HONORS WORLD LITERATURE Assignments

Upcoming Assignments RSS Feed

No upcoming assignments.

Past Assignments

Due:

Assignment

IGNORE THIS 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: Monday, May 18 12:41 PM

Due:

DISTANCE LEARNING/FINAL EXAM

NOTE NEW DATE
Final Exam-Essay: "A Tale of Two Cities"
 
Complete the novel, A Tale of Two Cities, and compose an essay that responds to the following prompt:
Explore Dickens' image of "the roads" as they run throughout the novel and pertain to "Their Greatnesses" and "myriads of small creatures." (See the last sentence in Chapter 1.) Note: Think analytically. What do "the roads" represent in this passage? Who is traveling down those roads? Where do their roads take them-which are "the roads that lay before them"? Make certain to include supporting evidence from various sections of the text, including those toward the end. 
Created: Monday, June 1 1:29 PM

Due:

DISTANCE LEARNING/WEEKS 4 AND 5

Read through Book the Second, Chapter IX-The Gorgon's Head
 
Submit a well-written description of the unfolding of the story through this point. Embed at least 3 key bits of dialogue or narrative that support your account. 
Your paper should be as long as is necessary to fulfill the assignment. Grammar/Language Conventions (sentence structure, correct tenses, punctuation, etc.) will be viewed with a gimlet eye. 
Created: Tuesday, May 12 1:07 PM

Due:

Assignment

DISTANCE LEARNING/WEEK #3
 
ASSIGNMENTS DUE THIS DATE:
 
Read all of "Book the First" (to pg. 70), in A Tale of Two Cities* (Charles Dickens). Submit to Turnitin one Introductory Paragraph for an essay that is designed to discuss a theme that begins to develop in this segment of the novel. In other words, you will compose a paragraph that includes a complete, proper thematic statement and content from the text that illustrates that theme. For example, the following: 
 
"A theme that presents itself in A Tale of Two Cities is _________________. Charles Dickens expresses this universal truth throughout "Book the First" via character development, interior and exterior dialogue, and dramatic situations. Some examples of his representation of this theme are the following:...."
 
Note: Feel free to use the template above for your paragraph. Typically, you would then use body paragraphs to explore in depth the examples you cite in the opening paragraph. (You may also discuss other examples.)
 
NOTE ALSO: It may be that a theme is not quite clearly established in this early portion of the novel. Nevertheless, there are hints as to what may become a theme. Don't worry about being fully on target; determine a possible theme and support your thinking with some evidence from the text that allows you to construct that Introductory Paragraph.
 
*Link to A Tale of Two Cities
 
BELOW IS A LINK TO A VERY BRIEF VIDEO SYNOPSIS OF THE 6 CHAPTERS OF THE PORTION OF THE NOVEL YOU ARE READING (BOOK 1). THIS WILL DEFINITELY NOT BE USABLE AS A SUBSTITUTE FOR THE READING, BUT IT MAY HELP YOU BETTER UNDERSTAND THE TEXT AS YOU ARE READING IT.
 
Created: Tuesday, April 28 7:57 PM

Due:

Assignment

NOTE NEW DATE AND REVISED INSTRUCTIONS
DISTANCE LEARNING/WEEK #2
 
ASSIGNMENTS DUE THIS DATE:
 
1-Read the first 3 Sherlock Holmes stories in the below-linked collection by Arthur Conan Doyle: "A Scandal in Bohemia," "The Red-Headed League," and "A Case of Identity." Then, with respect to each story, compose 2-3 well-written paragraphs responding to each of the two Essay Topics below. Thus, you will submit to Turnitin one document that will have 6 short compositions, two for each of the 3 stories. NOTE: RE ESSAY TOPIC #1: IF YOU FIND, AFTER READING ALL 3 OF THE STORIES, THAT YOU IDENTIFY THE "CHARACTERISTICS OF A SHERLOCK HOLMES MYSTERY," AND WANT TO WRITE JUST ONE OPENING PARAGRAPH TO COVER ALL 3 OF THE STORIES, WITH THE OTHER PARAGRAPH(S) USING EVIDENCE FROM THAT SPECIFIC STORY, THAT IS FINE. RE ESSAY TOPIC #2: LIKEWISE, IF YOU FIND THAT THE SAME INTRODUCTORY PARAGRAPH  COVERS ALL 3 STORIES, SAME DEAL. FOR ANYONE WHO HAS ALREADY SUBMITTED YOUR RESPONSES AND WOULD LIKE TO TAKE THIS APPROACH, JUST MODIFY YOUR PAPERS AND EMAIL THEM TO ME.
 
