--Took quiz over last 2 chapters of the book--see me asap for makeup if absent today
--Discussed ending of book. If absent today, answer the following questions on a sheet of notebook paper:
1. What did you think of the ending? Did it surprise you? Disappoint you? Why?
2. What might be the significance of the fact that the man who rescued the boys was a naval officer?
3. What was ironic about the fact that the boys tried to catch Ralph by making a fire?
--Played a vocab review game for extra credit. If absent, just make sure you study really well for the test!
--HW: Complete Character assignment for next class; study for vocab test on Wednesday
Monday, September 29, 2008
Thursday, September 25, 2008
Thursday, Sept. 25
--Started class with a quiz over ch. 9-10 (See me for makeup if absent)
--Discussed symbolism in novel. If absent, do the following: On a piece of white paper, write down five symbols that you've seen thus far in the book and what you think they represent. Remember that a symbol is an object that represents something bigger than itself, usually an abstract concept/idea. After you've written down your five symbols, creat a visual representation of each one.
--Reviewed idea of allegory--the whole story represents a bigger concept with a moral lesson. In this case, the novel represents the idea that in the battle of good versus evil, evil will win if the outside constraints aren't strong enough.
--Reviewed characterization assignment, which is pasted below. This is due on Wednesday, Oct. 1.
--HW: Finish the book for Monday, and start working on the characterization assignment
Lord of the Flies
Assignment #2: Characterization
Authors use a variety of techniques to show us the nature of their characters, making them realistic and “whole” so we can picture them clearly and identify or respond to them. Here are some of those techniques:
1. Direct description using adjectives, similes, metaphors, etc.
2. What the character himself says and thinks (dialogue and thoughts)
3. What the character himself does (actions and gestures)
4. What other characters think about a character
Complete the steps below to examine two of Golding’s main characters: Ralph and Jack.
Step 1: Use the bottom and the back of this paper to copy words, phrases, and passages you find in the first 10 chapters of Lord of the Flies that describe Ralph and Jack, specifically how they change as the novel progresses. Find at least one example of each of the characterization techniques mentioned above for each character. (This means a minimum of 4 entries for each character, or 8 total). Be sure to choose descriptions to fully convey what these two main characters are like to complete Step 2. Label each entry as technique 1, 2, 3, or 4, and make sure to include page numbers. (10 points)
Step 2: Create a pair of found poems that compare/contrast Ralph and Jack and show how their characters change. The lines of your poem must be made up ONLY of words and phrases you found in Step 1, though you can add words like “and”, “the”, “an”, etc. On a piece of white paper (not notebook paper), write out your two poems, titling each with the appropriate character’s name. You should also embellish your poems with artistic representations of the meaning of your poems. The poems do not have to be typed, but make sure they are neatly presented. (15 points)
Passages
(Be sure to include page # in parentheses following the quote)
Characterization
(Which technique is the author using for each of the passages cited above?)
--Discussed symbolism in novel. If absent, do the following: On a piece of white paper, write down five symbols that you've seen thus far in the book and what you think they represent. Remember that a symbol is an object that represents something bigger than itself, usually an abstract concept/idea. After you've written down your five symbols, creat a visual representation of each one.
--Reviewed idea of allegory--the whole story represents a bigger concept with a moral lesson. In this case, the novel represents the idea that in the battle of good versus evil, evil will win if the outside constraints aren't strong enough.
--Reviewed characterization assignment, which is pasted below. This is due on Wednesday, Oct. 1.
--HW: Finish the book for Monday, and start working on the characterization assignment
Lord of the Flies
Assignment #2: Characterization
Authors use a variety of techniques to show us the nature of their characters, making them realistic and “whole” so we can picture them clearly and identify or respond to them. Here are some of those techniques:
1. Direct description using adjectives, similes, metaphors, etc.
2. What the character himself says and thinks (dialogue and thoughts)
3. What the character himself does (actions and gestures)
4. What other characters think about a character
Complete the steps below to examine two of Golding’s main characters: Ralph and Jack.
