throughout its many decades.  In the event that an emergency arrives, here are our plans.

1.  Fire

• No person has died in a school fire in over 50 years, I've heard.  So do not freak out.  
• Around here, the most likely source of the fire is from the hills.  
• We will exit in an orderly fashion down the stairs and out to an area away from the fire. 
• We will take roll and assess from there.  
• If the fire is actually a huge fire on campus wafting at you, obviously, go the other way. 

2.  Threatening Person

• Sadly, this is a more common occurrence in schools today than fires. 
• Situation: A desperate coward looks for a target.  A coward chooses a mall, school, church, etc.
• We go on lock down.  
• Lock the door. 
• Close the blinds. 
• If something is going on near us, barricade the door with furniture, books, etc. 
• If someone threatens us in our room, make havoc and attack him. 
• What if you are in a passing period, lunch, etc?
• Get away from the danger.  Run in the opposite direction of the danger. 

3.  Earthquake

• Ok, sooner or later, this is going to happen.  
• Thankfully, you are in buildings that are designed to remain intact during the kinds of earthquakes we have had in our region's recent past. 

A. Practice how to correctly perform Drop, Cover, and Hold On

Dropping to the floor (to prevent falling), making yourself as small a target as possible protecting
head, neck and chest by taking cover under a sturdy desk or table or near an interior wall,

This is supposed to be from the '89 quake...but I don't remember this shot.

covering the head, hands, and arms.

Adapt these procedures for anyone who cannot take this position and for anyone in unique
locations, including outdoors.


During an Earthquake Drill

A verbal directive will be made to initiate the drill and an earthquake sound effect will be played over
the PA system.

Your teacher will announce the earthquake drill has begun and to Drop, Cover, and Hold On.

I do remember the pictures of the Bay Bridge.

Disaster Drill Protocol: High School Evacuation for Earthquake Disaster (meaning we couldn't come back to class)

4 Evacuation Rules- Don’t Talk, Don’t Push, Don’t Run, and Don’t Turn Back.

Schwagers classes:

• Exit in an orderly fashion down the stairs nearest us.  
• Head to the court/field place assigned for roll call.
• I will take roll.

Teachers: bring up the rear, seeing that everyone is together. Close the classroom door, and
bring your roll sheet.

Move directly away from the building when exiting.
Teachers: Once in the assigned drill location (see classroom evacuation map), take roll and account for all
students, then proceed to the quad (high school only).
Once all teachers and students have been accounted for, the Administrator will announce the
conclusion of the drill, a PA announcement will confirm, and then teachers will guide students back to the classrooms.

Monday, 8/20: New Students

Today is an orientation day for new students.
Let's talk for a few minutes.  Let me know if you have any questions. 

Enjoy,

Your Teacher

The English II Course Plan

Welcome to Honors English II! This class is a multi-cultural look at identity.

Summer Reading: Identity comes from Value
EQ: Who decides the value of life?
Novel: My Sister's Keeper by Jodi Picoult (United States)


Q1: Exploring Identity Through Origins 
EQ: How is our identity based on our origins?
True Colors & Learning Styles
Intro to Mythology & Roots
Novel: Across a Hundred Mountains (Mexico)
*Creative Writing Portfolio: Research Essay
*October 11~ Young Writers Contest

Q2: Exploring Courage Through Narrative
EQ: How is narrative more powerful than facts or statistics?
Novel: The Power of One (South Africa)
Short Stories (various artists)
*CWP: Narrative and Courage Essay
*January 6~ Profiles in Courage Essay Contest

Q3  Exploring the Power of Words
EQ: How his the poetic form so powerful in igniting emotion and action? How can words anchor a person?
Novel: Blood Brothers (Palestine)
Poetic Devices and Forms
Famous Poets (Various Origins)
*CWP: Original Poetry
*Various Poetry Contests

Q4 Exploring My Own Convictions
EQ: How can I make my voice be heard?
Novel: Student's choice
Persuasion
Social Issues Debates
*Writing Portfolio: Persuasion Essay
*Contest: The Learning Network's Student Editorial Contest

The Journal

So, you need to keep a journal or binder for our class. 

We have you do this for a number of reasons:

1. We do a lot of handwritten work because it's good for your mind and penmanship.  
2. You can refer back to your papers for reminders of what you need to work on.
3. It will help your organizational skills.
4. I can't collect every assignment I assign.  I have to spend my best energy on your essay writing.  This gives me a way of seeing your notes and such at the quarterly check. 
5. If something goes wrong in the digital gradebook world (say I hit 0 instead of 10...say there's a glitch in an update), you can bring in the hard evidence to make it right. 

Does it Really Help?  Yes.  Here's an email I received from a student who went on to Biola University and later returned to teach at MVCS: "I thought of emailing you because your class had a large impact on me, and when I picture myself as a teacher I often go back to memories of being in your class. In fact, I still have my binder and materials from your class that I look through for inspiration."

Because we no longer have lockers, and space is limited on a table...and it's more convenient to write in a journal while traveling or sitting in bed, we are encouraging you all to use a journal for our class (instead of a binder).  If you are already using a binder for another class, you could slip your journal in there...or you may use a binder and not a journal.  But we think the journal will be more convenient for you.

Your Journal Must

• be of a standard size (9.5" X 7.5") or larger
• be college ruled (double check before you buy!)
• be neat and clean and have no major tears
• include an identifying mark, name, or other distinction on the spine
• include your name and period on the cover in pen (outside or inside)
• include tabs for your divided sections
• Daily Notes and Journal Responses (First 50 pages)
• Grammar (Sticky note: 10-20 pages)
• Terms and Reading Vocabulary List (Sticky note: 5 pages)
• Prefixes, Roots, and Suffixes (Stick note: 5 pages)

Binders need to

• have nicely working rings so that you can turn the pages easily
• be neat and clean and have no major tears
• be big enough to fit your papers comfortably (it should not be exploding)
• be stocked with blank paper (college ruled, no plastic on the left side)
• have no loose papers or papers in pockets that should be filed in a division 
• have all papers in chronological order in each divider (you may go from most recent to oldest or from oldest to most recent)
• include tabs for your divided sections
• Daily Notes and Journal Responses (50)
• Grammar (10-20)
• Terms and Reading Vocabulary List (5)
• Prefixes, Roots, and Suffixes (5)
• not have Justin Bieber on the cover...or any other celebrity. 

