English 10 Composition
Composition is a studio class. Much time will be spent writing. Plan on writing when you enter the room.
Daily grades may be given for class participation.
You will receive a zero for any of the following:
- Coming to class unprepared (notebook, pencil, textbook)
- Putting your head down or appearing to sleep
- Blurting comments without being called upon
- Engaging in “side conversations” during class discussion
- Asking to leave class during lectures or discussions
- Bringing food or drink to class
- Not taking notes during lectures or discussions
- Sitting on desktops, tipping furniture
- Talking during work time
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Announcements •
by John Keats ( 1795-1821)
THOU still unravish’d bride of quietness,
Thou foster-child of Silence and slow Time,
Sylvan historian, who canst thus express
A flowery tale more sweetly than our rhyme:
What leaf-fringed legend haunts about thy shape 5
Of deities or mortals, or of both,
In Tempe or the dales of Arcady?
What men or gods are these? What maidens loth?
What mad pursuit? What struggle to escape?
What pipes and timbrels? What wild ecstasy? 10
Heard melodies are sweet, but those unheard
Are sweeter; therefore, ye soft pipes, play on;
Not to the sensual ear, but, more endear’d,
Pipe to the spirit ditties of no tone:
Fair youth, beneath the trees, thou canst not leave 15
Thy song, nor ever can those trees be bare;
Bold Lover, never, never canst thou kiss,
Though winning near the goalyet, do not grieve;
She cannot fade, though thou hast not thy bliss,
For ever wilt thou love, and she be fair! 20
Ah, happy, happy boughs! that cannot shed
Your leaves, nor ever bid the Spring adieu;
And, happy melodist, unweariרd,
For ever piping songs for ever new;
More happy love! more happy, happy love! 25
For ever warm and still to be enjoy’d,
For ever panting, and for ever young;
All breathing human passion far above,
That leaves a heart high-sorrowful and cloy’d,
A burning forehead, and a parching tongue. 30
Who are these coming to the sacrifice?
To what green altar, O mysterious priest,
Lead’st thou that heifer lowing at the skies,
And all her silken flanks with garlands drest?
What little town by river or sea-shore, 35
Or mountain-built with peaceful citadel,
Is emptied of its folk, this pious morn?
And, little town, thy streets for evermore
Will silent be; and not a soul, to tell
Why thou art desolate, can e’er return. 40
O Attic shape! fair attitude! with brede
Of marble men and maidens overwrought,
With forest branches and the trodden weed;
Thou, silent form! dost tease us out of thought
As doth eternity: Cold Pastoral! 45
When old age shall this generation waste,
Thou shalt remain, in midst of other woe
Than ours, a friend to man, to whom thou say’st,
‘Beauty is truth, truth beauty,that is all
Ye know on earth, and all ye need to know.’ 50
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Readings •
Reading Aldo Leopold
A Sand County Almanac, a classic in environmental literature, is a series of essays first published in 1949, shortly after Aldo Leopold died fighting a brush fire on his neighbor’s farm. Leopold was a founder of wildlife managment, leading conservationist, professional forester, college professor, co-founder of the Wilderness Society, early ecologist, and with his family, a steward of 120 acres of sand farm in the Wisconsin River floodplain. Leopold wrote A Sand County Almanac to change the way the reader conceives of and responds to the land. He weaves together three central concepts: the land is a community, the land is to be loved and respected, and the land yields a cultural harvest. Leopold has been called a prophet, who “finds truth in the wilderness and comes back to warn a society with little sense of its own spiritual danger. . .and certainly no wish to change.”
Purpose: Discussions centered on A Sand County Almanac will give the group an opportunity to think about and discuss ways in which humans relate to their natural surroundings.
Session 1 (40 pages)
Readings: Foreward
“January” - “June”
1. Leopold describes vividly his experiences with nature. Can you recall natural places that made a strong impression on you?
2. Of his sketches January through June, which is the most meaningful to you? Why?
3. What are the values of observing nature?
4. Leopold often reflects on humanity in the context of nature. (e.g., his comparison of men and fish on p. 42) Were there any reflections that you particularly appreciated?
5. What insights does “Good Oak” offer?
6. Is it important to know where your food and heat come from? (p. 7) Why?
7. Did you have any reflections about the role of fire after reading “Bur Oak”? (p. 32)
8. Observing the woodcock dance caused the naturalist to alter his behavior. (p. 36) Have you had any experiences with nature that have caused you to change?
Session 2 (39 pages)
Readings: “July” - “December”
1. The author presents many striking images in short phrases. For instance, he characterizes a partridge-hunting dog as “the prospector of the air, perpetually searching its strata for olfactory gold.” (p. 67) Share any descriptions that struck you and try to say why.
