tag:blogger.com,1999:blog-90782296097814054522024-03-05T03:42:30.727-08:00TeachingMaria Garcia Teutschhttp://www.blogger.com/profile/00715782266091513281noreply@blogger.comBlogger8125tag:blogger.com,1999:blog-9078229609781405452.post-48960958515464319802011-09-07T18:40:00.000-07:002011-09-21T17:11:51.525-07:00Fairy Tale Journal<div dir="ltr" style="text-align: left;" trbidi="on"><br />
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<span class="Apple-style-span" style="font-family: 'Times New Roman'; font-size: x-large;"><b><div class="MsoNormal" style="margin-bottom: 16pt; text-align: center;"></div><div align="center" class="MsoNormal" style="margin-bottom: 16pt; text-align: left;"><span class="Apple-style-span" style="font-size: medium;"><span class="Apple-style-span" style="font-size: 15px;"> </span></span></div><span class="Apple-style-span" style="font-size: medium;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYqmCxTQATilZukIzgwdlTavTNKq3jd_1XBqOZrvv8e7_xABaqlXu0-3h8FCgdemix36dSjsAWBupEHG7CSnQ-agucwI0aUrQ2q_APeFzFx6kyNj_ZXlzoWRVAS6bdXjF00GYxywgkfuIQ/s1600/image001.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYqmCxTQATilZukIzgwdlTavTNKq3jd_1XBqOZrvv8e7_xABaqlXu0-3h8FCgdemix36dSjsAWBupEHG7CSnQ-agucwI0aUrQ2q_APeFzFx6kyNj_ZXlzoWRVAS6bdXjF00GYxywgkfuIQ/s320/image001.jpg" width="246" /></a></div><div align="center" class="MsoNormal" style="margin-bottom: 16.0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: center; text-autospace: none;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: 'Times New Roman'; font-size: 14pt;"><br />
</span></b></div><div align="center" class="MsoNormal" style="margin-bottom: 16.0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: center; text-autospace: none;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: 'Times New Roman'; font-size: 14pt;">Fairy Tale Journals</span></b></div><div class="MsoListParagraphCxSpFirst" style="margin-bottom: 16.0pt; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; mso-pagination: none; text-autospace: none; text-indent: -.5in;"><span style="font-family: 'Times New Roman'; font-size: 11pt;">1.<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span><span style="font-family: 'Times New Roman'; font-size: 11pt;">Each journal entry should be about 200-250 words in length.<o:p></o:p></span></div><div class="MsoListParagraphCxSpMiddle" style="margin-bottom: 16.0pt; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; mso-pagination: none; text-autospace: none; text-indent: -.5in;"><span style="font-family: 'Times New Roman'; font-size: 11pt;">2.<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span><span style="font-family: 'Times New Roman'; font-size: 11pt;">Write a fairy tale based off of another fairy tale.<o:p></o:p></span></div><div class="MsoListParagraphCxSpMiddle" style="margin-bottom: 16.0pt; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; mso-pagination: none; text-autospace: none; text-indent: -.5in;"><span style="font-family: 'Times New Roman'; font-size: 11pt;">3.<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span><span style="font-family: 'Times New Roman'; font-size: 11pt;">Blog posts are worth 10 points each.<o:p></o:p></span></div><div class="MsoListParagraphCxSpMiddle" style="margin-bottom: 16.0pt; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; mso-pagination: none; text-autospace: none; text-indent: -.5in;"><span style="font-family: 'Times New Roman'; font-size: 11pt;">4.<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span><span style="font-family: 'Times New Roman'; font-size: 11pt;">Artwork that represents/interprets each story assigned. (Not all stories will have to have an artistic interpretation.<o:p></o:p></span></div><div class="MsoListParagraphCxSpMiddle" style="margin-bottom: 16.0pt; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; mso-pagination: none; text-autospace: none; text-indent: -.5in;"><span style="font-family: 'Times New Roman'; font-size: 11pt;">5.<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span><span style="font-family: 'Times New Roman'; font-size: 11pt;">The cover to your journal should be decorated. The first page of your journal should contain your name and a table of contents. <o:p></o:p></span></div><div class="MsoListParagraphCxSpMiddle" style="margin-bottom: 16.0pt; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; mso-pagination: none; text-autospace: none; text-indent: -.5in;"><span style="font-family: 'Times New Roman'; font-size: 11pt;">6.<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span><span style="font-family: 'Times New Roman'; font-size: 11pt;">Research summaries of assigned articles/websites etc.<o:p></o:p></span></div><div class="MsoListParagraphCxSpMiddle" style="margin-bottom: 16.0pt; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; mso-pagination: none; text-autospace: none; text-indent: -.5in;"><span style="font-family: 'Times New Roman'; font-size: 11pt;">7.<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span><span style="font-family: 'Times New Roman'; font-size: 11pt;">Homework assignments, both graded and ungraded should be included.<o:p></o:p></span></div><div class="MsoListParagraphCxSpLast" style="margin-bottom: 16.0pt; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; mso-pagination: none; text-autospace: none; text-indent: -.5in;"><span style="font-family: 'Times New Roman'; font-size: 11pt;">8.<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span><span style="font-family: 'Times New Roman'; font-size: 11pt;">Comparison/contrast paper on <i style="mso-bidi-font-style: normal;">Little Red Riding Hood</i>-<b style="mso-bidi-font-weight: normal;">due 9/29</b><o:p></o:p></span></div><div class="MsoNormal" style="margin-bottom: 16.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: 'Times New Roman';">Characterization</span></b><span style="font-family: 'Times New Roman';"> is the hallmark of good fiction. There are eight basic ways in which characters are revealed to readers:</span><span style="font-family: 'Times New Roman';"><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: .5in; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; tab-stops: 11.0pt .5in; text-autospace: none; text-indent: -.5in;"><span style="font-family: 'Times New Roman'; font-size: 11pt;">•<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span><span style="font-family: 'Times New Roman'; font-size: 11pt;">through their names</span><span style="font-family: 'Times New Roman'; font-size: 11pt;"><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: .5in; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; tab-stops: 11.0pt .5in; text-autospace: none; text-indent: -.5in;"><span style="font-family: 'Times New Roman'; font-size: 11pt;">•<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span><span style="font-family: 'Times New Roman'; font-size: 11pt;">their physical appearances</span><span style="font-family: 'Times New Roman'; font-size: 11pt;"><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: .5in; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; tab-stops: 11.0pt .5in; text-autospace: none; text-indent: -.5in;"><span style="font-family: 'Times New Roman'; font-size: 11pt;">•<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span><span style="font-family: 'Times New Roman'; font-size: 11pt;">their personal histories</span><span style="font-family: 'Times New Roman'; font-size: 11pt;"><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: .5in; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; tab-stops: 11.0pt .5in; text-autospace: none; text-indent: -.5in;"><span style="font-family: 'Times New Roman'; font-size: 11pt;">•<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span><span style="font-family: 'Times New Roman'; font-size: 11pt;">the things they say</span><span style="font-family: 'Times New Roman'; font-size: 11pt;"><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: .5in; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; tab-stops: 11.0pt .5in; text-autospace: none; text-indent: -.5in;"><span style="font-family: 'Times New Roman'; font-size: 11pt;">•<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span><span style="font-family: 'Times New Roman'; font-size: 11pt;">the things others say about them</span><span style="font-family: 'Times New Roman'; font-size: 11pt;"><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: .5in; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; tab-stops: 11.0pt .5in; text-autospace: none; text-indent: -.5in;"><span style="font-family: 'Times New Roman'; font-size: 11pt;">•<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span><span style="font-family: 'Times New Roman'; font-size: 11pt;">the ways they act in response to specific situations</span><span style="font-family: 'Times New Roman'; font-size: 11pt;"><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: .5in; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; tab-stops: 11.0pt .5in; text-autospace: none; text-indent: -.5in;"><span style="font-family: 'Times New Roman'; font-size: 11pt;">•<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span></span><span style="font-family: 'Times New Roman'; font-size: 11pt;">the ways they act habitually</span><span style="font-family: 'Times New Roman'; font-size: 11pt;"><o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: 'Times New Roman'; font-size: 11pt;">and their thoughts<o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="font-family: 'Times New Roman';">Some ideas about how to write your own fairy tale:<o:p></o:p></span></b></div><div class="MsoNormal"><span style="font-family: 'Times New Roman'; font-size: 11pt;">Change the main character<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: 'Times New Roman'; font-size: 11pt;">Have the story take place somewhere else<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: 'Times New Roman'; font-size: 11pt;">Have the story take place in another time<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: 'Times New Roman'; font-size: 11pt;">Tell the story form a different character’s point of view<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: 'Times New Roman'; font-size: 11pt;">Make the problem of the story different<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: 'Times New Roman'; font-size: 11pt;">Change an important item in the story<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: 'Times New Roman'; font-size: 11pt;">You can even change the end of the story. Maybe they don’t live happily every after-- after all!<o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="font-family: 'Times New Roman';">Some ideas for your comparison/contrast paper on <i style="mso-bidi-font-style: normal;">Little Red Riding Hood<o:p></o:p></i></span></b></div><div class="MsoNormal"><span style="color: black; font-family: 'Times New Roman'; font-size: 11pt;">1.Purpose and Supporting Details: The paper compares and contrasts items clearly. The paper points to specific examples to illustrate the comparison. The paper includes only the information relevant to the comparison.<o:p></o:p></span></div><div class="MsoNormal"><span style="color: black; font-family: 'Times New Roman'; font-size: 11pt;">2. Organization and Structure: The paper breaks the information into whole-to-whole, similarities-to-differences, or point-by-point structure. It follows a consistent order when discussing the comparison.<o:p></o:p></span></div><div class="MsoNormal"><span style="color: black; font-family: 'Times New Roman'; font-size: 11pt;">3. Transitions: The paper moves smoothly from one idea to the next. The paper uses comparison and contrast transition words to show relationships between ideas. The paper uses a variety of sentence structures and transitions.<o:p></o:p></span></div><div class="MsoNormal"><span style="color: black; font-family: 'Times New Roman'; font-size: 11pt;">4. Conclusion: </span><span style="font-family: 'Times New Roman'; font-size: 11pt;">States a thoughtful or logical conclusion based on similarities and differences.</span><span style="color: black; font-family: 'Times New Roman'; font-size: 11pt;"><o:p></o:p></span><br />
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<span style="font-family: 'Times New Roman'; font-size: 11pt;"><div class="tab-content active" id="poem-top" style="display: block;"><h1 style="font: normal normal normal 24px/normal Georgia; margin-bottom: 3px; margin-left: 0px; margin-right: 0px; margin-top: 10px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Gretel in Darkness</h1></div><span class="author" style="color: #4d493f; display: inline-block; letter-spacing: 0.05em; text-transform: uppercase;">BY <a href="http://www.poetryfoundation.org/bio/louise-gluck" style="color: #043d6e; outline-color: initial; outline-style: none; outline-width: initial; text-decoration: none;">LOUISE GLÜCK</a></span><div class="tab-content active" id="poem" style="display: block;"><div class="poem" style="color: #505050; font: normal normal normal 16px/normal Georgia; line-height: 24px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 25px;"><div style="padding-left: 1em; text-indent: -1em;">This is the world we wanted.</div><div style="padding-left: 1em; text-indent: -1em;">All who would have seen us dead</div><div style="padding-left: 1em; text-indent: -1em;">are dead. I hear the witch’s cry</div><div style="padding-left: 1em; text-indent: -1em;">break in the moonlight through a sheet</div><div style="padding-left: 1em; text-indent: -1em;">of sugar: God rewards.</div><div style="padding-left: 1em; text-indent: -1em;">Her tongue shrivels into gas. . . .</div><br />
<div style="padding-left: 1em; text-indent: -1em;"> Now, far from women’s arms</div><div style="padding-left: 1em; text-indent: -1em;">and memory of women, in our father’s hut</div><div style="padding-left: 1em; text-indent: -1em;">we sleep, are never hungry.</div><div style="padding-left: 1em; text-indent: -1em;">Why do I not forget?</div><div style="padding-left: 1em; text-indent: -1em;">My father bars the door, bars harm</div><div style="padding-left: 1em; text-indent: -1em;">from this house, and it is years.</div><br />
<div style="padding-left: 1em; text-indent: -1em;">No one remembers. Even you, my brother,</div><div style="padding-left: 1em; text-indent: -1em;">summer afternoons you look at me as though</div><div style="padding-left: 1em; text-indent: -1em;">you meant to leave,</div><div style="padding-left: 1em; text-indent: -1em;">as though it never happened.</div><div style="padding-left: 1em; text-indent: -1em;">But I killed for you. I see armed firs,</div><div style="padding-left: 1em; text-indent: -1em;">the spires of that gleaming kiln—</div><br />
<div style="padding-left: 1em; text-indent: -1em;">Nights I turn to you to hold me</div><div style="padding-left: 1em; text-indent: -1em;">but you are not there.</div><div style="padding-left: 1em; text-indent: -1em;">Am I alone? Spies</div><div style="padding-left: 1em; text-indent: -1em;">hiss in the stillness, Hansel,</div><div style="padding-left: 1em; text-indent: -1em;">we are there still and it is real, real,</div><div style="padding-left: 1em; text-indent: -1em;">that black forest and the fire in earnest.</div></div></div></span></div></span><div><div class="separator" style="clear: both; text-align: left;"><span class="Apple-style-span" style="font-size: medium;"><br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSIfZylKzNZnbmN4Jl6_si9X3Gh9wY6Xl_wdkbsP7tcNDQDMUwYljy4xMxrNrtSXIDgu31nd8frGPXwFF-x4vF_zRhJ91ImE09BfHVJgfmH4J1rgDem0K8AN6889gcPr-oAgXeQqxvfeHW/s1600/venndiagram.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="308" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSIfZylKzNZnbmN4Jl6_si9X3Gh9wY6Xl_wdkbsP7tcNDQDMUwYljy4xMxrNrtSXIDgu31nd8frGPXwFF-x4vF_zRhJ91ImE09BfHVJgfmH4J1rgDem0K8AN6889gcPr-oAgXeQqxvfeHW/s400/venndiagram.jpg" width="400" /></a></div><div><span class="Apple-style-span" style="font-family: 'Times New Roman'; font-size: x-large;"><b><br />
</b></span></div></div>Maria Garcia Teutschhttp://www.blogger.com/profile/00715782266091513281noreply@blogger.com0tag:blogger.com,1999:blog-9078229609781405452.post-51200483967325695742011-09-06T09:00:00.001-07:002011-09-06T09:00:55.157-07:00Paper for When Living was a Labor Camp<div dir="ltr" style="text-align: left;" trbidi="on"><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><b><span style="font-size: 12pt; mso-font-kerning: 18.0pt;">Poetry Explications: <i style="mso-bidi-font-style: normal;">When Living Was a Labor Camp</i></span></b><i style="mso-bidi-font-style: normal;"><span style="font-size: 12pt;"></span></i></div><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-size: 12pt;">A <b>poetry explication</b> is a relatively short analysis which describes the possible meanings and relationships of the words, images, and other small units that make up a poem. Writing an explication is an effective way for a reader to connect a poem's plot and conflicts with its structural features. This handout reviews some of the important techniques of approaching and writing a poetry explication, and includes parts of two sample explications. </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 2;"><a href="" name="2"><b><span style="font-size: 12pt;">Preparing to Write the Explication</span></b></a><b><span style="font-size: 12pt;"></span></b></div><ol type="1"><li class="MsoNormal" style="margin: 0in 0in 0pt; mso-list: l1 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><b><span style="font-size: 12pt;">READ</span></b><span style="font-size: 12pt;"> the poem silently, then read it aloud (if not in a testing situation). Repeat as necessary. </span></li>
<li class="MsoNormal" style="margin: 0in 0in 0pt; mso-list: l1 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-size: 12pt;">Consider the poem as a <b>dramatic situation </b>in which a speaker addresses an audience or another character. In this way, begin your analysis by identifying and describing the speaking voice or voices, the conflicts or ideas, and the language used in the poem. </span></li>
