English 3201

Read Act III from the moment Iago brings up Jealousy and 'the affair' to the end of the Act.  How does Othello change in this part of the play?

Dracula Essay Question

2-3 pages, 1.5 spacing

Due May 18th; one copy to Dr. Dinn and one copy to me

Q - Discuss how Stoker uses 1 or 2 religious symbols to suggest an argument abou the nature of evil.  [in 'english' terms - think 'how do symbols covey a thematic statement about evil].

I will provide you with an overview of important elements in Dracula handout by late this week/early next.

We are up to Act I, sc.iii in our reading.  We spent time today talking about Natural Order, of the State and of the Individual.  This is important as the dissolution of Natural Order leads to Disorder, which leads to the conditions for Tragedy.  Get the notes from class discussion.

Homework - 1. finish reading the scene and answer:  a. what is Iago's plan to destory Othello?   b. how are Othello, Iago and Desdemona developed as characters?  chart: trait, supporting quote

Upcoming - 2-3 page Dracula essay (question coming soon)

Handout today - MLA and APA Citation method

Group Work:

-EACH member of the group must complete work on their topic this evening - group work tomorrow

write up will require - notes and at bottom, for which essay questions would your topic be useful?

1. red hat, chapter 13, authenticity, sickness motif to p. 90

2. Sunny - what is function of this minor character

3. Juxtposition - Allie memory, Disciples, Judas and Maurice showing up, chapter 14, p. 98-101 especially

4. Nun, chpt 15

5. Museum - symbolism and function, chapter 16

6. Sally Hayes, chpt 17

In-class assessment today - a diagnostic assessment to see where you are in your understanding of the novel.

Speech people and absent students MUST complete next day back.

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Chapter 15

-opens with desire to communicate - “give Jane a buzz” (105), but he “wasn't in the mood”

-calls Sally Hayes instead: if Jane is authenticity/innocence/intimacy and Sally is phony/superficial, then why does Holden do this? Is this avoidance?

-Sally is Jane's foil

-“grand,” Sally's word, is “so phony,” according to Holden

-does Holden seem conformist/phony himself in going out with her?

-Holden expresses his care for his mother, family, p.107; father “quite wealthy” - elevated? Holden as Modern Tragic hero?

-the nuns suitcases – Holden's materialism evident, or is it guilt for being upper class? “bourgeois” (108)

-he says, of Stradlater, “at least his suitcases were as good as mine” (109) – so at least Holden has nothing to feel guilty about

-this class guilt is evident again p.110, when he says, “that depressed me. I hate it if I'm eating bacon and eggs or something and somebody else is only eating toast and coffee.”

-he also says, “goddam money. It always ends up making you blue as hell.” (113)

-nuns represent selflessness – a virtue to Holden, one he doesn't see in his family/class

-Holden's stereotypes about Catholics come in as mixed up with the suitcases: suggests his convoluted thinking, inability to organize his thoughts, p.113 “I'm not saying I blame Catholics. I'd be the same way, probably, if I was Catholic. It's just like those suitcases I was telling you about, in a way. All I'm saying is that it's no good for a nice conversation.”

-guilt from some kind of misplaced idealism

internal conflict – evident through issue of wealth

external conflict – evident through values of nuns vs. values of society he grew up in: Holden vs. Society

Chapter 16

-title/child singing song, p.115

-Holden sees “this family that you could just tell just came out of church” who “looked sort of poor” - notice the two values he just finished talking about in the last chapter here represent the family's 'goodness' or innocence

-they look 'nice'/whole, like they have meaning, the boy is singing and Holden approaches to hear. He hears, “if a body catch a body coming through the rye.” (wrong lyric)

-cars are drying by and “screeched all over the place” but the boy doesn't move – it's as though his innocence, and his song, defeat traffic/adult world

-this makes Holden feel “not so depressed any more.” (115)

-Holden goes to buy Phoebe a record: symbol of childhood (a gift of childhood and innocence) BUT it's ironic, it is sung “very dixieland and whorehouse” (p.115) – corrupted: foreshadows the real meaning of the Burns poem

-calls Jane again (motif – failed communication), hangs up because her mother answers

-in talking about movies, Holden is again disparaging actors who know they are 'good'; he emphasizes a scene in Hamlet (who is very like Holden in some ways) in which Ophelia, as a younger sister NOT a lover, is 'horsing around' with her brother as the father gives him (Laertes) advice – image of childhood in the face of adulthood (117)

-importance of time/setting: Christmas season, “it didn't seem like Christmas was coming soon. It didn't seem like anything was coming soon.” (118) Modern crisis, no meaning.