 
 
 
In other words, the evidence or examples you will use for those two paragraphs will come from only that short story. So, there will be two short compositions for each short story with examples from that short story.
 
2-This is a do-over. For those of you who did view the videos from the last assignment, this task should be a piece of cake. For those of you who didn't, oh well.
 
A. READ THE DESCRIPTION BELOW OF "THEME" VS. "THEMATIC TOPIC."
B. VIEW THE VIDEO LINKED BELOW LABELED "THEME"
C. VIEW THE VIDEO LINKED BELOW LABELED "THEME VS. THEMATIC TOPIC"
D. VIEW THE VIDEO LINKED BELOW OF A TALK REGARDING ONE OF THE STORIES THAT YOU ARE ASSIGNED TO READ. ("THE STORY OF AN HOUR")
E. SUBMIT TO TURNITIN NOTES YOU HAVE TAKEN FROM EACH OF THE 3 LECTURES WHICH ILLUSTRATE THE INFORMATION BEING IMPARTED. YOUR NOTES SHOULD LOOK LIKE A STUDY GUIDE YOU HAVE PREPARED FOR YOURSELF SO THAT YOU WILL HAVE CLARITY REGARDING THE MEANING OF THE TERM THEME. BULLET POINTS ARE FINE. MAKE CERTAIN THAT YOUR SUBMITTED DOCUMENT IS CLEARLY LABELED SO THAT I KNOW WHAT NOTES ARE ATTRIBUTABLE TO EACH LECTURE.
 
A. 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. Below is a link to a brief lecture on one of the stories you are about to read, "The Story of an Hour"; it offers an approach to breaking down a narrative and grasping what is being said. Watch it. Keep this in mind: These authors sat down and wrote their 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.
 
B. THEME
 
C. THEME VS. THEMATIC TOPIC (ISSUE)
 
D. LECTURE ON SHORT STORY ("THE STORY OF AN HOUR")
 
 
 
   
   
 
Created: Monday, April 27 2:06 PM

Due:

Assignment

DISTANCE LEARNING/WEEK #1
 
ASSIGNMENTS DUE THIS DATE:
 
I. THIS ASSIGNMENT INVOLVES MASTERING THE LITERARY ELEMENT OF "THEME." PLEASE DO THE FOLLOWING:
 
A. READ THE DESCRIPTION BELOW OF "THEME" VS. "THEMATIC TOPIC."
B. VIEW THE VIDEO LINKED BELOW LABELED "THEME"
C. VIEW THE VIDEO LINKED BELOW LABELED "THEME VS. THEMATIC TOPIC"
D. VIEW THE VIDEO LINKED BELOW OF A TALK REGARDING ONE OF THE STORIES THAT YOU ARE ASSIGNED TO READ. ("THE STORY OF AN HOUR")
E. READ THE SHORT STORIES LINKED BELOW
F. SUBMIT TO TURNITIN, BY NOON ON THIS DATE, A WELL-WRITTEN PARAGRAPH FOR EACH STORY DISCUSSING A THEME IN THAT STORY. (NOT A THEMATIC TOPIC OR ISSUE.)
 
A. 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. Below is a link to a brief lecture on one of the stories you are about to read, "The Story of an Hour"; it offers an approach to breaking down a narrative and grasping what is being said. Watch it. Keep this in mind: These authors sat down and wrote their 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.
 
B. THEME
 
C. THEME VS. THEMATIC TOPIC (ISSUE)
 
D. LECTURE ON SHORT STORY ("THE STORY OF AN HOUR")
 
 
 E. SHORT STORIES
 
"The A & P" (John Updike)
"A Clean, Well-Lighted Place" (Ernest Hemingway)
"The Story of an Hour" (Kate Chopin)***
"Girl" (Jamaica Kincaid)
 
 
2. THIS ASSIGNMENT INVOLVES LITERARY ANALYSIS OF THE BELOW SHORT STORY ("KEELA THE OUTCAST INDIAN MAIDEN")
 
Read the story linked below and then compose a well-written 2-3 page essay discussing one or two themes that you discover. In your analysis, make certain to include material from the text that supports your identified theme(s). Submit your essay to Turnitin by noon this date. Note: The story starts on Page 74 of the linked document.
 
