English 101 -- Friday, Feb. 1

1. Copy and paste a 2nd version of your summary below the first one.  All revisions and edits should be done on this 2nd version.

1. Review the "Losing is Good for You" article together for main points.  Revise as needed.

2. Strategies for upgrading your summary.  "Just because it is a summary, that doesn't mean it has to sound like it was written by a machine."  Revise as needed.

3. Grammar issues related to writing a summary (Edit as needed).

• article titles
• publications
• comma use
• verb tenses
• other

4. Check summary against Summary checklist and sample.  Revise as needed.  Peer conference.  Revise as needed.

5. Write a brief note beneath your revised summary, explaining what revisions and edits you made and why.  If you made no changes, explain why you did not.

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Additional Annotations (annotating to respond) -- "Losing is Good for You"

Class discussion: "Losing is Good for You"

English 101 -- Jan. 30 & 31

Writing & the Writing Process -- Open Discussion, integrating ideas from

1. Your 300-word writing process piece
2. Your experience in writing the 20-minute in-class prompt
3. Your annotations of Lamont, "Bird by Bird" 
4. The Writing Skills Questionnaire
5. The Stephen King, Jerry Seinfeld, Animation video clips
6. Other

"Ten Habits of Successful Students" -- Brief Discussion of assigned reading.

Course Syllabus -- Questions & Answers

Writing a Summary -- "Not so easy, not so difficult."

Turn in/Get Checked off for Completing:

1. 300-word Piece on your writing process (HW # 3 & 4)

2. 20-minute in-class prompt from Tuesday (HW # 2)

3. Writing Skills Questionnaire

4. Lamont, "Bird by Bird" Annotations (HW # 1)

5. Dual Enrollment Application

During Class on Thursday

• Read Chapter 9 in the handbook “Reading to Write” pp. 119-122.
• Annotating an article.  A good resource for annotation is here.
• Summarizing an article.  Read the handout “Writing a Summary.”
• grammar issues related to writing a summary.
• begin writing your summary (if time allows)

Assignment for Friday, Feb. 1:
--Write a summary of the ["Losing is Good for You" or OTHER TBA] article that was passed out in class. Be sure to annotate the article as discussed in the handbook before you write your summary. Also be sure to look up any terms you do not understand. Your summary should be about one paragraph or ½ page long. Bring your copy of the article (with annotations) and your typed summary on Friday.
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“E.L. Doctorow said once said that 'Writing a novel is like driving a car at night. You can see only as far as your headlights, but you can make the whole trip that way.' You don't have to see where you're going, you don't have to see your destination or everything you will pass along the way. You just have to see two or three feet ahead of you. This is right up there with the best advice on writing, or life, I have ever heard.”
― Anne Lamott, Bird by Bird: Some Instructions on Writing and Life

--see this link for more quotes from Bird by Bird. 

English 101 -- Monday & Tuesday, January 28 & 29

1. Writing Skills Questionnaire

2. Writers on writing (video clips)

3. In-class brainstorm about prompt. (see "A" below).

Upcoming -- Assignments for in class on Tuesday: 
--Read the article “Bird by Bird” by Ann Lamott (handout).
--Annotate the article with 5 or more  agreements, disagreements, comments, & questions.
--In class prompt / timed writing: write (at least) one page about something you have done or experienced that has had a significant effect on you as a person. Examples might include: meeting/knowing a certain person, living somewhere, moving, a challenge or competition, an illness or injury, a trip or a job. (The two assignments above will count as your first two "homework" grades.)

Assignment for Wednesday:
A. Write a 1.2 page typed, double-spaced (apx. 300-word) biography of yourself as a writer that includes a description of your own writing process.  Your response can be longer than the minimum, but it should not be shorter.  Include any struggles you may experience and any strategies you do/could employ to help you with your writing. Bring the typed description of your writing process to the next class.  I will collect this.  (Include any prewriting.) (This will count as homework grades #3 and #4).
B. Read pp. 1 - 8 in text (Concise Wadsworth Handbook) and be ready to report out on a "Personal Top 3 Tips for Success."
C. Read syllabus and be ready to ask questions, in particular about KVCC policies that may not be suitable in our high school setting.

The Writing Process -- Insights from Working Writers

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During class, you will be asked to complete a Writing Process Questionnaire.

Welcome to English 101 / Dual Enrollment English

This blog is a home base for English 101.  Visiting this page often can help you be successful.

Please bookmark this page on your laptop browser.

Reasons to visit this blog include:

• to complete class assignments
• for links for research and reading
• to get caught up in case you are behind or absent
• if you are confused and need more information
• if you want to challenge yourself and complete an honors assignment
• if you missed a class and want to make sure you are on the right track
• if you are interested in something we discussed in class and want to learn more

AP Exam -- Free Study Guide

An extensive study guide is available here.

Remember, every hour spent prepping for the exam is a well-spent hour, especially if you pass the exam, receive college credit, and save yourself time and $$$$$$$$.

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A Resource for Learning AP Lit. Terms:
Sign in to Quizlet using your Google account and choose "Learn," "Flashcards," or "Write."

Quizlet Set 1 (100 terms) 

Quizlet Set 2 (235 terms) 

Hamlet Resources

 Resources:
Hamlet -- Full Text online


Enjoying "Hamlet" 

Shakespeare Resource Center

Hamlet: The Undiscovered Country











Links:

Dr. Seuss Does Hamlet: Fox in Socks, Prince of Denmark

HAMLET: The Song (from Prarie Home Companion)

Hamlet Discussion Questions

Hamlet Practice AP-style Multiple Choice Questions:"To be or not to be . . ." Soliloquy (11 Questions)

Hamlet Journal Templates (This is a backup; we will complete in Classroom)
Click here for the Hamlet Act I Journal template.
Click here for the Hamlet, Act II Journal template.

