Honors World Literature (Period 5) Assignments

Instructors
Term
SPHS 2018-2019
Department
English
Description
Hello. Please note the following information:
 
You access #s for Turnitin for this course are as follows:
 
Class ID: 18336960
Key ID: 1234
 
And, for fun, I have attached a version of a class syllabus which should be mostly reliable (although meant to provide an overview and a sense of the course-not necessarily an actual blueprint). 
 
Feel free to email me with any questions or concerns. 
 

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NOTICE (READ ENTIRE POST):
 
There are several people with an NA designation in Aeries as a place-holder for missing work. In certain cases, we have had discussions regarding a waiver of that required assignment; in most  cases, there is no such understanding. NAs will be converted to ZEROS if the assignment is not submitted by the end of class on 5/30. If you do submit the work (for some, not full credit), you must let me know via email (and be specific as to which assignment has been submitted). In addition, several people have a 0 as a score for certain assignments. Those scores will remain unless the work is made up and submitted for some credit by the end of class on 5/31 (I'm assuming that most people have already decided to simply let the 0 scores stand). IT IS UP TO YOU TO ATTEND TO ZEROS OR NAs. CHECK AERIES. ANY NEWLY SUBMITTED WORK MUST BE IN BY THE END OF CLASS ON 5/30.
Created: Saturday, May 25 1:27 PM

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Assignment

REGARDING THE FINAL (READ ENTIRE POST)
 
THIS POSTING WILL PROVIDE TWO THINGS; TO WIT:
I. A LIST OF THE TOPICS WE HAVE COVERED OVER THE LAST FEW WEEKS IN OUR GRAMMAR REVIEW AND
II. A CLEAN COPY OF THE 5 WORKSHEETS THAT WERE USED IN CONNECTION WITH OUR GRAMMAR WORK DURING THAT TIME.
 
I. The Topics:
-Use of commas
-Participles, Gerunds, Infinitives
-Appositives
-Conjunctions
-Dividing overlong sentences
-Combining sentences
-Modifiers
-Adjectives/Adverbs
-Topic Sentences
-Transitions (contradiction, cause and effect, chronological, compare and contrast, concluding)
-Active Voice/Passive Voice
-State-of-being verbs
-Noun and pronoun agreement
-Double negatives
-Use of quotation marks
-Semicolons/Colons
-Apostrophes in plurals and possessives
-Hyphens, Dashes and Elipses
(ATTENTION: I THOUGHT SOME MORE ABOUT A PARTICULAR EXAMPLE THAT WE HAD AND AGREE THAT THERE WAS A MISTAKE IN A RESOURCE I HAD VISITED:
"KNOW-IT-ALL BROTHER" IS CORRECT; IT IS NOT "KNOW-IT-ALL-BROTHER." That was just too hard to sell and those who fought against it were right-no different than
"well-spoken salesman.")
-Prepositional phrases (modifying phrases consisting of a preposition and its object, e.g., at, in, from, with, by, about, for-"at home," "with the entire family," "by the skin of my teeth.") 
 
You should also know the the following terms:
-Point of View (1st person: "I"; 3d person ("he," "she," "they")
-Jargon (language used in a particular field of endeavor, e.g., due diligence, acronyms (HUD), best practices)
-Reflexive pronoun (E.g., myself, yourself, himself, ourselves-Jack decided to reward himself with a dinner out. Note that Jack is both the subject and the object of the sentence)
vs. Personal pronoun (E.g., I, you, he, we, she-I am so tired today.) 
 
II. Attached are the 5 worksheets. Make certain to scroll all the way to the end as some of the worksheets have blank pages between exercises. I will be glad to answer questions via email or in class on Thursday re any of this material. 
 
Created: Tuesday, May 28 8:57 PM

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Assignment

NOTE CHANGE IN ASSIGNMENT: THIS IS NOW DUE BY THE START OF CLASS ON THE 28TH, THUS, AS WITH THE OTHER STUDY GUIDES, YOU ARE TO DO THIS ON YOUR OWN TIME. ALSO NOTE THAT THERE IS LIKELY TO BE A VOCABULARY NARRATIVE ASSIGNED ON THAT DATE (ALTHOUGH YOU WILL BE LIMITED TO 20 MINUTES, SO KNOW THE WORDS).
 
READING/BRAVE NEW WORLD -CHAPTERS 16-18
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I. Write a separate, thoughtful response (no more than two paragraphs) to each of the following prompts:
 
1-Do you agree or disagree with Mond's view that beauty is dangerous? 
 
2-Summarize both sides of the debate between Mond and John about God and identify your reason(s) for finding one position more persuasive. 
 
3-Do you agree with John's action in response to his realization upon waking up? Explain your position. 
Submit responses on one document to Turnitin by the end of class on this date. 
 
II. Be prepared on this date to know the definitions of, and be able to use in a sentence, any words that appear in Chapters 16-18. There is a great deal of advanced vocabulary in this novel; you need to seek out the definitions of any word you do not understand, e.g., importune, ineradicably, turpitude, postulates, avowed, paroxysm, abjection, deprecating, sedulously, galvanized.
Created: Friday, May 24 12:30 PM

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Assignment

NOTICE:
 
DUE TO OVERWHELMING DEMAND, THERE WILL NOT BE AN ESSAY ASSIGNED REGARDING BRAVE NEW WORLD
Created: Friday, May 24 12:33 PM

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GRAMMAR/COMMENTS
 
Please keep in mind that much of what we are doing during this Grammar unit is discovering or reinforcing ways to write sentences and paragraphs that read well. In other words, you are writers who have achieved competence with respect to the basics of formal written expression (although that is often obscured by inadequate editing and proofreading), but are displaying occasional difficulty with higher-level, more elegant constructions. A key aspect of producing pieces that read well is infusing your compositions with variety. If there are 100 ways to say something, how do you choose to say it? And what do you do further along in your paper to ensure that your manner of saying X isn't repeated when you say Y? And likewise, how do you make certain that Z doesn't look like it's a formula matching X or Y? So variety is important. It doesn't necessarily matter, in fact it doesn't really matter at all, if you know the academic terminology (except maybe for a test), but you do need to know that excellent writing reflects a rich repertoire (range of skills) of language formulations.
 
A bit about Modifiers: Modifiers are words or phrases that enhance the sentence by adding information or tone; they can make the difference between a sentence like "Dick and Jane ran up the hill" and "With a sense that their lives were on the line, Dick and Jane ran up the hill."
 
Thus, to reiterate what we covered in class, this: 
 
1-Changing "Quite a few students have been taking performing arts classes recently" to "Recently, quite a few students have been taking performing arts classes" adds variety and emphasis (we know that the speaker is mainly talking about how this has been happening recently). 
 
So, "Recently" is a single-word modifier (almost always found at the beginning of a sentence). 
 
2-Changing "Joe lived in Chicago when he received his Master's degree and decided to become a teacher" to "Living in Chicago, Joe received his Master's degree and decided to become a teacher" replaces the subject at the beginning of the sentence with a participial phrase, adding variety and emphasis.
 
