This document provides instructions for a college writing class. It discusses adding students to the class until the final day and notifying those on the waitlist. It provides an agenda for the first class that includes discussing the class website, syllabus, assignments, and a contest to determine the order students can choose characters from A Game of Thrones for their first essay. The instructor will also take attendance and provide an overview of assignments, grading, and policies regarding plagiarism and late work.
This document outlines the agenda and content for an English writing class. It discusses adding students to the class and choosing characters from A Game of Thrones. It also covers the syllabus, homework requirements, academic honesty policies, and an introduction to writing haiku as a rhetorical strategy. Students will participate in contests to determine the order for choosing characters and will write a political or social haiku as an in-class assignment.
This document provides an agenda and overview for an English writing class. It discusses adding students to the class and policies around attendance. It also outlines the required textbooks, assignments including essays and homework posts, and the grading system. The class will focus on analyzing characters from the book A Game of Thrones. Students will participate in contests to determine the character they will write about. The document models how to write social and political haiku and asks students to write their own as homework.
This document provides an overview of an EWRT 2 class. It discusses adding students to the class and managing the waitlist. It outlines the class agenda, including reviewing the green sheet, syllabus, websites, and assignments. It describes the class policies on attendance, late work, academic dishonesty, and conduct. It also details the grading system and homework expectations. Contest 1 is introduced as the first challenge for students to select characters from Game of Thrones.
This document provides an overview of an EWRT 2 class. It discusses adding students to the class and managing the waitlist. It outlines the class agenda, including reviewing the green sheet, syllabus, websites, and assignments. It describes the class policies on attendance, late work, conduct, plagiarism and grading. It also details the first contest for the students to determine character selection from Game of Thrones and provides the vocabulary terms for the first exam.
The document provides an agenda and overview for an English writing class (EWRT 2). It includes:
- An introduction to the class website and assigning students characters from A Game of Thrones.
- Details on 5 contests to determine character selection order, including content quizzes and vocabulary exams.
- An explanation of writing social and political haiku as a rhetorical strategy, including examples.
- Instructions for students to write their own political/social haiku inspired by A Game of Thrones.
Elit 17 class 1 intro and comedy of errorsjordanlachance
This document provides an overview and agenda for an ELIT 17 class on Shakespeare. It discusses policies for adding or waiting for the class. The syllabus is introduced which covers Shakespeare's works, an introduction to Shakespearean comedy and The Comedy of Errors. The required texts and materials are listed. The class website is introduced as the location for readings, assignments and homework. Key aspects of Shakespearean comedy like language, plots, mistaken identity and stock characters are also summarized.
This document provides an overview and agenda for an ELIT 17 class on Shakespeare. It discusses policies for adding or waiting for the class. The syllabus is introduced which covers Shakespeare's works, an introduction to Shakespearean comedy and The Comedy of Errors. The required texts and materials are listed. The class website is introduced as the location for readings, assignments and homework. Key aspects of Shakespearean comedy like language, plots, mistaken identity and stock characters are also summarized.
This document provides information about an English literature course focusing on LGBTQQIA2 literature. It includes the syllabus, assignments, policies, and reading materials. Students are expected to complete weekly reading assignments, post response writings called QHQs (Question-Hypothesis-Question) online, and participate in class discussions. They will analyze assigned texts using frameworks from Lois Tyson's chapter on queer literary theory. The course aims to examine the development of LGBTQQIA2 literature and cultural contexts over the 20th century.
This document outlines the agenda and content for an English writing class. It discusses adding students to the class and choosing characters from A Game of Thrones. It also covers the syllabus, homework requirements, academic honesty policies, and an introduction to writing haiku as a rhetorical strategy. Students will participate in contests to determine the order for choosing characters and will write a political or social haiku as an in-class assignment.
This document provides an agenda and overview for an English writing class. It discusses adding students to the class and policies around attendance. It also outlines the required textbooks, assignments including essays and homework posts, and the grading system. The class will focus on analyzing characters from the book A Game of Thrones. Students will participate in contests to determine the character they will write about. The document models how to write social and political haiku and asks students to write their own as homework.
This document provides an overview of an EWRT 2 class. It discusses adding students to the class and managing the waitlist. It outlines the class agenda, including reviewing the green sheet, syllabus, websites, and assignments. It describes the class policies on attendance, late work, academic dishonesty, and conduct. It also details the grading system and homework expectations. Contest 1 is introduced as the first challenge for students to select characters from Game of Thrones.
This document provides an overview of an EWRT 2 class. It discusses adding students to the class and managing the waitlist. It outlines the class agenda, including reviewing the green sheet, syllabus, websites, and assignments. It describes the class policies on attendance, late work, conduct, plagiarism and grading. It also details the first contest for the students to determine character selection from Game of Thrones and provides the vocabulary terms for the first exam.
The document provides an agenda and overview for an English writing class (EWRT 2). It includes:
- An introduction to the class website and assigning students characters from A Game of Thrones.
- Details on 5 contests to determine character selection order, including content quizzes and vocabulary exams.
- An explanation of writing social and political haiku as a rhetorical strategy, including examples.
- Instructions for students to write their own political/social haiku inspired by A Game of Thrones.
Elit 17 class 1 intro and comedy of errorsjordanlachance
This document provides an overview and agenda for an ELIT 17 class on Shakespeare. It discusses policies for adding or waiting for the class. The syllabus is introduced which covers Shakespeare's works, an introduction to Shakespearean comedy and The Comedy of Errors. The required texts and materials are listed. The class website is introduced as the location for readings, assignments and homework. Key aspects of Shakespearean comedy like language, plots, mistaken identity and stock characters are also summarized.
This document provides an overview and agenda for an ELIT 17 class on Shakespeare. It discusses policies for adding or waiting for the class. The syllabus is introduced which covers Shakespeare's works, an introduction to Shakespearean comedy and The Comedy of Errors. The required texts and materials are listed. The class website is introduced as the location for readings, assignments and homework. Key aspects of Shakespearean comedy like language, plots, mistaken identity and stock characters are also summarized.
This document provides information about an English literature course focusing on LGBTQQIA2 literature. It includes the syllabus, assignments, policies, and reading materials. Students are expected to complete weekly reading assignments, post response writings called QHQs (Question-Hypothesis-Question) online, and participate in class discussions. They will analyze assigned texts using frameworks from Lois Tyson's chapter on queer literary theory. The course aims to examine the development of LGBTQQIA2 literature and cultural contexts over the 20th century.
This document provides information about an English literature course taught by Dr. Kim Palmore. It outlines the course requirements, policies, assignments and schedule. Students are expected to complete reading assignments, post responses online, and participate in class discussions. They will write two essays and take a midterm and final exam. The course will examine LGBTQ literature and themes through works like Giovanni's Room and Beebo Brinker. Literary theory, particularly queer theory, will be used to analyze the texts.
This document provides information about an English literature course focusing on Shakespeare. It includes the instructor's contact information, course objectives and requirements, grading breakdown, required texts, student learning outcomes, class policies on submissions, attendance, conduct, participation, quizzes, exams, late work, appointments, adding/dropping, and educational use of student papers. Students will analyze Shakespeare's works, complete essays, exams, a recitation, website posts, and participate in discussions to be assessed on their understanding of historical and critical contexts.
