Prompt:
Write your own version of an imagined or invented journal entry that has been discovered in a bottle.
Santa Cruz won a grant to put on an Edgar Allan Poe party. Part of that party is a contest. The inspiration for the contest: In 1833 Poe won $50 for his short story that won a contest held by The Baltimore Saturday Visitor.
To-Do List (for those who wish to join the fray...how to saa-ave a grade; winning, placing, or getting honorable mention in any contest brings extra credit) (:
1. Read Poe's winning story: "MS. Found in a Bottle." After you read it, if you are confused, read the basic overview at wikipedia.
2. Write your imaginative journal entry. Give it a title; don't use Poe's title.
3. Fill out the entry form. You'll find it here: http://santacruzreads.org/competitions
4. Print out your story, but do not put your name or any identifying information on your story except your title.
5. Mail it in (postal not email).
6. Relax.
Deadline:
October 21, 2011
4:00 pm
Good luck!
College Advice: My Notes from the Visit with Student Services
MVC: We're on a 4.0 point scale, weighted.
School CEEB Code: 053705
UC A-G List Site: http://www.ucop.edu/doorways/
Your Advisors and their duties (the letters correspond to the letter of your last name; for example, Marcus Schwager be would advised by Mrs. Waldinger):
Resident and International:
Carolyn Mariot
A-G UC courses
NCAA Clearing House
International student testing and advising
Fill out a Recommendation Packet to give to those that will be recommending you to the college(s). Please give us two weeks of notice.
Private Schools:
Common Application (most schools)
State Schools:
Some also do the Common Application (but none in California)
Build your Profile in the month of October
Send in your application in the month of November
UC Application:
ELC Progam: Top 9% of MVC class is guaranteed the UC of their choice.
CSU: CSU Mentor
Cal Poly prefers the ACT.
Paying for School:
FAFSA.ed.gov Opens January 1. Deadline is March 2. The earlier you submit your application, the more likely you'll get more funds available.
Income statements: You can use last year's W2 (your parents'), then go in and modify it later when the new W2 is posted for this year's taxes.
Cal Grant: State (free) Money (more weighted to GPA but also need-based)
Pell Grant: Federal (free) Money (need-based)
Bog Waiver: Tuition Waiver (free tuition) for Community College only
Transferring to another school in the West? Look here: http://wiche.edu/wue
School CEEB Code: 053705
UC A-G List Site: http://www.ucop.edu/doorways/
Your Advisors and their duties (the letters correspond to the letter of your last name; for example, Marcus Schwager be would advised by Mrs. Waldinger):
A-D: Valerie Mooney
College visits
E-K: Kim Frey (and Alexxa Craton on reserve)
Frey: Coordination of PSAT and AP testing, career day
Craton-National Honor Society
L-Q: Richard Podratz
A-G UC courses
MVVA
NCAA clearing house
CAL Grant forms
Dual credit options
SSD paperwork
R-Z: Shari Waldinger
California Scholarship Federation
AAP determination
Dual credit options
Carolyn Mariot
A-G UC courses
NCAA Clearing House
International student testing and advising
Fill out a Recommendation Packet to give to those that will be recommending you to the college(s). Please give us two weeks of notice.
Private Schools:
Common Application (most schools)
State Schools:
Some also do the Common Application (but none in California)
Build your Profile in the month of October
Send in your application in the month of November
UC Application:
ELC Progam: Top 9% of MVC class is guaranteed the UC of their choice.
CSU: CSU Mentor
Cal Poly prefers the ACT.
Paying for School:
FAFSA.ed.gov Opens January 1. Deadline is March 2. The earlier you submit your application, the more likely you'll get more funds available.
Income statements: You can use last year's W2 (your parents'), then go in and modify it later when the new W2 is posted for this year's taxes.
Cal Grant: State (free) Money (more weighted to GPA but also need-based)
Pell Grant: Federal (free) Money (need-based)
Bog Waiver: Tuition Waiver (free tuition) for Community College only
Transferring to another school in the West? Look here: http://wiche.edu/wue
Block Day, Week 7: More Rubrics
Reality Check from Student Services
Check J11
AP Rubric: Blake (we will simply read and briefly discuss the poems)
"The Knight's Tale"
HW: Finish Reading "The Knight's Tale"
Check J11
AP Rubric: Blake (we will simply read and briefly discuss the poems)
"The Knight's Tale"
HW: Finish Reading "The Knight's Tale"
Wednesday, 9/28: ICE Rubric
* Sweet Books: Masefield (1931), Chesterton (1932), Skeat's Translation
* Rubric
* Recent Examples
* Work in Class
HW: J11 "The Knight's Tale": Review the character of the Knight from "The Prologue." What about his tale relates to his person and personality? (1/2 page or more)
* Rubric
* Recent Examples
* Work in Class
HW: J11 "The Knight's Tale": Review the character of the Knight from "The Prologue." What about his tale relates to his person and personality? (1/2 page or more)
ICE Examples from THS
Good opening:
Another good opening:
Good thoughts on Jane:
Interesting thoughts on vision:
Another good opening:
Good thoughts on Jane:
Interesting thoughts on vision:
The AP ICE Rubric
AP 9-Point Rubric for Writing about Literature
An 8-9 essay responds to the prompt clearly, directly, and fully. This paper approaches the text analytically, supports a coherent thesis with evidence from the text, and explains how the evidence illustrates and reinforces its thesis. The essay employs subtlety in its use of the text and the writer’s style is fluent and flexible. It is also free of mechanical and grammatical errors (or at least no very noticeable errors). "A" work.
A 6-7 essay responds to the assignment clearly and directly but with less development than an 8-9 paper. It demonstrates a good understanding of the text and supports its thesis with appropriate textual evidence. While its approach is analytical, the analysis is less precise than in the 8-9 essay, and its use of the text is competent but not subtle. The writing in this paper is forceful and clear with few if any grammatical and mechanical errors. "B" work.
A 5 essay addresses the assigned topic intelligently but does not answer it fully and specifically. It is characterized by a good but general grasp of the text using the text to frame an apt response to the prompt. It may employ textual evidence sparingly or offer evidence without attaching it to the thesis. The essay is clear and organized but may be somewhat mechanical. The paper may also be marred by grammatical and mechanical errors. "C" work.
A 3-4 essay fails in some important way to fulfill the demands of the prompt. It may not address part of the assignment, fail to provide minimal textual support for its thesis, or base its analysis on a misreading of some part of the text. This essay may present one or more incisive insights among others of less value. The writing may be similarly uneven in development with lapses in organization, clarity, grammar, and mechanics. "C-" to "D" work.
