English I homework

Monday, May 5 – Read Act I, scene 3 on your own and do the worksheet on it

Tuesday, May 6 – Act I quiz tomorrow

Wednesday, May 7 – Work on portfolios

Thursday, May 8– Do Caesar worksheet

Friday, May 9 – Act II quiz on Monday.  Work on portfolios.

Monday, May 12 – Work on portfolios

Tuesday, May 13  - Portfolio due Thursday

Wednesday, May 14 – Portfolio due tomorrow

Thursday, May 15– Act III quiz tomorrow

Friday, May 16— Read essay “The Heart of the Plot”

Rebecca paper assignment

Due date: Monday, April 28

Suggested length:  3-4 pages (double-spaced, 1" margins)

            Setting is an element of novels that is often overlooked by the reader, but it's difficult to read Rebecca without understanding the importance that Manderley holds for the characters and for the course of events in the novel.  While Manderley is not literally a person, is assumes enough importance in this novel that it might be considered a significant "character."  Just as a character can change or evolve in the course of a novel, so too does our view (and the character's views) of Manderley.

            Your goal in this paper is to discuss in some detail at least three purposes or functions of Manderley.  What do we mean by the purpose or function of a setting?  Let's look at a sample paragraph from such a topic applied to The Catcher in the Rye:

            One purpose or function of New York City as a setting is to emphasize and even aggravate Holden's sense of being lost in the world.  Since New York is a huge and sometimes impersonal city, the presence of a lost soul like Holden in it is magnified as he makes his way through the vast metropolis.  [I would then go on to discuss - in several paragraphs - ways in which New York as a setting magnifies Holden's sense of being lost, with examples, details, and quotations.]

            Some suggestions as you write this paper:

Spoon River Projects

            This will be part of your end-of-semester portfolio.  You have a choice of three projects.  The due date is Wednesday, March 5.  All of these projects can be rewritten or reworked for the final portfolio, as you would any other portfolio entry.

Poems

            You will write at least eight more poems that constitute the "missing" Spoon River poems recently found.  Each poem can be written as either rhymed verse or free verse (without meter or rhyme).  Each poem should be an epitaph, just as they are in the anthology.  If you wish, you can include references to people in the anthology; perhaps they pick up the story from another person.  The cause of death need not be included (not all of the people in the anthology refer to how they died).  Write from the first-person ("I") point of view.  You might consider relating some of your deceased people to each other, revealing a different point of view regarding an event (as sometimes happens in the anthology).  Some people can be pleased with how their lives turned out; others can be part of a scandal or unhappy life.  Include some of the poetic devices we've encountered in some of the poems: imagery, metaphors, similes, personification, hyperbole, symbols, alliteration, irony, and so forth.

            Criteria for grading: quality of the poems, ability to make the person seem real, ability to express thoughts in poetic ways, ability to tell a story, ability to evoke pathos or humor or whatever feeling is appropriate, ability to manipulate poetic language.

Story

            You will write an original short story that develops in depth the life of one of the people in the cemetery at Spoon River.  That person's epitaph only begins to discuss that person's life, feelings, relationships, attitudes.   Your story will flesh out that episode discussed in the epitaph and clearly go further.  How did that person get to be who he or she is?  You may refer to or incorporate other Spoon River Cemetery citizens; you may also create new characters.  You may lead up to the point of death or only focus on part of that person's life.  Let the epitaph be the inspiration for a story about that person's life.  At least three pages long.

            Criteria for grading: quality of the story, originality and creativity, the ability to make us believe we are reading a person's life story, the use of interesting details, the ability to evoke all the elements of a short story we have discussed, proper grammar and writing style.

Video

            You will create a video that allows at least a dozen citizens from the Spoon River Anthology to tell their stories (i.e. read their epitaphs from the book) on video.  Each of your dozen-plus readings should be memorized or at least read from cue cards; that is, you cannot read them from a book or index cards before the camera.  You must give the impression (i.e. act out) the idea that someone is actually telling his story.  Appropriate settings and costumes should be employed; that is, we don't want to see you, the student, in normal dress, just mumbling some words in the library A-V room.  You need to plan ahead of time how you are going to look, where you are going to shoot each reading, how you are going to film it, how you are going to look, and so forth.  A maximum of three people may work on this project together, all of whom must appear on screen at least 3 times each.  As with papers, you will be able to rework this for a final draft for your final portfolio.

            Criteria for grading:  Ability to convey the person through appropriate costumes and settings, ability to speak in an articulate way with expression, ability to create interest in what is being said, a clean well-produced video production with appropriate sound and editing.