"Keela the Outcast Indian Maiden"
 
 
And note, for future reference, your Google Classroom login code: qp27jlg
 
 
 
 
Created: Saturday, April 11 2:56 PM

Due:

Assignment

TAKE NOTE OF THE 4/10 POSTING OF ASSIGNMENTS DUE THAT DATE.
 
START PLANNING YOUR TIME AND DOING THE ASSIGNMENTS.
Created: Saturday, April 4 6:39 PM

Due:

Assignment

SUGGESTED WORK  DURING BREAK
 
TO ALL:
 
HELLO. HOPE YOU AND YOUR FAMILY ARE WELL. 
 
IT IS TRUE THAT WE (TEACHERS) ARE NOT ASSIGNING YOU WORK AS OF NOW. IT IS ALSO THE CASE THAT THE NO-ASSIGNMENT STATUS IS LIKELY TO CHANGE (ALTHOUGH THE "WHEN" OF THAT IS UNCERTAIN). SO, WHAT TO DO IN THE MEANTIME IS A BIG QUESTION. HERE IS MY THINKING: IT WOULD REALLY BE A SHAME TO LOSE THE CONTINUITY OF PROGRESS THAT I SEE OCCURRING WITH ALL OF YOU. HERE IS MY SUGGESTION: TAKE A LOOK AT THE ACTIVITY BELOW. IT REALLY WILL NOT INTERFERE TOO MUCH WITH YOUR COMMITMENT TO GOOFING OFF FOR A WHILE (AND I'M HAPPY THAT YOU ARE GETTING THAT OPPORTUNITY). READ THE DESCRIPTION OF "THEME" VS. "THEMATIC TOPIC"-KNOWING THE DIFFERENCE WILL BE VERY HELPFUL AS YOU MOVE THROUGH YOUR READING AND WRITING LIFE. (WE'VE DISCUSSED THIS BEFORE; IT SHOULD BE FAMILIAR TERRITORY.) THEN VIEW THE VIDEO OF A TALK REGARDING ONE OF THE STORIES ("THE STORY OF AN HOUR")-IT'S PAINLESS AND INFORMATIVE. THEN READ THE SHORT STORIES, WHICH ARE VERY INTERESTING, AND MAKE SIMPLE NOTES TO YOURSELF REGARDING WHAT CLUES THERE ARE AS TO THE THEME OF EACH STORY. 
 
And note, for future reference, your Google Classroom login code: qp27jlg
 
MISS YOU GUYS.
 
ACTIVITY
 
Read the following short stories (linked below) and annotate each (on separate paper or Word or Google Doc) in terms of their theme*:
 
"The A & P" (John Updike)
"A Clean, Well-Lighted Place" (Ernest Hemingway)
"The Story of an Hour" (Kate Chopin)***
"Girl" (Jamaica Kincaid)
 
 
*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. Below is a link to a brief lecture on one of the stories you are about to read, "The Story of an Hour"; it offers an approach to breaking down a narrative and grasping what is being said. Watch it. Keep this in mind: These authors sat down and wrote their 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 20 1:48 AM

Due:

Assignment

SUGGESTED WORK DURING BREAK
 
GRAMMAR RESOURCES-REVIEW AND KNOW
 
We have discussed all of the below-referenced language conventions. There is nothing new here. But we're not yet at the point where anyone is mistake-free. Why not try and reach that degree of mastery? One grammatical error on a paper can put the entire effort on slippery footing; so, review the information contained in II. and III. below, and, for true entertainment, link to the site referenced in I. below and challenge yourself with grammar questions.
 
I. See the link below for a series of grammar exercises.
 
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, colons, and periods in connection with quotations.
 

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.

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:

  • Colons
  • Semicolons
  • Dashes

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.
 
 
NOTE: MLA Style Guide: 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.

 

 
 
 
Created: Friday, March 20 1:48 AM

Due:

Assignment

ACCESS CODE/GOOGLE CLASSROOM
 
qp27jlg
Created: Monday, March 16 6:30 PM

Due:

Assignment

Julius Caesar
READ ENTIRE POST
 
Read Acts IV and V.
Complete and submit attached Study Guide/Worksheet to Turnitin. 
Created: Monday, February 10 4:21 AM

Due:

Assignment

Julius Caesar
READ ENTIRE POST
 
Read Act III. 
Complete attached Study Guide/Worksheet and submit to Turnitin.
Created: Monday, February 10 4:20 AM

Due:

Assignment

Julius Caesar
READ ENTIRE POST
 
Read Act II. 
Complete  the attached Study Guide/Worksheet and submit to Turnitin.
Created: Monday, February 10 4:16 AM

Due:

Assignment

NOTE NEW DATE
Vocabulary Quiz/Prose Narrative Utilizing Vocabulary Words
--Know the words in Groups IX-XII of the Vocabulary Packet such that you are able to use them appropriately.
 