Step 1: Use the bottom and the back of this paper to copy words, phrases, and passages you find in the first 10 chapters of Lord of the Flies that describe Ralph and Jack, specifically how they change as the novel progresses. Find at least one example of each of the characterization techniques mentioned above for each character. (This means a minimum of 4 entries for each character, or 8 total). Be sure to choose descriptions to fully convey what these two main characters are like to complete Step 2. Label each entry as technique 1, 2, 3, or 4, and make sure to include page numbers. (10 points)
Step 2: Create a pair of found poems that compare/contrast Ralph and Jack and show how their characters change. The lines of your poem must be made up ONLY of words and phrases you found in Step 1, though you can add words like “and”, “the”, “an”, etc. On a piece of white paper (not notebook paper), write out your two poems, titling each with the appropriate character’s name. You should also embellish your poems with artistic representations of the meaning of your poems. The poems do not have to be typed, but make sure they are neatly presented. (15 points)
Passages
(Be sure to include page # in parentheses following the quote)
Characterization
(Which technique is the author using for each of the passages cited above?)
Tuesday, September 23, 2008
Tuesday, Sept. 23
--Started class with a quiz over ch. 7-8
--Reviewed vocab in class with acting activity and turned in second set of 10 words
--Class discussion over ch. 7-8--if absent today, answer the following questions on your own sheet of notebook paper: 1) Do you think that things would be better if there were adults on the island, like Piggy and Ralph seem to think? Or would adults act basically the same as the kids are? 2) Do you agree with Golding's message that all people are essentially evil, and that the only thing keeping us from acting savage is the rules and order of society?
--Reviewed sentence fragments and completed an in-class exercise. If absent, read the information pasted below and complete the activity that follows on your own paper.
--I handed out Basmati passwords/IDs and would like everyone to bring back the bottom portion next time with a parent signature on it. If absent today, you can can get your letter from the crate in the back of the room.
--HW: Read ch. 9-10 in LOTF and get Basmati letter signed
Reviewing Sentence Fragments
Why? It’s important for us to examine when sentence fragments are errors and when they are style. This will help us to write clearly and formally when we need to, but also hold on to the ability to use fragments creatively when they serve us well.
What is a sentence fragment? A sentence fragment is an incomplete sentence. Remember, a complete sentence has a subject, a verb and an object, and it expresses a complete thought. A sentence fragment is missing one or more major parts of speech, and it expresses an incomplete thought—literally, a fragment of a thought. Examples:
To the store. (Missing subject and verb: who did what to the store?)
Ran and ran and ran and ran. (Missing the subject: who ran?)
Though it’s not cool. (This is a dependent clause so it can’t stand alone.)
Do you. (Do you what? from Lord of the Flies, p. 144)
See. (Does who see what? From Lord of the Flies, p. 144)
The basic rule for sentence fragments is: Do not use them. This is particularly true when you are writing formal, academic pieces of expository prose. This includes literature response papers, opinion papers, history papers, economics papers, etc. If you use sentence fragments when you are writing a formal paper or test, it will sound like you aren’t capable of completing your thoughts.
There are, however, a few exceptions to this rule. For the most part, these exceptions are about creative writing, which includes the writing of narratives, poems, imaginary pieces, literary nonfiction and short pieces of description.
Exception number 1: If you are writing a story, and you are in a character’s mind, and you want to create the perception that that character is thinking in fragments – that his or her thoughts are literally broken apart for some reason. See Lord of the Flies, p. 143-144.
Exception number 2: If you are writing dialogue. People often speak in fragments, and often interrupt each other.
Exception number 3 (use sparingly): Sometimes, especially when you are writing descriptive pieces, sentence fragments can create a compelling sense of rhythm. This is particularly true if what you are describing is shocking, surprising or arresting, and you want to jolt your reader, or if you are describing something with a choppy or rhythmic pattern to it. So, if I were describing a boat moving over the water in a windstorm, I might include a few sentence fragments to create the sense of choppy water.
Example: The boat lurched. Ducked. Collided into the next wave. Swamped in icy water, we thought we would sink for sure.