This document provides information about an English 2 transfer level course. The course applies critical thinking skills to reading and writing, with a focus on argument and issues. Key goals include analyzing values and assumptions, gaining competence as a critical thinker, recognizing alternative perspectives, and practicing writing as a recursive process. Requirements include participation, completing assignments, five formal papers including some written in class, website posts, and tests/quizzes. The grading system and policies around attendance, conduct, late work, and adding/dropping the course are also outlined.
This document provides information about the first class of an English writing course. It discusses that the class is limited to 30 students. As they review the syllabus, students should consider whether they want to stay in the class and let the professor know if they want to leave so someone on the waiting list can take their spot. The document outlines what students will find on the class website, including assignments, policies, and where to post homework. It provides details about the required texts, assignments including essays and tests, grading, policies on attendance, conduct, and plagiarism. It includes the course syllabus and homework which is to create a WordPress account, post an essay outline, and bring materials to the first class for an in
This document outlines supplies and equipment for a several week trip into the woods. It provides lists of options to choose from for shelter, footwear, water purification, tools, and food. The student is instructed to select specific items from each list and justify their choices in detail. They are then asked to discuss their selections in small groups to debate the benefits and argue their reasoning. The goal is for the students to understand different perspectives on essential supplies for surviving and navigating the outdoors independently.
This document provides information about the EWRT 1A class to students. It discusses class policies like only accepting 30 students and handling the waitlist. It outlines the course requirements including essays, tests, homework posts, and participation. Grading policies, academic honesty, and conduct are also addressed. The document directs students to set up a WordPress account to complete homework assignments and outlines the process for submitting essays electronically for feedback.
From Group 1 I would choose the sleeping bag and hiking boots. The sleeping bag is essential for keeping warm at night in the wilderness. A down sleeping bag is lightweight and compressible, making it ideal to pack. The hiking boots are important for traversing rough terrain and providing foot protection, especially if encountering wildlife or poisonous plants. Waterproof boots would help keep feet dry in wet conditions.
From Group 2 I would select the tarp. The tarp could be used for shelter from rain or sun, and could also serve as a signaling device if needed for rescue.
From Group 3 the small knife would be most practical. A knife has many survival uses like preparing kindling, cutting rope or fishing line, or basic food
Elit 17 class 1 intro and comedy of errorsjordanlachance
This document provides an overview of the syllabus and schedule for an ELIT 17 class on Shakespeare. It includes an agenda for the first class which covers introducing the class website, green sheet, syllabus, and lectures on Shakespeare's works and an introduction to comedy and The Comedy of Errors. Requirements include attendance, participation, essays, exams, and posting homework to the class website. The document outlines policies on plagiarism, late work, and attendance. It lists the required texts and materials and concludes with an overview of traits of Shakespearean comedy.
This document provides instruction on four types of sentences: simple, compound, complex, and compound-complex. It defines each sentence type and provides examples. Key points include:
- Simple sentences contain one independent clause.
- Compound sentences contain two or more independent clauses joined with coordinating conjunctions or semicolons.
- Complex sentences contain one independent clause and one or more dependent clauses.
- Compound-complex sentences contain two or more independent clauses and one or more dependent clauses.
This document outlines the structure of an in-class essay assignment. It begins with an overview of the agenda, which includes a presentation on sentence types and instruction on essay structure. It then defines and provides examples of simple, compound, complex, and compound-complex sentences. The document concludes by outlining the steps students will take to write the in-class essay, including developing a thesis, writing body paragraphs, addressing counterarguments, and concluding. As homework, students are asked to write sentences of each type and read chapters for additional context on the essay prompt.
This document discusses writing haiku as a rhetorical strategy to communicate social and political ideas concisely. It begins by providing background on traditional haiku poetry from Japan, noting it uses 17 syllables over 3 lines to capture a moment and its emotions. It then encourages writing haiku with a social or political focus, providing an example about legal rights. The document explains how haiku can express complex ideas briefly through simple observations and reflections on nature, everyday life, or human conditions.
This document provides information about an English literature course focusing on Shakespeare. It includes the instructor's contact information, course objectives to analyze Shakespeare's poetry and plays with a focus on tricksters, requirements such as essays and exams, required texts, student learning outcomes, grading criteria, and class policies on issues like attendance, participation, and academic honesty. Students will establish accounts on the class website to complete homework and post responses. The instructor will provide feedback on essays submitted electronically using a Google Drive add-on.
Here are the items I would choose from each group and why:
From Group 1 I would choose the sleeping bag and extra pair of wool socks. The sleeping bag will keep me warm at night and the extra socks can be worn if my feet get wet to prevent blisters and keep warm.
From Group 2 I would choose the waterproof matches since they will allow me to start fires even in wet conditions to boil water, cook food, and stay warm.
From Group 3 I would choose the fishing line and hooks since this will allow me to potentially catch fish for food.
From Group 4 I would choose the bottle of water since staying hydrated will be important and water sources may be scarce in the woods. The
This document provides information about an English 1A course, including the instructor's contact details, course goals and requirements, assignments, grading scale, and policies. The main goals of the course are to prepare students to analyze college texts and write college papers by developing skills such as reading analysis, essay writing, thesis development, and personal writing style. Students will complete four formal papers, online posts and discussions, and be assessed on their writing process, analysis of diverse texts, argument writing with evidence, and documenting sources. The hybrid course involves both in-class and online work. Students must establish accounts to engage with online course materials and assignments.
This document provides information about an English literature course focusing on Shakespeare. It includes the instructor's contact information, course objectives, requirements, grading scale, and policies. The main goals are to analyze Shakespeare's poetry and plays through close reading and exploring trickster characters. Students will complete essays, exams, a recitation, website posts, and participate in discussions. They will read selections from Shakespeare's sonnets, plays, and be assessed on understanding social contexts and critical perspectives.
1) All out of class essays and projects must be submitted electronically through Kaizena before the class period in which they are due. Students should name their files with their last name and assignment number.
2) Kaizena allows the instructor to provide both audio and written feedback on submissions along with helpful links.
3) Students will need to enter a provided group code to submit their work to the correct class section through a private conversation on Kaizena. They should be careful not to accidentally submit to the broadcast conversation for the whole class.
This document provides an overview of an English literature course that focuses on analyzing fiction through reading, discussion, and writing. The course will examine a diverse range of short stories and novels and teach students to analyze fiction from multiple critical perspectives. Students will be required to actively participate in class, complete regular assignments on the class website, write two short papers, and take two exams. Grades will be based on written assignments, class participation, and exam scores. The document outlines the course policies on plagiarism, attendance, late work, and exams.
The document provides an overview of the syllabus and policies for an English writing course, including requirements such as essays, reading assignments, homework posts, and tests. It outlines class policies on attendance, late work, academic honesty, and conduct. The syllabus also describes the required textbooks, materials, and the class website where students will post homework assignments.
