Writing 2 Class Notes -- September 28

Greetings!
We had a productive class today. But then, this is always an enjoyable group of students.

Our Quick Write was to write a short story that ends "So the moral of the story is to be careful what you wish for." For our Vocabulary Exercises we listed various verbs that could be used for a persons movement, e.g. walking, prancing, jumping, jogging, spinning, etc. I discussed the value of finding more sophisticated words for their essays. I also brought out one of my copies of Roget's Thesaurus and listed about 25 words related to "traveling on foot." Our English language is so wonderfully diverse and colorful. The students have one extra credit option related to our word study: find the definition and word roots for "peregrinate."

We completed a worksheet dealing with choosing the correct preposition. We also looked at parallel structures, pronouns, and the Oxford comma.

I handed back the students' final copies of their personal essays. They all did a wonderful job. I grade them in three areas: content & organization & mechanics. For these papers, each section was worth 10 points for a total of 30 possible points for the essay. They handed in rough drafts today of their narrative essays.

We had a wonderful discussion about the book, Gulliver's Travels. We've reached the point in Gulliver's travels where he lands on the island with giants and is kept by the king and queen of this island. In addition to the narrative of his adventures, I continue to work with the students to help them find the satire and social commentary in Swift's writings. One student wondered if people reading this at that time would see and understand what Swift was trying to say. Great question!

As always, if you have any questions about the class and the assignments, feel free to to contact me.

Assignments for Next Week:

-- Extra Credit option: find the meaning and roots for the word "peregrinate."

-- Extra Credit option: find the origin of the Oxford comma.

-- Read Chapters 5 - 8.

-- Answer 3 of the 4 questions in the section from the study guide.

Have a great week!

Mrs. Prichard

Process Essay

PROCESS ESSAY
A process paper either tells the reader how to do something or describes how something is done. As you write your process essay, consider the following:

• What process are you trying to explain? Why is it important?
• Who or what does the process affect?
• Are there different ways of doing the process? If so, what are they?
• Who are the readers? What knowledge do they need to understand this process?
• What skills/equipment are needed for this?
• How long does the process take? Is the outcome always the same?
• How many steps are there in the process?
• Why is each step important?
• What difficulties are involved in each step? How can they be overcome?
• Do any cautions need to be given?
• Does the process have definitions that need to be clarified?
• Are there other processes that are similar and could help illustrate the process that you are writing about?
• If needed, tell what should not be done or why something should be done.

Process essays are generally organized according to time: that is, they begin with the first step in the process and proceed in time until the last step in the process. It's natural, then, that transition words indicate that one step has been completed and a new one will begin. Some common transitional words used in process essays are listed below:

Transition
After a few hours,	Immediately following,
Afterwards,	Initially,
At last	In the end,
At the same time,	In the future,
Before	In the meantime,
Before this,	In the meanwhile,
Currently,	Last, Last but not least, Lastly,
During	Later,
Eventually,	Meanwhile,
Finally,	Next, Soon after,
First, Second, Third, etc.	Previously,
First of all,	Simultaneously,
Formerly	Subsequently,
Immediately before,	Then,

Guidelines for Essay

·  350 – 500 words long or longer
·  1” margins and double-spaced
·  Title
·  Name, date and type of essay in the corner
·  Page numbers in the bottom right corner

Writing 2 Class Notes -- September 20

Greetings!

The class handed in their first final copies of an assigned essay. I'm looking forward to reading them. You can tell students all day long how long to be good writers, but they don't really learn until they do their own writing.

Our Quick Write this morning was to imagine what 5 items they would take if they were to be banished to an igloo for the rest of their lives. They were quite creative and awfully unrealistic, but that's what these exercises are for.

 

We followed this writing with our Mystery Words. This week's words were animal-related words: crabwise, testudinate, gadfly, kangaroo court, and waspish. We also encountered the word "cancrine," which means crab-lik, or palindromic. For extra credit, the students can bring to class some information about J. S. Bach's Crab Canon which is the same forwards, backwords, and upside down.