In this example, notice that I stopped using fragments and returned to a normal sentence. You don’t want to overwhelm your readers with fragments. Usually, one will do it.
Exception number 4: Sometimes, when people want to emphasize one word, they will put that word in a fragment. Sometimes, they will put the word in a sentence and follow up that sentence with the word in a fragment. Again, this is a creative writing technique, and this is a technique that emphasizes voice. This is not a technique to use in academic writing.
Example: Her eyes were green. Green. All this time, he’d thought they were blue.
Example: She claimed she had amnesia. Amnesia? That only happened to people on soap operas.
For more information about using complete sentences and using sentence fragments, see Writers Inc, page 87.
Correcting Sentence Fragments Practice
Directions: This is a formal, academic paragraph that should have no fragments in it. Underline any sentence that is a fragment, then either join it to another sentence with the correct punctuation, or write a different, complete version of the sentence under the fragment.
Cheese is the best food in the world. The best. Whenever I eat it, I feel incredibly happy. I especially like the stinky cheeses, like gorgonzola. And other bleu cheeses. The stinkier the smell, the better the cheese. Though I don’t really like brie that much. Unfortunately, however, cheese is bad for me. Really bad. I like to pretend it doesn’t have any calories, but the changing numbers on my scale prove me wrong every time. Sad. I guess I’ll have to learn to limit myself to only eating it occasionally. Like only once a day.
--Reviewed vocab in class with acting activity and turned in second set of 10 words
--Class discussion over ch. 7-8--if absent today, answer the following questions on your own sheet of notebook paper: 1) Do you think that things would be better if there were adults on the island, like Piggy and Ralph seem to think? Or would adults act basically the same as the kids are? 2) Do you agree with Golding's message that all people are essentially evil, and that the only thing keeping us from acting savage is the rules and order of society?
--Reviewed sentence fragments and completed an in-class exercise. If absent, read the information pasted below and complete the activity that follows on your own paper.
--I handed out Basmati passwords/IDs and would like everyone to bring back the bottom portion next time with a parent signature on it. If absent today, you can can get your letter from the crate in the back of the room.
--HW: Read ch. 9-10 in LOTF and get Basmati letter signed
Reviewing Sentence Fragments
Why? It’s important for us to examine when sentence fragments are errors and when they are style. This will help us to write clearly and formally when we need to, but also hold on to the ability to use fragments creatively when they serve us well.
What is a sentence fragment? A sentence fragment is an incomplete sentence. Remember, a complete sentence has a subject, a verb and an object, and it expresses a complete thought. A sentence fragment is missing one or more major parts of speech, and it expresses an incomplete thought—literally, a fragment of a thought. Examples:
To the store. (Missing subject and verb: who did what to the store?)
Ran and ran and ran and ran. (Missing the subject: who ran?)
Though it’s not cool. (This is a dependent clause so it can’t stand alone.)
Do you. (Do you what? from Lord of the Flies, p. 144)
See. (Does who see what? From Lord of the Flies, p. 144)
The basic rule for sentence fragments is: Do not use them. This is particularly true when you are writing formal, academic pieces of expository prose. This includes literature response papers, opinion papers, history papers, economics papers, etc. If you use sentence fragments when you are writing a formal paper or test, it will sound like you aren’t capable of completing your thoughts.
There are, however, a few exceptions to this rule. For the most part, these exceptions are about creative writing, which includes the writing of narratives, poems, imaginary pieces, literary nonfiction and short pieces of description.
Exception number 1: If you are writing a story, and you are in a character’s mind, and you want to create the perception that that character is thinking in fragments – that his or her thoughts are literally broken apart for some reason. See Lord of the Flies, p. 143-144.
Exception number 2: If you are writing dialogue. People often speak in fragments, and often interrupt each other.
Exception number 3 (use sparingly): Sometimes, especially when you are writing descriptive pieces, sentence fragments can create a compelling sense of rhythm. This is particularly true if what you are describing is shocking, surprising or arresting, and you want to jolt your reader, or if you are describing something with a choppy or rhythmic pattern to it. So, if I were describing a boat moving over the water in a windstorm, I might include a few sentence fragments to create the sense of choppy water.