2. Do these sketches raise any ecological or conservation issues? What general principles emerge about attitudes we should take toward the land?
3. In your opinion, what are humans’ great possessions? (pp. 44-47)
4. How do you respond to the question Leopold raises: Can we have both progress and plants? (p. 51)
5. What do you think of Leopold’s definition of a conservationist? (p. 73)
6. Have you analyzed your preference or resentments toward particular plants or animals? (p. 73-74)
7. Leopold learns from and is influenced by pine trees. (p. 86-93) Choose a plant you identify with or learn from.
8. Do you look at disease any differently after reading “A Mighty Fortress”? (p. 77-82) Does this sketch have any implications for our tendency to want to clean up.
Session 3 (44 pages)
Readings: “Wisconsin”
“Illinois and Iowa”
“Arizona and New Mexico”
1. Leopold says that men are only fellow-voyagers with other creatures in the odyssey of evolution; yet he also says we are the only species that can mourn the death of another species. (p. 117) What comments do you have about the relationship of humans and other creatures?
2. Does our desire to understand the world rationally set us apart from nature? Or can we know “to what end?” as the crane does? (p. 102)
3. Leopold’s appreciation of the quality of the marsh is enhanced by his knowledge of its evolutionary history. Describe a place you appreciate, not because of its beauty, but because of your knowledge of its ecology or its history.
4. What is the value of wildness? (p. 107) Should we leave some land alone merely for the sake of wildness?
5. What do you think of Leopold’s statement that all conservation of wildness is self-defeating because to cherish it we must see and fondle it? (p. 108)
6. What does the “Odessey” narrative mean to you? (pp. 111-115)
7. In “Thinking Like a Mountain” how does the naturalist decipher the hidden meaning of the wolf’s call. What does the mountain represent? What is the consequence of not thinking like a mountain? (pp. 137-141)
8. How do you respond to Leopold’s statement, “Too much safety seems to yield only danger in the long run.” Can you give any examples? (p. 141)
Session 4 (38 pages)
Readings: “Country" “Goose Music”
“The Round River" A Man’s Leisure Time (optional)
“Natural History" Wildlife in American Culture (optional)
“The Deer Swath"
1. Leopold urges us to “keep every cog and wheel” even if we don’t understand their purpose and gives and example of a German forest where soil microorganisms were not respected. (p. 190) Can you think of other examples of “cogs and wheels” that may seem useless?
2. In the 1940’s Leopold wrote “American conservation is. . .still concerned for the most part with show pieces.” (p. 193) In the 1990’s are we still in the same place, or have we learned to think in terms of small cogs and wheels?
3. Leopold expresses an aching sense of loss, loneliness, and isolation through his essays. (e.g., p. 197) How does Leopold seem to have dealt with the sense of loss? How do you?
4. Does our current education help develop an ecological consciousness? (e.g. a comprehension of the living animal and how it holds its place in the sun,” p. 206) What would education for ecological consciousness look like?
5. Is the health and integrity of ecosystems necessary for our own health and integrity--beyond life support? Does it matter whether or not we hear goose music? (p. 233)
6. How do you agree or disagree with Leopold’s attitude toward hunting? (p. 233)
Session 5 (38 pages)
Readings: “Oregon and Utah”
“Manitoba”
“The Land Ethic”
1. Leopold wrote in the 1940’s, “The land-relation is still strictly economic, entailing privileges but not obligations.” (p. 238) What would you say is our land-relation today?
2. Do you agree that man’s role as conqueror of nature is eventually self-defeating? (p. 240) Why or why not?
3. If the land ethic is extending a community’s sensibilities to all members of the community, nonhuman as well as human, how do you see this as coming about?
4. How did our society’s disapproval of slavery come about? Is that relevant?
5. Do new discoveries in science contribute to our sense of kinship with fellow creatures of the earth? (e.g., space pictures of earth, embryonic development, genetic linkages)
6. Can a land ethic emanate from self interest, or must it come from a true caring for non-human elements?
7. Consider this statement: “A land ethic changes the role of humans from conqueror of the land community to plain member and citizen of it. It implies respect for his fellow-members, and also respect for the community as such.” (p. 240) How will this ethic be applied in practice?
8. “. . .the trend of evolution is to elaborate and diversify.” (p. 253) What responsibility does this place on us?
9. Discuss this passage: “A thing is right when it tends to preserve the integrity, stability, and beauty of the biotic community. It is wrong when it tends otherwise.” (p. 262) Was Leopold suggesting that the integrity of the biotic community supersedes the concerns for its individual members? What are the implications of this concept?
10. What is the interplay between the land ethic and human-centered cultural values? (e.g., human rights vs. population control) Has our democracy taken us more in one direction than the other?
