1. Respond to the two questions on Google Classroom. Respond to the question completely and then at some point respond to a classmate's answer. You may add to their response. Contribute with more evidence, etc.
2. Read Gilgamesh in your literature book. Pages 32-46.
- Annotate effectively. Pay attention to the emergence of archetypes. Look to the patterns are obvious in one of the earliest pieces of literature. Think about how important this work of literature is in the works that follow.
Friday, October 30, 2015
Wednesday, October 28, 2015
October 28th and 29th- Archetypes!
1. In your notes, jot down some basic characteristics of the Mesopotamian/Egyptian/Hebraic eras- Meaning, how would you describe them, generally? (Your examination into historical context can help you with this)
ARCHETYPE: A repeated pattern found in art, literature, history, politics.
2. Read and take notes over the following link: Jung and Archetypes
- This is an author's personal website where he explains his research topics. This is a good introduction to Jung, the brilliant mind credited for the study of archetypes.
3. Now that your interest is peaked, review the following lists of archetypes: Archetype list #1
Archetype list #2
*If you are needing a more general introduction and clarity on archetypes and/or Jung:
Jung- Wikipedia
Archetype- Wikipedia
(notice.. a turn to Wikipedia for generalized information)
4. Now, in your notes, prepare the following questions:
- How do archetypes influence my understanding of a text? (what is a text, again?)
- Where have I seen examples of these archetypes in my world beyond a literary text? Examples. Lots!
- How does the study of archetypes tie into my previous question about history, religion, art, culture, etc?
ARCHETYPE: A repeated pattern found in art, literature, history, politics.
2. Read and take notes over the following link: Jung and Archetypes
- This is an author's personal website where he explains his research topics. This is a good introduction to Jung, the brilliant mind credited for the study of archetypes.
3. Now that your interest is peaked, review the following lists of archetypes: Archetype list #1
Archetype list #2
*If you are needing a more general introduction and clarity on archetypes and/or Jung:
Jung- Wikipedia
Archetype- Wikipedia
(notice.. a turn to Wikipedia for generalized information)
4. Now, in your notes, prepare the following questions:
- How do archetypes influence my understanding of a text? (what is a text, again?)
- Where have I seen examples of these archetypes in my world beyond a literary text? Examples. Lots!
- How does the study of archetypes tie into my previous question about history, religion, art, culture, etc?
Monday, October 26, 2015
Class today: October 26th
1. Double/triple check your annotated bibliography. Look at it against the sample annotated bibliography (but remember your work will have 3 paragraphs per annotation). Go through the checklist again. Check, again, the scoring guide.
2. Write the definition of HISTORICAL CONTEXT in your notes.
3. Open the following document. Make a copy for your drive and then close out of my copy.
You will be going through the factual aspects of Ancient Mesopotamia in order to understand their larger impact/significance. Mesopotamia Historical Context Significance Doc
2. Write the definition of HISTORICAL CONTEXT in your notes.
3. Open the following document. Make a copy for your drive and then close out of my copy.
You will be going through the factual aspects of Ancient Mesopotamia in order to understand their larger impact/significance. Mesopotamia Historical Context Significance Doc
Tuesday, October 20, 2015
Class today: October 20th
1. Read pages 15-27 in your new, shiny, light World Literature textbook. Make sure you ANNOTATE and put information into CORNELL NOTES.
And... if you even consider complaining about the fact that you have such fabulous books and you are responsible to bring them to class... please check out this link: Journeys to School
2. Continue to work on your A. Bibs. Make sure that you have thoroughly reviewed, proofed, and edited #1 before you construct #2 and #3. They are due Monday, October 26th.
3. Quiz over reading- Wednesday!
And... if you even consider complaining about the fact that you have such fabulous books and you are responsible to bring them to class... please check out this link: Journeys to School
2. Continue to work on your A. Bibs. Make sure that you have thoroughly reviewed, proofed, and edited #1 before you construct #2 and #3. They are due Monday, October 26th.
