Link for poetry notebook rubric

Here's the googledoc for your poetry notebook rubric. Remember this is due Wednesday, December 12!

https://docs.google.com/document/d/1VVXy0ZB-XTHG_cdhSEQ2-6m435-fYt_tCvvIk9UbhSg/edit

And remember, I'm grading the dividers based on effort and quality. Be as creative as you can and try to have fun with these. You can make a collage, use pictures you take or pictures from online, use stickers, fun paper, crayons, splatter paint, buttons, ribbon, giftwrap, computer graphics, text graphics, words, newspaper, magazines, sheet music... the possibilities are endless.
Just take a moment to try not to be a square. :)

ROUGH DRAFT DUE TOMORROW

ROUGH DRAFT DUE TOMORROW (WEDNESDAY)--

BRING 2 COPIES OF YOUR PAPER TO CLASS!

poetry: on sonnets

We briefly discussed sonnets in class today. There are three different types of sonnets: Shakespearean (English), Petrarchan (Italian), and the Villanelle. Of these, Shakespearean is the most common. Go to this website and choose a Shakespearean sonnet: http://www.shakespeares-sonnets.com/all.php

Tell me which sonnet you chose (refer to it by its number, e.g., "Sonnet 18"), then briefly summarize what the sonnet is about. Answer the following questions:

1. What is the overall topic?

2. Write a thesis for the sonnet (i.e., if Shakespeare were to have a thesis for the poem, what would it be? What's his main argument about his topic here?).

3. Tell me one literary element he employs and briefly describe what effect it has on the poem (e.g., The use of irony reveals his skepticism of the woman's love).

This blog is due no later than tomorrow, Tuesday December 4 at 8am. 

on motivation

We're at the end of the first semester of your last year of high school (crazy!). 
As you're pushing through the last couple weeks of the fall semester, 
I want you to consider what motivates you. 
What incentives can you give yourself to excel in the following weeks? 
What attitude adjustments and paradigm shifts do you need? 
What is going to propel you forward to success despite busyness, senioritis, and the overall need for a break? 
Furthermore, how are you going to motivate others to create a better environment for your class (and teachers) as a whole?

This thoughtful blog is due no later than 8am, Tuesday November 27.

poetry: on songs of innocence and experience

After reading William Blake's "The Lamb" and "The Tyger" from his Songs of Innocence and Songs of Experience, identify which poem is from Innocence and which is from Experience. Write a paragraph about each. First, briefly (approx. 2-3 sentences) summarize what the poem is about. Then, analyze what specific elements of each makes it a song of innocence or experience. How does Blake communicate (a tone of) innocence or experience? What point is he making about his subject?

You may NOT use a blog pass for this assignment.

This is due no later than 10am on Friday, November 16.

just a reminder

This is not a blog you need to respond to. Merely a reminder (for those of you without Facebook, mostly) of all that's due tomorrow. TYPED!



Poetry binder with contents in this order...
1. cover (represents poetry. has your name.)
2. your Sandburg definitions handout (green sheet)
3. your 10 (minimum) original TYPED Sandburg poetry definitions
4. your 20 (minimum) poetry definitions TYPED from other people (include a variety of ages; no more than 3 from FA seniors; include their name and age)

QUIZ TOMORROW OVER COMMONLY CONFUSED WORDS:

1. Accept/Except
2. Advice/Advise
3. Affect/Effect
4. All ready/Already
5. Apart/A part
6. Breathe/Breath
7. Capital/Capitol
8. Complement/Compliment
9. Counsel/Council
10. Disinterested/Uninterested

extra credit blog

If you respond to this blog, I'll give you a blog pass for a future blog.

What did you do to further the kingdom of God today?

Respond to this by 8am Wednesday November 7.

don't ask me questions. just answer this.

How is today different from yesterday? How will you make tomorrow different from today?

due tuesday november 6th 8am

Free Read

Post your "free read" AP novel choice here by 8pm, October 29. You may also choose from an Ayn Rand novel or Grendel by John Gardner.

Beowulf: on debate

To prepare for our discussion and debate tomorrow, I want you to be thinking about this question (seriously... give it some forethought):

what makes a hero?

You do not need to respond in a comment to this blog. However, you do need to respond to the blog below!

Poetry: on grammar

READ ALL THE FOLLOWING INSTRUCTIONS

Post your poems from your in-class exercise today. Do NOT use your tone word anywhere in your poem. 