A 0-2 essay commonly combines two or more serious failures. It may not address the actual assignment; it may indicate a serious misreading of the text; it may not offer textual evidence or may use it in a way that suggests a failure to understand the text; it may be unclear, badly written, or unacceptably brief. The style of this paper is usually marked by egregious errors. Occasionally a paper in this range is smoothly written but devoid of content. "D-" or failed.
9: 100
9-: 98
8+: 96
8: 94
8-: 92
7+: 90
7: 88
7-: 86
6+: 84
6: 82
6-: 80
5+: 78
5: 76
5-: 74
4+: 72
4: 70
4-: 68
3+: 66
3: 64
3-: 62
2+: 60
2: 58
2-: 56
1: 52
Remember, your work is analysis.
In Writing about Literature the authors tell us that
Also in Writing about Literature the authors discusses comparison/contrast papers.
More words do not necessarily earn an essay a higher score, but fewer words will usually earn a lower score (as you cannot adequately develop your idea).
Here are some guidelines. A word count less than or equal to
9: 100
9-: 98
8+: 96
8: 94
8-: 92
7+: 90
7: 88
7-: 86
6+: 84
6: 82
6-: 80
5+: 78
5: 76
5-: 74
4+: 72
4: 70
4-: 68
3+: 66
3: 64
3-: 62
2+: 60
2: 58
2-: 56
1: 52
Remember, your work is analysis.
In Writing about Literature the authors tell us that
an analysis (literally a "breaking up" or separation of something into its constituent parts)--instead of trying to examine all parts of the work in relation to the whole--selects for examination just some elements or parts that relate to the whole. Clearly, an analysis is a better approach to longer works and to prose works than is an explication. A literary work may be usefully approached through almost any of its different elements--point of view, characterization, plot, setting, symbolism, structure, and the like--so long as you relate this element to the central meaning or the whole.
Also in Writing about Literature the authors discusses comparison/contrast papers.
The comparison and contrast of two stories may be an illuminating exercise, because the similarities highlight the differences, or vice versa, and thus lead to a better understanding not only of both pieces but of literary processes in general. The works selected may be similar in plot but different in theme, similar in subject but different in tone, similar in theme but different in literary value, or, conversely, different in plot but similar in theme, different in subject but similar in tone, and so on. In writing such a paper, it is usually best to decide first whether the similarities or the differences are more significant, begin with a brief summary of the less significant, and then concentrate on the more significant.
More words do not necessarily earn an essay a higher score, but fewer words will usually earn a lower score (as you cannot adequately develop your idea).
Here are some guidelines. A word count less than or equal to
- 200 words will usually not score higher than a 3.
- 400 words will usually not score higher than a 5.
- 550 words will usually not score higher than a 7.
- 750 words will usually not score higher than a 8.
- 800 words will usually not score higher than a 9.
- The most a student usually writes is 1,100 words on one essay.
- You should shoot for 800 words...really landing in the 700's somewhere. For most of you, that's three full pages.
- I have seen one essay of 450 words that earned an 8, but that is extremely rare.
Tuesday, 9/26: Rhetoric, etc.
Notes:
-We have been considering Beowulf as the seed of chivalry and Chaucer as a flowering of the seed.
-Notice that "The Knight's Tale" takes up where Antigone left off but shares virtually nothing of its spirit.
-Notice that the medievalist took old tales and drew them through his own soul to recast them in light that is both more jovial and more chivalrous than their original context.
-Compare this with Fra Angelico's Annunciation.
-Notice the modern contrast where more emphasis is placed upon photographic realism on one hand, or fragmentary recasting on the other. The medievalist loves a narrative whimsy. The modern artist is often very self-absorbed which makes for absolute seriousness on the one hand (since he believes his personal vision controls the "value" of the art) and dark irony on the other (when he recognizes how little his vision accomplishes and how little the vision is even his own).
Rhetoric: Virtual Salt
This is to help you review last year's terms and rhetoric for your CWP.
Summary of "The Knight's Tale."
This is to make your reading experience of "The Knight's Tale" less confusing.
HW: Read
-We have been considering Beowulf as the seed of chivalry and Chaucer as a flowering of the seed.
-Notice that "The Knight's Tale" takes up where Antigone left off but shares virtually nothing of its spirit.
-Notice that the medievalist took old tales and drew them through his own soul to recast them in light that is both more jovial and more chivalrous than their original context.
-Compare this with Fra Angelico's Annunciation.
-Notice the modern contrast where more emphasis is placed upon photographic realism on one hand, or fragmentary recasting on the other. The medievalist loves a narrative whimsy. The modern artist is often very self-absorbed which makes for absolute seriousness on the one hand (since he believes his personal vision controls the "value" of the art) and dark irony on the other (when he recognizes how little his vision accomplishes and how little the vision is even his own).
Rhetoric: Virtual Salt
This is to help you review last year's terms and rhetoric for your CWP.
Summary of "The Knight's Tale."
This is to make your reading experience of "The Knight's Tale" less confusing.
HW: Read
County Fair Poetry
Schwager #1: Perle reading her poem (she won third place in the poetry contest)
Schwager #2: Lucan took second place
Monday, 9/26: Chaucer
* Vocabulary 21-30
* Return Papers
* Chaucer
- Discussion
- Begin "The Knight's Tale"
HW: Continue Reading "The Knight's Tale"
Block Day, Week 6: Chaucer
* Quiz 1
* Work on your CWP
* Chaucer Notes
Consider pilgrimage and it's modern counterparts.
Consider other medieval impulses that have reformed, transformed, or deformed.
Why is Chaucer considered the father of English poetry (and English literature entirely to many)?
* 2009 (if time permits)
HW: Finish Reading the Prologue
* Work on your CWP
* Chaucer Notes
Consider pilgrimage and it's modern counterparts.
Consider other medieval impulses that have reformed, transformed, or deformed.
Why is Chaucer considered the father of English poetry (and English literature entirely to many)?
* 2009 (if time permits)
HW: Finish Reading the Prologue
Wednesday, 9/21: Ligaments and Linkages
* Let's Take a Stroll through the Links
A Chaucer Biography
Thomas Becket (1118-1170): Archbishop of Canterbury; at odds with King Henry II; assassinated:
"...The wicked knight leapt suddenly upon him, cutting off the top of the crown which the unction of sacred chrism had dedicated to God. Next he received a second blow on the head, but still he stood firm and immovable. At the third blow he fell on his knees and elbows, offering himself a living sacrifice, and saying in a low voice, 'For the name of Jesus and the protection of the Church, I am ready to embrace death.' But the third knight inflicted a terrible wound as he lay prostrate. By this stroke, the crown of his head was separated from the head in such a way that the blood white with the brain, and the brain no less red from the blood, dyed the floor of the cathedral. The same clerk who had entered with the knights placed his foot on the neck of the holy priest and precious martyr, and, horrible to relate, scattered the brains and blood about the pavements, crying to the others, 'Let us away, knights; this fellow will arise no more (Lee, This Sceptered Isle).
