Friday, November 21, 2014

Analysis of Mark Twain’s Humor


Assignment #1
In the film Mark Twain, Samuel Clemens is described as “an enormous noticer.” Much of what he noticed as a boy growing up in the small Mississippi River town of Hannibal, Missouri, found its way into his writings in books such as The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn. He was always noticing whether people had their hands in their pockets or not, how they dressed, walked, spoke or presented themselves to others.
Let’s find out how much you notice on a typical day. Today, pay special attention to all the details, large and small, of some part of your day:  people, school, places, buildings, etc.   Then make a list of what you saw. Try to recall as much detail as you can.
All good humorists are “enormous noticers.” Through keen observation and wit, many comedians help us discover truths about ourselves and our society. Like Twain, they find the inspiration for humor in the little details of real-life situations that aren’t necessarily intended to be funny.
First, on a separate sheet of paper, write a short passage that changes some of the details of what you noticed on your route home into something humorous.


Assignment #2
Under the pen name of Mark Twain, Clemens found the inspiration for humor in the everyday and in real-life situations that weren’t intended to be humorous:
When he was a young reporter in Virginia City, Nevada, Twain encountered a stranger at a billiard parlor who proposed a game for half a dollar – even offered to play left-handed after watching Twain warm up. “I determined,” Twain wrote later,“to teach him a lesson.” But the stranger won the first shot, cleared the table, took Twain’s money, “and all I got was the opportunity to chalk my cue.”
“If you can play like that with your left hand,” Twain said, “I’d like to see you play with your right.”
“I can’t,” the stranger answered. “I’m left-handed.”

“Humor must not professedly teach, and it must not professedly preach, but it must do both if it would live forever.”
– Mark Twain

Using the Christmas story, an example of Twain’s writing, analyze the type of humor he used. How different or similar are the types of humor?  How did he lend humor to everyday situations?  Often humorists have a target for their humor.  Is there a target in this story?  Below are some types of humor to consider.  Which of these would describe the humor found in the selection?
Farce – an exaggerated, broadly improbable scenario using characters for humorous effect
Parody – an imitation of someone else’s style for comic effect
Satire – the use of ridicule or sarcasm to expose or attack vices or follies
Irony – a play on words in which the intended meaning of the words used is directly opposite their usual sense (i.e., calling a stupid plan “clever”)