You must post your poem by 8am tomorrow, Friday October 26. 

As/after poems are posted, comment on a post and guess what tone that poem is evoking (choose from the following tone word list). Each poem may only have ONE guess from ONE person. If a poem has more than one guess on it, only the first guess will be taken into consideration. This means that every poem should have one comment posted on it.

You must post your comment by 8am Monday October 29.

Tone words to choose from: 

Amiable

Reverent

Romantic

Whimsical

Audacious

Condemnatory

Passive

Condescending

Malicious

Sardonic

Taunting

Anxious

elegiac

Melancholy

Poignant

Apathetic

Didactic

Inquisitive

Nostalgic

Pretentious

Beowulf: on death

Why do you think was it necessary for Beowulf to die at the end of the epic? (consider: how would it have otherwise altered the story?) Do you think it was necessary for him to die?

*This should be a full, thoughtful response. Vague, generic, or excessively brief responses will receive a grade of no more than a 50.

This blog is due no later than 8am Wednesday October 24.

Beowulf: on the project

LOOK AT THE BLOG POST BENEATH: POST YOUR AP QUESTIONS THERE

Tell me briefly what project you're doing for the Beowulf project, who you're working with, and what plans you have so far for your project.

THIS BLOG IS DUE NO LATER THAN 4PM MONDAY OCTOBER 22.

AP: on multiple choice

After composing your 4 AP multiple choice questions in class today, post your questions and answers here. Include your partner's name in your post. You should try to mimic the writing style of the AP test creators to the best of your abilities. Number your questions, write the question, then format your 5 answer choices in the same way the test is formatted. Put an asterisk to the left of the correct answer.

This blog is due no later than 8am Monday, October 22.

Beowulf: on the paragraph

Post your paragraphs from class today on here. These should demonstrate sophistication in writing, thought, and choice of evidence. If you learn these skills on a smaller scale (i.e., a paragraph at a time), you will have an easier time crafting an entire well-written essay.

This blog is due no later than Friday, October 19 at 8am. 

*you may NOT use a blog pass for this assignment*

poetry: on sestinas

Post your sestinas here when you're finished! Remember: you'll receive bonus points if you finish it by tomorrow, Thursday. Its final due date is Friday!

caesura

THIS IS NOT A  BLOG YOU NEED TO RESPOND TO. RESPOND TO THE BLOG BELOW THIS ONE FOR YOUR HOMEWORK DUE TOMORROW WEDNESDAY OCTOBER 10. HOWEVER, SKIM OVER THIS TO HELP YOU BETTER UNDERSTAND CAESURA!

Caesuras

Caesuras are essentially nothing more than breaks in rhythm, thought, or syntax that occur anywhere between the beginning and end of a line. In other words, they’re the same as an end-stopped line except that the “end-stopping” occurs in the middle of the line. That said, they can be trickier to spot. They aren't associated with the end of a line and aren't always matched by punctuation.

Caesuras were a fixture of classical Greek and Latin poetry but Anglo Saxon was the language in which the Caesura came to glory. 

So, if we were to lineate Sing a Song of Six-Pence as Beowulf’s author might have, it might look like this  (caesuras marked):

Sing a song of sixpence, || a pocket full of rye.
Four and twenty blackbirds, || baked in a pie.
When the pie was opened, || the birds began to sing;
Wasn’t that a dainty dish, || to set before the king?

The king was in his counting house, || counting out his money;
The queen was in the parlour, || eating bread and honey.
The maid was in the garden, || hanging out the clothes;
When down came a blackbird || and pecked off her nose.

If you click the link to Leonard’s translation, you’ll see how this translates when applied to Beowulf. You might get an idea as to how the Anglo Saxons would have “heard” the great poem (and how the caesura was an integral part of the poem’s rhythm and structure). I always favor translations which try to capture, not just the sense, but the sound and structure of the original — something which is altogether too rare with the near total dominance of free verse.

The caesura’s importance to English poetry faded with the language’s modernization.  Still, examples can be found. Wikipedia offers an example from the ballad Tom O’Bedlam. I’ll give another from the same poem (which you can read in its entirety in Harold Bloom’s book The Best Poems of the English Language: From Chaucer Through Frost):

When I short have shorn my sow’s face
·······And swigged my horny barrel,
At an oaken inn || I impound my skin
·······In a suit of gilt apparel.
The moon’s my constant mistress
·······And the lovely owl my marrow.
The flaming drake || and the night-crow make
·······Me music to my sorrow.
While I do sing || “Any food, any feeding
·······Feeding, drink or clothing?
Come dame or maid, || be not afraid:
·······Poor Tom will injure nothing.

