Wednesday, October 27, 2010

Sample Essays

View scout-hj-docx

View atticus-hj-docx

Day 27

English 101 Fall 2010 Day 27
1. Rough Drafts Due Next Monday
2. Finish the book for Tomorrow.
3. Finish the “Tracking Themes” worksheet for tomorrow.
4. Hero’s Journey for Scout, Jem, and Atticus.
5. Atticus Hero’s Journey Powerpoint.
6. A bit more on race, and prejudice, today.

Atticus as HJ

Here's a powerpoint on the topic.

Tom and Barack and Harold and Shirely and Bill and Juan

Here's an ad aimed at Harold Ford.
Here's this picture.
And then, this ad.

Is this the same "race baiting" as in TKAM?

Threats against the President up 400% since George W. Bush.

And then, more recently, as in July, race became a big issue again, briefly.
And there's been a lot lately about Muslim-Americans. (here too).
And during the health-care debate.
And there's the attempt to cast Obama as somehow foreign, as "The Other"--(here, too) this is both a Republican and Democratic problem.
And we seem not to be able to talk about it very well.
Except, here's the president addressing race during the campaign. Forget the politics of it, it's considered one of the most important speeches on race given in the past generation or more.

Tuesday, October 26, 2010

Day 26

English 101 Fall 2010 Day 26
1. ABC News report
2. Ashley Todd and Mayella Ewell—more on this later
3. Homework: Chapters through Chapter 28-29—Notes on three themes due Thursday. Meet in lab on Thursday.
4. Video of final witness and closing arguments.
5. Complete Reader’s Theatre.
6. Clicker Quiz over Chapters 12-27
7. H/B Study Guides
8. Rough Drafts Due Next Monday

Monday, October 25, 2010

ABC on the 50th Anniversary

Ashley Todd, Mayella Ewell on Line One

Atticus Attacked

For trying to use prejudice to avoid prejudice.

Day 25

English 101 Fall 2010 Day 25
1. H/In Study Guides
2. Homework: Chapters through Chapter 26-27
3. Atticus’s attack attacked.
4. Divide into 6 groups—Reader’s Theatre. Each scene needs at least three parts—two speakers and a narrator. You can jump around the book if you want to. About a page total. Then, come up with a follow up question.
a. 19
b. 20
c. 21
d. 22
e. 23
f. 24

Friday, October 22, 2010

Day 24

English 101 Fall 2010 Day 24
1. Bonus points?
2. Homework: Chapters through Chapter 25
3. Study guide due Monday—no late work.
4. Keep your eye out as you read for second half “Tracking Themes” examples.
5. Complete panels on chapters from yesterday.
Let’s see some of the movie.

Thursday, October 21, 2010

Day 23

English 101 Fall 2010 Day 23

1. Bonus points for Thursday (1130-1220) and 7pm in the Writing Center.

2. Homework: Chapters 18-19

3. Keep your eye out as you read for second half “Tracking Themes” examples.

4. In six groups
a. Three illustrated panels that tell the story of the chapter.
b. A significant quote from the chapter—re: Hero’s Journey, if possible.
c. A title for the chapter.

Wednesday, October 20, 2010

Day 22

English 101 Fall 2010 Day 22

1. Grades so far. Check them carefully. It’s not uncommon to miss something.
a. No late work accepted. No exceptions.
b. It’s fair and it’s getting you to be disciplined students.
c. Use bonus points to catch up.

2. Bonus points from yesterday or last night?

3. Bonus points for Thursday (1130-1220) and 7pm in the Writing Center.

4. Homework: Chapters 16-17

5. Keep your eye out as you read for second half “Tracking Themes” examples.

6. Hero’s Journey, so far, for Scout, Jem and Atticus. (Is there anyone here who’s participating in the pilot project for portfolios?)

7. A bit of the film if there’s time.

Tuesday, October 19, 2010

Day 21

English 101 Fall 2010 Day 21

1. Homework: Chapters 14-15
2. Keep your eye out as you read for second half “Tracking Themes” examples.
3. Video and links: Tracking themes. Plus, Part 1: Tracking Themes—On the boards.
a. Hand in.
4. Hero’s Journey, so far, for Scout, Jem and Atticus.
5. Handing back essays—1030 class.

Study Guide Section 2

Chapters 12-14

1. How does Jem change?


2. Identify Lula, Zeebo and Reverend Sykes.


3. What does Scout learn about Calpurnia?


4. Who was waiting for the children when they came home from the church service? Why


had she come?


