Jan. 26, 2016
-IPad Use Policy and Agreement Form
For the final argumentative essay, choose one of the following prompts. (and remember, I don't want you to "qualify": choose a side!)
-This is due Monday, Feb. 1.
- It needs to be word processed. MLA. TNR 12 pt font. 1 inch margins.
- DO NOT RESEARCH FOR THIS PAPER!!!
- You need to turn the fist argumentative essay with this final one!
-ALSO, for each and every prompt below, I want you to choose a side and write 3 topic sentences reflecting your 3 claims supporting your opinion!
This is also due Monday!
AP Language & Composition Argumentative Prompts
Write a persuasive essay that defends, challenges, or qualifies the biblical assertion that “For in much wisdom is much grief, and increase of knowledge is increase of sorrow” (Ecclesiastes).
A quote from the ancient Greek play Antigone states that “The only / Crime is pride.” Do you agree or disagree? Use examples from your reading, observation, or experience.
In Shakespeare’s King Lear, the king comments that wealth covers sin and injustice. Defend, challenge, or qualify his view of the relationship between wealth and justice.
Peter Singer argues that prosperous people should donate to overseas aid organizations all money not needed for the basic requirements of life. Evaluate the pros and cons of his argument and indicate which position you find more persuasive.
The Roman poet Horace’s asserted that “Adversity has the effect of eliciting talents, which in prosperous circumstances would have lain dormant.” Do you agree with his view of the part adversity (financial or political hardship, danger, misfortune, etc.) plays in developing a person’s character? Support your argument with evidence from your reading, observation, or experience.
From NPR: “There's only one health department in Alabama where people can go to be tested for tuberculosis. That's in Perry County, where an outbreak claimed three lives in 2015. For every 100,000 people there, 253 would be infected; normally in Alabama it's only 2.5. Now, health officials are trying to get a handle on the disease. But it hasn't been easy, so officials there decided to take a new approach. The issue was that they were unable to obtain names of contacts to cases. The cases were not willing to share the names of the people they had been around, so they really didn't know who to test. A few untreated cases mushroomed into this much-bigger problem. To identify carriers of the disease, the health department last week started paying people to come into the clinic - $20 for a screening, $20 to come back for results, another $20 for a chest x-ray. If they finish treatment, they get an extra $100. Since they've been offering cash, there've been long wait times at the clinic.
Do you agree or disagree with the incentive program?
The first Buy Nothing Day —a day on which people are urged to purchase zero goods— was organized in Canada in 1992 as a way to increase awareness of excessive consumerism. Consider the implications of a day on which no goods are purchased. Then write an essay in which you develop a position on the establishment of an annual Buy Nothing Day.
American essayist and social critic H. L. Mencken (1880–1956) wrote, “The average man does not want to be free. He simply wants to be safe.” Examine the extent to which Mencken’s observation applies to contemporary society, supporting your position with appropriate evidence.
Kurt Lykke Lindved Ph.D (Culture and Development – United Nations) said this about “culture”:
“‘Culture’ refers to a source, an origin, an identity that makes us ‘beside ourselves’ because we cannot plan, design, change, influence or take responsibility for it. ‘Culture’ appears not only formless, shapeless but also – almost like a piece of real estate that gives us a shelter, a house and a home, but also binds us to a certain place, to the status quo. The word ‘culture’ is as overstated and abused … The people who get confused about the political process are looking for an escape route in the culture. Those who do not want Turkey to be part of the EU are resorting to the culture.”
He goes on to say that those who do not want to enter partnerships or unions with other countries and who want to keep countries separated/isolated “are talking about culture.” He then states: “The term is so loose in the edge that it cannot justify anything.”
Do you agree or disagree with Dr. Lindved’s view of “culture”?
Susan Sontag, American writer and filmmaker, teacher and political activist, commented about the dangers of photography. She states that: “Photography implies that we know about the world if we accept it as the camera records it. But this is the opposite of understanding, which starts from not accepting the world as it looks.” She added that “Needing to have reality confirmed and experience enhanced by photographs is an aesthetic consumerism to which everyone is now addicted. Industrial societies turn their citizens into image-junkies; it is the most irresistible form of mental pollution.”
Support, refute, qualify Susan Sontag’s claim that photography limits understanding of the world. Use appropriate evidence.
CLICK HERE FOR PDF COPY OF PROMPTS FOR EASY PRINTING!!!
Jan. 15, 2016
The homework is an introduction to Logical Fallacies, something you could see on the AP Exam.
So for the homework, you are given types of fallacies. Define each, give an example (these can be found elsewhere),
and then create your own example.
-Fallacy Homework
The homework is an introduction to Logical Fallacies, something you could see on the AP Exam.
So for the homework, you are given types of fallacies. Define each, give an example (these can be found elsewhere),
and then create your own example.
-Fallacy Homework
Jan. 14, 2016
-read the following and answer the questions that follow:
Verse 52 from "Song of Myself" (pg. 373 in lit book)
by
Walt Whitman
The spotted hawk swoops by and accuses me—he complains of my gab and my loitering.
I too am not a bit tamed—I too am untranslatable;
I sound my barbaric yawp over the roofs of the world.
The last scud* of day holds back for me;
It flings my likeness after the rest, and true as any, on the shadow’d wilds;
It coaxes me to the vapor and the dusk.