A Mark Twain Christmas Story
Once there was a bad little boy whose name was Jim — though, if you will notice, you will find that bad little boys are nearly always called James in your Sunday-school books. It was strange, but still it was true that this one was called Jim.
He didn’t have any sick mother either — a sick mother who was pious and had the consumption, and would be glad to lie down in the grave and be at rest but for the strong love she bore her boy, and the anxiety she felt that the world might be harsh and cold towards him when she was gone. Most bad boys in the Sunday-books are named James, and have sick mothers, who teach them to say, “Now, I lay me down,” etc., and sing them to sleep with sweet, plaintive voices, and then kiss them good-night, and kneel down by the bedside and weep.
But it was different with this fellow. He was named Jim, and there wasn’t anything the matter with his mother — no consumption, nor anything of that kind. She was rather stout than otherwise, and she was not pious; moreover, she was not anxious on Jim’s account. She said if he were to break his neck it wouldn’t be much loss. She always spanked Jim to sleep, and she never kissed him good-night; on the contrary, she boxed his ears when she was ready to leave him.
Once this little bad boy stole the key of the pantry, and slipped in there and helped himself to some jam, and filled up the vessel with tar so that his mother would never know the difference; but all at once a terrible feeling didn’t come over him, and something didn’t seem to whisper to him, “Is it right to disobey my mother? Isn’t in sinful to do this? Where do bad little boys go who gobble up their good kind mother’s jam?” and then he didn’t kneel down all alone and promise never to be wicked any more, and rise up with a light, happy heart, and go and tell his mother all about it and beg her forgiveness, and be blessed by her with tears of pride and thankfulness in her eyes.
No; that is the way with all other bad boys in the books; but it happened otherwise with this Jim, strangely enough. He ate that jam, and said it was bully, in his sinful, vulgar way; and he put in the tar, and said that was bully also, and laughed, and observed “that the old woman would get up and snort” when she found it out; and when she did find it out, he denied knowing anything about it, and she whipped him severely, and he did the crying himself.
Everything about this boy was curious — everything turned out differently with him from the way it does to the bad Jameses in the books.
Once he climbed up in Farmer Acorn’s apple-tree to steal apples, and the limb didn’t break, and he didn’t fall and break his arm, and get torn by the farmer’s great dog, and then languish on a sick bed for weeks, and repent and become good. Oh! no; he stole as many apples as he wanted and came down all right; and he was all ready for the dog too, and knocked him endways with a brick when he came to tear him.
It was very strange — nothing like it ever happened in those mild little books with marbled backs, and with pictures in them of men with swallow-tailed coats and bell-crowned hats, and pantaloons that are short in the legs, and women with the waists of their dresses under their arms, and no hoops on. Nothing like it in any of the Sunday-school books.
Once he stole the teacher’s pen-knife, and, when he was afraid it would be found out and he would get whipped, he slipped it into George Wilson’s cap — poor Widow Wilson’s son, the moral boy, the good little boy of the village, who always obeyed his mother, and never told an untruth, and was fond of his lessons, and infatuated with Sunday-school.
And when the knife dropped from the cap, and poor George hung his head and blushed, as if in conscious guilt, and the grieved teacher charged the theft upon him, and was just in the very act of bringing the switch down upon his trembling shoulders, a white-haired, improbable justice of the peace did not suddenly appear in their midst, and strike an attitude and say, “Spare this noble boy — there stands the cowering culprit! I was passing the school-door at recess, and unseen myself, I saw the theft committed!”
And then Jim didn’t get whaled, and the venerable justice didn’t read the tearful school a homily, and take George by the hand and say such a boy deserved to be exalted, and then tell him to come and make his home with him, and sweep out the office, and make fires, and run errands, and chop wood, and study law, and help his wife do household labors, and have all the balance of the time to play, and get forty cents a month, and be happy. No; it would have happened that way in the books, but it didn’t happen that way to Jim.
No meddling old clam of a justice dropped in to make trouble, and so the model boy George got thrashed, and Jim was glad of it. Because, you know, Jim hated moral boys. Jim said he was “down on them milksops.” Such was the coarse language of this bad, neglected boy.
But the strangest thing that ever happened to Jim was the time he went boating on Sunday, and didn’t get drowned, and that other time that he got caught out in the storm when he was fishing on Sunday, and didn’t get struck by lightning. Why, you might look, and look, and look, all through the Sunday-school books from now till next Christmas, and you would never come across anything like this.
Oh no; you would find that all the bad boys who go boating on Sunday invariably get drowned, and all the bad boys who get caught out in storms, when they are fishing on Sunday, infallibly get struck by lightning. Boats with bad boys in them are always upset on Sunday, and it always storms when bad boys go fishing on the Sabbath. How this Jim ever escaped is a mystery to me.
This Jim bore a charmed life — that must have been the way of it. Nothing could hurt him. He even gave the elephant in the menagerie a plug of tobacco, and the elephant didn’t knock the top of his head off with his trunk. He browsed around the cupboard after essence of peppermint, and didn’t make a mistake and drink aqua fortis. He stole his father’s gun and went hunting on the Sabbath, and didn’t shoot three or four of his fingers off. He struck his little sister on the temple with his fist when he was angry, and she didn’t linger in pain through long summer days, and die with sweet words of forgiveness upon her lips that redoubled the anguish of his breaking heart.
No; she got over it. He ran off and went to sea at last, and didn’t come back and find himself sad and alone in the world, his loved ones sleeping in the quiet church-yard, and the vine-embowered home of his boyhood tumbled down and gone to decay. Ah! no; he came home as drunk as a piper, and got into the station-house the first thing.
And he grew up, and married, and raised a large family, and got wealthy by all manner of cheating and rascality; and now he is the infernalest wickedest scoundrel in his native village, and is universally respected, and belongs to the Legislature.
So you see there never was a bad James in the Sunday-school books that had such a streak of luck as this sinful Jim with the charmed life.


Writing 2 Class Notes -- Week 13 (November 20)

Greetings!

We had an enjoyable class this week.  They're not only working hard, they are engaging well in class discussions.

Our Quick Write this week was inspired by a certain star's first appearance:  in 1928 Mickey Mouse premiered in Steamboat Willie, the first talking animated film.  I asked the students to write about their favorite animated film, either a movie or a TV series.

The Words of the Day were chosen by Peter, and it was suggested that they do "Stump the Teacher" and not let me look up the words.  I must admit that I was stumped by the third word.  The words were
gulag -- Russian; an acronym from Glavnoe upravlenieispravitel'no trudovykh lagerei; the Main Directorate of Corrective Labor Camps -- a systems of labor camps in the Soviet Union
raj -- fr. Hindu; raj, rule -- a title for rulership
sabot -- fr, French, cabot, old shoe -- a traditional wooden shoe

They handed in their Rough Drafts of the Comparison/Contrast Essays.  I will have them ready for revising at our next class (December 4).