So, "Living in Chicago" is a phrase modifier. 
 
3-"Shara sings in the shower" is simply an adverbial phrase with the phrase "in the shower" modifying the verb "sings." (In other words, it serves to modify that verb, telling us where she sings. This is an example of an adverb modifying a verb.)
 
4-"He is respectful of his elders" is simply an adverbial phrase with the phrase "to his elders" modifying the adjective "respectful." (The phrase explains to whom he is respectful.)
 
5-"The ship listed far to the starboard" is simply an adverbial phrase with the phrase "to the starboard" modifying the adverb "far." ("Far" is an adverb that modifies the verb "listed" and "to the starboard" is an adverbial phrase that modifies (explains further) the adverb "far" (as in where is it listing toward?)
 
6-"Before a race, Liam stretches" is simply an adverbial phrase with "Before a race" coming at the beginning of a sentence, modifying the verb "stretches." This serves to provide some variety in the writing. 
 
7-"When he heard the announcer introducing the band, the roadie worked quickly to tune the guitar" is simply a clause-"When he heard the announcer introducing the band"-serving as a modifier, but coming at the beginning of the sentence. 
 
Remember*:
 
-A phrase is a grouping of words that do not contain both a subject and a verb. A clause is grouping of words that does contain both a subject and a verb, and it may be dependent or independent. 
-An adverb (or adverbial phrase) can modify a verb, and adjective or another adverb. 
 
-Verbals fall into Participles and Participial Phrases (verb form used as an adjective, or noun, often ending in "ing"), Gerunds and Gerund Phrases (verb form used as a noun, often ending in "ing") and Infinitives and Infinitive Phrases (verb form with root of the verb preceded by "to" and used as an adjective, noun or adverb).
 
-Appositives and Appositive Phrases are nouns or noun phrases used to explain another noun.
 
*See notes and worksheets for examples. 
Created: Thursday, May 16 9:23 AM

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Assignment

GRAMMAR/COMMENT-SINGULAR "THEY"
 
Read the below commentary; it's fun, and somewhat answers the question raised in class today.
 
Former Chief Editor of the Oxford English Dictionary, Robert Burchfield, in The New Fowler’s Dictionary of Modern English Usage (1996), dismisses objections to singular they as unsupported by the historical record. Burchfield observes that the construction is ‘passing unnoticed’ by speakers of standard English as well as by copy editors, and he concludes that this trend is "irreversible." People who want to be inclusive, or respectful of other people’s preferences, use singular they. And people who don’t want to be inclusive, or who don’t respect other people’s pronoun choices, use singular they as well. Even people who object to singular they as a grammatical error use it themselves when they’re not looking, a sure sign that anyone who objects to singular they is, if not a fool or an idiot, at least hopelessly out of date.
 
 
Created: Friday, May 17 2:23 PM

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FINAL EXAM:
 
The final exam will be a multiple-choice test that will focus exclusively on the following technical elements of good writing: Punctuation, Syntax, Structure, Transitions, Subject-Verb agreement, Noun-Pronoun agreement, Modifiers, Use and Identification of Verbals, Avoidance of Awkward Sentences. 
 
Note: All of these realms of writing skills will be reviewed over the remaining 6 class sessions. 
 
Note further: In that there is a lot to cover towards the end of having you leave this course as excellent formal writers, persons talking without permission during any of these classes will be asked to go to the library or the front office and work individually. 
Created: Tuesday, May 14 10:25 AM

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RE: ABSENCES AND MISSED WORK
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If you miss any classes from 5/13 on, be certain to collect any handouts that were distributed during class. 
 
ALSO, remember that you are responsible to check Aeries to discover any missed work and make arrangements to make up those assignments; failure to submit that work will result in a zero for the assignment. 
Created: Monday, May 13 3:01 PM

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SUMMER READING
 
To locate the Summer Reading Assignment, open the link below, then click on the lined icon (Hamburger Button) at the top left of the page, go to English and then to AP Language and Composition.
 
 
 
Created: Tuesday, May 14 9:02 AM

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Assignment

READING/BRAVE NEW WORLD -CHAPTERS 14 and 15
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I. Write a separate, thoughtful response (no more than two paragraphs) to each of the following prompts:
 
1-Examine Huxley's use of descriptive language and imagery* in the section describing the arrival of the children at the hospital. Which descriptions are especially effective or evocative**?
 
Imagery means to use figurative language to represent objects, actions, and ideas in such a way that it appeals to our physical senses. Usually it is thought that imagery makes use of particular words that create visual representation of ideas in our minds. The word “imagery” is associated with mental pictures.
 
**Evocative means bringing strong images, memories, or feelings to mind.
 
2-What is revealed about the difference between Bernard's character and that of Helmholtz and John?
 
Submit responses on one document to Turnitin by the start of class on this date. 
 
II. Be prepared on this date to know the definitions of, and be able to use in a sentence, any words that appear in Chapters 14 and 15. There is a great deal of advanced vocabulary in this novel; you need to seek out the definitions of any word you do not understand, e.g., peremptorily, bestial, wanton, reparation, ardor, undefiled, ordure, irresolute, etc. 
Created: Sunday, April 28 5:30 PM

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Assignment

READING/BRAVE NEW WORLD -CHAPTERS 12 and 13
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I. Write a separate, thoughtful response (no more than two paragraphs) to each of the following prompts:
 
1-Explain the reason for the immediate connection between Helmholtz and the Savage. What does Bernard's response reveal about the type of friend he is?
 
2-Why do you think Huxley adds the comment about the death of the Alpha-Plus administrator in Mwanza-Mwanza? How do you think he intended the reader to respond to this information?
 
Submit responses on one document to Turnitin by the start of class on this date. 
 
II. Be prepared on this date to know the definitions of, and be able to use in a sentence, any words that appear in Chapters 12 and 13. There is a great deal of advanced vocabulary in this novel; you need to seek out the definitions of any word you do not understand, e.g., sententiously, rakish, reproach, sanctimonious, sepulchral, declaiming, discomfited, inexorably, etc. 
 
 
Created: Sunday, April 28 5:45 PM

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Assignment

READING/BRAVE NEW WORLD -CHAPTERS 9-11
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I. Write a separate, thoughtful response (no more than two paragraphs) to each of the following prompts:
 
1-Explain how the works of William Shakespeare influence the way that John frames his experience of seeing the sleeping Lenina. What is ironic about this perception? 
 
2-According to the director, what is the worst offense a person can commit? Explain the reason that he believes this.
 
3-What does Huxley mean when he writes that John is "Bound by strong vows that had never been pronounced, obedient to laws that had long ceased to run"? How does this explain his reaction to Lenina?
 
Submit responses on one document to Turnitin by the start of class on this date. 
 