Session 6 (48 pages)
Readings: “Chihuahua and Sonora" Guacamaja (optional)
“Song of the Gavilan”
“Wilderness”
1. Have you had any experiences in the wilderness similar to Leopold’s? Does that wilderness still exist?
2. In your view, what are the values of wilderness?
3. How does one learn to appreciate the aesthetics of the land? Can one appreciate it by understanding its evolution and ecology without direct experience? Can the appreciation be developed in one’s own backyard? (p. 292, p. 205)
4. Leopold in “The Land Ethic” said “It is inconceivable to me that an ethical relationship can exist without love, respect, admiration, and a high regard for its value” (in a philosophical sense). (p. 261) Which is more motivating: beauty (aesthetics) or duty (ethics)? (p. 203)
5. Does your experience support or discount the author’s statement: “recreation is valuable in proportion to the intensity of its experiences, and to the degree to which it differs from and contrasts with workaday life”? (p. 272)
6. According to Leopold what should conservation mean compared to what it means in practice? (p. 274, p. 243-251, p. 189)
7. Leopold says “The art of land doctoring is being practiced with vigor, but the science of land health is yet to be born.” (p. 274) Can you think of examples of doctoring? How would fostering land health be different?
8. What does the author mean by this statement: “Recreational development is a job, not of building roads into lovely country, but of building receptivity into the still unlovely human mind”? (p. 295)
9. What is the most valuable insight or feeling you gained from this book?
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Handouts • Handouts •
1st semester
1st Semester Test American Literature
1. The people of Plymouth Plantation left England to live a simpler life in the American wilderness. Thoreau left Concord to live a simpler life in the Massachusetts woods. Compare or Contrast Thoreau with Bradford. Possible questions to consider: What was each trying to get away from? What was each trying to find? How did each think about society and individuality and God?
2. Discuss a few key philosophical ideas that were important to the American revolutionaries who signed the Declaration of Independence. Explain how these ideas were related to Puritanism.
3. Discuss the relationships can you see between the ideas of the American Revolution and those of the Transcendentalists.
4. Trace the changes in religious ideas that occurred from William Bradford to Benjamin Franklin, and from Benjamin Franklin to Ralph Waldo Emerson, and from Ralph Waldo Emerson to Herman Melville. Explain your theory of what might explain these changes.
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Handouts •
media studies
Comparing family dramas and sit coms from the 1970s, 1980s and 1990s
Ask about various characters:
What do they desire?
What problems do they face?
What virtues do they display?
What are the rules? (social, economic, ethical)
List 4 adjectives to describe the characters that hold the following roles
father
mother
boys
girls
neighbors or “outsiders”
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Handouts • Media Studies •
by Christian Long
“The Future of Learning” Manifesto (draft #1—1.4.07)—The shortened version:
1. “Playing Small Does Not Serve the World.”
2. What Would Socrates Do?
3. Nobody Cares if You Walked Up Hill Both Ways Barefoot in the Snow.
4. Got Passion? If Not, I’ll Tell You What To Care About.
5. My Memory Is Only As Big As My Heart. Otherwise, I’ll Stick with Google
6. Look it Up or Die.
7. Collaboration Ain’t About Holding Hands. Its about Going Cool Places Fast.
8. This Will Go Down on Your Permanent Record.
9. It Ain’t About the Technology. It’s About Being Inside the Story.
10. Nobody Knows the Answer. Get Comfy with the Questions.
*****
“The Future of Learning” Manifesto (draft #1—1.4.07)—The long version:
1. “Playing Small Does Not Serve the World."-- Your Brain is Your Brand.
Marianne Williamson wasn’t being cheap with words. Our deepest fear is that we are powerful beyond measure. Or that we’re simply being measured by small dreams.
You’ve got one choice. Play big or stay home. Serve the world or be forgotten.
Ultimately, you’ve got your heart and your brain. Both can serve. One will do so when nobody is watching. The other is your brain. It needs attention. Give it fuel. Make it stand out. Be the brand that makes a difference.
2. What Would Socrates Do?
If Socrates could Google, what questions would he have asked?
Am I being rhetorical?
Does it matter?
Ask Jeeves.
3. Nobody Cares if You Walked Up Hill Both Ways Barefoot in the Snow and Could Diagram a Sentence.
I get it. You were a noble student of the highest caliber ‘back in the day’ before text messaging and cell phones and this wacky Internet business. You were a fine speller, you kept your notebook neatly on your desk, and you always answered something “above average” with your hand politely raised in the air. You memorized the multiplication tables all the way to 12, you studied Latin (and its sus scrofa domesticus-Latin brother), and you believed Sputnik was the cat’s meow. You had neat penmanship, you knew all the dates of all the battles and all the dead people, and you kept a glorious stash of index cards with obscure library resources neatly bound by a rubber band.