Example: The boat lurched. Ducked. Collided into the next wave. Swamped in icy water, we thought we would sink for sure.
In this example, notice that I stopped using fragments and returned to a normal sentence. You don’t want to overwhelm your readers with fragments. Usually, one will do it.
Exception number 4: Sometimes, when people want to emphasize one word, they will put that word in a fragment. Sometimes, they will put the word in a sentence and follow up that sentence with the word in a fragment. Again, this is a creative writing technique, and this is a technique that emphasizes voice. This is not a technique to use in academic writing.
Example: Her eyes were green. Green. All this time, he’d thought they were blue.
Example: She claimed she had amnesia. Amnesia? That only happened to people on soap operas.
For more information about using complete sentences and using sentence fragments, see Writers Inc, page 87.
Correcting Sentence Fragments Practice
Directions: This is a formal, academic paragraph that should have no fragments in it. Underline any sentence that is a fragment, then either join it to another sentence with the correct punctuation, or write a different, complete version of the sentence under the fragment.
Cheese is the best food in the world. The best. Whenever I eat it, I feel incredibly happy. I especially like the stinky cheeses, like gorgonzola. And other bleu cheeses. The stinkier the smell, the better the cheese. Though I don’t really like brie that much. Unfortunately, however, cheese is bad for me. Really bad. I like to pretend it doesn’t have any calories, but the changing numbers on my scale prove me wrong every time. Sad. I guess I’ll have to learn to limit myself to only eating it occasionally. Like only once a day.
Thursday, September 18, 2008
Thursday, Sept. 18
--We started class today with a small group discussion over ch. 5 and 6. If absent today, answer the questions pasted below on your own on a piece of notebook paper.
--After our group discussion, we worked in the same groups to make 3-D maps of the island setting in LOTF. If absent today, create your own drawing of the island at home, making sure to consult the passages you found for your setting assignment. Make a key for your map with labels for all of the major landmarks you put on your map.
--HW: Read ch. 7-8 (not 9 like schedule says); complete last 10 vocab words
Ch. 5-6 Group Discussion
Directions: Please decide if your group agrees or disagrees with each of the following statements from main characters in Lord of the Flies, and why or why not. See if your group can come to a consensus (an answer to which everyone agrees), or if you must split your answer. After each statement, please record your group’s final response, in one or two complete sentences (“We agree because….” or “We disagree because…”). Please rotate note-taking responsibilities so that a different person in your group writes the response to each of the four questions and then sign the response that you record.
1. From Simon: “’Maybe,’ he said hesitantly, ‘maybe there is a beast.’…. ‘what I mean is…maybe it’s only us’” (Golding 89; ch 5).
2. From Jack: “’The thing is—fear can’t hurt you any more than a dream’” (Golding 82; ch. 5).
3. From Piggy and Ralph: “’Grownups know things,’ said Piggy. ‘They ain’t afraid of the dark. They’d meet and have tea and discuss. Then things ‘ud be all right---‘….
’If only they could get a message to us,’ cried Ralph desperately. ‘If only they could send us something grownup…a sign or something’ (Golding 94; ch. 5).
FLIP OVER!
Part 2: Examining text
Directions: Please reread pages 95-98 (where the twins scramble away through to the spacebreak). You may have someone read aloud to the group, or choose to reread it yourself, as individuals. Then please answer these three questions. Again, rotate recorders and sign the response you record.
1. As a group, discuss what you think has landed on the mountain. Please write down, in one complete sentence, what you think it is, literally speaking, and why you think so.
2. Writer’s Inc defines a symbol as “A concrete object used to represent an idea” (Writers Inc 126). Imagining the thing that landed on the mountain (your answer to number 2), has not only literal, but also figurative, meaning, what do you think it could symbolize? Please give your answer in one complete sentence.