NOTE: THE VOCABULARY LIST IS ATTACHED TO THIS POSTING.
Created: Tuesday, February 18 10:09 AM

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: Monday, February 10 4:16 AM

Due:

Assignment

NOTE NEW DATE:
Group Presentations re Shakespeare/Elizabethan Theater/Julius Caesar
 
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
Created: Tuesday, February 18 10:08 AM

Due:

Assignment

Submit to Turnitin your final-draft response to Elie Wiesel "Sunflower" prompt:
 
What would your response be if you were faced with Karl's plea?
 
 
Created: Wednesday, January 29 12:08 PM

Due:

Assignment

Julius Caesar: 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, December 31 1:07 PM

Due:

Assignment

Reading/Night
 
-Read to conclusion of the memoir-Chapters 8 and 9. 
-Complete Dialectical Journal for the memoir. Submit work to Turnitin.
Created: Tuesday, January 14 9:54 AM

Due:

Assignment

Submit Essay/"Voluptuary Under the Horrors of Digestion"-1st Draft
Created: Saturday, January 11 9:37 AM

Due:

Assignment

Reading/Night
 
-Read Chapters 5-7.
-Dialectical Journal entries up to Chapter 7 to be submitted to Turnitin.
Created: Tuesday, January 14 9:49 AM

Due:

Assignment

READING/NIGHT-READ THIS ENTIRE POST
 
Read Chapters 1-4. 
-Complete Dialectical Journal entries for Chapters 1-4. Submit work to Turnitin.
 
Note: We will obtain copies of the memoir from the library on 1/6.
 
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. 
 
And this: Your entries must reflect formal, proper English; in other words, perfect punctuation and employment of other language conventions, e.g., spelling, capitalization, noun-verb agreements, etc.
 
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, January 14 9:54 AM

Due:

Assignment

NOTE: Grades have been entered for the "Elements of Good Writing" component of the Antigone assignment. On the papers you submitted to Turnitin there are small question marks (?) displayed near words or passages that seem to call for some revision. You will have time in class on 1/16 to review your narratives and consider revisions where indicated. Be prepared to discuss your modifications with me. Your score may be raised depending upon the quality of your proposed improvements. The papers will be viewable tomorrow at the start of class. 
Created: Wednesday, January 15 1:01 PM

Due:

Assignment

FINAL EXAM
 
The Final Exam will not be concerned with the content of the texts you have been reading this semester. The exam will not be an essay. It will be focused on the creation of a persuasive essay and the components of excellent writing. Your attention should be directed to the composition work that you have been doing. In preparation for the Final, we will be spending significant class time reviewing the elements of an effective essay, with particular emphasis on the introductory paragraph and the thesis statement included therein.
Created: Friday, December 13 10:43 AM

Due:

Assignment

Antigone Screenplay
 
The Antigone Screenplay narrative (and full scene) is due.
Created: Sunday, November 24 11:12 AM

Due:

Assignment

READING/ANTIGONE
 
Read from entrance of Tiresias to the conclusion of the play. 
Created: Sunday, November 24 11:09 AM

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 a different version of the play. 
Created: Sunday, October 4 4:16 PM

Due:

Assignment

ESSAY: "SHOOTING AN ELEPHANT" (GEORGE ORWELL)
 
**READ FULL ASSIGNMENT BELOW**-DUE THIS DATE/SUBMIT TO TURNITIN. 
 
NOTE: WE WILL BE REVIEWING THE BELOW STATED WRITING CONSIDERATIONS IN CLASS.
 
**YOU WILL HAVE THE CLASS PERIOD (AS WELL AS CLASS TIME ON 9/9) TO WORK ON THIS ESSAY. HOWEVER, YOU MAY WANT TO READ THE ESSAY PRIOR TO THEN...OR EVEN START YOUR COMPOSITION.
 
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? Or does he not refute them at all? Or does he only partially refute them?
  
 
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 pages, double-spaced. 