 

Another optional extra credit activity involves writing a paragraph explaining the meaning of the following quote by Kahil Gibran:

"Poetry is a deal of joy and pain and wonder, with a dash of the dictionary."

 

Our Grammar lesson covered a quick review of the basic sentence structures: S-V (intransitive), S-LV-Subj. Complement, S-V-DO,, S-V-IO-DO, S-V-DO-DO Complement.

 

The second writing assignment for this term is a Process Essay. In a handout passed out at class, I explained the scope of the paper and the guidelines. You can find this handout on Dropbox and as a blog entry. The rough draft is due next week.

 

I divided the class into groups to discuss some of the questions from the study guide for Gulliver's Travels.. Small group work is helpful in that it allows students to interact together with the material.

 

Assignments for Next Week:

-- Read Part II, Chapters 1 - 4

-- Answer one question from the Sudy Guide.

-- Process Essay rough draft

-- Extra Credit options:

-- Write a paragraph telling the meaning of the Kahill Gibran quote.

-- Bring information about J. S. Bach's Crab Canon

Have a great week!

Tammy Prichard

Writing 2 Class Notes -- September 13

Greetings!

What a wonderful group of thoughtful students this class is!  We started our class with the Quick Write:  "Honey, I have a confession.... " which was inspired by my husband's contrite apology for getting into my cache of candy for the writing classes.

Our Vocabulary Building exercises took us on a tour through 4 books in order to get a deeper grasp of words from the SAT Test Prep list:  abdicate, abhor, abridge & accelerate.  We used the Test Prep book, a book on word etymologies, a Latin dictionary, and a book of Latin-English derivatives.  Many times when you can unpack one word to find roots and derivatives, you end up adding many more related words to your working vocabulary.

We spent the bulk of our time going over the rough drafts that I handed back today.  As I go over the rough drafts, I make notes about common errors that students have made. Writing is the best way to take those grammar rules out of the realm of theory and into actual practice and use.  I cautioned the students to not panic when they saw a significant amount of red on their papers.  I make corrections AND positive comments.  I correct some sentences in order to give an example; others I leave for the students to correct themselves.  By and large, I was very pleased with these first papers. 

We finished our class with a discussion about our book, Gulliver's Travels.  The students were to have read up to Chapter 6 for this week.  We briefly outlined the plot so far.  Lemuel Gulliver had been shipwrecked and found himself on the island of Lilliput and tied with stakes to the ground by Lilliputians.

The students are beginning to pick up some of Jonathon Swift's satire.  They noted how ridiculous it was that civil war had broken out over whether someone ate their egg from the big end or the little end.  They also saw the foolishness of determining positions of authority on a man's ability to jump over a rope.  This quote seemed to fit our conversation:  "The more serious the tone, the more laughable the situation appears."

Next Week's Assignments:
-- Final Copy (making corrections from your rough drafts)
-- Read Chapters 7 - 9
-- Read the Blog entries:  Ending punctuation and Prepositions at the end of sentences.

Have a great week!
Tammy Prichard

Prepositions at the End

Most adults remember few grammar rules.  One that I'm sure will pop up for most is the "never end a sentence with a preposition" rule that they were taught from grade school to high school.  This rule causes you to write stuffy, pedantic sentences that no one would ever say out loud.

I have news of great joy for most of you -- it's OK to plop the occaisional preposition at the end of a sentence!  The Grammar Girl says so; the Phantom Linguist gives us the go-ahead; About.com gives an authoritative "no."


For the sake of argument and vigilance, some still promote keeping those pesky prepositions from the end of sentences because they are a wimpy way to conclude.  Mellanie Spiller seems to be a purists with whom you would need to argue this point.  The good folks at Garden of Phrases equivocate a bit.  And the Answer people at Yahoo even show you how to rewrite a sentence to make it stronger and more effective while keeping that preposition tucked somewhere in the middle.

In my class, I will allow the occaisional preposition to appear at the end.  But be advised that I'm gritting my teeth as I deny the teachings of my elders.