</ol><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;"><b><span style="font-size: 12pt;">The Large Issues</span></b></div><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-size: 12pt;">Determine the basic design of the poem by considering the<i> who, what, when, where, </i>and<i> why</i> of the dramatic situation. </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt 1in; mso-list: l2 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-indent: -0.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font-size: x-small;">·</span><span style="font: 7pt "Times New Roman";"> </span></span></span><u><span style="font-size: 12pt;">What</span></u><span style="font-size: 12pt;"> is being dramatized? What conflicts or themes does the poem present, address, or question?</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt 1in; mso-list: l2 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-indent: -0.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font-size: x-small;">·</span><span style="font: 7pt "Times New Roman";"> </span></span></span><u><span style="font-size: 12pt;">Who</span></u><span style="font-size: 12pt;"> is the speaker? Define and describe the speaker and his/her voice. What does the speaker say? Who is the audience? Are other characters involved?</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt 1in; mso-list: l2 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-indent: -0.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font-size: x-small;">·</span><span style="font: 7pt "Times New Roman";"> </span></span></span><u><span style="font-size: 12pt;">What</span></u><span style="font-size: 12pt;"> happens in the poem? Consider the plot or basic design of the action. How are the dramatized conflicts or themes introduced, sustained, resolved, etc.?</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt 1in; mso-list: l2 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-indent: -0.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font-size: x-small;">·</span><span style="font: 7pt "Times New Roman";"> </span></span></span><u><span style="font-size: 12pt;">When</span></u><b><span style="font-size: 12pt;"> </span></b><span style="font-size: 12pt;">does the action occur? What is the date and/or time of day?</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt 1in; mso-list: l2 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-indent: -0.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font-size: x-small;">·</span><span style="font: 7pt "Times New Roman";"> </span></span></span><u><span style="font-size: 12pt;">Where</span></u><span style="font-size: 12pt;"> is the speaker? Describe the physical location of the dramatic moment.</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt 1in; mso-list: l2 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-indent: -0.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font-size: x-small;">·</span><span style="font: 7pt "Times New Roman";"> </span></span></span><u><span style="font-size: 12pt;">Why</span></u><span style="font-size: 12pt;"> does the speaker feel compelled to speak at this moment? What is his/her motivation?</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;"><b><span style="font-size: 12pt;">The Details</span></b></div><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-size: 12pt;">To analyze the design of the poem, we must focus on the poems' parts, namely <u>how</u> the poem dramatizes conflicts or ideas in language. By concentrating on the parts, we develop our understanding of the poem's structure, and we gather support and evidence for our interpretations. </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><a href="" name="5"><b><span style="font-size: 12pt;">Writing the Explication</span></b></a><span style="mso-bookmark: 5;"></span><span style="font-size: 12pt;"></span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-size: 12pt;">The explication should follow the same format as the preparation: begin with the large issues and basic design of the poem and work through each <b>line </b>to the more <b>specific </b>details and patterns.</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;"><b><span style="font-size: 12pt;">The First Paragraph</span></b></div><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-size: 12pt;">The first paragraph should present the large issues; it should inform the reader which conflicts are dramatized and should describe the dramatic situation of the speaker. The explication does not require a formal introductory paragraph; the writer should simply start explicating immediately. According to UNC 's Professor William Harmon, the foolproof way to begin any explication is with the following sentence: "This poem dramatizes the conflict between …" Such a beginning ensures that you will introduce the major conflict or theme in the poem and organize your explication accordingly.</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-size: 12pt;">An undergraduate recently began an explication of Wordsworth's "Composed upon <place w:st="on"><placename w:st="on">Westminster</placename> <placetype w:st="on">Bridge</placetype></place>" in the following way:</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-size: 12pt;">This poem dramatizes the conflict between appearance and reality, particularly as this conflict relates to what the speaker seems to say and what he really says. From <place w:st="on"><placename w:st="on">Westminster</placename> <placetype w:st="on">Bridge</placetype></place>, the speaker looks at <city w:st="on"><place w:st="on">London</place></city> at sunrise, and he explains that all people should be struck by such a beautiful scene. The speaker notes that the city is silent, and he points to several specific objects, naming them only in general terms: "Ships, towers, domes, theatres, and temples" (6). After describing the "glittering" aspect of these objects, he asserts that these city places are just as beautiful in the morning as country places like "valley, rock, or hill" (8,10). Finally, after describing his deep feeling of calmness, the speaker notes how the "houses seem asleep" and that "all that mighty heart is lying still" (13, 14). In this way, the speaker seems to say simply that <city w:st="on"><place w:st="on">London</place></city> looks beautiful in the morning. </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;"><b><span style="font-size: 12pt;">The Conclusion??</span></b></div><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-size: 12pt;">The explication has <b>no formal concluding paragraph; </b>do not simply restate the main points of the introduction! The end of the explication should focus on sound effects or visual patterns as the final element of asserting an explanation. Or, as does the undergraduate here, the writer may choose simply to stop writing when he or she reaches the end of the poem:</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-size: 12pt;">The poem ends with a vague statement: "And all that mighty heart is lying still!" In this line<b>, </b>the city's heart could be dead, or it could be simply deceiving the one observing the scene. In this way, the poet reinforces the conflict between the appearance of the city in the morning and what such a scene and his words actually reveal. </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;"><b><span style="font-size: 12pt;">Tips to keep in mind</span></b></div><div class="MsoNormal" style="margin: 0in 0in 0pt 1in; mso-list: l0 level1 lfo3; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-indent: -0.25in;"><span style="font-size: 12pt;"><span style="mso-list: Ignore;">1.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt;">Refer to the speaking voice in the poem as <b>"the speaker" </b>or <b>"the poet." </b>For example, do not write, "In this poem, Wordsworth says that <city w:st="on"><place w:st="on">London</place></city> is beautiful in the morning." However, you can write, "In this poem, Wordsworth presents a speaker who…" We cannot absolutely identify Wordsworth with the speaker of the poem, so it is more accurate to talk about "the speaker" or "the poet" in an explication. </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt 1in; mso-list: l0 level1 lfo3; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-indent: -0.25in;"><span style="font-size: 12pt;"><span style="mso-list: Ignore;">2.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt;">Use the <b>present tense </b>when writing the explication. The poem, as a work of literature, continues to exist!</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt 1in; mso-list: l0 level1 lfo3; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-indent: -0.25in;"><span style="font-size: 12pt;"><span style="mso-list: Ignore;">3.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt;">To avoid unnecessary uses of the verb 'to be' in your compositions, the following list suggests some <b>verbs </b>you can use when writing the explication:</span></div><br />
<table border="0" cellpadding="0" class="MsoNormalTable" style="mso-cellspacing: 1.5pt; mso-padding-alt: 6.0pt 6.0pt 6.0pt 6.0pt; width: 389px;"><tbody>
<tr style="height: 1pt; mso-yfti-firstrow: yes; mso-yfti-irow: 0; mso-yfti-lastrow: yes;"><td style="background-color: transparent; border-bottom: #ece9d8; border-left: #ece9d8; border-right: #ece9d8; border-top: #ece9d8; height: 1pt; padding-bottom: 6pt; padding-left: 6pt; padding-right: 6pt; padding-top: 6pt;"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><b><span style="font-size: 12pt;">dramatizes<br />
presents<br />
illustrates<br />
characterizes<br />
underlines </span></b><span style="font-size: 12pt;"></span></div></td><td style="background-color: transparent; border-bottom: #ece9d8; border-left: #ece9d8; border-right: #ece9d8; border-top: #ece9d8; height: 1pt; padding-bottom: 6pt; padding-left: 6pt; padding-right: 6pt; padding-top: 6pt;"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><b><span style="font-size: 12pt;">asserts<br />
posits<br />
enacts<br />
connects<br />
portrays</span></b><span style="font-size: 12pt;"> </span></div></td><td style="background-color: transparent; border-bottom: #ece9d8; border-left: #ece9d8; border-right: #ece9d8; border-top: #ece9d8; height: 1pt; padding-bottom: 6pt; padding-left: 6pt; padding-right: 6pt; padding-top: 6pt;"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><b><span style="font-size: 12pt;">contrasts<br />
juxtaposes<br />
suggests<br />
implies</span></b><span style="font-size: 12pt;"> <b>shows</b></span></div></td><td style="background-color: transparent; border-bottom: #ece9d8; border-left: #ece9d8; border-right: #ece9d8; border-top: #ece9d8; height: 1pt; padding-bottom: 6pt; padding-left: 6pt; padding-right: 6pt; padding-top: 6pt;"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><b><span style="font-size: 12pt;">addresses<br />
emphasizes<br />
stresses<br />
accentuates</span></b><span style="font-size: 12pt;"> <b>enables</b></span></div></td></tr>
</tbody></table></div>Maria Garcia Teutschhttp://www.blogger.com/profile/00715782266091513281noreply@blogger.com0tag:blogger.com,1999:blog-9078229609781405452.post-80814665895114371092011-02-17T11:44:00.000-08:002011-02-17T11:44:10.692-08:00Poetic TerminologyPoetry Terminology<br />
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1. Poetry is written in verse.<br />
a. Verse is writing that has rhythm or a regular beat (like music).<br />
b. Poems are divided into groups of lines called stanzas. Stanzas are often separated by spaces within the poem.<br />
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2. Poetry often has rhyme.<br />
a. Rhyme is the repetition of like-sounding words at the ends of lines. Poetry, however, does not have to rhyme. <br />
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3. Poetry is concerned with sound as well as sense. <br />
a. Poetry is meant to be read or sung aloud; therefore, the way it is written is almost as important as what it is about. In addition to rhythm and rhyme, certain devices are used to help create effective sound in poetry. <br />
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Sound Devices:<br />
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a) Alliteration: the repetition of starting sounds in words (usually consonants)<br />
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i. Eg: “The slither of stones, the lone second of silence”<br />
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b) Onomatopoeia: the use of words that sound like what they mean.<br />
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i. Eg: whisper, buzz, belch, screech, creak<br />
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c) Repetition: the repeating of a word, line or verse throughout a poem.<br />
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4. Poetry appeals to the senses through imagery. <br />
a. Imagery is the creation of mental pictures for the reader or listener. Effective imagery appeals to all the senses, not just sight. <br />
i. Eg: The chirp of a cricket lulled me to sleep.<br />
The dew on the grass soaked through my shoes. <br />
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Certain figures of speech are used in creating these mental pictures. <br />
a) Metaphor: a comparison in which one thing is said to be something else. <br />
a. Eg: The woman was a tower of strength. <br />
An eagle is the wind. <br />
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b) Simile: a comparison using “like” or “as”<br />
a. Eg: She was a busy as a bee. <br />
My love is like a red, red rose. <br />
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c) Personification: giving a non-human thing human qualities. <br />
a. Eg: The clouds strolled across the sky. <br />
The sun smiled gently on my shoulders. <br />
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d) Symbolism: the use of something concrete to represent something abstract. <br />
a. Eg: the dove = peace or freedom<br />
a rose = love or beauty<br />
a candle = life or welcoming<br />
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5. Poetry is writing from the heart to the heart. <br />
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The appeal in poetry is often to the reader’s emotions. In poetry, generally the subject is something about which the poet has very strong feelings. The purpose of the poem is to get those feelings across to the reader in a meaningful, effective way. <br />
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Because of this emotional appeal, poetry is often used to examine important global, social and personal issues. <br />
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6. Poetry is subjective.<br />
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Each person tends to react to poetry in a different manner because of the emphasis on feelings. What one person gets out of a poem may be very different than another person’s interpretation. There are, however, generally accepted themes or meanings for most poems. <br />
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7. There are many types of poetry. <br />
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Lyric: a short poem expressing the poet’s feelings about his or her subject. <br />
- it presents a single, unified impression. <br />
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Narrative: a poem which tells a story<br />
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Epic: a long narrative poem written in a dignified style (too long to be read all at once)<br />
- usually tells the story of a real or mythical hero<br />
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Ballad: a shorter narrative poem meant to be sung<br />
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Free Verse: poetry without regular rhythm or line length and usually without rhyme<br />
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Haiku: a three line poem consisting of seventeen syllables<br />
- presents a single “snapshot” image, usually of nature<br />
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For each poem you study, you should be able to give a summary of its content, explain its theme (author’s message), describe the tone (feeling created by poem), point out specific figures of speech and tell whether it is narrative, descriptive or expository. <br />
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Narrative: tells a story<br />
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Descriptive: describes something<br />
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Expository: explains something<br />
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Additional Poetic Terms<br />
Alliteration: repetition of the same sound beginning several words in sequence. <br />
*Let us go forth to lead the land we love. J. F. Kennedy, Inaugural <br />
Anaphora: the repetition of a word or phrase at the beginning of successive phrases, clauses or lines. <br />
Antithesis: opposition, or contrast of ideas or words in a balanced or parallel construction. <br />
Apostrophe: a sudden turn from the general audience to address a specific group or person or personified abstraction absent or present. <br />
*For Brutus, as you know, was Caesar's angel.<br />
Judge, O you gods, how dearly Caesar loved him. Shakespeare, Julius Caesar <br />
Archaism: use of an older or obsolete form. <br />
*Pipit sate upright in her chair<br />
Some distance from where I was sitting; T. S. Eliot, "A Cooking Egg" <br />
Assonance: repetition of the same sound in words close to each other. <br />
*Thy kingdom come, thy will be done. <br />
Cacophony: harsh joining of sounds. <br />
*We want no parlay with you and your grisly gang who work your wicked will. W. Churchill<br />
Euphemism: substitution of an agreeable or at least non-offensive expression for one whose plainer meaning might be harsh or unpleasant. <br />
Hyperbole: exaggeration for emphasis or for rhetorical effect. <br />
Irony: expression of something which is contrary to the intended meaning; the words say one thing but mean another. <br />