Portfolio #1

This paper (about 3-4 pages) is due Tuesday, Feb. 19  at the beginning of class. Have a good thesis statement. Think about how you are going to organize your paper to develop your main points. Include examples and details from the book to support your points.

Prompt:

You are familiar now with the conventions and terminology of many short stories. Write a paper that compares and contrasts the short story "A Scandal in Bohemia" and another Sherlock Holmes story (including those we read in class).  Focus on comparing in depth three elements of the stories, one of which must be characterization.   Don't write two pages on one short story and then two pages on another. Make your comparisons and contrasts direct. Evaluate how and why each story is effective in its own way, even though they differ. 

9-8       These well-written essays present a strong comparison and contrast between these two short stories. The writer clearly has a sense of what kind of story each author is writing and how each author does that. By going well beyond plot into the subtleties of each story, the writer shows a real command of how characters and themes are developed. Details and examples are not just added on, but integrated into the total understanding of how each story works and how it is similar to and different from the other story.   The major elements in each story are compared and contrasted with elegance.  The writer uses the vocabulary learned in class with a command of it. These essays show a stylistic maturity by a strong thesis and an effective command of sentence structure, word choice, and organization.

7 -6          These essays also present a good comparison and contrast between the two short stories. A good

thesis unifies these papers, and statements have some relevant textual evidence given (though not as strongly as in papers in the 9-8 range). Details from the stories may be given, but they may seem added on, rather than explain the parts of the stories discussed. The explanation of how these stories are similar and also different is fine, although it could have been a little more in-depth. The terminology of short stories is used, although these papers might need a final synthesis of how the elements in these stories work together. The major elements in each story are compared and contrasted with some confidence. Some lapses in grammar or organization may appear, but the writing is clear and solid.

5              These essays attempt to compare and contrast the two stories, although the comparisons may not

be as strong as they could be, or the comparisons are not explored in sufficient detail. Some examples from the text are given, although they are not discussed much after being cited or they may not reveal a wide range of events from the stories. The explanation of the elements of each story is satisfactory, but the reader has the sense that the writer needs to understand these elements better. The comparison of stories offered may not be side-by-side; that is, a few pages on one story are followed by a few pages on the other. These essays are satisfactorily written, but they may demonstrate inconsistent control over the elements of composition. Organization is evident, but it may not be fully realized or effective. The thesis is okay.

4-3       Papers in this range may mention some plot points and one or two other elements, but little discussion is offered for each. Essays that simply list examples or offer only a few examples without explanation fall into this range. The writer ignores key characters or events or themes in the stories as support for his or her ideas; there may be a number of unsupported general statements. The idea of actually comparing or contrasting the two stories' elements is given only lip service. The writing is sufficient to convey the writer's ideas, but it is somewhat weak.  The thesis is uninspiring or dull.

2-1           These essays may attempt to compare the two stories, but the follow-through is poor. These essays may focus on plot or superficial characteristics. Unsubstantiated statements are often made in such essays, as are essays that do not address the specific prompt given here. A range of examples is lacking. Essays that are unacceptably brief or poorly written also fall in this range. The writing usually reveals consistent weaknesses in grammar or other elements of composition.

Paper #5: The Road Not Taken

            Read the following poem by Robert Frost:

            Think about three characters in literature who took the road "less traveled by" and discuss how taking that road made "all the difference" -- positively or negatively.  You may use short stories or novels you have read either for school (and not just this year) or for your outside reading.  Use three different works of literature.  You may not use non-fiction, movies, television, or other media.   Do NOT just give me plot summary.  Offer discussion and analysis, using examples, details, and quotations to support your ideas.

            As always, use proper essay structure, including a thesis statement, well-structured paragraphs, and lots of good examples and details.  Identify the work(s) of literature by title and author.  Expected length is 3-4 pages.

Paper # 3 - Information Literacy

            This is the third of your five papers this semester.  It is due Wednesday, October 17.  You are going to analyze three print advertisements of your own choosing. 

We will continue to discuss in class techniques that advertisers and others use to deceive or manipulate you into buying their product or accepting their position on a matter.  We have already considered the way particular wording can be manipulative.   In addition, Unspun has also been discussing several ways that advertisers, politicians, and others try to "spin" their product or position to make it seem best to you (or to make others' positions seem worse).  So you should feel as if you have some background in this area.