Don't get me started on passive voice ......

The Ends of Sentences

In a conversation with a college-graduated son, we discussed whether it was still necessary to put two spaces after the period at the end of a sentence.

Below are three links to articles about this point of grammar:

About.com and Desktop Publishing

A Slate article

Grammar Girl article


Read the articles and tell me what you think.

Writing 2 Class Notes -- September 6

Greetings!

We enjoyed our second class of Writing 1 for this semester.  After starting the class with prayer, we wrote our Quick Writes using the cards from a game called "Man Bites Dog" in which players are given cards with common words found in newspaper headlines.  The students were to arrange the words into their own headlines and start a short newspaper story to go with it.

Our Mystery Words for today were "birl" and "bijou."  Some days I will have the students help to randomly select words from a "Word a Day" book.  On others we'll work with common Latin roots.  Expanding their working vocabulary and piquing an interest in words is my goal.

The writing topic this week was "Write to Learn."  During our discussion we talked about how writing helps a person learn.  I anticipate all kinds of learning to take place with this class this year.  I also mentioned that writing is at times a complex set of steps:  1) Selecting a topic; 2) Collecting information; 3) Connecting the information through writing meaningful sentences; and 4) Correcting and revising.  We'll dive a little deeper into each of these topics throughout the year.

We briefly reviewed some grammar by listing the 8 parts of speech:  nouns, verbs, pronouns, adjectives, interjections, adverbs, conjunctions, and prepositions.  Every word in our language falls into one of these categories.  I think the students don't realize how much about language they really know.  Reviewing helps to bring that information forward.

We discussed the introduction to Gulliver's Travels.  In most books, introductions are written by someone other than the author of the book.  In this case, however, Swift writes an introduction in which the publisher introduces the reader to Lemuel Gulliver.  He explains the Gulliver is an "ancient and intimate friend" who owns land in Nottingham and whose father comes from a neighboring countryside.  However, this introduction is also part of Swift's fictional tale.  We discussed the effect that this introduction has on our ability to relate to Gulliver.

Next Week's Assignments:
-- Read Chapters 4 - 6
-- Answer in a paragraph or two one of the study questions from the study guide for Chapters 1 - 6.
-- Extra Credit Option:  find out if Gulliver is a real name.  Are there people in the world with that name?

Have a great week,
Mrs. Prichard

Classroom Policies for Writing 2

Classroom Policies

Classroom Conduct

·        As we explore the topics in our literature selections and the various aspects of writing, we’ll engage in whole-class and small group discussions.  Be polite and respectful of each others time and comments.

·        We only meet once a week and need to make the most of our time.  Come to class prepared and with the appropriate materials (books, notebook, pens, etc.).  Avoid unrelated and unnecessary conversations and activities that will distract us from learning.  Turn off ALL electronic devices.

Communication

·        Weekly updates that include the material covered and upcoming assignments will be sent to the e-mail addresses that parents submitted when registering for the class.  I will also collect e-mail addresses from students.  I prefer to communicate via e-mail, but can be reached on my cell phone if the concern is urgent.  (507/581-0270)

·        I’m experimenting this year with two on-line resources: a blog and a document storage site, Dropbox.  Here’s how they will work:

–       Writing 2 – www.chatwriting2.blogspot.com.  The blog entries will contain the same information from the e-mail updates.  I’m hoping these entries will serve as a consolidation and reference for our weekly lessons for the semester.  Hopefully we can avoid forgotten assignments or missing e-mails.

–       Dropbox – www.dropbox.com.  Most of the handouts will be available on the Dropbox website.  Parents and students will receive an e-mail and be invited to view the “Writing 2” folder.  These documents can be downloaded and printed from home computers.

Homework Guidelines

·        Short writing assignments should be hand in when due, or e-mailed by midnight on the date on which they were due.  They will also be accepted the next week but with a reduction in score.

·        Keep on schedule with the reading assignments.  Students who have read the assigned portions will engage more actively, learn more effectively and enjoy more fully the class discussions.