3. The Penguin Dictionary of Literary Terms and Literary Theory defines dramatic irony as “When the audience understand the implication and meaning of a situation on stage, or what is being said, but the characters do not,” or “when a character’s words ‘recoil’ upon him.” (Cuddon 237). Remembering Ralph and Piggy’s conversation at the end of chapter 5, how does the opening to chapter 6 demonstrate dramatic irony? Write one or two complete sentences.
--After our group discussion, we worked in the same groups to make 3-D maps of the island setting in LOTF. If absent today, create your own drawing of the island at home, making sure to consult the passages you found for your setting assignment. Make a key for your map with labels for all of the major landmarks you put on your map.
--HW: Read ch. 7-8 (not 9 like schedule says); complete last 10 vocab words
Ch. 5-6 Group Discussion
Directions: Please decide if your group agrees or disagrees with each of the following statements from main characters in Lord of the Flies, and why or why not. See if your group can come to a consensus (an answer to which everyone agrees), or if you must split your answer. After each statement, please record your group’s final response, in one or two complete sentences (“We agree because….” or “We disagree because…”). Please rotate note-taking responsibilities so that a different person in your group writes the response to each of the four questions and then sign the response that you record.
1. From Simon: “’Maybe,’ he said hesitantly, ‘maybe there is a beast.’…. ‘what I mean is…maybe it’s only us’” (Golding 89; ch 5).
2. From Jack: “’The thing is—fear can’t hurt you any more than a dream’” (Golding 82; ch. 5).
3. From Piggy and Ralph: “’Grownups know things,’ said Piggy. ‘They ain’t afraid of the dark. They’d meet and have tea and discuss. Then things ‘ud be all right---‘….
’If only they could get a message to us,’ cried Ralph desperately. ‘If only they could send us something grownup…a sign or something’ (Golding 94; ch. 5).
FLIP OVER!
Part 2: Examining text
Directions: Please reread pages 95-98 (where the twins scramble away through to the spacebreak). You may have someone read aloud to the group, or choose to reread it yourself, as individuals. Then please answer these three questions. Again, rotate recorders and sign the response you record.
1. As a group, discuss what you think has landed on the mountain. Please write down, in one complete sentence, what you think it is, literally speaking, and why you think so.
2. Writer’s Inc defines a symbol as “A concrete object used to represent an idea” (Writers Inc 126). Imagining the thing that landed on the mountain (your answer to number 2), has not only literal, but also figurative, meaning, what do you think it could symbolize? Please give your answer in one complete sentence.
3. The Penguin Dictionary of Literary Terms and Literary Theory defines dramatic irony as “When the audience understand the implication and meaning of a situation on stage, or what is being said, but the characters do not,” or “when a character’s words ‘recoil’ upon him.” (Cuddon 237). Remembering Ralph and Piggy’s conversation at the end of chapter 5, how does the opening to chapter 6 demonstrate dramatic irony? Write one or two complete sentences.
Wednesday, September 17, 2008
Tuesday, Sept. 16
--Started class with a vocab review activity and turned in first 10 vocab words
--Whole class discussion over ch. 4-5. If absent today, you can make this up by answering the following questions on a piece of notebook paper:
1. What is happening to the boys now that they’ve been on the island for a while? Find a few specific examples from the text to support your ideas.
2. What effect does wearing a mask have on Jack? Explain.
3. Re-read the second paragraph on pg. 58 with your partner. How is the island described in this section? What do you think is the effect of the setting’s description here?
--Reviewed SETTING assignment, which is due next class. If absent today, get a handout from the crate in my room that explains the assignment. Just do Step 1 for homework.
--HW: Read ch. 6 (not 7 like the schedule says) and complete SETTING assignment
--Whole class discussion over ch. 4-5. If absent today, you can make this up by answering the following questions on a piece of notebook paper:
1. What is happening to the boys now that they’ve been on the island for a while? Find a few specific examples from the text to support your ideas.
2. What effect does wearing a mask have on Jack? Explain.
3. Re-read the second paragraph on pg. 58 with your partner. How is the island described in this section? What do you think is the effect of the setting’s description here?
--Reviewed SETTING assignment, which is due next class. If absent today, get a handout from the crate in my room that explains the assignment. Just do Step 1 for homework.
