Monday, December 17, 2012

Narrative Writing



Winter Holiday Narrative

Complete draft due Tuesday, December 18. 500-1000 words.
Final draft due Thursday, December 20.

  • Tell a story (with characters, events, at least one significant object) in first person.
  • Include vivid and suggestive details about character, setting, and events.
  • Reflect on the meaning of the story. Explain along the way how the story reveals your understanding of “the true meaning” of the winter holiday season to you.
  • Narrate with a lively, intimate voice.
  • Create a title that suggests focus and/or meaning (literal or symbolic).

Special issues:
  • Choose present or past tense. Stick with it! Don’t shift from one to the other.
  • When you shift time, place, or focus, start a new paragraph.

Friday, November 30, 2012

Expository Essay on the Significance of Choices Made by the Director of the Film Mary Shelley's Frankenstein

You will write an essay on this prompt in-class on Tuesday (December 4).


Choose from the following choices made by Kenneth Branagh, the direct of the film Mary Shelley’s Frankenstein, and in a well-developed essay explain its thematic significance.

Thematic significance is the significance to the meaning of the film (or the ideas in the film or the purpose of the film), as opposed to dramatic significance which is the significance to the characters experiencing the film’s drama. So you’ll have to decide something about the meaning, ideas, and/or purpose of the film and then explain how the specific choice contributes that meaning, those ideas, and/or that purpose.

Here are some choices Branagh made in the film…
  • the use of red, white, and dark colors
  • the use of ice and fire
  • the choice of how to depict Victor creating the monster (it’s symbolic, remember!)
  • the choice to expand Waldman’s role
  • the choice to change Henry Clerval’s character
  • the choice to change the way Caroline dies
  • the choice to change what happens after Victor promises to make the monster a companion
  • the choice to include the sources of the bodies and brains for Victor’s creations
  • the choice to alter the depiction of the De Lacey family
  • [a choice you come up with on your own]

Here are some possible themes of the film…
  • the power of extreme passionate emotion
  • the dangers of pushing the boundaries of scientific exploration
  • the perversion of nature by science and technology
  • the struggle between competing passions (passion for a person versus scientific passion)
  • the search for true companionship
  • the struggle between living to be happy and living to be great
  • the responsibilities of a nurturer (parent, creator, teacher)
  • the sacrifices of a nurturer (parent, creator, teacher)
  • the difficulty of overcoming prejudice
  • [something else you come up with on your own]

Tuesday, September 11, 2012

Student Handbook (Compass) Argument

This Week: Argument Essay Writing
Monday 9/10 (in class)
Student Handbook Prewriting
Use the handout to plan your argument essay



Compass SAT-style Argument Essay Pre-writing
Type 2 Writing Assignment: Unit Work (Formative) Assessment
Complete this work by the beginning of class _________________________________

[] Choose a policy in the Student Handbook that you would like to respond to.
Quote the policy here:

[] Decide if you will argue in support of the policy, in opposition to the policy, or for a particular revision of the policy that you state clearly. In other words take a position; make a claim.

Write your position as a claim (or thesis) here:


[] Prepare supporting reasoning and examples for your position.
What reasoning and examples will you use to support your argument?
State four (4) reasons and examples.

1. State a reason that supports your claim.

State an example that supports that reasoning.

2. State a reason that supports your claim.

State an example that supports that reasoning.

3. State a reason that supports your claim.

State an example that supports that reasoning.

4. State a reason that supports your claim.

State an example that supports that reasoning.

[] Now consider the reasoning that someone arguing against your position and for a different position might use.
Give at least two examples of reasoning that someone arguing against your position and for a different position might use.

How could you respond to the reasoning stated above in a way that would help support your position?

[] What are your strongest two reasons and examples?

[] What order for those two reasons and examples would be most effective?


Monday (at home)
Finish pre-writing

Tuesday 9/11 (in class)
Bring your completed prewriting handout to class.
Take a look at the grading rubric and SAT-argument examples.
Write a draft of your essay (introduction presenting your position, at least two body paragraphs each with a supporting reason and well-developed example, conclusion driving home your position)

Tuesday (at home)
Finish your draft.