 Grading

• Your journal or binder is generally worth between 20 and 50 points per quarter
• We will check quarterly by any combination of the following
• random spot checks
• planned checks
• end-of-quarter checks
• If a spot or quick check
• I will ask you to turn to any given note or entry
• If you have it, you get an A
• If you don't, I ask for a second
• If you have it, you get a C
• If you don't, I ask for a third
• If you have it, you get a D
• Otherwise, you fail the spot check. 

• If at quarter's end 
• We grade your binder on a given day in the last two weeks of each quarter
• We grade it in class during the period, so you may share the binder with other classes 
• We take off about 5 points for each missing assignment or day of notes.  
• We take off about 2 points for each minor infraction (a loose paper, torn cover, a paper out of sequence, a paper in the wrong section) 

Loving the Limitations: iPads, Paper, and Creativity

The Lord's Prayer

Our Father who art in heaven,

hallowed be thy name.

Thy kingdom come.

Thy will be done

on earth as it is in heaven.

Give us this day our daily bread,

and forgive us our tresspasses,

as we forgive those who tresspass against us,

and lead us not into temptation,

but deliver us from evil.

For thine is the kingdom,

and the power, and the glory,

for ever and ever.

Amen.

Caedmon's Hymn

Cædmon's Hymn
Northumbrian Dialect	English Translation
Nu scylun hergan hefaenricaes uard, metudæs maecti end his modgidanc, uerc uuldurfadur sue he uundra gihuaes, eci dryctin, or astelidæ; he aerist scop aelda barnum heben til hrofe, haleg scepen, tha middungeard moncynnæs uard; eci dryctin æfter tiadæ firum foldu, frea allmectig.	It is meet that we worship the Warden of heaven, The might of the Maker, His purpose of mind, The Glory-Father's work when of all His wonders Eternal God made a beginning. He earliest stablished for earth's children Heaven for a roof, the Holy Shaper; Then mankind's Warden, created the world, Eternal Monarch, making for men Land to live on, Almighty Lord!

For this Text in Context

Example: Beautiful, Good, and True Reading Questions

Janell Loredo

Mr. Schwager

A.P. English IV

21 October 2009

RJ #10: Poetry Response Questions:

“Ars Poetica” by Archibald Macleish (page 734-735)

Context: Archibald Macleish’s 24-lined lyric genre poem, “Ars Poetica,” verbally illustrates his personal philosophical convictions about the qualities of true poetry. “Ars Poetica” was written in 1925 and first published in 1926 during the Modern literary period. Prominent historical events surrounding this piece include: the beginning of prohibition (1920), the 19th amendment granting women the right to vote (1920), WWI (1914-1918), and WWII (1939-1945). Written between the World Wars, this poem concerns itself with the essence and direction of poetry rather than the historical and political events and influences of its time. During the Modern literary period, poetry became overly focused on stylization and distinction by the use of the imagist form.

Tradition: This ingenious and insightful poem brings to mind an elegant vocal art song by Roger Quilter that sets to music the poem “Memory, hither come” by William Blake. Macleish’s poem implies that the visionary experiences that true poetry creates are a timeless standard for all poetry. This standard does not change with the stylistic developments of subsequent literary periods and genres. The poem by Blake, that serves as the lyrics for Quilter’s hauntingly wistful melody is one example of a timeless visionary poem that incorporates the Macleish’s universal ideals for “good” poetry. “Ars Poetica” calls poetry to be, instead of represent, to reveal instead of show, and to remain captured in time for the delight of future generations. Love, memories, and dreams are themes found in “Memory, hither come.” The melody and poetry in Quilter’s rendition of this poem portray its simplistic and frolicsome tone masked in a musical swirl of dreamlike abstraction. The two poems also share similar rhetorical devices such as alliteration and imagery.

Composition: My favorite line from this poem appears in the middle of the second stanza.  Macleish’s use of imagery and alliteration allowed me to distinctly visualize the image of darkness between forest trees. Macleish writes, “Leaving, as the moon releases / Twig by twig the night-entangled trees,” (lines 11-12).
    This poem is broken into three eight-lined stanzas that pair off into mostly rhyming couplets. The poem follows an iambic pattern of unstressed to stressed syllables. However, the meter in the poem varies continually throughout. Some figures of speech found in “Ars Poetica” include: alliteration, paradox, simile and anastrophe. Alliteration is the repetition of consonant sounds for emphasis and artistic emphasis. This device appears in the first stanza when Macleish writes, “Silent as the sleeve-worn stone” (line 5) and the second stanza, “Twig by twig the night-entangled trees” (line 12). The use of alliteration creates an imaginative literary effect that emphazises the key images in the poem. A paradox is a statement that seems contradictory but may actually be true. This device appears in lines sixteen through nineteen when the poet states that poetry should remain motionless like the moon as in climbs in the night sky. Macleish used this paradoxical image to suggest that poetry should be timeless in both expression and appreciation. Simile is defined as a comparison between two things that are different yet resemble one another. This rhetorical device is found throughout the poem as Macleish compares poetry to various inanimate objects, feelings, and images. The syntax of this poem is altered in several places by Macleish’s use of anastrophe. This rhetorical device inverts normal word order. The repetition, inversion, and couplet imitation found in this poem take Macleish’s simple statements about poetry from words to art. Poetry is born when an artist writes about his experiences, either imaginative or real, in a new way.