5. "Aunt Alexandra fitted into the world of Maycomb like a hand in a glove, but never into the


world of Jem and me." Explain.


6. Atticus and Alexandra disagree about how to deal with the children. How does Atticus


handle the situation?


7. Describe Jem and Scout's relationship through these chapters as Jem matures.


8. Why did Dill run away from home back to Maycomb?



Chapters 15-17


1. What did Mr. Heck Tate's mob want?


2. What was the purpose of Walter Cunningham's mob?


3. Why did Mr. Cunningham's mob leave?


4. Identify Mr. Dolphus Raymond.


5. Identify Tom Robinson, Mr. Gilmer, Bob Ewell, Mayella Ewell, and Judge Taylor.


6. What was the importance of Mayella's bruises being primarily on the right-hand side of


her face?



Chapters 18-21


1. What was Mayella's account of the incident with Tom Robinson?


2. What was Tom's side of the story?


3. What was Tom's handicap? Why was it important to his case?


4. What do Dill and Scout learn from Mr. Raymond?


5. What were Atticus' closing remarks to the jury?


6. What was the jury's verdict?


Chapters 22-25


1. Why did Jem cry?


2. What was "'round the back steps" when Calpurnia came in on Monday morning?


3. What was the significance of Maudie's two little cakes and one large one?


4. Describe Bob Ewell's meeting with Atticus at the post office.


5. What is Atticus' reaction to Ewell's threats?


6. Alexandra doesn't want Scout playing with Walter Cunningham. Why not?


7. Jem said. "I think I'm beginning to understand why Boo Radley's stayed shut up in the


house all this time . . . it's because he wants to stay inside." Why does he say that?


8. Mrs. Merriweather of the missionary circle complains about her cooks and field hands.


What does that tell us about her?


9. What happened to Tom Robinson?


10. What more do we learn about Alexandra after Atticus and Calpurnia leave?


11. What did Mr. Underwood's editorial say?


Chapters 26-31


1. What was Scout's fantasy regarding Arthur (Boo) Radley?


2. What did Scout hear Miss Gates say at the courthouse? In class, Miss Gates said,


"That's the difference between America and Germany. We are a democracy and


Germany is a dictatorship. . . . We don't believe in persecuting anybody. Persecution


comes from people who are prejudiced." What does this tell us about Miss Gates?


3. What happened to Judge Taylor?


4. What happened to Helen Robinson?


5. What was Scout's part in the pageant?


6. Why did Scout and Jem not leave the school until almost everyone else had gone?


7. What happened to Jem and Scout on the way home from the pageant?


8. Who saved Jem and Scout? Who killed Bob Ewell?


9. Why did Heck Tate insist that Bob Ewell fell on his own knife?


10. Scout arranged things so that "if Miss Stephanie Crawford was watching from her


upstairs window, she would see Arthur Radley escorting [her] down the sidewalk, as


any gentleman would do." Why did she do that?


11. As Scout leaves the Radley porch, she looks out at the neighborhood and recounts the


events of the last few years from the Radleys' perspective. Why is that important?

Tracking Themes

A visual guide to tracking themes in TKAM

Here's a similar site.

And here's one with loads of links, including to Study Guides such as Cliff Notes etc.

Monday, October 18, 2010

Day 20

English 101 Fall 2010 Day 20

1. Homework: Chapters 12-13
2. And complete first half (1-11) for “Tracking Themes TKAM”

3. Essays back today, Tuesday and maybe Wednesday.

4. Hand in study guides.

5. “Quiz” over first 11 chapters

6. Who are the spokespeople for each prejudice? These may be “negative” spokespeople (reinforcing prejudices) or they may be helpers and mentors espousing “positive” attitudes (such as undercutting) about these prejudices.

7. How to use Amazon search inside.

To Kill a Mockingbird Themes

Friday, October 15, 2010

Day 19

English 101 Fall 2010 Day 19

1. Homework: Read through chapter 11 by Monday. Complete study guide questions for Monday.

2. Bonus Points? Anyone from Ellensburg?

3. Essays back on Monday, Tuesday and maybe Wednesday.

4. Lego TKAM.

5. Characters so far. Find quotes for the characters that show who they are—how they are characterized. Keep track of page numbers.

a. Scout
b. Jem
c. Atticus
d. Dill
e. Calpurnia
f. Boo
g. Mr. Radley
h. S. Crawford
i. Walter Cunningham
j. Burris Ewell
k. Miss Fisher
l. Miss Maudie

6. The start of the film for 1030 class.
7. Handing back papers for 930 class.

Handing Back Essays

http://drop.io/1g5yoaw

Thursday, October 14, 2010

Day 18

English 101 Fall 2010 Day 18

1. Homework: Read chapters 5 and 6.

2. Bonus Point opportunity tonight. Poetry Reading at Inklings at 7 pm. Chalet Mall on 56th and Summitview.

3. Bonus point opportunity for Information Literacy. Write these down.

4. Essays back in about a week.

5. CBS Sunday Morning.

6. Setting
a. Time and Place

b. What is Maycomb like? What are its small town values?
i. Race?
ii. Class?
iii. Gender?

