Thursday, May 16, 2013

Final Project for Composition 10



Composition 10
Final Project

Due Date:        Wednesday, May 29 or Thursday, May 30

Objective:
  • To illustrate your understanding of an author’s work and be able to convey is in either a well-written essay or a creative project.

Choose one of the following:

1)      John Steinbeck wrote, “No story has power, nor will it last, unless we feel in ourselves that it is true, and true of us…If a story is not about the hearer, he will not listen.” It might feel strange that you might find anything “true” about yourself in The Old Man and the Sea, but some readers have “listened” to the story as if it were about themselves. For your final project, you are to convey that you have listened to at least one story that has had “power” over you. You are to construct a carefully prepared paper or project in which you consider what the book/story has to say to you, where you came in, and what you heard about yourself as you “listened.”

2)      Write a paper or present a project that comments fully and specifically on the significance of Santiago’s words, “A man can be destroyed but not defeated” (p 103). It does not have to be on The Old Man and the Sea; think of other stories of self-reliance, self-preservation, etc…

3)      In a preface to one of his novels, Joseph Conrad writes that his task as a writer is “by the power of the written word, to make you hear, to make you feel – it is, before all, to make you see. That – and no more, and it is everything.” Write a carefully prepared paper or construct a thoughtful project in which you show fully and specifically the extent to which an author that we read this year fulfills the writer’s task of making you hear, feel and – above all – see. You may want to give attention to all the possibilities in the word “see.”

What we have read this year:
  • The Old Man and the Sea
  • Of Mice and Men
  • The Lovely Bones
  • This Boys Life
  • Short stories
    • "I'm a Mad Dog biting myself for Sympathy"
    • “What You Pawn, I will Redeem”
    • “Yellow Woman”
    • “The Yellow Wallpaper”
    • “The Cask of Amontillado”
                 
Grading:
  • Did you fulfill the objective of the particular assignment, answering its prompt thoroughly?
  • Is it clear that you put in the required time and effort to not only explore the particular work, using quotes and textual evidence, but also in accurately and thoroughly reflecting your understanding of its impact on you as a student?

Friday, May 10, 2013

Homework for Tuesday and Wednesday

Ernest Hemingway said:
“If a writer of prose knows enough of what he is writing about he may omit things that he knows and the reader, if the writer is writing truly enough, will have a feeling of those things as strongly as though the writer had stated them. The dignity of movement of an ice-berg is due to only one-eighth of it being above water. A writer who omits things because he does not know them only makes hollow places in his writing.”

1) Read Old Man and the Sea (p9-50)
2) Choose two passages that reveal something about the Old Man (think iceberg theory - read beneath the surface)
3) Write 2-3 sentences for each passages, explaining what you think Hemingway wants you to "feel" in the prose.

Thursday, May 9, 2013

Flash Fiction Homework

Homework for Friday and Monday
  • finish the reading packet of stories
  • Write your own flash fiction
You may find more to READ at the following links
  1. Flashfictiononline.com
  2. Onlineflashfiction.com/
  3. Classicshorts.com/
  4. Microhorror.com
  5. Flash-fiction-world.com
Here's an article on the development of the flash fiction genre

Wednesday, May 8, 2013

Some examples of brevity in writing from New Yorker

“Blind Date,” by Max Barry.
She walks in and heads turn. I’m stunned. This is my setup? She looks sixteen. Course, it’s hard to tell, through the scope.
“Houston, We Have a Problem,” by J. Matthew Zoss.
I’m sorry, but there’s not enough air in here for everyone. I’ll tell them you were a hero.
Violence is a lingering theme, often conveyed with a power that lasts long after the short time it takes to read these tales. Take “Cull,” By L. R. Bonehill, a compressed post-apocalyptic snapshot:
“There had been rumors from the North for months. None of us believed it, until one night we started to kill our children too.

Final Project - Take a Poll!!

Grab your cell phone and go HERE

Tuesday, April 30, 2013

Presentation Schedules

Presentation Schedule for Of Mice and Men
 -Your objective:  to show how a theme present in Of Mice and Men connects with an outside work. You may play a song, show a poster, etc...Make sure you are all set up with your technology BEFORE class.