Metaphor: implied comparison achieved through a figurative use of words; the word is used not in its literal sense, but in one analogous to it. <br />
Metonymy: substitution of one word for another which it suggests. <br />
*He is a man of the cloth. <br />
*The pen is mightier than the sword. <br />
*By the sweat of thy brow thou shalt eat thy bread. <br />
Onomatopoeia: use of words to imitate natural sounds; accommodation of sound to sense. <br />
Oxymoron: apparent paradox achieved by the juxtaposition of words which seem to contradict one another. <br />
*I must be cruel only to be kind. Shakespeare, Hamlet <br />
Paradox: an assertion seemingly opposed to common sense, but that may yet have some truth in it. <br />
*What a pity that youth must be wasted on the young. George Bernard Shaw <br />
Personification: attribution of personality to an impersonal thing. <br />
*England expects every man to do his duty. Lord Nelson <br />
Simile: an explicit comparison between two things using 'like' or 'as'. <br />
Syntax: The way in which words and clauses are ordered and connected so as to form sentences; or the set of grammatical rules governing such word order.<br />
Symbol:[S]omething that is itself and also stands for something else. . . . In a literary sense, a symbol combines a literal and sensuous quality with an abstract or suggestive aspect<br />
Motif: A recurrent image, word, phrase, represented object or action that tends to unify the literary work or that may be elaborated into a more general theme. Also, a situation, incident, idea, image, or character type that is found in many different literary works, folktales, or myths.<br />
Denotation: The basic dictionary meaning of a word, as opposed to its connotative meaning.<br />
Connotation: The emotional implications and associations that words may carry, as distinguished from their denotative meanings<br />
Allusion: An indirect or passing reference to some event, person, place, or artistic work, the nature and relevance of which is not explained by the writer but relies on the reader’s familiarity with what is thus mentioned. The technique of allusion is an economical means of calling upon the history or the literary tradition that author and reader are assumed to share<br />
Allegory: A story or visual image with a second distinct meaning partially hidden behind its literal or visible meaning. In written narrative, allegory involves a continuous parallel between two (or more) levels of meaning in a story, so that its persons and events correspond to their equivalents in a system of ideas or a chain of events external to the tale.<br />
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<a href="http://www.muratkaplan.net/En/words-of-wisdom.html">To look at something cool click here</a>Maria Garcia Teutschhttp://www.blogger.com/profile/00715782266091513281noreply@blogger.com18tag:blogger.com,1999:blog-9078229609781405452.post-54164451037012052812011-01-24T20:25:00.000-08:002011-01-24T20:58:17.730-08:00Poetry and English 1B 2011 Syllabus<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWdUAMCELBg7lRQ6dVV-8udelCsmOvAdYv9Spc2o9VcrXjOT5r_11UhyphenhyphenBS8SyE9NeZKFOQjnCWD49galz6DMcardJARz1UY8VNIRAtTyAZHUlbMzLzGKEBO8uB9FAwIYJRLTHxivI6vNlw/s1600/IMG_3733.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWdUAMCELBg7lRQ6dVV-8udelCsmOvAdYv9Spc2o9VcrXjOT5r_11UhyphenhyphenBS8SyE9NeZKFOQjnCWD49galz6DMcardJARz1UY8VNIRAtTyAZHUlbMzLzGKEBO8uB9FAwIYJRLTHxivI6vNlw/s320/IMG_3733.JPG" width="320" /></a></div><h1 style="text-align: center;"><span class="Apple-style-span" style="font-size: small;"><br />
</span></h1><h1><span class="Apple-style-span" style="font-size: small;">Ms. Maria Garcia Teutsch-Poetry Syllabus</span></h1><div class="MsoNormal"><span style="font-size: 12pt;">English 22<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;">Office Hours: Tu/Th 12:30-1:30 and by appointment<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;">Email: mteutsch@hartnell.edu<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;">Office Phone: 755-6943<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;">Office: C318<o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: 12pt;">1/25-1/27 Course Introduction<o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: 12pt;">2/1 Questionnaire/Story/Oral Presentations.<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;">2/3 NO CLASS MEETING<o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: 12pt;">2/8-2/10 <i style="mso-bidi-font-style: normal;">Ping-Pong</i>/<i style="mso-bidi-font-style: normal;">In The Palm of Your Hand</i> TBA, Magazine publication. One paragraph to one page response for each. </span><span style="font-size: 12pt;">Poetic Terminology sheets passed out.</span><span style="font-size: 12pt;"><o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: 12pt;">2/15-2/17 </span><i style="mso-bidi-font-style: normal;"><span style="font-size: 12pt;">Ping-Pong</span></i><span style="font-size: 12pt;">/<i style="mso-bidi-font-style: normal;">In The Palm of Your Hand/</i> Magazine publication TBA</span><span style="font-size: 12pt;">, One paragraph to one page response for each. </span><span style="font-size: 12pt;">Magazine publication. </span><span style="font-size: 12pt;">Bring in a love poem or anti-love poem to share with the class. <o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: 12pt;">2/22-2/24 </span><i style="mso-bidi-font-style: normal;"><span style="font-size: 12pt;">Ping-Pong</span></i><span style="font-size: 12pt;">/<i style="mso-bidi-font-style: normal;">In The Palm of Your Hand</i> TBA</span><span style="font-size: 12pt;"> </span><span style="font-size: 12pt;">Magazine publication. </span><span style="font-size: 12pt;">One paragraph to one page response for each. <o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: 12pt;">3/1-3/3</span><i style="mso-bidi-font-style: normal;"><span style="font-size: 12pt;"> In The Palm of Your Hand/</span></i><i style="mso-bidi-font-style: normal;"><span style="font-size: 12pt;"> California Poems</span></i><span style="font-size: 12pt;"> TBA</span><span style="font-size: 12pt;">, </span><span style="font-size: 12pt;">Magazine publication. </span><span style="font-size: 12pt;">One paragraph to one page response for each. </span><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt;">Poetic Terminology Due.</span></b><span style="font-size: 12pt;"><o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt;">Mandatory attendance</span></b><span style="font-size: 12pt;"> at Poetry Reading/open mic To Be Announced<o:p></o:p></span></div><div class="MsoBodyText"><br />
</div><div class="MsoNormal"><span style="font-size: 12pt;">3/8-3/10 </span><i style="mso-bidi-font-style: normal;"><span style="font-size: 12pt;">Ping-Pong</span></i><span style="font-size: 12pt;">/<i style="mso-bidi-font-style: normal;">In The Palm of Your Hand</i>/</span><i style="mso-bidi-font-style: normal;"><span style="font-size: 12pt;">California Poems </span></i><span style="font-size: 12pt;">Poems and page numbers TBA, One paragraph to one page response for each. <b>Poetry Workshops</b><o:p></o:p></span></div><div class="MsoBodyText"><br />
</div><div class="MsoNormal"><span style="font-size: 12pt;">3/15-3/17 </span><i style="mso-bidi-font-style: normal;"><span style="font-size: 12pt;">In The Palm of Your Hand</span></i><span style="font-size: 12pt;">/</span><i style="mso-bidi-font-style: normal;"><span style="font-size: 12pt;">California Poems </span></i><span style="font-size: 12pt;">Poems and page numbers TBA, One paragraph to one page response for each. <b>Poetry Workshops</b><o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: 12pt;">3/22-3/24 </span><i style="mso-bidi-font-style: normal;"><span style="font-size: 12pt;">In The Palm of Your Hand</span></i><span style="font-size: 12pt;">/</span><i style="mso-bidi-font-style: normal;"><span style="font-size: 12pt;">California Poems </span></i><span style="font-size: 12pt;">Poems and page numbers TBA, One paragraph to one page response for each. <b>Poetry Workshops</b><o:p></o:p></span></div><div class="MsoBodyText"><br />
</div><div class="MsoNormal"><span style="font-size: 12pt;">3/24 <b>Journals Due <o:p></o:p></b></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: 12pt;">3/29-3/31 <i style="mso-bidi-font-style: normal;">California Poems-</i>Responses for assigned poems in journal. </span><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt;"><o:p></o:p></span></b></div><div class="MsoBodyText"><br />
</div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt;">APRIL IS NATIONAL POETRY MONTH!!!!!!!!!<o:p></o:p></span></b></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: 12pt;">4/5-4/7 <b>Poetry Workshops</b> Responses for assigned poems in journal<o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: 12pt;">4/12-4/14 <b>Poetry Workshops</b>, Responses for assigned poems in journal <o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: 12pt;">4/26-4/28 <b>Poetry Workshops</b>, Responses for assigned poems in journal. <o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: 12pt;">5/3-5/5 <b style="mso-bidi-font-weight: normal;">Recitation/Individual Poet presentation begin<i style="mso-bidi-font-style: normal;">.</i><o:p></o:p></b></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: 12pt;">5/10-5/13 Begin Poet/Poem Presentations <b><o:p></o:p></b></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: 12pt;">5/17- Poetry Reading/Bake Sale<o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: 12pt;">5/24-5/26 Poet/Poem Presentations<o:p></o:p></span></div><div class="MsoNormal"><br />
</div><h2>ALL OTHER ASSIGNMENTS TO BE ANNOUNCED</h2><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt;">General Policies:<o:p></o:p></span></b></div><div class="MsoBodyText">Students are expected to attend class. More than three unexcused absences will result in a <b style="mso-bidi-font-weight: normal;">drop of one letter grade</b> as factored in with your class participation. Perfect attendance is encouraged. Only medical or family emergencies qualify as excused. Not, I’m really busy,” or, “I need to study for my physics exam.” We are all busy here, this is not an excuse, it is a state of being. <b style="mso-bidi-font-weight: normal;">Seven unexcused absences will result in your being dropped from this class. Cell Phones are to be turned off when entering the classroom. <o:p></o:p></b></div><div class="MsoBodyText"><b style="mso-bidi-font-weight: normal;">No Sexist, Racist, or Homophobic language is allowed. This kind of hate speech makes students feel unsafe. We want an environment of intellectual exchange, not one of uninformed ignorance. <o:p></o:p></b></div><div class="MsoNormal"><span style="font-size: 12pt;">Due dates for assignments are subject to the instructor’s discretion. Assignments turned in after the due date <b style="mso-bidi-font-weight: normal;">will not be accepted</b> unless prior arrangements have been made with instructor. <o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt;">Required Texts</span></b><span style="font-size: 12pt;">: </span><b style="mso-bidi-font-weight: normal;"><i><span style="font-size: 12pt;"><o:p></o:p></span></i></b></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><i><span style="font-size: 12pt;">California Poem, </span></i></b><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt;">Eleni Sikelianos</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt;"><o:p></o:p></span></b></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><i><span style="font-size: 12pt;">Ping-Pong, </span></i></b><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt;">Ed. Maria Garcia Teutsch</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt;"><o:p></o:p></span></b></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><i><span style="font-size: 12pt;">In the Palm of Your Hand, </span></i></b><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt;">Steve Kowitz</span></b><span style="font-size: 12pt;"><o:p></o:p></span></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt;">Grading Policy:<o:p></o:p></span></b></div><div class="MsoNormal"><span style="font-size: 12pt;">95-100 <b style="mso-bidi-font-weight: normal;">A</b>* 91-94 <b style="mso-bidi-font-weight: normal;">A-</b>* 85-90 <b style="mso-bidi-font-weight: normal;">B</b>* 81-84 <b style="mso-bidi-font-weight: normal;">B-</b>* 75-80 <b style="mso-bidi-font-weight: normal;">C</b>* 71-74 <b style="mso-bidi-font-weight: normal;">C-</b>* 65-70 <b style="mso-bidi-font-weight: normal;">D</b>* 61-64 <b style="mso-bidi-font-weight: normal;">D-</b><o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;">Journals 40%* Poetry Explication: 20%, Poet/Poem Research Paper/Presentation 20% Class Participation/Class Poetry Reading 10%, You must attend 2 poetry readings this semester and respond to them, 10%<o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: 12pt;">Poetic Terminology<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;"> <o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-size: 12pt;">1) aesthetics:</span></b><span style="font-size: 12pt;"> "Philosophical investigation into the nature of beauty and the perception of beauty, especially in the arts; the theory of art or artistic taste." (CB) <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;"> <o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-size: 12pt;">2) allegory:</span></b><span style="font-size: 12pt;"> "A story or visual image with a second distinct meaning partially hidden behind its literal or visible meaning. In written narrative, allegory involves a continuous parallel between two (or more) levels of meaning in a story, so that its persons and events correspond to their equivalents in a system of ideas or a chain of events external to the tale." (CB) <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;"> <o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-size: 12pt;">3) allusion:</span></b><span style="font-size: 12pt;"> "An indirect or passing reference to some event, person, place, or artistic work, the nature and relevance of which is not explained by the writer but relies on the reader’s familiarity with what is thus mentioned. The technique of allusion is an economical means of calling upon the history or the literary tradition that author and reader are assumed to share. . . ." (CB) <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;"> <o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-size: 12pt;">4) ambiguity:</span></b><span style="font-size: 12pt;"> "Openness to different interpretations: or an instance in which some use of language may be understood in diverse ways." Defended by modern literary critics as "a source of poetic richness rather than a fault of imprecision." (CB) <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;"> <o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-size: 12pt;">5) canon:</span></b><span style="font-size: 12pt;"> A body of works considered authentic (as in the body of works actually written by a particular author) or considered by a particular culture or subculture to be central to its cultural identity. <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;"> <o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-size: 12pt;">6) connotation:</span></b><span style="font-size: 12pt;"> "The emotional implications and associations that words may carry, as distinguished from their denotative meanings." (HH) <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;"> <o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-size: 12pt;">7) convention:</span></b><span style="font-size: 12pt;"> "An established practice—whether in technique, style, structure, or subject matter—commonly adopted in literary works by customary and implicit agreement or precedent rather than by natural necessity." (CB) <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;"> <o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-size: 12pt;">8) denotation:</span></b><span style="font-size: 12pt;"> The basic dictionary meaning of a word, as opposed to its connotative meaning. <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;"> <o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-size: 12pt;">9) diction:</span></b><span style="font-size: 12pt;"> Literary word choice. <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;"> <o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-size: 12pt;">10) didactic:</span></b><span style="font-size: 12pt;"> A work "designed to impart information, advice, or some doctrine of morality or philosophy." (CB) <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;"> <o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-size: 12pt;">11) discourse:</span></b><span style="font-size: 12pt;"> "[A]s a free-standing noun (‘discourse as such) the term denotes language in actual use within its social and ideological contexts and in institutionalized representations of the world called discursive practices." (CB) Literary works may contain or make use of any number of discourses. Literary language may itself be considered a kind of discourse. <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;"> <o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-size: 12pt;">12) figure of speech:</span></b><span style="font-size: 12pt;"> "An expression that departs from the accepted literal sense or from the normal order of words, or in which an emphasis is produced by patterns of sound." (CB) <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;"> <o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-size: 12pt;">13) form:</span></b><span style="font-size: 12pt;"> As a critical term, form "can refer to a genre. . ., or to an established pattern of poetic devices. . ., or, more abstractly, to the structure or unifying principle of design in a given work. . . When speaking of a work’s formal properties, critics usually refer to its structural design and patterning, or sometimes to its style and manner in a wider sense as distinct from its content." (CB) <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;"> <o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-size: 12pt;">14) genre:</span></b><span style="font-size: 12pt;"> "The French term for a type, species, or class of composition. A literary genre is a recognizable and established category of written work employing such common conventions as will prevent readers or audiences from mistaking it [with] another kind." (CB) Genre as a term is distinguished from mode in its greater specificity as to form and convention. <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;"> <o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-size: 12pt;">15) ideology:</span></b><span style="font-size: 12pt;"> A comprehensive world view pertaining to formal and informal thought, philosophy, and cultural presuppositions usually understood as associated with specific positions within political, social, and economic hierarchies. Many schools of modern literary criticism contend that the ideological context of both reader and author always affects the meanings assigned to or encoded in the work. <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;"> <o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-size: 12pt;">16) irony:</span></b><span style="font-size: 12pt;"> "A. . . perception of inconsistency, [usually but not always humorous], in which an apparently straightforward statement or event is undermined by its context so as to give it a very different significance. . . [V]erbal irony. . . involves a discrepancy between what is said and what is really meant. . . .