I depart as air—I shake my white locks at the runaway sun;
I effuse* my flesh in eddies, and drift it in lacy jags.
I bequeathe myself to the dirt, to grow from the grass I love;
If you want me again, look for me under your boot-soles.
You will hardly know who I am, or what I mean;
But I shall be good health to you nevertheless,
And filter and fibre your blood.
Failing to fetch me at first, keep encouraged;
Missing me one place, search another;
I stop somewhere, waiting for you.
scud: windblown mist and low clouds
effuse: spread out
QUESTIONS:
1. What, in your opinion, is the most important—or most interesting, or most puzzling—line in Whitman’s poem? Why? What do you think the line means?
2. How does Whitman show his connection to the natural world in this poem? For example, what qualities does he say he shares with the spotted hawk?
2. What might Whitman mean by line 10?
3. As Whitman departs (lines 7-8), what happens to him, and what does he become? What is his final bequest?
4. What verb tense does Whitman use in this poem and other selections from “Song of Myself”? How would the effect have been different if the speaker had spoken in a different tense?
5. The first line of “Song of Myself” is “I celebrate myself, and sing myself”; the last line is “I stop somewhere waiting for you.” What do you think this might reveal about Whitman’s purpose in writing “Song of Myself”?
6. What do you think Whitman means when he describes his own poetry as his “barbaric yawp”? What could this mean in comparison to other Romantic poets?
-read the following and answer the questions that follow:
Verse 52 from "Song of Myself" (pg. 373 in lit book)
by
Walt Whitman
The spotted hawk swoops by and accuses me—he complains of my gab and my loitering.
I too am not a bit tamed—I too am untranslatable;
I sound my barbaric yawp over the roofs of the world.
The last scud* of day holds back for me;
It flings my likeness after the rest, and true as any, on the shadow’d wilds;
It coaxes me to the vapor and the dusk.
I depart as air—I shake my white locks at the runaway sun;
I effuse* my flesh in eddies, and drift it in lacy jags.
I bequeathe myself to the dirt, to grow from the grass I love;
If you want me again, look for me under your boot-soles.
You will hardly know who I am, or what I mean;
But I shall be good health to you nevertheless,
And filter and fibre your blood.
Failing to fetch me at first, keep encouraged;
Missing me one place, search another;
I stop somewhere, waiting for you.
scud: windblown mist and low clouds
effuse: spread out
QUESTIONS:
1. What, in your opinion, is the most important—or most interesting, or most puzzling—line in Whitman’s poem? Why? What do you think the line means?
2. How does Whitman show his connection to the natural world in this poem? For example, what qualities does he say he shares with the spotted hawk?
2. What might Whitman mean by line 10?
3. As Whitman departs (lines 7-8), what happens to him, and what does he become? What is his final bequest?
4. What verb tense does Whitman use in this poem and other selections from “Song of Myself”? How would the effect have been different if the speaker had spoken in a different tense?
5. The first line of “Song of Myself” is “I celebrate myself, and sing myself”; the last line is “I stop somewhere waiting for you.” What do you think this might reveal about Whitman’s purpose in writing “Song of Myself”?
6. What do you think Whitman means when he describes his own poetry as his “barbaric yawp”? What could this mean in comparison to other Romantic poets?
Jan. 12, 2016
-read Whitman poem on pages 370-371 and answer all Thinking Critically questions for 33 on 372.
CLICK HERE FOR HOMEWORK FILE
-read Whitman poem on pages 370-371 and answer all Thinking Critically questions for 33 on 372.
CLICK HERE FOR HOMEWORK FILE
Jan. 8, 2016
For Monday,
-have your research person (author, artist, song writer, playwright, poet, etc...) narrowed down to 2-3 choices
-Write a 5 paragraph argumentative essay on one the following quotes/topics:
"Guns don't kill people; people kill people."
or
Should the U.S. allow Syrian refugees into the country
or
Should religion play an official role in government
- this assignment should be typed (TNR, 12 pt font, dbl spaced) / or neatly written (also double spaced...skip lines)
For Monday,
-have your research person (author, artist, song writer, playwright, poet, etc...) narrowed down to 2-3 choices
-Write a 5 paragraph argumentative essay on one the following quotes/topics:
"Guns don't kill people; people kill people."