And if you’re dead set on helping me master ‘your past’, please realize I’m going to need a nap. And something to fidget with. And a bus token to get to my job down at the buggy whip factory where I’ll be standing at the front of the line.
Or, you can help me prepare for my future. Your choice.
4. Got Passion? If Not, I’ll Tell You What To Care About.
I have a right to bitch about this class only if I have a dream I can articulate and am willing to put my life on the line for it. Otherwise, I might as well color between the lines, sit up straight, and take great notes.
And get out to recess on time.
Keep in mind, I may be young so I may have a hard time with that “r-tickle-a-shun” thing. That’s your job. Give me the words. Give me the tools. Give me the examples. And then get out of my way.
But the second you see my passion start to go from curious lit match to smoke-jumper forest fire, stop giving me handouts and worksheets and become my Jerry McGuire.
5. My Memory Is Only As Big As My Heart. Otherwise, I’ll Stick with Google.
I could memorize your facts, but I got Google for that.
Yeah, completely outsourced my entire “traditional fact memorization” protocol to this upstart search engine. Yeah, like a library, ‘cept that there ain’t no dust and much, much bigger. Yeah, it’s not perfect, but I’m not going on Jeopardy, either. Yeah, there isn’t a librarian holding my hand, but then again I need answers now. Not after a lecture on the Dewey Decimal thinga-ma-bob.
Sure, I’ll do that memorize thing for you. Just one catch. Tell me a story.
Seriously. Put away the chalk. Get out from behind the podium. Look me in the eyes. Reach deep into my gut. Massage my heart. Get the hairs on the back of my neck to stand up. Get me to tell the flavor of clouds. Tell me to close my eyes and go somewhere bold.
I’ll remember anything you tell me. Swear it.
6. Look it Up or Die.
It’s old skool but sometimes remind me to look it up. Or die.
But don’t stop there. Don’t pat yourself on the back quite yet. I may be pretty quick on the Google or the Wikipedia, but I have no idea how to make sense of what I’m finding. That’s your job.
Back in the day, if it was in a book, you taught me how to write down some copyright details on a note card. But things got funny on the way to the Internet forum. Facts don’t just come in books anymore, and I need more than copyright details to help me make sense.
Are you teaching me to think? Or just to take notes?
And one day when you’re nowhere to be found and I got a kid with a fever and he’s vomiting and its 3am and I got 15 minutes to figure this crazy thing out, I got Google. And I need to know NOW what will keep my kid alive and what will instead send us over the edge.
Can you do that? ‘Cause that’s one part of my future and I won’t have time for index cards.
7. Collaboration Ain’t About Holding Hands. It’s about Going Cool Places Fast.
How big is my classroom? 4 walls or the horizon line?
I need friends. And fast.
Don’t get sucka-punched by all the ‘flat’ earth hype. You’re excited because someone in a foreign country leaves a comment on your blog. Really? Really? Seriously? Sure, it’s sexy to suddenly be in cahoots with someone in Bangladesh and Minneapolis at one time, but I was born in that world 2.0 so I’m kinda used to it. Yeah, I get that you were born before things got interesting, but your digital immigrant accent is making it hard for me to understand you, and harder for me to remain relevant.
And I’m kind of selfish when it comes to my future vs. your past.
So, please stop making this so Friedman-esque and suggesting I need more math so my job isn’t outsourced to Calcutta one day. And I ain’t got time for your geek blog-penpal moment, either.
What I need is a network. And yesterday-fast.
Are you helping me get networked? Are you helping me become one talented hombre when it comes to partnerships and brainstorming with a team and finding talent when I need it and learning how to step up big as a leader and then slide seamlessly into the role of teammate and be the go-to guy on 20 projects at one time? Are you helping me build and position my brand? Are you helping me be relevant? At all?
Are you making sure I’m going cool places? And fast?
8. This Will Go Down on Your Permanent Record.
You used to worry about the manilla folder. Then things really got interesting.
Today you worry about filters and predators and firewalls and the MySpace boogeymen.
Okay, I want to be safe. And I appreciate you wanting me to be safe. I just don’t want to live in a locked box in the process.
So, maybe it’s time we had a sit-down and talked about the ‘how-to’ strategy for social networking. What? Oh, I mean blogging. What? Yeah, like a diary. Sort of.
Instead of shutting off every virtual connection I have with the world once I step onto campus, why don’t you teach me how to ‘blog smart’? Why don’t you bring in some CEO’s into the classroom to talk about the really ‘great’ kid they almost hired, until they Googled her and found those clever spring break shots from Padre Island? Why don’t you get a MySpace account and come see what I’m writing, even if it p***es me off at the moment? Why don’t you make me agile, rather than weak?