[S]tructural irony. . . involves the use of a naive or deluded hero or unreliable narrator whose view of the world differs widely from the true circumstances recognized by the author and readers. . . . [In] dramatic irony. . . the audience knows more about a character's situation than a character does foreseeing an outcome contrary to a character's expectations, and thus ascribing a sharply different sense to the character's own statements". (CB) <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;"> <o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-size: 12pt;">17) metaphor: </span></b><span style="font-size: 12pt;">A figure of speech "in which one thing, idea, or action is referred to by a word or expression normally denoting another thing, idea, or action, so as to suggest some common quality shared by the two." The term, "metaphor" is often reserved for figures of speech in which the comparison is implicit or phrased as an "imaginary identity," but it has become more common in recent years to refer to all figures of speech that depend upon resemblances as metaphors. You will therefore sometimes hear similes, where the comparison is explicit and no identity is implied, referred to as metaphorical figures. All metaphors, in any case, are based on the implicit formula, phrased as a simile, "X is like Y." The primary literal term of the metaphor is called the "tenor" and the secondary figurative term is the "vehicle." "[I]n the metaphor <i>the road of life</i>, the tenor is "life" and the vehicle is "the road" (CB). <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;"> <o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-size: 12pt;">18) metonymy: </span></b><span style="font-size: 12pt;">"A figure of speech that replaces the name of one thing with the name of something else closely associated with it" (CB). The figure is based upon logical connections other than resemblance. For example, you might use "sail" to refer to "ship," as in "I saw a sail on the horizon. This metonymy replaces the name of the whole thing with the name of one of its constituent parts. This kind of metonymy is called synecdoche. Also very common is replacing the name of a thing with itslocation, e.g. replacing "President" with "White House," or replacing "Congress" with "Capitol Hill." <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;"> <o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-size: 12pt;">19) mimesis:</span></b><span style="font-size: 12pt;"> "The Greek word for imitation. . . . A literary work that is understood to be reproducing an external reality or any aspect of it is described as mimetic." (CB) <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;"> <o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-size: 12pt;">20) mode:</span></b><span style="font-size: 12pt;"> "An unspecific critical term usually identifying a broad but identifiable literary method, mood, or manner that is not tied exclusively to a particular form or genre. [Some] examples are the satiric mode, the ironic, the comic, the pastoral, and the didactic." (CB) <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;"> <o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-size: 12pt;">21) motif:</span></b><span style="font-size: 12pt;"> A recurrent image, word, phrase, represented object or action that tends to unify the literary work or that may be elaborated into a more general theme. Also, a situation, incident, idea, image, or character type that is found in many different literary works, folktales, or myths. (CB& HH, adapted) <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;"> <o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-size: 12pt;">22) novel: </span></b><span style="font-size: 12pt;">Usually an extended realistic fictional prose narrative most often describing "a recognizable secular social world often in a skeptical and prosaic manner. . . ." (CB) <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;"> <o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-size: 12pt;">23) paradox:</span></b><span style="font-size: 12pt;"> "A statement or expression so surprisingly self-contradictory as to provoke us into seeking another sense or context in which it would be true. . ."Paradoxical language is valued in literature as expressing "a mode of understanding [that] . . . challenges our habits of thought." (CB) <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;"> <o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-size: 12pt;">24) point of view:</span></b><span style="font-size: 12pt;"> "The position or vantage point from which the events of a story seem to be observed and presented to us." (CB) <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;"> <o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-size: 12pt;">25) prose:</span></b><span style="font-size: 12pt;"> "In its broadest sense the term is applied to all forms of written or spoken expression not having a regular rhythmic pattern." (HH) "[A]lthough it will have some form of rhythm and some devices of repetition and balance, these are not governed by a regularly sustained formal arrangement, the significant unit being the sentence rather than the line." (CB) <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;"> <o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-size: 12pt;">26) sign:</span></b><span style="font-size: 12pt;"> "A basic element of communication, either linguistic. . . . or non-linguistic . . . .; or anything that can be construed as having a meaning. . . . [E]very sign has two inseparable aspects, the signifier, which is the materially perceptible component such as a sound or written mark, and the signified, which is the conceptual meaning." (CB) The "signified" is the abstract and conceptual content of the sign and can be carried from context to context (e.g., the idea of "chair"). "Referent" is the term used to describe the specific object to which a sign refers in a given context (e.g. "the chair in my office"). <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;"> <o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-size: 12pt;">27) subjectivity:</span></b><span style="font-size: 12pt;"> "The quality originating and existing in the mind of a perceiving subject an</span><span style="font-size: 12pt;">d not necessarily corresponding to any object outside that mind." (HH) In literary critical usage, texts which explore the nature of such a perceiving subject are said to be interested in subjectivity. <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;"> <o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-size: 12pt;">28) symbol:</span></b><span style="font-size: 12pt;"> ". . . .[S]omething that is itself and also stands for something else. . . . In a literary sense, a symbol combines a literal and sensuous quality with an abstract or suggestive aspect." (HH) <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;"> <o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-size: 12pt;">29) syntax:</span></b><span style="font-size: 12pt;"> "The way in which words and clauses are ordered and connected so as to form sentences; or the set of grammatical rules governing such word order." (CB) <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;"> <o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-size: 12pt;">30) theme:</span></b><span style="font-size: 12pt;"> "A salient abstract idea that emerges from a literary work’s treatment of its subject-matter; or a topic occurring in a number of literary works." (CB) <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;"> <o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-size: 12pt;">31) topos</span></b><span style="font-size: 12pt;"> (plural, topoi): A term for a type of convention specific to a given genre. Derived from the Greek term for "place," the term usually refers to a convention, motif, trope, or figure of speech that regularly appears at a particular point in the formal structure of works in a given genre, the absence or unconventional treatment or placement of which will always have profound significance for an interpretation of the work. For example, an epic without an invocation. <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 12pt;"> <o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-size: 12pt;">32) trope:</span></b><span style="font-size: 12pt;"> A term often used to denote figures of speech in which words are used in a sense different from their literal meaning. Distinguished from figures of speech based upon word order or sound pattern. <o:p></o:p></span></div><div class="MsoNormal"><br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFgyNuG4hdGc9HU230XudNhFjX5hvhcx9oK4IQW4-4FAb9oJD-sPHVYMJ3xJOGb4AdjfQgTI7wGynzuqGE_RnVbfmUUtNomHiWk-nEfj6HhbjH4IfsEpdNHiF9Oc-Xn21FZV3lv7ZI3AvP/s1600/IMG_3788.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFgyNuG4hdGc9HU230XudNhFjX5hvhcx9oK4IQW4-4FAb9oJD-sPHVYMJ3xJOGb4AdjfQgTI7wGynzuqGE_RnVbfmUUtNomHiWk-nEfj6HhbjH4IfsEpdNHiF9Oc-Xn21FZV3lv7ZI3AvP/s320/IMG_3788.JPG" width="320" /></a></div><br />
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</div><div class="MsoNormal" style="margin-right: .25in;"><b>Syllabus for ENG 1B </b></div><div class="MsoNormal" style="margin-right: .25in;">Instructor: Ms. Maria Garcia Teutsch<o:p></o:p></div><div class="MsoNormal" style="margin-right: .25in;">Office: C318<o:p></o:p></div><div class="MsoNormal" style="margin-right: .25in;">Office Hours: T/Th 8:30-9:30 and Wednesday 9-11 Online and by appt.</div><div class="MsoNormal" style="margin-bottom: 14.0pt; margin-left: 0in; margin-right: .25in; margin-top: 0in;">Email Address:<span style="color: green;"> </span><u><span style="color: black;">mteutsch@hartnell.edu<o:p></o:p></span></u></div><div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><em>Course Description</em></div><div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">Focus is on academic writing forms, especially critical analysis of literature through a variety of modes such as comparison and contrast, classification, and causal analysis. <span style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><em>Course Introduction</em> <span style="color: black;"><o:p></o:p></span></div><div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="color: black;">This course aims to assist you in acquiring the tools you need to communicate effectively not only in your academic classes but also at your workplace and throughout your lives.<o:p></o:p></span></div><div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="color: black;">Students will analyze short stories, poetry, and non-fiction. <o:p></o:p></span></div><div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="color: black;">Literary analysis requires MLA style documentation. Students learn how to sharpen their research and documentation skills. <o:p></o:p></span></div><div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="color: black;">The syllabus is tentative. Topics, assignments, and due dates are subject to change. For the writing assignments, I provide some topic choices for you to select. Don't hesitate to ask questions; I'm only an e-mail away: <u>mteutsch@hartnell.edu. </u> <o:p></o:p></span></div><div class="MsoNormal" style="margin-right: .25in;"><em>Course Goals/Objectives</em> <o:p></o:p></div><div class="MsoNormal" style="margin-right: .25in;"><span style="color: black;">Upon successful completion of this course, you will have </span><o:p></o:p></div><div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="color: black;">Increased your awareness of literature and literary analysis. Developed and organized sentences into clear paragraphs and essays. Approached reading and writing both analytically and critically. Learned about MLA and the research and documentation process. Learned exactly what plagiarism is. Improved your overall written communication skills. <o:p></o:p></span></div><div class="MsoNormal"><i style="mso-bidi-font-style: normal;"><span style="color: black;">Student Learning Outcomes<br />
</span></i><span style="color: black;">1. Apply literary terms and interpretive techniques to read, discuss, and write competent academic prose about literature.<br />
2. Critique and evaluate the formal elements of poetry, fiction, and drama. <br />
3. Produce an analytical research project on a literary work using MLA format that demonstrates understanding of acknowledged methods of critical thinking and writing.<em><span style="font-style: normal;"><o:p></o:p></span></em></span></div><div class="MsoNormal" style="margin-right: .25in;"><br />
</div><div class="MsoNormal" style="margin-right: .25in;"><i style="mso-bidi-font-style: normal;">Required texts<o:p></o:p></i></div><div class="MsoNormal" style="margin-right: .25in;"><i style="mso-bidi-font-style: normal;">Love in Infant Monkeys, </i>Lydia Millet</div><div class="MsoNormal" style="margin-right: .25in;"><i style="mso-bidi-font-style: normal;">The California Poem, </i>Eleni Sikelianos</div><div class="MsoNormal" style="margin-right: .25in;"><i style="mso-bidi-font-style: normal;">Ruined, </i>Lynn Nottage</div><div class="MsoNormal" style="margin-right: .25in;"><i style="mso-bidi-font-style: normal;"><span lang="IT">Ping-Pong Magazine, </span></i><span lang="IT">ED. Maria Garcia Teutsch<i style="mso-bidi-font-style: normal;"><o:p></o:p></i></span></div><div class="MsoNormal" style="margin-right: .25in;"><span lang="IT"><br />
</span></div><div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="color: black;">Keep a good dictionary nearby (or use some of the online dictionaries) to check your spelling and the meanings of words. Ideally, your dictionary should be no more than five years old. (Although I personally prefer the <i>American Heritage Dictionary</i>, I also use <i>Webster's</i>.) <o:p></o:p></span></div><div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="color: black;">Keep in mind that spell checkers cannot detect errors in words like “you're” versus “your.” The computer finds these words spelled correctly but cannot know that you've confused them. You yourself must scout out those errors when you proofread your paper. Moreover, don't completely rely on the grammar checker in your word processing software program. For complicated reasons related to the nature of language and technology, sometimes its suggestions are incorrect. <o:p></o:p></span></div><h1 style="margin-right: .25in;"><em><span style="font-family: 'Times New Roman'; font-size: 12pt;">Due Dates for Assignments</span></em><span class="Apple-style-span" style="font-size: small; font-weight: normal;"> </span></h1><div class="MsoNormal">1/25-1/27 Course Introduction, Questionnaires, Story Sharing</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">2/1 Read <i style="mso-bidi-font-style: normal;">The California Poem --</i>TBA<o:p></o:p></div><div class="MsoNormal">Reading must be concluded by this date, and for all future assignments by the date indicated next to each reading. One page typed response to story due.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">2/3 NO CLASS MEETING</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">2/8-2/10 <i style="mso-bidi-font-style: normal;">The California Poem —</i>TBA. One page typed response due.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">2/15-2/17 <i style="mso-bidi-font-style: normal;">The California Poem —</i>TBA. One page typed response due.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">2/22-2/24 <i style="mso-bidi-font-style: normal;">The California Poem —</i>TBA. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">3/1-3/3 <i style="mso-bidi-font-style: normal;">The California Poem —</i>TBA. One page typed response.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">3/8 Journals due. Read Aloud. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">3/10 PAPER #1 DUE/ Group Presentation Handouts</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">3/15-3/17 GROUP PRESENTATIONS on <i style="mso-bidi-font-style: normal;">Ping-Pong <o:p></o:p></i></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">3/22-3/24 GROUP PRESENTATIONS </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">3/29 Essay Exam</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">3/31 Begin <i style="mso-bidi-font-style: normal;">Love in Infant Monkeys, </i>one page typed response due.<o:p></o:p></div><div class="MsoNormal" style="tab-stops: 106.5pt;"> </div><div class="MsoNormal">4/5-4/7 <i style="mso-bidi-font-style: normal;">Love in Infant Monkeys</i> one page typed response due.<o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">4/12-4/14 <i style="mso-bidi-font-style: normal;">Love in Infant Monkeys</i> Paper due.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">4/26 <i style="mso-bidi-font-style: normal;">Ruined, </i>begin drama unit.</div><div class="MsoNormal"><u><span style="color: black;"><br />