or
Should the U.S. allow Syrian refugees into the country
or
Should religion play an official role in government
- this assignment should be typed (TNR, 12 pt font, dbl spaced) / or neatly written (also double spaced...skip lines)
Jan. 5, 2016
For tonight's work, fill out the following:
3 Cons/Critiques of Your Education System
-POINT:
-Explanation: (use specific things here: examples, personal experiences, etc)
-POINT:
-Explanation: (use specific things here: examples, personal experiences, etc)
-POINT:
-Explanation: (use specific things here: examples, personal experiences, etc)
3 Pros of Your Education System
-POINT:
-Explanation: (use specific things here: examples, personal experiences, etc)
-POINT:
-Explanation: (use specific things here: examples, personal experiences, etc)
-POINT:
-Explanation: (use specific things here: examples, personal experiences, etc)
3 Ways to Improve Your Education System
-POINT:
-Explanation: (use specific things here: examples, personal experiences, etc)
-POINT:
-Explanation: (use specific things here: examples, personal experiences, etc)
-POINT:
-Explanation: (use specific things here: examples, personal experiences, etc)
For tonight's work, fill out the following:
3 Cons/Critiques of Your Education System
-POINT:
-Explanation: (use specific things here: examples, personal experiences, etc)
-POINT:
-Explanation: (use specific things here: examples, personal experiences, etc)
-POINT:
-Explanation: (use specific things here: examples, personal experiences, etc)
3 Pros of Your Education System
-POINT:
-Explanation: (use specific things here: examples, personal experiences, etc)
-POINT:
-Explanation: (use specific things here: examples, personal experiences, etc)
-POINT:
-Explanation: (use specific things here: examples, personal experiences, etc)
3 Ways to Improve Your Education System
-POINT:
-Explanation: (use specific things here: examples, personal experiences, etc)
-POINT:
-Explanation: (use specific things here: examples, personal experiences, etc)
-POINT:
-Explanation: (use specific things here: examples, personal experiences, etc)
Jan. 4, 2016
-read the biographical info on Poe and take notes (these can be in bullet-ed form)
-then match up the real life facts with our profile (reverse bio) we did in class
-also, if you come up with any new connection after reading the bio, jot those down too!
POE BIO INFO
-read the biographical info on Poe and take notes (these can be in bullet-ed form)
-then match up the real life facts with our profile (reverse bio) we did in class
-also, if you come up with any new connection after reading the bio, jot those down too!
POE BIO INFO
Dec 4, 2015
-NARRATIVE: please remember to have a clear reflection at the then end, like a half paragraph. This should make clear what the moment you wrote about meant to your life.
-
from Walden by Thoreau
Still we live meanly, like ants; though the fable tells us that we were long ago changed into men; like pygmies we fight with cranes; it is error upon error, and clout upon clout, and our best virtue has for its occasion a superfluous and evitable wretchedness. Our life is frittered away by detail. An honest man has hardly need to count more than his ten fingers, or in extreme cases he may add his ten toes, and lump the rest. Simplicity, simplicity, simplicity! I say, let your affairs be as two or three, and not a hundred or a thousand; instead of a million count half a dozen, and keep your accounts on your thumb–nail. In the midst of this chopping sea of civilized life, such are the clouds and storms and quicksands and thousand–and–one items to be allowed for, that a man has to live, if he would not founder and go to the bottom and not make his port at all, by dead reckoning, and he must be a great calculator indeed who succeeds. Simplify, simplify. Instead of three meals a day, if it be necessary eat but one; instead of a hundred dishes, five; and reduce other things in proportion. Our life is like a German Confederacy, made up of petty states, with its boundary forever fluctuating, so that even a German cannot tell you how it is bounded at any moment. The nation itself, with all its so–called internal improvements, which, by the way are all external and superficial, is just such an unwieldy and overgrown establishment, cluttered with furniture and tripped up by its own traps, ruined by luxury and heedless expense, by want of calculation and a worthy aim, as the million households in the land; and the only cure for it, as for them, is in a rigid economy, a stern and more than Spartan simplicity of life and elevation of purpose. It lives too fast
Print out the above passage (and double space it it you can) and do a close reading of it. Be sure to mark up the paper. Highlight, underline, circle, question marks, etc. Write in the margins...
Look for words, symbols, figurative language, motifs, things you don't understand, things you come to understand...
I want to see AP level work!!!!
Also, answer what the main theme , message, or insight is...
And add a personal reflection/reaction to it! a few lines at least will do.
-NARRATIVE: please remember to have a clear reflection at the then end, like a half paragraph. This should make clear what the moment you wrote about meant to your life.
-
from Walden by Thoreau
Still we live meanly, like ants; though the fable tells us that we were long ago changed into men; like pygmies we fight with cranes; it is error upon error, and clout upon clout, and our best virtue has for its occasion a superfluous and evitable wretchedness. Our life is frittered away by detail. An honest man has hardly need to count more than his ten fingers, or in extreme cases he may add his ten toes, and lump the rest. Simplicity, simplicity, simplicity! I say, let your affairs be as two or three, and not a hundred or a thousand; instead of a million count half a dozen, and keep your accounts on your thumb–nail. In the midst of this chopping sea of civilized life, such are the clouds and storms and quicksands and thousand–and–one items to be allowed for, that a man has to live, if he would not founder and go to the bottom and not make his port at all, by dead reckoning, and he must be a great calculator indeed who succeeds. Simplify, simplify. Instead of three meals a day, if it be necessary eat but one; instead of a hundred dishes, five; and reduce other things in proportion. Our life is like a German Confederacy, made up of petty states, with its boundary forever fluctuating, so that even a German cannot tell you how it is bounded at any moment. The nation itself, with all its so–called internal improvements, which, by the way are all external and superficial, is just such an unwieldy and overgrown establishment, cluttered with furniture and tripped up by its own traps, ruined by luxury and heedless expense, by want of calculation and a worthy aim, as the million households in the land; and the only cure for it, as for them, is in a rigid economy, a stern and more than Spartan simplicity of life and elevation of purpose. It lives too fast
Print out the above passage (and double space it it you can) and do a close reading of it. Be sure to mark up the paper. Highlight, underline, circle, question marks, etc. Write in the margins...