·        Rough drafts must be handed in on time, either in class or via e-mail so that they can be corrected and handed back on time.  If a rough draft does not get handed in, the student will miss out on the opportunity to learn from mistakes.  His/her composition will be graded as a final draft.

·        Final copies of assigned essays are due at class time or by midnight of that day.  With special permission, an essay will be given an extension until midnight on the Saturday following the due date.  Papers handed in later will receive a reduction in score.

·        Extra credit activities will be offered from time to time.  The thrust of these will be mostly “fun and interest.”  Even though the scores will be added to the cumulative scores for the class, they are not a substitute for regular assignments.

Grading Policy

·        Accumulating points is the NOT an important aspect of this class.  My goal is that students grow as learners and writers; this is not always reflected in classroom points.  However, points are a helpful indicator of diligence, improvement, and, to some extent, quality.

·        Points will be given in the following areas:

–  Attendance – 1 pt. /day (However, if a student is sick or excused, adjustments will be made.)

–  Participation – 5 pt. /day.  This includes good attitudes, helpful comments in the discussions, respect of others.

–  Quick Writes & Vocabulary Builders – 2 pt. /day.  These exercises at the beginning of each class will not be graded for content, but will receive points for participation.

–  Short writing assignments, including lists, grammar exercises, 1 paragraph answers, etc. – 5 – 10 pt. each, depending on the assignment.

–  Extra Credit – 2 – 10 pt. each, depending on the assignment.

–  Rough Drafts – 10 points for handing it in on time.

–  Final Essays – 15 – 45 pt., depending on the specific assignment.  Essays will be graded in three areas:  Content, Organization, and Mechanics /Grammar.

Information on Satire

Information on Satire

Satire arouses laughter or scorn as a means of ridicule and derision, with the avowed intention of correcting human faults. Common targets of satire include individuals ("personal satire"), types of people, social groups, institutions, and human nature

Indirect satire uses a fictional narrative in which characters who represent particular points of view are made ridiculous by their own behaviour and thoughts, and by the narrator's usually ironic commentary. In Jonathan Swift's Gulliver's Travels (1726) the hero narrating his own adventures appears ridiculous in taking pride in his Lilliputian title of honour, "Nardac"; by making Gulliver look foolish in this way, Swift indirectly satirizes the pretensions of the English nobility, with its corresponding titles of "Duke" and "Marquess."

--------------------------------------------------------------------------------------------------------------------------

SATIRE: An attack on or criticism of any stupidity or vice in the form of scathing humor, or a critique of what the author sees as dangerous religious, political, moral, or social standards. Satire became an especially popular technique used during the Enlightenment, in which it was believed that an artist could correct folly by using art as a mirror to reflect society. When people viewed the satire and saw their faults magnified in a distorted reflection, they could see how ridiculous their behavior was and then correct that tendency in themselves. Indirect satire conventionally employs the form of a fictional narrative--such as Byron's Don Juan or Swift's Gulliver's Travels. Ridicule, irony, exaggeration, and similar tools are almost always used in satire. Horatian satire tends to focus lightly on laughter and ridicule, but it maintains a playful tone. Generally, the tone is sympathetic and good humored, somewhat tolerant of imperfection and folly even while expressing amusement at it. The name comes from the Roman poet Horace (65 BCE-8 CE), who preferred to ridicule human folly in general rather than condemn specific persons. In contrast, Juvenalian satire also uses withering invective, insults, and a slashing attack. The name comes from the Roman poet Juvenal (60-140 CE), who frequently employed the device, but the label is applied to British writers such as Swift and Pope as well.

------------------------------------------------------------------------------------------------------------------------

Satirical literature can commonly be categorized as either Horatian or Juvenalian, although the two are not entirely mutually exclusive.

Horatian

Named for the Roman satirist, Horace, this playfully criticizes some social vice through gentle, mild, and light-hearted humour. It directs wit, exaggeration, and self-deprecating humour toward what it identifies as folly, rather than evil. Horatian satire's sympathetic tone is common in modern society.

