Writing 2 Class Notes -- Week 1 (Sept. 3)

 Greetings!

It was so good to be in class again.  The students all brought good, attentive attitudes to the room, and I think we're going to have a good year together.  All the students are new to me, so we'll hopefully be able to quickly get to know one another.  In my classes, I incorporate full class and small group discussions, which I think we can still do in a socially distanced manner.  

Our first order of business for our class periods, after praying, of course, is to complete a Quick Write.  The prompts for these are usually light-hearted, but occasionally the topics require a little more serious thinking.  For today, I asked students to write about what they would put in a "Back to School Survival Kit."  Each student shared aloud one or two items, and snacks, drinks, and music were the top choices of items that students wanted to help them get their homework done.(You'll notice the embedded link -- it is for the Google Classroom assignment.  I will include these homework links in these emails; they will be especially helpful for students who were absent, who forgot what an assignment was, or who lost an assignment.)

We had a small group of students joining the class via Zoom, and I'm hoping it worked well for those students.  This is an option for any students who might miss a week for one reason or another.  

Most of our first morning together was spent in getting acquainted with materials and some of the logistics of the class.  I'm trying something new this year:  I handed out a complete Materials Packet for the whole semester, which included essay explanations, writing-related material, literature study guides, grammar worksheets, extra Rocketbook pages, etc.  I recommend that students put all of this material in a 3-ring binder and insert dividers or a piece of colored paper between the Writing and Literature papers and between the Literature and Grammar papers.  If the binder has inside pockets, the front pocket could be for homework to hand in and the back one could be for homework that is returned.  In the past I've handed out materials one week at a time, but this year I thought having everything at the beginning would help avoid the issue of any missing papers should a student be unable for any reason to be in class.  

One piece of paper from the packet needs both the student's and the parent's attention:  the Class Policies handout.  Students are to read it and put their names (not initials) in the top margin, and then I would like parents to read it and initial it.  Thank you!  (You can do the paper version or the Google Classroom version.)

I also took time to check in on the chatclasses emails, Google Classroom, and the Rocketbook app.  I will include that information on another email.  

Our first Writing assignment is a rough draft of a Personal Essay, which is further explained in "About the Personal Essay."   For this essay, students should choose to write something that they are personally interested in.  This could be a current event, a hobby, a value or belief, etc.  This is meant to be a shorter essay, and a prewrite/outline is not required.  The rough draft should be submitted on Google Classroom.  Students can type their papers on the Word or Pages, but they will need to copy and paste them onto the Google doc template attached to the assignment.  (They can also hand in a paper copy in class if they would like.)

We will start reading My Antonia by Willa Cather after next week.  For this week, they are to read the Introduction and take the short quiz that is posted on Google Classroom.  They also have a short writing assignment, "Family History."

Finally, for the Grammar portion of the class, we will start next week on a review of the parts of speech and then into more advanced topics that include verbal phrases, passive voice, and subjunctive. More on this next week!  For now, I would like students to give some brief thought to the question, "Why Grammar?"  I've posted this as a question on Google Classroom, and I'd like them to answer it before class.

If you are new to my classes, this is what the weekly Class Notes will look like.  I'll tell you about Quick Writes, writing assignments, literature discussions, and grammar lessons.  I'll include links to the Google Classroom assignments and attach any pertinent materials.  At the bottom of the email I'll list the homework and any links.  (I've found that most students simply scroll to the bottom of the email to get homework info.)  These class notes will be the record of what we cover in class.

Have a great weekend!  Enjoy our beautiful weather.

Blessings,

Mrs. Prichard

Homework for Next Week:

(Note:  Any assignments that are designated GC must be completed on Google Classroom)

-- Class Policies -- signed & initialed

-- Organize your materials packet  (binder? folders?)

-- Personal Essay rough draft  (GC)

-- My Antonia Introduction

-- My Antonia Quiz (GC)

-- Family History (GC)

-- Discussion Question:  Why Grammar?

Other Links for this week:

Writing 2 Class Notes -- Week 1 (Sept. 3)

Note:  The Class Notes blog post will not contain any of the hyperlinks to Google Classroom information or to Google Drive documents.  

Writing 2 Google Drive folder

About the Personal Essay.  

Writing 2 -- Information about Google Classroom, CHAT emails, and Rocketbook 

Writing 2 Class Notes -- Week 1 (August 22)

Greetings!