--HW: Read ch. 6 (not 7 like the schedule says) and complete SETTING assignment
Monday, September 15, 2008
Friday, Sept. 12th
--Turned in Discussion Notes assignment and took quiz over ch. 2-3
--Student-generated discussion over ch. 2-3
--Reviewed Soph. Writing Guidelines--print them out from below or get a copy from the crate in my room
--Reviewed complete sentences and subject/verb/object
--Got Writer's Inc. books--make sure to check one out from the textbook window if you were gone today--you're going to need it!
--HW: Read ch. 4-5 for Tuesday; complete first 10 vocab words
Sophomore Year Writing Guidelines
Throughout sophomore year, we will be working on the writing and grammar rules listed below. You will need to keep this sheet all year and refer to it every time you write a paper to help you edit your own writing before turning it in. You will also need to look at this sheet when you get your papers back, as your teacher may use the abbreviation listed after each topic instead of writing out the entire phrase. If you need more help understanding a particular rule, look it up in your Writer’s Inc. book—we’ve listed the page numbers.
Some Important Terms to Remember:
Subject: The person or thing doing an action or being described in a sentence
Verb: An action or a state of being (like “is” or “were”)
Object: The thing that receives the action in a sentence
Clause: A subject plus a verb. An independent clause is one that can stand alone as its own sentence, while a dependent clause is one that cannot stand alone.
Coordinating Conjunctions: Words that join parts of a sentence together. These words are: for, and, nor, but, or, yet, and so. Remember these with the acronym FANBOYS.
Make sure to edit your papers for the following:
1. Fragment Sentences (Abbreviation: FS)
Writer’s Inc. Pg.: 87
Rule: A complete sentence includes a subject and a verb. If there is no subject or no verb, it’s called a fragment. You shouldn’t use fragments in formal writing.
2. Coordinating Conjunctions + Commas
Writer’s Inc. Pg.: 489
Rule: Use a comma before a coordinating conjunction that introduces an independent clause.
3. Run-on Sentences (Abbreviation: RO)
Writer’s Inc. Pg.: 88
Rule: A complete sentence including a subject and a verb should be followed by a period, a semi-colon, or a comma plus a coordinating conjunction. If you place two sentences together without one of these, it is called a run-on. Run-ons are grammatically incorrect.
4. Comma Splices (Abbreviation: CS)
Writer’s Inc. Pgs.: 88, 489-493
Rule: A comma should never be used in place of a period. If you join together two independent clauses sentences with just a comma, this is called a comma splice. Comma splices are grammatically incorrect. A period, semi-colon, or comma plus coordinating conjunction must be used instead.
5. Active vs. Passive Voice (Abbreviation: PV or AV)
Writer’s Inc. Pg.: 541
Rule: Active voice indicates that the subject of the verb is doing something. Passive voice means that the subject of the verb is being acted upon. For example, the following sentence is in passive voice: “Cigarette taxes will be raised.” This sentence doesn’t identify the subject— who will raise the taxes. Passive voice should usually be avoided, because it is less dynamic than active voice.
6. Semi-Colons (correct usage)
Writer’s Inc. Pgs.: 493-494
Rule: Semi-colons can be used in place of a period to join two independent clauses together. They can also be used to separate items in a long, complicated list. Finally, they are often used before “however” and similar words (called conjunctive adverbs).
7. Use of “You” and “I”
Rule: In general, don’t use “you” or “I” in formal expository writing. Instead of writing “When you read a book like Huck Finn,” use a specific noun: “When teenagers read a book like Huck Finn.”
--Student-generated discussion over ch. 2-3
--Reviewed Soph. Writing Guidelines--print them out from below or get a copy from the crate in my room
--Reviewed complete sentences and subject/verb/object
--Got Writer's Inc. books--make sure to check one out from the textbook window if you were gone today--you're going to need it!