EVEN Days
Thursday, May 2
  • Angelica
  • Natalie
  • Joan
  • Cory
  • Mat
  • Mark
  • Phillip
Monday, May 6
  • Drew
  • Jessica
  • Emerson
  • Dora
  • Grace
  • Julia
  • Hank
ODD Days
Friday, May 3
  • Leandrah
  • Kyle
  • Tristan
  •  Mary
  • Lexi
  • Jon
  • Max
Tuesday, May 7
  • Kevin
  • Kaylee
  • Luke
  • Rachel
  • Adam
  • Matt
  • Anna

Wednesday, April 24, 2013

Of Mice and Men - Final project

Great Depression Gallery of Art

Of Mice and Men
Composition 10
Final Project

Due Date: Thursday, May 2 and Monday, May 6 (even days)
                    Friday, May 3 and Tuesday, May 7 (odd days)

Objective:
Art helps you learn reading comprehension strategies and helps in summarizing, sequencing; identifying the mood and imagery; and critical thinking. You will make connections and think abstractly by visually representing your understanding of the novel Of Mice and Men.

Method:
The medium and method used is up to you, but you must include:
  • a thematic connection with an outside piece of literature (poem, music lyrics, play, short story)
  • a typed one-page explanation (single space) on how your visual representation reflects the theme and the connections with the outside work (need a strong one sentence thesis statement)
  • 2 key quotes
  • 2 key images
  • self-assessment
So...this is what you need to do:
  1. Think about a major theme present in Of Mice and Men (loneliness, friendship, adversity, etc...)
  2. Look for a representation of that theme in an outside work (song, poem, story, painting, etc...)
  3. Brainstorm and work on how you are going to illustrate the connections you draw between the novel and your selected work. Think about 2 quotes from the novel that will help illustrate your understanding of the theme and how the outside work may be reflected in those quotes. Do the same for the visual/key images.
Self-Assessment (to be typed and submitted when you present)
  1. What was your thought-process in choosing your outside literary source? What were your goals (what did you want to convey through this choice)? 
  2. How did the visual representations add to or change your understanding of the character(s)/theme(s)?
  3. How did your interpretation of the character/theme change or grow as you worked on the project?
Some ideas:
- illustrate a series of scenes that emphasize your chosen theme
- connect the plight of a character with the narrator of a poem/song
- create a video/movie that juxtaposes the novel with your outside work
- create an art journal illustrating a major theme
- create a diorama or building that emphasizes a theme







Sunday, April 21, 2013

HW #5

Due Wednesday, 4/24 and Thursday, 4/25

1) Finish the book
2) Write a one page reaction in your journals regarding the ending of the book.

Tuesday, April 16, 2013

HW #4

What we did in class for Chapter Three (Handout)

HW #4 Of Mice and Men
Due: Friday, April 19 or Tuesday, April 23

1) Read Chapter 4

2) Answer the following questions:

* How are Crooks, Candy, Lennie and Curley's wife all victims of attitudes of society they live in? Give a reason for each character of how they are victims.

*Why might the dream of owning property and a home become a reality?

*How does Curley's wife feel about her husband? Why is she is disgusted that she was left on the ranch while the men went into town?

*Why is Candy so bold in his defense of his dream when Curley's wife continually puts down the idea?

* Slim is one of the only characters in the story that is not handicapped in some way. Why do you think Steinbeck creates a character this way?

*How are these characters handicapped: George, Lennie, Curley, Curley's wife, Crook?


Monday, April 15, 2013

HW #3 Of Mice and Men

HW #3 Of Mice and Men
Due - Wednesday 4/17 and Thursday, 4/18

What we will do in class
A) "Pastures of Plenty" by Woody Guthrie (sung by Odetta HERE)
B) discuss Slim, Curley, Curley's wife
C) In your journal, using the first paragraph of the novel as a model, write about a place using descriptive words.

HOMEWORK:
The American Dream

 Lenny and George talk about their American Dream, that in the land of America, everyone could achieve success through hard work and commitment, no matter what their background was like. The belief was founded on the lack of a clearly defined class system and sheer size of America. A person seeking fortune would be advised to "Go West" and due to the vast scale of the country, they would be able to find land that they could work. 

a) Read Chapter 3

b) It seems that all the characters are holding onto dream, hopes and plans. Make a list of the following characters and what their dreams are...
  1. Lennie
  2. George
  3. Curley
  4. Curley's wife
  5. Crooks
  6. Candy
c) Now read  Robert Burns' poem "To a Mouse" written in 1785, with summary and footnotes, click HERE  

*Write a well-developed paragraph discuss the poem and its connection to the novel. Why is Burns comparing mice to men with the line "The best laid schemes o' Mice an' Men / Gang aft agley"? Why might this allusion be appropriate for a novel set during the Great Depression? In your paragraph, you must refer to the events and meaning of the poem, connecting what happened to the mouse to what is occurring in the book.