SOME WRITING TIPS:

RE WRITING AN INTRODUCTORY PARAGRAPH:

Think of the opening paragraph as being an upside-down triangle, narrowing down from the hook, through the lead-in and peaking (at the bottom) at the thesis statement, which will include both a provocative opinion (a position with which there will not be universal agreement) and a 3-point plan (each point being the subject of a distinct body paragraph in a traditional 5-paragraph essay). 
Thus, the following elements apply:
I.   Opening (Hook)-One or two sentences describing what the essay is about (this description may follow an opening "hint" that first "hooks" the reader)
II.  Lead-in (sentences that interestingly "walk" the reader to the concise thesis statement)
III. Thesis statement (in one way or another, a response to the prompt)
      A. Plan point #1*
      B. Plan point #2*
      C. Plan point #3*
 
*The Plan points (and paragraphs) should be ordered so as to have the greatest persuasive impact in support of your thesis. Thus, note: Transitional words or phrases will be significant in signaling the levels of importance, e.g. "Most importantly," "Also to be considered," "Last, but not least," etc. These types of transitions may fit better in the body of your paper (although they can be utilized in your Introductory Paragraph), but you should think about how you want to prioritize your body paragraphs when constructing the opening paragraph.
 
 RE WRITING (IN GENERAL):
 

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

RE A FEW INTERESTING BITS OF WORD USAGE:

Collective Nouns and Verb Agreement
Definition: A collective noun is a noun that names a group that is made up of individuals. Examples: herd; team; class; audience; fleet; swarm; army; crowd, etc.
 
The collective noun has a singular meaning when one speaks about a group as a unit. Example: The family sits down to dinner. (Family is a single unit)

The collective noun has a plural meaning when one wants to show that each individual member of the group acts as an individual. Example: The family scatter in all directions to do their own thing. (Individual members of the family are acting independently.)

 
Who vs. Whom/Whoever vs. Whomever
Use Who/Whoever when you would otherwise use he/she.
Use Whom/Whomever when you would otherwise use him/her.
Note: Whom is the object of the sentence; Who is the subject of the sentence.
 
That vs. Which
That introduces an essential ("restrictive") clause.
Which introduces a nonessential ("nonrestrictive") clause.
 
Lie vs. Lay
Lie: You lie down today/You lay down yesterday/You have lain down before
Lay: Lay the book down now/You laid the book down yesterday/You have laid that book down before. 
 
Good vs. Well
Well is an adverb (and therefore modifies verbs, adjectives and other adverbs).
Good is an adjective (and therefore modifies nouns).
Note: In certain circumstances, well is the adverb equivalent of the adjective good
 
Farther vs. Further
Farther refers to real (physical) distance.
Further refers to degree or extent. 
 
Affect vs. Effect
Affect is a verb and means "to influence."
Effect as a noun refers to "result" and as a verb refers to "causing."
 
Bad vs. Badly
Bad is an adjective used to modify nouns and pronouns.
Example: She was in a bad accident.

Badly is an adverb that answers how about the verb.
Example: She was hurt badly in the accident.
 
Note: Do not feel terribly frustrated re these distinctions; the proper employment of these words matters, but their usage is commonly misunderstood. Give it your best shot (and take the time to check out an authoritative resource when tempted to rush in where angels fear to tread). Note further (not farther) that, just for fun,  there are exceptions to many of the rules cited above, e.g. "linking verbs" (look, feel, appear, all versions of the verb to be, etc.), "sense verbs" (taste, look, smell, and feel), etc.
 
"Shooting an Elephant"

http://www.orwell.ru/library/articles/elephant/english/e_eleph

Created: Monday, December 2 5:39 PM

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. SEE THE SAMPLE SCREENPLAY POSTED FOR 12/13.)
Created: Sunday, November 24 11:37 AM

Due:

Assignment

READING/ANTIGONE
 
Read from conclusion of Chorus passage re the arrest of the child of Oedipus to the entry of Haemon.
Created: Sunday, November 24 11:07 AM

Due:

Assignment

INTRODUCTORY PARAGRAPHS
 
Due this date is the following assignment:
 

“The Darkling Thrush”; “Transformations”

Write a full and complete Introductory Paragraph for an essay* regarding each of the two poems, “The Darkling Thrush” and “Transformations,” responding to the following prompt:

 What universal truth is the poem addressing? What is it saying?

 *You are not actually writing an essay-just an Introductory Paragraph

Note:  We will discuss Introductory Paragraphs and the two poems in class on 12/3 and you will have class time on 12/5 to work on this assignment.