We've finished our novel by Mark Twain, but we are continuing to read selected passages by this wonderful American author.  As we made our way through a collection of quotes by Twain, we had a wonderful discussion about humor.  While explaining why a joke is funny can at times remove all funniness from the joke, unpacking various types of humor can increase our appreciation for the cleverness and wit of those who are truly funny.

I gave them a copy of a story, called a "Christmas Story" even though it has very little to do with Christmas.  The first page of the handout has 2 assignments that they are to do for the next week.  The first assignment is to be, as Twain was, an "enormous noticer" of details.  The second is to read the story and make special note of Twain's humor.  For an Extra Credit assignment they can bring in some written information about "slapstick" humor.

I had told the class that we were not going to have a Words of the Day test.  We will, however, have a Quiz.  I will send out the complete list of our weekly words this weekend.  It will have a combination of multiple choice, matching, true/false, and fill-in-the-blank questions.  They should read through the list and re-familiarize themselves with the words.  Increasing our vocabularies is meant to be fun, so I don't want anyone to lose sleep over this quiz.

Assignments for Week 14 (December 4)
-- Assignments 1 & 2 on the "Analysis of Twain's Humor" handout
-- Review Words of the Day for the Quiz
-- Extra Credit -- bring information about slapstick humor

This week's Class Notes post

Have a great Thanksgiving!
Mrs. Prichard

Friday, November 14, 2014

Writing 2 Class Notes -- Week 12 (November 13)

Greetings!
We had a good class yesterday.  This is a hard-working class and are developing into a cohesive group.
Our Quick Write was inspired by Robert Louis Stevenson whose birthday was November 12, 1850.  He wrote some great classics:  Treasure IslandKidnapped, and The Strange Adventures of Dr. Jekyll and Mr. Hyde.  I had the students write about what it would be like if there were two of them?
Our Words of the Day were:
Hoc loco -- Latin, "in this place"
Hoi polloi -- Greek, "the many" -- the general populace  
Hollandaise -- French, "Dutch sauce" -- a rich sauce of butter, eggs, lemon sauce, and vinegar/wine
Hombre -- Spanish, hombre, man; Latin homo-, man -- man, fellow, guy
I handed back their most  recent essays.  They had done well on this round of essays.  I'm enjoying seeing them improve with each paper that is written.  I graded them using my essay Rubric. The value in a rubric is that a paper can be evaluated in a number of areas:  focus, content, organization, and mechanics.  


We discussed the next writing assignment which is a Comparison/Contrast Essay. I've always liked the Comparison/Contrast Essay. The writer gets to select either similar items or very different items and make connections.  The Pre-Write was due this week, and the rough draft is due next week.  This is the last essay of this semester.

For a combined Grammar and Writing exercise, I had the students write a series of sentences with the following guidelines:
1.  There is/there are sentences
2.  A sentence using "things"
3.  Pronoun & antecedent don't agree
4.  Subject & Verb don't agree
5.  Combine 2 subordinate clauses as a "sentence." 
Once they finished their sentences, I had them share them with their "high five" partners so that they could correct them.  With each of these incorrect sentences, we had a mini-grammar lesson.  

Following that activity, we wrote some more sentences "from scratch."  First, they wrote a simple sentence with a subject and a verb.  Then they added an adjective and an adverb.  To this they added a prepositional phrases.  Finally, after a discussion about transitive and intransitive verbs, they were to add a direct object.
 

We've finished our book about Hank and Camelot, but we're not done with Twain, yet.  I read aloud a speech given by Mark Twain at a dinner honoring General U. S Grant; the main topic of this speech given to a room full of soldiers as "Babies."  As I read, I had them underline or highlight any comments, words, or phrases that they thought were humorous.

