I have a sick little one today.
We are getting started with Literary Theory. You should have by now gone through the literary theory PPT up through Formalism. Make sure you have good notes on the information presented.
Literary Theory is the process of providing a systematic way to study literature. It is a process we are going to learn. We must understand its origin to comprehend how it is utilized in examining the wide-scope of the humanities. I will be explaining Plato and Aristotle on Monday. . . don't worry. But you are expected to review and think about the philosophy of these two great thinkers and how it ties to studying literature.
As we start to understand the school of Formalism, which is the study of the FORM of the text and how form informs meaning, we need to REALLY bulk up on our literary/poetry devices. Therefore, you will need to learn/review the major poetry conventions to do strong Formalist readings.
There is a list of Poetry Terms under the literature links. There are 83 terms. We will be having a test over these. We will do them in 2 installments. The first test will be next FRIDAY, February 5th. It will be up through "hovering stress". You need to start on flash cards immediately. The following test with the remaining terms will be the following Friday, February 12th.
In class today, you need to click on the following Formalism Notes. Read through and take good notes. This will help you understand how we will be approaching the text in a more thorough manner.
Use your time wisely today.
Friday, January 29, 2016
Wednesday, January 27, 2016
Proofing World History Papers- January 27th/28th
1. The first read: You will start with the LAST sentence. You will read ONE sentence at a time until you are reach the top of the paper. Yes, you are reading the paper BACKWARDS. In this reading you are ONLY looking for grammatical and spelling errors, and sentence clarity. Is there subject-verb agreement? Pronoun-antecedent agreement? Sentence mechanics are correct? Diction choices accurate? No "YOUS". No "If you find an error, make a comment in BLUE. Do not fix the error.
2. The second read: You will start at the TOP of the paper. In this read you will be looking solely at CONTENT. Does the paper have a CENTRAL ARGUMENT/CLAIM? Is the evidence logical and sufficient to the theme? Is the evidence relevant? Does the entire paper support the requirement of the prompt? Does it sufficiently address the purpose of writing? Mark errors or comments in RED. Is it an actual argument versus a report?
3. The third read: You will be assessing the SOURCE MATERIAL. Has the primary source been thoroughly examined and addressed in conjunction to the claim? Is there adequate SECONDARY support? Are they adhering to the standards of source materials: Objective, Relevance, Current, Scholarly (Think-Totem Pole of Academia). Has the source material been introduced? Contextualized? Processed through warrants? Cited correctly? Mark your comments/errors/suggestions in BLACK!
4. The fourth read: You will start at the TOP of the paper. In this read you will be looking solely at STYLE and STRUCTURE. Is the tone appropriate for the audience and the content addressed. Is the ARGUMENT complete? Topic sentences, warrants, backing? Does each section have a topic sentence that supports the overall claim? Does the paper utilize an obvious structure? Does is utilize active voice? Do they use effective transitions? Between sentences? Between sections? DO THEY UTILIZE careful and strategic DICTION and SYNTAX? Mark suggestions and comments in GREEN.
4. The fourth read: You will start at the TOP of the paper. In this read you will be looking solely at STYLE and STRUCTURE. Is the tone appropriate for the audience and the content addressed. Is the ARGUMENT complete? Topic sentences, warrants, backing? Does each section have a topic sentence that supports the overall claim? Does the paper utilize an obvious structure? Does is utilize active voice? Do they use effective transitions? Between sentences? Between sections? DO THEY UTILIZE careful and strategic DICTION and SYNTAX? Mark suggestions and comments in GREEN.
IMPORTANT-
4. The fifth read: You will be, again, starting at the TOP of the paper. In this read, you will be looking solely at FORMATTING. YOU NEED TO OPEN UP THE PURDUE OWL AND DO A LITERAL CHECK ON ALL COMPONENTS. DO NOT ASSUME!
MLA- OWL
Has the author appropriately addressed MLA style guide? WORKS CITED PAGE? Colon formatted Title?? Are the parenthetical/in-text citations done correctly? Mark in PURPLE.
4. The fifth read: You will be, again, starting at the TOP of the paper. In this read, you will be looking solely at FORMATTING. YOU NEED TO OPEN UP THE PURDUE OWL AND DO A LITERAL CHECK ON ALL COMPONENTS. DO NOT ASSUME!
MLA- OWL
Has the author appropriately addressed MLA style guide? WORKS CITED PAGE? Colon formatted Title?? Are the parenthetical/in-text citations done correctly? Mark in PURPLE.
4. In the sixth, and final, read. You will read through from top to bottom and read for the complete experience. Does the entire paper work together? Any last concerns? Mark in ORANGE.
Pay specific attention to this proofing process. This is an excellent strategy to ensure that your final product achieves its intended purpose.