II. Be prepared on this date to know the definitions of, and be able to use in a sentence, any words that appear in Chapters 9-11 There is a great deal of advanced vocabulary in this novel; you need to seek out the definitions of any word you do not understand, e.g., exultantly, demurred, sonorous, irrepressibly, scatological, undulation, pensive, deferential.
 
Created: Tuesday, April 23 9:23 AM

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Assignment

READING/BRAVE NEW WORLD -CHAPTERS 7 AND 8
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I. Write a separate, thoughtful response (no more than two paragraphs) to each of the following prompts:
 
1-Describe the religious ceremony that takes place on the reservation and speculate on the purpose of that ceremony.
 
2-Miranda is a character in Shakespeare's play, The Tempest. Explain why John might connect to her character. Research the context of the quote that he references. What is ironic about his choice of quotes? 
 
Submit responses on one document to Turnitin by the start of class on this date. 
 
II. Be prepared on this date to know the definitions of, and be able to use in a sentence, any words that appear in Chapters 7 and 8. There is a great deal of advanced vocabulary in this novel; you need to seek out the definitions of any word you do not understand, e.g., precipitous, incredulity, sullen, semblance, incarnadine, lecherous, cordiality, patronizing, etc.
 
Created: Tuesday, April 23 9:45 AM

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ANNOUNCEMENT/PLEASE READ ENTIRE POST
 
Several students have missing assignments. They are reflected by either a 0 (which really does hurt your overall grade) or an N/A (which simply holds the place without you being penalized). Normally, for the last progress report, I simply enter a 0 for all missing assignments (so as to give you a realistic idea of where you stand approaching the semester grade); however, on the assumption that you will make the effort to submit this missing work, I have left many spots as NA for now (particularly with respect to the last Study Guide assignment that was due re chapters 5 and 6 of Brave New World). Please know that you must make up all NAs or 0s quickly if you hope to get any points for those assignments toward your semester grade. Absent the make-up work, all NAs will be converted to a 0 and all 0s will remain in place. If you make up an assignment, you must let me know via email so that I will be alerted to look for it.
Created: Sunday, April 21 12:27 PM

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Reading/Brave New World-Chapters 5 and 6
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I. Write a separate, thoughtful response (no more than two paragraphs) to each of the following prompts:
 
1-Describe Bernard Marx's response to the solidarity service. How does his response help illustrate his character?
 
2-Explain the meaning of Lenina's adage: "Was and will make me ill, I take a gramme and only am." How does the abolishment of roots and fruits shortly after taking soma relate to Lenina's adage? 
 
Submit responses on one document to Turnitin by the start of class on this date. 
 
II. Be prepared on this date to know the definitions of, and be able to use in a sentence, any words that appear in Chapters 5 and 6. There is a great deal of advanced vocabulary in this novel; you need to seek out the definitions of any word you do not understand, e.g., proffered, indecorous, inexorably, stoicism, fulminated, galvanic, plangent, satiety, imminence, supine, benevolently, etc.
 
 
Created: Wednesday, April 10 12:55 PM

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Reading/Brave New World
 
Read up through Chapter 4 by this date (chapters 3 and 4).
Created: Monday, March 11 9:45 AM

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NOTE NEW DATE
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1) Read Chapters 1 and 2 of BRAVE NEW WORLD (HUXLEY). Bring the book to class.  
 
2) Make certain to review the comments made on your Julius Caesar creative writing composition. That paper was graded in terms of both your adherence to the basic plot and "drive" of the play while adding your invented character AND the degree to which you honored language conventions-the rules of good writing. The comments all have to do with errors that should be detected and corrected in the process of proofreading. (Remember: As we have discussed, at the conclusion of a paper, you should both edit and proofread. Editing has to do with reviewing your composition to see that you have said what you want to say in the most effective way you can devise. Proofreading is then employed to ensure that your paper is literate, i.e.,does not have surface errors re grammar, spelling, punctuation, etc.)
 
 
Created: Friday, March 8 11:24 AM

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Assignment

WRITING ASSIGNMENT
 
Some additional class time will be allotted for revisions of your Theme Statement paragraphs. Remember, your task is to discover a theme (or themes) in each of the short stories, identify that theme, and support your claim with evidence from the text. I am re-posting below a brief commentary on the issue of constructing a thematic statement (as opposed to a thematic topic). 
 
A theme (or thematic statement) is distinct from a thematic topic. A thematic topic is a word or group of words that describe(s) a big-picture idea, e.g., war, peace, love, hate, love and hate in a time of war...or peace, etc. A theme is a statement (full sentence or two) that narrows one of those big-picture ideas into a narrower idea that states a universal truth, e.g., falling in love can often repair emotional damage suffered in the past. Recall the example of the short story by Kate Chopin, "The Story of an Hour," in terms of how to break a narrative down and grasp what is being said. Keep this in mind: The author sat down and wrote the story because he/she had something they wanted to say...and they weren't interested in saying something unimportant. There is a theme in there. 
 
 
Created: Monday, March 4 2:44 PM

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Assignment

COMMENT (NOT A NEW ASSIGNMENT)
 
On this date you will be completing your Theme paragraphs regarding the short stories "A & P" (Updike), "A Clean, Well-Lighted Place" (Hemingway) and "Girl" (Kincaid). In our class discussion we talked about your task of discerning (to perceive or recognize or distinguish) a theme in the works. Again this: A theme (or thematic statement) is distinct from a thematic topic. A thematic topic is a word or group of words that describe(s) a big-picture idea, e.g., war, peace, love, hate, love and hate in a time of war...or peace, etc. A theme is a statement (full sentence or two) that narrows one of those big-picture ideas into a narrower idea that states a universal truth, e.g., falling in love can often repair emotional damage suffered in the past. Recall the example of the short story by Kate Chopin, "The Story of an Hour," in terms of how to break a narrative down and grasp what is being said. Keep this in mind: The author sat down and wrote the story because he/she had something they wanted to say...and they weren't interested in saying something unimportant. There is a theme in there. 
Created: Friday, March 1 9:41 AM

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Assignment

NOTE THE CHANGED DATE FOR THIS ASSIGNMENT (2/22, NOT 2/20)
 
Read the following 4 short stories* closely in preparation for writing about them:
 
"The A & P" (John Updike)
"A Clean, Well-Lighted Place" (Ernest Hemingway)
"The Story of an Hour" (Kate Chopin)
"Girl" (Jamaica Kincaid)
 
*See a link to the stories below. 
 
 
Created: Wednesday, February 20 10:38 AM

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Assignment

MAKE CERTAIN THAT YOU HAVE COMPLETED JULIUS CAESAR-YOU WILL BE WRITING ABOUT THE PLAY ON THIS DATE. (If you have a copy of the text, bring it with you to class.)
Created: Tuesday, February 19 12:11 PM

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Assignment

Poetry (Lyric)/Short Analytical Responses
 
-Identify one line or passage in each of the following poems* that strikes you as poetically "lyrical" ("musical" language expressing emotional intensity): "Jade Flower Palace," "The Moon at the Fortified Pass," "The Guitar," "What are Friends For," "Making a Fist," and "Some Like Poetry." Discuss, in one well-written paragraph (per poem), the reason(s) that you made your selection. Reminder: A paragraph for each poem's chosen line or passage is required.
 