This document provides an overview of an EWRT 1A hybrid class. It discusses the course description, syllabus, required materials, class policies, and assignments. The class meets in-person once a week and has online components that must be completed before the next class. Students are expected to participate regularly both in class and online. Assignments include essays, reading quizzes, and daily homework posts to the class website. Plagiarism is strictly prohibited. The document reviews how to sign up for and use the class website and online submission platform Kaizena.
This document provides an overview of an English writing course. It outlines that the class is limited to 30 students and those on the waiting list can stay until space opens up. It details the course requirements which include papers, tests, quizzes and online posts. Required materials are also listed such as the textbook and supplies. Policies around attendance, late work, and academic dishonesty are covered. Finally, it provides information about the class website where students will post homework and access course materials.
This document outlines the requirements and guidelines for an essay assignment analyzing LGBT fiction from 1960 to the present. Students must write a 2-5 page thesis-driven essay analyzing one or more aspects of a primary text provided. They should consider using secondary sources to support their analysis and convince readers their interpretation adds to discussions of LGBT texts. The essay should have an introduction with thesis, body paragraphs developing the analysis, and conclusion wrapping up the main points. Close reading of the text and integrating quotations is important.
This document outlines the agenda for EWRT 2 Class 4, which includes discussing A Game of Thrones, introducing Essay #1 on character analysis, and teaching rhetorical strategies like analogy. Students will choose a character to analyze for the essay. The class will discuss why analogies are effective at explaining complex ideas simply through comparisons. Examples are provided, and an in-class writing assigns students to use analogy to describe their chosen character. Homework includes reading more of the novel, posting an analogy and character description, and studying for a vocabulary exam.
This document provides information about an English literature course taught by Dr. Kim Palmore. It outlines the course requirements, policies, assignments and schedule. Students are expected to complete reading assignments, post responses online, and participate in class discussions. They will write two essays and take a midterm and final exam. The course will examine LGBTQ literature and themes through works like Giovanni's Room and Beebo Brinker. Literary theory, particularly queer theory, will be used to analyze the texts.
This document provides information about an English literature course focusing on Shakespeare. It includes the instructor's contact information, course objectives and requirements, grading breakdown, required texts, student learning outcomes, class policies on submissions, attendance, conduct, participation, quizzes, exams, late work, appointments, adding/dropping, and educational use of student papers. Students will analyze Shakespeare's works, complete essays, exams, a recitation, website posts, and participate in discussions to be assessed on their understanding of historical and critical contexts.
This document provides information about an English 2 transfer level course. The course applies critical thinking skills to reading and writing, with a focus on argument and issues. Key goals include analyzing values and assumptions, gaining competence as a critical thinker, recognizing alternative perspectives, and practicing writing as a recursive process. Requirements include participation, completing assignments, five formal papers including some written in class, website posts, and tests/quizzes. The grading system and policies around attendance, conduct, late work, and adding/dropping the course are also outlined.
This document provides information about the first class of an English writing course. It discusses that the class is limited to 30 students. As they review the syllabus, students should consider whether they want to stay in the class and let the professor know if they want to leave so someone on the waiting list can take their spot. The document outlines what students will find on the class website, including assignments, policies, and where to post homework. It provides details about the required texts, assignments including essays and tests, grading, policies on attendance, conduct, and plagiarism. It includes the course syllabus and homework which is to create a WordPress account, post an essay outline, and bring materials to the first class for an in
This document outlines supplies and equipment for a several week trip into the woods. It provides lists of options to choose from for shelter, footwear, water purification, tools, and food. The student is instructed to select specific items from each list and justify their choices in detail. They are then asked to discuss their selections in small groups to debate the benefits and argue their reasoning. The goal is for the students to understand different perspectives on essential supplies for surviving and navigating the outdoors independently.
This document provides information about the EWRT 1A class to students. It discusses class policies like only accepting 30 students and handling the waitlist. It outlines the course requirements including essays, tests, homework posts, and participation. Grading policies, academic honesty, and conduct are also addressed. The document directs students to set up a WordPress account to complete homework assignments and outlines the process for submitting essays electronically for feedback.
From Group 1 I would choose the sleeping bag and hiking boots. The sleeping bag is essential for keeping warm at night in the wilderness. A down sleeping bag is lightweight and compressible, making it ideal to pack. The hiking boots are important for traversing rough terrain and providing foot protection, especially if encountering wildlife or poisonous plants. Waterproof boots would help keep feet dry in wet conditions.
From Group 2 I would select the tarp. The tarp could be used for shelter from rain or sun, and could also serve as a signaling device if needed for rescue.
From Group 3 the small knife would be most practical. A knife has many survival uses like preparing kindling, cutting rope or fishing line, or basic food
Elit 17 class 1 intro and comedy of errorsjordanlachance
This document provides an overview of the syllabus and schedule for an ELIT 17 class on Shakespeare. It includes an agenda for the first class which covers introducing the class website, green sheet, syllabus, and lectures on Shakespeare's works and an introduction to comedy and The Comedy of Errors. Requirements include attendance, participation, essays, exams, and posting homework to the class website. The document outlines policies on plagiarism, late work, and attendance. It lists the required texts and materials and concludes with an overview of traits of Shakespearean comedy.
This document provides instruction on four types of sentences: simple, compound, complex, and compound-complex. It defines each sentence type and provides examples. Key points include:
- Simple sentences contain one independent clause.
- Compound sentences contain two or more independent clauses joined with coordinating conjunctions or semicolons.
- Complex sentences contain one independent clause and one or more dependent clauses.
- Compound-complex sentences contain two or more independent clauses and one or more dependent clauses.
This document outlines the structure of an in-class essay assignment. It begins with an overview of the agenda, which includes a presentation on sentence types and instruction on essay structure. It then defines and provides examples of simple, compound, complex, and compound-complex sentences. The document concludes by outlining the steps students will take to write the in-class essay, including developing a thesis, writing body paragraphs, addressing counterarguments, and concluding. As homework, students are asked to write sentences of each type and read chapters for additional context on the essay prompt.
This document discusses writing haiku as a rhetorical strategy to communicate social and political ideas concisely. It begins by providing background on traditional haiku poetry from Japan, noting it uses 17 syllables over 3 lines to capture a moment and its emotions. It then encourages writing haiku with a social or political focus, providing an example about legal rights. The document explains how haiku can express complex ideas briefly through simple observations and reflections on nature, everyday life, or human conditions.
This document provides information about an English literature course focusing on Shakespeare. It includes the instructor's contact information, course objectives to analyze Shakespeare's poetry and plays with a focus on tricksters, requirements such as essays and exams, required texts, student learning outcomes, grading criteria, and class policies on issues like attendance, participation, and academic honesty. Students will establish accounts on the class website to complete homework and post responses. The instructor will provide feedback on essays submitted electronically using a Google Drive add-on.
Here are the items I would choose from each group and why:
From Group 1 I would choose the sleeping bag and extra pair of wool socks. The sleeping bag will keep me warm at night and the extra socks can be worn if my feet get wet to prevent blisters and keep warm.