* Check in books; check out books on this blog entry. Please do not check out Canterbury Tales if you have a Beowulf book presently. Please
1. Post a comment (anonymous in the pull-down list)
2. Type in your name, period, and title you are checking in or out (and barcode from front, inside cover if applicable)
3. Somehow figure out the crazy code you have to type in.
4. Refresh to see if it posted.
5. Do it again if it did not post. Sorry, that's how it goes with this sometimes.
* CWP
* Cards to Check?
* Study your words. Review your notes. You will have a short quiz tomorrow (or Friday, depending on your period).
HW: Study; Continue with the Prologue
A Chaucer Biography
Thomas Becket (1118-1170): Archbishop of Canterbury; at odds with King Henry II; assassinated:
"...The wicked knight leapt suddenly upon him, cutting off the top of the crown which the unction of sacred chrism had dedicated to God. Next he received a second blow on the head, but still he stood firm and immovable. At the third blow he fell on his knees and elbows, offering himself a living sacrifice, and saying in a low voice, 'For the name of Jesus and the protection of the Church, I am ready to embrace death.' But the third knight inflicted a terrible wound as he lay prostrate. By this stroke, the crown of his head was separated from the head in such a way that the blood white with the brain, and the brain no less red from the blood, dyed the floor of the cathedral. The same clerk who had entered with the knights placed his foot on the neck of the holy priest and precious martyr, and, horrible to relate, scattered the brains and blood about the pavements, crying to the others, 'Let us away, knights; this fellow will arise no more (Lee, This Sceptered Isle).
* Check in books; check out books on this blog entry. Please do not check out Canterbury Tales if you have a Beowulf book presently. Please
1. Post a comment (anonymous in the pull-down list)
2. Type in your name, period, and title you are checking in or out (and barcode from front, inside cover if applicable)
3. Somehow figure out the crazy code you have to type in.
4. Refresh to see if it posted.
5. Do it again if it did not post. Sorry, that's how it goes with this sometimes.
* CWP
* Cards to Check?
* Study your words. Review your notes. You will have a short quiz tomorrow (or Friday, depending on your period).
HW: Study; Continue with the Prologue
Outside Reading
Sir Gawaine and the Green Knight
Free
* Here is a poetic, modern, fun translation.
* Two more: Modernised Text by Roger Hartill;a prose translation by Jessie Weston
Not Free
J.R.R. Tolkien (be careful, Tolkien also has an original language version which you don't want...you want the one linked to from here)
Pearl
Free
* Sophia Jewett's translation: You can find it in iBooks; search for "Pearl Jewett." You can also download it as a .pdf here.
Not Free
Sister Mary Hillmann
Dante's Inferno
Free
* Longfellow's translation is good. You can find it by searching for "The Divine Comedy: Vol. 1: Inferno" in iBooks. Or, here it is in google books.
* Rev. Cary's translation with illustrations by the renowned Gustave Dore. Awesome! You can get this in iBooks also. Look for "The Divine Comedy Cary."
Not Free
Anthony Esolen
John Ciardi
Dorothy Sayers
Free
* Here is a poetic, modern, fun translation.
* Two more: Modernised Text by Roger Hartill;a prose translation by Jessie Weston
Not Free
J.R.R. Tolkien (be careful, Tolkien also has an original language version which you don't want...you want the one linked to from here)
Pearl
Free
* Sophia Jewett's translation: You can find it in iBooks; search for "Pearl Jewett." You can also download it as a .pdf here.
Not Free
Sister Mary Hillmann
Dante's Inferno
Free
* Longfellow's translation is good. You can find it by searching for "The Divine Comedy: Vol. 1: Inferno" in iBooks. Or, here it is in google books.
* Rev. Cary's translation with illustrations by the renowned Gustave Dore. Awesome! You can get this in iBooks also. Look for "The Divine Comedy Cary."
Not Free
Anthony Esolen
John Ciardi
Dorothy Sayers
Tuesday, 9/20: Chaucer
* Check Cards
* Vocabulary: --20
* Review Commas: Punctuation Section 32 in Bedford
* Reading Chaucer
Testing these on the iPad, Harvard may be the best and easiest for you:
Harvard's interlinear translation of the Prologue. For now, you're just beginning the "Prologue."
Here is the complete index: The Index of Translations.
Here is the Harvard background page.
Others that also look good:
A Good Place to Start: With notes and side translations: .pdf
Side by Side: Easier
Skeat's (Original): Too Hard
More Resources:
* Primo! * Norton Online (a great resource for the year)
* World Literature: Chaucer (our text)
* Coppee: Chaucer and the Early Reformation (for extra goodness)
HW: Begin Reading The Canterbury Tales
* Vocabulary: --20
* Review Commas: Punctuation Section 32 in Bedford
* Reading Chaucer
Testing these on the iPad, Harvard may be the best and easiest for you:
Harvard's interlinear translation of the Prologue. For now, you're just beginning the "Prologue."
Here is the complete index: The Index of Translations.
Here is the Harvard background page.
Others that also look good:
A Good Place to Start: With notes and side translations: .pdf
Side by Side: Easier
Skeat's (Original): Too Hard
More Resources:
* Primo! * Norton Online (a great resource for the year)
* World Literature: Chaucer (our text)
* Coppee: Chaucer and the Early Reformation (for extra goodness)
HW: Begin Reading The Canterbury Tales
Monday, 9/19: The Next Step
* Check J9: RD
* Card
* World Literature: Beowulf to The Renaissance Spirit
* Choose a Work: Sir Gawain and the Green Knight, or Pearl, or Inferno (from the course plan)
HW: Card, Reading
* Card
* World Literature: Beowulf to The Renaissance Spirit
* Choose a Work: Sir Gawain and the Green Knight, or Pearl, or Inferno (from the course plan)
HW: Card, Reading
Thursday, 9/15: M.C., Vocabulary
* Check J9
* Look up words 1-10 for vocabulary
* M.C. 2009 Section 1
HW: J10 College RD #2
* Look up words 1-10 for vocabulary
* M.C. 2009 Section 1
HW: J10 College RD #2
Wednesday 9/14: Beowulf
* J8 Review
* Literature of the World By William Lee Richardson, Jesse M. Owen
* CWP and Note Card
* Beowulf
* J9 What was the prince to learn from the conclusion of Beowulf (15 lines of response or more)?