Oh, and why are you asking my teachers to deliver a world class education for the 21st century knowledge economy but you’ve censored every virtual tool they have at their disposal? Frankly, I’m not sure why they give a damn. I wouldn’t if I were them.
But then I’d be blogging my brains out at home after I punched out at the end of the school day. And then become a consultant and get 10x the pay from the same superintendent who hired me to come in and do a professional development day when “blogging” was trendy for 5 minutes.
9. It Ain’t About the Technology. It’s About the Story.
Laptops? (Yawn)
Blogging? (Yawn)
PowerPoint? (Snore)
Multi-Media Center with a Starbucks ‘coffee house’ espresso shot in the backside? (Daring? 21st century school? Yawn.)
How about we stop talking all giddy-like about the technology. For us, it’s not about the box. Not even about the iPod in pink or black. And it’s definitely not about the email (psst: we don’t email ‘cept when old people need help).
It’s about the conversation. The ricochet of words. The energy. The fact that its happening right here right now and it ain’t coming back.
You tell me to turn off the game. Because you’re staring at the box. I can’t turn off the game. Because the game ain’t in the box.
So, stop making technology such a big deal. You want laptops. I got a cell phone. And you still don’t get it.
‘cause no matter what you spend your money and professional development time on, for us it’s about being inside the game, inside the story, in real-time.
Everything else is over-priced and ready for recycling.
10. Nobody Knows the Answer. Get Comfy with the Questions.
If you’re so smart, why are you asking me to give you the answers?
More importantly, are you teaching me how to ask great questions?
How to be Socrates? And the guys who actually code Google by asking the questions nobody else dreamed of?
I can tell you an answer. But my future isn’t going to care for what I memorized. It’s only going to care if I can adapt.
Are you ready to help me?
http://thinklab.typepad.com/think_lab/2007/01/the_future_of_l.html
And can I trust you to help me get there?
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film studies
Test over Pride and Prejudice
These should be typed in class by the end of the period. Type your name, and “Pride and Prejudice”, and today’s date in the upper left hand corner.
You may use your notes. Answer 3 of the following questions. Be sure to put the question number at the beginning of your paragraph.
Each answer should be one paragraph (6 or more sentences). Each paragraph should begin with a topic sentence, and it should be unified (everything in the sentence should relate to the topic sentence). Good, clear writing is as important as the “right” answer.
If you do not capitalize the first word of each sentence, your paper will not be graded. If you do not capitalize the pronoun “I” your paper will not be graded. If you do not spell check your paper, it will not be graded.
1. Describe how Elizabeth’s view of Mr. Darcy changes from the beginning of the movie to the end. Begin with a topic sentence that summarizes this change.
2. Describe the character of Mrs. Bennet. Begin with a statement about what sort of person she is, then develop the paragraph by telling about three or more incidents that support your view.
3. Explain why you think Jane Austin included the character of George Wickham in the story. Begin with a topic sentence that states his main function in the movie, then give two or more incidents that show what you mean.
4. Elizabeth is quick to judge people. State your opinion about how good a judge she is, then give three or more examples from the movie to support your opinion. Things you may want to think about: her first impression of Darcy and of Wickham, her judgments of Mr. Collins and Lady Catherine, her attitude toward Charlotte’s decision to marry Mr. Collins.
5. What is one thing you think is better about the “storyworld” created by this movie than today’s actual world? Start with a clear statementa topic sentence֖then compare two or three details from the movie with details from today’s world. Or, if you prefer, tell about one thing that is better about today’s world than the “storyworld” created by the movie.
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Media Studies •
A Summary, an Interpretation, and a Recommendation
Oral Book Reports should be 3-5 minutes long. Reports that are shorter than 3 minutes cannot get a better grade than a “D.”
Each report should have three parts: a summary of the book, a discussion of its main theme, and a recommendation.
I. Summary: A one paragraph (5-8 sentence) summary of the book, emphasizing what is most interesting about it. Be sure to include the title of the book and the author, but don’t start with boring deadwood such as “The book I read is. . .” or “My book report is about. . .”
Don’t wind up. Just pitch, like this:
Ben Franklin once quipped that visitors, like fish, stink after three days. He’d obviously never met Amber, the barefoot 30-something at the center of Ali Smith’s novel The Accidental. Amber turns up one day at the home where the Smarts are enduring their vacation, announcing, “Sorry I’m late. I’m Amber. Car broke down.” Michael, an English professor, assumes she’s come to interview his wife, Eve, a bestselling author of “autobiotruefictinterviews.” Eve assumes that Amber is the latest in Michael’s long string of student-conquests…
Or this:
“Wish I could be thirteen again,” the father fatuously remarks in “Black Swan Green,” David Mitchell’s brilliant new coming-of-age tale. “ Then,” his son, Jason, thinks darkly, “ you’ve obviously forgotten what it’s like.” Mitchell, a Man Booker Prize nominee, clearly hasn’t forgotten a minute of the humiliation and turmoil of adolescence, and he uses it all to create a genuinely memorable hero.