From Group 2 I would choose the waterproof matches since they will allow me to start fires even in wet conditions to boil water, cook food, and stay warm.
From Group 3 I would choose the fishing line and hooks since this will allow me to potentially catch fish for food.
From Group 4 I would choose the bottle of water since staying hydrated will be important and water sources may be scarce in the woods. The
This document provides information about an English 1A course, including the instructor's contact details, course goals and requirements, assignments, grading scale, and policies. The main goals of the course are to prepare students to analyze college texts and write college papers by developing skills such as reading analysis, essay writing, thesis development, and personal writing style. Students will complete four formal papers, online posts and discussions, and be assessed on their writing process, analysis of diverse texts, argument writing with evidence, and documenting sources. The hybrid course involves both in-class and online work. Students must establish accounts to engage with online course materials and assignments.
This document provides information about an English literature course focusing on Shakespeare. It includes the instructor's contact information, course objectives, requirements, grading scale, and policies. The main goals are to analyze Shakespeare's poetry and plays through close reading and exploring trickster characters. Students will complete essays, exams, a recitation, website posts, and participate in discussions. They will read selections from Shakespeare's sonnets, plays, and be assessed on understanding social contexts and critical perspectives.
1) All out of class essays and projects must be submitted electronically through Kaizena before the class period in which they are due. Students should name their files with their last name and assignment number.
2) Kaizena allows the instructor to provide both audio and written feedback on submissions along with helpful links.
3) Students will need to enter a provided group code to submit their work to the correct class section through a private conversation on Kaizena. They should be careful not to accidentally submit to the broadcast conversation for the whole class.
This document provides an overview of an English literature course that focuses on analyzing fiction through reading, discussion, and writing. The course will examine a diverse range of short stories and novels and teach students to analyze fiction from multiple critical perspectives. Students will be required to actively participate in class, complete regular assignments on the class website, write two short papers, and take two exams. Grades will be based on written assignments, class participation, and exam scores. The document outlines the course policies on plagiarism, attendance, late work, and exams.
The document provides an overview of the syllabus and policies for an English writing course, including requirements such as essays, reading assignments, homework posts, and tests. It outlines class policies on attendance, late work, academic honesty, and conduct. The syllabus also describes the required textbooks, materials, and the class website where students will post homework assignments.
This document provides an overview of an EWRT 1A hybrid class. It discusses the course description, syllabus, required materials, class policies, and assignments. The class meets in-person once a week and has online components that must be completed before the next class. Students are expected to participate regularly both in class and online. Assignments include essays, reading quizzes, and daily homework posts to the class website. Plagiarism is strictly prohibited. The document reviews how to sign up for and use the class website and online submission platform Kaizena.
This document provides an overview of an English writing course. It outlines that the class is limited to 30 students and those on the waiting list can stay until space opens up. It details the course requirements which include papers, tests, quizzes and online posts. Required materials are also listed such as the textbook and supplies. Policies around attendance, late work, and academic dishonesty are covered. Finally, it provides information about the class website where students will post homework and access course materials.
This document outlines the requirements and guidelines for an essay assignment analyzing LGBT fiction from 1960 to the present. Students must write a 2-5 page thesis-driven essay analyzing one or more aspects of a primary text provided. They should consider using secondary sources to support their analysis and convince readers their interpretation adds to discussions of LGBT texts. The essay should have an introduction with thesis, body paragraphs developing the analysis, and conclusion wrapping up the main points. Close reading of the text and integrating quotations is important.
This document outlines the agenda for EWRT 2 Class 4, which includes discussing A Game of Thrones, introducing Essay #1 on character analysis, and teaching rhetorical strategies like analogy. Students will choose a character to analyze for the essay. The class will discuss why analogies are effective at explaining complex ideas simply through comparisons. Examples are provided, and an in-class writing assigns students to use analogy to describe their chosen character. Homework includes reading more of the novel, posting an analogy and character description, and studying for a vocabulary exam.
The class agenda included turning in speeches and delivering speeches. For homework, students who had not yet presented were to prepare their speech, while those who had already spoken were asked to listen to their peers' presentations.
This document outlines the schedule and assignments for an English literature course. It provides discussion topics and questions about the short story "We Might as Well be Strangers" and details for the second paper assignment. Students must submit a revised draft of Paper 2 by Friday of week 11 before noon. They are also to complete a self-assessment homework assignment. The document discusses primary texts that could be analyzed for the paper and provides potential essay topics and questions.
This document outlines an in-class writing assignment on character analysis for the novel A Game of Thrones by George R.R. Martin. Students are placed into teams and will discuss their character analyses. They are provided with potential essay prompts focusing on minor yet significant characters, dynamic characters, characters reflecting cultural influences, characters revealed through conflicts, and identifying tragic heroes. The document includes the teams and their member assignments. Guidance is provided on developing theses, outlines, and introductions for the essay assignments.
The document summarizes an ELIT 10 class discussing the novel Stone Butch Blues and introducing two authors, Bruce Coville and M.E. Kerr. It provides an overview of Stone Butch Blues, notes the passing of transgender author Leslie Feinberg, and excerpts several passages analyzing themes in the novel like conformity, violence, cruelty and coping. The class agenda includes discussing the novel, introducing the two authors, and posing questions for critical analysis of LGBTQ texts.
The agenda for ELIT 10 Class 13 included screening the film After Stonewall for 88 minutes about the Stonewall riots. Homework assigned was to read The Front Runner novel and post a response to question 13 about the film on the class discussion board.
This document provides information and instructions for students regarding an upcoming speech assignment. It discusses making up a past exam, the details of Essay #5 which asks students to propose a solution to a problem, and guidance on organizing the speech using Martin Luther King Jr.'s "I Have a Dream" speech as an example. The speech is to follow the Monroe Motivated Sequence structure of getting attention, establishing a need, providing a satisfaction/solution, offering a vision, and giving a call to action. Students are told to rework their essay into this structure and prepare to present their speech in class.
The document provides information for a college English class, including that the professor will only take 32 students but will add more from the waitlist, students should consider if they want to stay in the class after reviewing the syllabus, and the class will use Canvas for communication, grades, course documents, and assignments. The document also outlines the class agenda, including an introduction to using Canvas and reviewing the syllabus, which details course requirements, materials, policies, and the grading scale.
The document provides information for a class on EWRT 2, including that the professor will only accept 30 students but will add more from the waitlist, students should access course materials and assignments through Canvas, and the first contest to determine character selection order in A Game of Thrones will involve quizzes on content and vocabulary from the novel.
The document outlines the agenda and requirements for an English writing class. It discusses adding students to the class, the syllabus, assignments including essays and homework posts, grading, attendance policies, and academic integrity. Students are expected to actively participate in class discussions, complete all readings and assignments, submit formal essays, and establish accounts to post homework online. The class will focus on developing writing skills through various activities, workshops, and assignments centered around reading materials like the provided textbook and novel.