* Literature of the World By William Lee Richardson, Jesse M. Owen
* CWP and Note Card
* Beowulf
* J9 What was the prince to learn from the conclusion of Beowulf (15 lines of response or more)?
17 and Under? Go Big; Throw Down
Win a writing contest. If you show me that you're the best writer in a pool of strong writers, you'll be
How to Tame Your Dragon: .pdf's and Focus on the iPad
So, .pdf's are pretty funky through Focus. Here's how it works best:
College Advice from Scott Cameron
* Make sure the college gets your application. Two or more of his fell through cracks. Thankfully, his first choice didn't drop the file. How do you know? They charge your account. If in doubt, seek them out.
Tuesday, 9/13: Elements
* Leithart's Germanic Background
* Finish basic Beowulf thoughts
* The Elements of Style Part V, "An Approach to Style." This section is a newer section that is not in the free, onlined edition; therefore, you will find it on the Focus course under the Terms, Vocabulary, Rhetoric, Grammar, and Binder section. It's the last file in that section.
* J8: List the three most helpful and the three least helpful pieces of advice from this section. Briefly explain what makes each helpful or unhelpful.
HW: J8
* Finish basic Beowulf thoughts
* The Elements of Style Part V, "An Approach to Style." This section is a newer section that is not in the free, onlined edition; therefore, you will find it on the Focus course under the Terms, Vocabulary, Rhetoric, Grammar, and Binder section. It's the last file in that section.
* J8: List the three most helpful and the three least helpful pieces of advice from this section. Briefly explain what makes each helpful or unhelpful.
HW: J8
News from Mrs. Basilius
SENIORS: It is time to submit your senior quote for the yearbook. This is a quote that represents you- and goes beneath your senior picture in the yearbook. Please submit them to me at bethbasilius@mvcs.org.
We also need your baby photo- you may submit it digitally to bethbasilius@mvcs.org
Or bring in a copy to me in B23.
Both of these are due by October 15th. That gives you a month to get it done! Thanks for working on it right away- do not procrastinate!
Thank you,
Mrs. Basilius
English II Honors
Yearbook
“Every great and commanding moment in the annals of the world
is the triumph of some enthusiasm.”
- Ralph Waldo Emerson
Beastly News
Two interesting articles here: One on 20 top colleges that like early decision, another questioning the enterprise.
Monday, 9/12: Beowulf
.5 We may say there are two basic kinds of writing, prose and verse.
1. Old English Verse
* Alliterated, not rhymed
* Could have any number of syllables but only four stressed per line (not a descendent of the Greek, counted meter poetry)
* Each line was called a stich (pronounced STIK) and had four stressed syllables.
* Each half line was a hemistich (HEM e stik) and had two stressed syllables. There was a natural pause in the middle of each line.
* Any pause in verse is called a caesura.
* This verse style lost place to metrical verse around the time of Shakespeare, but it remains a poet's prerogative to employ.
* It was not divided into stanzas
Beowulf is bee-wolf, bee-hunter; consider.
Heorot is hart; consider.
Unfearth is without peace; consider.
How is Grendel like Cain?
Rather sour conclusion? Consider.
2. Begin reading Dr. Peter Leithart's post on Beowulf's Germanic background.
HW: J7 Finish reading Dr. Leithart's post. Answer these questions: According to Dr. Leithart, what challenges did Christian missionaries face before the Germanic tribes converted? What challenges after?
1. Old English Verse
* Alliterated, not rhymed
* Could have any number of syllables but only four stressed per line (not a descendent of the Greek, counted meter poetry)
* Each line was called a stich (pronounced STIK) and had four stressed syllables.
* Each half line was a hemistich (HEM e stik) and had two stressed syllables. There was a natural pause in the middle of each line.
* Any pause in verse is called a caesura.
* This verse style lost place to metrical verse around the time of Shakespeare, but it remains a poet's prerogative to employ.
* It was not divided into stanzas
Beowulf is bee-wolf, bee-hunter; consider.
Heorot is hart; consider.
Unfearth is without peace; consider.
How is Grendel like Cain?
Rather sour conclusion? Consider.
2. Begin reading Dr. Peter Leithart's post on Beowulf's Germanic background.
HW: J7 Finish reading Dr. Leithart's post. Answer these questions: According to Dr. Leithart, what challenges did Christian missionaries face before the Germanic tribes converted? What challenges after?
College Advice
Sarin and Lewis visited today (graduates). I often ask advice on your behalf.
Sarin (Engineering at UCSD):
1. If you get free applications from schools, fill them out. They may offer great scholarships you can use to bargain with other schools you like more but are offering fewer scholarships.
2. If you don't get in to a school you really wanted, pester, pester, pester. Email and call regularly. Look for any means.
Lewis (Nanotechnology at UCLA):
1. Be patient. It seems like this season of finding a school will never end. But it will end, so stay positive.
Sarin (Engineering at UCSD):
1. If you get free applications from schools, fill them out. They may offer great scholarships you can use to bargain with other schools you like more but are offering fewer scholarships.
2. If you don't get in to a school you really wanted, pester, pester, pester. Email and call regularly. Look for any means.
Lewis (Nanotechnology at UCLA):
1. Be patient. It seems like this season of finding a school will never end. But it will end, so stay positive.
Beautful, Good, and True Example
Janell Loredo
Mr. Schwager
A.P. English IV
21 October 2009RJ #10: Poetry Response Questions
“Ars Poetica” by Archibald Macleish (page 734-735)
Context: Archibald Macleish’s 24-lined lyric genre poem, “Ars Poetica,” verbally illustrates his personal philosophical convictions about the qualities of true poetry. “Ars Poetica” was written in 1925 and first published in 1926 during the Modern literary period. Prominent historical events surrounding this piece include: the beginning of prohibition (1920), the 19th amendment granting women the right to vote (1920), WWI (1914-1918), and WWII (1939-1945). Written between the World Wars, this poem concerns itself with the essence and direction of poetry rather than the historical and political events and influences of its time. During the Modern literary period, poetry became overly focused on stylization and distinction by the use of the imagist form.
Tradition: This ingenious and insightful poem brings to mind an elegant vocal art song by Roger Quilter that sets to music the poem “Memory, hither come” by William Blake. Macleish’s poem implies that the visionary experiences that true poetry creates are a timeless standard for all poetry. This standard does not change with the stylistic developments of subsequent literary periods and genres. The poem by Blake, that serves as the lyrics for Quilter’s hauntingly wistful melody is one example of a timeless visionary poem that incorporates the Macleish’s universal ideals for “good” poetry. “Ars Poetica” calls poetry to be, instead of represent, to reveal instead of show, and to remain captured in time for the delight of future generations. Love, memories, and dreams are themes found in “Memory, hither come.” The melody and poetry in Quilter’s rendition of this poem portray its simplistic and frolicsome tone masked in a musical swirl of dreamlike abstraction. The two poems also share similar rhetorical devices such as alliteration and imagery.