Look for words, symbols, figurative language, motifs, things you don't understand, things you come to understand...
I want to see AP level work!!!!
Also, answer what the main theme , message, or insight is...
And add a personal reflection/reaction to it! a few lines at least will do.
Nov 24, 2015
- 2nd draft of narrative due the first Tuesday we are back from Turkey Break.
Apply Snapshots, thoughtshots, dialogue, fig. language
- Apply the following rhetorical terms to one of the Emerson essays (can still download them below). For each term, remember to fully explain and use evidence where needed (Due first Monday we come back):
Rhetorical Terms:
Exigence
Speaker and Audience (who they are and how that affects the rhetoric)
Purpose &/or Intent
Method (and why that method)
Kairos
Ethos
Logos
Pathos
Diction (word choice and how affects the rhetoric)
Mood
Tone
Imagery
Figurative Language (identify at least 3 metaphors/similes)
Allusions
- 2nd draft of narrative due the first Tuesday we are back from Turkey Break.
Apply Snapshots, thoughtshots, dialogue, fig. language
- Apply the following rhetorical terms to one of the Emerson essays (can still download them below). For each term, remember to fully explain and use evidence where needed (Due first Monday we come back):
Rhetorical Terms:
Exigence
Speaker and Audience (who they are and how that affects the rhetoric)
Purpose &/or Intent
Method (and why that method)
Kairos
Ethos
Logos
Pathos
Diction (word choice and how affects the rhetoric)
Mood
Tone
Imagery
Figurative Language (identify at least 3 metaphors/similes)
Allusions
Nov 20, 2015
Start writing your narrative. Remember to keep your rhetorical purpose in mind.
Here is a rough outline I want you to follow:
- start in the rising action or middle of action
- explain how you/it go there (what led to that action)
- end with your reflection
Apply the things we discussed in class, but I really am just looking for you to get the rough outline of the instance on paper.
Remember:
- dialogue, action, description: only use what is important to your purpose
- the length for this draft should be minimum, around 2-2.5 pages.
This can be NEATLY hand written on lined paper, skipping lines.
Start writing your narrative. Remember to keep your rhetorical purpose in mind.
Here is a rough outline I want you to follow:
- start in the rising action or middle of action
- explain how you/it go there (what led to that action)
- end with your reflection
Apply the things we discussed in class, but I really am just looking for you to get the rough outline of the instance on paper.
Remember:
- dialogue, action, description: only use what is important to your purpose
- the length for this draft should be minimum, around 2-2.5 pages.
This can be NEATLY hand written on lined paper, skipping lines.
Nov. 18, 2015
Read the essays by Emerson and answer the tan box questions (pg. 206-210)
CLICK HERE FOR TEXT FILE
Read the essays by Emerson and answer the tan box questions (pg. 206-210)
CLICK HERE FOR TEXT FILE
Nov. 13, 2015
Compare and Contrast "Thanatopsis" and "The Tide Rises, The Tide Falls"
- come up with 5 ways they are similar
- 2 ways they differ
NOTE: for the above, this can be literally, metaphorically, stylistically, thematically, using literary devices, etc...
ALSO,
-What is one theme both poems share? Explain.
Compare and Contrast "Thanatopsis" and "The Tide Rises, The Tide Falls"
- come up with 5 ways they are similar
- 2 ways they differ
NOTE: for the above, this can be literally, metaphorically, stylistically, thematically, using literary devices, etc...
ALSO,
-What is one theme both poems share? Explain.
Nov. 6, 2015
Crucible Thematic Analysis final draft due Monday!
ALSO
Read "Thanatopsis" and complete the 5 Thinking Critically questions.
Click Here For The File
Crucible Thematic Analysis final draft due Monday!
ALSO
Read "Thanatopsis" and complete the 5 Thinking Critically questions.
Click Here For The File
Nov. 2, 2015
For the next and final draft, I want you to just write a 5 paragraph paper where you will still use the same thesis (write about 3 themes from the same category), but you will use your best work from the first draft.
OUTLINE:
Intro
Body (2 instances w/explanation)
Body (2 instances w/explanation)
Body (2 instances w/explanation)
Conclusion
And remember to roughly follow this: Instance followed by/with explanation.
EXAMPLE: A major theme within "The Devil and Tom Walker" is that a no matter how confident a person is in their own unique abilities, they cannot beat the devil. An instance of this is when we see evidence of Tom's wife's scuffle with the devil. All that was to be left of her was "her heart and liver" which Tom found in an apron. The text even states that it appears she "was game" enough to put up a fight as "many prints of cloven feet deeply stamped about the tree" and "several handfuls" of the devil's "coarse black" hair where found left behind. It is apparent that even though Tom's wife had "prowess," and could "deal" with her husband in this way, she was no match for dealing with the devil. Another example of this is seen later in the story when Tom, after finally making a deal with "Old Scratch," attempts to get himself out of the deal...
Notice in the above example that all the partial quotes are taken from one instance!
Many of you had issues with incorporating quotes into your paper in various ways. Read the attached guidelines to help you revise this. Specially pay attention to #2.
Incorporating Quotes
For the next and final draft, I want you to just write a 5 paragraph paper where you will still use the same thesis (write about 3 themes from the same category), but you will use your best work from the first draft.