Distinction: The entire poem ultimately revolves around what poetry should be. This idea steadily develops from general to specific details. The first stanza focuses on comparing poetry to familiar images. This comparison emphasizes the need for poetry to address attainable subjects. At the same time, the adjectives used to describe these common images are invisible, unexplainable, and metaphysical ideas. The words “mute, dumb, wordless, and silent” infer that the imagery in the poem cannot itself communicate the emotions and invisible ambiances that take images from mental experiences to physical reality. This connection between physical and abstract elements of life stresses that true poetry reveals both the physical and metaphysical aspects of experiences. The second stanza focuses on the similarities between the moon and poetry. Basically, Macleish points out that poetry should hold universal standards that follow the pattern of literary development. In the third stanza, the poet exemplifies the need for poetry to “be” rather than “mean.” When readers become overly concerned with hidden implications and meanings, a poem may or may not be conveying, the true beauty of the experience is lost. Macleish confronts this issue by stating that poetry should capture experiences such as love, grief, anger, loneliness, or distant memories. By capturing these experiences the poem becomes the experience. In this sense the poetry no longer represents an idea but instead simply exists. The key images in this poem include: the moon, love, grief, and memories. The moon is the most prominent image due to its essential similarities to the true nature of poetry. The moon embodies the essence of the ideal portrait of poetry Macleish sought to illustrate.

Understanding: “Ars Poetica” is Latin for “the art of poetry.” The title of the poem summarizes the central message Macleish hoped to express. Macleish wanted the world to become as captivated with poetry as it was with the other art forms. Poetry should enchant readers with its artistic grace and raw beauty. It should “be” instead of “mean” by capturing an experience so perfectly and precisely that no explanation or meaning is needed. One distinct example of this theme occurs in the third stanza when the poet writes, “A poem should not mean / But be” (line 23-24). The composition and distinction adds to the efficacy of the central theme. The poem gains its power from the support of its compositional structure. The poet empowers his artistic masterpiece by not only explaining the correct essence of poetry but also providing an example of truly masterful poetry.

Judgment: “Ars Poetica” is essentially a poetic depiction of advice given from a master to novices of his art form. The ideas offered by this poem are inspiring and thoughtful. The central theme of the poem challenges the reader to fully appreciate life, art, and beauty. This work gains beauty from its underlying desire to create something artistic and astounding. In Proverbs 8:1-5 David writes,
“1Doth not wisdom cry? and understanding put forth her voice?  2She standeth in the top of high places, by the way in the places of the paths. 3She crieth at the gates, at the entry of the city, at the coming in at the doors. 4Unto you, O men, I call; and my voice is to the sons of man. 5O ye simple, understand wisdom: and, ye fools, be ye of an understanding heart” (KJV).
These verses depict God’s desire for us to give ear to his example of wisdom. The poet desired others to see the beauty of quality poetry. God desires all people to see the beauty of wisdom. This poem is in essence a cry for younger generations to not forget the timeless beauty of the poetic art form. To lead by example like Jesus Christ did for all sinners is a beautiful endeavor. Goodness is defined as the value, quality, virtue, positive effect, worth, and use of an item. In Philippians 4:8, the scripture defines the type of things we should meditate on. Reading is a type of meditation. When we read, we open our mind to new ideas, viewpoints, and philosophies. Reading makes us vulnerable by challenging our personal convictions and opinions. Philippians 4:8 states that we should think on things that are: true, honest, just, pure, lovely, and of good report. “Ars Poetica” does not in any way infringe upon the characteristics of what is “good” as mentioned in scripture. This poem is positive and does not revel in ungodly ideas. Therefore, this poem is good. The poem focuses on philosophical ideas and artistic standards that contain no underlying falsehoods or agendas. For these reasons, this poem is true. This poem supports and encourages the respect and preservation of poetic standards. Therefore, this poem shouldn’t be replaced by a modern piece.

Creative Writing:
A song should be graceful yet sound
As a clear pool round,

Soft
As fine butterfly wings do aloft

Tearful as the tragic woes do tell
Of silent streams of still serenity.

A Beautiful, Good, and True Approach to Reading and Writing

Respond considerately to the following questions and prompts.  Think creatively rather than superficially. Be prepared to share your responses with the class on our due date. 

Format: MLA.

• Printed and turned in to your teacher
• Submitted to turnitin.com 
• Format your writing with the basic headings below (I. Context and Tradition...II. Understanding...III. Application).  

                Title: Beautiful, Good, and True Approach Applied to ________


I. Context and Tradition (one paragraph)

When was this work written?  What pertinent historical events surround (or enter) the work?  To which genre and literary period does this work belong? Name a specific artistic work that this one reminds you of--whether due to the tone, theme, imagery, or something else. Explain.

II. Understanding (two paragraphs)

• A.  Distinction (short paragraph)
• How does this author communicate specific images and abstract ideas in ways that other authors do not? Explain.  What are the key images of the work?  Which one is the most memorable? Why?  Be sure to incorporate quotations in this paragraph to illustrate your ideas. 

•  Theme (long paragraph)
• Poetry: Describe the diction and structure (sonnet? free verse? ballad?) employed by the author in this work.  How does the style (elements such as speaker, form, irony, tone, structure, etc.) relate to the meaning (theme, key idea)?
• Novel or long work: Trace a theme with one (or more) quotation taken from each of the five major sections of the plot (exposition, rising action, climax, falling action, conclusion). Relate the form of the work (elements such as narrative perspective, syntax, tone, irony, etc.) to the theme.

III. Application (one long paragraph or creative writing format)

Choose one of the following:

• Judgment (the literary critic; one long paragraph): Explain the value that this work holds for a reader today.  What marks of beauty, goodness, or truth commend this artwork to the world? 

• Creative Writing (the artist):  Write poetry (at least two pages of individual poems or one long poem), a short story, or a richly imaginative essay inspired by this artwork.  