This document provides an overview of the syllabus and requirements for a hybrid writing course. It outlines that the class will meet in-person once a week for 2 hours and 15 minutes, with the remaining 2 hours and 15 minutes completed online independently. Students are expected to actively participate in class discussions and regularly complete online coursework and homework assignments. Assessment will include essays, reading quizzes, and other in-class assignments. The document reviews class policies around attendance, late work, academic integrity, and conduct. It also provides instructions for using the class website and Kaizena platform for submitting written assignments electronically.
This document provides information about an American literature course, including contact information for the professor, course objectives, requirements, texts, grading, policies, and schedule. The main points are:
- The course will focus on American writers since 1914 and explore the evolution of the American Dream through diverse perspectives.
- Requirements include regular attendance, assignments, two papers, two exams, posts to the class website, and tests/quizzes.
- Policies address essay submissions, academic dishonesty, attendance, conduct, participation, quizzes, exams, late work, and adding/dropping the course.
This document provides an overview of the EWRT 1A class for the quarter. It discusses policies around adding/dropping the class, required materials including two textbooks, and the grading system. The professor outlines expectations for participation, essays, tests, and blog posts. Academic honesty policies are stated, noting plagiarism will not be tolerated. Finally, homework assignments are provided, including creating online accounts and outlining an argumentative essay about necessary survival supplies. Students are informed the first in-class essay will be on this topic.
This document provides an overview of an EWRT 1A hybrid class. It outlines the course description, syllabus, assignments, and policies. The class meets weekly in-person and requires additional online work to be completed independently. Students must establish WordPress and Gmail accounts to participate. The first assignment is to write an outline and thesis for an argumentative essay about essential survival supplies and post it online. Students will take an in-class essay exam on this topic during the next live meeting.
This document outlines the syllabus for an EWRT 1A college writing class. It provides information about class policies, assignments, grading, and required materials. The class will focus on developing writing skills through formal papers, in-class essays, online posts, tests, and quizzes. Students will be expected to actively participate in class discussions and regularly submit assignments. The document reviews expectations for attendance, late work, academic honesty, and conduct. It also introduces the class website that students will use to access course materials and submit homework.
This document outlines the syllabus for an EWRT 1A writing class. It provides information about class policies, assignments, grading, and required materials. The class will focus on active participation, formal writing assignments like essays and speeches, online discussion posts, reading quizzes, and tests. Students must have access to a computer to complete homework assignments, which will be submitted online. Academic honesty is strictly enforced. The document also includes an in-class writing assignment where students choose survival supplies for a wilderness trip and write an argument essay defending their choices.
This document provides an overview of an EWRT 1A hybrid class. It discusses the structure of the hybrid course, which meets in-person once a week and has additional online content. It outlines the required materials, including textbooks, and assignments, such as essays. The document details policies like attendance, late work, and academic dishonesty. It also explains how to access the online course website and how to complete and submit homework.
This document provides an agenda and overview for the first class of a hybrid literature and composition course. It discusses the course description, syllabus, required materials, assignments, policies, and the online components. It also gives an introduction to key concepts that will be covered in the class, including what is meant by literature, literary theory, and New Criticism. The homework assigned is to set up the class website account, purchase books, read introductory sections in the textbook on New Criticism, and post a QHQ response online.
This document provides an agenda and details for a hybrid literature and composition class. It discusses the course description, syllabus, required materials, assignments, policies, and online components including the class website and Kaizena for submitting papers. The class will meet twice a week in person and require one additional hour of online work to be completed before each Monday class. Essays, exams, participation, and online posts will be part of the coursework. Academic honesty and conduct policies are also outlined.
This document provides information about an EWRT 1A class. It outlines that the class is limited to 30 students, and students on the waiting list may stay but add codes will only be given if space opens up. It provides details about the required textbook, The Hunger Games novel, and materials. The document reviews the class policies on attendance, late work, academic dishonesty and more. It includes the course requirements of essays, tests, homework posts and participation. Finally, it details how to access and post homework on the class website.
This document provides information about an EWRT 1A class. It outlines requirements for the course including assignments, materials, and policies. Students will need to purchase two required texts - The Hunger Games and The St. Martin's Guide to Writing. They will complete essays, tests, homework posts, and discussions. The professor emphasizes participation, attendance, and academic honesty. Late work will generally not be accepted.
This document provides information about an English writing class. It outlines the class policies, required materials, assignments, and grading. Students must actively participate, complete formal writing assignments and tests, post homework to the class website, and read assigned texts. The instructor will only take 30 students, and students are advised to consider if they will stay in the class after reviewing the syllabus. Homework includes creating a WordPress account, outlining an argumentative essay about survival gear, and obtaining the required textbooks.
This document outlines the syllabus for an English writing course. It provides information about class policies, assignments, grading, and required materials. Some key details include:
- The class will have 30 students maximum, and the professor will only provide add codes if spots become available.
- Students will complete formal writing assignments like essays and a speech, as well as homework posts, reading quizzes, and tests. Class participation is also required.
- Students must submit written assignments electronically in Microsoft Word and adhere to MLA formatting standards. The syllabus outlines policies for attendance, late work, and academic integrity.
- The class website provides information on assignments and includes a section where students post daily homework
This document provides information about an American literature course titled ELIT 48C including:
1. Contact information for the professor and details about establishing accounts on the class website for completing homework assignments.
2. An overview of the course objectives, requirements, texts, student learning outcomes, and grading scale.
3. Class policies on essay submissions, attendance, conduct, late work, adding/dropping the course, and educational use of student papers.
This document outlines the agenda and policies for an English writing class. It discusses adding students to the class, the syllabus and required materials, homework and grading policies, the class website, and the first homework assignment which is to choose survival items and post responses online. Students must purchase two books and create a WordPress account to participate. The class will focus on writing assignments, discussions, and learning writing skills.
This document provides information about an ELIT 48C course on American literature since 1914, including:
1. Contact information for the professor and details about establishing accounts on the class website for completing homework assignments.
2. An overview of the course objectives, which are to explore the American Dream theme through diverse writers and understand its evolution.
3. Requirements including attendance, keeping up with readings, papers, exams, website posts, and other assignments.
4. Details about texts, grading scale, class policies on submissions, attendance, conduct, participation, exams and late work.
This document provides instruction on the four main types of sentences in English: simple, compound, complex, and compound-complex. It defines each type and provides examples. Simple sentences contain one independent clause. Compound sentences join two independent clauses with coordinating conjunctions or semicolons. Complex sentences contain an independent clause and one or more dependent clauses. Compound-complex sentences contain at least two independent clauses and one or more dependent clauses. The document reviews identifying and writing each sentence type and provides guidance for a homework assignment to write examples of each.
This document provides information for the first class of EWRT 1A taught by Dr. Kim Palmore. The class will include reviewing the introduction, brainstorming activities, and introducing essay #1 on choosing survival supplies. Students will engage in a group activity to choose supplies from lists to argue for in a 750 word essay. The essay should have an introduction with a clear thesis, body paragraphs with topic sentences and examples supporting each supply choice, and a conclusion. Homework includes posting an outline with thesis and being prepared for an in-class essay exam in the next class.