Juvenalian

Named after the Roman satirist Juvenal, this type of satire is more contemptuous and abrasive than the Horatian. Juvenalian satire addresses social evil through scorn, outrage, and savage ridicule. This form is often pessimistic, characterized by irony, sarcasm, moral indignation and personal invective, with less emphasis on humour. Strongly polarized political satire is often Juvenalian.

Types of satire can also be classified according to the object it addresses into political satire, satire of everyday life, and philosophical satire. Satire of everyday life criticizes mode of life of common people; political satire aims at behavior, manners of politicians, and vices of political systems; philosophical satire has as its object global vices inherent to the mankind. The state of political satire in a given country reflects the state of civil liberties and human rights. Under totalitarian regimes any criticism of a political system including satire is suppressed.

---------------------------------------------------------------------------------------------------------------------------

Information on Irony

Information on Irony

Irony is an implied discrepancy between what is said and what is meant.
Three kinds of irony:

1. verbal irony is when an author says one thing and means something else.
2. dramatic irony is when an audience perceives something that a character in the literature does not know.
3. irony of situation is a discrepency between the expected result and actual results.

Irony A literary device that uses contradictory statements or situations to reveal a reality different from what appears to be true. It is ironic for a firehouse to burn down, or for a police station to be burglarized. Verbal irony is a figure of speech that occurs when a person says one thing but means the opposite. Sarcasm is a strong form of verbal irony that is calculated to hurt someone through, for example, false praise. Dramatic irony creates a discrepancy between what a character believes or says and what the reader or audience member knows to be true. Tragic irony is a form of dramatic irony found in tragedies such as Oedipus the King, in which Oedipus searches for the person responsible for the plague that ravishes his city and ironically ends up hunting himself. Situational irony exists when there is an incongruity between what is expected to happen and what actually happens due to forces beyond human comprehension or control. The suicide of the seemingly successful main character in Edwin Arlington Robinson’s poem "Richard Cory" is an example of situational irony. Cosmic irony occurs when a writer uses God, destiny, or fate to dash the hopes and expectations of a character or of humankind in general. In cosmic irony, a discrepancy exists between what a character aspires to and what universal forces provide. Stephen Crane’s poem "A Man Said to the Universe" is a good example of cosmic irony, because the universe acknowledges no obligation to the man’s assertion of his own existence.
-------------------------------------------------------------------------------------------------------------------------
Irony. A mode of expression, through words (verbal irony) or events (irony of situation), conveying a reality different from and usually opposite to appearance or expectation. A writer may say the opposite of what he means, create a reversal between expectation and its fulfillment, or give the audience knowledge that a character lacks, making the character's words have meaning to the audience not perceived by the character. In verbal irony, the writer's meaning or even his attitude may be different from what he says: "Why, no one would dare argue that there could be anything more important in choosing a college than its proximity to the beach." An example of situational irony would occur if a professional pickpocket had his own pocket picked just as he was in the act of picking someone else's pocket. The irony is generated by the surprise recognition by the audience of a reality in contrast with expectation or appearance, while another audience, victim, or character puts confidence in the appearance as reality (in this case, the pickpocket doesn't expect his own pocket to be picked). The surprise recognition by the audience often produces a comic effect, making irony often funny.
An example of dramatic irony (where the audience has knowledge that gives additional meaning to a character's words) would be when King Oedipus, who has unknowingly killed his father, says that he will banish his father's killer when he finds him.
Irony is the most common and most efficient technique of the satirist, because it is an instrument of truth, provides wit and humor, and is usually at least obliquely critical, in that it deflates, scorns, or attacks.
The ability to detect irony is sometimes heralded as a test of intelligence and sophistication. When a text intended to be ironic is not seen as such, the effect can be disastrous. Some students have taken Swift's "Modest Proposal" literally. And Defoe's contemporaries took his "Shortest Way with the Dissenters" literally and jailed him for it. To be an effective piece of sustained irony, there must be some sort of audience tip-off, through style, tone, use of clear exaggeration, or other device.