-Holden's role as a Catcher is foreshadowed/evident here: he helps a child with her skate; she is nice and polite and it illustrates the idealism of childhood Holden has, “I love it when a kid's nice and polite” (119)

-that Holden goes to the same place that he used to skate as a kid foreshadows the eternal nature of childhood symbolized in the carousel later on; a connecting symbol would be the museum

-Museum (p 120-122): symbolizes No Change – Things staying the same: Holden's reluctance to grow up: the major theme developed in these chapters.

• details: Eskimos, Indian war canoe, glass cases, “nobody'd be different, only you”

-Holden leaves and puts on his red hunting hat – this longing for the museum/no change – spurs a feeling of depression because he knows it's not life: the hat protects him from this

Ironic final image: he tries to help kids at the park but the reject him (foreshadowing) – he arrives at the museum but suddenly “a funny thing happened, I didn't want to go in.”

theme development: growing up/change/resistance to growth

Chapter 17

-theme development: phoniness

detail: minor chartacter: Sally Hayes, her values, the Lunts show, people outside

-theme development: escape vs. growing

detail: offer to Sally to run away,

motif: failure of communication

detail: Holden talking about hating school, about his problems with society's values

-he appeals to her for help, “I'm in lousy shape” p. 131

Holden's deterioration as a character evident in this chapter – evident through her observations of him:

-he jumps from topic to topic

-he is shouting at her

-he has a real outburst, p.133 – this might actually be 'healthy' – he says what he really means

-he laughs at his 'meanness'

p. 132: “what a fool I was” - Holden has realized something about that event: suggests that he has come to understand some things – theme: growth/understanding is slow

p. 133: Holden doesn't want a 'typical' life: it is not Free (connection to Huck Finn)

In-class assessment tomorrow.  Two parts - part one: sight passage (4 marks for annotation, 6 marks for paragraph analysis), part two: open-ended question (4 marks for detail, 6 marks for analysis).

Schedule:

We completed our reading of love vs. sex conflict, with reference to mass culture.

We then took notes on how Holden seeks escape from society and sexuality, as well as notes on Phoebe.

Homework - 1. re-read chapter 11 and discuss Jane's character - what is the 'heart' of Holden's care for her?  (that's really bad, I know)

2. write a 2 paragraph descriptive passage on any object for which you try to convey a "dominant feeling/impression" through appeal to senses (detailed language)

Thursday - 1. package notes chapters 1-9 will be handed out, as well as other notes on novel

2. model of analysis response will be completed

Friday - 1. 30 minutes for close reading analysis (chpts 10-17)

2. essay question will be handed out

Today you worked in your groups on the topic you had been assigned.  Groups combined notes together into a single, one page write up on the topic.  Groups then discussed a song that would represent the meaning of the topic.

For Thursday: hand in the 1 page write up on your topic (point form).

                    - hand in a. a copy of lyrics for your group's song selection and b. a write up (point form) explaining how song fits novel

Group Questions

Instructions - find your name in the group below.  Your entire group has been assigned a topic.  YOU must complete a ONE PAGE write up on the topic for next class.  During that class, you will compile your notes with the rest of the group members into a final ONE PAGE good copy.  That will be copied and distributed to the entire class.  You will receive a mark for your individual work.

The questions following the topic are to get you started, they are not the only things to consider....

Group 1 - Lies or Stories?  Discuss how 'lying' figures into Holden's character; how does it fit with his being a writer?  Consider chapters 3, 4 and 8.

Ellen, Sarah, Tareq, Abuk

Group 2 - Discuss the symbolism of the red hunting hat.  Read the passages in which it is 'used' or discussed very closely.