Then copy and paste the template to your favorite word processing program.  Then save it as a

Hamlet on Facebook:
 If only Elsinore had Wifi:Click here to view.

Jane Eyre & Bean Trees: Socio-Historical Essay

Jane Eyre & Bean Trees Socio-Historical Essay
     --Essay Rubric
     --Essay timetable:
          -Wednesday, Jan. 2:  draft of 4 body paragraphs
          -Friday, Jan. 4:  draft 6 - 8 body paragraphs
          -Tuesday, Jan. 8:  completed draft including introduction and closing
          -Monday, Jan. 14: revised draft
          -Wednesday, Jan. 16: final draft
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Reminder:  body paragraphs should be developed as follows:
1. topic sentence  
2. lead-in to textual evidence 1 
3. textual evidence 1 
4. commentary 
5. transition and lead-in to textual evidence 2 
6. textual evidence 2 
7. commentary 
8. concluding or clincher sentence 

In order to provide convincing evidence of a theme, multiple examples must be provided!
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Resources:
--The Importance of Historical Context (skip down to section, "Historical Context in Literature"
The role and status of women:
--"Jane Eyre and 19th Century Women" (text & video)
--"The Bean Trees:  Feminism and Solidarity Among Women" 
Poverty, mobility, & Social class:
--"Class Attitudes in The Westminster Review and Jane Eyre"
--The Bean Trees Quotes
--New York Times Book Review:  The Bean Trees

A more complete list of readings is here.

Rime of the Ancient Mariner

AP Lit. Terms Quiz 

Rime of the Ancient Mariner (text)
--alternate Text with Audio & Study Questions
--Brief Review:  Rime of the Ancient Mariner (recommended)
--Dynamos Rime of the Ancient Mariner Themes incl. "Great Chain of Being"

Rime of the Ancient Mariner and Modern Culture
Rime of the Ancient Mariner & Pirates of the Caribbean
Iron Maiden, "Rime of the Ancient Mariner" lyrics and audio

Have you ever done something stupidly careless and known it was stupid at the time? 

If you have, then you can relate to the narrator of "The Rime of the Ancient Mariner"

allegory: a representation of an abstract or spiritual meaning through concrete or material forms; figurative treatment of one subject under the guise of another.  2.  a symbolical narrative: the allegory of Piers Plowman.

temporal: 1. of or relating to time.
2.pertaining to or concerned with the present life or this world; worldly: temporal joys.
3. enduring for a time only; temporary; transitory (opposed to eternal ).

liminal: 1. relating to a transitional or initial stage of a process.
2. occupying a position at, or on both sides of, a boundary or threshold.

What does liminal mean to you? (short video)
Liminal Spaces/Crossings (video)
An article about modern liminal spaces is here.

Jane Eyre Reading Assignments

for Monday, Dec. 3 -- Chapts. 19 & 20.*

for Tuesday, pp. 235 - 275.  See Ch. 21 questions here.

for Wednesday, pp. 275 - 325

for Thursday, pp. 325 - 365

for Friday, pp. 365 - 405

for Monday, Dec. 10 -- pp. 405 - 445

for Tuesday, pp. 445 - 485

for Wednesday, pp. 485 - end

*As you can see above, the reading pace will pick up beginning next week, so be sure to have read the first 20 chapters by Monday.  Expect to have at least one quiz (and at least one round of Kahoot!) on the reading next week.  Also expect a quiz the following week on the whole book

Double-entry journals will be due Wednesday, Dec. 12.  

Sonnets! Sonnets! Sonnets!

"When Nature made her chief work, Stella's eyes, 

In colour black why wrapt she beams so bright?"

--from Spencer, Astrophil and Stella (an example of the type of poem  Shakespeare is roasting in Sonnet 130.)

Famous Shakespearean Sonnets

Pop Sonnets  (Contemporary Songs Re-Written in Sonnet Form)
     the Time Magazine article featuring a few Pop Sonnets is here.

Assignment for duing class on Thursday:
Choose a sonnet as a base and an approach (see handout for suggestions); then draft the first quatrain of your sonnet.

Jane Eyre -- Resources & First Assignments

Jane Eyre Reading Assignment for Monday, Nov. 26

• Read Jane Eyre, Chapts. 1 - 10.
• Use sticky notes to mark 10 text passages that relate to the socio-historical issue you have chosen as a focus.  See handout for suggestions on issues.

Which Jane Eyre Character Are You?

Take the quiz here. 
For extra points, take the survey a 2nd time for your teacher or another class member and see if the character you come up with matches theirs.

Jane Eyre Full Text Online
          Jane Eyre -- Project Guterberg, full text online, searchable by "Control F"

          Jane Eyre -- Literature.org, full text online, searchable by chapter

Jane Eyre Character List (click here)

Upcoming:

• Choose a sonnet as a base and an approach (see handout for suggestions); then draft the first quatrain of your sonnet.

Bean Trees and Socio-Historical Commentary

--"Timeline: Guatemala's Brutal Civil War" (from PBS.org)
--"Guatemalan Army Stole Children . . ."
--"Children Were Routinely Kidnapped . . ."
--Kingsolver's Bean Trees as a Political Critique . . ."

Poetry Techniques and Modern Music

Use of Alliteration, Consonance, and Assonance in Popular Music

"How Does Hamilton . . ."

"Consonance, Assonance, and Alliteration in Hip-Hop"

"Assonance, and the Art of Writing Lyrics"

Bob Dylan, "Subterranean Homestyle Blues"

The Crucible -- A Preview

Ten Powerful Facts about The Crucible.

The Crucible (official trailer)

The Crucible (student project film trailer)

The Crucible (historical context, slideshow)

The Crucible (more detail on witchcraft)