The story lurches through a year of Jason’s life in 1982 England. Margaret Thatcher and the Falklands war swirl together with parental fights, graveyard initiations, a Belgian countess, and Gypsies, which Mitchell then distills into a kind of essence of boyhood. And while Jason is hardly an average teen, he’s not a freakish prodigy. (Readers will figure out his parents’ problems long before he does.) He’s a smart kid whose speech impediment makes him “shrivel up like a plastic wrapper in a fire. . .”
II. Discussion of main theme: Pick one theme and explain how it is developed in the novel. This should be 3-4 paragraphs (about 8 sentences each).
Pride and Prejudice was first titled First Impressions, and these titles embody the main theme of the novel. [Statement of thesis:] The book deals with the way prejudices and first impressions lead people to make mistaken judgments. .
[First main point:] The main character is Elizabeth Bennet. Her judgments about other characters’ dispositions are accurate about half of the time. She is correct about Mr. Collins and how absurdly self-serving he is and about Lady Catherine de Bourgh and how proud and snobbish she is, but her first impressions of Wickham and Darcy steer her incorrectly. At first she thinks Wickham is a gentleman and a good man. His good looks and his easy manner fool almost everyone, and Elizabeth believes without question all that he tells her about Darcy. Elizabeth’s first impressions of him are contradicted when she realizes that he has lied about Darcy.
[Second Main Point:] Elizabeth’s first impressions of Darcy are also wrong. She, like many other characters in the book, see him as mean-spirited. She is also prejudiced against him because of the lies Wickham has told her. Darcy sees this fault of prejudice in Elizabeth, stating that her defect is “willfully to misunderstand everybody.” Eventually, Elizabeth realizes she is foolish to trust her first impressions. She states, “how despicably have I acted I, who have prided myself on my discernment!--I, who have valued myself on my abilities”
[Transition:] The above are only a few of the major examples of first impressions, prejudice and pride in the novel, as these themes show up throughout the story. [Third Main Point:] Many other characters besides Darcy are also accused of having too much pride, such as Bingley’s sisters, Miss Darcy, Lady Catherine and others. There are also discussions about pride between Elizabeth and Darcy, and Mary discusses pride vs. vanity. Several characters are described as being proud on various occasions. For example, Mrs. Bennet is described as visiting her married daughters with pride, and Elizabeth is said to be proud of Darcy because of what he had done for Lydia. Prejudice is also quite evident in the way that both Darcy and Lady Catherine react to the status of Elizabeth and her family.
III. Recommendation: Tell your classmates whether you think they would like to invest their time in reading this book. Let them know what is good or not good about it, and what sort of reader might be attracted to it:
For anyone who loves a complicated story of love overcoming obstacles, this excellent novel will stay in your hands from the moment you pick it up until you reach the romantic conclusion. The plot and characters draw the reader into a world where a person’s acquaintances depend on social status and connections, and there are rare times when a person marries for true love, but that is the case in Pride and Prejudice.
Oral Book Report guidelines PDF
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Forms •
American Literature
1. The writers we read this quarter include Henry Wadsworth Longfellow, Washington Irving, Ralph Waldo Emerson, Henry David Thoreau, Edgar Allan Poe, and Herman Melville. All these writers are are representative of the Romantic period.
Explain what “romanticism” means, when applied to 19th Century literature, and then discuss how Thoreau’s Walden and Melville’s Moby Dick may both be considered romantic texts even though they are quite unlike each other in many ways.
2. This course focuses on the relationship between literature and particular times and places. Using illustrations from at least three of the writers you have read this quarter, explain how literature responds to or is shaped by political, social, economic, or geographical events and realities.
3. Religion shaped the worldview of many of the writers we have read. Discuss changes in the religious understanding of of at least two writers during the Romantic Period as compared with at least one writer before the Romantic Period.
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Doing well on writing assessments
Attack the prompt
Brainstorm possible answers
Choose the order of your response (outline)
Detect errors before submitting the draft
Attack the prompt
1. Cross out things unrelated to forming your message
2. Circle any word that asks you to do something.
3. Draw an arrow from each circled word to what it specifically tells you to do.
4. Under the prompt, rewrite and and number the circled words, then next to it re-write what the word asks you to do. This is your new prompt.
Brainstorm
Make a list of all the ideas that you might use to satisfy the prompt.