OUTLINE:
Intro
Body (2 instances w/explanation)
Body (2 instances w/explanation)
Body (2 instances w/explanation)
Conclusion
And remember to roughly follow this: Instance followed by/with explanation.
EXAMPLE: A major theme within "The Devil and Tom Walker" is that a no matter how confident a person is in their own unique abilities, they cannot beat the devil. An instance of this is when we see evidence of Tom's wife's scuffle with the devil. All that was to be left of her was "her heart and liver" which Tom found in an apron. The text even states that it appears she "was game" enough to put up a fight as "many prints of cloven feet deeply stamped about the tree" and "several handfuls" of the devil's "coarse black" hair where found left behind. It is apparent that even though Tom's wife had "prowess," and could "deal" with her husband in this way, she was no match for dealing with the devil. Another example of this is seen later in the story when Tom, after finally making a deal with "Old Scratch," attempts to get himself out of the deal...
Notice in the above example that all the partial quotes are taken from one instance!
Many of you had issues with incorporating quotes into your paper in various ways. Read the attached guidelines to help you revise this. Specially pay attention to #2.
Incorporating Quotes
Oct 22, 2015
Apply the following terms to "The Devil and Tom Walker"
Protagonist
Antagonist
Conflict (main)
Irony (2x)
Symbol (2x)
Motif
Convention
Value
Ambiguity (2x)
Personification
Pathos
Theme (3x)
Apply the following terms to "The Devil and Tom Walker"
Protagonist
Antagonist
Conflict (main)
Irony (2x)
Symbol (2x)
Motif
Convention
Value
Ambiguity (2x)
Personification
Pathos
Theme (3x)
Sept. 23, 2015
Some paper guidelines:
-pick a thematic category
-identify 3 different themes from that category
-for each theme, have 2 paragraphs of analysis and 1 of personal/world connections
Sample Outline:
TITLE: informative: creative
INTRO: CRA and thesis
BODY:
for each theme:
T.S. (for 2nd and 3rd topic, transition here)
Instance and Explanation
transition to next
Instance and Explanation
transition to next
Instance and Explanation
transition to next
Instance and Explanation
transition to connection paragraph
instance and explanation
C.S.
CONCLUSION: Rephrased thesis and LRT
Some paper guidelines:
-pick a thematic category
-identify 3 different themes from that category
-for each theme, have 2 paragraphs of analysis and 1 of personal/world connections
Sample Outline:
TITLE: informative: creative
INTRO: CRA and thesis
BODY:
for each theme:
T.S. (for 2nd and 3rd topic, transition here)
Instance and Explanation
transition to next
Instance and Explanation
transition to next
Instance and Explanation
transition to next
Instance and Explanation
transition to connection paragraph
instance and explanation
C.S.
CONCLUSION: Rephrased thesis and LRT
Aug 31, 2015
Read Bradford's excerpt from Of Plymouth Plantation (links below) and then apply the thematic analysis categories (2 themes per category)
Page 1
Page 2
Page 3
Page 4
Page 5
Page 6
Page 7
All pages in one (might not be as clear as individual files but still legible)
Read Bradford's excerpt from Of Plymouth Plantation (links below) and then apply the thematic analysis categories (2 themes per category)
Page 1
Page 2
Page 3
Page 4
Page 5
Page 6
Page 7
All pages in one (might not be as clear as individual files but still legible)
Aug 25, 2015
read the bio of Patrick Henry (pg. 80 lit book) or HERE
Read "Speech to the Virginia Convention" in the following attachments below and answer the numbered questions within the text.
NOTE: when he addresses the president, it is the president of the Virginia Convention, not the U.S.
Page 1
Page 2
Page 3
Page 4
DO NOT DO THE RHETORICAL ANALYSIS AS WE HAVE BEEN DOING!!!
read the bio of Patrick Henry (pg. 80 lit book) or HERE
Read "Speech to the Virginia Convention" in the following attachments below and answer the numbered questions within the text.
NOTE: when he addresses the president, it is the president of the Virginia Convention, not the U.S.
Page 1
Page 2
Page 3
Page 4
DO NOT DO THE RHETORICAL ANALYSIS AS WE HAVE BEEN DOING!!!
Aug 21, 2015
Read the attached text and then apply the given rhetorical terms. As you analyze this text rhetorically, for each term, compare and contrast this text with Edward's "Sinners..." text. In other words, how to they are similar or different.
TEXT
Rhetorical Terms:
Exigence
Speaker and Audience (who they are and how that affects the rhetoric)
Purpose &/or Intent
Method (and why that method)
Kairos
Ethos
Logos
Pathos
Diction (word choice and how affects the rhetoric)
Mood
Tone
Imagery
Figurative Language (identify at least 3 metaphors/similes)
Allusions
Read the attached text and then apply the given rhetorical terms. As you analyze this text rhetorically, for each term, compare and contrast this text with Edward's "Sinners..." text. In other words, how to they are similar or different.
