Friday, November 18, 2016

Writing 2 Class Notes -- Week 12 (November 17)

Greetings!

We had a good class again.  This may have been our last warmish week of our Fall semester. (I type this as I watch snow flurries outside my window.)

We did a little experiment for our Quick Write this week.  I asked the students to make a list of their favorite TV shows or toys with their non-dominant hands.  In other words, if they are right-handed, they were to write with their left hands, and vice versa.  They laughed as they tried to write legibly.  At the half-way point, I had them continue their lists with their dominant hands.  We also tried writing our signatures with each hand.  

I used the Words of the Day exercise to expand our vocabulary around common and over-used words:  said & moved.  We brainstormed a some other creative expressions for these words.  Then, we used them to describe 1) a baby, 2) a cowboy, 3) a happy person, 4) a frightened person.

Usually while the students are writing their Quick Writes, I hand back homework.  Their homework, including their final drafts, will be handed back to them last week.  This was a week for correcting the the long rough drafts for Writing 3's research papers.  

The Rough Drafts of the Comparison/Contrast Essays are due the week that we get back from Thanksgiving Break.  A reminder:  these essays are not just reports with information but are to be thesis-driven essays.  Students need to express some opinion or take a stand about their topic.

Our final activity for our book, A Connecticut Yankee in King Arthur's Court, was a baseball game.  Hank Morgan, our Yankee, introduced baseball to the knights and nobles of King Arthur's time.  Students had handed in questions, and we used questions as our "pitches."  I've put some pictures on the blog site of our game.  It was a close game, but the "Bhoys" won.

Before the class left, I gave them a Twain short story.  They are to read the story and underline or highlight portions that they feel are humorous.


Assignments for Next Class Time (12/1)
-- Read Twain short story and underline/highlight humorous sections
-- Write the Rough Draft of the Comparison/Contrast Essay

Links for this Week
Class Notes


Stay warm and have a wonderful Thanksgiving!
Mrs. Prichard

Analysis of Mark Twain’s Humor


Assignment #1
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.
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.
Assignment:  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.  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.”

Using the Christmas story below, analyze the type of humor he used.  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.


Connecticut Yankee Baseball in Writing 2






Friday, November 11, 2016

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

Greetings!

We began class with some discussion about the elections.  I wanted to give the students some time to process their thoughts in writing.  I've found that many times thoughts and emotions rumble around inside, and the process of writing about them not only helps to bring clarity but to gives room for the Lord to speak to us as we write.  

Before we began writing, I spoke a bit about the need to hear from the Lord about our individual roles in this wonderful country of ours.  Where should we serve?  Who are the needy and broken for whom we can be the hands and feet of Jesus?  In the book of Luke, the work and gospel of Jesus is often expressed of in term of peace.  Peace, not anger that responds to hatred that is responding to more hatred, is our calling from the Lord.  OK, now I shall get off my soapbox.  I am so grateful to have the class of thoughtful homeschool students whom I can encourage in the Lord!

For the Quick Write, students could write about the election, Veteran's Day (November 11), the anniversary of the founding of the Marine Corps (November 10, 1775), or marshmallows vs. popcorn.

Our Words of the Day came from my book of foreign words and phrases:
lasagne-- fr. Latin, lasanus, chamber pot -- a one-dish, layered pasta meal with strips of pasta, meat, cheese, and tomato sauce
laudator temporis acti-- Latin -- a praiser of times past; one who loves the "good old days"
Laus Deo-- Latin -- "Praise be to God"


While the students are busily writing their Quick Writes, heads down and focused on their papers, I hand out corrected homework, which we discuss after we've discussed the Quick Writes and Words of the Day.  This week I gave to each of the students a print out from My GradeBook of their scores up to this point.  The Overall Summary can be a misleading score due to the challenge of giving the adequate number of points or accurately weighting the variety of assignments.  Look at the individual categories to see how your student is doing in that area of the class. My main purpose for handing out this information was for students to see if they are missing any work.  Any zeros represent homework that hasn't been handed in.  I accept any late work without penalty up until the last day of class. Below is an example of the grid that I will send out at the end of the semester.  I will explain more about grades and my philosophy for grading when I send out individual grades.

ASSIGN
WRITING
LITERATURE
GRAMMAR
COMBINED
SUGGESTED GRADE
%
Grade
%
Grade
%
Grade
%
Grade
%
Grade












They have handed in the Final Drafts of their Extended Definitions or Classification Essays, so we are moving on to the next writing assignment.  For these next essays, they are to write a Comparison/Contrast Essay.  These essays are to be thesis-driven papers; in other words, they need to not only give me factual information, but they need to express some stand or opinion about the comparisons that they are doing.  They have the next week for Pre-Writing work:  researching, brainstorming, and outlining.

Students were also giving a Take Home Final for A Connecticut Yankee in King Arthur's Court.  The front page has 12 multiple choice questions, and on the back students can choose one of the essay questions to answer.  For next week, we will have our "Baseball in King Arthur's Court" final.  They have provided the questions and answers for these.

We closed our our class time with a brief discussion about Run-on Sentences and Comma Splice Sentences.  These errors in writing probably account for half of the writing errors found in student essays.  They have 4 worksheets as homework.