*These listed poems will be found on pages 970-976 of your textbook, Literature: Timeless Voices, Timeless Themes.
 
Note: The assignment is to be submitted to Turnitin by the start of class this date. 
Created: Sunday, February 10 7:21 PM

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Assignment

GRAMMAR RESOURCES-REVIEW AND KNOW
 
From this point on, your papers will be graded with equal emphasis put upon content AND grammar. It's time to stop making irritating errors that mar your work. See if the answer to any uncertainties can be found by using the links below. If any grammar issue is still confusing to you, let me know as soon as you realize that there is a problem. We have discussed all of these language conventions; now it is time to master them.
 
I. See the link below for a series of grammar exercises that may help you eliminate grammar mistakes that still appear in the papers of many of you.
 
Re the link: Click on "Here" under the heading "Exercises." At that point, select any of the grammar topics, click where it says "Interactive Exercises" and do the exercises.
 
 
II. See below for an explanation as to how to use commas when you introduce and/or interrupt quotations within a sentence in your composition (and when to use a colon or just a period when creating a block quote).
 

When to Use a Comma

As a general rule, you should use a comma to introduce quoted material or dialogue. That’s because in most types of dialogue, the quoted material stands apart from the surrounding text. In grammatical terms, it’s “syntactically independent.” 

Here are two examples from the first book in the “Game of Thrones” series.

Maester Luwin said, “Bran, the children of the forest have been gone for thousands of years.”

Tyrion Lannister undid his scarf, mopped at his brow, and said in a flat voice, “How interesting.”

You can also use commas when a quotation is interrupted by a phrase like “he said” or “she said.” In fact, you use two commas. For example

“What the king dreams,” [Ned] said, “the Hand builds.”

“Bran,” [Jon] said, “I’m sorry I didn’t come before.”

When to Skip the Comma

In certain cases, you can skip the comma when introducing a quotation. 

First, skip the comma if the quotation is introduced by a conjunction like “that,” “whether,” or “if.” Following that guidance, I might write sentences like this:

Eddard Stark is constantly reminding people that “winter is coming.” 

Lord Varys wonders whether “we’ve grown so used to horror we assume there’s no other way.”

Tyrion Lannister said that “a mind needs books like a sword needs a whetstone.” 

Second, ask yourself whether the quotation blends into the rest of the sentence—or, speaking grammatically, if it’s a syntactical part of the surrounding sentence. If the quotation blends in, the comma comes out. 

Here are two examples:

It was the third time he had called her “boy.” “I’m a girl,” Arya objected.

Fat Tom used to call her “Arya Underfoot” because he said that was where she always was.

That’s all we have to say about commas.

When to Use a Colon

But you can also use a colon to introduce a quotation. You’d do that when the quotation is being introduced by a grammatically complete sentence—also known as an independent clause. Here are a couple of examples:

Daenerys often speaks one frightening word: “Dracarys.”

Tyrion had sage advice for the singer: “Close your eyes and pretend you’re dead.”

When to Use a Period

Finally, you can use a period to introduce a quotation. You do this when introducing a block quotation—that is, a long quotation that’s indented from the rest of the text. Here’s an example:

Sandor Clegane chastised Sansa thusly.

Some septa trained you well. You’re like one of those birds from the Summer Isles, aren’t you? A pretty little talking bird, repeating all the pretty little words they taught you to recite.

One thing to note is that a block quotation, unlike a regular quotation, is not surrounded by quotation marks. The text being indented already marks it as a direct quotation.

When to Freak Out and Run Screaming Down the Street

Just to confirm Benjamin’s feeling that these rules are a bit “dicey,” let’s mention that sometimes they can overlap and overrule one another. For example, a block quote might “blend in” to its introduction; in that case, the introduction wouldn’t need a colon. Rather, it would take no punctuation. For example

Bran’s Old Nan described the white walkers as

cold things, dead things, that hated iron and fire and the touch of the sun, and every creature with hot blood in its veins. They swept over holdfasts and cities and kingdoms, felled heroes and armies by the score, riding their pale dead horses and leading hosts of the slain. All the swords of men could not stay their advance, and even maidens and suckling babes found no pity in them. 

In short, when deciding what punctuation to use when introducing a quotation, follow the rules we just described—and then use your best judgement. 

So, that’s your tip for today. Quotations are usually introduced with a comma, but in some cases, they may be introduced by a colon, a period, or nothing at all.

Scenario Example Rule
The quote is syntactically independent from the surrounding text. Ned said, "Bring the direwolf here." Use a comma
The quote blends in to the surrounding text. Ned said that I should "bring the direwolf here." No punctuation
The quote is introduced by a complete sentence. Ned had one command: "Bring the direwolf here." Use a colon
The quote is a block quote, introduced by a full sentence.

Ned offered a string of commands.

Bring the direwolf here. Care for it yourself. Never bother the stablemaster with it.

Use a period
 
 
III. See below for an explanation as to where to put punctuation marks with respect to closing quotation marks.
 

Commas and Periods

In American usage, commas and periods at the end of quotes always go inside the quotation marks. In British usage, they can go either inside or outside (in the same way as questions marks and exclamation points in American style, see below).

American style guides such as Associated Press (AP), Modern Language Association (MLA) and The Chicago Manual of Style (Chicago) all follow the American rule when it comes to commas and periods. And you should note that commas and periods go before closing quotation marks, regardless of them being single or double quotes. For example:

  • He said, "I'll be going to the party later."
  • "When you have finished your time out," her dad said, "you must go to mom and say 'I'm sorry.' "

Some more examples of commas used inside quotation marks are:

  • "Don't be late for class," the teacher said.
  • "I am never talking to him again," my sister said angrily.
  • "It snowed last night," said Sam.

Some more examples of periods used inside of quotation marks are:

  • Anne called the boys "mean and nasty."
  • In his most charming manner he said, "I never give up."
  • She told him to neatly write the word "Holiday."
  • Alan's assignment is to read Wordsworth's "Daffodils."

Question Marks and Exclamation Marks

In American English the general rule for question marks and exclamation marks (or points) is: If the quoted material ends with a question mark or an exclamation mark, the punctuation should be inside the quotation marks. However, if the question mark or exclamation mark is not directly part of the quote, then the punctuation should go outside the quotation marks.

As you can see here, if the quote itself is an exclamation or question the punctuation mark is contained within the quotation marks:

  • Anthony asked, "Can we have pizza again for dinner?"
  • Mom shouted, "I said don't throw the ball in the house!"
  • I cried out to the child, "Watch for the ice!"

If the quoted words are embedded within a sentence that is an exclamation or question, then the punctuation goes outside the quotation marks, like this:

  • Who said the line "I'm the king of the world"?
  • How did the coach know it was me who said "I don't want to be on this team"?
  • You have to read the article "UFOs Are Real"!