--HW: Read ch. 4-5 for Tuesday; complete first 10 vocab words
Sophomore Year Writing Guidelines
Throughout sophomore year, we will be working on the writing and grammar rules listed below. You will need to keep this sheet all year and refer to it every time you write a paper to help you edit your own writing before turning it in. You will also need to look at this sheet when you get your papers back, as your teacher may use the abbreviation listed after each topic instead of writing out the entire phrase. If you need more help understanding a particular rule, look it up in your Writer’s Inc. book—we’ve listed the page numbers.
Some Important Terms to Remember:
Subject: The person or thing doing an action or being described in a sentence
Verb: An action or a state of being (like “is” or “were”)
Object: The thing that receives the action in a sentence
Clause: A subject plus a verb. An independent clause is one that can stand alone as its own sentence, while a dependent clause is one that cannot stand alone.
Coordinating Conjunctions: Words that join parts of a sentence together. These words are: for, and, nor, but, or, yet, and so. Remember these with the acronym FANBOYS.
Make sure to edit your papers for the following:
1. Fragment Sentences (Abbreviation: FS)
Writer’s Inc. Pg.: 87
Rule: A complete sentence includes a subject and a verb. If there is no subject or no verb, it’s called a fragment. You shouldn’t use fragments in formal writing.
2. Coordinating Conjunctions + Commas
Writer’s Inc. Pg.: 489
Rule: Use a comma before a coordinating conjunction that introduces an independent clause.
3. Run-on Sentences (Abbreviation: RO)
Writer’s Inc. Pg.: 88
Rule: A complete sentence including a subject and a verb should be followed by a period, a semi-colon, or a comma plus a coordinating conjunction. If you place two sentences together without one of these, it is called a run-on. Run-ons are grammatically incorrect.
4. Comma Splices (Abbreviation: CS)
Writer’s Inc. Pgs.: 88, 489-493
Rule: A comma should never be used in place of a period. If you join together two independent clauses sentences with just a comma, this is called a comma splice. Comma splices are grammatically incorrect. A period, semi-colon, or comma plus coordinating conjunction must be used instead.
5. Active vs. Passive Voice (Abbreviation: PV or AV)
Writer’s Inc. Pg.: 541
Rule: Active voice indicates that the subject of the verb is doing something. Passive voice means that the subject of the verb is being acted upon. For example, the following sentence is in passive voice: “Cigarette taxes will be raised.” This sentence doesn’t identify the subject— who will raise the taxes. Passive voice should usually be avoided, because it is less dynamic than active voice.
6. Semi-Colons (correct usage)
Writer’s Inc. Pgs.: 493-494
Rule: Semi-colons can be used in place of a period to join two independent clauses together. They can also be used to separate items in a long, complicated list. Finally, they are often used before “however” and similar words (called conjunctive adverbs).
7. Use of “You” and “I”
Rule: In general, don’t use “you” or “I” in formal expository writing. Instead of writing “When you read a book like Huck Finn,” use a specific noun: “When teenagers read a book like Huck Finn.”
Wednesday, September 10, 2008
Wednesday, Sept. 10th
--Turned in signed syllabus
--Took reading quiz over ch. 1 (see me for makeup quiz if absent today)
--Survivor Simulation activity (don't need to make this up)
--Civilized vs. Savage discussion--if gone today, do the following: On a sheet of notebook paper, draw a line down the middle. On one side at the top, write "civilized." On the other side, write "Savage." Then, brainstorm as many different things as you can that YOU consider to be one or the other. Turn this in next class.
--Reviewed vocab and discussion notes assignments. See below for vocab assignment. See me for discussion notes assignment (can't cut and paste it).
--HW: Read ch. 2 and 3 in LOTF; complete discussion notes assignment
Lord of the Flies Vocab
Directions: For each of the words below, type out the following:
1) The definition
2) A synonym for the word. (If you can’t find one in the thesaurus, use your best guess. Don’t just write “None.”)
3) A sentence using the word correctly according to its part of speech. So, if the word is a noun, you must use it as a noun in your sentence, not as an adjective or a verb. If you need help with this, ask! I’ve also included the page numbers from the book so you can see the word in context.
Remember, this assignment must be typed, or I will not accept it. You can use an online dictionary like www.dictionary.com, or a hard-copy dictionary—either one will work.