Gulliver's Travels Scavenger Hunt

Gulliver’s Travels Theme Scavenger Hunt

Scatological humor	PETTY BICKERING	EXPLORATION & DISCOVERY	SITUATIONAL IRONY	DEGRADING BEHAVIOR
SPECIFIC CLOTHING DESCRIPTIONS	”I will not trouble the reader …”	SPECIFIC FOOD DESCRIPTIONS	COPING WITH ALIENATION	SPECIFIC FOOD DESCRIPTIONS
FOOLISH EXPERIMENTATION	RELIGIOUS BELIEFS	FREE SPACE	”I will not trouble the reader …”	RELIGIOUS BELIEFS
SPECIFIC FOOD DESCRIPTIONS	PETTY BICKERING	SITUATIONAL IRONY	SCATOLOGICAL HUMOR	SPECIFIC CLOTHING DESCRIPTIONS
COPING WITH ALIENATION	EXPLORATION & DISCOVERY	SPECIFIC CLOTHING DESCRIPTIONS	FOOLISH EXPERIMENTATION	DEGRADING BEHAVIOR

Gulliver's Travels Study Guide

Below is the study guide written for the book we'll be reading this semester in Writing 2

GULLIVER’S TRAVELS

Study Guide

Literary Terms

Allegory

Interior monologue

Irony

Novel

Parable

Point of view

Plot:  Elements & Types

Setting

Satire

Theme

Tone

BACKGROUND INFORMATION FOR GULLIVER’S TRAVELS

–         Jonathon Swift, Enlightenment, England

–         Types of Satire

THEMES

Defn:  The central meaning or dominant idea in a literary work. A theme provides a unifying point around which the plot, characters, setting, point of view, symbols, and other elements of a work are organized. It is important not to mistake the theme for the actual subject of the work; the theme refers to the abstract concept that is made concrete through the images, characterization, and action of the text.

General themes

–         Serious defects afflict society

            “Politicians, religious leaders, social planners, military tacticians, educators – indeed, all of          society’s elite – often hamper progress through political machinations, aggression, misguided       science and art, and out-and-out stupidity.”

–         Adventure story

      “Strange and wondrous exploits await people willing to take risks.”

Specific themes

Might Makes Right

Petty Bickering

Foolish Experimentation

Degrading Behavior

Exploration and Discovery

Coping with Alienation

Relativity

Love and Kindness – Absence & Presence

STUDY QUESTIONS for GULLIVER’S TRAVELS

Preface and Introduction

–         What is the purpose and result of introduction?

–         What dates are given regarding the travels and publication of the book?

PART 1

Chapters 1 - 3

–         What background does Gulliver give about himself?

–         How does he set the stage for his credibility?

–         Explain the difference between seeing the world through Gulliver’s eyes and having the ability to step back as the reader.

–         Describe the “power differential” between Gulliver and the Lilliputians.

–         Describe the significance of rope dancing.

–         Describe some aspects of the Lilliputian culture.

–         Gulliver earns the trust of the Lilliputians.  How is this ironic?

–         How does Swift show that people take themselves too seriously?

–         Discuss what “Might makes Right” means.

Chapters 4 – 6

–         “The more serious the tone, the more laughable the situation appears.”  Explain how this quote applies to situations with the Lilliputians.

–         Discuss the conflict between the High-Heels and the Low-Heels (politics); between the Big-Endians and the Little-Endians (religion).

–         How does Gulliver show that he feels some responsibility toward all beings.

–         What Lilliputian customs seem reasonable and sensible?

Chapters 7 – 9

–         What aspects of the Lilliputians does Gulliver approve?  Of what does he disapprove?

–         Discuss the Lilliputian method of raising children.  List the positive and negative aspects.

–         Are the Lilliputians able to change their customs or ways of life?  Give examples.

–         “Swift makes a mockery of formal language by showing how it can be used to mask simple fears and desires.”  Explain and give examples from the text.

PART 2

Chapters 1 – 4

–         How are the tables turned for Gulliver in Brobdingnag?