3. Quiz over reading- Wednesday!
Monday, October 19, 2015
Class today: October 19th
WORD FOR THE YEAR: MEMORIZE. LIVE.
Fortitude~ the strength of mind that enables one encounter adversity or difficulty with courage and grace.
Today you will be proofing the first annotation for your annotated bibliography. To do so, you will be learning how to proof efficiently and effectively. Proofreading is a critical exercise in becoming a skilled writer. As you are examining and assessing a partners work, you are forced to apply skills you have learned in this class in a high level of critical thinking. Not only does this practice reinforce these skills, it develops a sense of mastery. Writing essentially has three periods: Development, execution, proofing/editing. They are all three equal in significance. Take this practice very seriously.
1. With a partner, you will need to switch annotations.
2. Open up the following document. COPY it to your own drive. Close my copy.
Annotated Bibliography Checklist
3. Read through the annotation, utilizing the checklist for techniques, etc. to examine/spot. Identify ON THEIR PAPER the error. DO NOT CORRECT IT. For example, if they have an error in the date format. Write "MLA error" and circle date. Do not, I repeat, fix it. If there are grammatical errors, identify the error such as "comma error", "sentence fragment". Take your time with this process.
4. When it comes to checking MLA, you are not expected to have it memorized. You have access to the OWL. You ARE expected to check it against the OWL. Do not ASSUME that it is correct. CHECK it!!!
5. When you have read through the first time, go through the check list. Highlight with each question, "yes" or "no". If you are not sure, you should be referencing the paper, again, as you go through the checklist.
6. When you feel that you have exhausted the entire work, share the document with your partner so they have the copy of their own checklist.
7. When you get your own paper back, review carefully the notes and the checklist. You will be using this to perfect the first annotation and to also build the subsequent 2nd and 3rd annotations.
THE FULL ANNOTATED BIBLIOGRAPHY IS DUE: OCTOBER 26TH (Google Classroom)
Fortitude~ the strength of mind that enables one encounter adversity or difficulty with courage and grace.
Today you will be proofing the first annotation for your annotated bibliography. To do so, you will be learning how to proof efficiently and effectively. Proofreading is a critical exercise in becoming a skilled writer. As you are examining and assessing a partners work, you are forced to apply skills you have learned in this class in a high level of critical thinking. Not only does this practice reinforce these skills, it develops a sense of mastery. Writing essentially has three periods: Development, execution, proofing/editing. They are all three equal in significance. Take this practice very seriously.
1. With a partner, you will need to switch annotations.
2. Open up the following document. COPY it to your own drive. Close my copy.
Annotated Bibliography Checklist
3. Read through the annotation, utilizing the checklist for techniques, etc. to examine/spot. Identify ON THEIR PAPER the error. DO NOT CORRECT IT. For example, if they have an error in the date format. Write "MLA error" and circle date. Do not, I repeat, fix it. If there are grammatical errors, identify the error such as "comma error", "sentence fragment". Take your time with this process.
4. When it comes to checking MLA, you are not expected to have it memorized. You have access to the OWL. You ARE expected to check it against the OWL. Do not ASSUME that it is correct. CHECK it!!!
5. When you have read through the first time, go through the check list. Highlight with each question, "yes" or "no". If you are not sure, you should be referencing the paper, again, as you go through the checklist.
6. When you feel that you have exhausted the entire work, share the document with your partner so they have the copy of their own checklist.
7. When you get your own paper back, review carefully the notes and the checklist. You will be using this to perfect the first annotation and to also build the subsequent 2nd and 3rd annotations.
THE FULL ANNOTATED BIBLIOGRAPHY IS DUE: OCTOBER 26TH (Google Classroom)
Thursday, October 15, 2015
Rules of Writing
Some standards... Some reminders.. Some "For all that is Holy...."
Get these in your notes!