We had a great first class of Writing 2 this week. Following each week's class, I will send out an email that  explains what we did in class, supply links or attachments for necessary materials, and include the homework assignments.  Please be sure to contact me if you have any questions or concerns.

I have two regular beginning of class activities:  the Quick Write and Words of the Day.  The Quick Writes are short writing activities intended to get students thinking and then putting their thoughts on paper. The prompts can range from deep philosophical ideas to current events to light-hearted topics.  This week's prompt involved the Roman god Janus who is the two-faced god who can looks to the future and the past.  I asked students to write about what they will miss about summer and what they are looking forward to with the new school year.  

Following the Quick Write, our Words of the Day included "Janus words" (also called contronyms) that can have opposite meanings.  Our words for this week:

cleave-- this verb means "to split or separate" and also "to join together"

weather -- this verb means "to endure" or "to erode"

fix -- this noun means "a solutions" and also "a predicament"

clip -- this verb means "to separate" and also "to join/attach"

bolt -- the verb means "to secure or lock in place" and also "to suddenly run away"

sanction -- this verb means "to allow" and also "to prohibit"

(Note:  Students should be writing these words down in their notebooks on a weekly basis.  We will occasionally do activities with them, and there will be an end of the year test.)

Most of the first week of class is spent introducing the class and handing out a number of papers to get us started. I begin every year with a Class Policies document, which explains some guidelines for positive interactions in the class, homework guidelines, and communication resources.  I think that I forgot to mention to the students that they need to have you read and sign this and then bring it back to class next week.  It's pretty straightforward but feel free to contact me if you have any questions.

The next document was the Syllabus that lists the discussion topics and assignments for the semester.  The class is divided into 3 sections:  Writing, Literature, and Grammar.  Some days we will spend more time on one topic than another, but students should use this as a reference, especially if they miss a week.  (Note:  If students should miss a week, they should also consult the email with the Class Notes for the times missed for more accurate information.)

The book we will be reading this semester is My Antonia by Willa Cather.  This is great piece of prairie literature, and while we don't live in the open plains of Nebraska, we can relate not only to the weather and somewhat similar landscape of the book but also to the familiar Midwestern work ethic and values.  To aid in our study of the book, I handed out to the students the following documents:  An Introduction, a Vocabulary Worksheet, and a Study Guide.  Students should read the pages 1 - 23 for next week and with that reading, provide 3 reading responses.  These can be chosen from the list of study guide questions or from the ala carte section.  While they are reading, students should also be on the lookout for unusual, interesting, or unfamiliar words and add them to the vocabulary worksheet.

Our next topic of discussion was our first writing assignment -- a rough draft for a Personal Commentary gave the students 2 resources, Pre-Writing Strategies and Drafting the Essay, that they might find helpful but are not required to read.  Another handout titled Personal Commentary gives a definition, some ideas for organizing, and the requirements for the essay.  Over the course of the year, students will get similar handouts for each writing assignment.  Generally, for each essay, students will write a rough draft, which I will go over and make corrections and suggestions. They will then make the corrections and hand in a final draft that will be graded.  In this first essay, they are to discuss some topic of interest to them.  (They should re-read the guidelines to refresh themselves on the parameters of the essay.)

Our Grammar topics for the semester are listed on the syllabus.  These will be introduced next week. We'd had new stuff for the day.  

Assignments for Week 2 (August 29)

-- Read and sign the Class Policies document

-- Personal Commentary Rough Draft

-- Read the Introduction for My Antonia

-- Read pages 1 - 23

-- Complete 3 Reader Responses & 5 Vocabulary Words

Links for this week

Class Notes

Class Policies

Syllabus

Pre-Writing Exercises

Drafting the Essay

Personal Commentary Essay

Introduction to My Antonia

My Antonia Study Guide

My Antonia Vocabulary Worksheet

Google Drive for Writing 2 Documents

Introduction to My Antonia

About Willa Cather

Since childhood, Willa Cather had the ability to see her own brand of art in the people, situations, and emotions of everyday life. Her unique perspective on ordinary life can be found in her celebrated novels, short stories, and essays. Cather is best known as the voice of frontier life on the American plains, where she spent the years of her youth and young adulthood. According to Cather, these were the years during which she unconsciously gathered the rich material that would inspire her to write when she was an adult. She says:

Every story I have written since then has been the recollection of some childhood experience, of something that touched me while a youngster. You must know a subject as a child, before you ever had any idea of writing, to instill into it . . . the true feeling.