</span></u>General Policies:</div><div class="MsoNormal"><br />
</div><div class="MsoBodyText" style="line-height: normal;">Students are expected to attend class. This is an interactive learning environment and your attendance is important to me and to your classmates. More than three unexcused absences will result in a drop of 10-20% of your letter grade as factored into your class participation. Perfect attendance is encouraged. FIVE unexcused absences will result in your being dropped from this class (state law). Cell phones are to be turned off when entering the classroom. Late papers will NOT BE ACCEPTED unless cleared by instructor: That means that if you are absent on the day the assignment is due, you must make arrangements to get your paper to me or it will not be accepted. If you do not turn in all of the assigned papers, you will most assuredly not receive the grade you want since each paper is worth 10-20% of your grade. Homework assignments will not be accepted if turned in late. No homophobic, racist or sexist remarks will be tolerated in this classroom. <i style="mso-bidi-font-style: normal;"> </i><o:p></o:p></div><h1><span style="font-family: 'Times New Roman'; font-size: 12pt; font-weight: normal;">Grading Policy<o:p></o:p></span></h1><div class="MsoNormal">95-100 A 67-70 D+</div><div class="MsoNormal">91-94 A- 63-66 D <i style="mso-bidi-font-style: normal;">The California Poem</i> Paper 20%</div><div class="MsoNormal">87-90 B+ 61-62 D- Group Presentations/Exam 20%</div><div class="MsoNormal">81-84 B- <i style="mso-bidi-font-style: normal;">Love in Infant Monkeys</i> Paper 20%</div><div class="MsoNormal">83-86 B <i style="mso-bidi-font-style: normal;">Ruined</i> Essay/Presentation 20%</div><div class="MsoNormal">77-80 C+ Blog/Homework 20%</div><div class="MsoNormal">73-76 C </div><div class="MsoNormal">70-72 C- </div><div class="MsoNormal"><br />
</div><div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="color: black;">All <u>essays</u> and responses must demonstrate mastery of MLA documentation style.<o:p></o:p></span></div><div class="MsoNormal"><br />
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</div></div>Maria Garcia Teutschhttp://www.blogger.com/profile/00715782266091513281noreply@blogger.com0tag:blogger.com,1999:blog-9078229609781405452.post-16454762493791694812010-10-25T17:53:00.000-07:002010-10-27T10:13:41.700-07:00Group Presentation Questions from Fire and Ink<span class="Apple-style-span" style="font-family: 'Lucida Grande'; font-size: small;"><span class="Apple-style-span" style="font-size: 11px;">Student generated questions for group presentations. Please answer all questions and turn them in on the day each group presents. All questions come from the stories, essays and poems in <i>Fire and Ink, </i> ED. Frances Payne Adler et al.</span></span> <br />
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</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none;"><span style="font-family: 'Times New Roman'; font-size: 12pt;">Group #1</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none;"><span style="font-family: 'Times New Roman'; font-size: 12pt;">Poem question </span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none;"><br />
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</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none;"><span style="font-family: 'Times New Roman'; font-size: 12pt;">Pg.81 The lesson </span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none;"><span style="font-family: 'Times New Roman'; font-size: 12pt;">1. Why did the kids feel weird when they walked into the toy store?</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none;"><span style="font-family: 'Times New Roman'; font-size: 12pt;">2. What did the speaker mean by saying that “ain’t nobody gonna beat me at nothing”?</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none;"><span style="font-family: 'Times New Roman'; font-size: 12pt;">3. Why was the boat so amazing to the kids?</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none;"><span style="font-family: 'Times New Roman'; font-size: 12pt;">Pg.100 Daddy Blues</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none;"><span style="font-family: 'Times New Roman'; font-size: 12pt;">1. What can be said about the relationship? </span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none;"><span style="font-family: 'Times New Roman'; font-size: 12pt;">2. What does language do within the poem? </span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none;"><span style="font-family: 'Times New Roman'; font-size: 12pt;">3. How does repetition work in this poem?</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none;"><span style="font-family: 'Times New Roman'; font-size: 12pt;">Pg.102 Standing In The Elevator</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none;"><span style="font-family: 'Times New Roman'; font-size: 12pt;">1. How did it feel to be stuck in the elevator while the building was being burn? </span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none;"><span style="font-family: 'Times New Roman'; font-size: 12pt;">2. After the cleaning guy opening the elevator how relief did the guys in the elevator feel? </span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none;"><span style="font-family: 'Times New Roman'; font-size: 12pt;">3. When the guy at a stoplight asks you if he could clean the windshield for a dollar would you have let him clean the windshield? </span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none;"><span style="font-family: 'Times New Roman'; font-size: 12pt;">Pg. 125 White Skin Privilege </span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none;"><span style="font-family: 'Times New Roman'; font-size: 12pt;">1. If people of white skin think of themselves so highly, why don’t they want to distinguish themselves as different races like African-Americans?</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none;"><span style="font-family: 'Times New Roman'; font-size: 12pt;">2. What are the privileges of the white people?</span></div><div class="MsoNormal"><span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: 115%;">3. Why are people not being judge as individuals instead of being judge because of their ethnicity or race?</span></div><div class="MsoNormal"><b><br />
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<div class="MsoNormal"><span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman";"><b>Group 2 </b><b><o:p></o:p></b></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman";">The Circuit pg.73<br />
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1. What might be the causes of Francisco's lack of speaking English?<br />
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2. Why do you think Francisco and Roberto hide in the vineyards when they see the bus passing by?<br />
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3. How would you explain the importance of family in Francisco's family based on their economic status?<br />
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Cannery Town in August pg.184<br />
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1. Would you assume that these women are given unfair/extreme hours of work?<br />
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2. The speaker quotes "I hear/ the night bird rave about work/or lunch..."(184), what do you think the speaker is really referring to? <br />
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3. Do you think that type of working environment eventually gave the workers health issues? (I.e. Lung problems, cancer)<br />
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From now let is shift... The path of conocimiento... Inner work, public acts pg.198<br />
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1. What is the coatlicue state and how does it cope to one's inner feelings dealing with the negative channel as well as the optimistic space? <br />
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2. How does one deal with personal concerns while also being confronted by larger public issues in the arena?<br />
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3. What is meant by shifting and in regards to shifting, where are they trying to engage in the future? <br />
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Cotton Rows<br />
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1. What is the theme of the poem?<br />
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2. What does the cotton blanket potrays in the poem?<br />
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3. What is the significance of belonging to a community?<o:p></o:p></span></div><!--EndFragment--> </div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span class="Apple-style-span" style="font-family: 'Times New Roman';"><span class="Apple-style-span" style="line-height: 18px;"><b>Group 3</b></span></span></div><div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: center;"><br />
</div><div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: center;"><u><span style="font-size: 12pt;">Ping-Pong Poem</span></u></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0in 0.5in; mso-list: l6 level1 lfo6; text-indent: -0.25in;"><span style="font-size: 12pt;">1.<span style="font-family: 'Times New Roman';"> </span></span><span style="font-size: 12pt;">“Avatar’s Pandora: A Modern Day Battle in the Congo” by Kambali Musauuli</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0in 0.5in; mso-list: l6 level1 lfo6; text-indent: -0.25in;"><span style="font-size: 12pt;">2.<span style="font-family: 'Times New Roman';"> </span></span><span style="font-size: 12pt;">“At This Hour” by Sarah Gardner</span></div><div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: center;"><br />
</div><div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: center;"><u><span style="font-size: 12pt;">Questions</span></u></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0in 0.5in; mso-list: l2 level1 lfo7; text-indent: -0.25in;"><span style="font-size: 12pt;">1.<span style="font-family: 'Times New Roman';"> </span></span><span style="font-size: 12pt;">“Persimmons” by Li-Young Lee</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0in 1in; mso-list: l2 level2 lfo7; text-indent: -0.25in;"><span style="font-size: 12pt;">a.<span style="font-family: 'Times New Roman';"> </span></span><span style="font-size: 12pt;">Is it more important to learn the meaning of a word or to pronounce it?</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0in 1in; mso-list: l2 level2 lfo7; text-indent: -0.25in;"><span style="font-size: 12pt;">b.<span style="font-family: 'Times New Roman';"> </span></span><span style="font-size: 12pt;">Can one learn the new language of the land without losing their mother tongue?</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0in 1in; mso-list: l2 level2 lfo7; text-indent: -0.25in;"><span style="font-size: 12pt;">c.<span style="font-family: 'Times New Roman';"> </span></span><span style="font-size: 12pt;">Within the U.S school system, how important is it for a student to hold onto their mother tongue?</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0in 0.5in;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0in 0.5in; mso-list: l2 level1 lfo7; text-indent: -0.25in;"><span style="font-size: 12pt;">2.<span style="font-family: 'Times New Roman';"> </span></span><span style="font-size: 12pt;">“The Transformation of Silence into Language and Action” by Audre Lorde</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0in 1in; mso-list: l2 level2 lfo7; text-indent: -0.25in;"><span style="font-size: 12pt;">a.<span style="font-family: 'Times New Roman';"> </span></span><span style="font-size: 12pt;">Why is language violating when it comes to situations that conduct fear we are vulnerable to?</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0in 1in; mso-list: l2 level2 lfo7; text-indent: -0.25in;"><span style="font-size: 12pt;">b.<span style="font-family: 'Times New Roman';"> </span></span><span style="font-size: 12pt;">What are some reasons that the truth can’t be written or expressed into language?</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0in 1in; mso-list: l2 level2 lfo7; text-indent: -0.25in;"><span style="font-size: 12pt;">c.<span style="font-family: 'Times New Roman';"> </span></span><span style="font-size: 12pt;">Within type of people that are the most dependable when it comes to breaking silence that was an incident in the past and why?</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0in 0.5in;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0in 0.5in; mso-list: l2 level1 lfo7; text-indent: -0.25in;"><span style="font-size: 12pt;">3.<span style="font-family: 'Times New Roman';"> </span></span><span style="font-size: 12pt;">“Coming into Language” by Jimmy Santiago Baca</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0in 1in; mso-list: l2 level2 lfo7; text-indent: -0.25in;"><span style="font-size: 12pt;">a.<span style="font-family: 'Times New Roman';"> </span></span><span style="font-size: 12pt;">Why are people afraid to speak out?</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0in 1in; mso-list: l2 level2 lfo7; text-indent: -0.25in;"><span style="font-size: 12pt;">b.<span style="font-family: 'Times New Roman';"> </span></span><span style="font-size: 12pt;">Can language and education give us freedom?</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0in 1in; mso-list: l2 level2 lfo7; text-indent: -0.25in;"><span style="font-size: 12pt;">c.<span style="font-family: 'Times New Roman';"> </span></span><span style="font-size: 12pt;">Does writing bring peace?</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0in 1in; mso-list: l2 level2 lfo7; text-indent: -0.25in;"><span style="font-size: 12pt;">d.<span style="font-family: 'Times New Roman';"> </span></span><span style="font-size: 12pt;">Is receiving an education worth it?</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0in 0.5in;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0in 0.5in; mso-list: l2 level1 lfo7; text-indent: -0.25in;"><span style="font-size: 12pt;">4.<span style="font-family: 'Times New Roman';"> </span></span><span style="font-size: 12pt;">“Peace Grove” by Ray Gonzalez</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0in 1in; mso-list: l2 level2 lfo7; text-indent: -0.25in;"><span style="font-size: 12pt;">a.<span style="font-family: 'Times New Roman';"> </span></span><span style="font-size: 12pt;">What does the Peace Grove symbolize and how did it contribute to the making the borders of Mexico?</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0in 1in; mso-list: l2 level2 lfo7; text-indent: -0.25in;"><span style="font-size: 12pt;">b.<span style="font-family: 'Times New Roman';"> </span></span><span style="font-size: 12pt;">Racial discrimination has been around since the U.S has been discovered; Do you think borders are an excuse to not only keep illegal aliens from crossing it, but to punish them severely without being prosecuted?</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0in 1in; mso-list: l2 level2 lfo7; text-indent: -0.25in;"><span style="font-size: 12pt;">c.<span style="font-family: 'Times New Roman';"> </span></span><span style="font-size: 12pt;">How is one live their life on the borders of between safe and unsafe land when there are constant illegal immigrants and border patrols lurking in every corner without being harassed or accused?</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0in 1in; mso-list: l2 level2 lfo7; text-indent: -0.25in;"><br />
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</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0in 1in; mso-list: l2 level2 lfo7; text-indent: -0.25in;"></div><div style="margin: 0px;"></div><div class="MsoNormal" style="line-height: normal; margin: 0px;"><a href="http://www.blogger.com/" name="_GoBack"></a><span style="font-size: 12pt;"><b>Group 4</b></span></div><div class="MsoNormal" style="line-height: normal; margin: 0px;"><br />
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</div><div class="MsoNormal" style="margin: 0px;"><span style="font-size: 12pt; line-height: 18px;">Revolution Pg. 346</span></div><div class="MsoListParagraphCxSpFirst" style="margin: 0px; text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 18px;">1.<span style="font-family: 'Times New Roman';"> </span></span><span style="font-size: 12pt; line-height: 18px;">How does love symbolize a revolution?</span></div><div class="MsoListParagraphCxSpMiddle" style="margin: 0px; text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 18px;">2.<span style="font-family: 'Times New Roman';"> </span></span><span style="font-size: 12pt; line-height: 18px;">Is love capable of stopping war?</span></div><div class="MsoListParagraphCxSpLast" style="margin: 0px; text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 18px;">3.<span style="font-family: 'Times New Roman';"> </span></span><span style="font-size: 12pt; line-height: 18px;">Do you consider love to be freedom?</span></div><div class="MsoListParagraphCxSpLast" style="margin: 0px; text-indent: -0.25in;"><span class="Apple-style-span" style="line-height: 18px;"><br />
</span></div><div class="MsoNormal" style="margin: 0px;"><span style="font-size: 12pt; line-height: 18px;">Thank You Ma’am Pg. 333</span></div><div class="MsoListParagraphCxSpFirst" style="margin: 0px; text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 18px;">1.<span style="font-family: 'Times New Roman';"> </span></span><span style="font-size: 12pt; line-height: 18px;">What are affect and consequences of poverty?</span></div><div class="MsoListParagraphCxSpMiddle" style="margin: 0px; text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 18px;">2.<span style="font-family: 'Times New Roman';"> </span></span><span style="font-size: 12pt; line-height: 18px;">Does the size of Mrs. Jones represent or symbolize something in the story?</span></div><div class="MsoListParagraphCxSpLast" style="margin: 0px; text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 18px;">3.<span style="font-family: 'Times New Roman';"> </span></span><span style="font-size: 12pt; line-height: 18px;">Do errors in life create wisdom and compassion?</span></div><div class="MsoListParagraphCxSpLast" style="margin: 0px; text-indent: -0.25in;"><span class="Apple-style-span" style="line-height: 18px;"><br />