Due: Monday, October 19th
1. Pick your strongest thesis with what you feel has the strongest support sources. For that thesis/claim, you will be creating an annotated bibliography. This bibliography will contain the 3 sources you have already found, cited, and examined (in the previous class periods).
For MONDAY- You need to have your FIRST ANNOTATION completed. You need to have it both saved in a Google Doc. and bring in a hard copy.
The things you need to focus on while doing this first annotation:
1. MLA FORMAT- Make sure that your formatting matches EXACTLY the sample you were given and/or the electronic samples found under "writing links". This means double/triple check the following: Headers (last name and page numbers); Paper heading (order, spacing, date format); Title format (location, spacing); Works Cited information for your source (location, formatting, hanging indent, spacing, punctuation, necessary information); Paper margins; Block formatting that align with the hanging indent of the citation (look at the sample.. second line of the citation.. the paragraphs are lined up under)
2. Three separate paragraphs: 1st- Summary of the article/source. 2nd- Assessment of the article/source. 3rd- Reflection and utilization plan for the article/source. The writing does not have to be as extensive as our "new normal" extended paragraph structure, but you do need to be implementing the general concepts of writing we have been covering (Making a point/topic sentences, transitions, 3rd person POV, explanations of 'How' and 'Why', etc.). Remember you need to have 2 direct quotes from the source in the annotation... integrated, contextualized, and cited properly (you should already have the in-text citation information). Do not put an extra space between paragraphs.
3. No need to be formal, but sketch out a quick outline for the annotation before writing. This will help you focus your purpose of the section, stay concise, and entertain the necessary information. When you start writing, you can then focus on writing conventions and formatting... you won't have to balance ideas in there as well (this is where things go wrong).
4. Remember tips that you have been learning along the way: *Introduction to authors and how to reference them after their introductions. WATCH YOUR PRONOUNING- Rule of thumb with pronouns.. Use a pronoun.. its ANTECEDENT (the word the pronoun replaces) must be IN the sentence with the pronoun or directly in the sentence before. *Remember Cole's Rules of Writing. *When in doubt-explain. *Proof read for simple errors.
For MONDAY- You need to have your FIRST ANNOTATION completed. You need to have it both saved in a Google Doc. and bring in a hard copy.
The things you need to focus on while doing this first annotation:
1. MLA FORMAT- Make sure that your formatting matches EXACTLY the sample you were given and/or the electronic samples found under "writing links". This means double/triple check the following: Headers (last name and page numbers); Paper heading (order, spacing, date format); Title format (location, spacing); Works Cited information for your source (location, formatting, hanging indent, spacing, punctuation, necessary information); Paper margins; Block formatting that align with the hanging indent of the citation (look at the sample.. second line of the citation.. the paragraphs are lined up under)
2. Three separate paragraphs: 1st- Summary of the article/source. 2nd- Assessment of the article/source. 3rd- Reflection and utilization plan for the article/source. The writing does not have to be as extensive as our "new normal" extended paragraph structure, but you do need to be implementing the general concepts of writing we have been covering (Making a point/topic sentences, transitions, 3rd person POV, explanations of 'How' and 'Why', etc.). Remember you need to have 2 direct quotes from the source in the annotation... integrated, contextualized, and cited properly (you should already have the in-text citation information). Do not put an extra space between paragraphs.
3. No need to be formal, but sketch out a quick outline for the annotation before writing. This will help you focus your purpose of the section, stay concise, and entertain the necessary information. When you start writing, you can then focus on writing conventions and formatting... you won't have to balance ideas in there as well (this is where things go wrong).
4. Remember tips that you have been learning along the way: *Introduction to authors and how to reference them after their introductions. WATCH YOUR PRONOUNING- Rule of thumb with pronouns.. Use a pronoun.. its ANTECEDENT (the word the pronoun replaces) must be IN the sentence with the pronoun or directly in the sentence before. *Remember Cole's Rules of Writing. *When in doubt-explain. *Proof read for simple errors.
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