Scoring (based on 100%).  In each category below (beside the format and timeliness), 50% of the points may be lost due to poor grammar.

• Thorough response to section I: 10%
• Interesting consideration of the work's distinction: 20%
• Thoughtful and interesting analysis of the elements and theme: 30%
• Insightful application: 30%
• MLA format; printed on paper, turned in, and submitted to turnitin.com on time: 10%

* Example (with a slightly different format): Miss Loredo

Schwager's Grades are Posted

I will probably be changing the address of this blog for next year to make it easier to type in and such(likely to longbowsong.blogspot.com...but we will see). The longbow reference is from Tales of the Longbow by G.K. Chesterton. I have in mind to start a literary society: The Longbow Literary League. Enjoy, Mr. S

The Pledge of Allegiance

Pledge of Allegiance

"I pledge allegiance to the Flag of the United States of America, and to the republic for which it stands, one Nation under God, indivisible, with liberty and justice for all."

History

The American's Creed

The American's Creed

"I believe in the United States of America as a government of the people, by the people, for the people; whose just powers are derived from the consent of the governed; a democracy in a republic; a sovereign Nation of many sovereign States; a perfect union, one and inseparable; established upon those principles of freedom, equality, justice, and humanity for which American patriots sacrificed their lives and fortunes.

"I therefore believe it is my duty to my country to love it, to support its Constitution, to obey its laws, to respect its flag, and to defend it against all enemies."

History of the American's Creed

The Apostles' Creed

Book of Common Prayer

I believe in God the Father Almighty,

Maker of heaven and earth:

And in Jesus Christ his only Son our Lord,

Who was conceived by the Holy Ghost,

Born of the Virgin Mary,

Suffered under Pontius Pilate,

Was crucified, dead, and buried:

He descended into hell;

The third day he rose again from the dead;

He ascended into heaven,

And sitteth on the right hand of God the Father Almighty;

From thence he shall come to judge the quick and the dead.

I believe in the Holy Ghost;

The holy Catholick Church;

The Communion of Saints;

The Forgiveness of sins;

The Resurrection of the body,

And the Life everlasting.

Amen.

Pledge to the Christian Flag

Pledge to the Christian Flag

"I pledge allegiance to the Christian Flag, and to the Saviour, for whose kingdom it stands. One Saviour, crucified, risen and coming again, with life and liberty for all who believe."

History of the Pledge
  
Wikipedia

You will recite this at your graduation!

Final Day of English II

* Pray: 1 John 4-5: "Little children, keep yourselves from idols." 

* Please return any books you've borrowed.

* Any questions?

* Final Exam

* When done, if time permits, please answer these questions on a sheet of paper:
1.  What went well in my course?  What was good?  What are my strengths?
2.  What didn't go well in my course?  What didn't work?  What are my weaknesses?
3.  Books to change?  Explain.
4.  How about the blog?  iPads?  Focus?
5.  What does MVCS need to do to improve?

* Check Focus.  All my scores for you are in. 


All the best,


Mr. Schwager and Mr. Reno

Monday, 5/21/12: Review

* Pray

* Return Papers

* Review for the final exam

HW: Review for the final exam

The End of the Line: Finals (Week 41)

* The Final Exam

1. What will the final exam cover?
A: Cry, the Beloved Country, Punctuation and MLA, and Literary Elements.

2. What will the format be?
A: 90 minutes. You will write an in class essay on Cry, the Beloved Country. You will have any combination of short answer, true/false, matching, and multiple choice questions concerning punctuation, MLA, and literary elements.

3. How many questions will there be for each?
A: No more than 50. Most questions concern punctuation and elements.

4. Which punctuators do I need to review?
A: All of them that we covered: commas, semicolons, and colons.

5. Which elements do I need to review?
A: All elements we took notes on; most come from Cry...a few will come from Perrine's Poetry:

Symbol
Imagery
Theme
Setting
Motif
Repetition
Epithet
Plot (Exposition, Rising Action, Climax, Falling Action, Resolution)
Protagonist
Main character
Minor character
Character (dynamic, static, round, flat)
Point of View (first person, third person, limited third person, omniscient)
Reference and Allusion
Vignette
Epiphany
Realistic
Poetic Passage
Speaker (who is not always the same persona as the author)

6. How should I study for each section?
A: For Cry, you should review our notes and reread sections you didn't understand or didn't read carefully. For elements, you should review those same notes, focusing on the elements. For punctuation, you should review your punctuation notes and exercises--reread Bedford (see the link down on the right side of the blog you have been using) where your notes are unclear or incomplete.

7. What if I was absent for any notes?
A: Go through the blog posts. Every chapter has at least one note associated with it. Borrow a friend's who takes good notes, and fill yours in.

8. How much of my grade is the final exam worth?
A: 20% (10% for the essay and 10% for the M.C. test).

Friday, 5/18

* Pray

* Short Quiz

* Snackishness...boat races (Schwager)

HW: Study

Thursday, 5/17

* Pray

* Read Cry...

* Study your grammar notes

HW: Read and study (perhaps...a not-so-popped quiz in your future)

Wednesday, 5/16

* Pray

* Finish Video

* Review your novel

HW: Be prepared for a short quiz on punctuation and Cry on Thurs/Fri.

Schedules

Tuesday, 5/15/12: Grammar, etc.

* Pray

* Correct Grammar

* Continue Video (Schwager)

* Discuss novel (Reno)

HW: Review novel

Monday 5/14/12

* Pray

* CWP and MLA: Watch Mr. Reno's Awesome Video if your Paper is Returned for MLA formating issues

* Submit your CWP to Focus: Q4 CWP (turnitin.com) Assignment

*Grammar Sheets

* Video

HW: Finish the Colon Sheets (Schwager)

Rogation Days: "To Ask"

Rogation Days: "To Ask"; in England, this was a traditional time to ask God for mercy on their lives and crops and such (Mon.-Wed.).  Priests would walk the parish and pray for blessing over all within.  For Mother's day, each of us chose something for mom, and we planted it.  My contributions were cut flowers indoors and an eastern cultivar red bud tree for the front...she loves the red bud. 

