* Pray
* Review chapters
* Peer edit
* Work on your essay
HW: Read through ch. 20, FD of Cry essay (also handwritten)
Showing posts with label THE. Show all posts
Showing posts with label THE. Show all posts
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.
* 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
* 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
Turnitin.com now works in Schwager's Focus course
Please submit your paper to Focus (upload or paste) now. Go to the online course and scroll to the bottom of the Writing section.
Block Day, Week 17: Midsummer
* Pray
* Midsummer: Video and Guide
* Work on THE: Ask me questions.
HW: Finish your THE
* Midsummer: Video and Guide
* Work on THE: Ask me questions.
HW: Finish your THE
Block Day, Week 16: CWP, Tolkien, and Midsummer
* Pray
* Collect CWP
* Make sure you CWP has been submitted to turnitin.com on Focus. If you wrote a legend (with cool handwriting, etc.), you are exempt.
* Tolkien
- Next week, you will be writing your Tolkien essay. This will be a smaller assignment (15 points) that you will turn in on next week's block day and then bring with you to the final exam. When you take the final exam, you will be comparing a common theme in Midsummer and The Hobbit (or another outside reading if you are not reading The Hobbit because you had already read it). Next week's essay will help prepare you for the final exam.
Outside Reading Background:
"Put to death therefore what is earthly in you: sexual immorality, impurity, passion, evil desire, and covetousness, which is idolatry" (ESV Col. 3:5). The Apostle Paul reminds us that covetousness (or greed) is idolatry (false worship). Covetousness is excessively desiring someone or something, especially a someone or something that does not belong to us. Covetousness is a sin that blinds us and hurts us and others.
Prompt: Identify a greedy character from your outside reading; explain how this character's covetousness supports the theme that covetousness is a blinding, destructive sin.
Use specific support (at least two quotations) from your text to defend your thesis.
This response should be two pages, typed, double-spaced (in the MLA format) and submitted to turnitin.com on Focus by Dec. 8.
* Read Act II
* J17: Choose 10 Questions from Act II to Answer
HW: J17
* Collect CWP
* Make sure you CWP has been submitted to turnitin.com on Focus. If you wrote a legend (with cool handwriting, etc.), you are exempt.
* Tolkien
- Next week, you will be writing your Tolkien essay. This will be a smaller assignment (15 points) that you will turn in on next week's block day and then bring with you to the final exam. When you take the final exam, you will be comparing a common theme in Midsummer and The Hobbit (or another outside reading if you are not reading The Hobbit because you had already read it). Next week's essay will help prepare you for the final exam.
Outside Reading Background:
"Put to death therefore what is earthly in you: sexual immorality, impurity, passion, evil desire, and covetousness, which is idolatry" (ESV Col. 3:5). The Apostle Paul reminds us that covetousness (or greed) is idolatry (false worship). Covetousness is excessively desiring someone or something, especially a someone or something that does not belong to us. Covetousness is a sin that blinds us and hurts us and others.
Prompt: Identify a greedy character from your outside reading; explain how this character's covetousness supports the theme that covetousness is a blinding, destructive sin.
Use specific support (at least two quotations) from your text to defend your thesis.
This response should be two pages, typed, double-spaced (in the MLA format) and submitted to turnitin.com on Focus by Dec. 8.
* Read Act II
* J17: Choose 10 Questions from Act II to Answer
HW: J17
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).
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) |
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)
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)
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)
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. |
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.
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