Cather was born on December 7, 1873, the eldest child of Charles and Mary Virginia Cather. When she was ten years old, her family moved from Virginia to a small settlement west of Red Cloud, Nebraska. Cather was at first homesick and had difficulty adjusting to the rough, open landscape of the Nebraska prairie. However, she found that her diverse collection of neighbors was a striking and welcome contrast to the flat, drab countryside. At that time, immigrants came from all over Europe to farm in Nebraska. Young Cather was befriended by some of the older immigrant women, and their unique experiences made a strong impression on her. Later, Cather relates:

I have never found any intellectual excitement any more intense than I used to feel when spent a morning with one of these old women at her baking or butter making. . . . I always felt . . . as if I had actually got inside another person’s skin.

About My Ántonia

            Willa Cather’s My Ántonia is written as a young man’s reflections on the people and places of his youth. The narrator, Jim Burden, is a New York City lawyer who grew up on the Nebraska frontier. His memories show his affection for the past and his connection to his childhood friend, and paint a vivid portrait of life in Nebraska in the late 1800s and early 1900s. From its first pages, My Ántonia depicts the ethnically diverse, hardworking people who came to the American plains. The novel also powerfully depicts the open landscape of the prairie and the rugged lifestyle of its settlers. In 1920, H. L. Mencken, a famous literary critic and essayist, wrote:

I know of no novel that makes the remote folk of the western farmlands more real than My Ántonia makes them, and I know of none that makes them seem better worth knowing. The primary focus of the novel is Ántonia.

            The novel is set mainly in the Nebraska Divide, a rural farming area in southern Nebraska, and in Black Hawk, a town just east of the Divide.  Cather grew up in this area and based the fictional town of Black Hawk on the real town of Red Cloud, which sits on the Republican River. Another setting described in the novel is Lincoln, Nebraska, where narrator Jim Burden attends school for a brief period. 

The Homestead Act

            The novel begins in the late 1880s and covers a period of about thirty years of the narrator’s life.  This was an eventful time in the actual history of Nebraska. In 1862 Congress passed the first Homestead Act, which granted 160 acres of free land in the West to anyone at least twenty-one years old who promised to settle it. The concept of providing free land to hardworking settlers was first suggested by western pioneers who were struggling to build farms on undeveloped land. They argued that, because the land was worthless until developed, Congress should give them parcels of land as a reward for helping to improve the country. Close to a million people requested homestead applications between 1863 and 1890. More farms were created in this time period than any other in U.S. history. The Homestead Act was also a key factor in the United States’ expansion westward.

            The Homestead Act created opportunities for many struggling American citizens and immigrants to the United States. Between 1881 and 1920, southern and eastern Europeans, including Bohemians, were part of a major immigration movement to the United States. Many of these immigrants, like the Shimerdas in My Ántonia, came to the United States to take advantage of available prairie land.

            In 1865 the Union Pacific Railroad began building its line farther into Nebraska territory. They advertised Nebraska farmland in the East as well as in Europe. From 1869 to 1879 Kansas and Nebraska attracted a large number of settlers. Between 1874 and 1877, however, swarms of grasshoppers invaded the area and damaged much of the crops. Many settlers left their farms and returned east. Drought, bad credit policies, and low prices on agricultural products caused further distress to Nebraska farmers. In My Ántonia, Cather captures the hardships facing pioneers as they tried to build new lives to in unfamiliar territory.

Immigrant Families

            In the settling of frontier land, immigrant families often faced greater challenges than U.S.-born settlers. Because many immigrants left their countries under difficult circumstances, they often did not have a great deal of money with which to begin their new lives. Once in the United States, some struggled with a language barrier that made meeting people and conducting business difficult. Many immigrants also experienced prejudice against their customs and religious practices. Some U.S.-born settlers were resentful of having to compete with immigrants for land or work.

Rural Nebraska

            Setting, particularly the landscape surrounding Jim’s grandparents’ farm, plays a crucial role in the development of My Ántonia. Cather takes great care in detailing the natural environment that surrounds her characters. For example, to illustrate the movement of prairie grass, she writes, “I felt motion in the landscape; in the fresh, easy-blowing morning wind, and in the earth itself, as if the shaggy grass were a sort of loose hide, and underneath it herds of wild buffalo were  galloping, galloping. . . .” As you read, notice how the setting reflects the characters and influences their moods.