Composition: My favorite line from this poem appears in the middle of the second stanza. Macleish’s use of imagery and alliteration allowed me to distinctly visualize the image of darkness between forest trees. Macleish writes, “Leaving, as the moon releases / Twig by twig the night-entangled trees,” (lines 11-12).
This poem is broken into three eight-lined stanzas that pair off into mostly rhyming couplets. The poem follows an iambic pattern of unstressed to stressed syllables. However, the meter in the poem varies continually throughout. Some figures of speech found in “Ars Poetica” include: alliteration, paradox, simile and anastrophe. Alliteration is the repetition of consonant sounds for emphasis and artistic emphasis. This device appears in the first stanza when Macleish writes, “Silent as the sleeve-worn stone” (line 5) and the second stanza, “Twig by twig the night-entangled trees” (line 12). The use of alliteration creates an imaginative literary effect that emphazises the key images in the poem. A paradox is a statement that seems contradictory but may actually be true. This device appears in lines sixteen through nineteen when the poet states that poetry should remain motionless like the moon as in climbs in the night sky. Macleish used this paradoxical image to suggest that poetry should be timeless in both expression and appreciation. Simile is defined as a comparison between two things that are different yet resemble one another. This rhetorical device is found throughout the poem as Macleish compares poetry to various inanimate objects, feelings, and images. The syntax of this poem is altered in several places by Macleish’s use of anastrophe. This rhetorical device inverts normal word order. The repetition, inversion, and couplet imitation found in this poem take Macleish’s simple statements about poetry from words to art. Poetry is born when an artist writes about his experiences, either imaginative or real, in a new way.
Distinction: The entire poem ultimately revolves around what poetry should be. This idea steadily develops from general to specific details. The first stanza focuses on comparing poetry to familiar images. This comparison emphasizes the need for poetry to address attainable subjects. At the same time, the adjectives used to describe these common images are invisible, unexplainable, and metaphysical ideas. The words “mute, dumb, wordless, and silent” infer that the imagery in the poem cannot itself communicate the emotions and invisible ambiances that take images from mental experiences to physical reality. This connection between physical and abstract elements of life stresses that true poetry reveals both the physical and metaphysical aspects of experiences. The second stanza focuses on the similarities between the moon and poetry. Basically, Macleish points out that poetry should hold universal standards that follow the pattern of literary development. In the third stanza, the poet exemplifies the need for poetry to “be” rather than “mean.” When readers become overly concerned with hidden implications and meanings, a poem may or may not be conveying, the true beauty of the experience is lost. Macleish confronts this issue by stating that poetry should capture experiences such as love, grief, anger, loneliness, or distant memories. By capturing these experiences the poem becomes the experience. In this sense the poetry no longer represents an idea but instead simply exists. The key images in this poem include: the moon, love, grief, and memories. The moon is the most prominent image due to its essential similarities to the true nature of poetry. The moon embodies the essence of the ideal portrait of poetry Macleish sought to illustrate.
Understanding: “Ars Poetica” is Latin for “the art of poetry.” The title of the poem summarizes the central message Macleish hoped to express. Macleish wanted the world to become as captivated with poetry as it was with the other art forms. Poetry should enchant readers with its artistic grace and raw beauty. It should “be” instead of “mean” by capturing an experience so perfectly and precisely that no explanation or meaning is needed. One distinct example of this theme occurs in the third stanza when the poet writes, “A poem should not mean / But be” (line 23-24). The composition and distinction adds to the efficacy of the central theme. The poem gains its power from the support of its compositional structure. The poet empowers his artistic masterpiece by not only explaining the correct essence of poetry but also providing an example of truly masterful poetry.
Judgment: “Ars Poetica” is essentially a poetic depiction of advice given from a master to novices of his art form. The ideas offered by this poem are inspiring and thoughtful. The central theme of the poem challenges the reader to fully appreciate life, art, and beauty. This work gains beauty from its underlying desire to create something artistic and astounding. In Proverbs 8:1-5 David writes,
“1Doth not wisdom cry? and understanding put forth her voice? 2She standeth in the top of high places, by the way in the places of the paths. 3She crieth at the gates, at the entry of the city, at the coming in at the doors. 4Unto you, O men, I call; and my voice is to the sons of man. 5O ye simple, understand wisdom: and, ye fools, be ye of an understanding heart” (KJV).
These verses depict God’s desire for us to give ear to his example of wisdom. The poet desired others to see the beauty of quality poetry. God desires all people to see the beauty of wisdom. This poem is in essence a cry for younger generations to not forget the timeless beauty of the poetic art form. To lead by example like Jesus Christ did for all sinners is a beautiful endeavor. Goodness is defined as the value, quality, virtue, positive effect, worth, and use of an item. In Philippians 4:8, the scripture defines the type of things we should meditate on. Reading is a type of meditation. When we read, we open our mind to new ideas, viewpoints, and philosophies. Reading makes us vulnerable by challenging our personal convictions and opinions. Philippians 4:8 states that we should think on things that are: true, honest, just, pure, lovely, and of good report. “Ars Poetica” does not in any way infringe upon the characteristics of what is “good” as mentioned in scripture. This poem is positive and does not revel in ungodly ideas. Therefore, this poem is good. The poem focuses on philosophical ideas and artistic standards that contain no underlying falsehoods or agendas. For these reasons, this poem is true. This poem supports and encourages the respect and preservation of poetic standards. Therefore, this poem shouldn’t be replaced by a modern piece.
Creative Writing:
A song should be graceful yet sound
As a clear pool round,
Soft
As fine butterfly wings do aloft
Tearful as the tragic woes do tell
Of silent streams of still serenity.
Mr. Schwager
A.P. English IV
21 October 2009RJ #10: Poetry Response Questions
“Ars Poetica” by Archibald Macleish (page 734-735)
Context: Archibald Macleish’s 24-lined lyric genre poem, “Ars Poetica,” verbally illustrates his personal philosophical convictions about the qualities of true poetry. “Ars Poetica” was written in 1925 and first published in 1926 during the Modern literary period. Prominent historical events surrounding this piece include: the beginning of prohibition (1920), the 19th amendment granting women the right to vote (1920), WWI (1914-1918), and WWII (1939-1945). Written between the World Wars, this poem concerns itself with the essence and direction of poetry rather than the historical and political events and influences of its time. During the Modern literary period, poetry became overly focused on stylization and distinction by the use of the imagist form.