Mother's Day Poem

Block Day, Week 39: Cry...

* Pray

* Note: iPad Network problems.  The wifi is fine.  The problem was this, you can't just turn off the wifi and then turn it back on, you have to "forget" the mustang wireless in your settings.  Then join it again. 

Why?  Actually, it's because the wireless is so good, it gets a weak signal from that class on the other side of campus...just enough to make your life miserable.  So you have to make it forget that part of the network and join that part that's closer to the room you're now in.  Make sense?  Go forth and conquer!

* Collect CWP

-Schwager's class; if you typed your assignment, you have until next Friday to turn it into turnitin.com on Focus.  I wasn't thinking clearly when I thought we didn't need to do it (AP brain addling). 

* Cry, review

* Movie time!  

HW: None

Wednesday, 5/9: Cry...

* Pray

* Review Book III

- Ch. 30: Allusion: Kumalo sets out "on the narrow path that leads into the setting sun, into the valley" (255).  See Matt. 7:13-14. Kumalo will now need to face his congregation with the conclusion of this hard matter for him.  Theme: Forgiveness: the congregation welcomes him and receives him as he publicly asks God for mercy for his family members.  Theme: Faith: "I believe" (261).

- Ch. 31: Theme: Native Poverty in the Country; Displacement of the tribe (chief).  The children are dying.  No grass means no livestock; no livestock means no milk; no milk means that the children will die.

 - Ch. 32: Theme: Repentance (Absalom prepares for death); Theme: Native Poverty in the Country (church scene) (278-279); Theme: Growing unity, love, and respect between black and white people (milk arrives)

- Ch. 33: Theme: Growing unity, love, and respect between black and white people (a new church will be built; Jarvis behind these things)

- Ch. 34: Death and darkness. No mercy for Absalom.  James Jarvis' wife dies.  Theme: Forgiveness (the Bishop expected the congregation to ask Stephen Kumalo to leave, but they are happy to have him still as their pastor; the Bishop is surprised 297).  Symbolic reference: "Comfort ye, comfort ye, my people, these things will I do unto you, and not forsake you" (Isaiah 40 ff). 

- Ch. 35: Theme: Rebirth, resurrection: "There is a new thing happening here....There is hope here" (301). 

- Ch. 36: Motif: "God put His hands on you" (Msimangu's epithet is now employed by Stephen Kumalo to describe James Jarvis' generous heart, pg. 308).   Theme: Some things are God's secret, "But his mind would contain it no longer.  It was not for man's knowing.  He put it from his mind, for it was secret"  (309).  Allusion: "My son, my son, my son" (pg. 310; see II Sam. 18:33).  Symbolically and allusively dense conclusion.  Read the last two paragraphs of the novel: what do you find?  Discuss.

* Work on your CWP

HW: Finish your CWP

Tuesday 5/8: Cry...

* Pray

* CWP

* Cry Video

HW: CWP

Monday, May 7: CWP and Cry

* Pray

* Work on CWP

* Watch Cry...

HW: Work on CWP

Congratulations, MVC Baseball!

on Wednesday's big win over Monterey!

Block Day, Week 38: CWP

* Pray

* Grammar: The Colon.
- Read and take notes on section 35a-d
- Do ex. 35-1

* Review Cry

* CWP

* Begin video if time permits and students are far enough along on the CWP. 

HW: Work on your CWP

Global Cooling? Warming? Lying?

    The Cooling World

Newsweek, April 28, 1975

 

---

There are ominous signs that the Earth’s weather patterns have begun to change dramatically and that these changes may portend a drastic decline in food production – with serious political implications for just about every nation on Earth. The drop in food output could begin quite soon, perhaps only 10 years from now. The regions destined to feel its impact are the great wheat-producing lands of Canada and the U.S.S.R. in the North, along with a number of marginally self-sufficient tropical areas – parts of India, Pakistan, Bangladesh, Indochina and Indonesia – where the growing season is dependent upon the rains brought by the monsoon.

Wednesday, 5/2: CWP

* Pray

* Cry

* Perrine's

HW: Finish Reading your Novel

Tuesday, 5/1: Cry

* Pray

* Cry

Note that the plot has a new strand enter in Book II: James Jarvis, father of Arthur Jarvis.  For a time, we have the story retold through a new father's eyes.  Later, the plots timelines will join.

Note four of the words we use to discuss character: flat (simple, not complex; often a minor character), round (developed, complex; often a main character), static (stays the same), dynamic (changes).  One character can be a combination (flat and static; flat and dynamic), or even somewhat mixed:
- Stephen Kumalo is definitely round and not flat. We see him sin, repent . . . sin, struggle, repent, and reconcile in numerous places.
- Stephen Kumalo is also dynamic, as he goes from a state of ignorance to a state of experience (with respect to Gertrude, Absalom, and Johannesburg). Stephen Kumalo's character may be considered static, since he remains true to his faith.  Still, Kumalo is more clearly dynamic, for his faith is tested, and he does rise and fall and rise again. 
- Thus, Stephen must be round and can not be considered flat.  He is dynamic--though some aspects of his character may be or seem static.