</span></div><div class="MsoNormal" style="margin: 0px;"><span style="font-size: 12pt; line-height: 18px;">Call me by my true name Pg.337</span></div><div class="MsoListParagraphCxSpFirst" style="margin: 0px; text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 18px;">1.<span style="font-family: 'Times New Roman';"> </span></span><span style="font-size: 12pt; line-height: 18px;">Do you think there is a way around a life scarring event other than death?</span></div><div class="MsoListParagraphCxSpMiddle" style="margin: 0px; text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 18px;">2.<span style="font-family: 'Times New Roman';"> </span></span><span style="font-size: 12pt; line-height: 18px;">What does it mean when the narrator talks about not being awake?</span></div><div class="MsoListParagraphCxSpLast" style="margin: 0px; text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 18px;">3.<span style="font-family: 'Times New Roman';"> </span></span><span style="font-size: 12pt; line-height: 18px;">Does silence and nonparticipation create ignorance?</span></div><div class="MsoListParagraphCxSpLast" style="margin: 0px; text-indent: -0.25in;"><span class="Apple-style-span" style="line-height: 18px;"><br />
</span></div><div class="MsoNormal" style="margin: 0px;"><span style="font-size: 12pt; line-height: 18px;">The American Invasion of Macun Pg.325</span></div><div class="MsoListParagraphCxSpFirst" style="margin: 0px; text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 18px;">1.<span style="font-family: 'Times New Roman';"> </span></span><span style="font-size: 12pt; line-height: 18px;"> Are the poor and minority population treated differently in society?</span></div><div class="MsoListParagraphCxSpMiddle" style="margin: 0px; text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 18px;">2.<span style="font-family: 'Times New Roman';"> </span></span><span style="font-size: 12pt; line-height: 18px;">What lack of respect of culture is imposed on others by the privilege?</span></div><div class="MsoListParagraphCxSpLast" style="margin: 0px; text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 18px;">3.<span style="font-family: 'Times New Roman';"> </span></span><span style="font-size: 12pt; line-height: 18px;">What gives a nation the power to invade a smaller nation and take away their natural resources, heritage and culture?</span></div><div class="MsoNormal" style="margin: 0px;"><br />
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</div><div class="MsoNormal" style="margin: 0px;">Ping Pong Shepherd Cynthia Cruz Pg.18</div>Maria Garcia Teutschhttp://www.blogger.com/profile/00715782266091513281noreply@blogger.com1tag:blogger.com,1999:blog-9078229609781405452.post-19545405531548574682010-08-31T11:53:00.000-07:002010-08-31T11:53:04.210-07:00Poetic Terminology<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg38mHhl91nFHBYb5zWntMHW46Jw3FnRuUuVi06KmTnYDDC6U5BRD8fGi_HASUfWP3d8zeIKe59HeEf70t0PW26A7Clf0hZFjC6mYeRmEk0gUvTyQ1zhg8Npf0RADNQqFmdPs1Meo0jT9Sz/s1600/KuenKuit.gif" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" ox="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg38mHhl91nFHBYb5zWntMHW46Jw3FnRuUuVi06KmTnYDDC6U5BRD8fGi_HASUfWP3d8zeIKe59HeEf70t0PW26A7Clf0hZFjC6mYeRmEk0gUvTyQ1zhg8Npf0RADNQqFmdPs1Meo0jT9Sz/s320/KuenKuit.gif" /></a></div><div style="text-align: center;"><br />
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Poetry Terminology<br />
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1. Poetry is written in verse.<br />
a. Verse is writing that has rhythm or a regular beat (like music).<br />
b. Poems are divided into groups of lines called stanzas. Stanzas are often separated by spaces within the poem.<br />
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2. Poetry often has rhyme.<br />
a. Rhyme is the repetition of like-sounding words at the ends of lines. Poetry, however, does not have to rhyme. <br />
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3. Poetry is concerned with sound as well as sense. <br />
a. Poetry is meant to be read or sung aloud; therefore, the way it is written is almost as important as what it is about. In addition to rhythm and rhyme, certain devices are used to help create effective sound in poetry. <br />
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Sound Devices:<br />
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a) Alliteration: the repetition of starting sounds in words (usually consonants)<br />
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i. Eg: “The slither of stones, the lone second of silence”<br />
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b) Onomatopoeia: the use of words that sound like what they mean.<br />
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i. Eg: whisper, buzz, belch, screech, creak<br />
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c) Repetition: the repeating of a word, line or verse throughout a poem.<br />
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4. Poetry appeals to the senses through imagery. <br />
a. Imagery is the creation of mental pictures for the reader or listener. Effective imagery appeals to all the senses, not just sight. <br />
i. Eg: The chirp of a cricket lulled me to sleep.<br />
The dew on the grass soaked through my shoes. <br />
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Certain figures of speech are used in creating these mental pictures. <br />
a) Metaphor: a comparison in which one thing is said to be something else. <br />
a. Eg: The woman was a tower of strength. <br />
An eagle is the wind. <br />
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b) Simile: a comparison using “like” or “as”<br />
a. Eg: She was a busy as a bee. <br />
My love is like a red, red rose. <br />
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c) Personification: giving a non-human thing human qualities. <br />
a. Eg: The clouds strolled across the sky. <br />
The sun smiled gently on my shoulders. <br />
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d) Symbolism: the use of something concrete to represent something abstract. <br />
a. Eg: the dove = peace or freedom<br />
a rose = love or beauty<br />
a candle = life or welcoming<br />
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5. Poetry is writing from the heart to the heart. <br />
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The appeal in poetry is often to the reader’s emotions. In poetry, generally the subject is something about which the poet has very strong feelings. The purpose of the poem is to get those feelings across to the reader in a meaningful, effective way. <br />
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Because of this emotional appeal, poetry is often used to examine important global, social and personal issues. <br />
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6. Poetry is subjective.<br />
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Each person tends to react to poetry in a different manner because of the emphasis on feelings. What one person gets out of a poem may be very different than another person’s interpretation. There are, however, generally accepted themes or meanings for most poems. <br />
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7. There are many types of poetry. <br />
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Lyric: a short poem expressing the poet’s feelings about his or her subject. <br />
- it presents a single, unified impression. <br />
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Narrative: a poem which tells a story<br />
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Epic: a long narrative poem written in a dignified style (too long to be read all at once)<br />
- usually tells the story of a real or mythical hero<br />
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Ballad: a shorter narrative poem meant to be sung<br />
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Free Verse: poetry without regular rhythm or line length and usually without rhyme<br />
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Haiku: a three line poem consisting of seventeen syllables<br />
- presents a single “snapshot” image, usually of nature<br />
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For each poem you study, you should be able to give a summary of its content, explain its theme (author’s message), describe the tone (feeling created by poem), point out specific figures of speech and tell whether it is narrative, descriptive or expository. <br />
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Narrative: tells a story<br />
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Descriptive: describes something<br />
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Expository: explains something<br />
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Additional Poetic Terms<br />
Alliteration: repetition of the same sound beginning several words in sequence. <br />
*Let us go forth to lead the land we love. J. F. Kennedy, Inaugural <br />
Anaphora: the repetition of a word or phrase at the beginning of successive phrases, clauses or lines. <br />
Antithesis: opposition, or contrast of ideas or words in a balanced or parallel construction. <br />
Apostrophe: a sudden turn from the general audience to address a specific group or person or personified abstraction absent or present. <br />
*For Brutus, as you know, was Caesar's angel.<br />
Judge, O you gods, how dearly Caesar loved him. Shakespeare, Julius Caesar <br />
Archaism: use of an older or obsolete form. <br />
*Pipit sate upright in her chair<br />
Some distance from where I was sitting; T. S. Eliot, "A Cooking Egg" <br />
Assonance: repetition of the same sound in words close to each other. <br />
*Thy kingdom come, thy will be done. <br />
Cacophony: harsh joining of sounds. <br />
*We want no parlay with you and your grisly gang who work your wicked will. W. Churchill<br />
Euphemism: substitution of an agreeable or at least non-offensive expression for one whose plainer meaning might be harsh or unpleasant. <br />
Hyperbole: exaggeration for emphasis or for rhetorical effect. <br />
Irony: expression of something which is contrary to the intended meaning; the words say one thing but mean another. <br />
Metaphor: implied comparison achieved through a figurative use of words; the word is used not in its literal sense, but in one analogous to it. <br />
Metonymy: substitution of one word for another which it suggests. <br />
*He is a man of the cloth. <br />
*The pen is mightier than the sword. <br />
*By the sweat of thy brow thou shalt eat thy bread. <br />
Onomatopoeia: use of words to imitate natural sounds; accommodation of sound to sense. <br />
Oxymoron: apparent paradox achieved by the juxtaposition of words which seem to contradict one another. <br />
*I must be cruel only to be kind. Shakespeare, Hamlet <br />
Paradox: an assertion seemingly opposed to common sense, but that may yet have some truth in it. <br />
*What a pity that youth must be wasted on the young. George Bernard Shaw <br />
Personification: attribution of personality to an impersonal thing. <br />
*England expects every man to do his duty. Lord Nelson <br />
Simile: an explicit comparison between two things using 'like' or 'as'. <br />
Syntax: The way in which words and clauses are ordered and connected so as to form sentences; or the set of grammatical rules governing such word order.<br />
Symbol:[S]omething that is itself and also stands for something else. . . . In a literary sense, a symbol combines a literal and sensuous quality with an abstract or suggestive aspect<br />
Motif: A recurrent image, word, phrase, represented object or action that tends to unify the literary work or that may be elaborated into a more general theme. Also, a situation, incident, idea, image, or character type that is found in many different literary works, folktales, or myths.<br />
Denotation: The basic dictionary meaning of a word, as opposed to its connotative meaning.<br />
Connotation: The emotional implications and associations that words may carry, as distinguished from their denotative meanings<br />
Allusion: An indirect or passing reference to some event, person, place, or artistic work, the nature and relevance of which is not explained by the writer but relies on the reader’s familiarity with what is thus mentioned. The technique of allusion is an economical means of calling upon the history or the literary tradition that author and reader are assumed to share<br />
Allegory: A story or visual image with a second distinct meaning partially hidden behind its literal or visible meaning. In written narrative, allegory involves a continuous parallel between two (or more) levels of meaning in a story, so that its persons and events correspond to their equivalents in a system of ideas or a chain of events external to the tale.<br />
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<a href="http://www.muratkaplan.net/En/words-of-wisdom.html">To look at something cool click here</a>Maria Garcia Teutschhttp://www.blogger.com/profile/00715782266091513281noreply@blogger.com3tag:blogger.com,1999:blog-9078229609781405452.post-7504683007851293482010-08-25T11:34:00.000-07:002010-08-25T11:34:29.451-07:00Chicano Perspective 1A SyllabusCourse Syllabus<br />
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English 1A<br />
College Writing<br />
Maria Garcia Teutsch<br />
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T/Th 11-12:15<br />
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Office: C318<br />
Email: mteutsch@hartnell.edu<br />
Phone: 755-6943<br />
Office Hours: - T/Th 12:30-1:30 and online and by appointment<br />
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Welcome Everyone to your 1A class AKA gateway to lifelong learning,<br />
<br />
Paulo Freire, an educational theorist believes that apart from inquiry, human beings “cannot be truly human. Knowledge emerges only through invention and reinvention, through the restless, impatient, continuing, hopeful inquiry humans pursue in the world, with the world and with each other.” In this class, we will be writing and reading in an effort to understand the world. It is my belief that self-understanding is grounded in social understanding of the self in the world. <br />
We will begin this class with a first person narration about a significant event that has happened in your life. You will begin with an incident and talk about what this says about you as a person. Then I would like you to think about what this incident says about your community and, if possible, then I would like you to think about what this says about the world in which we find ourselves. I work on the assumption that everyone wants to understand his/her own life, to make meaning out of their experience and to share this meaning. I believe you all have the potential to write something worth reading. <br />
Our next step is the group projects. These are always fun and you usually do quite well on them. It is important that we learn to work with each other and also that we have a public platform for the product of this labor. The public platform of group presentations implies investment in the early and middle stages of the process, when you finally present to the class, I think you will find that your effort will be rewarded with their responses. Writing should not merely be a solitary endeavor. You are responsible for shaping your own group presentation. Please refer to the group presentation heading for more details on this assignment.<br />
The final two hoops you must jump through in order to pass this class involve extensive research on a given topic. The 10-12 page paper will be a solution to a problem you have proposed related to one of the subjects you cover in your Border Portfolio You will also do a Border Project Portfolio based on the novel If I Die in Juarez, by Stella Pope Duarte wherein you will answer study guide questions and also look up the issues listed on this syllabus.<br />
I think all humans want to communicate and that writing is the perfect means for satisfying this need. As a writer, I think it is one of the most exciting things I do, yet I sometimes avoid it unless forced by external or internal deadlines. The following syllabus imposes such deadlines. I look forward to sharing stories with you. Remember: if you can write with clarity, you can do anything and—<br />
FINALLY: believe in your writing.<br />
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Sincerely,<br />
Maria Garcia Teutsch<br />
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Background<br />
English 1A receives transfer level credit for the University of California and California State University. This being the case, it serves as a foundation for the other writing and research you’ll do in college. The class will focus on writing and non-fiction essays, analyzing college readings and preparing research. <br />
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What to Expect<br />
The name of the class is “College Composition,” which means you’ll be doing a lot of writing. There’s a typed essay due about every two weeks with discussion, short homework/reading assignments in between. We’ll be reading about 10-15 essays in your Convergences textbook. You must type all of your assignments, so you should have a basic understanding of computers and some familiarity with keyboarding. If not, you should take a keyboarding class.<br />
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Course Objectives:<br />