Tradition: This ingenious and insightful poem brings to mind an elegant vocal art song by Roger Quilter that sets to music the poem “Memory, hither come” by William Blake. Macleish’s poem implies that the visionary experiences that true poetry creates are a timeless standard for all poetry. This standard does not change with the stylistic developments of subsequent literary periods and genres. The poem by Blake, that serves as the lyrics for Quilter’s hauntingly wistful melody is one example of a timeless visionary poem that incorporates the Macleish’s universal ideals for “good” poetry. “Ars Poetica” calls poetry to be, instead of represent, to reveal instead of show, and to remain captured in time for the delight of future generations. Love, memories, and dreams are themes found in “Memory, hither come.” The melody and poetry in Quilter’s rendition of this poem portray its simplistic and frolicsome tone masked in a musical swirl of dreamlike abstraction. The two poems also share similar rhetorical devices such as alliteration and imagery.
Composition: My favorite line from this poem appears in the middle of the second stanza. Macleish’s use of imagery and alliteration allowed me to distinctly visualize the image of darkness between forest trees. Macleish writes, “Leaving, as the moon releases / Twig by twig the night-entangled trees,” (lines 11-12).
This poem is broken into three eight-lined stanzas that pair off into mostly rhyming couplets. The poem follows an iambic pattern of unstressed to stressed syllables. However, the meter in the poem varies continually throughout. Some figures of speech found in “Ars Poetica” include: alliteration, paradox, simile and anastrophe. Alliteration is the repetition of consonant sounds for emphasis and artistic emphasis. This device appears in the first stanza when Macleish writes, “Silent as the sleeve-worn stone” (line 5) and the second stanza, “Twig by twig the night-entangled trees” (line 12). The use of alliteration creates an imaginative literary effect that emphazises the key images in the poem. A paradox is a statement that seems contradictory but may actually be true. This device appears in lines sixteen through nineteen when the poet states that poetry should remain motionless like the moon as in climbs in the night sky. Macleish used this paradoxical image to suggest that poetry should be timeless in both expression and appreciation. Simile is defined as a comparison between two things that are different yet resemble one another. This rhetorical device is found throughout the poem as Macleish compares poetry to various inanimate objects, feelings, and images. The syntax of this poem is altered in several places by Macleish’s use of anastrophe. This rhetorical device inverts normal word order. The repetition, inversion, and couplet imitation found in this poem take Macleish’s simple statements about poetry from words to art. Poetry is born when an artist writes about his experiences, either imaginative or real, in a new way.
Distinction: The entire poem ultimately revolves around what poetry should be. This idea steadily develops from general to specific details. The first stanza focuses on comparing poetry to familiar images. This comparison emphasizes the need for poetry to address attainable subjects. At the same time, the adjectives used to describe these common images are invisible, unexplainable, and metaphysical ideas. The words “mute, dumb, wordless, and silent” infer that the imagery in the poem cannot itself communicate the emotions and invisible ambiances that take images from mental experiences to physical reality. This connection between physical and abstract elements of life stresses that true poetry reveals both the physical and metaphysical aspects of experiences. The second stanza focuses on the similarities between the moon and poetry. Basically, Macleish points out that poetry should hold universal standards that follow the pattern of literary development. In the third stanza, the poet exemplifies the need for poetry to “be” rather than “mean.” When readers become overly concerned with hidden implications and meanings, a poem may or may not be conveying, the true beauty of the experience is lost. Macleish confronts this issue by stating that poetry should capture experiences such as love, grief, anger, loneliness, or distant memories. By capturing these experiences the poem becomes the experience. In this sense the poetry no longer represents an idea but instead simply exists. The key images in this poem include: the moon, love, grief, and memories. The moon is the most prominent image due to its essential similarities to the true nature of poetry. The moon embodies the essence of the ideal portrait of poetry Macleish sought to illustrate.
Understanding: “Ars Poetica” is Latin for “the art of poetry.” The title of the poem summarizes the central message Macleish hoped to express. Macleish wanted the world to become as captivated with poetry as it was with the other art forms. Poetry should enchant readers with its artistic grace and raw beauty. It should “be” instead of “mean” by capturing an experience so perfectly and precisely that no explanation or meaning is needed. One distinct example of this theme occurs in the third stanza when the poet writes, “A poem should not mean / But be” (line 23-24). The composition and distinction adds to the efficacy of the central theme. The poem gains its power from the support of its compositional structure. The poet empowers his artistic masterpiece by not only explaining the correct essence of poetry but also providing an example of truly masterful poetry.
Judgment: “Ars Poetica” is essentially a poetic depiction of advice given from a master to novices of his art form. The ideas offered by this poem are inspiring and thoughtful. The central theme of the poem challenges the reader to fully appreciate life, art, and beauty. This work gains beauty from its underlying desire to create something artistic and astounding. In Proverbs 8:1-5 David writes,
“1Doth not wisdom cry? and understanding put forth her voice? 2She standeth in the top of high places, by the way in the places of the paths. 3She crieth at the gates, at the entry of the city, at the coming in at the doors. 4Unto you, O men, I call; and my voice is to the sons of man. 5O ye simple, understand wisdom: and, ye fools, be ye of an understanding heart” (KJV).
These verses depict God’s desire for us to give ear to his example of wisdom. The poet desired others to see the beauty of quality poetry. God desires all people to see the beauty of wisdom. This poem is in essence a cry for younger generations to not forget the timeless beauty of the poetic art form. To lead by example like Jesus Christ did for all sinners is a beautiful endeavor. Goodness is defined as the value, quality, virtue, positive effect, worth, and use of an item. In Philippians 4:8, the scripture defines the type of things we should meditate on. Reading is a type of meditation. When we read, we open our mind to new ideas, viewpoints, and philosophies. Reading makes us vulnerable by challenging our personal convictions and opinions. Philippians 4:8 states that we should think on things that are: true, honest, just, pure, lovely, and of good report. “Ars Poetica” does not in any way infringe upon the characteristics of what is “good” as mentioned in scripture. This poem is positive and does not revel in ungodly ideas. Therefore, this poem is good. The poem focuses on philosophical ideas and artistic standards that contain no underlying falsehoods or agendas. For these reasons, this poem is true. This poem supports and encourages the respect and preservation of poetic standards. Therefore, this poem shouldn’t be replaced by a modern piece.
Creative Writing:
A song should be graceful yet sound
As a clear pool round,
Soft
As fine butterfly wings do aloft
Tearful as the tragic woes do tell
Of silent streams of still serenity.
Reading Response: Beautiful, Good, and True
Respond considerately to the following questions and prompts. Think
creatively rather than superficially. Be prepared to share your
responses with the class on our due date. Also, to practice your personal vocabulary list, please include three words or more, underlined, somewhere in your work.