Assignments for Next Week:
-- Baseball Questions (e-mailed in if you didn't hand them in during class)
-- A Connecticut Yankee Take Home Final Exam
-- Pre-Write of Comparison/Contrast Essay
-- 4 Grammar Worksheets

Links for this Week:
Class Notes 

Have a wonderful weekend!
Mrs. Prichard

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 17; Rough Draft due December 1; Final Draft due December 15.
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


Connecticut Yankee in King Arthur’s Court Final Quiz



1:  Which famous book does the narrator read after encountering the stranger at the beginning of the novel?
a. The Sword in the Stone by T.H. White
b. The Lord of the Rings by J.R.R. Tolkien
c. Le Morte D'Arthur by Sir Thomas Malory
d. The Canterbury Tales by Geoffrey Chaucer

2:  By what name is Hank Morgan referred to throughout the novel?
a. The Yankee             c. The Magician
b. The Boss                 d. The Earl

3:  Who is Clarence's captor?
a. Sir Kay the Seneschal
b. Sir Launcelot
c. Sir Sagramor le Desirous
d. Hank Morgan

4:  Who is said to stand "upon unsteady legs, and feebly swaying his ancient head [surveying] the company with his watery and wandering eye?"
a. King Arthur
b. Sir Kay
c. Sir Dinadan
d. Merlin

5:  Who does Hank describe as such: "As a rule the speech and behavior of these people were gracious and courtly . . . and . . . they were a childlike and innocent lot; telling lies of the stateliest pattern with the most gentle and winning naivete."
a. The pilgrims heading to the Valley of Holiness
b. The knights and royalty of Camelot
c. The spectators at the tournament
d. The bishops of the Church

6:  What is the object of Sir Sagramor's quest?
a. The Fountain of Youth
b. The Ark of the Covenant
c. The sword Excalibur
d. The Holy Grail

7:  The Boss lives continually until he meets with the narrator.
a. True
b. False

8:  What event frightens the kingdom into believing that Hank is a magician?
a. A lightning strike
b. A plague of locusts
c. An eclipse
d. A full moon

9:  Why does Morgan le Fay order Hank and Sandy to the dungeon?
a. Hank makes a complimentary remark about King Arthur.
b. Hank and Sandy are caught sneaking into Morgan le Fay's castle.
c. Hank insults Morgan le Fay's son Mordred.
d. Hank threatens to cause Morgan le Fay's castle to crumble around them.

10:  Who is the only prisoner that The Boss did not free in the castle of Morgan le Fay?
a. A woman who was accused of having an affair with Mordred
b. A soldier who had deserted his troops in a battle
c. A drunk who had stolen Sir Kay's horse
d. A lord who had killed a kinsman of Morgan le Fay

11:  How does Merlin try to help Sir Sagramor during his tournament with The Boss?
a. Merlin makes him invisible to The Boss.
b. Merlin lets him use Excalibur during the fight.
c. Merlin casts a sleeping spell on The Boss.
d. Merlin advises him on fighting strategy.

12:  Why is the daughter of The Boss and Sandy named Hello-Central?
a. The child is the middle child of three.
b. The Boss's ex-girlfriend was a telephone operator.
c. The Boss considers her to be the center of his universe.
d. Sandy chose the name because The Boss cried it out in his dreams.



Answer ONE of the following essay questions.

1.      Explain how time travel is used by Twain as a “frame” to express his views on different topics.  (at least 1 paragraph)
2.      Did Hank change at all during his time in Camelot?  Explain and give example.  (at least 1 paragraph) 
3.      If Hank came to the 21st century (today), what might he want to change?  List at least 3 areas and explain. 




Saturday, November 5, 2016

Writing 2 Class Notes -- Week 10 (November 3)

Greetings!

We had a good class time.  Last year, my students noticed that many Thursdays were overcast, sometimes making our room a bit dreary.  This year, so far, we've had bright sunshine coming through the windows.  I'm loving it!

Our Quick Write assignment this week was to write something about role models.  November 1 was All Saints Day, and I think it's good to take time to think about those people who are valuable examples to us.  

Our Words of the Day were:
res publica -- Latin, res, "thing," and publica, "of the public" -- a public affair, of or belonging to the state or commonwealth
res non verba -- Latin, res, "thing," non, "not," verba, "words" --  deeds, not words
restaurateur -- French restaurater fr. Latin restaurator, "restorer" -- the owner or manager or a restaurant
     [Note: We talked for a bit about how the word that meant "restorer" became the word that means an owner of a restaurant.  I love making those connections between original roots of a word and the current day meaning.  Our language is so very rich!]

I gave the students back their rough drafts of the Extended Definitions or Classification Essays.  I mentioned some common mechanics/grammar errors (contractions, noun/pronoun agreement, commas, etc.), but I took most of the time to talk about building good introductions and conclusions.  The three elements that every introduction should have are a strong thesis statement, an attention grabber/common ground establisher, and a "road map."  In other words, the introduction should tell the readers the subject and opinion (thesis statement), answer the question, "Why should I care?" and tell the readers where the essay is headed (road map.)  The conclusion should mirror the introduction:  restate the thesis, tell the readers "where you've been" (a summary) and leave the reader with something to think about.  For the Final Drafts of these essays, I want students to underline the thesis statement in their introduction.  If they can't find that one sentence that tells their subject and opinion, it may be that they don't have a clear thesis.  Also, using the rubric that I handed out to them, I want them to do a self-evaluation of their essay.  They should look at the categories and think about where their own essays would be graded.

Students were to have finished A Connecticut Yankee for this week.  For those who are still reading, please finish for next week.  We read a few portions aloud and discussed both the humor woven in the book and the sadness with which the book ended that seemed opposed to the general tone of the book.  I have a links below to some articles written about this ending.  One commentary noted that Twain was following a familiar "Voyage" plot, and therefore had to return to his own time and place.  Since he couldn't stay in Camelot, it might make sense to Twain to not leave all of the improvements in the hands of the simple, superstitious people there.  Read the articles and tell me what you think!



Assignments for Next Week:
-- Final Draft of Extended Definitions or Classification Essays
-- Underline thesis statement in Final Draft
-- Complete self-evaluation using rubric
-- Bring Baseball Questions to class



Have a wonderful weekend!
Mrs. Prichard