My Ántonia and Latin

            In Book II, Sections I – VII (p. 70 – 94), Jim’s Latin homework introduces him to the work of Virgil, a poet who lived in ancient Rome. Virgil wrote pastoral poems that idealize and celebrate rural environments. Literary works that are pastoral often contrast the innocence and simplicity of country life with the corruption of urban environments. Jim is reading Georgics, a work that deals with issues of farming and rural life in Italy. He finds two quotations from the selection particularly moving. As you read, think about why Jim finds these ideas moving and why the work of Virgil is thematically fitting for this novel.

Repetition

            Though My Ántonia is a collection of memories that do not follow a conventional plotline, Cather ties the events of the novel together in a variety of ways. One method is her use of repetition. For example, in this section, images of nature and farming move the narrator and Ántonia to reflect on their pasts and repeat stories about what happened. There is also repetition of characters that are important to the theme. As you read this section, pay attention to how Cather reintroduces Mr. Shimerda to the story through the characters of Jim and Ántonia. Then think about why Cather brings Ántonia’s father back into the story.

Elegiac or Nostalgic?

            My Ántonia has been labeled by critics as both elegiac and nostalgic. An elegy is a sad poem that laments death or loss. Nostalgia is a longing for one’s home or past. Characters throughout the novel refer to their pasts, both to celebrate and to express regret or resentment. Their pasts either draw them back or make them want to move forward. For example, Jim and Ántonia are continually looking back at their happy childhood experiences and wondering if they can ever find that happiness again, while Lena Lingard’s unhappy memories of farming motivate her to change her way of life completely. Ántonia clings to her Bohemian heritage, while other immigrant workers try to adopt the language and customs of the United States. After finishing the novel, think about whether the novel is more an elegiac or a nostalgic literary work.

Characterization

            Writers use specific techniques to create characters. These include direct description, showing characters’ behavior, showing how others react to characters, and showing characters’ thoughts. Writers use these methods not only to give readers insight into individuals, but sometimes to characterize groups of people.  As you read, notice Cather’s techniques of characterization, and draw conclusions about the family.

Introduction to My Antonia

About Willa Cather

Since childhood, Willa Cather had the ability to see her own brand of art in the people, situations, and emotions of everyday life. Her unique perspective on ordinary life can be found in her celebrated novels, short stories, and essays. Cather is best known as the voice of frontier life on the American plains, where she spent the years of her youth and young adulthood. According to Cather, these were the years during which she unconsciously gathered the rich material that would inspire her to write when she was an adult. She says:

Every story I have written since then has been the recollection of some childhood experience, of something that touched me while a youngster. You must know a subject as a child, before you ever had any idea of writing, to instill into it . . . the true feeling.

Cather was born on December 7, 1873, the eldest child of Charles and Mary Virginia Cather. When she was ten years old, her family moved from Virginia to a small settlement west of Red Cloud, Nebraska. Cather was at first homesick and had difficulty adjusting to the rough, open landscape of the Nebraska prairie. However, she found that her diverse collection of neighbors was a striking and welcome contrast to the flat, drab countryside. At that time, immigrants came from all over Europe to farm in Nebraska. Young Cather was befriended by some of the older immigrant women, and their unique experiences made a strong impression on her. Later, Cather relates:

I have never found any intellectual excitement any more intense than I used to feel when spent a morning with one of these old women at her baking or butter making. . . . I always felt . . . as if I had actually got inside another person’s skin.

About My Ántonia

            Willa Cather’s My Ántonia is written as a young man’s reflections on the people and places of his youth. The narrator, Jim Burden, is a New York City lawyer who grew up on the Nebraska frontier. His memories show his affection for the past and his connection to his childhood friend, and paint a vivid portrait of life in Nebraska in the late 1800s and early 1900s. From its first pages, My Ántonia depicts the ethnically diverse, hardworking people who came to the American plains. The novel also powerfully depicts the open landscape of the prairie and the rugged lifestyle of its settlers. In 1920, H. L. Mencken, a famous literary critic and essayist, wrote:

I know of no novel that makes the remote folk of the western farmlands more real than My Ántonia makes them, and I know of none that makes them seem better worth knowing. The primary focus of the novel is Ántonia.