Bill, Tony, Maria 

Group 3 - Ackley - how does he help create a "hygiene motif"?  What theme/idea might 'hygiene' relate to?  Examine Ackley himself, but also focus on Holden's appeal to him in chapter 7.

Hillary, Caroline Pippy, Michael Tiller

Group 4 - Stradlater - how is he part of the 'hygiene motif'?  What does "secret slob" mean?  Discuss his importance as a minor character, focus on Holden's encounter with him over Jane

Caroline Hickey, Jordan, Kate

Group 5 - Jane Gallagher: game motif, what does she represent for Holden?  how is she important as a minor character?

Katie F, John S, Michael S

Group 6 - Ali and the Baseball Mitt - how is Ali important for Holden?  Symbolism of the mitt?  Why is it important that Holden just happens to have the mitt with him?

Laura H, Caleigh, Emily, Chris D

Group 7 - Map Holden's depression from the sadness at the end of chapter 2 to his statement that he feels depressed at the end of chapter 7, upon his departure from Pencey.  This is a timeline map; there may be some overlap with things other groups say - you don't have to analyze all the details, but find them and map them....

Maria S, Peter, Janessa

We focused on Chapter 1.

1. Describe Holden's values.  Why is revealed by the order in which information is given?  Why does he desire closure at the top of the hill?\

2. create a mental map for Holden.  Two absolute ends:    Innocence    |    Corruption       Put different details into the two categories.

3. Discuss what the game motif means as it is established in chapter 1.

We have been working on Writing Forms (monologue, narrative essay, expository essay, etc.) over the last few weeks as preparation for speeches.  We will be moving on to the novel study in class tomorrow..  In-class speeches start Feb 13, 14, 15.

Reading Logs will be checked.

You received 4 handouts today: essay structure/organization, thesis statement writing, narrative essay structure/organization and using transitions.

We worked on Status and Conflict skits as a way to generate a handy demand story on a public exam.

Homework - complete the outline for the narrative essay on the outline provided (back of narrative essay handout).  You can generate your own prompt or use:  "Small actions can have big consequences - write a personal narrative account that supports this idea".

I will check (for marks) in tomorrow's class.   No Reading Log check tomorrow.

We finished with our work on monologues today.  Students were paired up with a partner and exchanged monologues.  They studied the character and tone of their partner's monologue and then performed it for the class.

Next day we move on to Narrative Essay.  Please have Echoes 12 in class.

Also - I started Reading Log checks - so far people have done insufficient work - I am giving the class a second chance and will begain again tomorrow - homework: make sure you work on developing your Catcher Reading Log.

We finished with the Trudy monologue today.

Homework - write a half page monologue.  Before you begin state: a. the character you intend to establish and b. the tone you will develop.  Then write the 1/2 page.

Reflections due today.

Reflection on Webb lecture due Wednesday.

We took up questions on "Snapshots" today.  Speech topics were handed out.  Please start working on brainstorming, outlining and rough drafting your speech.  Next week we will have an in-class work period with teacher-student conferencing.

Homework - finish the chart on Trudy's character for the monologue we worked on today: what does she say?  what does it reveal about her?

Today we began talking about the traits of Monologue.  We read "Snapshots" in Echoes 12.  Homework - complete #1, 2, 4 on page 204

We spent time today working with thesis statements and topic sentences in terms of their make up - each contains a 'how' and a 'what' and the topic sentence must emerge logically from the thesis and be arranged in a way that it leads to the 'proving' of the thesis (from start to end of the concept/argument/plot chronology).

Thesis example from class:

In both Oedipus Rex and Antigone, Sophocles conveys the theme that the quest for justice leads to the downfall of the tragic hero.

Topic Sentence 1 - Oedipus' flawed motives and reasoning behind his edict clearly show how blindness can skew one's sense of justice.

Evaluate - does this topic sentence 'work'?  does it have a 'how' and a 'what'?  does it logically contain both aspects of the thesis (quest for justice and downfall)?

Homework check tomorrow.

Complete the multiple choice and short answers for "To Be of Use," the sample poem handed out today in class.  

Comparative essays were submitted today.