Monday, January 25, 2016
Class today: January 25th
1. Get out your "Three Bears" stories. Please switch stories with a partner. Read through their version of this story.
Answer the following questions: Write them down on paper.. you will turn these in at the end of the hour.
1. How are the bears portrayed.. positive? negative?
2. How many bears are there in the story (for example.. there were always four in my story)
3. How is Goldilocks portrayed?
4. How does the story end?
5. What is the moral of this story?
6. What differences do you see in your partner's story in relationship to your own?
7. Do you feel that there is significance in the differences?
8. What similarities to you see?
9. Is there a significance in the similarities? Why do you both include these elements?
10. Why is this story one that everyone knows?
2. Once you have answered all of these questions... go through them with your partner.
Now answer the following questions:
11. What do the two/three of you notice about this story beyond just the plot?
12. What purpose does this story serve to society? the family? the individual?
HOMEWORK :
Now open the link:
3 Bears History
Answer the following questions:
13. In what ways has the story changed from the version you have written down?
14. What do you feel is the significance in these changes?
15. What influenced these changes? Speculate. Guess.. Imagine.
16. What are some things you never thought of in consideration of "The Three Bears" that this information illuminated?
17. What are some conclusions that you can make about the study of literature? Society?
18. What questions do you have?
Staple your questions together.. make sure your name is on your paper WITH your copy of your story.
Answer the following questions: Write them down on paper.. you will turn these in at the end of the hour.
1. How are the bears portrayed.. positive? negative?
2. How many bears are there in the story (for example.. there were always four in my story)
3. How is Goldilocks portrayed?
4. How does the story end?
5. What is the moral of this story?
6. What differences do you see in your partner's story in relationship to your own?
7. Do you feel that there is significance in the differences?
8. What similarities to you see?
9. Is there a significance in the similarities? Why do you both include these elements?
10. Why is this story one that everyone knows?
2. Once you have answered all of these questions... go through them with your partner.
Now answer the following questions:
11. What do the two/three of you notice about this story beyond just the plot?
12. What purpose does this story serve to society? the family? the individual?
HOMEWORK :
Now open the link:
3 Bears History
Answer the following questions:
13. In what ways has the story changed from the version you have written down?
14. What do you feel is the significance in these changes?
15. What influenced these changes? Speculate. Guess.. Imagine.
16. What are some things you never thought of in consideration of "The Three Bears" that this information illuminated?
17. What are some conclusions that you can make about the study of literature? Society?
18. What questions do you have?
Staple your questions together.. make sure your name is on your paper WITH your copy of your story.
Due: January 25th
1. USA Test Prep- Take the practice EOC test.
2. Write out and bring to class on Monday the story of the Three Bears (as you know it). Have a hard copy with you.
2. Write out and bring to class on Monday the story of the Three Bears (as you know it). Have a hard copy with you.
Wednesday, January 20, 2016
Class today: January 20th and Due: Friday, January 22nd
Today we are going to review the foundation diagram practices. Remember: DIAGRAMMING IS THE ACTIVITY THAT TEACHES THE NECESSARY SKILLS.
I have given you a go-to review handout that has the top-diagramming practices. Sentences we come into contact with are a mixture of all of these structures. If you know the concept of, let's say, the direct object, you can apply it across the board.
You will need to use your notes, handouts, me, etc. to complete the diagrams. This assignment will be for a grade, so be very conscientious about your work. These diagrams are due on FRIDAY.
NEXT:
Log into USA Test Prep. You have been enrolled in my AS10 class. You have been assigned 2 practices- 1 for EOC main idea questions and 1 for ACT subject verb agreement. Using the strategies we have been honing with sentence diagramming, go through the exercises thoughtfully. These are due on Friday.
I have given you a go-to review handout that has the top-diagramming practices. Sentences we come into contact with are a mixture of all of these structures. If you know the concept of, let's say, the direct object, you can apply it across the board.
You will need to use your notes, handouts, me, etc. to complete the diagrams. This assignment will be for a grade, so be very conscientious about your work. These diagrams are due on FRIDAY.
NEXT:
Log into USA Test Prep. You have been enrolled in my AS10 class. You have been assigned 2 practices- 1 for EOC main idea questions and 1 for ACT subject verb agreement. Using the strategies we have been honing with sentence diagramming, go through the exercises thoughtfully. These are due on Friday.
Friday, January 15, 2016
Class today (January 15th) and Due: January 19th
Application day!!
Today we are going to put your new-found grammatical knowledge to use.. Yes, you can define grammatical terms... Yes, you can diagram the earliest basic structures.. But as you all know, these skills are all on the lowest rung of Bloom's Taxonomy. Yes?