This document provides an overview and instructions for a hybrid English composition course. It introduces the instructor and outlines the course format, which includes both in-person and online components. Students are instructed on how to access course materials and assignments through the Canvas online platform. Key policies like attendance, late work, and academic honesty are also summarized. The document concludes by directing students to familiarize themselves with the course website and syllabus in preparation for the next class.
This document provides an overview and instructions for a hybrid English composition course. It introduces the instructor and their contact information. It explains that the class will meet in-person once a week for 2 hours and 15 minutes, and students will complete the remaining coursework online through presentations on the course website. It outlines how the online platform Canvas will be used and provides instructions for navigating it. It lists the course requirements including essays, homework posts, and reading quizzes. It discusses policies around attendance, late work, academic integrity and conduct. Finally, it provides the course syllabus calendar.
This document provides an overview and instructions for Dr. Kim Palmore's hybrid EWRT 1A course. The key points are:
- The class meets once a week in person and requires additional online work to be completed independently through presentations on the course website.
- The website, Canvas, will be used for communication, submitting assignments, accessing course materials and viewing grades.
- Students are expected to actively participate in class discussions and regularly complete assignments by their deadlines. Formal writing assignments include essays that must be submitted electronically through Kaizena.
- The syllabus outlines course policies on attendance, late work, academic integrity and expected conduct. It also provides a tentative course calendar and information
This document provides information for the first class of EWRT 1A taught by Dr. Kim Palmore. It includes an agenda with topics like an introduction, brainstorming activity, and outlining an essay. Students will choose survival supplies for a hypothetical weeks-long trip into the woods and write an argument essay defending their choices. The document gives categories of supplies to pick from and instructs students to discuss their options in groups. It provides guidance on writing an outline, thesis, body paragraphs, and conclusion for the essay. The homework is to post an outline, bring a hard copy to class, and prepare to do an in-class writing exam.
This document provides an overview of the EWRT 1A course. It introduces the instructor, Dr. Kim Palmore, and outlines the course details and expectations. The class is a hybrid course that meets weekly for 2 hours and 15 minutes, with an additional 2 hours and 15 minutes of online work each week. Students will use the Canvas platform to access course materials, assignments, and submit homework. Students are expected to actively participate in class discussions and regularly complete reading and writing assignments on time, including essays, homework posts, and quizzes. Academic honesty is strictly enforced.
To highlight and comment on an essay using Kaizena:
1. Find the essay assignment and submission requirements
2. Highlight required sections of the essay using the specified colors
3. To add a comment, highlight text and type the comment in the box that appears, then click "Post to Highlight"
4. Use one consistent color for your own highlights so the instructor can use a different color for feedback
1) All essays and projects must be submitted electronically through Kaizena before the class period they are due.
2) Students will enter a group code to submit essays and can add files from Google Drive or their desktop in PDF format.
3) The professor will review highlighting and commenting on essays and students can leave written or voice comments on their submissions.
To establish a WordPress username for completing homework, students can visit https://signup.wordpress.com/signup/?user=1 and follow the steps to create a free username, or sign in through Facebook instead of using their own name; they should then email their instructor their username and use that account for all class work online, as having a username is mandatory for much of the coursework being done online.
Here is a 4 line quotation integrated into a sentence in my essay:
According to leading health expert Dr. Susan Smith, making healthy choices is about more than just weight loss or appearance. As she states:
"Health is about feeling your best both physically and mentally. It's finding energy and joy in everyday activities rather than feeling drained. Making small changes like adding more vegetables or taking a walk after dinner can lead to big improvements in overall well-being."
This quotation effectively captures Dr. Smith's perspective that health is about overall wellness, not just physical appearance or numbers on a scale. Focusing on small, sustainable lifestyle changes and how they can enhance quality of life is a motivating message.
This document provides an overview of the key information for a hybrid English composition course. It includes the instructor's contact information and a description of how the hybrid format will work with some weekly in-person meetings and additional online content. It outlines how the course website and learning management system Canvas will be used and provides details on course requirements, assignments, materials, and policies around attendance, late work, academic honesty, and conduct. The syllabus calendar gives a tentative weekly schedule and overview of topics. Students are instructed to review the information and policies, take a quiz on the first presentation, and complete tasks like exploring the website and setting up accounts before the next class.
This document provides an overview and analysis of themes, tensions, and theoretical approaches in Night by Elie Wiesel. It discusses major themes like death, God/religion, sanity/insanity, and family. It analyzes the internal and external tensions present in the work. It also explores how trauma theory and other theoretical lenses can provide insight into the text. Key events and passages are analyzed in depth, with questions provided about character perspectives and shifts in worldview over the course of the horrific events depicted in the Holocaust memoir.
This document outlines the schedule and assignments for a hybrid literature and composition class over 9 weeks. It includes in-class and online activities as well as assigned readings and homework for each week. The main topics covered are New Criticism, feminist criticism, psychoanalytic criticism, short stories, and trauma theory. Students are assigned two essays analyzing poems and short stories using different literary lenses. They also have online discussion posts and take an exam on the materials covered in the first few weeks.
1. This document provides the guidelines and requirements for Essay #3, which asks students to write a 3-5 page concept essay explaining and analyzing a concept of their choosing. Students must highlight and comment on specific sections of their essay, include at least 3 sources in a Works Cited page, and meet formatting and length requirements.
2. The essay should objectively explain the chosen concept for readers who may or may not be familiar with it already. Students are encouraged to reveal uncommon details about the concept and use examples and imagery to illustrate it clearly.
3. The document outlines learning outcomes, previously learned skills, best practices, and traps to avoid like choosing an inappropriate topic or failing to support arguments with evidence
Here are some potential connections between the prisoners in Night and Shawshank Redemption:
- Both groups are stripped of their freedom and individuality. In the camps, prisoners are reduced to numbers and forced into uniformity/submission. In Shawshank, the prisoners lose control over their lives and must obey the prison system.
- Survival requires adapting to a harsh, inhumane system not of one's own making. In the camps, prisoners must find ways to endure unthinkable cruelty and deprivation. In Shawshank, inmates navigate the prison's oppressive rules and power structures.
- Hope and humanity can persist even in the darkest of places. In Night, some prisoners retain aspects of dignity and compassion
The document provides an agenda and discussion points for analyzing the novella "Rita Hayworth and Shawshank Redemption" by Stephen King and the short story "The Metamorphosis" by Franz Kafka.
For "Rita Hayworth", there is a discussion of themes like hope, struggle, and imprisonment. Potential discussion questions are also listed. For "The Metamorphosis", summaries of each chapter are provided along with characters, potential theoretical approaches, and discussion questions. The agenda then outlines a group discussion for analyzing both works.
The agenda covers discussions of two novellas: Rita Hayworth and Shawshank Redemption and The Metamorphosis. For Shawshank, key themes of hope, struggle, and imprisonment will be analyzed. For The Metamorphosis, three chapter summaries are provided: Chapter 1 details Gregor waking up as a cockroach and his family's initial reaction. Chapter 2 explores Gregor's loneliness and his sister's compassion. Chapter 3 finds Gregor weakening as the family acclimates to his condition. Potential discussion questions are posed about characters and applying psychoanalytic theory.