TEXT
Rhetorical Terms:
Exigence
Speaker and Audience (who they are and how that affects the rhetoric)
Purpose &/or Intent
Method (and why that method)
Kairos
Ethos
Logos
Pathos
Diction (word choice and how affects the rhetoric)
Mood
Tone
Imagery
Figurative Language (identify at least 3 metaphors/similes)
Allusions
Aug 19, 2015
Two Parts:
FIRST: Read this bio on Jonathan Edwards:
Jonathan Edwards
(1703–1758)
Despite his fire-and-brimstone imagery, Jonathan Edwards was not merely a stern, zealous preacher. He was a brilliant, thoughtful, and complicated man. Science, reason, and observation of the physical world confirmed Edwards’s deeply spiritual vision of a universe filled with the presence of God.
Edwards’s abilities were recognized early. Groomed to succeed his grandfather as pastor of the Congregational Church in Northampton, Massachusetts, Edwards entered Yale when he was only thirteen. When his grandfather died in 1729, Edwards mounted the pulpit and quickly established himself as a strong-willed and charismatic pastor.
Edwards’s formidable presence and vivid sermons helped to bring about the religious revival known as the Great Awakening. This revival began in Northampton in the 1730s and, during the next fifteen years, spread throughout the Eastern Seaboard. The Great Awakening was marked by waves of conversions that were so intensely emotional as to amount at times to mass hysteria.
The Great Awakening began at a time when enthusiasm for the old Puritan religion was declining. To offset the losses in their congregations, churches had been accepting growing numbers of “unregenerate” Christians—people who accepted church doctrine and lived upright lives but who had not confessed to being born again in God’s grace, and so were not considered to be saved.
Edwards became known for his extremism as a pastor. In his sermons he didn’t hesitate to accuse prominent church members by name of relapsing into sin. Edwards’s strictness eventually proved to be too much for his congregation, and in 1750, he was dismissed from his prestigious position as pastor of Northampton. After rejecting a number of pastorships offered to him, Edwards relocated to the raw and remote Mohican community of Stockbridge, Massachusetts. After eight years of missionary work in virtual exile, shared with his wife, Sarah, Edwards was named president of the College of New Jersey (later called Princeton University). Three months after assuming this position, he died of a smallpox inoculation—a modern medical procedure that, ironically, had been promoted by the fierce Puritan minister Cotton Mather.
Intellectually, Edwards straddled two ages: the modern, secular world exemplified by such men as Benjamin Franklin (page 67) and the religious world of his zealous Puritan ancestors. He believed (like Franklin) in reason and learning, the value of independent intellect, and the power of the human will. On the other hand, he believed (like Mather) in the lowliness of human beings in relation to God’s majesty and in the ultimate futility of merely human efforts to achieve salvation. Edwards, as “the last Puritan,” stood between Puritan America and modern America. Tragically, he fit into neither world.
SECOND: Read the sermon "Sinners in the hands of an Angry God" from the lit. book.
Apply the following terms. Remember to explain in terms of how does each of these helps to reach the purpose/intent. When in doubt always answer the "Why?" did the author use it.
Rhetorical Terms:
Exigence
Speaker and Audience (who they are and how that affects the rhetoric)
Purpose &/or Intent
Method (and why that method)
Kairos
Ethos
Logos
Pathos
Diction (word choice and how affects the rhetoric)
Mood
Tone
Imagery
Figurative Language (identify at least 3 metaphors/similes)
Allusions
Two Parts:
FIRST: Read this bio on Jonathan Edwards:
Jonathan Edwards
(1703–1758)
Despite his fire-and-brimstone imagery, Jonathan Edwards was not merely a stern, zealous preacher. He was a brilliant, thoughtful, and complicated man. Science, reason, and observation of the physical world confirmed Edwards’s deeply spiritual vision of a universe filled with the presence of God.
Edwards’s abilities were recognized early. Groomed to succeed his grandfather as pastor of the Congregational Church in Northampton, Massachusetts, Edwards entered Yale when he was only thirteen. When his grandfather died in 1729, Edwards mounted the pulpit and quickly established himself as a strong-willed and charismatic pastor.
Edwards’s formidable presence and vivid sermons helped to bring about the religious revival known as the Great Awakening. This revival began in Northampton in the 1730s and, during the next fifteen years, spread throughout the Eastern Seaboard. The Great Awakening was marked by waves of conversions that were so intensely emotional as to amount at times to mass hysteria.
The Great Awakening began at a time when enthusiasm for the old Puritan religion was declining. To offset the losses in their congregations, churches had been accepting growing numbers of “unregenerate” Christians—people who accepted church doctrine and lived upright lives but who had not confessed to being born again in God’s grace, and so were not considered to be saved.
Edwards became known for his extremism as a pastor. In his sermons he didn’t hesitate to accuse prominent church members by name of relapsing into sin. Edwards’s strictness eventually proved to be too much for his congregation, and in 1750, he was dismissed from his prestigious position as pastor of Northampton. After rejecting a number of pastorships offered to him, Edwards relocated to the raw and remote Mohican community of Stockbridge, Massachusetts. After eight years of missionary work in virtual exile, shared with his wife, Sarah, Edwards was named president of the College of New Jersey (later called Princeton University). Three months after assuming this position, he died of a smallpox inoculation—a modern medical procedure that, ironically, had been promoted by the fierce Puritan minister Cotton Mather.