Notice that only the final caesura coincides with any sort of punctuation. (Is the rhythm of the ballad a faint echo of the ancient Anglo Saxon poetry? Possibly.) The caesura, in the stanza above, indicate rhythmic pauses. Also, all of the caesuras would be masculine caesuras. They each occur after a stressed syllable. Here are the first two stanzas from Edgar Allen Poe’s The Raven.

Once upon a midnight dreary, || while I pondered weak and weary,
Over many a quaint and curious || volume of forgotten lore,
While I nodded, nearly napping, || suddenly there came a tapping,
As of someone gently rapping, || rapping at my chamber door.
`’Tis some visitor,’ || I muttered, || `tapping at my chamber door -
Only this, and nothing more.’

Ah, distinctly I remember || it was in the bleak December,
And each separate dying ember|| wrought its ghost upon the floor.
Eagerly I wished the morrow; – || vainly I had sought to borrow
From my books surcease of sorrow – || sorrow for the lost Lenore -
For the rare and radiant maiden || whom the angels named Lenore -
Nameless here for evermore.

Once again, some of  the caesura are marked by punctuation, some aren’t. Most native English speakers will instinctively pause mid-line, even without punctuation. The combination of the internal rhymes (dreary/weary, napping/tapping) and the trochaic meter encourages us to read the lines as bipartite. Normally, for example, one wouldn’t pause between curious and volume in the second line, but the poem’s rhyme and meter strongly encourage us to divide the line (if only to reinforce the rhythm of the others). Try it. See if you agree. Conversely, we want to read through pauses that we normally wouldn’t. For instance, the heavy mid-line caesuras make us want to ignore the syntactic breaks in the first stanza’s third, fifth and last line::

While I nodded, nearly napping…
…
`’Tis some visitor,’ I muttered…
Only this, and nothing more.

We might be more hard-pressed to ignore the natural break in ‘Tis some visitor,‘ I muttered…, but we could. In Poe’s poem, unlike Tom O’Bedlam, all the Caesura arefeminine caesuras because they each occur after unstressed syllables.

Source: http://poemshape.wordpress.com/2011/03/26/recognizing-using-caesuras-enjambment-and-end-stopped-lines/

poetry: on being the poet

As I've said several times before, the more of a poet and writer you become, the better analyst and critical thinker you'll be when analyzing poetry and literature.

I want you to choose one of the following literary devices (I've chosen some that you may be less familiar with). This will be the title of your poem. Then, write a poem ABOUT that device, USING that device. I've included an example.

This blog is due no later than 8am Wednesday.

My example:

Father Spoonerism

O dear Daddy Spoonerism, 
Your twisting tongue is ever
Bonfusing my crain,
Wisting my twords,
Thrambling my soughts.

From a young age, it's always been
Nicken chuggets,
Lapped chips,
Lipped chaps,
and pail nolish.

UNTIL ONE DAY
Justice was received:
While I was sitting in front church pew,
Attentive to Father's sermon,
The words were bending, twisting, reversing...

We are called to pray!
We are called to pray!
We are prayed to call!

...?

Amplification

Definition:

Amplification refers to a literary practice wherein the writer embellishes the sentence by adding more information to it in order to increase its worth and understandability. When a plain sentence is too abrupt and fails to convey the full implications desired, amplification comes into play when the writer adds more to the structure to give it more meaning.

Example:

Original sentence- The thesis paper was difficult. After amplification- The thesis paper was difficult: it required extensive research, data collection, sample surveys, interviews and a lot of fieldwork.

Anastrophe

Definition:

Anastrophe is a form of literary device wherein the order of the noun and the adjective in the sentence is exchanged. In standard parlance and writing the adjective comes before the noun but when one is employing an anastrophe the noun is followed by the adjective. This reversed order creates a dramatic impact and lends weight to the description offered by the adjective.

Example:

He spoke of times past and future, and dreamt of things to be.

Anthropomorphism

Definition:

Anthropomorphism can be understood to be the act of lending a human quality, emotion or ambition to a non-human object or being. This act of lending a human element to a non-human subject is often employed in order to endear the latter to the readers or audience and increase the level of relativity between the two while also lending character to the subject.