Friday we worked on Comparative Essay Writing.  We took notes on Form and on the Outline process.  Your homework is to complete the outline (for the two poems) in the way we discussed in class and then turn that outline into a 2 page MAX (1.5 spacing) essay.  This essay will be your rough draft - you will get your Antigone essays back and then use it to revise the comparative poetry essay.

Today we read two Langston Hughes poems - "Harlem" and "Dream Variation".

For next class - complete an essay outline for the two poems, "Wall" and "Field of Vision" - those for which we completed the homework questions on the thematic connection.  (That's the essay topic you are writing the outline for).

pg. 27/28 #s 1-4 on poems "Field of Vision" and "Where There's a Wall" - this was already assigned, but many people were absent.  If you did not complete it, then you must do so for next class as we will be working on an in-class comparative essay.

Remembrance Day and Arts and Letters Creative - due Tuesday, November 15

Antigone Essays Due TODAY

3201 Antigone Test tomorrow.  Also due - self/group evaluation.  You will get a zero for that component of the mark if it is not submitted.

Test Tuesday

Outline: a. 5 M/C questions

           b. two quotes - state significance - 5 marks each - focus on content, not writing

           c. three short answer questions - 10 marks each - 2 writing, 8 content

Essay - due 2 days after we see play

       - 2 pages, 12 point font, 1.5 spacing

1. Discuss how 2 or 3 minor characters develop Creon as a tragic hero and illustrate his change.

OR

2. The play Antigone has been described as a clash of Right against Right.  Discuss this idea and assess how Sophocles uses the Tragic Mode to suggest a 'correct' moral position.

In Class Today we discussed in detail:  (be sure to get elaborated notes from someone present)

- money motif: Creon's challenge to Sentry, returns with Teiresias - ironic, Creon corrupted by his own pride and stubbornness; Teiresias talks about the "debt" and "payment" Creon has and must make to the gods

- Chorus' importance - they develop Fear as emotion of play in response to omen, they finally stand up to Creon and they help force his recognition and shift

- as part of tragic hero, his realization and change happen too late

-Antigone kills herself by hanging, Haemon attacks father (unnatural) then kills himself and Euridyice committs suicide too

-we spoke at length about Antigone as "bride of death" and Haemon's suicide's significance (linked to Creon's choices but also linked to consequences of youthful impetuousness - vs. the wisdom of old age that the chorus speaks of at very end)

- key lines, "I am nothing" - contrast to "I am the State" - illustrates reversal and recognition

- final moral evident in last few pages

- themes of change, destiny, learning, self-awareness

Today was Workshop Day 3.  Tomorrow is Whole Class Discussion 1.  Workshop 4 on Friday, Workshop 5 next Tuesday.  Projects due, with individual logs, on Wednesday of next week (Oct 19th) - we will have Whole Class Discussion 2 that Wednesday.  Friday - choir/band gone so we will review a poem from public exam and test on Antigone will be following Monday, Oct 24.

Today we viewed a slideshow on Greek Tragedy and began our reading of the play.  You will receive the handout for the film project tomorrow and we will continue on with our reading.  Groups will be assigned the following day. 

Project, Log/Reflection and Test - October 12.

Last class you submitted your one page opinion pieces no Money.  Students who have not done so must submit this asap - 10% penalty per day in effect for lates.

Your essay on Oedipus Rex (Analyze two ways in which minor characters show you that Oedipus is, in fact, a tragic hero) is due Monday. 

Please do bring your Theban Plays again as we will move directly into Antigone.

Today we finished discussing the myth of the metals in the Republic.  Key themes - Responsibiltiy of the Powerful (absolute), parental role of rulers; virtue of gold, no ego,no possession, wisdom; "noble lie" - role of gods in ensuring myth of control, rule; Elevated place of Knowledge over Appetites - it frees us from Fate, Destiny, gives us 'true' value - 'sight' vs. blindness (key motif); to rule others you MUST rule self (captain of the ship).

Homework - read Oedipus Rex - make annotated notes that highlight the presence of the above themes

We have been working through the ideas of Dynasty and Tragedy.  Today we began with an activity in which we tried to create an idea for an ideal state and then attempted to come to consensus with other groups about which vision should exist.  We then began our reading of Book III of The Republic.

We will finish with that next day and move into our reading of Oedipus Rex.