Journal Title: Beautiful, Good, and True Approach Applied to [Your Prose or Verse Title]
I. Context and Tradition (one paragraph)
When was this work written? What pertinent historical events surround (or enter) the work? To which genre and literary period does this work belong? Name a specific artistic work that this one reminds you of--whether due to the tone, theme, imagery, or something else. Explain.
II. Understanding: Theme in Light of Literary Elements (two or more paragraphs)
III. Application
Underlying questions for the following prompt: Why is this theme or idea important for us today?
Choose one of the following:
Scoring (based on 100%). In each category below (beside the format and timeliness), 50% of the points may be lost due to poor grammar.
Journal Title: Beautiful, Good, and True Approach Applied to [Your Prose or Verse Title]
I. Context and Tradition (one paragraph)
When was this work written? What pertinent historical events surround (or enter) the work? To which genre and literary period does this work belong? Name a specific artistic work that this one reminds you of--whether due to the tone, theme, imagery, or something else. Explain.
II. Understanding: Theme in Light of Literary Elements (two or more paragraphs)
- Prompt: What is the theme of this work? What elements help draw that theme out most effectively (usually, the most useful elements are imagery, plot, irony, characterization, structure, connotation, and dialogue)? Trace the development of a theme in five places in your text (thus, you will need at least five quotations in your reflection).
- Note 1: Do not equate a theme to one word. For instance, a good theme for Huckleberry Finn is not "race" or "racism and slavery" That's too general, obvious, and cliché...it betrays a small mind, dull heart, and weak energy. It also happens to be the key theme listed from Schmoop and Sparknotes for the novel. Go home, Middle-School-Plot-Summary horrors of banality. Leave us in peace while we actually read a book, think deeply about it, and write our ideas down with sense, order, and grace.
- A good theme would be something like this: "Depending on another person can transform relationships and bring wisdom, often unearthing false assumptions about people, even enabling one to overcome unexamined social and racial prejudice, naturally." Notice that this theme is interesting, challenging, and creative...and a complete, complex sentence. You won't find this on Sparknotes. While it accurately reflects a key idea from the novel, it does so in a way that applies to everyone without becoming general and vague (it doesn't limit its scope to Huck and Jim). It does all this and even gives a flavor of the writer (Mr. Schwager, in this case).
- Note 2: This is not a plot summary. This is a theme defense looking at five major sections of the text in order of their appearance, focusing on literary element analysis (sticking closely to the text) to prove that your theme is a good one. A plot summary focuses on this then this then this...(lame, boring, Sparknotes). An analysis starts with a thematic premise (see note 1 above) and defends that premise using specific examples and literary elements from the text (a much more challenging, creative, and rewarding endeavor).
- Note 3, For Shorter Poems: Here are some thoughts to help you get on the right path. Describe the tone (satirical? authoritative? plaintive?) and structure (sonnet? free verse? ballad? stream of consciousness?) employed by the author in this work. How does this author communicate in ways that other authors do not? Explain (sentence style, theme selection, dialogue style, chapter divisions, punctuation?). What are the key images or scenes of the work? Which one is the most memorable? Why?
- Note 4 for Novels or Dramas: Here are some thoughts to help you get on the right path. Can you trace your theme with one (or more) quotation taken from each of the five major sections of the plot (exposition, rising action, climax, falling action, conclusion)? How does this author communicate in ways that other authors do not? Explain (sentence style, theme selection, dialogue style, chapter divisions, punctuation?). What are the key images or scenes of the work? Which one is the most memorable? Why?
III. Application
Underlying questions for the following prompt: Why is this theme or idea important for us today?
Choose one of the following:
- Prompt 1: Judgment (the literary critic, considering and explaining the why): Explain the value that this work holds for a reader today. What marks of beauty, goodness, or truth commend this artwork to the world?
- Prompt 2: Creative Writing (the artist, internalizing the assumed why): Write poetry (at least two pages of individual poems or one long poem), a short story, or a richly imaginative essay inspired by this artwork.
Scoring (based on 100%). In each category below (beside the format and timeliness), 50% of the points may be lost due to poor grammar.
- Thorough response to section I: 10%
- Thoughtful and interesting analysis of the elements and theme: 50%
- Insightful application: 30%
- MLA format; printed on paper, turned in, and submitted to turnitin.com on time: 10%
Analysis Strategies: D.I.D.L.S.S
D.I.D.L.S.S. A mnemonic for literary analysis
Diction: the denotative and connotative meanings of words.
What words does the author choose? Consider his/her word choice compared to another.
Why did the author choose that particular word? What are the connotations of that word choice?
Details: Facts that are included or those that are omitted. What details does the author choose to include? What do they imply? What does the author choose to exclude? What are the connotations of the choice of details? (Rhetoric NOTE: Details are facts or fact-lets. They differ from images in that they don’t have a strong sensory appeal. Hard Copy vs. CNN vs. NPR)
Language: The overall use of language such as formal, clinical, informal, slang. What is the overall impression of the language the author uses? Does it reflect education? A particular profession? Intelligence? Is it plain? Ornate? Simple? Clear? Figurative? Poetic? Make sure you don’t skip this step. An ambassador will speak differently than a police offer or child.
Syntax: How the author’s use of syntax, or sentence structure, affects the reader. What are the sentences like? Are they simple with one or two clauses? Do they have multiple phrases? Are they choppy? Flowing? Sinuous like a snake? Is there antithesis, chiasmus, parallel construction? What emotional impression do they leave? If we are talking about poetry, what is the meter? Is there a rhyme scheme? Long flowing sentences give us a different feeling than short choppy ones. If the narrator has awkward sentence structure, we night think he is uneducated or fearful. Sophisticated mature sentences might suggest artistic creativity.
So What?
Diction: the denotative and connotative meanings of words.
What words does the author choose? Consider his/her word choice compared to another.
Why did the author choose that particular word? What are the connotations of that word choice?
- different words for the same thing often suggest different attitudes (happy vs. content vs. ecstatic)
- denotative vs. connotative (dead vs. passed away)
- concrete vs. abstract (able to perceive with 5 senses, tangible, vs. an idea or concept that exists in one’s mind, intangible)
- monosyllabic vs. polysyllabic (Cats eat meat; felines are carnivorous animals.)