Example:

The raging storm brought with it howling winds and fierce lightning as the residents of the village looked up at the angry skies in alarm.

For the differences between anthropomorphism and personification: http://www.quora.com/What-is-the-difference-between-anthropomorphism-and-personification

Aphorism

Definition:

An aphorism is a concise statement that is made in a matter of fact tone to state a principle or an opinion that is generally understood to be a universal truth. Aphorisms are often adages, wise sayings and maxims aimed at imparting sense and wisdom. It is to be noted that aphorisms are usually witty and curt and often have an underlying tone of authority to them.

Example:

Upon seeing the shoddy work done by the employee the boss told him to “either shape up or ship out”.

Asyndeton

Definition:

Asyndeton refers to a practice in literature whereby the author purposely leaves out conjunctions in the sentence, while maintaining the grammatical accuracy of the phrase. Asyndeton as a literary tool helps in shortening up the implied meaning of the entire phrase and presenting it in a succinct form. This compact version helps in creating an immediate impact whereby the reader is instantly attuned to what the writer is trying to convey. Use of this literary device helps in creating a strong impact and such sentences have greater recall worth since the idea is presented in a nutshell.

Example:

1. Read, Write, Learn.
2. Watch, Absorb, Understand.
3. Reduce, Reuse, Recycle.

Authorial Intrusion

Definition:

Authorial Intrusion is an interesting literary device wherein the author penning the story, poem or prose steps away from the text and speaks out to the reader. Authorial Intrusion establishes a one to one relationship between the writer and the reader where the latter is no longer a secondary player or an indirect audience to the progress of the story but is the main subject of the author’s attention.

Example:

In many olden novels, especially in suspense novels, the protagonist would move away from the stream of the story and speak out to the reader. This technique was often used to reveal some crucial elements of the story to the reader even though the protagonist might remain mystified within the story for the time being.

Bibliomancy

Definition:

As the very name itself suggests, this kind of literary device finds its roots in biblical origins. This term refers to the practice of basing a plot happening or event and anticipating the results it will have on a faction of the Bible. It involves a random selection process wherein the biblical passage is chosen as a founding stone for basing the outcome of the writing. In an overall context, not limited to just literature, bibliomancy refers to foretelling the future by turning to random portions of the Bible for guidance.

Example:

The Vedas serve as a tool for Bibliomancy to the Hindus while Muslims rely on the Koran.

Cacophony

Definition:

A cacophony in literature refers to the use of words and phrases that imply strong, harsh sounds within the phrase. These words have jarring and dissonant sounds that create a disturbing, objectionable atmosphere.

Example:

His fingers rapped and pounded the door, and his foot thumped against the yellowing wood

Caesura

Definition:

This literary device involves creating a fracture of sorts within a sentence where the two separate parts are distinguishable from one another yet intrinsically linked to one another. The purpose of using a caesura is to create a dramatic pause, which has a strong impact. The pause helps to add an emotional, often theatrical touch to the sentence and conveys a depth of sentiment in a short phrase.

Example:

Mozart- oh how your music makes me soar!

Circumlocution

Definition:

Circumlocution is a form of writing where the writer uses exaggeratedly long and complex sentences in order to convey a meaning that could have otherwise been conveyed through a shorter, much simpler sentence. Circumlocution involves stating an idea or a view in an indirect manner that leaves the reader guessing and grasping at the actual meaning.

Example:

Instead of writing “he arrived for dinner at 8 pm” the author writes, “8 pm was when he reached the dinner party”.

Deus ex Machina

Definition:

Deus ex Machina is a rather debatable and often criticized form of literary device. It refers to the incidence where an implausible concept or character is brought into the story in order to make the conflict in the story resolve and to bring about a pleasing solution. The use of Deus ex Machina is not recommended as it is seen to be the mark of a poor plot that the writer needs to resort to random, insupportable and unbelievable twists and turns to reach the end of the story.

Example:

If in a suspense novel the protagonist suddenly finds a solution to his dilemmas because of divine intervention.

Euphemism

Definition:

The term ‘euphemism’ is used to refer to the literary practice of using a comparatively milder or less abrasive form of a negative description instead of its original, unsympathetic form. This device is used when writing about matters such as sex, violence, death, crimes and "embarrassing". The purpose of euphemisms is to substitute unpleasant and severe words with more genteel ones in order to mask the harshness.. The use of euphemisms is sometimes manipulated to lend a touch of exaggeration or irony in satirical writing.