Punctuation That Goes Outside Quotation Marks

There are certain punctuation marks that always go outside quotation marks. Here, both American and British English follow the same rule. Punctuation marks that go outside are:

The following are examples of punctuation marks that stay outside quotes:

  • The speaker listed three "secrets of success": confidence, perseverance, and passion.
  • His favorite team is the "Rams"; he has never missed any of their games.
  • She laughed and said, "I don't think he will pass his driving test" - then he pulled up in front of the house.

Basic Style Guide Rules

The following are rules for punctuating inside closing quotation marks according to the standard American style guides:

  • MLA: Commas and periods directly following quotations always go inside closing quotation marks. Question marks can vary depending if the question is part of the quote, then the punctuation mark goes inside the quotation marks. If the question is not part of the direct quote, it goes outside.
  • AP: All punctuation goes inside the closing quotation marks. This includes commas, periods, question marks and exclamation points.
  • Chicago: Periods and commas always go inside quotation marks. Question marks and exclamation points that are part of the original quote are included inside quotation marks.

Proper Use of Punctuation

Knowing whether punctuation goes inside or outside of closing quotation marks is an important rule to learn and follow. With some practice you will soon be punctuating your quotations with ease. Using punctuation properly can make your writing more credible and convey what you intend to portray to the reader more easily.

 
 
 
Created: Friday, March 20 12:32 AM

Due:

Assignment

Julius Caesar
READ ENTIRE POST
 
Read Acts IV and V.
Complete and submit attached Study Guide/Worksheet to Turnitin. 
Created: Saturday, January 12 5:31 PM

Due:

Assignment

Julius Caesar
READ ENTIRE POST
 
Read Act III. 
Complete attached Study Guide/Worksheet and submit to Turnitin.
Created: Thursday, January 31 10:22 AM

Due:

Assignment

Julius Caesar
READ ENTIRE POST
 
Read Act II. 
Complete  the attached Study Guide/Worksheet and submit to Turnitin.
Created: Saturday, January 12 5:30 PM

Due:

Assignment

Julius Caesar*
READ ENTIRE POST
 
Read Act I.
Complete the attached Study Guide/Worksheet and submit to Turnitin. 
 
*You may either obtain your own copy of the play, read it in the class textbook or work with the version linked below. 
 
Created: Saturday, January 12 5:12 PM

Due:

Assignment

Group Presentations re Shakespeare/Elizabethan Theater/Julius Caesar
Created: Saturday, January 12 5:13 PM

Due:

Assignment

Groups will begin work on presentations re the following topics related to Shakespeare:
 
Group 1-Shakespeare's Life and Plays
Group 2-The "controversy" re the Provenance of Shakespeare's plays
Group 3-The Globe Theater and Elizabethan theater in general
Group 4-The Life and Times of Julius Caesar
Group 5-Shakespeare's Language (Iambic Pentameter, Blank Verse, Double Entendre)
Group 6-Shakespeare's Sonnets
 
*Visual and Performance elements are encouraged.
Note: You will have significant class time on 1/8 and 1/10 to work in your groups.  

 
 
 
Created: Tuesday, January 8 1:01 PM

Due:

Assignment

FINAL EXAM
 
The exam will be three short responses (2 to 3 paragraphs each) to prompts relating to Night. You will be permitted to to use your texts.
 
Created: Sunday, November 25 4:28 PM

Due:

Assignment

Reading/Night
 
-Read to conclusion of the memoir (Chapters 7-9). 
-Complete Dialectical Journal for the memoir.
-Submit to Turnitin.
Created: Saturday, November 24 2:47 PM

Due:

Assignment

Antigone narrative and scene due this date. Submit the work to Turnitin.
Created: Friday, November 30 1:33 PM

Due:

Assignment

Reading/Night
NOTE: BRING NIGHT TO CLASS. THIS ONE DIALECTICAL JOURNAL ASSIGNMENT MAY BE DONE IN CLASS-IT IS NOT DUE UNTIL THE END OF THE PERIOD THIS DATE
 
-Read Chapters 5 and 6.
-Complete Dialectical Journal entries up to Chapter 6.
-Submit to Turnitin.
Created: Sunday, December 2 8:37 PM

Due:

Assignment

INFORMATION-READ ENTIRE POST
 
1-PLEASE READ THE COMMENTS MADE ON YOUR "DOWNFALL OF CREON" ESSAY SUBMITTED TO TURNITIN. NOTE: THIS ESSAY, UNLIKE THE "VOLUPTUARY" ESSAY, WAS GRADED AND COMMENTED UPON WITH RESPECT TO LITERARY ANALYSIS/RESPONSIVENESS TO THE PROMPT (NOT GRAMMAR). WE WILL HAVE TIME TO DISCUSS THIS ANALYSIS IN CLASS, BUT TAKE NOTE OF THE COMMENTS AND BE PREPARED TO ADDRESS THEIR RELEVANCE TO YOUR PAPER.
 
2-WRITING CONFERENCES RE GRAMMAR COMMENTS ON THE "VOLUPTUARY" ESSAY WILL CONTINUE NEXT WEEK.
 
3-YOU HAVE THE OPTION OF PICKING UP 3 ADDITIONAL POINTS ON THE "VOLUPTUARY" ESSAY IF YOU ADD 3 GRAMMATICAL REVISIONS TO THE ONES ALREADY SUGGESTED ON YOUR TURNITIN SUBMISSIONS. REVIEW YOUR ESSAY AND MAKE THE CORRECTIONS, NOTING THEM BY DOING THEM IN COLOR OR BOLD SO THAT THEY CAN BE QUICKLY IDENTIFIED. THERE IS A PORTAL ON TURNITIN FOR THE SUBMISSION OF THIS REVISED VERSION. THIS IS DUE BY 12/17.
 
4-IF YOU HAVE ANY "N/A" DESIGNATIONS IN AERIES FOR ASSIGNMENTS THAT ARE MISSING, THOSE ASSIGNMENTS WILL BECOME A ZERO (0) IF THE WORK IS NOT SUBMITTED BY 12/18.
Created: Tuesday, December 11 3:29 PM

Due:

Assignment

Reading/Night
 
-Read chapters 3 and 4.
-Complete Dialectical Journal entries up to Chapter 4. 
-Submit to Turnitin. 
Created: Saturday, November 24 2:44 PM

Due:

Assignment

NOTICE/WRITING CONFERENCES
 
This week there will be class time for working on both the Dialectical Journal (re the memoir Night) and The Antigone screenplay project. While that is taking place, starting on 12/5, I will be calling you up individually to talk about your fictional biographical essays pertaining to the Prince of Wales as depicted in the painting "A Voluptuary Under the Horrors of Digestion." On your essay (whether submitted to the first Turnitin portal or the "Final Draft" portal) there are comments re grammar. (I did not mark the entire paper-you will have an opportunity to find additional areas that warrant modification.) Please take a look at those comments and, in your head, work with them. (In most cases, I simply indicated an issue; I did not edit the work.) When we have our conference, we can break them down and explore optional approaches. This discussion is not focused on analysis or creative writing (you all were quite creative); rather, we want to simply knock out some bad writing habits-you know, that stuff you do that makes me scream inside my head. 
Created: Friday, November 30 9:51 PM

Due:

Assignment

Reading/Night-READ THIS ENTIRE POSTING 
 
Read Chapters 1 and 2. 
-Complete Dialectical Journal entries for Chapters 1 and 2.
 