Whereas you must be able to do these skills first, we are now going to move into the WHY??? (This is what you are all starving for in grammar education).
This is going to be challenging, so be open minded and just try!
Take a lot of notes about your ideas and questions!
Therefore, we are going to be examining two of the major purposes for wanting and possessing excellent grammatical skills. This is the WHY?!
1. Writing expression
2. Reading comprehension
You will be reading the following article by Montserrat Dominguez.
1. Read it once completely.
2. Now you will be doing, solely, a "sentence diagramming" read. In this read, I want you to be looking for the "main line" of meaning. This means, in each sentence, ask yourself: where is the subject? where is the predicate? is there an object? is this a transitive verb or an intransitive verb?
3. Once you have figured out the "main line" of meaning in the sentence (in compound sentences, this will be the independent clause). Is there a subordinate clause before or after the "main line"/independent clause? How is it working?? Is it giving more information about the subject or the predicate??? (Adverbial or Adjectival?)
4. After reading paragraph 1 in this manner, stop and reflect. Ask yourself the questions: How did her style of writing and placement of these components enhance/detract from her purpose? (Now, keep in mind, she is a professional writer.. she has command over grammatical structure.. therefore, she will be purposefully considering the "vehicle" that carries her ideas. Don't jump to it is more difficult because it is beyond just the basic sentence structure) Really think about the syntax structure.
5. Now, reread paragraph 1 AGAIN. This time you will be doing a "reading comprehension" reading. With this read you are going to need to balance your recognition of the grammatical purpose of the word with the meaning of the word/group of words. Pause slightly after each sentence and think about how this structure informs your understanding. How does finding the "main line" help you comprehend the meaning of the writing.
5. On a piece of paper, write "paragraph 1" and reflect upon your findings. I am not going to micromanage your writing by asking you specific guiding questions to respond to in your reflection. Just do a thorough reflection of both types of readings and your results.
On to paragraph 2... and so on... make sure you read the "postscripts" in your initial read, but you do not need to include them in your analysis.
"How Can We Not be Afraid" article
Today we are going to put your new-found grammatical knowledge to use.. Yes, you can define grammatical terms... Yes, you can diagram the earliest basic structures.. But as you all know, these skills are all on the lowest rung of Bloom's Taxonomy. Yes?
Whereas you must be able to do these skills first, we are now going to move into the WHY??? (This is what you are all starving for in grammar education).
This is going to be challenging, so be open minded and just try!
Take a lot of notes about your ideas and questions!
Therefore, we are going to be examining two of the major purposes for wanting and possessing excellent grammatical skills. This is the WHY?!
1. Writing expression
2. Reading comprehension
You will be reading the following article by Montserrat Dominguez.
1. Read it once completely.
2. Now you will be doing, solely, a "sentence diagramming" read. In this read, I want you to be looking for the "main line" of meaning. This means, in each sentence, ask yourself: where is the subject? where is the predicate? is there an object? is this a transitive verb or an intransitive verb?
3. Once you have figured out the "main line" of meaning in the sentence (in compound sentences, this will be the independent clause). Is there a subordinate clause before or after the "main line"/independent clause? How is it working?? Is it giving more information about the subject or the predicate??? (Adverbial or Adjectival?)
4. After reading paragraph 1 in this manner, stop and reflect. Ask yourself the questions: How did her style of writing and placement of these components enhance/detract from her purpose? (Now, keep in mind, she is a professional writer.. she has command over grammatical structure.. therefore, she will be purposefully considering the "vehicle" that carries her ideas. Don't jump to it is more difficult because it is beyond just the basic sentence structure) Really think about the syntax structure.
5. Now, reread paragraph 1 AGAIN. This time you will be doing a "reading comprehension" reading. With this read you are going to need to balance your recognition of the grammatical purpose of the word with the meaning of the word/group of words. Pause slightly after each sentence and think about how this structure informs your understanding. How does finding the "main line" help you comprehend the meaning of the writing.
5. On a piece of paper, write "paragraph 1" and reflect upon your findings. I am not going to micromanage your writing by asking you specific guiding questions to respond to in your reflection. Just do a thorough reflection of both types of readings and your results.
On to paragraph 2... and so on... make sure you read the "postscripts" in your initial read, but you do not need to include them in your analysis.