Assignments for Next Week:
-- Rough Draft of .Comparison/Contrast Essay

This week's links:
Class Notes

Have a great weekend! Stay warm!
Mrs. Prichard

Speech on the Babies

SPEECH ON THE BABIES
AT THE BANQUET, IN CHICAGO, GIVEN BY THE ARMY OF THE TENNESSEE TO THEIR FIRST COMMANDER, GENERAL U. S. GRANT, NOVEMBER, 1879.
The fifteenth regular toast was "The Babies--as they comfort us in our sorrows, let us not forget them in our festivities."
I like that. We have not all had the good fortune to be ladies. We have not all been generals, or poets, or statesmen; but when the toast works down to the babies, we stand on common ground. It is a shame that for a thousand years the world's banquets have utterly ignored the baby, as if he didn't amount to anything. If you will stop and think a minute --if you will go back fifty or one hundred years to your early married life and reflect on your first baby--you will remember that he amounted to a great deal, and even something more.
You soldiers all know that when the little fellow arrived at family headquarters you had to hand in your resignation. He took entire command. You became his lackey, his mere body servant, and you had to stand around, too. He was not a commander who made allowances for time, distance, weather, or anything else. You had to execute his order whether it was possible or not.
And there was only one form of marching in his manual of tactics, and that was the double-quick. He treated you with every sort of insolence and disrespect, and the bravest of you didn't dare to say a word. You could face the death-storm at Donelson and Vicksburg, and give back blow for blow; but when he clawed your whiskers, and pulled your hair, and twisted your nose, you had to take it. When the thunders of war were sounding in your ears you set your faces toward the batteries, and advanced with steady tread; but when he turned on the terrors of his war-whoop you advanced in the other direction, and mighty glad of the chance, too.
When he called for soothing-syrup, did you venture to throw out any side remarks about certain services being unbecoming an officer and a gentleman? No. You got up and got it. When he ordered his pap-bottle and it was not warm, did you talk back? Not you. You went to work and warmed it. You even descended so far in your menial office as to take a suck at that warm, insipid stuff yourself, to see if it was right--three parts water to one of milk, a touch of sugar to modify the colic, and a drop of peppermint to kill those hiccoughs. I can taste that stuff yet.
And how many things you learned as you went along!
Sentimental young folks still take stock in that beautiful old saying that when the baby smiles in his sleep, it is because the angels are whispering to him. Very pretty, but too thin--simply wind on the stomach, my friends. If the baby proposed to take a walk at his usual hour, two o'clock in the morning, didn't you rise up promptly and remark, with a mental addition which would not improve a Sunday-school book much, that that was the very thing you were about to propose yourself? Oh! You were under good discipline, and as you went fluttering up and down the room in your undress uniform, you not only prattled undignified baby-talk, but even tuned up your martial voices and tried to sing!
"Rock-a-bye baby in the treetop," for instance. What a spectacle for an Army of the Tennessee! And what an affliction for the neighbors, too; for it is not everybody within a mile around that likes military music at three in the morning. And when you had been keeping this sort of thing up two or three hours, and your little velvet-head intimated that nothing suited him like exercise and noise, what did you do? ["Go on!"] You simply went on until you dropped in the last ditch.
The idea that a baby doesn't amount to anything! Why, one baby is just a house and a front yard full by itself. One baby can furnish more business than you and your whole Interior Department can attend to. He is enterprising, irrepressible, and brimful of lawless activities. Do what you please; you can't make him stay on the reservation.
Sufficient unto the day is one baby. As long as you are in your right mind don't you ever pray for twins. Twins amount to a permanent riot. And there ain't any real difference between triplets and an insurrection!
Yes, it was high time for a toast-master to recognize the importance of the babies. Think what is in store for the present crop! Fifty years from now we shall all be dead, I trust, and then this flag, if it still survive (and let us hope it may), will be floating over a Republic numbering 200,000,000 souls, according to the settled laws of our increase.
The cradled babies of to-day will be on deck. Let them be well trained, for we are going to leave a big contract on their hands. Among the three or four million cradles now rocking in the land are some which this nation would preserve for ages as sacred things, if we could know which ones they are. In one of them cradles the unconscious Farragut of the future is at this moment teething—think of it!--and putting in a world of dead earnest, unarticulated, but perfectly justifiable profanity over it, too.
In another, the future renowned astronomer is blinking at the shining Milky Way with but a dozy interest--poor little chap!--and wondering what has become of that other one they call the wet-nurse.
In another the future great historian is lying--and doubtless will continue to lie until his earthly mission is ended.
In another the future President is busying himself with no more profound a problem of state than what the mischief has become of his hair so early; and in a mighty array of other cradles there are now some 60,000 future office-seekers, getting ready to furnish him occasion to grapple with that same old problem a second time. And in still one more cradle, somewhere under the flag, the future illustrious commander-in-chief of the American armies is so little burdened with his approaching grandeurs and responsibilities as to be giving his whole strategic mind at this moment to trying to find out some way to get his big toe into his mouth--an achievement which, meaning no disrespect, the illustrious guest of this evening turned his entire attention to some fifty-six years ago; and if the child is but a prophecy of the man, there are mighty few who will doubt that he succeeded.

Sunday, November 9, 2014

Comparison/Contrast Essay


Definition
            In comparison and contrast essays, the writer places two subjects side by side and examines their similarities and/or differences in order to clarity the qualities of each (to inform) or to make a point (to persuade).  Comparison and contrast papers can be used independently with just similarities or differences or in combination covering both similarities and differences.  These essays are important since they allow you to show your knowledge of two subjects while analyzing the relationship between them.