Created: Tuesday, December 3 6:54 AM

Due:

Assignment

Announcement
 
The Antigone Screenplay narrative (and full scene) will be due on the last class day of the semester, 12/17. 
Created: Sunday, November 24 11:13 AM

Due:

Assignment

Re: The Final Exam
 
The Final Exam will not be concerned with the content of the texts you have been reading this semester. The exam will not be an essay. It will be focused on the creation of a persuasive essay and the components of excellent writing. Your attention should be directed to the composition work that you have been doing. In preparation for the Final, we will be spending significant class time reviewing the elements of an effective essay, with particular emphasis on the introductory paragraph and the thesis statement included therein.
Created: Saturday, November 30 1:01 PM

Due:

Assignment

FOOD DRIVE
 
IF YOU ARE ABLE, PLEASE BRING SOMETHING FOR THE ST. JAMES FOOD LOCKER.
Created: Wednesday, November 20 11:39 AM

Due:

Assignment

ANNOUNCEMENT RE GRADES
 
ANYONE WITH A "0" OR "NA" IN AN AERIES GRADE SLOT FOR AN ASSIGNMENT WILL GET A "0" FOR THAT GRADE ON THE SEMESTER REPORT CARD UNLESS THE ASSIGNMENT IS SUBMITTED BY 12/9 AT 10:00 A.M. MAKE-UPS FOR ANY "0" OR "NA" WILL BE ACCEPTED. A MESSAGE WILL BE SENT HOME ON 12/2 IF YOU ARE HOLDING A GRADE LOWER THAN C.
 
I HAVE USED "NA" IN MANY CASES AS A PLACEHOLDER INSTEAD OF A "0." EACH "NA" WILL BE CONVERTED TO A "0" AFTER 12/9.
 
SPEAK WITH ME IF YOU HAVE ANY QUESTIONS.
Created: Wednesday, November 20 10:55 AM

Due:

Assignment

READING/ANTIGONE-SCREENPLAY/ANTIGONE
READ THIS ENTIRE ASSIGNMENT
 
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.) 
 
*We will obtain copies of the play from the library.
 
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 ARE REMINDED OF ANTIGONE. MAKE CERTAIN THAT EVERYTHING THAT ADDS UP TO THE STORY OF ANTIGONE IS REPRESENTED IN YOUR SCREENPLAY NARRATIVE AND THAT YOUR SCENE FULLY REPRESENTS THE ORIGINAL. 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 OF THE ASSIGNMENT, ALSO TO BE SUBMITTED TO TURNITIN ON THE SAME DOCUMENT AS THE NARRATIVE, 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.  
 
(See identified elements on the 11/12 Homework Page posting.)
 
 
Created: Friday, October 23 10:19 AM

Due:

Assignment

MISSING WORK
 
ANY WORK THAT IS SCORED AS A 0 IN AERIES MUST BE SUBMITTED BY 10:00 A.M. MONDAY MORNING, 11/18, IN ORDER TO CONVERT THAT 0 INTO SOME CREDIT BEFORE PROGRESS REPORTS ARE ISSUED.
 
SPEAK TO ME IF YOU HAVE ANY QUESTIONS.
Created: Thursday, November 14 4:20 PM

Due:

Assignment

READ THE ANTON CHEKHOV SHORT STORY "IN EXILE*." 
NOTE: READ ASSIGNMENT TO THE BOTTOM OF THIS POSTING.
 
Respond to the following prompt*:
 
How might the choice facing the Tartar symbolize Chekhov's view of the human condition?
 
*The story is linked below.
 
 
NOTE-RE YOUR WRITING:

Make certain to employ the following elements of good writing:

--Supporting Evidence from the text (quotations (dialogue), quoted content, and perhaps a limited amount of paraphrasing) . 

-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)

***AND, BEFORE SUBMITTING ANY WRITTEN WORK, ENGAGE IN SERIOUS EDITING AND PROOFREADING. (READING YOUR ESSAY OUT LOUD TO YOURSELF CAN'T HURT.)

Created: Tuesday, November 19 11:18 AM

Due:

Assignment

NOTICE
MAKE CERTAIN THAT YOU ARE AWARE OF THE ASSIGNMENT DUE ON 11/12
Created: Sunday, November 3 2:29 PM

Due:

Assignment

NOTE NEW DATE
GROUP PRESENTATIONS/OEDIPUS AT COLONUS
 
-Each group will be responsible for its designated pages in the play. You are to present your phase via a narration that will set the scene at the beginning and at any point when the setting changes and/or characters leave or enter, as well as summarize what has been revealed in the section. Between these narrations, your group will present the story covered in your section via dialogue that you select in terms of communicating what is important. You may make cuts or other edits to the dialogue if you believe it will more effectively move the story along.
 