Example:

Using “to put out to pasture” when one implies retiring a person because they are too old to be effective.

Euphony

Definition:

The literary device “euphony” refers to the use of phrases and words that are noted for possessing an extensive degree of notable loveliness or melody in the sound they create. The use of euphony is predominant in literary prose and poetry, where poetic devices such as alliterations, rhymes and assonace are used to create pleasant sounds. Euphony is the opposite of cacophony, which refers to the creation of unpleasant and harsh sounds by using certain words/ phrases together. This literary devices is based on the use and manipulation of phonetics in literature.

Example:

It has been said that the phrase “cellar door” is reportedly the most pleasant sounding phrase in the English language. The phrase is said to depict the highest degree of euphony, and is said to be especially notable when spoken in the British accent.

Hyperbaton

Definition:

A hyperbaton is a literary device wherein the author plays with the regular positioning of words and phrases and creates a differently structured sentence to convey the same meaning. It is said that by using a hyperbaton, words/ phrases overstep their conventional placements and result in a more complex and intriguing sentence structure. This literary device is used to add more depth and interest to the sentence structure.

Example:

“Alone he walked on the cold, lonely roads”. This sentence is a variation of the more conventional, “He walked alone on the cold, lonely roads”.

Litotes

understatement in which an affirmative is expressed by the negative of the contrary (as in “not a bad singer” or “not unhappy”)

Malapropism

Definition:

Malapropism in literature refers to the practice of misusing words by substituting words with similar sounding words that have different, often unconnected meanings, and thus creating a situation of confusion, misunderstanding and amusement. Malapropism is used to convey that the speaker/character is flustered, bothered, unaware or confused and as a result cannot employ proper diction. A trick to using malapropism is to ensure that the two words (the original and the substitute) sound similar enough for the reader to catch onto the intended switch and find humor in the result.

Example:

In the play Much Ado About Nothing, noted playwright William Shakespeare’s character Dogberry says, "Our watch, sir, have indeed comprehended two auspicious persons." Instead, what the character means to say is “"Our watch, sir, have indeed apprehended two suspicious persons."

Metonymy

Definition:

Metonymy in literature refers to the practice of not using the formal word for an object/subject and instead referring to it by using another word that is intricately linked to the formal name/word. It is the practice of substituting the main word with a word that is closely linked to it.

Example:

When we use the name “Washington D.C” we are talking about the U.S’ political hot seat by referring to the political capital of the United States because all the significant political institutions such as the White House, Supreme Court, the U.S. Capitol and many more are located her. The phrase “Washington D.C.” is metonymy for the government of the U.S. in this case.

Motif

Definition:

The literary device ‘motif’ is any element, subject, idea or concept that is constantly present through the entire body of literature. Using a motif refers to the repetition of a specific theme dominating the literary work. Motifs are very noticeable and play a significant role in defining the nature of the story, the course of events and the very fabric of the literary piece.

Example:

In all the famed fairytales, the motif of a ‘handsome prince’ falling in love with a ‘damsel in distress’ and the two being bothered by a wicked step-mother/ evil witch/ beast and finally conquering all and living ‘happily ever after’ is a common motif.

Another common motif is the simple, pretty peasant girl or girl from a modest background in fairytales discovering that she is actually a royal or noble by the end of the tale.

Oxymoron

Definition:

Oxymoron is a significant literary device as it allows the author to use contradictory, contrasting concepts placed together in a manner that actually ends up making sense in a strange, and slightly complex manner. An oxymoron is an interesting literary device because it helps to perceive a deeper level of truth and explore different layers of semantics while writing.

Example:

Sometimes we cherish things of little value.
He possessed a cold fire in his eyes.

Paradox

Definition:

A paradox in literature refers to the use of concepts/ ideas that are contradictory to one another, yet, when placed together they hold significant value on several levels. The uniqueness of paradoxes lies in the fact that a deeper level of meaning and significance is not revealed at first glace, but when it does crystallize, it provides astonishing insight.

Example:

High walls make not a palace; full coffers make not a king.

Periphrasis

Definition:

The term ‘periphrasis’ refers to the use of excessive language and surplus words to convey a meaning that could otherwise be conveyed with fewer words and in more direct a manner. The use of this literary device can be to embellish a sentence, to create a grander effect, to beat around the bush and to draw attention away from the crux of the message being conveyed.