            The novel is set mainly in the Nebraska Divide, a rural farming area in southern Nebraska, and in Black Hawk, a town just east of the Divide.  Cather grew up in this area and based the fictional town of Black Hawk on the real town of Red Cloud, which sits on the Republican River. Another setting described in the novel is Lincoln, Nebraska, where narrator Jim Burden attends school for a brief period. 

The Homestead Act

            The novel begins in the late 1880s and covers a period of about thirty years of the narrator’s life.  This was an eventful time in the actual history of Nebraska. In 1862 Congress passed the first Homestead Act, which granted 160 acres of free land in the West to anyone at least twenty-one years old who promised to settle it. The concept of providing free land to hardworking settlers was first suggested by western pioneers who were struggling to build farms on undeveloped land. They argued that, because the land was worthless until developed, Congress should give them parcels of land as a reward for helping to improve the country. Close to a million people requested homestead applications between 1863 and 1890. More farms were created in this time period than any other in U.S. history. The Homestead Act was also a key factor in the United States’ expansion westward.

            The Homestead Act created opportunities for many struggling American citizens and immigrants to the United States. Between 1881 and 1920, southern and eastern Europeans, including Bohemians, were part of a major immigration movement to the United States. Many of these immigrants, like the Shimerdas in My Ántonia, came to the United States to take advantage of available prairie land.

            In 1865 the Union Pacific Railroad began building its line farther into Nebraska territory. They advertised Nebraska farmland in the East as well as in Europe. From 1869 to 1879 Kansas and Nebraska attracted a large number of settlers. Between 1874 and 1877, however, swarms of grasshoppers invaded the area and damaged much of the crops. Many settlers left their farms and returned east. Drought, bad credit policies, and low prices on agricultural products caused further distress to Nebraska farmers. In My Ántonia, Cather captures the hardships facing pioneers as they tried to build new lives to in unfamiliar territory.

Immigrant Families

            In the settling of frontier land, immigrant families often faced greater challenges than U.S.-born settlers. Because many immigrants left their countries under difficult circumstances, they often did not have a great deal of money with which to begin their new lives. Once in the United States, some struggled with a language barrier that made meeting people and conducting business difficult. Many immigrants also experienced prejudice against their customs and religious practices. Some U.S.-born settlers were resentful of having to compete with immigrants for land or work.

Rural Nebraska

            Setting, particularly the landscape surrounding Jim’s grandparents’ farm, plays a crucial role in the development of My Ántonia. Cather takes great care in detailing the natural environment that surrounds her characters. For example, to illustrate the movement of prairie grass, she writes, “I felt motion in the landscape; in the fresh, easy-blowing morning wind, and in the earth itself, as if the shaggy grass were a sort of loose hide, and underneath it herds of wild buffalo were  galloping, galloping. . . .” As you read, notice how the setting reflects the characters and influences their moods.

My Ántonia and Latin

            In Book II, Sections I – VII (p. 70 – 94), Jim’s Latin homework introduces him to the work of Virgil, a poet who lived in ancient Rome. Virgil wrote pastoral poems that idealize and celebrate rural environments. Literary works that are pastoral often contrast the innocence and simplicity of country life with the corruption of urban environments. Jim is reading Georgics, a work that deals with issues of farming and rural life in Italy. He finds two quotations from the selection particularly moving. As you read, think about why Jim finds these ideas moving and why the work of Virgil is thematically fitting for this novel.

Repetition

            Though My Ántonia is a collection of memories that do not follow a conventional plotline, Cather ties the events of the novel together in a variety of ways. One method is her use of repetition. For example, in this section, images of nature and farming move the narrator and Ántonia to reflect on their pasts and repeat stories about what happened. There is also repetition of characters that are important to the theme. As you read this section, pay attention to how Cather reintroduces Mr. Shimerda to the story through the characters of Jim and Ántonia. Then think about why Cather brings Ántonia’s father back into the story.

Elegiac or Nostalgic?

            My Ántonia has been labeled by critics as both elegiac and nostalgic. An elegy is a sad poem that laments death or loss. Nostalgia is a longing for one’s home or past. Characters throughout the novel refer to their pasts, both to celebrate and to express regret or resentment. Their pasts either draw them back or make them want to move forward. For example, Jim and Ántonia are continually looking back at their happy childhood experiences and wondering if they can ever find that happiness again, while Lena Lingard’s unhappy memories of farming motivate her to change her way of life completely. Ántonia clings to her Bohemian heritage, while other immigrant workers try to adopt the language and customs of the United States. After finishing the novel, think about whether the novel is more an elegiac or a nostalgic literary work.