Wednesday 9/12 (in class)
Self-assessment and peer-assessment of student handbook policy argument essays


Persuasive argument essay
(using rhetoric)

What do you do after you’ve written a complete draft?

Self-Assess
  • Go back through the directions to make sure you’ve done everything.
  • Reread with the directions and rubric in mind.
    • First paragraph
    • Do you have a sentence at the beginning that grabs the reader's attention? Mark this with a "g".
    •  Do you have a sentence in the first paragraph that clearly states and/or explains the policy that you are responding to? Mark this with a "p".
    • Do you have a sentence in the first paragraph that clearly states your position on the policy (this is your claim and/or your thesis)? Mark this with a "t"
    • Body paragraphs
    • Does each body paragraph clearly state a reason that supports your position? Mark this with an "r" in each body paragraph.
    • Does each body paragraph develop an example that supports the reason? Mark this with an "e" in each body paragraph.
    • Conclusion
    • In a final paragraph do you clearly state your position (your claim, your thesis)? Mark this with another "t".
    • In the final paragraph do you remind the reader of key reasons and examples? Mark these reminders with other "r"s.
  • Proofread…again. How?
    • Reread aloud slowly using a one-foot voice.
    • Reread in reverse (sentence-by-sentence, paragraph by paragraph)
  • Reflect.
    • What are you proud of? What have you done well?
    • What would you do differently? What would you work on if you had more time?

Peer-Assess
  • Ask someone else to read & make comments in the margin about  elements from the rubric that you'd like them to comment on. 
  • At the end of the argument essay your peer assessor must also answer the question, is the essay convincing? Explain.
  • The peer editor must sign your draft. 

Wednesday (at home)
Work on final draft of your student handbook policy argument essay.

Thursday 9/13 (in class)
Begin independent reading.

Thursday (at home)
Finish final draft of your student handbook policy argument essay.

Friday 9/14 (in class)
Turn in your final draft with first draft, self/peer assessment, and prewriting.





Wednesday, September 5, 2012

Resources for Week 1 Homework

 Compass Student Handbook
 Annotate with underlining/highlighting and comments (ideas, feelings, questions) in the margin
or, take double-entry notes: information (quotations, paraphrase on the left; ideas, feelings, questions on the right).
Be prepared to use your annotations or notes in a Socratic Seminar on Friday, September 7.

Summer Reading Assignment
Due on Tuesday, September 11 in your F-block class.

Friday, May 4, 2012

Hamlet Soliloquy 4.4


Hamlet Soliloquy 4.4


How all occasions do inform against me, (35)
And spur my dull revenge! What is a man,
If his chief good and market of his time
Be but to sleep and feed? a beast, no more.
Sure, he that made us with such large discourse,
Looking before and after, gave us not (40)
That capability and god-like reason
To fust in us unused. Now, whether it be
Bestial oblivion, or some craven scruple
Of thinking too precisely on the event,
A thought which, quarter'd, hath but one part wisdom (45)
And ever three parts coward, I do not know
Why yet I live to say 'This thing's to do;'
Sith I have cause and will and strength and means
To do't. Examples gross as earth exhort me:
Witness this army of such mass and charge (50)
Led by a delicate and tender prince,
Whose spirit with divine ambition puff'd
Makes mouths at the invisible event,
Exposing what is mortal and unsure
To all that fortune, death and danger dare, (55)
Even for an egg-shell. Rightly to be great
Is not to stir without great argument,
But greatly to find quarrel in a straw
When honour's at the stake
. How stand I then,
That have a father kill'd, a mother stain'd, (60)
Excitements of my reason and my blood,
And let all sleep? while, to my shame, I see
The imminent death of twenty thousand men,
That, for a fantasy and trick of fame,
Go to their graves like beds, fight for a plot (65)
Whereon the numbers cannot try the cause,
Which is not tomb enough and continent
To hide the slain?
O, from this time forth,
My thoughts be bloody, or be nothing worth!