Now go and find three particularly interesting advertisements in print (newspapers and magazines).  You must attach these three ads to the back of your paper so that I can see them, and you cannot use photocopies of ads; I want to see the original ad (not even a Web printout of it). 

Then, for each of the ads, write several paragraphs, analyzing each ad.  Some things to consider:

If you write an introductory paragraph (with a thesis), a few paragraphs for each ad, and then a conclusion, this paper should end up about four pages long.

Persuasive essay assignment - I

This paper is due Wednesday, Sept. 19, at the beginning of class. Think about how you are going to organize your paper to develop your main points. Include examples and details to support your points.  The length should be around 3-4 pages, double-spaced, 12 pt. font.

Prompt:

Quite simply, you are going to write a persuasive essay.  Assume that your readers are either undecided on the issue or feel quite differently from you.  Your goal is to convince these readers that your position is the most logical one.   

Here are the topics you can choose from:

However, you must also include some research here.  Your paper must have a minimum of three sources used: one book, one online source, and one magazine or newspaper article.  Your paper must also have at least five total citations (using all three sources).  You must then also have a Works Cited page.  We will go over citation and bibliography form in class, but you also have the Trimmer books.  You may not use only Wikipedia articles.

Suggested structure of this essay:

Paragraph 1: An INTERESTING opening paragraph, leading up to a thesis.  (Remember the six methods we discussed for interesting openings.)

Paragraph 2: Consider and refute the major counter-arguments to your position.

Paragraphs 3-5: Three major arguments supporting your position.  Have strong, interesting topic sentences.  Support each argument with facts, statistics, logic, emotional appeals, expert testimony, common sense, and/or analysis.  Discuss each argument in some detail.  This is the most important part of your paper; this is where you convince the reader.  If you use factual material, you must provide citations and a bibliography.  You may NOT use more than one Wikipedia entry. 

Paragraph 6: Strong and interesting conclusion, beginning with a restatement of your thesis.

9-8          These well-written papers present a series of compelling, well-written arguments for a position. The opening grabs the reader's attention, and the counter-arguments are dealt with so effectively as to seem unimportant.  The body of this persuasive essay offers three strong major points in favor of the writer's position, and each point is backed up with an impressive combination of facts, emotional appeals, and logic.  Facts are properly documented.  The writer's own voice is clearly evident in this assignment, and the writer's tone may change to suit the argument being given.  These essays show a stylistic maturity by an effective command of sentence structure, diction, and organization.  The writing need not be without flaws, but it reveals the writer’s ability to choose from and control a wide range of the elements of effective writing.

7-6          These fine papers line up a series of sound arguments supporting the writer's position on a topic.  The opening is fairly straightforward and effective, although it could be more interesting.  The counter-arguments are mentioned and generally dealt with in a meaningful way, although one or two arguments might be better.   The body of the essay selects three good reasons for supporting the writer's position, and, in general, the arguments made are well done.  However, the writer might have either offered other arguments or provided a little more support on the given arguments.  Footnote or bibliography form may not be exactly correct.   The conclusion is satisfactory.   These essays are well-written in an appropriate style, but with less maturity than the top papers.  Some lapses in grammar or organization may appear, but the writing demonstrates sufficient control over the elements of composition to present the writer’s ideas clearly. 

5              These persuasive essays provide an acceptable structure and series of arguments on a given position.  The opening is satisfactory, although the writer needs to find a better way of grabbing the reader's attention.  The thesis might need to be more strongly worded.  Counter-arguments are mentioned, but the analysis of them needs more consideration.  The body of the paper includes three arguments for the writer's position.  Each argument is presented clearly, but the given arguments might need to be more strongly worded, reconsidered (a different argument might replace one given in the paper), or better supported.  The reader is left only partially convinced.  These papers are adequately written, but may demonstrate inconsistent control over the elements of composition.  Organization is evident, but it may not be fully realized or effective.

4-3          These persuasive essays generally offer an adequate overview of an argument, but there are problems in the arguments given or the support for the arguments.  The topics for the arguments themselves may not be the best ones to use to convince the reader, and the support and discussion for each argument is not fully convincing.  More facts, logic, or weighty emotional appeals are called for.  The paper (including the opening) may be too bland, leaving the voice of the writer out.  Proper documentation of facts may not be given.   The writing is sufficient to convey the writer’s ideas, but it suggests weak control over diction, syntax, grammar, or organization. 