–         “Swift makes a mockery of those who would try to demonstrate their expertise through convoluted language.”  Explain.

–         “Swift’s larger mission is to criticize the validity of various kinds of expert knowledge that are more showy than helpful.”  How does this apply to languages?

–         Why does the dwarf react to negatively towards Gulliver?

–         Why is the discussion of skin and complexion significant?

–         Describe the conversations that Gulliver has with the King.

Chapters 5 – 8

–         Describe Gulliver’s personal insignificance.  How does he maintain some sense of importance?

–         How do his long discussions with the King leave him feeling humiliated?

–         “Gulliver’s naïveté, his gullibility, and his ingenuous praise for England all accentuate his similarity to the Lilliputians: convinced of his own significance, he is unable to realize the pettiness and imperfection of the society he represents.”  Discuss.

–         Are the Brobdingnagians more or less moral than the Lilliputians?

PART 3

Chapters 1 – 4

–         During the first two voyages, Swift attacks politics and ethics.  In this voyage, he primarily satirizes science, learning, and abstract thought.  Give examples.  What point is Swift making?

–         How does a floating island represent a government and its people?

–         Give examples that show “nonhuman” qualities of the people of Laputa.

–         Why is Gulliver’s friend, a lord, considered stupid by his peers?

–         Describe the condition of the land and inhabitants of the non-floating island.

–         Why are the people living in a shabby, miserable condition?

Chapters 5 – 8

–         Swift was parodying the Royal Society of London for Improving Natural Knowledge as he portrayed absentminded philosophers.  Describe some of the projects done at the academy.  Explain the irony of these.

–         What ideas about government are given in Chapter 6?  Are they valid and workable ideas?  Why?

–         In Glubbdubdrib, how does Gulliver’s discussions with historical figures allow Swift to ridicule aspects of society?

–         Which persons of history does Swift hold up as virtuous and who are more degenerate?

Chapters 9 -11

–         How does the King get rid of subjects he doesn’t like?  Is this effective?

–         How does Gulliver’s views of living forever contrast with the situation of the Struldbrugs of Luggnagg?

–         What does Gulliver conclude about the lives of the Struldbrugs?

PART 4

Chapters 1 – 4

–         Explain how Gulliver has tired of humankind. 

–         Explain how Gulliver finds himself in a kind of “limbo.”

–         Swift allows us to discover through Gulliver’s eays that the Houyhnhnms are not magicians but actual horses that are intelligent.  What affect does this have on the reader?

–         List the differences between this voyage and the first three voyages.

–         Why is Gulliver not eager to leave the Houyhnhnms?

Chapters 5 – 8

–         Describe Gulliver’s explanations of the state of affairs in Europe.  How do the Houyhnhnms respond?

–         Why is Gulliver’s desire to stay not a typical “return to nature” attitude?

–         What aspects of the Yahoos appall Gulliver?

–         What similarities between humans and Yahoos does Gulliver’s master point out?

–         The Houyhnhnms seem to be only virtuous.  What faults do you see?

Chapters 9 – 12

–         What aspects of Houyhnhnm society does Gulliver describe?

–         How are the lives of the Houyhnhnms dull, simple and lifeless?  Give examples.

–         Why must Gulliver leave?  How does he accomplish this?

–         Why does Gulliver loathe to return to England?

–         Why is Gulliver repulsed by Don Pedro?  How does he think of him?

–         How does Gulliver respond to his family?  Why?

End-of-Book Discussions

–         Alienation:  Gulliver returns from his last voyage completely alienated from humankind.  Describe how this process happened with each successive voyage.

–         Alienation:  “In the first three voyages, it is easy to identify with Gulliver, but in the last voyage he becomes so alienated from humanity that it is difficult to sympathize with him. This shift in our loyalty is accompanied by a shift in the method of satire. Whereas in the first voyages we can look through Gulliver’s eyes—sharing his astonishment at the Lilliputians’ miniature society, his discomfort at being the plaything of the Brobdingnagian giants, and his contempt for the tyrannical intellectualism of the Laputans—here, in the fourth voyage, we are forced to step back and look not with Gulliver, but at him.”  Discuss.