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Upon satisfactory completion of the course, students will be able to:<br />
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1. Critically read, synthesize, analyze, interpret, and evaluate texts from a variety of<br />
rhetorical styles and cultural contexts;<br />
2. Develop a focused thesis and select relevant evidence to present in an<br />
argumentative or persuasive paper;<br />
3. Gather, evaluate, and incorporate outside sources into a purposeful and coherent<br />
research paper;<br />
4. Demonstrate basic research skills utilizing diverse resources from a variety of<br />
media;<br />
5. Experience and develop an awareness of the importance of writing as a process;<br />
6. Demonstrate mature style in writing;<br />
7. Apply appropriate diction, style and tone in relation to the subject and audience of<br />
the student’s writing;<br />
8. Apply the MLA Stylesheet conventions to research writing.<br />
<br />
Student Learning Outcomes<br />
<br />
1.Write longer and more complex essays compared to English 101, built from a combination of several rhetorical patterns that pursue answers to challenging questions or advance substantial arguments that are supported with relevant, thoughtful, and sufficient evidence drawn (as appropriate) from written texts and the writer’s own experience and knowledge. <br />
2.Recognize that writing is a process requiring multiple drafts to create and complete an effective piece of writing. <br />
3.Gather, evaluate, and incorporate diverse resources into purposeful and coherent research paper with sources documented in MLA format.<br />
<br />
<br />
How Do We Get There?<br />
<br />
We will study MLA guidelines throughout the semester and use our Bedford handbooks repeatedly. We will learn from each other. Each person will introduce a given topic such as “in-text citations” and etc. as they become necessary in our writing. Since I don’t look at writing as a solitary endeavor, but rather an act that needs an audience, we will help each other through peer reviews, individual conferences with me, small group and whole group discussions. Remember, we are all here to learn and one of the ways we learn is by asking questions. <br />
<br />
We will also utilize our campus’ writing center. This place is here for you to use. You will be required to attend at least one workshop on an area you believe to be a weakness for you in your writing. Your first paper will be returned with rewrite advice prior to grading them in an effort to help you to focus on areas of needed improvement. We also have a fantastic tutorial center and a fantastic teacher (me) who loves to work with you during my office hours. (I love all facets of writing—even editing).<br />
<br />
Class Participation/Homework<br />
Students are expected to attend class. If you need to be absent for a real reason other than “I’m tired,” or “I’m busy,” I will undoubtedly excuse your absence. We will begin this class working from the premise that we are all tired and busy, this is not an excuse, it is merely a state of being. You are responsible for all of your homework assignments and they must be turned in on time. I teach in a collaborative learning environment; therefore, we are only as strong as our weakest link. Everyone is expected to enter into conversation during whole class or small group discussion. Perhaps not every time, but it is most important to me that your voice be heard. You also need to participate on peer editing days which means you come in with a rough draft prepared to edit a peer’s rough draft. You will also be given 1-2 essays which will model what I am asking you to do for each paper. You will write a 1 page typed response for each reading. You will also read the novel, If I Die in Juarez, by Stella Pope Duarte, and keep a reading and writing portfolio, half of which will be due on October 19th, and the other half on the last day of classes.<br />
<br />
<br />
Assignments/Timeline:<br />
<br />
<br />
I. NARRATION: Begin to plan and draft an essay on a significant event, to an audience that might be interested in the behavior or conditions that drive the event. This should be a well-defined incident, which the writer witnessed or knows about, or one in which she actively participated. This essay calls for some description, and a clear sense of who, what, where and when is desirable. This essay should say why the event should be of interest to a genial but uninvolved audience. Third Person, 2-3 typed pages in length.<br />
<br />
<br />
First draft due August 31st<br />
Draft returned with rewrite advice.<br />
Second draft due one week after paper is returned.<br />
Always refer to attached “What a formal essay should look like”<br />
<br />
II. Group Presentations 9/2<br />
ESSAY EXAMINATION 9/28<br />
<br />
Each person is responsible for a group of questions, the visual project, or the author’s biography. Each person should hand in a ONE page summary of their contribution to the group. Your grade will depend on how your ENTIRE group performs. That means that if one person is absent on the day of the presentation they need to make sure their portion of the presentation is covered or the entire group may receive a failing grade. You must help each other. Do not let your group down.<br />
<br />
<br />
INDIVIDUAL CONFERENCES in October (Half of If I Die in Juarez border issues Portfolio is due at the time of your conference.)<br />
<br />
III. THE RESEARCH PAPER: PERSUASION: Plan and draft a position paper on an issue you believe to be a problem in the Chicano/a community. The essay should be written in a formal tone to a potentially unreceptive audience. Make plain what you want your audience to do and the reasons why they should. In this persuasive piece you should articulate why the audience should think and act as you do. For this task the writer should offer separate and distinct reasons why the audience should come over to the speaker’s side. MINIMUM 6 PAGES. Remember that you may use the same topic/issue for your 10-15 research paper wherein you propose a solution to this problem.<br />
<br />
MLA research/Library Learning Center visit: 10/7<br />
Annotated bibliography and report on library findings: 10/14<br />
Rough draft due/peer editing: 10/21<br />
Final paper due: 11/2<br />
<br />
BASIC SEARCH STRATEGY<br />
Each of the following concepts will be discussed in detail by the professor.<br />
• Know your research task. <br />
• Take notes and keep a working bibliography<br />
• Get an overview of your subject<br />
-check disciplinary guides<br />
-check encyclopedias<br />
-check subject headings<br />
-check bibliographies<br />
• Find sources<br />
-books<br />
-periodicals<br />
-newspapers<br />
-online sources<br />
-CD-ROM databases<br />
• Evaluate sources for relevance and for bias.<br />
<br />
Research Communities<br />
Write an essay proposing a solution to a problem. Choose a problem faced by a community or group to which you belong, and address your proposal either to one or more members of the group or to an outsider who might help solve the problem.<br />
As you prepare to write a proposal, you will need to choose a problem you can write about, identify your prospective readers, find a tentative solution to it, and develop reasons for adopting your proposal rather than an alternative. The research component of this assignment should help to solidify your argument. <br />
Choose one problem from your list that you consider especially important. It should be one that seems solvable, though you need not know the exact solution now: and it should concern others in the group. It should of course be a problem you can explore in detail—and one you are willing to discuss in writing. <br />
ANALYZING<br />
Start by writing a few sentences in response to each of the following questions:<br />
• Does the problem really exist? How can I tell?<br />
• What caused this problem? Can I identify any immediate causes? Any deeper causes? Is the problem caused by a flaw in the system, a lack of resources, individual misconduct or incompetence? How can I tell?<br />
• What is the history of the problem?<br />
• What are the bad effects of the problem? How is it hurting members of the community or group? What goals of the group are endangered by the existence of this problem? Does it raise any moral or ethical questions?<br />
• Who in the community or group is affected by the problem? Be as specific as possible: Who is seriously affected? minimally affected? unaffected? Does anyone benefit from its existence?<br />
• What similar problems exist in this community or group? How can I distinguish my problem from these?<br />
AUDIENCE<br />
Use these questions to stimulate your writing:<br />
• How informed are they likely to be about the problem? Have they shown any awareness of it?<br />
• Why would this problem be important to them? Why would they care about solving it?<br />
• Have they supported any other proposals to solve the problem? If so, what do their proposals have in common with mine?<br />
• Do they ally themselves with any group that might cause them to favor or reject my proposal? Do we share any values or attitudes that could bring us together to solve the problem?<br />
• How have they responded to other problems? Might they solve this problem as well?<br />
• Is a solution required that would disband or change the community or group in some way?<br />
• What solution might eliminate some of the causes of the problem?<br />
• What solution would eliminate any of the bad effects of the problem?<br />
• Maybe the problem is too big to be solved all at once. Try dividing it into several parts. What solutions might solve these parts?<br />
• If the problem requires a series of solutions, which one should come first? second?<br />
• What solution would ultimately solve this problem?<br />
• What might be a daring solution?<br />
• What would be the most conservative solution, acceptable to nearly everyone in the community or group?<br />
• Choose the most promising solution. Write down the steps necessary to carry out your solution. This list will provide an early test of whether your solution can, in fact, be implemented.<br />
DEFENDING YOUR SOLUTION<br />
Imagine that one of your readers opposes your proposed solution and confronts you with the following statements. Write several sentences refuting each one.<br />
• It won’t really solve the problem.<br />
• We can’t afford it.<br />
• It will take too long.<br />
• People won’t do it.<br />
• Too few people will benefit.<br />
• I don’t even see how to get started on your solution.<br />
• It’s already been tried with unsatisfactory results.<br />
• You’re making this proposal because it will benefit you personally.<br />
Answering these questions now should help you to prepare responses to possible objections to our proposal.<br />
GROUP DISCUSSION<br />
Now is a good time to get together in a group with two or three other students and run your chosen topic by one another. Assess their awareness of the problem you wish to write about, and “try out” your solution on them. Are they convinced that it is a possible solution? a good solution? What counterarguments can they offer? What alternative solutions do they suggest? Your purpose is to decide whether the problem you have chosen to write about is one that matters and whether your solution seems feasible. <br />
DOING THE RESEARCH<br />
Thus far you have relied largely upon your own knowledge and instincts for solving the problem. You may now feel that you need to know more. You may need to learn more about the causes of the problem, perhaps, or to find more technical information about implementing the solution. If you are proposing a solution to a problem about which others have written, you will probably want to find out how they have defined and what solutions, they have proposed. You are about to enter into a conversation with other people who care enough about your topic to write about the same subject. You too are a part of this interpretive community. You may need to acknowledge these sources in your essay, either accommodating or refuting them. Now is a good time—before beginning to draft—to get additional information you need. We will spend one to two class periods in the library learning about, and utilizing, online resources, library materials, and CD-ROM databases.<br />
• <br />
<br />
IV. If I Die in Juarez/Border Issues Portfolio 11/2-end of semester<br />
<br />
V. Individual Presentations-11/9-end of semester<br />
<br />
<br />
If I Die in Juarez/Border Project Portfolio Due: 12/9 (The Last Day of classes)<br />
<br />
<br />
General Policies:<br />
Students are expected to attend class. This is an interactive learning environment and your attendance is important to me and to your classmates. More than three unexcused absences will result in a drop of 10-20% of your letter grade as factored into your class participation. Perfect attendance is encouraged. FIVE unexcused absences will result in your being dropped from this class (state law). Three tardies translate into one absence. You are not the special person who gets to come in late while the rest of us schmoes have to be here on time. We are all special in this class and we must all be here on time. Cell phones are to be turned off when entering the classroom. I realize you are a very important person and really super popular, but you did not enroll in a cell phone answering class, you enrolled in this class and as such, do not have your cell phones out for any reason unless prior clearance has been established with me. Late papers will NOT BE ACCEPTED unless cleared by instructor: That means that if you are absent on the day the assignment is due, you must make arrangements to get your paper to me or it will not be accepted. If you do not turn in all of the assigned papers, you will most assuredly not receive the grade you want since each paper is worth 10-20% of your grade. Homework assignments will not be accepted if turned in late. No homophobic, racist or sexist remarks will be tolerated in this classroom. <br />
<br />
Textbooks and materials:<br />
Convergences, Robert Atwan<br />
The Bedford Handbook, Marilyn Hacker<br />
If I Die in Juarez, by Stella Pope Duarte<br />
Against my wishes, you must also purchase your handouts at a nominal fee.<br />
<br />
<br />
<br />
<br />
Your Name<br />
<br />
Ms. Maria Garcia Teutsch<br />
<br />
Name of Assignment<br />
<br />
Due Date of Assignment<br />
<br />
Title of Assignment (Centered)<br />
<br />
Students, this is an example of what will be acceptable to turn in. Double space the entire document, beginning with the heading; and use Times New Roman font, size 12. Your title should reflect the nature of the assignment. Be creative; titles are important. No special punctuation is needed for titles, unless they include the name of a poem (use “quotation marks”), a short story (also use “quotation marks”), a play/novel (use italics or underline). Capitalization, however, is needed where appropriate.<br />
Next, you may leave the margins at the default setting, or you may wish to change them to one inch. Tabs for paragraphing may also be left at the default setting, if appropriate (5-7 spaces). The point is that your paper should be aesthetically pleasing to the eye. <br />
And a paper will not be aesthetically pleasing even if it is typed or computer generated if it contains errors. There is really no excuse for having typographical errors with today’s technology. Checking your spelling and even your grammar is but a click away from perfection. Remember not to use “YOU.” Save all of your papers on a disk.<br />
<br />
<br />
Individual Presentations<br />
<br />
You will have between 5-15 minutes for your individual presentation. They usually run about 10 minutes. You need to be very well organized in order to get all of your presentation materials out to the class, and also to inform them about your research findings. Your presentation will need to cover the following one of the issues on your Border Project sheet. Condense your research about your chosen problem to 1-2 paragraphs. In order to receive a grade higher than a “C” you must in some way involve the class. You must also have a handout for each member of the class. <br />
<br />
As for the rest of the class: while the other students in the class are doing their presentations, you will be taking notes. You will need to provide me with your responses to EACH presentation by May 27, 2010. I expect to see the first and last name of each presenter, followed by a brief summary of their presentation. You must have it typed. These will be graded. If you have written a response to all presenters, you will receive an “A.” Anything less than that and your grade will go down accordingly, between 5-10 points for each missed presenter. <br />
<br />
Chicano/a Perspective<br />
Border Project<br />
Due Date TBA<br />
<br />
<br />
Arizona Anti-Immigration law<br />
The Treaty of the Guadalupe Hidalgo<br />
Define Chicano/a<br />
Name five Chicano/a artists and show examples of their work.<br />
Briefly describe the conflict in Oaxaca<br />
Repatriation<br />
The Bracero Movement<br />
5 books written in English by Chicano/as or Mexicanos<br />
5 movies about Mexican/American relations<br />
What exactly is this fence business? Describe the bill enacted by Congress and made into law by President Bush regarding the 700 mile fence.<br />
Mexican-American police relationships, give an example.<br />
Name three Chicano/a musicians<br />
Define: Aztlan<br />
Name three Pre-Columbian gods or goddesses and give a brief description of each.<br />
Name one Pre-Columbian religion and briefly describe.<br />
Name three Chicano/a poets.<br />
Find one website based on false premises regarding border politics. (These are usually quite racist and easy to find).<br />
Find three reliable online sites regarding border issues.<br />
Name all the states bordering Mexico-United States.<br />
How would you solve some of the issues regarding illegal immigration?<br />