2-1          These essays are lacking in development.  The writer has not spent enough time on the arguments; it seems more like a series of half-hearted or underdeveloped arguments.   The opening is either disjointed or uninteresting.  The counter-arguments are not the ones the opposition would make, and they are handled poorly.  The body of the essay just isn't convincing; poor arguments are chosen, and the arguments made are not supported convincingly.   Documentation is handled improperly. The writing is sufficient to convey the writer’s ideas, but it suggests weak control over diction, syntax, grammar, or organization.

Manchild in the Promised Land essay assignment

This paper is due Thursday, Aug. 30, at the beginning of class. Have a good thesis statement.  The length should be around 3 pages, double-spaced, 12 pt. font. 

    Understanding Harlem in this time period involves going beyond individuals' life stories.  Relationships in this book are not just about how people or groups interact or feel, but they also speak to larger values and beliefs of that time and place.  How do relationships between individuals and certain groups of individuals reflect values (perhaps even changing values) in Harlem in the late 1950's and early 1960's?  Be sure to provide examples, details, and quotations from the book to support your ideas.

Rubric for this essay

9-8        These well-written essays really do a strong job of helping the reader to understand in depth the meaning and values behind relationships in Harlem at this time.  The writer discusses significant characters and groups and their relationship and then provides excellent supporting materials from the book to back up each point.  The writer addresses the question of how these relationships incorporate major ideas throughout the book, not just in one or two sections.  There is strong analysis offered in each section of the essay: we understand the evolving values of Harlem residents by the end of the essay. These essays are organized well, and ideas flow easily from one paragraph to the next.  These essays have a strong thesis and an effective command of sentence structure. The introductory paragraph seems fresh.

7-6        These essays do a very good job of helping the reader see the meaning and values behind relationships in Harlem at this time.  The writer analyzes some characters and groups and their relationship and then provides supporting materials from the book to back most points.  The writer addresses the question of how these relationships incorporate major ideas throughout the book.  To a degree, we understand the larger values of Harlem residents by the end of the essay.  These essays have some organization, but not as strong a structure as they could have.  These essays often would benefit from a wider range of examples. These essays have a good thesis and a fine command of sentence structure and organization. The writing has a few stylistic flaws, but they are fairly mature in their content. The introductory paragraph could be more original.

5           These essays do a satisfactory job of helping the reader to understand the values of Harlem as indicated by relationships in Harlem.  There are some good general discussions, but some of them aren’t significant enough or explored enough in depth.  The writer might focus too much on individuals or might not offer enough analysis of relationships.  These essays have some supporting details and quotations, but not as many as they should have or the choice of relationships could be better developed.  These essays are satisfactorily written, but the technique for combining quoted material and non-quoted material is a little shaky. The thesis statement is adequate but not exciting.  Organization is somewhat evident.  Mechanics could be sharper, and the introductory paragraph is pretty standard.

4-3        Papers in this range attempt to trace relationships in the book, but the larger connection to emerging values in Harlem is not well developed.  Either the structure of the essay or the content needs significant work.  For example, insufficient supporting details and examples often hurt these papers, or the examples are given with little analysis.   The thesis statement must be better.  The writing is conveys the writer's ideas, but it suggests weak control over grammar or organization.  The opening paragraph is bland or incomplete.  This paper needs a strong rewrite.

2-1        Papers in this range do a poor job of discussing the relationships in the novel; often the discussion isn't accurate or detailed.  The range of details and examples is weak, and few or no quotations are used.   Poor characters might have been chosen, or the connection to values in Harlem at this time is not well developed.  The structure of the essay and the content need work; fundamentals of essay structure are poorly implemented.  Supporting details and examples are weak.  The thesis statement is poor.  The opening paragraph is merely okay.

Warnings

Avoid such phrases as these:

How to cite

            In terms of citations, all you need to use are endnotes (not superscripted footnotes and not notes at the bottom of the page). Normally endnotes appear at the end of the sentence with the author’s name and the page number and no comma between them: (Brown 160)   Since you are only using the Brown book, you do not need to include the author’s name for this paper, just the page number.  In addition, do not let quotations stand on their own; quotations need a lead-in:

WRONG        “I got tired of it after a while" (160).

CORRECT       At one point, Sonny says to himself, “I got tired of it after a while" (160).

CORRECT   Sonny admits this to himself: “I got tired of it after a while" (160).

            Quotations without a lead-in are marked NIQ (No Isolated Quotes) by me.  If the cited passage is longer than a few sentences, you should single-space the quoted material, indent it, and omit the double quotes around it.   We use MLA endnote and bibliography form.

Remember this:

Remember to email me a copy of your paper!