This document provides an agenda and information for an online EWRT 1C class on Franz Kafka's novella "The Metamorphosis". The class will include reading the novella, an introduction to Kafka as the author, and discussing the historical and literary contexts. Kafka is introduced as an Austrian-Jewish writer from Prague in the late 19th/early 20th century. The novella is then analyzed including its use of third-person narration from the perspective of Gregor Samsa after he transforms into an insect. Students are assigned to read the novella and answer one of several discussion questions in 200-300 words for homework.
2. Adding the Class
I will take 31 students, and I will add until the final day to
do so.
If you are on the waiting list, you can stay. I will email
add codes in waitlist order. Those on the waitlist or those
wishing to add should indicate so on the roll sheet. Please
include an email address.
As we go over the syllabus, consider whether you will
stay in the class. If you want out, please let me know, so I
can offer your seat to another student.
If you are not on the waiting list, it is very unlikely you
will get into the class unless we have a mass exodus after
the syllabus!
3. AGENDA
The Website
The Green Sheet
The Syllabus
Contests/Analytic Authorities
Contest 1: Content
Rhetorical Strategy: using compressed
statements to communicate meaning: Writing
Social and Political Haiku
5. The Green Sheet:
What you will find here
Course Requirements
Assignments and
values
Participation
Required Materials
Books
Computer Access
Dedicated email
address
Class Policies
Plagiarism
Conduct and
Courtesy
The Class Website
How to sign up for
an account
How to post your
homework.
6. Texts and Required Materials:
Lee A. Jacobus A World of
Ideas 7th Edition
George RR Martin Game of
Thrones
One large Blue Book for
essay four.
A Gmail account that you
will be willing to share via
Wordpress, Kaizena, and
Google Drive
7. Requirements:
Active participation in class discussions and regular
attendance. You will earn real points for your
participation in activities.
Keeping up-to-date on the assignments and reading.
Formal writing: four out of class essays and one in-class
essay.
Several tests
A series of homework posts to the class website
Reading quizzes and in-class assignments.
10. Writing Submissions
All out of class essays are to be submitted to me electronically
before the due date.
1. Before you submit your essay, please save your file as your last name and the
number 2, like this: Smith 2. That will help me keep your essays organized.
2. Submit your essay through Kaizena, a Google Drive add-on, at
https://kaizena.com/palmoreessaysubmissiongmail. Or simply use the link on
our class website home page. This system allows me to respond to your essay
with both voice and written comments and to insert helpful links.
3. Sign in to your Google Account and allow Kaizena access to your Google
Drive.
4. Click on the “Ask Dr. Kim Palmore for feedback” link.
5. Choose your document from your Google Drive. You will be directed to a new
page to choose a delivery box from a drop down menu.
6. Add your essay to the appropriate EWRT 2 box (Essay #1, #2, #3, or #5).
Then, click the “Ask for feedback” button again.
7. Once I have graded your paper, Kaizena will automatically share with you the
link to the Google document in the comments section — located on the top-right
corner of the Google document.
8. Click on the highlighted sections of the paper to find both audio and written
comments concerning your essay or links to materials that will help you
improve your writing.
11. Attendance:
Success in this course depends on regular attendance and
active participation. Participation points will be part of
our daily activities. If you are not in class, you cannot earn
these points. You should save absences for emergencies,
work conflicts, weddings, jury duty, or any other issues
that might arise in your life.
It is your responsibility to talk to me your absences or
other conflicts. Work done in class cannot be made up.
Also, please arrive on time, as you will not be able to
make up work completed before you arrive, including
quizzes.
12.
Tests:
We will have four vocabulary tests during the quarter. There
are no make-ups. One day, near the end of the quarter, I will
offer every student the opportunity to take or re-take one test.
Late Work:
I do not accept late work. I do, however, extend an
opportunity to revise one essay for a better grade. If you miss
an essay due date, you may submit that essay when the
revision is due. If you miss the in-class essay exam, you may
take it and count it as your revision submission.
13. Conduct, Courtesy, and Electronic Devices:
In this class, we will regularly engage in the discussion
of topics that may stir passionate debates. Please speak
freely and candidly; however, while your thoughts and
ideas are important to me and to the dynamics of the
class, you must also respect others and their opinions.
Courtesy will allow each person to have the opportunity
to express his or her ideas in a comfortable environment.
Courtesy includes but is not limited to politely listening
to others when they contribute to class discussions, not
slamming the classroom door, and maintaining a positive
learning environment for your fellow classmates. To help
maintain a positive learning environment, please focus
on the work assigned, and do not text-message in class.
14. Academic Dishonesty:
Plagiarism includes quoting or
paraphrasing material without
documentation and copying from other
students or professionals. Intentional
plagiarism is a grave offense; the
resulting response will be distasteful.
Depending upon the severity, instances
of plagiarism may result in a failing
grade for the paper or the course and
possible administrative action. All
assignments will be scanned and
scrutinized for academic dishonesty.
Please refer to your handbook for more
information regarding plagiarism.
16. The syllabus is a tentative schedule.
It may be revised during
the quarter.
Use it to determine how to prepare for class.
Week and
Days
What we
will do
in class
Homework due
before the next
Project Title class
Date
17. http://ewrt2palmore.wordpress.com
Our class website is http://ewrt2palmore.wordpress.com. In order to do
the homework, you must establish an account. To make your own FREE
Word Press account, go to wordpress.com. The system will walk you
through the steps to signup for a username or to set up your own user-friendly
Word Press blog. Alternatively, you can sign into our website
through Facebook.
If you prefer not to use your own name, you may use a pseudonym. Just
make sure you sign in with YOUR Word Press username before you post on
our class page so you get credit for your work. Please email me your
username once you have established which account you shall use for the
quarter.
If you cannot establish your website and username, please come to my
office hours as soon as possible, and I will help you with the process. Much
of our work will take place online, so establishing this connection is
mandatory.
18. On the Website
Some Reading Assignments
Essay Assignments
The Green Sheet
The Syllabus (The Daily Plan)
Writing Tips
Helpful Links
Your Daily Homework
Assignment (which is where you
post your homework.)
19. Homework
There is writing homework due the
evening before each meeting. This is
both to help you think about your
reading and to help you produce ideas
for your essays.
In order to earn an A on your
homework, you must do the following:
Complete all of the posts.
Post them on time.
Be thoughtful in your
responses.
20. Posting Homework
On the front page of the website, you will find the
homework post after each class. (text me if you don’t
see it)
Below that post on the right, are the words “Leave a
comment.”
Click there and a comment box will open. Copy and
paste your homework into the comment box
Click “Post Comment.”
21. Contests/Analytic
Authorities
Each student will select a character from A Game of Thrones for
which he or she will be responsible. This, of course, includes
learning about the character’s family and history. It also means
being responsible for tracking behaviors, acts, and motivations.
The order of choosing characters will be determined through five
contests held during the first three class periods. The first will be
today. Two and three will be during class 2. Four and five will be
during class 3.