Example:

Instead of simply saying “I am displeased with your behavior”, one can say, “the manner in which you have conducted yourself in my presence of late has caused me to feel uncomfortable and has resulted in my feeling disgruntled and disappointed with you”.

Polysyndeton

Definition:

In literature, the literary device ‘polysyndeton’ refers to the process of using conjunctions or connecting words frequently in a sentence, placed very close to one another, as opposed to the usual norm of using them sparsely, only where they are technically needed. The use of polysyndetons is primarily for adding dramatic effect as they have a strong rhetorical presence.

Example:

For example:

a) Saying “here and there and everywhere”, instead of simply saying “here, there and everywhere”.

b) “Marge and Susan and Anne and Daisy and Barry all planned to go for a picnic”, instead of “Marge, Susan, Anne, Daisy and Barry…” emphasizes each of the individuals and calls attention to every person one by one instead of assembling them as a group.

Portmanteau

Definition:

In literature, this device refers to the practice of joining together two or more words in order to create an entirely new word. This is often done in order to create a name or word for something by combining the individual characteristics of 2 or more other words.

Example:

1. The word “smog” is a portmanteau that was built combining “fog” and “smoke” and “smog” has the properties of both fog and smoke.

2. Liger= Lion + Tiger= A hybrid of the two feline species, possessing characteristics of both.

Spoonerism

Definition:

Spoonerism refers to the practice of interchanging the first letters of some words in order to create new words or even to create nonsensical words in order to create a humorous setting. While they are often unintentional and known as a “slip of the tongue”, in literature they are welcomed as witty word-play.

Example:

The phrase “flesh and blood” being spoken as a character as “blesh and flood” in urgency and heightened emotion.

Beowulf: looking at the hero

*if you responded to the last blog post, I commented on your post, so go take a look at your comments!

How does Beowulf characterize a hero thus far? Consider what you've learned about the qualities of a hero (specifically an Anglo-Saxon hero) in class. What do you think of Beowulf? Think critically here... don't just go with the easy, go-to answer!

I'm not setting a length requirement on this. However, your grade will reflect your thoughtfulness and thoroughness.

This blog is due no later than 8am Tuesday, October 9.

poetry: on finding your niche

I found this amazing poetry website I'm in love with. Go here:

http://www.poetryfoundation.org

On the left tab, you can browse poems and poets. When you click on that, it brings up a page where you can narrow down your results by subject, time period, literary device, etc. Go to "browse poems" then click "poetic terms" on the left. Then click "techniques." Choose any of those techniques (one you're not as familiar with). Then, in a blog post, identify and define the technique you chose. Pick a poem you like that uses that technique. In a paragraph, analyze how that specific technique is used to communicate the speaker's purpose.

*remember, the goal here is to identify the subject and theme of the poem, then question how the speaker actually achieves that by looking at the tools he uses.

Find a poem that interests you. Mess around with the website a little bit--get familiar with it. You may actually come across a poet you don't hate (can anyone name THAT literary device I just used?)!

This blog is due no later than 8am Monday, October 8. And don't forget PAJAMA DAY! Bring breakfast food and snacks for a comfy cozy Monday, if you want. :)

poetry: on allusion

A literary allusion is defined as the following:
a brief reference to a person, event, place, or phrase. The writer assumes the reader will recognize the reference. For instance, most of us would know the difference between a mechanic's being as reliable as George Washington or as reliable as Benedict Arnold. Allusions that are commonplace for readers in one era may require footnotes for readers in a later time.

Allusions are frequently used in poetry and prose alike. Your timed writing on Tuesday about the poem "Icarus" alludes to the Greek mythological story of Icarus. (for those who are interested in knowing more about the story: http://en.wikipedia.org/wiki/Icarus )

Write your own poem while utilizing allusion. This can be an historical, biblical, mythological, etc. allusion--any of your choosing. The poem may either center around the allusion, or the allusion may simply be used as a small piece of your poem to drive home an illustration or idea. You are the poet. The rhyme scheme (or lack thereof), format, length, content--everything--is entirely up to you. 
Let your creativity soar unlike the wings upon which Icarus flew and fell.

This blog is due no later than 8am Wednesday, October (can you believe it's October already?!) 3.