Note: We will obtain copies of the memoir from the library on 11/27.
 
Note: The assignment will be explained in further detail in class. 
 
DIALECTICAL JOURNAL
 
During your reading of Night you will be maintaining, chapter-by-chapter, a dialectical journal. 
 
A dialectical journal is meant to record your conversation with the text. (Thus, in order to maintain such a journal, you are forced to have that conversation.) While it is possible for you to start the dialogue (with your expectations before reading a word), most likely it will be the text that launches the discussion. You will use a Dialectical Journal for your entries. The Journal will have 3 categories: Excerpt from the Text, Page #, and Response. (See template below-NOTE: If you are unable to work off of that template, create one in a file that you maintain on your computer.) You will be submitting your version of the Journal as it is being completed, e.g., chapters 1 and 2, then chapters 1-4, then chapters 1-6, etc. In other words, this is an ongoing assignment. In essence, you will note anything from the text that particularly strikes you and write out your response to that "thing." If a passage raises a question, discuss it. If a passage or section of dialogue makes you think of a poem (or other work of art), discuss that poem, etc. If a passage recalls to you a childhood experience, write about it. If a passage jolts you to an insight, write about it. Mainly this: Your entries throughout, in both of the categories, must show me that there is a thoughtful, ongoing conversation between the ideas contained within the text and the reader (you); it must be clear that you are reading the text closely, mining from it whatever richness lies within, and sharing something of yourself in your responses. Be creatively analytical-invest yourself in Mr. Wiesel's work. NOTE: There must be 3 separate entries per chapter. 
 
NOTE RE DOCUMENTARY ENTRIES*: The class will be viewing a documentary featuring the author and the concentration camp that is the primary setting of the memoir. To make entries into the journal re this documentary, label them in the "page" section as "DOC." There must be at least two entries re the documentary and the following statement is to be entered at the top of the first Response:
 
I am a human being; nothing human is alien to me.
 
Your résponses to the DOC entries should take into consideration that statement. 
 
NOTE: FOR THOSE INTERESTED, FIND THE FULL TEXT OF A MORE RECENT TRANSLATION OF THE MEMOIR BELOW. IT IS NOT BROKEN DOWN BY CHAPTERS, BUT IT IS AVAILABLE FOR REFERENCE. WE WILL LIKELY USE IT FOR ITS PREFACE AND FOREWORD. 
 
 
 
Created: Tuesday, November 27 2:05 PM

Due:

Assignment

THE ANTIGONE SCREENPLAY NARRATIVE-AN EXAMPLE
 
Attached below is a sample of a Narrative done for this assignment. Take a look at it and see if you can find the parallels to the play. Note that it does not cover everything; for example, there is no one who represents Tiresias and there is no scene showing Creon's too-late effort, after Tiresias' speech, to reverse his decision regarding the punishment of Antigone. (In fact, there is no clear indication that Antigone dies.) It would be important to have some aspect of your version that reflects that plot point. It might be more interesting to have Haemon and Eurydice (or at least one of them) meet a fate other than suicide, which is a bit too much direct-transfer from the play-maybe Haemon (Arthur) could die by being killed by a guard who was trying to stop him from breaking in to see Antigone (Guinevere)). But overall, this is a good example of different version of the play. 
Created: Tuesday, November 27 4:14 PM

Due:

Assignment

Announcement
 
The Antigone Screenplay narrative (and full scene) will be due on the last class day of the semester, 12/17. This means that between now and the end of the semester, you will have two ongoing projects that will require some out-of-class work; to wit: The reading and journaling related to Night and this Antigone assignment. 
Created: Sunday, November 25 4:37 PM

Due:

Assignment

READING/ANTIGONE
 
Read from entrance of Tiresias to the conclusion of the play. 
Created: Thursday, November 8 11:05 AM

Due:

Assignment

READING/ANTIGONE
 
Read from the entrance of Haemon to the entrance of Tiresias. (Be thinking in terms of your screenplay narrative and a particular scene that you might like to recreate.)
Created: Friday, November 2 1:18 PM

Due:

Assignment

READING/ANTIGONE
 
Read from conclusion of Chorus passage re the arrest of the child of Oedipus to the entry of Haemon.
Created: Monday, October 29 5:03 PM

Due:

Assignment

SCREENPLAY/ANTIGONE-FURTHER CLARIFICATION
READ THIS ENTIRE ASSIGNMENT
 
NOTE: THERE IS NO DUE DATE CURRENTLY SET; THIS INFORMATION IS FOR YOUR CONSIDERATION AS YOU READ THROUGH THE PLAY.
 
YOU WILL BE CREATING A MOVIE PROSPECTUS FOR THIS PLAY. IN ESSENCE, YOU WILL BE SUBMITTING 1) AN OVERALL NARRATIVE OF A SCREENPLAY AND 2) ONE FULLY SCRIPTED MAJOR SCENE (INCLUDING "STAGE" DIRECTIONS). THE NARRATIVE AND SCRIPT WILL BE INVENTED BY YOU, BUT WILL MIRROR THE PLAY ANTIGONE. THE PLOT TWISTS AND COMPLEX RELATIONSHIPS IN ANTIGONE MUST BE CONTAINED IN YOUR SCREENPLAY. THINK OF "THE LION KING" AND ITS SIMILARITIES TO HAMLET OR "BRIDGET JONES'S DIARY" AND ITS SIMILARITIES TO PRIDE AND PREJUDICEWE WILL DISCUSS THE SPECIFICS OF THIS ASSIGNMENT MORE AS YOUR READING OF THE PLAY PROGRESSES.
 
NOTE THE FOLLOWING:

1) YOUR PROPOSED SCREENPLAY MAY BE SET ANYWHERE AND AT ANY TIME, SO LONG AS YOU ARE FAITHFUL TO THE THEMES AND CONFLICTS OF THE STORY;
2) YOU MAY INCLUDE IN YOUR SCREENPLAY SYNOPSIS ASPECTS OF BOTH OEDIPUS REX AND OEDIPUS AT COLONUS; and
3) THE LANGUAGE THAT YOU EMPLOY IN YOUR SCRIPTED SCENE*  MAY BE EITHER CONTEMPORARY OR APPROPRIATE TO THE SETTING.

*The format for the scripted scene may be either the name of the speaker followed by a colon followed by the dialogue (Joan: Take out the trash) or the name of the speaker centered above the dialogue, i.e.,                                  Joan
                                              Take out the trash.
 