Characterization

            Writers use specific techniques to create characters. These include direct description, showing characters’ behavior, showing how others react to characters, and showing characters’ thoughts. Writers use these methods not only to give readers insight into individuals, but sometimes to characterize groups of people.  As you read, notice Cather’s techniques of characterization, and draw conclusions about the family.

Introduction to A Connecticut Yankee in King Arthur’s Court

             Published in 1889, Connecticut Yankee is one of the world's first stories about time travel. The seed for this novel was probably planted during Mark Twain's 1884-1885 reading tour for Huck Finn, when George Washington Cable bought him a copy of Sir Thomas Malory's Morte D'Arthur in an upstate New York bookstore. But Mark Twain's interest in travel to "old worlds" was a longstanding one, as his first book shows. And his interest in the British past was also a lifelong preoccupation, as can be seen in texts like The Prince and the Pauper, or even the Memory-Builder game he invented and patented to help American children learn the dates of England's various monarchies. As Twain’s fantastic attempt to locate his time and place in terms of its imagined pasts and its possible futures, Connecticut Yankee is perhaps his most complex book:

            “A Connecticut Yankee in King Arthur's Court met with mixed reviews when it was published in 1889. The British especially took offense at the novel, feeling that it maligned their history and culture and disgraced the ideals of King Arthur and his Round Table. Others hailed it as a triumph, full of genuine insight and sensitivity to social injustices throughout the ages. Many critics call attention to the cynical ending as evidence of Twain's own disenchantment with the promises of technology and progress as a result of his financial hardships, particularly the failure of an automatic typesetting machine in which he had invested. His later works share this tone of disillusionment. He died in 1910, survived by only one of his four children.”  (Spark Notes)

Major& Minor Characters

Hank Morgan

Clarence (Amyas le Poulet)

Sandy (Alisande)

King Arthur

Merlin

Sir Launcelot

Guenevere

Sir Sagramor le Desirous

Morgan Le Fay

Sir Kay

Marco

Dowley

Primary Themes

Magic/ Superstition vs. Technology

Religion/ Church

Education/ Training vs. Nature

King Arthur/ Monarchy

Chivalry/ Round Table/ Knighthood

Justice

Slavery

Topics for Analysis Discussion

Use of humor & satire

Role of the narrator

Contradictions

Parts of Speech Unit

The 8 parts of speech are the important building blocks for our sentences.  Every single word in our vocabulary falls into one of the following categories:  interjections, verbs, adjectives, nouns, conjunctions, adverbs, prepositions, or pronouns.  These are especially important to know as we learn to revise and improve our writing.

Every student is to do a project on one of the parts of speech.  For this project, students are to do some research on their assigned parts of speech and put together a lesson that includes a worksheet and an activity.  During the first two weeks of the Fall term, students will get a brief overview and explanation of each of the parts of speech.  For the next 8 weeks, presentations/lessons will be given by student(s). 

Requirements for the unit:

–   Fill out the Parts of Speech Planning Worksheet

–   Research the assigned part of speech

–   Put together a short lesson that explains the part of speech

–   Put together a worksheet for the class to practice using the part of speech

–   Have the worksheets ready the week before your presentation

Parts of Speech Unit

Week 1 – Introduction to Parts of Speech, part 1

Week 2 – Introduction to Parts of Speech, part 2

Week 3 – Parts of Speech pre-test

Week 4 – Nouns Presentation

Week 5 – Pronouns Presentation

Week 6 – Adjectives Presentation

Week 7 – Adverbs Presentation

Week 8 – Verbs Presentation

Week 9 – Prepositions Presentation

Week 10 – Conjunctions Presentation

Week 11 – Interjections Presentation

Week 12 – Review

Week 13 – Review

Week 14 – Parts of Speech Test

Introduction to A Connecticut Yankee in King Arthur’s Court

             Published in 1889, Connecticut Yankee is one of the world's first stories about time travel. The seed for this novel was probably planted during Mark Twain's 1884-1885 reading tour for Huck Finn, when George Washington Cable bought him a copy of Sir Thomas Malory's Morte D'Arthur in an upstate New York bookstore. But Mark Twain's interest in travel to "old worlds" was a longstanding one, as his first book shows. And his interest in the British past was also a lifelong preoccupation, as can be seen in texts like The Prince and the Pauper, or even the Memory-Builder game he invented and patented to help American children learn the dates of England's various monarchies. As Twain’s fantastic attempt to locate his time and place in terms of its imagined pasts and its possible futures, Connecticut Yankee is perhaps his most complex book:

            “A Connecticut Yankee in King Arthur's Court met with mixed reviews when it was published in 1889. The British especially took offense at the novel, feeling that it maligned their history and culture and disgraced the ideals of King Arthur and his Round Table. Others hailed it as a triumph, full of genuine insight and sensitivity to social injustices throughout the ages. Many critics call attention to the cynical ending as evidence of Twain's own disenchantment with the promises of technology and progress as a result of his financial hardships, particularly the failure of an automatic typesetting machine in which he had invested. His later works share this tone of disillusionment. He died in 1910, survived by only one of his four children.”  (Spark Notes)

Major& Minor Characters

Hank Morgan

Clarence (Amyas le Poulet)

Sandy (Alisande)

King Arthur

Merlin

Sir Launcelot

Guenevere

Sir Sagramor le Desirous

Morgan Le Fay

Sir Kay

Marco

Dowley

Primary Themes

Magic/ Superstition vs. Technology

Religion/ Church

Education/ Training vs. Nature

King Arthur/ Monarchy

Chivalry/ Round Table/ Knighthood

Justice

Slavery

Topics for Analysis Discussion

Use of humor & satire

Role of the narrator

Contradictions

Works Cited

Spark Notes. Literature Study Guide: A Connecticut Yankee in King Arthur's Court. 2014. Barnes & Noble. Web. 22 July 2014.

Sherlock Holmes Quotes

“A Scandal in Bohemia”

·         You see, but you do not observe. The distinction is clear.

·         It is a capital mistake to theorize before one has data. Insensibly one begins to twist facts to suit theories, instead of theories to suit facts.

·         To Sherlock Holmes she is always the woman. I have seldom heard him mention her under any other name.

“The Red-Headed League”

·         I know, my dear Watson, that you share my love of all that is bizarre and outside the conventions and humdrum routine of everyday life.

·         It is quite a three pipe problem, and I beg that you won't speak to me for fifty minutes.

 “The Five Orange Pips”

·         A man should keep his little brain attic stocked with all the furniture that he is likely to use, and the rest he can put away in the lumber-room of his library...

·         As Cuvier could correctly describe a whole animal by the contemplation of a single bone, so the observer who has thoroughly understood one link in a series of incidents should be able to accurately state all the other ones, both before and after.

·         It is not so impossible, however, that a man should possess all knowledge which is likely to be useful to him in his work, and this, I have endeavoured in my case to do.

·         A man should keep his little brain attic stocked with all the furniture that he is likely to use, and the rest he can put away in the lumber-room of his library, where he can get it if he wants it.

“The Adventure of the Blue Carbuncle”

·         My name is Sherlock Holmes. It is my business to know what other people don't know.

·         On the contrary, Watson, you can see everything. You fail, however, to reason from what you see. You are too timid in drawing your inferences.

·         My name is Sherlock Holmes. It is my business to know what other people don't know.

“The Adventure of the Speckled Band”

·         "You are Holmes, the meddler."
My friend smiled.
"Holmes, the busybody!"
His smile broadened.
"Holmes, the Scotland Yard Jack-in-office!"
Holmes chuckled heartily.

·         "When a doctor does go wrong, he is the first of criminals. He has the nerve and he has the knowledge."

·         Violence does, in truth, recoil upon the violent, and the schemer falls into the pit which he digs for another.

“The Adventure of the Copper Beeches”

·         "Data! Data! Data!" he cried impatiently. "I can't make bricks without clay."

·         The lowest and vilest alleys in London do not present a more dreadful record of sin than does the smiling and beautiful countryside.

·         "I am glad of all details," remarked my friend, "whether they seem to you to be relevant or not."

·         "Do you know, Watson," said he, "that it is one of the curses of a mind with a turn like mine that I must look at everything with reference to my own special subject. You look at these scattered houses, and you are impressed by their beauty. I look at them, and the only thought which comes to me is a feeling of their isolation and of the impunity with which crime may be committed there."