Beowulf: on the quest

After re-reading (and yes, I do expect you to actually re-read it) chapter one of How to Read Literature Like a Professor, list the five things involved in a quest. Choose a quest you've read about in a book or seen in a movie and identify those five elements of that quest. Each explanation should be approximately 2-5 sentences (remember, length is not so much important as getting your full point across is).

This blog is due no later than 8am Monday. I suggest doing this before reading Beowulf. Here is the rest of your homework for the weekend, in case you didn't see it on the fb page. 


Homework over the weekend:

1. DO THIS FIRST: Reread How to Read Literature Like a Professor. Respond to SHORT blog.

2. Read AND ANNOTATE Beowulf lines 1-300 (page 3-21). 
Pay special attention to kennings, caesura, characteristics of the Anglo-Saxon man, traits of an epic hero, elements of epic poetry, themes we discussed in class, etc.

3. Study your epic vocabulary. Be prepared for a quiz.

I know this seems like a lot of work for the weekend, but if you really look at it, this should take an hour at most. Being prepared on Monday will allow for us to have a fuller and more informed discussion on Monday. SO PLEASE, for my sake and the sake of your classmates, come prepared to class on Monday! Don't procrastinate on this and you may actually find it enjoyable.

Beowulf: on names

In the preface to Beowulf (between the introduction and the beginning of the poem), there is a page entitled A Note on Names. Read this page carefully. Then, loosely using the rules of Anglo-Saxon compound names, create your own compound name that accurately describes you. For example, I could be Knowledge-bestower, Grade-inflicter, or Language-informer. Or, if I really wanted to get creative, I could make my name even sound Old English. 

The student with the most authentic and creative Anglo-Saxon name gets a blog pass! 
Post your name on this blog with a brief (1-3 sentence) explanation of why this name describes you.

YOU MAY NOT USE A BLOG PASS ON THIS BLOG.
This blog is due ABSOLUTELY NO LATER THAN 8am Friday, September 28.

on scholarships: week II

Zinch.com posts a weekly $1000 scholarship for a 2-3 sentence essay responding to a given topic (a different topic each week). 

Go to the website: http://www.zinch.com/scholarships/weekly
You can look at the past winners there to get an idea of what they like.
Write your 2-3 sentence essay.
Post it on here by 8am, Monday.
Submit your "essay" on the website by October 1 to see if you can win a thousand bucks!

poetry: on autumn

This blog is two parts. Make sure you do both things!

1. The poem "The Exam" by Joyce Sutphen introduces the season of fall. I found this poem appropriate seeing as how this weekend brought the first days of fall. In a short paragraph, discuss the picture she paints of this season. What are her feelings toward it? What images are created in your mind? What associations does she make with the season? At the end of your paragraph, identify the tone of this poem (e.g., tone: reminiscent).

2. Then, write your own poem. What are your feelings toward fall? What associations do you make with this season? In mimicking Sutphen, introduce the poem with your picture of what fall looks like to you, then reveal what fall means to you (i.e., for Sutphen, fall is associated with fall classes, school, taking exams, her parents' marriage and anniversary...).

This blog is due tomorrow, Wednesday September 26 by 8am.

on scholarships

Zinch.com posts a weekly $1000 scholarship for a 2-3 sentence essay responding to a given topic (a different topic each week). I'd like for you guys to try this scholarship every week! The deadlines are on Mondays. 

Go to the website: http://www.zinch.com/scholarships/weekly
You can look at the past winners there to get an idea of what they like.
Write your 2-3 sentence essay.
Post it on here by 8am, Monday.
Submit your "essay" on the website by September 24 to see if you can win a thousand bucks!

On writing

It's no secret that I like to do a rather significant amount of writing practice in English class. This is not to inflict torture in writing form upon you; rather, I'm training each of you to become better writers. This is a good thing, believe it or not. You cannot become a better writer if you don't write. So we write.

Reflect on your own writing--your attitudes toward it, your style, your positive and negative experiences with writing. What are your strengths? What are your weaknesses? After considering this, I just want you to write reflectively about how you would like to grow as a writer this year. Yes, this is technically an assignment, but I really want you to  consider this. This goes beyond me merely assigning things for grades. Set goals for yourself now so that, come May, you can look back on this year as more than a year you survived, but as a year that you took advantage of having the opportunity to get a good education. 

There is no word limit for this blog--you will be graded according to the thoughtfulness of your response.

Due tomorrow, Wednesday, by 8am!

PS your last timed writings (from last week) really did improve across the board. What an encouragement!