 
This should be fun! Be creative. You are walking into my office to convince me to make your movie based very closely on the story of Sophocles' Antigone. You will give me a written narrative of the entire movie and a boffo scripted major scene that will show me how exciting the film will be. 
 
NOTE: As you are doing the assigned reading, make notes to yourself about points that you want to make in your narrative section of the prospectus as well as scenes that you are considering for your scripted section of the prospectus. 
 
NOTE: It is expected that your narrative will be approximately three pages long and your scripted scene approximately 5 pages in length. As discussed in class, the narrative must be a comprehensive treatment of your version of the play, which must mirror Antigone-in other words, it must reference all of the important plot points and relationships of the play. Make certain that your narrative also has a listing of who your characters are representing from the play, e.g., Joan=Antigone. 
 
In tackling this assignment, consider the following approach: 
 
Make certain that you understand the play (otherwise you can't create a narrative of a screenplay that includes all of the important aspects of Antigone).
Note: Although it is fine to seek assistance from other sources in order to understand some passages and plot developments, you must do the assigned reading of the text or else you will miss aspects of the play necessary for your invented play, including scenes that would be excellent sources of the scripted scene that you are writing.
 
While reading the play, do the following:
 
1) Think of some time in history in this or some other country and consider the possibility of telling the story of Antigone through events and characters that fit that time and place;
2) Envision a narrative that tells your story using characters and events that would make sense in that context; and
3) Identify from that narrative a major scene for which you could write an interesting script and create dialogue with "stage directions" (description of the setting, actions, clothing, etc.).
 
NOTE: MAKE CERTAIN THAT YOUR NARRATIVE AND SCENE WOULD MAKE THE READER OR VIEWER SAY THAT THEY REMIND THEM OF ANTIGONE. MAKE CERTAIN THAT EVERYTHING THAT ADDS UP TO THE STORY OF ANTIGONE IS REPRESENTED IN YOUR SCREENPLAY NARRATIVE AND SCENE. REMEMBER, THIS IS A TRAGEDY. YOU CAN USE CRAZY OR  FUNNY SETTINGS, BUT IN THE END YOUR WORK MUST PORTRAY THE SAME DRAMATIC ELEMENTS AND STRIVE TO EVOKE THE SAME AUDIENCE RESPONSES AS DOES ANTIGONE
 
NOTE: THE NARRATIVE IS TO BE SUBMITTED TO TURNITIN; THAT PART OF THE ASSIGNMENT WILL BE GRADED BASED UPON THE ELEMENTS OF GOOD WRITING AS WELL AS ITS CONTENT. THE SCRIPT COMPONENT, ALSO TO BE SUBMITTED TO TURNITIN, OF THE ASSIGNMENT WILL BE GRADED BASED UPON THE DEGREE TO WHICH YOU CREATIVELY AND SUCCESSFULLY COMMUNICATE THE RICHNESS OF SOPHOCLES' TELLING OF THAT PART OF THE STORY OF ANTIGONE.  
 
 
Created: Thursday, November 1 11:33 AM

Due:

Assignment

READING/ANTIGONE
NOTE: READ ASSIGNMENT TO THE BOTTOM OF THIS POSTING.
 
Read Antigone from the opening of the play to the point where the Sentry declares to Creon that the person who defied Creon's order and buried Polyneices has been found. (This comes at the conclusion of a long Chorus passage that ends with the Chorus asking if the child of Oedipus is to be placed under arrest.) 
 
**YOU WILL BE CREATING A MOVIE PROSPECTUS FOR THIS PLAY. IN ESSENCE, YOU WILL BE SUBMITTING AN OVERALL OUTLINE OF A SCREENPLAY AS WELL AS ONE FULLY SCRIPTED MAJOR SCENE (INCLUDING STAGING DIRECTIONS). WE WILL DISCUSS THE SPECIFICS OF THIS ASSIGNMENT MORE AS YOUR READING OF THE PLAY PROGRESSES.
 
NOTE THE FOLLOWING:

1) YOUR PROPOSED SCREENPLAY MAY BE SET ANYWHERE AND AT ANY TIME, SO LONG AS YOU ARE FAITHFUL TO THE THEMES AND CONFLICTS OF THE STORY.
2) YOU MAY INCLUDE IN YOUR SCREENPLAY OUTLINE ASPECTS OF BOTH OEDIPUS REX AND OEDIPUS AT COLONUS.
3) THE LANGUAGE THAT YOU EMPLOY IN YOUR SCENE MAY BE APPROPRIATE TO THE SETTING OR CONTEMPORARY.
 
 
Created: Wednesday, October 31 8:50 AM

Due:

Assignment

READ THE ANTON CHEKHOV SHORT STORY "IN EXILE*." 
NOTE: READ ASSIGNMENT TO THE BOTTOM OF THIS POSTING.
 
Time will be provided in class on 10/19 for reading the story and making prewriting notes
(which will be submitted to Turnitin at the end of the 10/19 class session).
 
The writing will be done in class on 10/23.
 
You will be responding to the following prompt*:
 
How might the choice facing the Tartar symbolize Chekhov's view of the human condition?
 
Note: 
1) The composition should be no more than three paragraphs. 
2) As always, the composition needs to include supporting evidence from the text, i.e. quotations (dialogue), quoted content, and perhaps a limited amount of paraphrasing .
 
*The story is linked below.
 
 
 
 
Created: Friday, October 19 1:19 PM

Due:

Assignment

WORKSHEETS RE DICTION, IMAGERY, TONE, DETAIL, SYNTAX
Created: Monday, October 15 2:01 PM

Due:

Assignment

GROUP PRESENTATIONS/OEDIPUS AT COLONUS
 
 
Note: Groups will have class time on 10/9 to work on presentations. 
 
The assigned sections of text (Iinked below) will be as follows:
 
Group 1-pgs. 17-33
Group 2-pgs. 34-50
Group 3-pgs. 51-67
Group 4-pgs. 68-85
Group 5-pgs. 86-103
Group 6-pgs. 104-120
 
 
Note: The linked text has a preface and footnotes-feel free to read them; they can be quite helpful in terms of understanding the text.
 
Group presentation notes will be submitted to Turnitin (one set of notes per group).
 
 
Created: Thursday, October 11 12:39 PM

Due:

Assignment

**READ FULL ASSIGNMENT BELOW**-DUE THIS DATE/SUBMIT TO TURNITIN
 
Essay: "Shooting an Elephant" (George Orwell)
 
Note: Prewriting notes should be made on the top page of the essay you are submitting to Turnitin. (In other words, the notes are on the same document as the essay.) 
 
The prompt:
 
Orwell calls what he is doing in Lower Burma “the dirty work of Empire,”* and judges his shooting of the elephant finally as the product of the conflicting motivations behind his position and empire itself. What are the “higher” moral beliefs that imperialists claimed? In what ways does Orwell’s essay refute (disprove) these claims?
  
 
NOTE: THE STORY IS LINKED BELOW
 

*It would behoove you (be suitable or proper) to do a bit of research on the British Empire and its Colonial Rule vis a vis (with regard to) Burma. 