NOTES
[Source: http://shakespeare.about.com/od/studentresources/a/allinform.htm  Amanda Mabillard, B.A. (Honors) is a freelance writer specializing in Shakespeare, Renaissance political theory, theatre history, comparative literary history, and linguistic topics in Renaissance literature.]

inform against ] Accuse me.
market ] Employment.
discourse ] The power of reason. God gave human beings the ability to reflect on life's events.
Looking before and after ] Our intelligence allows us to analyze past experiences and make rational judgments about the future.
fust ] Grow mouldy. Hamlet is saying that God did not give us the power of reason for it to go unused.
Bestial oblivion ] The forgetfulness of an animal. Our capability to remember separates mankind from other animals or "beasts". But Hamlet forgetting Claudius's deeds is clearly not why he delays the murder.
craven scruple ] Cowardly feelings.
of ] From.
event ] Outcome.
quarter'd ] Meticulously analyzed (literally, divided into four).
Sith ] Since.
gross ] Obvious.
mass and charge ] Size and cost. Hamlet is referring to the army led by Fortinbras, prince of Norway. Hamlet wishes he had Fortinbras's courage.
puff'd ] Inflated.
Makes mouths at the invisible event ] Shows contempt for (or cares not about) the uncertain outcome of battle.
Rightly to be great...stake ] Truly great men refrain from fighting over insignificant things, but they will fight without hesitation over something trivial when their honour is at risk. "True nobility of soul is to restrain one's self unless there is a great cause for resentment, but nobly to recognize even a trifle as such as cause when honour is involved" (Kittredge 121). Ironically, "Hamlet never learns from the Captain or attempts to clarify what the specific issue of honor is that motivates the Prince of Norway. In fact, there is none, for the play has made it clear that Fortinbras's uncle, after discovering and stopping his nephew's secret and illegal revenge campaign against Claudius, encouraged him to use newly levied forces to fight in Poland...Since no issue of honor is to be found in Fortinbras's cause, Hamlet, through his excessive desire to emulate the Norwegian leader, ironically calls into question whether there is any honour in his own cause" (Newell 143). [Mr. Cook adds: or, perhaps, Hamlet’s mind has once again moved from the particular (Fortinbras and his army) to the abstract (consideration of what defines greatness). It seems Fortinbras and his army are not important in and of themselves but in how they “inform against” (indict, critique, etc.) Hamlet’s inaction.]
twenty thousand men ] In line 25, it was 20000 ducats and only 2000 men. It is undecided whether this confusion is Hamlet's or Shakespeare's.
blood ] Passions.
trick of fame ] Trifle of reputation. But is not Hamlet jealous of Fortinbras and his ability to fight in defense of his honour? "Fortinbras is enticed by a dream, and thousands must die for it. Hamlet's common sense about the absurdity of Fortinbras's venture shows the pointlessness of his envy" (Edwards 193).
Whereon...slain ] The cause is not significant enough to consume the thousands of men fighting over it, and the tombs and coffins are not plentiful enough to hold those who are killed (continent = container).

1.        (Make connections!) In a paragraph compare what Hamlet says in lines 36-49 of this soliloquy to what he says in lines 91-96 of his “To be or not to be” soliloquy (below).

Thus conscience does make cowards of us all;
And thus the native hue of resolution
Is sicklied o'er with the pale cast of thought,
And enterprises of great pitch and moment
With this regard their currents turn awry, (95)
And lose the name of action.—

2.        (Make connections!) In a paragraph explain how this soliloquy is similar to the “O What a rogue and peasant slave” (2.2.576) soliloquy. (Think about the role that Fortinbras plays in this speech and that the First Player plays in the earlier speech: “What would he do,  / Had he the motive and the cue for passion / That I have?”)

3.        (What’s your opinion?) Hamlet contrasts his own cowardly thought with the actions of Fortinbras. Do you think Fortinbras is a good role model for Hamlet? In other words, should Hamlet be more like Fortinbras or not? Explain your answer in a paragraph. Use evidence from the play and this soliloquy to develop your answer. (Like Hamlet, you might be able to argue both “yes” and “no”.)