7. Characterization

Example: Grapes of Wrath
What do they
  • Say
    Think
    Do
    Look like
    What others say
    Their past
    Names

8. Characters so far—in groups—count by six. Try to find examples for the above list. Find quotes for the characters that show who they are—how they are characterized. Keep track of page numbers.

a. Scout
b. Jem
c. Atticus
d. Dill
e. Calpurnia
f. Boo

If there's time:

g. Mr. Radley
h. S. Crawford
i. Walter Cunningham
j. Burris Ewell
k. Miss Fisher

CBS Story

For Fun

Wednesday, October 13, 2010

Video Study Guide

Day 17

English 101 Fall 2010 Day 17

1. Bonus Point opportunity tonight. Allied Arts Open Mic 7pm. 5000 Lincoln Ave.
2. Essays back in about a week.

3. Setting

a. Time and Place
i. Ex: Greasy Lake, Grapes of Wrath

a. Time
i. Year
ii. Season
iii. Month
iv. Day of Week
v. Time of Day
vi. General Era

b. Place (physical environment)
i. Country
ii. State
iii. City
iv. Landscape
v. Climate
vi. House
vii. Yard/Surroundings

b. What is Maycomb like? What are its small town values?
i. Race?
ii. Class?
iii. Gender?
iv. Law?

4. Characterization

a. Example: Grapes of Wrath

b. Say
c. Think
d. Do
e. Look like
f. What others say
g. Their past
h. Names
5. Characters so far.

Cultural Values

Cultural Values (sociology Cliff Notes)

A culture's values are its ideas about what is good, right, fair, and just. Sociologists disagree, however, on how to conceptualize values. Conflict theory focuses on how values differ between groups within a culture, while functionalism focuses on the shared values within a culture. For example, American sociologist Robert K. Merton suggested that the most important values in American society are wealth, success, power, and prestige, but that everyone does not have an equal opportunity to attain these values. Functional sociologist Talcott Parsons noted that Americans share the common value of the “American work ethic,” which encourages hard work. Other sociologists have proposed a common core of American values, including accomplishment, material success, problem-solving, reliance on science and technology, democracy, patriotism, charity, freedom, equality and justice, individualism, responsibility, and accountability.

A culture, though, may harbor conflicting values. For instance, the value of material success may conflict with the value of charity. Or the value of equality may conflict with the value of individualism. Such contradictions may exist due to an inconsistency between people's actions and their professed values, which explains why sociologists must carefully distinguish between what people do and what they say. Real culture refers to the values and norms that a society actually follows, while ideal culture refers to the values and norms that a society professes to believe.

Cultural Values (wikipedia)

Groups, societies, or cultures have values that are largely shared by their members. The values identify those objects, conditions or characteristics that members of the society consider important; that is, valuable. In the United States, for example, values might include material comfort, wealth, competition, individualism or religiosity. The values of a society can often be identified by noting which people receive honor or respect. In the US, for example, professional athletes are honored (in the form of monetary payment) more than college professors, in part because the society respects personal values such as physical activity, fitness, and competitiveness more than mental activity and education. This may also be the case because the society takes its education for granted and repays its teachers with non-tangible honors of relatively equal value with that of the athlete. Surveys show that voters in the United States would be reluctant to elect an atheist as a president, suggesting that belief in God is a value.

Values are related to the norms of a culture, but they are more general and abstract than norms. Norms are rules for behavior in specific situations, while values identify what should be judged as good or bad. Flying the national flag on a holiday is a norm, but it reflects the value of patriotism. Wearing dark clothing and appearing solemn are normative behaviors at a funeral. They reflect the values of respect and support of friends and family.

Members take part in a culture even if each member's personal values do not entirely agree with some of the normative values sanctioned in the culture. This reflects an individual's ability to synthesize and extract aspects valuable to them from the multiple subcultures they belong to.

If a group member expresses a value that is in serious conflict with the group's norms, the group's authority may carry out various ways of encouraging conformity or stigmatizing the non-conforming behavior of its members. For example, imprisonment can result from conflict with social norms that have been established as law.