Note: There is no limit on the length of your response; however, it must comprise at least three "healthy" paragraphs. 

RE YOUR WRITING:

Make certain to employ the following elements of good writing:

-Syntax (word order; sentence structure)

-Vocabulary (appropriate synonyms-varied language (including transitions))

-Diction (word choice-the synonym that most precisely communicates your intention)

-Language Conventions/Grammar (punctuation, spelling, capitalization)

-Internal Logic (orderly construction of your essay; consistency throughout  with respect to your argument/position)

-Supporting Evidence from the text (and, where appropriate, a "concession"-acknowledgment of the contrary position)

***AND, BEFORE SUBMITTING ANY WRITTEN WORK, ENGAGE IN SERIOUS EDITING AND PROOFREADING

https://hilo.hawaii.edu/~tbelt/Pols360-S08-Reading-ShootingAnElephant.pdf

Created: Saturday, September 29 2:21 PM

Due:

Assignment

Vocabulary Quiz/Prose Narrative Utilizing Vocabulary Words
 
--Know the words in Groups I-IV of the packet such that you are able to use them appropriately.
--See vocabulary list attached below. 
 
Note: While the definitions offered on the attached document are valid, it will behoove you (be necessary or proper) to make certain that you have a sense as to how those words are actually used. (So, if it's a close call, explore examples of usage.)
 
 
 
Created: Saturday, September 22 9:55 PM

Due:

Assignment

ANNOUNCEMENT: SOMEHOW THE WORD CONTRARIAN WAS REMOVED FROM THE VOCABULARY LIST YOU STUDIED. (IT CAN'T BE THAT I MADE A MISTAKE AND INCLUDED THE WRONG WORD ON THE EXAM...CAN IT?) ANYWAY, NO ONE WILL BE PENALIZED FOR NOT KNOWING THAT WORD. IF YOU DID USE IT CORRECTLY, YOU HAVE MY ADMIRATION (BUT NO EXTRA POINTS).
Created: Friday, October 5 2:06 PM

Due:

Assignment

READING/OEDIPUS REX

Read and Annotate from "Enter Second Messenger" (page 44 of Dover edition) to completion of the play (page 54 of Dover edition).
Created: Saturday, September 22 8:08 PM

Due:

Assignment

READING/OEDIPUS REX

Read and Annotate from "Exit of Oedipus and Jacosta" (page 31 of Dover edition) to "Enter Second Messenger" (page 44 of Dover edition).
Created: Sunday, September 16 10:46 AM

Due:

Assignment

READING/OEDIPUS REX
 
Read and Annotate from "Exit of Tiresias and Boy" to "Exit of Oedipus and Jacosta" (page 31 of Dover edition).
Created: Sunday, September 16 10:45 AM

Due:

Assignment

READING/OEDIPUS REX (the King)
 
Read and Annotate* from opening of the play to Exeunt Tiresias and Boy (around lines 460-470 in school copy of text, or line 560 in PDF version uploaded below, just before the Chorus begins). Note: In the Homework posting for 8/16 there is an attached document titled "Annotation Tips." Use  that resource as a guide re annotating. 
 
* Make notes re language and phrases that need clarification. In that you cannot write in your books (unless you have a copy that you own), use post-its or make notes on a separate piece of paper. 
 
Created: Monday, September 10 1:00 PM

Due:

Assignment

Introduction to Greek Theater/Oedipus Rex
Group Presentations*:
 
Group 1-The History of Greek Theater/The Role of the Chorus in Greek Theater
Group 2-Short Biographies of Sophocles, Euripides, Aeschylus, Aristotle, Homer and Aristophanes
Group 3-Aristotle's definition of Tragedy and the Tragic Hero/Aristotle's Poetics-Parts 1, 6 and 13/The role of "Hubris" in Greek Tragedy
Group 4-The Myth of Oedipus/The Riddle of the Sphinx
Group 5-Dramatis Personae (Characters in the Play)
Group 6-Freud's Oedipus and Electra Complexes
 
*Visual and Performance elements are encouraged.
Note: You will have significant class time on 8/30 and 9/4 to work in your groups. 
 
 
 
 
Created: Thursday, August 30 1:30 PM

Due:

Assignment

DUE THIS DATE:
I. Modified version of "Born a Crime" response (if submitting one)
 
II. Read "The Lady with the Pet Dog" (Chekhov) and compose three well-written paragraphs in response to the following prompt: 
 
Chekhov chooses to tell this story from the perspective of a third-person objective view*. By the story's end, we have a fairly sympathetic view of Gurov and Anna's relationship, but does Chekhov condone what can only be called adultery? How might the historical context of a society in which divorce was unheard of influence Chekhov's perspective? 
 
Submit your short essay to Turnitin. 
 
*A third-person objective perspective generally involves a seemingly neutral observer (narrator) giving just the facts. The reader is not invited into the characters' minds; rather, the reader must infer (draw a conclusion from evidence and reasoning) the characters' feelings and thoughts by what it is reported that they say or do. 
 
Note: See the below link for access to the story. If you need a hard copy, please let me know.
 
 
 
Created: Monday, August 20 5:52 PM

Due:

Assignment

DUE THIS DATE:
Poetry/Short Compositions/Textbook-Prentice Hall Literature/Timeless Voices, Timeless Themes 
-Read Poems on Pgs. 938-944: "In Flanders Fields" (John McCrae), "The Kraken"(Alfred Lord Tennyson), "Meeting at Night" (Robert Browning), "Reapers" (Jean Toomer), "Prayer of First Dancers" (Navajo)
--Identify one line or passage in each poem that strikes you as particularly poetic (having an imaginative or sensitively emotional style of expression; having a beautiful or graceful quality). Discuss, in one short, well-written and well-reasoned paragraph, the reason(s) that you made your selection. (Clue: It may be helpful to include in your discussion an explanation as to how that line/passage serves the poem.) Note: One short paragraph for each poem's chosen line or passage is required.
 
NOTE: SUBMIT WORK TO TURNITIN:
Class ID: 18336960
Key ID: 1234
 
NOTE: The textbooks will be made available on 8/16.
Created: Saturday, August 18 9:25 AM

Due:

Assignment

Bring Born a Crime to class. 
Created: Sunday, August 19 4:06 PM

Due:

Assignment

NOT AN ASSIGNMENT
RESOURCES
 
HELLO AND WELCOME. IT IS GREAT TO HAVE YOU ON BOARD. 
 
NOTE: ATTACHED ARE RESOURCES THAT WILL BE OF GENERAL INTEREST AND/OR RELEVANT TO UPCOMING WORK. OTHER THAN THE SYLLABUS, THERE IS NO NEED TO REVIEW ANY OF THE ATTACHMENTS UNTIL NOTIFIED; I JUST WANT THEM EASILY ACCESSIBLE WHEN NEEDED. 
Created: Sunday, February 10 2:45 PM