–         The Necessity of Imperfection:  “What is missing in the horses is exactly that which makes human life rich: the complicated interplay of selfishness, altruism, love, hate, and all other emotions. In other words, the Houyhnhnms’ society is perfect for Houyhnhnms, but it is hopeless for humans. Houyhnhnm society is, in stark contrast to the societies of the first three voyages, devoid of all that is human.”  Discuss.

–         Pessimism or Optimism:  “It seems reasonable to conclude that Swift was not a cynic who gave up on society and humankind but instead a gadfly who bit the carcass of the complacent in order to force it to rise and act.”  Discuss

–         Swift’s “Verisimilitude”  [from “veritas” (truth) and “similes” (similar)]:  In fantasy, a writer creates impossible characters, places and situations and asks the reader to pretend they are real; he tells a story in such a way that it seems credible.  Find examples in the book to illustrate the following points.

1.         Story told in the first person as an eye witness

2.         Gulliver has real-world background

3.         Imaginary characters are given real-world characteristics

4.         Statistics are infused to give objectivity and truth

5.         Readers are addressed directly implying an intimate and confidential correspondence

6.         The voyages and the real world alternate in the plot.

–         Swift’s Ridicule of Travel Writers:  Many travel writers of the day write inflated descriptions with a profusion of insignificant details.  Gulliver often states, “I will not trouble the reader …..”  What affect does this have on the reader?

–         Tone:  Tone refers to the author’s implicit attitude toward the reader or the people, places, and events in a work as revealed by the elements of the author’s style. Tone may be characterized as serious or ironic, sad or happy, private or public, angry or affectionate, bitter or nostalgic, or any other attitudes and feelings that human beings experience.  Describe the tone of the book.  Does it change?

–         Serious defects afflict society:  List some of those defects that Swift is emphasizing.

–         Gulliver’s Two Persons:  Swift portrays Gulliver in two perspectives:  as a bystander observing follies and vices of cultures that symbolize England; and as the foibles and errors of England himself.  Discuss the difference between these two portrayals and find examples from the book.

Writing 2 Class Notes -- August 30

Greetings!

We had a great first day of class!  I'm looking forward to spending this year teaching your child. 

I start each class with a "Quick Write" and a "Mystery Word."  The Quick Write is a short, impromptu writing activity aimed at getting the "writing juices flowing."  Sometimes they're thoughtful, but most of the time they're light-hearted.  They give the student the opportunity to be creative.  The Mystery Word is an unusual vocabulary selection for which the students must guess or deduce its meaning.  Both of these activities help the student to settle in to the class.  This morning I had the students make name tags and on the back of the tags they wrote 2 truths and 1 lie about themselves. I'm enjoying getting to know them!

I had a number of handouts for the students today. We looked at the syllabus for the semester and took a significant amount to go over the "Classroom Policies."  One assignment for next week is to have a parent read through the policies and sign it under their names.  Please contact me if you have any questions.

I gave the students some background on Jonathan Swift and Gulliver's Travels.  We had a brief discussion about satire. 

Their first writing assignment is a Personal Essay.  It's not an autobiography or personal history, but a paper about a topic, concern or interest about which the student feels strongly.  It can be about a hobby, current event, or personal favorite item.  This short paper is to be about 1 page and a minimum of 3 - 5 paragraphs.  This is a 2-part essay with a rough draft and a final copy.  Later in the year as the papers become more involved, we'll follow a 3-part process:  pre-writing activities, rough draft, and final copy.

Assignments for next week:
--  Have a parent read and sign the Classroom Policies handout.
--  Read the Preface and Introduction of Gulliver's Travels.
--  Write the rough draft of the Personal Essay.

You will be getting an invitation from Dropbox where I have the handouts and documents for the class.  Click on the link, sign, and you can access the file for the class.  I apologize if some of this seems like information overkill, but I'd rather have too much than not enough.

Let me know if you have any questions.
Tammy Prichard