 - Ch. 22: Motif: Fear.  Kumalo cannot face his fear (seeing James. "And Kumalo trembles, and does not look at him any more.  For how does on look at such a man?" (199).
-  Ch. 23: Third-person narrator as shifted to a white perspective.  Other narrative voices chime in over the course of the chapter.  Motif and symbol: Gold (202).  Allusion ("burns bright in the forest of the night" alludes to William Blake's "Tiger, Tiger.")
- Ch. 24: Character development: James Jarvis comes to terms with his son's death ("He was not afraid of the passage and the stain [blood] on the floor; he was not going that way any more, that was all" (209)).  Key question: Expedient vs. right (near the top of pg. 208). 
- Ch. 25: Theme and Motif: Fear.  Kumalo is confronted unexpectedly by his fear: facing James Jarvis.  Character development: Jarvis, "I understand what I did not understand.  There is no anger in me" (214).
- Ch. 26: Contrast: John Kumalo speaks again (contrast with Msimangu .  Characterization: Metaphorically, he is the great bull; he is the lion. 
- Ch. 27: Character development: Gertrude struggles with her place.  Will she be a nun?  What will she do?
- Ch. 28: Theme: Racial reconciliation: A "young white man" and Msimangu helps Stephen after the sad sentencing: "For such a thing is not lightly done" (237).
- Ch. 29: Motif: Fear "Have no doubt it is fear in the eyes" (245).  Stephen lies to John, briefly, out of spite for John's son taking no blame.  Characters show epithets associated with them.  Mrs. Lithebe: "people were born to do such kindness" (247).  Msimangu: "I am a weak and sinful man, but God put His hands on me, that is all" (248-249).  Gertrude disappears.  The reader will not know more.

Book II ends

* Grammar: We will work on a new section on our block day, time permitting.

* Perrine's
- Per. 2 review Frost poem in Perrine's
Note that a symbol is a person, place, thing or idea that represents
something else. Writers often use a snake as a symbol for evil, as in Nathaniel
Hawthorne's "Young Goodman Brown." Commonly used symbols include the eagle
(strength), a flag (patriotism), and the sea (life).  Colors are often symbolic in stories (green is life; white is purity, life, death; black is confusion, death; red is anger, war, energy; etc.).  

HW: Read ch. 33-34

Monday, 4/30/12: Cry review

* Pray

* Review Cry

- Ch. 13: Reference (Isaiah 42:6; 42:16; 40:28; 40:30-31); motif (fear); symbol (golden); allusion ("transfigured" and "lifted")
- Ch. 14: Motif ("Have no doubt it is fear in their eyes" pg. 128)
- Ch. 15: Theme (forgiveness; faith in God).  Some things are God's secret; praying for understanding of a pain/issue/etc. right when one is hurt is often unwise; pray for endurance; pray for faith; pray for others.
- Ch. 16: Theme (restoration, forgiveness; Stephen Kumalo needs to more fully forgive his soon-to-be daughter-in-law)
- Ch. 17: Theme (racial reconciliation and faith; Mr. Carmichael will defend Absalom pro deo)

Book II
- Ch. 18:  Motif; repetition (opening of "Book II" parallels "Book I")
- Ch. 19: Exposition (James Jarvis is Arthur's father; a narrative thread is explored through James Jarvis).  Paton retreats a few paces, chronologically in the story, in order to pick up this strand. 
- Ch. 20: Reference and Allusion: Abraham Lincoln (alludes to the righteous social concerns of Arthur Jarvis).  Through Arthur's unfinished lecture/manuscript, Paton preaches his social doctrine.
- Ch. 21: Character development.  James, who does not agree with his son's ideas, is now being drawn in by them as they are Arthur's last words.  Theme: title development, "But there was no one to cry" (186).  Notice that Arthur's focus is on "Christian civilization" (187).  Dynamic character: James Jarvis admits to his wife that the manuscript is "worth reading" and tells her to read it (189). 

* Perrine's
Ch. 6, Poem #1, "The Road Not Taken"by Robert Frost on pg. 807.  Read and consider.  Many Americans interpret this poem's message as individuality ("I took the [road] less traveled by,/ And that has made all the difference").  This is a poor interpretation.  Can you find the line in the poem that refutes this?  So, what does that conclusion mean?   

HW: Cry, ch. 31-32 

Next Year's Classes

Our school is offering dual course credit courses, and some are tied to AP classes.  One must have a finished masters degree to teach such a course, and I have not finished mine yet.  So, Mrs. Danielski (who does) will be teaching AP English Literature next year.  Mr. O'Donnell is teaching Latin I and II, and Mr. Reno is teaching the Classical Literature and Shakespeare course.

Seniors, please encourage your underclassmen friends to take these great courses. 

Sophomores, take Latin and Classical literature.

Schwager's students: Ohho, Rachel, John Angel, Crystal, and Evan, consider AP Composition with Mr. Holtzclaw.  Anyone else, see me before you sign up for his class.  


Blessings,

Mr. S

Block Day, Week 37

* Pray

* Check Work
- Grammar
- Journal

* Cry...review

HW: Read through ch. 30

Wednesday, 4/25/12: Continue

* Pray

* Grammar (keep working on the sheets)

* Finish J30

* Work on CWP

* Read

HW: Read 25-26, Grammar sheets, J30

Tuesday, 4/24: Grammar, etc.

Monday, 4/23/12: Shakespeare, Cervantes, St. George

*Pray

* Today is St. George's day as well as William Shakespeare (1564-1616) and Miguel de Cervantes' (1547-1616) birthdays. We're not sure, actually, the exact day of either author's birth, but baptismal records show it is possible for Shakespeare. We do know that Shakespeare died on the 23 and Cervantes the 22 of April. Roman legend has it that Virgil also died on the day of his birth.

* This partial literary history of St. George excerpted below is from Michael Collins (accessed May, 2012).

The Redcrosse Liturgy

St George is a leading character in Spenser’s remarkable
allegory The Faerie Queene (1590 and 1596). St George
appears in Book I as the Redcrosse Knight of Holiness,
protector of the Virgin Una. In this guise he may be seen
as the Anglican Church upholding the monarchy of
Elizabeth I:

‘But on his breast a bloody Cross he bore
The dear remembrance of his dying Lord,
For whose sweet sake that glorious badge we wore
And dead (as living) ever he adored...Thou,
Among those saints which thou dost see
Shalt be a saint, and thine own nation’s friend
And patron; thou St George shalt called be,
St George of merry England, the sign of victory’.