What are three of the issues involving illegal immigration?<br />
Name the civilizations who invented a written language independently.<br />
Define: Coyotes<br />
Human smuggling along the border, cite a specific example<br />
The missing and/or murdered women of Juarez<br />
The conflict in Chiapas<br />
The conflict in Guatemala<br />
<br />
Peer Editing<br />
<br />
Author’s name. Whose paper are you editing?<br />
Editor’s name. What is your name?<br />
<br />
1. First, read the entire paper, without noting errors. Does the paper have a clear focus? <br />
<br />
<br />
2. Do you understand the author’s main point? Is there a clear thesis statement? What is it? (Restate it in your own words)<br />
<br />
<br />
3. Is the paper logically organized? Do you have any suggestions about arranging the paper?<br />
<br />
<br />
4. Examine the paper for effective details. Are the author’s examples clear and are there enough of them? Where could examples be added or clarified?<br />
<br />
<br />
5. What words or phrases seem unclear to you (circle them)? <br />
<br />
<br />
6. What is your overall impression of the paper? What overall praise or constructive criticism do you have to offer the author?Maria Garcia Teutschhttp://www.blogger.com/profile/00715782266091513281noreply@blogger.com0tag:blogger.com,1999:blog-9078229609781405452.post-61147557078287018652010-08-25T11:10:00.000-07:002011-09-06T08:52:26.935-07:00Class Syllabi<div dir="ltr" style="text-align: left;" trbidi="on"></meta></meta></meta></meta></meta></meta><link href="file://localhost/Users/Maria/Library/Caches/TemporaryItems/msoclip/0clip_filelist.xml" rel="File-List"></link><style>
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<div class="MsoNormal" style="margin-right: 0.25in;"><div class="MsoNormal" style="margin: 0in 0.25in 0pt 0in;"><span style="mso-bidi-font-weight: bold;">Syllabus for ENG 1B – Chicano/a Perspective</span></div><div class="MsoNormal" style="margin: 0in 0.25in 0pt 0in;"><span style="mso-bidi-font-weight: bold;">Instructor: Ms. Maria Garcia Teutsch</span></div><div class="MsoNormal" style="margin: 0in 0.25in 0pt 0in;"><span style="mso-bidi-font-weight: bold;">Office: C318</span></div><div class="MsoNormal" style="margin: 0in 0.25in 0pt 0in;"><span style="mso-bidi-font-weight: bold;">Office Hours: T/Th 12:30-1:30 and Wednesday 3-5 Online and by appt.</span></div><div class="MsoNormal" style="margin: 0in 0.25in 14pt 0in;"><span style="mso-bidi-font-weight: bold;">Email Address:<span style="color: green;"> </span><u><span style="color: black;">mteutsch@hartnell.edu</span></u></span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><em>Course Description</em></div><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">Focus is on academic writing forms, especially critical analysis of literature through a variety of modes such as comparison and contrast, classification, and causal analysis. <span style="color: black;"></span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><em><span style="mso-bidi-font-weight: bold;">Course Introduction</span></em><span style="mso-bidi-font-weight: bold;"> </span><span style="color: black;"></span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="color: black; mso-bidi-font-weight: bold;">This course aims to assist you in acquiring the tools you need to communicate effectively not only in your academic classes but also at your workplace and throughout your lives.</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="color: black; mso-bidi-font-weight: bold;">Students will analyze short stories, poetry, and non-fiction. </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="color: black; mso-bidi-font-weight: bold;">Literary analysis requires MLA style documentation. Students learn how to sharpen their research and documentation skills. </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="color: black; mso-bidi-font-weight: bold;">The syllabus is tentative. Topics, assignments, and due dates are subject to change. For the writing assignments, I provide some topic choices for you to select. Don't hesitate to ask questions; I'm only an e-mail away: <u>mteutsch@hartnell.edu. </u><span style="mso-spacerun: yes;"> </span></span></div><div class="MsoNormal" style="margin: 0in 0.25in 0pt 0in;"><em><span style="mso-bidi-font-weight: bold;">Course Goals/Objectives</span></em><span style="mso-bidi-font-weight: bold;"> </span></div><div class="MsoNormal" style="margin: 0in 0.25in 0pt 0in;"><span style="color: black; mso-bidi-font-weight: bold;">Upon successful completion of this course, you will have </span><span style="mso-bidi-font-weight: bold;"></span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="color: black; mso-bidi-font-weight: bold;">Increased your awareness of literature and literary analysis. Developed and organized sentences into clear paragraphs and essays. Approached reading and writing both analytically and critically. Learned about MLA and the research and documentation process. <span style="mso-spacerun: yes;"> </span>Learned exactly what plagiarism is. Improved your overall written communication skills. </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><i style="mso-bidi-font-style: normal;"><span style="color: black;">Student Learning Outcomes</span></i><span style="color: black;">1.Apply literary terms and interpretive techniques to read, discuss, and write competent academic prose about literature.<br />
2.Critique and evaluate the formal elements of poetry, fiction, and drama. <br />
3.Produce an analytical research project on a literary work using MLA format that demonstrates understanding of acknowledged methods of critical thinking and writing.<em><span style="font-style: normal; mso-bidi-font-weight: bold;"></span></em></span></div><div class="MsoNormal" style="margin: 0in 0.25in 0pt 0in;"><br />
</div><div class="MsoNormal" style="margin: 0in 0.25in 0pt 0in;"><i style="mso-bidi-font-style: normal;">Required texts</i></div><div class="MsoNormal" style="margin: 0in 0.25in 0pt 0in;"><i style="mso-bidi-font-style: normal;">When Living Was a Labor Camp, </i>Diana Garcia</div><div class="MsoNormal" style="margin: 0in 0.25in 0pt 0in;"><i style="mso-bidi-font-style: normal;"><span lang="IT" style="mso-ansi-language: IT;">If I Die in Juarez, </span></i><span lang="IT" style="mso-ansi-language: IT;">Stella Pope Duartes</span></div><div class="MsoNormal" style="margin: 0in 0.25in 0pt 0in;"><i style="mso-bidi-font-style: normal;">Bordering Fires, ED. </i>Cristina Garcia</div><div class="MsoNormal" style="margin: 0in 0.25in 0pt 0in;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="color: black; mso-bidi-font-weight: bold;">Keep a good dictionary nearby (or use some of the online dictionaries) to check your spelling and the meanings of words. Ideally, your dictionary should be no more than five years old. (Although I personally prefer the <i>American Heritage Dictionary</i>, I also use <i>Webster's</i>.) </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="color: black; mso-bidi-font-weight: bold;">Keep in mind that spell checkers cannot detect errors in words like “you're” versus “your.” The computer finds these words spelled correctly but cannot know that you've confused them. You yourself must scout out those errors when you proofread your paper. Moreover, don't completely rely on the grammar checker in your word processing software program. For complicated reasons related to the nature of language and technology, sometimes its suggestions are incorrect. </span></div><h1 style="margin: 12pt 0.25in 3pt 0in;"><em><span style="font-size: 12pt; font-weight: normal; mso-bidi-font-weight: bold;">Due Dates for Assignments</span></em><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; font-weight: normal; mso-bidi-font-weight: bold;"></span></h1><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">8/16-8/18 Course Introduction, Questionnaires, Story Sharing</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">8/25-8/27 Read <i>When Living was a Labor Camp--</i><span style="mso-bidi-font-weight: bold;">TBA</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;">Reading must be concluded by this date, and for all future assignments by the date indicated next to each reading. One page typed response to story due.</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">8/30-9/1 <i>When Living was a Labor Camp —</i><span style="mso-bidi-font-weight: bold;">TBA. </span>One page typed response due.</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">9/6-9/8 <i>When Living was a Labor Camp —</i><span style="mso-bidi-font-weight: bold;">TBA. </span>One page typed response due.</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">9/13-9/15 <i>When Living was a Labor Camp —</i><span style="mso-bidi-font-weight: bold;">TBA.</span> One page typed response.</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">9/20-9/22 <i>When Living was a Labor Camp —</i><span style="mso-bidi-font-weight: bold;">TBA.</span> One page typed response.</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">9/27 <span style="mso-bidi-font-weight: bold;">Journals due</span>. <span style="mso-spacerun: yes;"> </span>Read Aloud. </div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">9/29 PAPER #1 DUE-Border Project Check-in</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">10/4-10/6 GROUP PRESENTATIONS on <i style="mso-bidi-font-style: normal;">Bordering Fires</i></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">10/11-10/13 GROUP PRESENTATIONS </div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">10/18-10/20 REVIEW FOR ESSAY EXAMINATION</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">10/27-Essay Exam</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">11/1-11/3 Begin <i style="mso-bidi-font-style: normal;">If I Die in Juarez<span style="mso-spacerun: yes;"> </span></i><span style="mso-bidi-font-style: italic;">one page typed response due.</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; tab-stops: 106.5pt;"><span style="mso-tab-count: 1;"> </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;">11/8-11/10 <i style="mso-bidi-font-style: normal;">If I Die in Juarez </i><span style="mso-bidi-font-style: italic;">one page typed response due.</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="mso-bidi-font-style: italic;">11/15-11/17- </span><i style="mso-bidi-font-style: normal;">If I Die in Juarez<span style="mso-spacerun: yes;"> </span></i><span style="mso-bidi-font-style: italic;">one page typed response due. </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="mso-bidi-font-style: italic;">11/19-Border Project Check-in</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">11/29 PAPER # 2 DUE<i style="mso-bidi-font-style: normal;"></i></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">12/1 Begin BORDER PROJECT<i></i></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><u><span style="color: black; mso-bidi-font-weight: bold;"><br />
</span></u>General Policies:</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoBodyText" style="line-height: normal; margin: 0in 0in 0pt;"><span style="mso-bidi-font-size: 12.0pt;">Students are expected to attend class.<span style="mso-spacerun: yes;"> </span>This is an interactive learning environment and your attendance is important to me and to your classmates.<span style="mso-spacerun: yes;"> </span>More than <span style="mso-bidi-font-weight: bold;">three unexcused absences will result in a drop of 10-20% of your letter grade as factored into your class participation</span>.<span style="mso-spacerun: yes;"> </span>Perfect attendance is encouraged. FIVE unexcused absences will result in your being dropped from this class (state law).<span style="mso-spacerun: yes;"> </span>Cell phones are to be <b style="mso-bidi-font-weight: normal;">turned off</b> when entering the classroom.<span style="mso-spacerun: yes;"> </span>Late papers will <span style="mso-bidi-font-weight: bold;">NOT BE ACCEPTED</span> unless cleared by instructor: That means that if you are absent on the day the assignment is due, you must make arrangements to get your paper to me or it <span style="mso-bidi-font-weight: bold;">will not be accepted</span>. If you do not turn in all of the assigned papers, you will most assuredly not receive the grade you want since each paper is worth 10-20% of your grade. Homework assignments <span style="mso-bidi-font-weight: bold;">will not be accepted</span> if turned in late. If you turn in your assignment via email on the day it is due because you are absent, I will accept it, but you will not receive credit unless YOU print it out and turn it in to me during our next class meeting. <span style="mso-spacerun: yes;"> </span>No homophobic, racist or sexist remarks will be tolerated in this classroom.<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;"><span style="mso-tab-count: 1;"> </span></i></span></div><h1 style="margin: 12pt 0in 3pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; font-weight: normal; mso-bidi-font-weight: bold;">Grading Policy</span></h1><div class="MsoNormal" style="margin: 0in 0in 0pt;">95-100 A<span style="mso-spacerun: yes;"> </span>67-70 D+</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">91-94 A-<span style="mso-spacerun: yes;"> </span>63-66<span style="mso-spacerun: yes;"> </span>D<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">Labor Camp</i> Paper 20%</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">87-90 B+<span style="mso-spacerun: yes;"> </span>61-62 D-<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Group Presentations/Exam 20%</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">81-84 B-<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">If I Die in Juarez</i> Paper 20%</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">83-86 B<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Border Project/Presentation 20%</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">77-80 C+<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Portfolios/Homework 20%</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">73-76 C<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;">70-72 C-<span style="mso-spacerun: yes;"> </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="color: black; mso-bidi-font-weight: bold;">All <u>essays</u> and responses must demonstrate mastery of MLA documentation style.</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;"></b><b style="mso-bidi-font-weight: normal;"></b></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;">Chicano/a Perspective</b></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;">Border Project</b></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;">Due Date TBA</b></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">Your Border Project will culminate in an individual and/or group presentation and a portfolio/essay. In your portfolio I would like a brief definition and/or summary of the following:</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">The Treaty of the Guadalupe Hidalgo</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">Define Chicano/a</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">Name five Chicano/a artists and show examples of their work.</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">Briefly describe the conflict in Oaxaca</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">Repatriation</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">The Bracero Movement</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">5 books written in English by Chicano/as or Mexicanos</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">5 movies about Mexican/American relations</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">What exactly is this fence business?<span style="mso-spacerun: yes;"> </span>Describe the bill enacted by Congress and made into law by former President Bush regarding the 700 mile fence.</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">Mexican-American police relationships, give an example.</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">Name three Chicano/a musicians</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">Define: Aztlan</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">Name three Pre-Columbian gods or goddesses and give a brief description of each.</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">Name one Pre-Columbian religion and briefly describe.</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">Name three Chicano/a poets.</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">Find one website based on false premises regarding border politics. (These are usually quite racist and easy to find).</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">Find three reliable online sites regarding border issues.</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">Name all the states bordering Mexico-United States.</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">How would you solve some of the issues regarding illegal immigration?</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">What are three of the issues involving illegal immigration?</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">Name the civilizations who invented a written language independently.</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">Define: Coyotes</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">Human smuggling along the border, cite a specific example</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">The missing and/or murdered women of Juarez</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">The conflict in Chiapas</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">The conflict in Guatemala</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">Minutemen</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;">I will continue to add to this list all semester long. </b></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
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</div></div>Maria Garcia Teutschhttp://www.blogger.com/profile/00715782266091513281noreply@blogger.com0