At the end of the unit, we will have a test over all 20 words. The test will require you to be able to use the words in sentences, not just memorize the definitions, so make sure you really understand what the words mean. We will also be reviewing these in class to help you.
Words:
1. Decorous—pg. 15
2. Effulgence—pg. 14
3. Efflorescence—pg. 12
4. Enmity—pg. 14
5. Furtive—pg. 22
6. Specious—pg. 12
7. Festoon—pg. 44
8. Ebullience—pg. 38
9. Indignant—pg. 42
10. Officious—pg. 40
11. Tirade—pg. 45
12. Inscrutable—pg. 49
13. Tacit—pg. 55
14. Vicissitudes—pg. 49
15. Effigy—pg. 87
16. Diffidently—pg. 103
17. Impervious—pg. 121
18. Derisive—pg. 128
19. Corpulent—pg. 146
20. Truculently—pg. 177
Due Dates:
Words 1-10 due: Tuesday, Sept. 16
Words 11-20 due: Tuesday, Sept. 23
--Took reading quiz over ch. 1 (see me for makeup quiz if absent today)
--Survivor Simulation activity (don't need to make this up)
--Civilized vs. Savage discussion--if gone today, do the following: On a sheet of notebook paper, draw a line down the middle. On one side at the top, write "civilized." On the other side, write "Savage." Then, brainstorm as many different things as you can that YOU consider to be one or the other. Turn this in next class.
--Reviewed vocab and discussion notes assignments. See below for vocab assignment. See me for discussion notes assignment (can't cut and paste it).
--HW: Read ch. 2 and 3 in LOTF; complete discussion notes assignment
Lord of the Flies Vocab
Directions: For each of the words below, type out the following:
1) The definition
2) A synonym for the word. (If you can’t find one in the thesaurus, use your best guess. Don’t just write “None.”)
3) A sentence using the word correctly according to its part of speech. So, if the word is a noun, you must use it as a noun in your sentence, not as an adjective or a verb. If you need help with this, ask! I’ve also included the page numbers from the book so you can see the word in context.
Remember, this assignment must be typed, or I will not accept it. You can use an online dictionary like www.dictionary.com, or a hard-copy dictionary—either one will work.
At the end of the unit, we will have a test over all 20 words. The test will require you to be able to use the words in sentences, not just memorize the definitions, so make sure you really understand what the words mean. We will also be reviewing these in class to help you.
Words:
1. Decorous—pg. 15
2. Effulgence—pg. 14
3. Efflorescence—pg. 12
4. Enmity—pg. 14
5. Furtive—pg. 22
6. Specious—pg. 12
7. Festoon—pg. 44
8. Ebullience—pg. 38
9. Indignant—pg. 42
10. Officious—pg. 40
11. Tirade—pg. 45
12. Inscrutable—pg. 49
13. Tacit—pg. 55
14. Vicissitudes—pg. 49
15. Effigy—pg. 87
16. Diffidently—pg. 103
17. Impervious—pg. 121
18. Derisive—pg. 128
19. Corpulent—pg. 146
20. Truculently—pg. 177
Due Dates:
Words 1-10 due: Tuesday, Sept. 16
Words 11-20 due: Tuesday, Sept. 23
Monday, Sept. 8
--Welcome to Global Lit. and the Arts!
--Intro/background about me
--Filled out index cards with questions about you (get a copy of the Powerpoint from the crate if absent today so you can make up the questions)
--Reviewed syllabus (also get from crate if gone today)
--Intro to Lord of the Flies, our first book
--Got books
--First homework assignment: read ch. 1 in LOTF; get syllabus signed and bring back next time
--Intro/background about me
--Filled out index cards with questions about you (get a copy of the Powerpoint from the crate if absent today so you can make up the questions)
--Reviewed syllabus (also get from crate if gone today)
--Intro to Lord of the Flies, our first book
--Got books
--First homework assignment: read ch. 1 in LOTF; get syllabus signed and bring back next time
Subscribe to:
Posts (Atom)