There will be additional explanation of the assignment during class.
 
ALSO THIS: THERE WILL BE A TEST AT THE CONCLUSION OF THE PRESENTATIONS; IT WILL BE NECESSARY THAT YOU PAY CLOSE ATTENTION (AND TAKE NOTES) DURING THE PRESENTATIONS AND KNOW THE PLAY ITSELF.
 
Note: Groups will have class time on 10/21 and 10/29 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: Tuesday, October 29 11:30 AM

Due:

Assignment

READ ENTIRE POST
Oedipus Rex Dialogue Paraphrase Due.
Submit your final draft to Turnitin by the start of class.
 
NOTE: SEVERAL OF YOU DID NOT SUBMIT YOUR WORK FROM THURSDAY, 10/17. PLEASE DO THAT IMMEDIATELY.
 
 
The prompt is attached.
Created: Thursday, October 17 12:07 PM

Due:

Assignment

NOTE: SEVERAL OF YOU DID NOT SUBMIT YOUR OEDIPUS REX WORK FROM THURSDAY, 10/17, TO TURNITIN. PLEASE DO THAT IMMEDIATELY.
 
Created: Thursday, October 17 12:09 PM

Due:

Assignment

Vocabulary Quiz/Prose Narrative Utilizing Vocabulary Words
 
--Know the words in Groups I-IV of the list 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 would 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: Monday, October 7 12:35 PM

Due:

Assignment

ATTENTION:
READ ENTIRE POST
 
I-REMINDER: THERE IS A VOCABULARY TEST ON WEDNESDAY, 10/9
 
II-TURNITIN WENT ON THE FRITZ (STOPPED WORKING PROPERLY) AS I WAS REVIEWING  AND GRADING YOUR LATEST OEDIPUS REX RESPONSES. I WAS ABLE TO MAKE COMMENTS ON ONLY SOME OF YOUR PAPERS. SO, TAKE NOTE OF THE BELOW GENERAL COMMENTS:
 
1-I WAS GENUINELY IMPRESSED WITH THE OVERALL QUALITY OF THE WRITING. THE NUMBER OF GRAMMATICAL AND OTHER TECHNICAL WRITING ERRORS HAS NOTICEABLY DECREASED. HOWEVER, PLEASE BE AWARE OF THE FOLLOWING PERSISTENT ISSUES:
 
A) TITLES OF PLAYS AND NOVELS (OR OTHER STAND-ALONE WORKS) ARE ITALICIZED.
 
B) COMMAS MAY NOT BE USED TO SEPARATE INDEPENDENT CLAUSES UNLESS THEY ARE FOLLOWED BY A CONJUNCTION.
 
C) "AWKWARD" OR "CONFUSING" SENTENCES ARE JUST THAT: THEY SIMPLY DON'T FLOW IN A WAY THAT IS CONSISTENT WITH HOW WE STRING WORDS TOGETHER OR THEY DON'T HAVE CLARITY, E.G., THE READER THINKS THEY "GET IT," BUT THE MANNER OF EXPRESSION IS TOO MUCH OF A MUDDLE (a disordered or confusing state). THE SOLUTION: READ YOUR WORK ALOUD TO YOURSELF.
 
III-YOU NEED TO GO DEEPER WITH YOUR ANALYSIS. WHEN RESPONDING TO A PROMPT,   WHETHER IT IS A SHORT COMPOSITION OR A FULL ESSAY, MAKE CERTAIN THAT YOUR WRITING REFLECTS REAL THINKING. ATTEMPT TO BE PROFOUND (having intellectual depth and insight). OBVIOUS, SURFACE-LEVEL DISCUSSIONS ARE BENEATH YOU.
 
 
NICE WORK.
Created: Monday, October 7 12:39 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: Wednesday, July 31 12:13 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: Wednesday, July 31 12:11 PM

Due:

Assignment

ATTENTION
 
PLEASE REVIEW THE COMMENTS ON YOUR "THE LADY WITH THE PET DOG" SUBMISSIONS TO TURNITIN. FEEL FREE TO SPEAK WITH ME WITH RESPECT TO ANY QUESTIONS OR COMMENTS YOU MAY HAVE. STUDENTS WHO HAVE "NA" IN YOUR AERIES GRADE SLOTS FOR THIS OR ANY OTHER ASSIGNMENT MUST MAKE UP THE WORK OR THAT "NA" WILL BECOME A ZERO (0). 
Created: Saturday, September 28 9:58 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: Wednesday, July 31 12:08 PM

Due:

Assignment

"The Lady with the Pet Dog" (Chekhov) essay is due by start of class today. Submit it toTurnitin.
Created: Wednesday, April 1 11:50 AM

Due:

Assignment

READING/OEDIPUS REX
 
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: Thursday, September 12 10:40 AM

Due:

Assignment

POETRY COMMENTARY DISCUSSION
 
Come to class having read closely all of the comments on your Turnitin submission for the Poetry Commentary assignment. The comments will be accessible on 9/5 after 3:00. For the students who did not do a revised draft, your papers will be found on the 1st Draft Poetry Commentary Turnitin posting. 
Created: Tuesday, September 10 11:34 AM

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 in Oedipus Rex (Characters in the Play)
Group 6-Freud's Oedipus and Electra Complexes
 
Each group must submit to Turnitin one outline of your presentation by this date prior to the start of class.
 
*Visual and Performance elements are encouraged. (BUT NOT JUST THE READING OF POWERPOINTS-THAT IS DISCOURAGED.)
Note: You will have significant class time on 9/4 and 9/6 to work in your groups on your presentation. 
 
 
 
 
Created: Tuesday, September 3 11:58 AM

Due:

Assignment

Announcement
 
For future reference, the following is your Flipgrid sign-in code: 
7703
Note: You may need to write my last name before the number. 
Created: Monday, September 9 12:26 AM

Due:

Assignment

NOTICE ABOUT ASSIGNMENT FOR 9/12
 
HERE IS THE ASSIGNMENT FOR 9/12. HOWEVER, THE COMMENTS TO BE REVIEWED FOR THE 9/12 ASSIGNMENT WILL BE ACCESSIBLE ON TURNITN THIS AFTERNOON AFTER 3:00.
Created: Tuesday, September 3 2:26 PM

Due:

Assignment

NOTICE: In-Class Assignment for Today and 9/6
Greek Theater Group Presentations/Preparation:
 
The Group assignments, to be worked on in your groups today and 9/6 (due for presentation on 9/10), are as follows:
 
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 in Oedipus Rex (Characters in the Play)
Group 6-Freud's Oedipus and Electra Complexes
 
Each group must submit to Turnitin one outline of your presentation by 9/10 (prior to the start of class).
 
*Visual and Performance elements are encouraged. (BUT NOT JUST THE READING OF POWERPOINTS-THAT IS DISCOURAGED.)
Note: You will have significant class time on 9/4 and 9/6 to work in your groups on your presentation. 
 
Created: Sunday, September 1 2:07 AM

Due:

Assignment

Read the comments on your Summer Reading assignments submitted to Turnitin and be prepared to discuss. (You will have access after 3:00, 8/28.)
Created: Wednesday, August 28 9:18 AM

Due:

Assignment

 

Read the below-linked short story by Anton Chekhov (by this date) and be prepared to discuss and/or write about this piece in terms of the below prompt.

 

“The Lady with the Pet Dog”-Anton Chekhov (1860-1904)

Chekhov chooses to tell this story from the perspective of a third-person objective point of 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 historical context of a society in which divorce was unheard of influence Chekhov’s perspective?

*Using the third-person point of view, the author is narrating a story about the characters, referring to them by name, or using the third-person pronouns “he,” “she,” and “they.” This narrator is not expressing an opinion; he/she is just reporting the observed facts.

 **Be certain to understand the meaning of this word and how it is commonly used.

 
Created: Tuesday, July 23 11:44 AM

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. YOU WILL HAVE TIME TO WORK ON THIS ASSIGNMENT IN CLASS ON 8/22.
 
NOTE: SUBMIT WORK TO TURNITIN
 
*You should have this textbook checked out by 8/22 for work in class. (We have a classroom set if there is a problem.)
Created: Sunday, August 18 10:14 AM

Due:

Assignment

BE PREPARED TO DISCUSS AND/OR WRITE ABOUT THE SUMMER READING, THE HATE U GIVE.
BRING THE BOOK TO CLASS.
Created: Sunday, August 18 11:33 AM

Due:

Assignment

HELLO AND WELCOME. IT IS GREAT TO HAVE YOU ON BOARD. 
READ ENTIRE POST.
 
Please note the following access information for Turnitin. 
 
Class ID: 21591619
Enrollment Key: 1234
 
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. 
 
Also: Please bring a notebook designated for this class or a binder with a section designated for this class. (If you do not have a notebook or binder, please let me know and such a resource will be provided.)
Created: Friday, August 14 2:13 PM