Wednesday, April 10, 2013

HW #2 Of Mice and Men

HW #2 Of Mice and Men

Due Monday 4/15 and Tuesday 4/16

1) Read Chapter 2 in Of Mice and Men

2) Read the following two pieces, "Us Two" by A.A. Milne and "I am a Rock" by Paul Simon and answer the questions for each poem, as well as complete the writing assignment at the end.   HANDOUT


Tuesday, April 9, 2013

Homework #1

Homework for Thursday, 4/11 and Friday, 4/12

1) Read Chapter 1 in Of Mice and Men

2) Steinbeck characterizes Lennie with descriptive language that creates an image of an animal. In a paragraph analysis (that is typed), define Steinbeck’s purpose for his characterization of Lennie and analyze what literary elements he uses to achieve his overall purpose.
    *Think about what constitutes descriptive language and all the literary elements he uses
    *Make sure to include textual evidence (ie quotes with page #s)
    *Include a strong topic sentence, develop your idea, and end with a strong concluding sentence
    *Length = 8-10 sentences

Sunday, March 3, 2013

LOVELY BONES - syllabus and writing

Please check out the condensed version of the syllabus from now to Spring Break HERE
*Please note that assignments may changed or be added to at any time....

Monday, February 11, 2013

In Class Essay

Reminder - you will have an in class essay tomorrow (or Wednesday). You may bring your book and 3x5 card. You will be writing in blue books so bring a pen or pencil.

Wednesday, February 6, 2013

Friday, February 1, 2013

HW for 2/4 and 2/5

Read This Boy's Life (222-252) and write 2 journal entries. Remember that these journals are material for your own memoir so as little or as much as you write will either help or hinder your memoir writing.

Friday, January 25, 2013

for Tuesday 1/28 and Wednesday 1/29

1) Please follow the reading schedule as outlined in the previous post.
2) Similar to our creative writing that we did in class, find a picture of someone  (not famous)in a magazine or otherwise, and create a character profile for them. You may use the prompts we had in class or make up your own. The goal is to create a complex, multidimensional portrait of this character. Think about what their struggles are (internal conflict), who they last fought with (external conflict), etc... Have fun with it. Make sure to include your picture with your piece.

Thursday, January 24, 2013

Reading schedule for THIS BOY'S LIFE

Even / Odd
1/25-28   126-154 *Odd days have one page narrative due
1/29-30   155-191
1/31-2/1  192-221
2/4-5       222-252
2/6-7       253-288 (end)

Wednesday, January 16, 2013

Homework for Friday 1/ 18 and Tuesday, 1/ 22




Providing Content through Analysis of Character
You are to write a paragraph that examines the shift in perspective of Dwight from Jack/

a) Look at Jack's p.o.v. of Dwight when he is courting Rosemary (63-64) - find 3-4 quotes
  •  How does Jack view Dwight and why?
  • what does this prove at this point in the story?
b) Look at Jack's p.o.v. of Dwight after (p72-74; 87-91)
  • what do Dwight's actions show?
  • What effect does it has on Jack?
Write paragraph that makes a CLAIM about the shift in perspective of Dwight by Jack.Use EVIDENCE to illustrate this shift. Make sure you provide CONTEXT of the story, giving the reader background information. (What do you think is important to know about the story?) Make sure you DEVELOP your ideas thoroughly. 

This paragraph is to be TYPED.
No reading due.

Sunday, January 13, 2013

Tuesday, January 8, 2013

This Boy's Life - Homework #1

This Boy’s Life
Homework for 1/10 & 1/11

A)
Before beginning This Boy’s Life, please write at least one page on one of the following topics. This may be written in your writing journal. Be prepared to share your writing with the class.

1. Describe a time in your life when you pretended to be someone or something you knew you
really weren’t. Did you try to change your personality to fit in with a certain group? How did
that work for you?

2. Describe a time when you manipulated or deceived your parents or guardians in some way.

3. When as the first time you ever knowingly did something wrong? How did you feel? What
were the consequences, if any?

4. Who was the first person you really idolized or wanted to imitate? What made you pick that
person?

5. Have you ever just nodded and agreed with someone even though you knew they were crazy
or foolish or wrong? Has this ever occurred with someone who had a particularly powerful,
charismatic personality? Describe the situation.

B) Read This Boy’s Life pages 3-33

C) Answer the following in a clear, well-developed paragraph (topic sentence, development, textual evidence, and connection). It must be typed.
  • What relevance does the epigraph by Oscar Wilde have to the memoir so far? How is “posing” or pretending to be someone you are not an issue for Jack’s life? Provide specific examples.