The contests will include three content quizzes (participation
grade) and two vocabulary exams (exams grade).
The student with the highest overall score will choose first and so
on. In the case of ties, students will draw for position. This activity
will take place during class 4. I reserve the right to make all final
decisions determining order.
Your first essay will be a argumentative analysis of your character.
22. Is this class
too hard?
Is this class
History 10?
Will I be the
teacher’s
favorite?
23. In A Game of Thrones you win or you die;
A good life is based as much on luck as merit. Some
are born royal, some rich, some beggars, some
whores, some bastards; some are prepared, some
not.
Get out a blank sheet of paper
Clear your desks
Prepare to answer five questions based on
A Game of Thrones
Questions are worth three points each and will be
applied to your participation score
24. 1. Who said, “You are slow to learn, Lord Eddard.
Distrusting me was the wisest thing you’ve done since
you climbed down off your horse”?
Petyr
Gandalf
Gregor
Tyrion
2. Who “always favored huge, ill-tempered stallions
with more spirit than sense”?
Benjen
Jon
the snow zombies
Gregor
3. Who tells Arya that she will “marry a king and rule
his castle”?
Gaston
Ned
Sansa
Tyrion
Contest #1
4. Who says, “The Night’s Watch is a
sworn brotherhood. We have no
families. None of us will ever father
sons. Our wife is duty. Our mistress is
honor”?
Will
Benjen
Samurai Jack
Jon
5. Who tells Eddard, “A courageous
informer would be as useless as a
cowardly knight”?
Petyr
Cersei
Varys
King Arthur
25. 25 words from A Game of Thrones
Test Format: Matching
When: next class
26. Vocabulary Exam #1
1. amethyst: a purple or violet quartz, used as a gem.
2. bailey: the defensive wall surrounding an outer court of a castle.
3. baluster: any of a number of closely spaced supports for a railing.
4. barbican: a defensive outpost of any sort.
5. caparison: a decorative covering for a horse or for the tack or harness of a horse;
trappings.
6. coffer: a box or chest, esp. one for valuables.
7. coif: a hood-shaped cap, usually of white cloth and with extended sides, worn
beneath a veil, as by nuns.
8. crannog: a small, artificial, fortified island constructed in bogs in ancient
Scotland and Ireland.
9. crenel: any of the open spaces between the merlons of a battlement.
10. crofter: a person who rents and works a small farm, esp. in Scotland or
northern England.
11. cursory: going rapidly over something, without noticing details; hasty;
superficial:
27. 12. damask: hand-wrought steel, made in various Asian countries, from parts of a
bloom of heterogeneous composition, repeatedly folded over and welded and
finally etched to reveal the resulting grain: used esp. for sword blades.
13. deft: dexterous; nimble; skillful; clever
14. doublet: a close-fitting outer garment, with or without sleeves and sometimes
having a short skirt, worn by men in the Renaissance.
15. doughty: steadfastly courageous and resolute; valiant.
16. eyrie: the nest of a bird of prey, as an eagle or a hawk.
17. gibbet: a gallows with a projecting arm at the top, from which the bodies of
criminals were formerly hung in chains and left suspended after execution.
18. gorget: a piece of armor for the throat.
19. hauberk: a long defensive shirt, usually of mail, extending to the knees.
20. hummock: an elevated tract of land rising above the general
level of a marshy region.
21. insipid: without distinctive, interesting, or stimulating qualities; vapid:
22. lithe: bending readily; pliant; limber; supple; flexible:
23. pommel: a knob, as on the hilt of a sword.
24. puissant: powerful; mighty; potent.
25. rondel: a metal disk that protects the armpit.
30. What is Haiku?
It is a traditional form of
Japanese poetry
It describes nature, every
day life, or the human
condition
It is based on personal
reflection
Its value is in sudden
discovery or revelation
http://www.flickr.com/photos/ionushi/434663959/
Attribution, Non Commercial, No Derivatives
31.
The moment two bubbles
are united, they both vanish.
A lotus blooms.
-Kijo Murakami (1865-1938)
32. Why Haiku?
It is a great mode of self-expression
It demands both brevity and
clarity in writing
It captures one moment and its
emotions perfectly
It expresses complex ideas
through simple observations
http://www.flickr.com/photos/monkeysox/277812785
4/
Attribution, No Derivatives
33. Writing Haiku
Writing and understanding
Haiku requires multiple skills:
Close observation
Careful reflection
Concise word choice
An open mind
http://www.flickr.com/photos/marcomagrini/698692268/
Attribution, Non Commercial, No Derivatives
34. Traditional Haiku
The crow has flown away:
swaying in the evening sun,
a leafless tree.
-Natsume Soseki (1867-1916)
35. Writing Haiku: Form
A Haiku traditionally has three lines with seventeen
syllables:
Five
Seven
Five
This form is strict in Japanese
Sometimes it varies in other languages or in translation.
36. Writing Haiku: Structure and
Language
Haiku consists of two parts: The description and the
reflection.
Each part depends on the other for meaning.
In Japanese Haiku, the break is marked by a “cutting word.”
In English, the break is often marked by punctuation (e.g.
colon, long dash, ellipsis)
Haiku must include a kigo, a word that indicates a season.
This does not have to be a traditional season like fall or
winter. It could be baseball season or voting time; the reader
just has to be able to determine when the event takes place.
37. Social and Political Haiku
Laura Welch
Habeas corpus
And that pesky Bill of Rights:
Who needs 'em? Wink. Wink.
Jean Hall
McCain is ailin'
Chooses hockey mom Palin--
You betcha, we're pucked!
Chaunce Windle
See dust thick on text books.
Evolution was a fad.
Science dead? You betcha.
http://www.thenation.com/article/political-haiku-winners
38. Write Your Own Political or Social
Haiku
Find inspiration in A Game of Thrones
Make a list of descriptive words
Choose a character or two
Use the five, seven, five syllable form
Include a kigo to indicate the season
Use both a description and a reflection.
Remember to identify the break between
the two with punctuation.
39. Works Cited
Natural Endowment for the Humanities. EDSITEment. Can You Haiku?
May 2002. 10 October 2009.
<http://edsitement.neh.gov/view_lesson_plan.asp?ID=250>.
Toyomasu, Kei Grieg. HAIKU for PEOPLE. 10 Jan. 2001. 10 October 2009.
<http://www.toyomasu.com/haiku>.
Herrlin, Jackie. HA-KU. 2004. Internet Archive. 10 October 2009.
<http://www.archive.org/details/cie_haku>. (Attribution, Non
Commercial, No Derivatives)
Russo, Dave. North Carolina Haiku Society. Unknown. 10 October 2009.
<http://nc-haiku.org/haiku-misc.htm>.
40.
Buy books
Establish Gmail account
Register for Wordpress
Read A Game of Thrones
through page 100
Post #1 Write a Haiku (or
two) that expresses a social or
political aspect of the reading
thus far.
Study: Vocabulary (Exam one
is at our next meeting). You
can find the list of words on
the website under
“Vocabulary” “Vocabulary
list one” or on the
presentation for class #1