Choose the one that you will be able to develop most effectively during a timed writing.
Choose an order
Make an idea web
- Put your topic at the center.
- Around it list the main ideas that support it
- Under each main idea list the details you can use for support
Select an order
- Decide the best order for the main ideas, and number them
- (You do not need to use all of them}
Start writing
- Begin with a clear statement of your opinion
- Start each following paragraph with a strong transition
Detect Errors before Submitting
Leave time to proofread your writing. Be sure all your sentences are complete and have a rhythm that’s easy to read and understand. Be sure all sentences begin with capitals and that “I” is captalized.
Example
By the time students enter high school, they have learned about many moments in history that have influenced our world today. Think about a moment in history you studied and consider its importance.
Write a composition in which you discuss a moment in history. Share its importance in today’s world. Be sure to support the moment with details and examples.
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Analyzing_a_story_worksheet.pdf
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Title
This is a test.
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Reactions to Jane Austen - Pride and Prejudice
Byline: PETER LEWIS
WITH the release of the much-lauded film Sense And Sensibility, we are in the grip of another bout of Jane Austen fever.
It is our second attack in 12 months. Last year, Persuasion and then Pride And Prejudice showed that Austen addiction could hook 11 million viewers.
What is it about us that craves the deceptively gentle vision of a Hampshire country clergyman’s daughter who began writing about love 200 years ago? A woman who not merely never married but, so far as the evidence goes, never had a full-blown love affair, let alone went to bed with a man. What is it that Austen knew that we are missing?
By present standards, her spinsterly life was absurdly circumscribed.
Her schooling ceased at 11, and other than visits to Bath, London, Lyme and the odd country house, she seldom travelled beyond Hampshire. She had no money of her own and was constantly hard put to dress respectably.
As a family-loving home bird, little happened to her. But with an eye and an ear like hers, what did that matter? `Three or four families in a country village,’ she once reflected, `is the very thing to work on.’
The one thing that has not changed since Austen wrote about it so brilliantly is people’s anxiety over love, money and social standing.
How much more elegant and sexually attractive, if inconvenient, than our own were the Regency styles for both women and men. We also miss out on ceremony, the bowing and curtsying on social occasions, the coaches and the balls, the chandeliers and the bewigged footmen, the panoply of what we call heritage but was then the daily, natural style.
But what we are really missing, which the elegance expressed, is restraint, the quality we have thrown to the winds. How long is it since couples aroused one another’s interest, as in Sense And Sensibility, by reading poetry aloud or singing ballads at the pianoforte? Today, they are more likely to be dumbly watching people blowing each other to pieces in a Hollywood action movie.
`Sexually explicit’ is the warning (or inducement) attached to books, films and late-night television. This is the explicit era, when magazine covers proclaim their orgasmic contents and when nudity, crudity and almost obligatory intercourse are depicted in most novels and dramas. They are backed up by television girlie discussion shows, sex guides, quizzes and cataracts of four-letter words spouted in the interests of realism or so-called stand-up comedy. Pride And Prejudice and Sense And Sensibility offer us a crudity-free zone, cleansed of four-letter words, the exposure of what were once called private parts and sexual grappling. Is this a handicap? By no means.
The thrills which they offer are superior. Mr Darcy invaded the dreams of millions of female viewers by merely glowering with unspoken desire.
Elizabeth Bennet enslaved shoals of men with the sweetness of her smile combined with the sharpness of her tongue. The Dashwood sisters - one all sense, one all sensibility - succumb to the reticence, shyness and manly self-control of their respective beaux.
Explicitness be blowed, it is implicitness that does the trick, that turns people on today as yesterday: the unmentioned brush of hand against hand in the quadrille; the lifting up of a girl with a twisted ankle in a rain-drenched park. The grunting hurly-burly of bare thighs and rumpled sheets soon grows tedious in comparison.
Austen knew well that silly young women in her day were all too easily ruined, as Lydia Bennet nearly was by running away with Wickham. But today, Lydia and Wickham might have been dispatched on a Blind Date with many an encouraging nudge and wink from Cilla Black. What would Miss Austen make of such an attitude? Though no prude, she could hardly accept that trial weekends are just a jolly charade for a voyeuristic audience.
She would recognise immediately the entanglement of Bianca and Ricky in EastEnders. What would appal her would be the poverty of their powers of self-expression, when `two-faced cow’ is considered the height of invective and `I wouldn’t want you if you was the last man on earth’ is the summit of rejection.
When Lizzy expressed the same sentiments to Darcy, she put it rather better: `From the first moment of my acquaintance with you, your manners impressed me with your arrogance, your conceit and your selfish disdain of the feelings of others . . . and I had not known you a month before I felt you were the last man in the world whom I could ever be prevailed upon to marry.’