Tuesday, October 12, 2010

Day 16

H/I Final Drafts

O/R?

Y= +3 pts

N= -3 pts

Essays back in about a week.

At the end of the quarter, you will have the chance to revise either your first or your second essay for an improved score.

Introduction to TKAM and why it matters today.
Homework: Chapters 1-2 (The reading schedule will be 2 chapters a night until we finish).

Topic for Second Essay

Essay 2: To Kill a Mockingbird and the Hero's Journey

Explain the steps (the call, the mentors, the threshold etc) in the hero's journey for Scout (or Jem or Atticus).

Consider: What are Scout's Rites of Passage (Separation, Initiation, Return)?

How does she follow the eight steps of the Hero's Journey?

What does she learn about race, class, gender, laws/rules as she "comes of age"?

The challenges of this essay

This is not a physical journey.

You have to be good a reading between the lines.

It's not neatly formulated for archetypal criticism, but it's close.

Evidence is spread out over 300 pages.

Her voice is "naïve" and therefore sometimes hard to read. There's sarcasm and misunderstanding and irony in her accounts and we have to see them from adult eyes.

3-5 pages, double spaced.

Rough Draft due November 1st
Final Draft due November 5th.

To Kill a Mockingbird Background

Here.

Study Guide 1-11

SHORT ANSWER STUDY GUIDE QUESTIONS - To Kill A Mockingbird


Chapters 1-3


1. Identify:

Stephanie Crawford,

Walter Cunningham,

Burris Ewell


2. What did Dill dare Jem to do?



3. What was Scout's first "crime" at school?



4. What was Calpurnia's fault?



5. Why did Scout rub Walter Cunningham's nose in the dirt?



6. Scout said, " He ain't company, Cal, he's just a Cunningham." What did she mean by

that, and what was Cal's answer?



7. What two mistakes did Miss Caroline make on the first day of school?



8. Why didn't the Ewells have to go to school?



Chapters 4-7


1. What did Scout and Jem find in the Radleys' tree?



2. Identify Mrs. Dubose.



3. How did Jem get even with Scout for contradicting him about "Hot Steams?"



4. What was the Boo Radley game?



5. Identify Miss Maudie.



6. What does Miss Maudie think of the Radleys?



7. Why do Dill and Jem want to give Boo Radley a note? What does Atticus say when he

finds out about their plan?



8. How did Jem lose his pants? What did he find when he went back for them?



9. What else did Jem and Scout find in the Radleys' tree?



10. Why would there be no more surprises in the tree?



Chapters 8-9


1. What happened to Miss Maudie's house? What was her reaction?



2. Identify Cecil Jacobs.



3. What "disaster" happened at Christmas between Scout and Francis?



4. What did Scout's Uncle Jack learn from Scout and Atticus?



Chapters 10-11


1. What brave thing does Atticus do in Chapter 10? Why are Scout and Jem shocked?



2. What did Jem do when Mrs. Dubose said Atticus "lawed for niggers?"



3. What was Jem's punishment?



4. What did Jem learn from his encounter with Mrs. Dubose and following her death?

Monday, October 11, 2010

Day 15

English 101 Fall 2010 Day 14

Bonus Point opportunity Wednesday at Allied Arts at 7pm. Open Mic Poetry Reading.

Final Drafts Due Monday—Bring essay printed and stapled. Bring copy of your introduction and conclusion.

MLA in text citations—there’s a bit of a tricky part here with the screenplay.
If you are quoting both dialogue and stage directions, use “xxx” to start and end the quote and use ‘xxx’ for dialogue within the quote.

Also, if your ONLY source is the screenplay, you do not need to continue to include Alexie in the parenthesis or the signal phrases (365)

MLA paper format. (404)

Works cited page (406)

1. Works Cited Page
a. Film

i. Smoke Signals
ii. Directed by Chris Eyre
iii. Adam Beach, Evan Adams, Irene Bedard
iv. Miramax
v. 1998
vi. DVD

b. Book (383 in Hacker)
i. The Hero’s Journey: A Guide to Literature and Life
ii. Reg Harris and Susan Thompson
iii. Harris Communication
iv. Napa, California
v. Copyright 2005

c. Book
i. The Lone Ranger and Tonto Fistfight in Heaven
ii. Sherman Alexie
iii. HarperPerennial
iv. New York, New York
v. 1993

2. Motion Picture (view detail)

Provide the title of the film, the director, the film's distribution company, and the year of release. Between the title and the distributor you may also list other parties that are relevant to your paper or that will help with identification of the film, including screenwriters, actors, producers, etc.