The figure of St George was made use of by Spenser
because of the belief that God had helped England to
defeat the Armada. Recent scholars have stressed the
central importance of Protestant doctrine, theology and
liturgy to Spenser’s poetry. By transforming England’s
patron saint into a sinful knight, Redcrosse, who, beset by
pride and lust, was being brought back to the way of
holiness, Spenser made it possible for
George to reject the doctrines of the Catholic church,
personified by Duessa, and become the champion of Una,
the true faith. Through the influence of a Tudor-esque
Prince Arthur, the young knight regained the path of
holiness, killed the Dragon and transformed himself into
St George. In this way, the figure of St George was
assimilated into a culture that no longer adhered to belief
in saintly intercession or the authority of popes. In his new
guise, St George bridged the gap between the Catholic past
and a future where the Protestant faith had successfully
taken hold under the Tudors.

* J30: Write an adventure tale of one page or more. Handwritten. This may give you ideas for your CWP.

* Read

HW: Read ch. 21-22

Block Day, Week 36

* Pray

* Review chapters

* Peer edit

* Work on your essay

HW: Read through ch. 20, FD of Cry essay (also handwritten)

Grammar: 34-2 a

Grammar: 34-2 b

Grammar 34-2 c

Wednesday, 4/18: Cry...

* Pray

* Correct your grammar while I check to see you have it done.

- "A lot" is a phrase; "alot" is not a word; rather, it is a legendary beast (note cool semicolon and transitional element usage).

Enjoy the grammar cartoons

* Essay work

Prompt #1:
- We have discussed how references and allusions (as in chapter 1) add richness to a work and support and develop key themes. From chapters 10-20, find a reference or allusion, explain its significance to the story so far, and show how it relates to a key theme in the novel.


Prompt #2:
Alan Paton’s art consists of many contrasts. Write an essay in which you select one contrasting pair and show how it supports a theme you see Paton developing.

- Handwritten, single-spaced, pen

- Due Monday

- Underline your thesis and topic sentences

- Attach your outline or note/brainstorming sheet

- Attach one rough draft edited by someone beside yourself

-How many pages should my essay be? Well, if you have girl writing (cumulonimbus cloud-like), then it should be three handwritten pages. Otherwise, it should be at least two pages.

HW: Read ch. 15-16; have a handwritten rough draft that a peer can edit on block day. FD due Mon.

Tuesday, 4/17

* Pray

* Grammar: Review your semicolon rules (binder and section 34). You have already done 34-1.
- Do 34-2, handwritten.

* Cry, the Beloved Country
Take-Home Essay

- We have discussed how references and allusions (as in chapter 1) add richness to a work and support and develop key themes. From chapters 10-20, find a reference or allusion, explain its significance to the story so far, and show how it relates to a key theme in the novel.

- Handwritten, single-spaced, pen

- Due Monday

- Underline your thesis and topic sentences

- Attach your outline or note/brainstorming sheet

- Attach one rough draft edited by someone beside yourself

HW: Ch. 13-14; grammar 34-2

Monday, 4/16: Reading

* Pray

* Review
- This week block (week 36): THE (Assigned tomorrow); to ch. 20 in Cry for Mon.
- Next week block (week 37): Perrine's; to ch. 30 for Mon.
- Week 38 block: Perrine's; finish Cry this week
- Week 39 block: CWP due
- Week 40 Review
- Week 41 Final Exam on Cry...

* Elements to Note
Ch. 1: Contrast, Symbol, Theme, Allusion in the land
Ch. 2: Characterization
Ch. 3: Exposition (learning of the city)
Ch. 4: Poetic Description (opening paragraphs)
Ch. 5: Theme: Race
Ch. 6: Theme: Forgiveness; city
Ch. 7: Theme: John Kumalo, race; Msimangu: "I have one great fear in my heart, that one day when they are turned to loving, they will find we are turned to hating" (71).
Ch. 8: Narrative perspective; notice how the third-person perspective becomes interpretive, almost intrusive, in its foreboding omniscience ("Have no doubt it is fear in their eyes..."(77)).
Ch. 9: Vignette: This is a sketch of life that does not directly relate to the main character's search for his son. This is a technique Paton picked up from another writer with social concerns, John Steinbeck.
Ch. 10: Theme: Loss ("from every house something was gone" (93)), Despair (bottom of 99), forgiveness (101).

HW: Read through ch. 12

Uncommon Colons

American English in 1945 (from the Book of Common Prayer; see below).

In the prayer for Maundy (Mandate or Commandment) Thursday, notice the two semicolons. The first has a capital following because it's an independent clause. The second does not because it is a dependent clause. In MLA, neither word following the semicolon (or a colon) would be capitalized.

In the Bible text (I Cor. 11:23), notice the three colons in a row. MLA would require apostrophes.

Grammar: 34-1a

Grammar 34-1 b

Thursday, 4/5

* Pray

* Check RJ

* Cry...

HW: Read through ch. 10

Wednesday, 4/4: Writing

* Pray

* Review Grammar (semicolons 34-1)

* J29: Cry, the Beloved Country. Identify and explain two themes from the first two chapters that you imagine you will see in the coming chapters. (1/2pg.-1pg. handwritten.)

HW: Finish J29.

The Best Thing in the World for a Teacher...

is when a wonderful student goes on to do wonderful things.  Here's an example...Candace Blanton (maiden name Miser) directing this children's musical fresh out of college.  I taught Candace AP Lit. and her husband, Josh, regular English.  Bravo! 

Tuesday, 4/3: Semicolons

* Pray: Tuesday of Holy Week

* The Semicolon (all handwritten work)
- Read 34a-d (pp. 398-402)
- Take notes on all blue rules and give an example for each rule
- Do ex. 34-1

* Read Cry...