Intellectually, Edwards straddled two ages: the modern, secular world exemplified by such men as Benjamin Franklin (page 67) and the religious world of his zealous Puritan ancestors. He believed (like Franklin) in reason and learning, the value of independent intellect, and the power of the human will. On the other hand, he believed (like Mather) in the lowliness of human beings in relation to God’s majesty and in the ultimate futility of merely human efforts to achieve salvation. Edwards, as “the last Puritan,” stood between Puritan America and modern America. Tragically, he fit into neither world.
SECOND: Read the sermon "Sinners in the hands of an Angry God" from the lit. book.
Apply the following terms. Remember to explain in terms of how does each of these helps to reach the purpose/intent. When in doubt always answer the "Why?" did the author use it.
Rhetorical Terms:
Exigence
Speaker and Audience (who they are and how that affects the rhetoric)
Purpose &/or Intent
Method (and why that method)
Kairos
Ethos
Logos
Pathos
Diction (word choice and how affects the rhetoric)
Mood
Tone
Imagery
Figurative Language (identify at least 3 metaphors/similes)
Allusions
Aug 14, 2105
Read the bio of Anne Bradsteet (pg 27)
Read the poem by Bradstreet "Here follow some verses..." (pg 29)-
Apply the entire thematic analysis categories to the text
1). Political Theme:
2). Social Theme: (rb individual and society)
3). Economical Theme:
4). Domestic Theme: (rb family members)
5). Religious Theme:
6). Psychological Theme: (rb the mind and the individual)
7). Class Theme: (rb social/economic classes)
8). Gender Theme: (rb the sexes)
9.) Sexual Theme
10) Existential Theme (what is the meaning of life):
-apply the following literary terms:
Ambiguity
Conflict
Irony
Figurative Language: Metaphor
Symbol
Convention
Motif
Allusion
-identify 3 facts about the author and how they are evident in the poem
-identify 5 historical facts (time period) and how they are evident in the poem
Read the bio of Anne Bradsteet (pg 27)
Read the poem by Bradstreet "Here follow some verses..." (pg 29)-
Apply the entire thematic analysis categories to the text
1). Political Theme:
2). Social Theme: (rb individual and society)
3). Economical Theme:
4). Domestic Theme: (rb family members)
5). Religious Theme:
6). Psychological Theme: (rb the mind and the individual)
7). Class Theme: (rb social/economic classes)
8). Gender Theme: (rb the sexes)
9.) Sexual Theme
10) Existential Theme (what is the meaning of life):
-apply the following literary terms:
Ambiguity
Conflict
Irony
Figurative Language: Metaphor
Symbol
Convention
Motif
Allusion
-identify 3 facts about the author and how they are evident in the poem
-identify 5 historical facts (time period) and how they are evident in the poem
Aug 12, 2015
Follow the link below and read the following historical info regarding Switzerland. Then identify at least 7 facts and explain fully how they are apparent in the play. Remember to explain fully using details.
http://history-switzerland.geschichte-schweiz.ch/switzerland-second-world-war-ii.html
Follow the link below and read the following historical info regarding Switzerland. Then identify at least 7 facts and explain fully how they are apparent in the play. Remember to explain fully using details.
http://history-switzerland.geschichte-schweiz.ch/switzerland-second-world-war-ii.html
Aug 11, 2015
Read this short biography of the author of The Visit. Then do a contextual biographical analysis. In other words, show where his life influenced the play. Identify 5 facts from this bio and explain how they are apparent in the play. State each fact and explain your answers fully!
Biography of Friedrich Duerrenmatt
Friedrich Duerrenmatt was born on January 5, 1921, in Konolfingen, Switzerland. His father Reinhold, a Protestant minister, and his mother Hulda, a devout Christian, kept an orderly house and ensured that their son, Friedrich, and their daughter, Vroni, received an excellent education.
Friedrich, to his parents' disappointment, did not perform well at school. His own doubts about the Christian faith intensified over time, along with his general feeling of dislocation. As the years passed, he became more and more like his father's father Ulrich, who had been a well-known anti-establishment journalist and poet in Bern, and who had been imprisoned for his political work.
During his youth, Friedrich developed a passion for astronomy and painting. In 1935, when Friedrich was fourteen, his father accepted a position in Bern, and the family moved to the city. Friedrich attended a Christian preparatory school where he failed in his studies, but continued to develop his individual passions. He also began spending afternoons studying philosophy in cafes. However, he did not adapt very well to city living, and often spoke of this period as a particularly difficult time in his life.
Friedrich's decision to study painting disappointed his father, who had hoped that his son would follow in his footsteps and become a minister. Friedrich, however, developed an intense fascination for physics, mathematics, Latin, and Greek, but ultimately decided to study painting at the University of Zurich from 1942-1943. His peers at the art academy, however, were strongly influenced by impressionism, and did not react well to his wild bursts of expressionism. His fellow artists convinced Friedrich's parents that he was better suited to the study of literature.
In the summer of 1942, at the age of 21, Friedrich completed his basic training with the military, but was not permitted to engage in real combat as a consequence of his poor eyesight. His military training, however, proved crucial to the development of his cynical perspective on world affairs. He continued with his studies at the University of Zurich, where the constant financial struggle of the bohemian life inspired him to make artistic contacts. His friendship with the expressionist painter Walter Jonas exposed him to a wide range of strong personalities, many of whom influenced his artistic growth. On Christmas Eve of 1942, Friedrich composed his first comedic story, "Christmas", which was published in a 1952 collection called The City. In spite of the literary potential he sensed within himself, Friedrich changed his course of study to philosophy. When it came time to complete his dissertation, however, he once again decided to pursue writing. Instead of a dissertation, he composed his first play, It Is Written, in 1946.