Why can’t EastEnders, Brooksiders, Coronation Streeters or the characters of police and hospital serials command their native language to better effect? Because, their scriptwriters would argue, they are meant to be true to life. But need this be the dismal standard of social intercourse or are we taking verbal cues from sloppy television dialogue?
It was not so in the 19th century. Twenty years after Austen’s death, Charles Dickens brought the lower orders on the scene in a rich and individual variety of speech.
Sam Weller, a mere boots in a coaching inn when we meet him in Pickwick Papers, is verbally ready for anyone. Asked if he’s a bit of a wag, he replies: `My eldest brother was troubled with that complaint. It may be catching - I used to sleep with him.’ Austen’s pages abound with sharply observed women who are silly, devious, bitchy, greedy, dissembling, toadying, weak-willed - or iron-willed and fortune-hunting. She saw through them as only a woman could. But she appreciated what they were struggling with - the restrictions imposed on them by men.
If you did not inherit money, you needed to marry it and to do that a girl needed looks. Austen was born without either, although the only drawing we have of her by her sister can hardly do her justice.
All we know of her love life is that having accepted the proposal from a rich young heir, she changed her mind overnight and fled. She made it plain that there were limits to the price you should pay for financial security.
`Anything is to be preferred or endured rather than marrying without affection,’ she warned her favourite niece.
She earned herself a modest independence with her pen, but shunned the celebrity that it might have brought her. Like all her books, Sense And Sensibility was published anonymously - `By A Lady’. Even her tombstone does not mention that she was a writer.
Austen did not want to be famous, even for 15 minutes. Ladies in her time preferred to be modest. They lacked such role models as Miss Joan Collins, Miss Ruby Wax, Madonna or the Duchess of York, who have given feminine go-getting an air of such seductive charm.
In Austen’s time, the only respectable career open to women was matrimony. But for all the limitations of her society, she certainly believed it was possible for women to be happy.
Could we not combine some of her society’s virtues with those of our own?
Could not restraint once again be the standard of behaviour and of public entertainment?
Could not our use of language be as ambitious as hers? Could not TV and film scriptwriters take a leaf from her book, swear off swearing, shun cliched incoherence and attempt articulacy?
Then perhaps we might all start imitating the example of Jane Austen - begging her pardon, of `A Lady’.
Is there a place for Jane Austen’s modesty and manners in a modern world *
AVRIL BRISCOE, 58, a retired doctor from Norwich: `We couldn’t possibly go back to long, ritualised courtships, though there is some merit in the idea of having your husband selected for you: marrying someone from a similar background is more important than we like to admit. It still matters what your mother thinks of your boyfriend. Her attitude affects the kind of relationships you form in adult life.’
* JILL COOPER, 47, a teacher from Dorset: `Although women’s circumstances have changed, emotions remain the same. People still marry for the wrong reasons, for money rather than love, even though today they might not have to. Austen’s portrayal of the niceties of life may seem escapist, but her observations on life and love are funny, accessible and true.’
* KATE GROOMBRIDGE, 20, student, Norwich: `It’s every girl’s dream of being swept away by a knight on a white horse, but I wouldn’t want it to happen in real life.Having to get my mother’s approval every time I wanted to meet a man wouldn’t be a problem for me, but some of my friends wouldn’t let their mothers choose their socks, let alone their boyfriends.’
* NEIL FAILES, 32, a social worker from Dorset: `What appealed to me was the romance; the timeless story of love repressed, then expressed in the end. In spite of today’s flaunting of sexuality, we still respond to the romanticism of an age when feelings were conveyed only through looks. The feelings Austen describes are as relevant today as they were then. People still find it difficult to put their emotions into words; they still marry for the wrong reaons.’
* STEVE COOPER, 45, a teacher from Dorset: `I don’t believe the reasons people marry have changed - romanticism still exists, people fall madly in love in the same way and some still marry for money or status. I thought it was a very sexy film, although nothing explicit was shown. But although manners and loyalty are admirable qualities, the film also hints at the misery which bubbled beneath the civilised veneer.’
* MARTIN THIRKETTLE, 40, a town planner from Norwich: `All those elaborate, long drawn-out courtship rituals weren’t any more romantic than what happens today. In fact, I think rituals take the romance out of love. You’d never get the chance to relax and get to know each other. All the formality probably protected cads and allowed them to get away with bad behaviour.
Nowadays, you’re expected to be honest about your feelings in a relationship and you can’t hide behind courtesies.’
“Good Sense in the Old Virtues; What can we learn from Jane Austen’s picture of courtly love?. he Daily Mail. February 26, 1996. COPYRIGHT 1996
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