Characterization

            Even people who have never read the Sherlock Holmes stories often know something

about his character.  If nothing else, they will associate the line, “Elementary, my dear Watson,” with him, although the literary Holmes never actually put these words together – only his film counterparts say them.  Although Conan Doyle named Holmes for one of his favorite authors, Oliver Wendell Holmes, he imagined Dr. Joseph Bell’s appearance for his hero: around six feet tall, with a thin “razor-like” face, a large nose, like a hawk, and small, sharp eyes.  Interestingly, Conan Doyle said the pictures of Holmes usually depict him as handsomer than he imagined him himself.  Holmes wears dressing gowns inside and a cape with a deerstalker hat outside, and he usually appears with a pipe or a magnifying glass in his hand. 

            Entirely unemotional, Holmes remains aloof, coolly rational, and arrogant.  He is often irritable and he possesses several idiosyncrasies that try the patience of even his longsuffering best friend, Watson.  He clutters his rooms with paperwork from his cases and paraphernalia from his numerous scientific experiments.  Watson complains that he keeps his cigars in the coalscuttle, his tobacco in one of his slippers, and his unanswered letters transfixed to the mantle with a jackknife.  He can play the violin well when he wishes to, but Holmes more often scrapes annoyingly and tunelessly on the strings.  He uses the walls of his home for target practice.  Moody and plagued by boredom when no case demands his attention, he injects a 7% solution of cocaine, a habit that his concerned friend finally helps him break.  

            Holmes possesses exceptional gifts and an encyclopedic knowledge of some areas, but remains willingly ignorant of many others, declaring he would rather not clutter his mind with facts that cannot help him solve his cases, even whether or not the earth travels around the sun.  He is respectful and polite to women, but he insists he would never let himself fall in love and marry, as Watson does.  In some ways Holmes resembles a Romantic hero, standing apart from society and even breaking its laws on occasion to obtain the clues he desires.  He will even allow a proven criminal to go free, insisting that he is not, after all, a policeman.  Holmes also can give the impression that his motives for solving his cases have less to do with combating crime or doing good than with amusing himself or impressing others.  

            In “The Hound of the Baskervilles,” when he finds what he supposes is the dead body of

his client, he cries out in rage and grief – at the black mark now on his reputation: “In order to have my case well rounded and complete,” he exclaims to Watson, “ I have thrown away the life of my client.  It is the greatest blow which has befallen me in my career.”  Interestingly, when Joseph Bell learned of his former student’s claim that he was the great detective’s inspiration, he admitted to only a slight resemblance, writing back to Doyle, “You are yourself Sherlock Holmes.”   Conan Doyle confessed, “…A man cannot spin a character out of his own inner consciousness and make it really life-like unless he has some possibilities of that character within him – which is a dangerous admission for one who has drawn so many villains as I.”

            In appearance at least, Conan Doyle seemed to share more with Dr. John Watson, whom he named after a friend, Dr. James Elmwood Watson, than he did with Holmes.  Like Doyle, Watson is a large, athletic man, wearing a bushy mustache.  Like Doyle, Watson studied medicine at Edinburgh University, and he served his country during wartime also.  He loves sports and has an eye for an attractive lady, and like Doyle, he marries more than once.  Watson is as even-tempered and genial as Holmes is moody and aloof.  Their temperaments make them opposites, but the most striking contrast between Holmes and Watson comes when they work together on a case.  Watson consistently fails when he tries to use his friend’s methods of deduction, and he often complains about how foolish Holmes makes him feel.  In “The Hound of the Baskervilles” Holmes tells Watson, “It may be that you are not yourself luminous, but you are a conductor of light.  Some people without possessing genius have a remarkable power of stimulating it.”  Yet Watson recognizes that for all his friend’s arrogance, Holmes needs him, and not just to record his history. 

            In “The Adventure of the Creeping Man” Watson notes, “He was a man of habits, narrow and concentrated habits, and I had become one of them.  As an institution I was like the violin, the shag tobacco, the old black pipe, the index books, and others perhaps less excusable.  When it was a case of active work and a comrade was needed upon whose nerve he could place some reliance, my role was obvious.  But apart from this I had uses.  I was a whetstone for his mind.  I stimulated him.  He liked to think aloud in my presence.  …If I irritated him by a certain methodical slowness in my mentality, that irritation served only to make his own flame-like intuitions and impressions flash up the more vividly and swiftly.  Such was my humble role in our alliance.”  Watson clearly foils Holmes; he is certainly less brilliant, less able, less confident.  But he might be more human, as Doyle himself suggested.