That same year, Friedrich married the actress Lotti Geissler. They moved together to Basel, where they struggled against their spartan lifestyle. Friedrich's breakthrough arrived when a theatrical publisher offered to produce It Is Written. The play premiered in Zurich on April 19, 1947, and the play's subject matter and scathing critique of religion caused an uproar in the theatrical community. In January of 1948, Friedrich's second play, The Blind Man, was produced in Basel, but met with general indifference. As financial troubles began to plague the young couple, Friedrich proved to be creatively prolific: he composed prose, theatrical critiques, and radio plays, and made the switch from serious drama to comedy.
Read this short biography of the author of The Visit. Then do a contextual biographical analysis. In other words, show where his life influenced the play. Identify 5 facts from this bio and explain how they are apparent in the play. State each fact and explain your answers fully!
Biography of Friedrich Duerrenmatt
Friedrich Duerrenmatt was born on January 5, 1921, in Konolfingen, Switzerland. His father Reinhold, a Protestant minister, and his mother Hulda, a devout Christian, kept an orderly house and ensured that their son, Friedrich, and their daughter, Vroni, received an excellent education.
Friedrich, to his parents' disappointment, did not perform well at school. His own doubts about the Christian faith intensified over time, along with his general feeling of dislocation. As the years passed, he became more and more like his father's father Ulrich, who had been a well-known anti-establishment journalist and poet in Bern, and who had been imprisoned for his political work.
During his youth, Friedrich developed a passion for astronomy and painting. In 1935, when Friedrich was fourteen, his father accepted a position in Bern, and the family moved to the city. Friedrich attended a Christian preparatory school where he failed in his studies, but continued to develop his individual passions. He also began spending afternoons studying philosophy in cafes. However, he did not adapt very well to city living, and often spoke of this period as a particularly difficult time in his life.
Friedrich's decision to study painting disappointed his father, who had hoped that his son would follow in his footsteps and become a minister. Friedrich, however, developed an intense fascination for physics, mathematics, Latin, and Greek, but ultimately decided to study painting at the University of Zurich from 1942-1943. His peers at the art academy, however, were strongly influenced by impressionism, and did not react well to his wild bursts of expressionism. His fellow artists convinced Friedrich's parents that he was better suited to the study of literature.
In the summer of 1942, at the age of 21, Friedrich completed his basic training with the military, but was not permitted to engage in real combat as a consequence of his poor eyesight. His military training, however, proved crucial to the development of his cynical perspective on world affairs. He continued with his studies at the University of Zurich, where the constant financial struggle of the bohemian life inspired him to make artistic contacts. His friendship with the expressionist painter Walter Jonas exposed him to a wide range of strong personalities, many of whom influenced his artistic growth. On Christmas Eve of 1942, Friedrich composed his first comedic story, "Christmas", which was published in a 1952 collection called The City. In spite of the literary potential he sensed within himself, Friedrich changed his course of study to philosophy. When it came time to complete his dissertation, however, he once again decided to pursue writing. Instead of a dissertation, he composed his first play, It Is Written, in 1946.
That same year, Friedrich married the actress Lotti Geissler. They moved together to Basel, where they struggled against their spartan lifestyle. Friedrich's breakthrough arrived when a theatrical publisher offered to produce It Is Written. The play premiered in Zurich on April 19, 1947, and the play's subject matter and scathing critique of religion caused an uproar in the theatrical community. In January of 1948, Friedrich's second play, The Blind Man, was produced in Basel, but met with general indifference. As financial troubles began to plague the young couple, Friedrich proved to be creatively prolific: he composed prose, theatrical critiques, and radio plays, and made the switch from serious drama to comedy.
Aug. 7 2015
Define the following literary terms and then apply them to The Visit.
Remember to explain using examples from the text.
1. Plot/Narrative Structure: What is the climax of the story? Why?
2. Conflict (main): type and why (person vs person, self, or nature)
3. Protagonist:
4. Antagonist (main):
5. Foreshadowing:
6. Convention (literary): state the genre and 2 conventions
7. Motif:
8. Motif:
9. Symbol:
10. Symbol:
11. Symbol:
12. Value: state what character values what and why
13. Value: state what character values what and why
14. Ambiguity:
15. Figurative Language:
16. Allusion:
18. Pathos (evoke sympathy from the audience):
Define the following literary terms and then apply them to The Visit.
Remember to explain using examples from the text.
1. Plot/Narrative Structure: What is the climax of the story? Why?
2. Conflict (main): type and why (person vs person, self, or nature)
3. Protagonist:
4. Antagonist (main):
5. Foreshadowing:
6. Convention (literary): state the genre and 2 conventions
7. Motif:
8. Motif:
9. Symbol:
10. Symbol:
11. Symbol:
12. Value: state what character values what and why
13. Value: state what character values what and why
14. Ambiguity:
15. Figurative Language:
16. Allusion:
18. Pathos (evoke sympathy from the audience):
encounters_and_foundations_to_1800_contextual.doc | |
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