"How Can We Not be Afraid" article
Wednesday, January 13, 2016
Due: Friday, January 13th
1. Review the new information covered in class on Wednesday/Thursday.
2. Do the following exercises:
Participle and Gerund Diagramming Practice
Gerund, Participle, Infinitive Diagramming Practice
Pulling it all together... Diagramming Practice (tougher)
2. Do the following exercises:
Participle and Gerund Diagramming Practice
Gerund, Participle, Infinitive Diagramming Practice
Pulling it all together... Diagramming Practice (tougher)
Tuesday, January 12, 2016
State of the Union Assignment
State of the Union Assignment-
Here are some links to the live feed of the SOTU-
1. Everything you Need to Know about the State of the Union
2. White House State of the Union Site
The speech starts at 8:00 PM- January 12th
Pick a network.. they will cover it live.
SOTU Issues...
Here is a link that can help you prepare for the issues that the speech will address:
State of the Union 2016 Issues Guide
Interview with President Obama's speech writer:
Interview with Cody Keenan
THE ASSIGNMENT:
1. Watch the State of the Union with a pen and paper.
2. While the President is speaking, listen closely to his syntax. Are you able to distinguish the parts of a sentence? Can you hear independent clauses and subordinate clauses? What about modifiers? When are phrases used? How?
3. Once you get in the swing of listening in this manner, drift into analysis. How does his grammatical constructions help deliver his message? When does he choose simplicity? When does he utilize modifying phrases? Why? Advantage? Disadvantage?
4. How does the President and his speech writers have command over the use of syntax? Remember the purpose of communication is to "get stuff"... How does having control over syntax and diction aid him in presenting his message and agenda?
5. Jot down as many ideas and conclusions that you can during the speech. You will be turning in the notes.
6. After you are done, write a summary of this experience. What did you learn? How did this type of listening approach help your comprehension?
Due: Notes and typed response, January 19th.
Here are some links to the live feed of the SOTU-
1. Everything you Need to Know about the State of the Union
2. White House State of the Union Site
The speech starts at 8:00 PM- January 12th
Pick a network.. they will cover it live.
SOTU Issues...
Here is a link that can help you prepare for the issues that the speech will address:
State of the Union 2016 Issues Guide
Interview with President Obama's speech writer:
Interview with Cody Keenan
THE ASSIGNMENT:
1. Watch the State of the Union with a pen and paper.
2. While the President is speaking, listen closely to his syntax. Are you able to distinguish the parts of a sentence? Can you hear independent clauses and subordinate clauses? What about modifiers? When are phrases used? How?
3. Once you get in the swing of listening in this manner, drift into analysis. How does his grammatical constructions help deliver his message? When does he choose simplicity? When does he utilize modifying phrases? Why? Advantage? Disadvantage?
4. How does the President and his speech writers have command over the use of syntax? Remember the purpose of communication is to "get stuff"... How does having control over syntax and diction aid him in presenting his message and agenda?
5. Jot down as many ideas and conclusions that you can during the speech. You will be turning in the notes.
6. After you are done, write a summary of this experience. What did you learn? How did this type of listening approach help your comprehension?
Due: Notes and typed response, January 19th.
Monday, January 11, 2016
Class today: January 11, 2016
1. Please go through the Sentence Diagramming Prezi (found under Grammar links). AND the Diagramming Prezi found here: Diagramming Prezi- Compounds This review will be extremely helpful for tomorrow's quiz.
2. Review terms for quiz tomorrow.
2. Review terms for quiz tomorrow.
Friday, January 8, 2016
Week of January 5-8th
We have started to dive into the world of grammar.
As of Friday, we have covered the following. . .
Terms:
Subject, Predicate, Direct Object, Indirect Object, Articles, Modifiers, Adjectives, Adverbs, Phrases, Prepositional Phrases, Main Clause, Transitive Verbs, Intransitive Verbs, Complements, Predicate Adjectives, Predicate Nominatives, Linking Verbs, Auxiliary Verbs, Action Verb
Diagrams:
1. S|P 2. S|P|DO 3. S|P|DO 4. S|P|DO 5. S|P(LV)\OC 6. Implied subjects 7. Questions
-IO -Modifiers
Keep in mind the following:
As of Friday, we have covered the following. . .
Terms:
Subject, Predicate, Direct Object, Indirect Object, Articles, Modifiers, Adjectives, Adverbs, Phrases, Prepositional Phrases, Main Clause, Transitive Verbs, Intransitive Verbs, Complements, Predicate Adjectives, Predicate Nominatives, Linking Verbs, Auxiliary Verbs, Action Verb
Diagrams:
1. S|P 2. S|P|DO 3. S|P|DO 4. S|P|DO 5. S|P(LV)\OC 6. Implied subjects 7. Questions
-IO -Modifiers
Keep in mind the following:
- Modifiers can fall under any of the diagrams
- Remember to ask the "questions" along the main clause line
- An object is determined by the type of predicate. . Transitive or Intransitive. . and can happen or not in any diagram
- Know the "questions" of the adverbs. .. they will come in handy when they modify adjectives or other adverbs
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