- simple vs. ornate
- positive vs. negative (slender vs. skinny, determined vs. stubborn)
- colloquial / informal / formal / technical
- cacophonous vs. euphonious (e.g., harsh sounding, raucous, croak or pleasant sounding, languid, murmur)
Details: Facts that are included or those that are omitted. What details does the author choose to include? What do they imply? What does the author choose to exclude? What are the connotations of the choice of details? (Rhetoric NOTE: Details are facts or fact-lets. They differ from images in that they don’t have a strong sensory appeal. Hard Copy vs. CNN vs. NPR)
Language: The overall use of language such as formal, clinical, informal, slang. What is the overall impression of the language the author uses? Does it reflect education? A particular profession? Intelligence? Is it plain? Ornate? Simple? Clear? Figurative? Poetic? Make sure you don’t skip this step. An ambassador will speak differently than a police offer or child.
Syntax: How the author’s use of syntax, or sentence structure, affects the reader. What are the sentences like? Are they simple with one or two clauses? Do they have multiple phrases? Are they choppy? Flowing? Sinuous like a snake? Is there antithesis, chiasmus, parallel construction? What emotional impression do they leave? If we are talking about poetry, what is the meter? Is there a rhyme scheme? Long flowing sentences give us a different feeling than short choppy ones. If the narrator has awkward sentence structure, we night think he is uneducated or fearful. Sophisticated mature sentences might suggest artistic creativity.
So What?
Block Day: Beowulf
* Books: If you have a copy from me, please comment to this entry with your name, period, title and the MV barcode (if applicable).
* Check Cards
* Study your Cards (this time)
* Card Quiz
* Beowulf
A. Notes
HW: Finish reading the Poem
* Check Cards
* Study your Cards (this time)
* Card Quiz
* Beowulf
A. Notes
HW: Finish reading the Poem
Wednesday, 9/7: Beowulf
1. Collect FD
2. Some more Examples.
3. Beowulf's background.
4. Read together.
HW: Study your card; Read Beowulf
2. Some more Examples.
3. Beowulf's background.
4. Read together.
HW: Study your card; Read Beowulf
Tuesday, 9/6: Beowulf
1. Notice the Creative Writing link on the right to see some work from past years.
2. Notice the College Guide link.
3. V & T
A. Vocabulary: Look up and copy definitions for words 1-10
B. Terms: Look up definitions for scop, kenning, and alliteration.
4. College Essay Review
HW: Write a FD of College Essay #1. Beowulf: Read through the death of the next monster (I don't want to give it away).
The Basic FD Rubric (we will go into more detail with our AP rubric training in future weeks)
A = Solid content; great style; few, if any, grammatical errors
B = Solid content; good style; a few grammatical errors
C = Reasonable content; uneven style; noticeable errors
D = Poor content; many distracting errors
2. Notice the College Guide link.
3. V & T
A. Vocabulary: Look up and copy definitions for words 1-10
B. Terms: Look up definitions for scop, kenning, and alliteration.
4. College Essay Review
HW: Write a FD of College Essay #1. Beowulf: Read through the death of the next monster (I don't want to give it away).
The Basic FD Rubric (we will go into more detail with our AP rubric training in future weeks)
A = Solid content; great style; few, if any, grammatical errors
B = Solid content; good style; a few grammatical errors
C = Reasonable content; uneven style; noticeable errors
D = Poor content; many distracting errors
Note to Students on the RD College Essay
1. Be sure to include the prompt when giving me any college essay writing piece.
2. Use MLA in your heading for work turned in.
3. Consider opening in media res, like Homer (though an epic may not follow).
4. Keep the active tense. Vary your sentences (do five sentences open with "I" or "My"? Change it). Be specific, avoid general statements about yourself and others.
5. Look for the arc of negative to positive or positive to negative to positive. The futher the poles, the faster they arc, the stronger the feeling.
6. Colleges are more interested in you than people you'd rather talk about.
2. Use MLA in your heading for work turned in.
3. Consider opening in media res, like Homer (though an epic may not follow).
4. Keep the active tense. Vary your sentences (do five sentences open with "I" or "My"? Change it). Be specific, avoid general statements about yourself and others.
5. Look for the arc of negative to positive or positive to negative to positive. The futher the poles, the faster they arc, the stronger the feeling.
6. Colleges are more interested in you than people you'd rather talk about.
Friday is a Minimum Day
Classes are 70 min. We have no advisory. Here is the schedule:
Second 8:10-9:20 70 minutes
Break 9:20-9:30 10 minutes
Fourth 9:35-10:45 70 minutes
Sixth 10:50-12:00 70 minutes
Two Announcements: Gardening and Tutoring
I. Gardening
A. I'm planning a March-term course in gardening again. This year, we plan to (among other things) work with raised flower-bed planter boxes to plant herbs, tomatoes, and such for the cafeteria to cook and prepare food. Consider joining when the season comes.
B. If you would like to start a gardening club, I would happy to be the adviser. You could earn community service hours working on campus with friends. I would think one day after school every week or two would suffice to leave a sightly mark and earn a good number of hours. Venus would be pleased. See me if you're interested.
II. Tutoring
You could earn community service hours tutoring fellow students. Our coordinator for that is Mrs. Navarro. Email her at madonnanavarro@mvcs.org.
A. I'm planning a March-term course in gardening again. This year, we plan to (among other things) work with raised flower-bed planter boxes to plant herbs, tomatoes, and such for the cafeteria to cook and prepare food. Consider joining when the season comes.
B. If you would like to start a gardening club, I would happy to be the adviser. You could earn community service hours working on campus with friends. I would think one day after school every week or two would suffice to leave a sightly mark and earn a good number of hours. Venus would be pleased. See me if you're interested.
II. Tutoring
You could earn community service hours tutoring fellow students. Our coordinator for that is Mrs. Navarro. Email her at madonnanavarro@mvcs.org.
Week 3 Block Day: The Eighth Wonder of the World
1. Review M.C. Testing Strategy
2. THS Discussion: Venus at St. Anne's
J6: Write out one discussion-worthy comment.
3. The Eighth Wonder of the World: Download G.K. Chesterton's Eugenics and Other Evils from iBooks. Review together.
4. Download Literature of the World .pdf into iBooks.
Read Book pp. 354 (369 on .pdf)- 362.
5. Download Gummere's Translation of Beowulf from iBooks. Also download the other free edition of the text there, which will show the Old English.
HW: Read through the battle with Grendel; you will have no reading from the Elements this weekend. We will cover a section together next week.
2. THS Discussion: Venus at St. Anne's
J6: Write out one discussion-worthy comment.
3. The Eighth Wonder of the World: Download G.K. Chesterton's Eugenics and Other Evils from iBooks. Review together.
4. Download Literature of the World .pdf into iBooks.
Read Book pp. 354 (369 on .pdf)- 362.
5. Download Gummere's Translation of Beowulf from iBooks. Also download the other free edition of the text there, which will show the Old English.
HW: Read through the battle with Grendel; you will have no reading from the Elements this weekend. We will cover a section together next week.
Subscribe to:
Posts (Atom)