3. Gigli. Screenplay by Martin Brest. Dir. Martin Brest. Perf. Ben Affleck, Jennifer Lopez, and Christopher Walken. Columbia, 2003. Film.

Sample Smoke Signal Essays

View sample-smoke-signals-docx
(This is the best of the bunch)


Here's another:
View smoke-signals-essay-2-docx


And one more:
View smoke-signals-3-doc

Friday, October 8, 2010

English 101 Fall 2010 Day 14

Bonus Point opportunity tonight in Tieton.
Complete Peer Review.
Peer Review, Review—due Monday with essay.

Introductions and conclusions powerpoint.

MLA in text citations—there’s a bit of a tricky part here with the screenplay.
If you are quoting both dialogue and stage directions, use “xxx” to start and end the quote and use ‘xxx’ for dialogue within the quote.

Also, if your ONLY source is the screenplay, you do not need to continue to include Alexie in the parenthesis or the signal phrases (365)

MLA paper format. (404)

Works cited page (406)

1. Works Cited Page
a. Film

i. Smoke Signals
ii. Directed by Chris Eyre
iii. Adam Beach, Evan Adams, Irene Bedard
iv. Miramax
v. 1998
vi. DVD

b. Book (383 in Hacker)
i. The Hero’s Journey: A Guide to Literature and Life
ii. Reg Harris and Susan Thompson
iii. Harris Communication
iv. Napa, California
v. Copyright 2005

c. Book
i. The Lone Ranger and Tonto Fistfight in Heaven
ii. Sherman Alexie
iii. HarperPerennial
iv. New York, New York
v. 1993

2. Motion Picture (view detail)
Provide the title of the film, the director, the film's distribution company, and the year of release. Between the title and the distributor you may also list other parties that are relevant to your paper or that will help with identification of the film, including screenwriters, actors, producers, etc.

3. Gigli. Screenplay by Martin Brest. Dir. Martin Brest. Perf. Ben Affleck, Jennifer Lopez, and Christopher Walken. Columbia, 2003. Film.


Final Drafts Due Monday—Bring essay printed and stapled. Bring copy of your introduction and conclusion.

Wednesday, October 6, 2010

Day 12

English 101 Fall 2010 Day 12
1. The peer review concept
a. You remember more when you teach the material to others.
b. You learn differently from peers than from instructors.
c. Thick skin.
d. Kind honesty.

2. The peer review process
a. In groups of four. (working in pairs)
b. Number paragraphs on your essays.
c. Write a question you’d like to have answered about your essay on the top of each copy.

d. Exchange essays with another person in your group.
i. Apologize.
ii. Give them permission to tear your paper apart.

e. Read silently with a pen in your hand and mark it as you go.
f. Complete the peer review worksheet.
g. Discuss worksheet and author’s question with author.
h. Then, they discuss your essay with you.

i. Switch partners and repeat until you’ve had your essay read by the entire group.
j. If there’s no time for the third reader, it’s homework.

k. Please complete one of the peer review forms for your own essay, too

3. Peer Review, Review
Meet tomorrow in the lab.

Tuesday, October 5, 2010

Day 11

English 101 Fall 2010 Day 10
1. Essay One
a. Rough Draft Due—October 6th
b. Final Draft Due— October 11th

c. Planning
i. Assess the situation.
ii. Exploring ideas
iii. Formulating a tentative thesis.
iv. Sketching a plan.

d. Drafting
i. Introductions and thesis (Powerpoint)
ii. Body
iii. Conclusion

e. Thesis statements on the board.
i. Quick votes. A=Great; B=Good; C=Not quite there; D=Needs Work

More on Good Ideas

Rethink Scholarship at Langara 2010 Call for Entries from Rory O'Sullivan and Simon Bruyn on Vimeo.

Outlines

Here's the outline Powerpoint.

Friday, October 1, 2010

Day 10

English 101 Fall 2010 Day 10
No class on Monday (English Department Retreat)
Keep notes until Wednesday.
Homework for Tuesday: A Thesis statement and a "scratch outline"--that is: Topic sentences for each paragraph you intend to write.

1. Essay One
a. Rough Draft Due—October 6th
b. Final Draft Due— October 11th

Planning
i. Assess the situation.
ii. Exploring ideas
iii. Formulating a tentative thesis.
iv. Sketching a plan.

Drafting (On Tuesday)
i. Introductions and thesis
ii. Body
iii. Conclusion