HW: 34-1

Monday, 4/2: Reading

* Pray

* Creative Writing. Please take a few minutes to find your best piece of creative writing from the year. Email it to
mustangnewsteam@gmail.com
or
elizabethdanielski@mvcs.org

* Cry, the Beloved Country text introductions

HW: Read through the end of ch. 2

Sunday, April 1: Great Expectations

This Sunday, watch online, on your TV, or with the PBS app on your iPad. 



http://www.pbs.org/wgbh/masterpiece/watch/index.html

Block Day, Week 33

* Pray

* Check Grammar

* Great Expectations Video

* First words of Cry, the Beloved Country, time permitting

HW: Get the novel: Alan Paton, Cry the Beloved Country: ISBN: 0743262174.
This is one to buy. You may purchase a paper copy or a digital copy for your iPad.

Wednesday, 3/28: Grammar

* Pray

* Grammar Comma Review

* Video

HW: Finish your Grammar Review
All classes: Bedford 32 a-j

1. Write rule
2. One example of rule from Bedford
3. One rule from your head . . . or your kidneys
   

Tuesday, 3/27

* Pray

* Finish Video

* Work on your CWP

HW: None

Monday, 3/26: CWP Work

* Take Roll

* Mr. Schwager will have a substitute at least for morning classes as he has a doctor's appointment.

* Correct your Grammar. Please do this on your own. See the answers below.

* Review the CWP Assignment on your own and work on your quarter 4 CWP.

- If you only reviewed one CWP, please read one more.

- Remember: consider contests.

- Here are the CWP instructions.

* Tea Party?

- If you would like a tea party in your class this week, please post a comment to this entry with your teacher's name, your name, period, and what you would bring.


HW: None

Block Day, Week 32: ICE, Grammar

* Pray

* ICE: Dickens

* When you finish, please work on your grammar.

Now that you have learned when to use the comma, you should also when you should not use the comma.  This week, consider comma abuse through overuse.
- Read 33a-h
- Take notes on all rules in blue
- Do ex. 33-1 letters and numbers

HW: Grammar Ex. 33-1

Wednesday, 3/21: G.E.: (In it) He brings good things to life.

* Prayer

* Read

* Discussion

For block day (if we finish early, we can begin)
* Now that you have learned when to use the comma, you should also when you should not use the comma.  This week, consider comma abuse through overuse.
- Read 33a-h
- Take notes on all rules in blue
- Do ex. 33-1 letters and numbers

HW: Finish reading Great Expectations ; review the character of your characters

Tuesday, 3/20: CWP Examples

* Pray

* CWP Examples: Please read at least one.

Seniors
Taylor Cohan. Story: A missionary adventure!
Genevieve Virden. Story: Sadness, sweetness, and light.
Sydney Gunther. Poems: Cautionary, riddling, and otherwise.
Stephanie Early. Story: The world through the eyes of an animal.
And A Clever Poem from Arianna Bellizzi: Chromophobate

Sophomores
Ohho Warintrakom. Story: A Dark Tale. 
Taylor Pope-Williams. Poem: What is a Christian?
Evan Rickel (note: intro. paragraph was cut out in upload). Story: Enter the World of Light and Dark Angels. 

* Read

* Video

HW: Read (finish Great Expectations to be ready for an ICE on block day)

Monday, 3/19/12: Reading, etc.

* Pray

* Return papers

* Discussion (ICE on Dickens at the end of the week)

* Video

HW: Read and review

Grammar: Comma Review 32-5

Thursday 3/8

* Pray

* Review Grammar

* Read Dickens

* Video

HW: Read

Wednesday, 3/7: Comma Coma

* Pray

* Grammar: Do ex. 32-5 pp 390-391; handwrite or work in your book.

* Read ch. 45 in Dickens

HW: Read ch. 46 in Dickens

Even Easier to Enter the Poetry Santa Cruz Contest

Fill out the form, print up your work, and we will send it all on Thursday (Mrs. Basilius has an envelope...see her and drop your work in there).

http://www.baymoon.com/~poetrysantacruz/events/2011events/HSPoetrysubmissions.pdf

Blessings,

Mr. S

Tuesday 3/6: Dickens

* Pray

* Read Dickens

* Watch the Video

HW: Read ch. 44

Monday, 3/5

* Pray

* Dickens

* Video

HW: Read

So, you finished your CWP, no?

Then it's time to enter a contest: Bru, ha, ha...back to the house of pain; my tortures never end! 

Poetry Santa Cruz (teens only): Poetry, March 15, no fee, prizes (usually $100 and/or gift certificates to local bookstores)

William Saroyan (youth and teens only): Short prose (1-2 pg. fiction), March 5, $100, etc. 

Sylvia Burack (11th-12th grade only): Creative non-fiction, March 15, $1,500

Wergle Flomp Humor Poetry Contest (satirize fake/scam writing contests): April 1, No fee, $3,600 in prizes

Allstate Journalism Award (print and video categories): No fee, thousands in prizes, 

Drum Roll:

Bulwer-Lytton (Worst Story Opening) Writing Contest: April 15, free, some prizes 

Prompt: Write the most wretched opening line or lines (less than 60 words) imaginable.  Avoid puns.  Be grammatically correct.  

Inspiration:

"It was a dark and stormy night; the rain fell in torrents--except at occasional intervals, when it was checked by a violent gust of wind which swept up the streets (for it is in London that our scene lies), rattling along the housetops, and fiercely agitating the scanty flame of the lamps that struggled against the darkness."

 --Edward George Bulwer-Lytton, Paul Clifford (1830)

Winners: Here are examples of splendidly horrific writing.  

Send entries to:

-Lytton Fiction Contest

Department of English
San Jose State University
San Jose, CA 95192-0090 

OR

  - You may email your entry to srice@pacbell.net.  Make sure your grammar is correct...or you just might find yourself the subject of a new contest! Include your name, phone number, and address.  

       

     - Quiz: Can you tell the difference between a supposed best and worst writer (don't worry, not all Lytton wrote was bad...not all Dickens wrote was good, but it's still fun)?