Thesis Development
            The thesis of the essay should name the subjects (A and B) and announce the focus of the contrast and comparison.  The thesis also states a general opinion but leaves the explanation of the points of comparison to the body of the essay.   For example, if the essay compares two sports, the writer’s thesis might express opinions regarding the cost, danger, difficulty, etc. of the one sport compared to the other.  A thesis also might deal with surprising similarities between two seemingly different subjects.


Organization
            Essays that compare and contrast two subjects use either a subject-by-subject or a point-by-point structure.  In a subject-by-subject structure, the writer describes one subject first and then moves on to the second subject.  In such a structure, the writer would discuss everything about subject A before moving on to discuss subject B.  This structure results in larger blocks devoted to each subject.
            In a point-by-point structure, the writer organizes his or her writing around specific points of similarity or difference between the two subjects, so each subject is discussed in relation to a point o similarity or difference.  This structure results in both subject A and B being discussed within a paragraph.



EXAMPLES
Subject-by-Subject Pattern
I.       Introduction
II.    Subject A
A.    Point #1
B.     Point #2
C.     Point #3
D.    Point #4
III. Subject B
A.    Point #1
B.     Point #2
C.     Point #3
D.    Point #4
IV. Conclusion
* Note:  The points for Subject A and Subject B correspond.

Point-by Point Pattern
I.       Introduction
II.    Main Point #1
A.    Subject A
B.     Subject B
III. Main Point #2
A.    Subject A
B.     Subject B
IV. Main Point #3
A.    Subject A
B.     Subject B
V.    Main Point #4
A.    Subject A
B.     Subject B
VI. Conclusion


Tips on Writing
Select the subjects for your comparison/contrast with a purpose and audience in mind.  Consider why and how you plan to bring these two topics together.
Are you trying to help your reader understand the topics more thoroughly or are you trying to persuade your reader of something?
List similarities and differences in your subjects before planning your structure and outline.
Decide if your subjects share more similarities or differences.  You will want to choose carefully what aspects you will emphasize so that your reader has a clear impression and understanding.


Pitfalls to Avoid
Avoid obvious comparisons.  It’s not very interesting to hear what you already know, so try examining similarities or differences that aren’t obvious.
Avoid incomplete comparisons. A comparison that does not discuss the same elements for both topics would confuse your reader.
Avoid confusing comparisons.  If the writer shows only the similarities, the reader will wonder if the two subjects are identical.  If the writer shows only differences, the reader might wonder why they are being compared.

Essay Guidelines
Due dates:  Pre-Writing due November 13; Rough Draft due November 20; Final Draft due December 11 
Essay length:  800 – 1000 words (at least 2 ½ pages)
Rough drafts can be typed or hand-written, but must be double-spaced.
Final draft format:
Typed (if this is not possible, please let me know)
1 inch margins
Name and date on the upper right hand corner
Number the pages on the lower right hand corner
Title centered above the text of the essay


Writing 2 Class Notes -- Week 11 (November 6)

Greetings!

We began our class with another Quick Write.  The day of our class, November 6, was James Naismith's birthday.  He was the inventor of the game of basketball, which he did as a class assignment.  The topic of the Quick Write was to write about a creative project they had done or would like to do for school.  One thought that was expressed is that sometimes a project that is hard or takes a lot of work is often very satisfying once it's done.

We didn't have any Words of the Day this week because we needed our time for our Baseball game.  I did remind them that we will have a test at the end of the semester with these words.  The test will be a combination of multiple choice, true/false, matching, and fill-in-the-blank.

They handed in the final drafts of their Extended Definition or Classification Essays along with the self-evaluation rubric and list of common errors.  The consensus was that figuring out the errors from the list was difficult.  That's not surprising.  In order to write well, students need to master a lot of Grammar.  It's a process.

Our next essay is a Comparison/Contrast Essay.  In these essays, writers need to show knowledge of two subjects in order to show their similarities and differences.  In the handout about this essay, I give two samples for organizing a comparison/contrast essay.

We finished out the class with our Final Exam, a.k.a Baseball Game.  The students had written the questions that were used to get on base and to score runs.  "Team Sway" and the "Bearded Warriors" played well.  I had in the syllabus that they would have a Take Home exam, but after our Baseball game, I felt that we had satisfactorily finished our work with A Connecticut Yankee in King Arthur's Court.  They've been great troopers reading this challenging book!

Assignment for Next Week:  
-- Pre-Write of Comparison/Contrast Essay

This Week's Class Notes

Keep warm; winter's coming!
Mrs. Prichard