Friday, December 11, 2015

Here are some words from Self-Reliance which could be on the 10 question vocabulary quiz on Monday. I have also included the sentences in which they appear in the text. No the definitions and how the words should be used in proper context.

importune

I remember an answer which when quite young I was prompted to make to a valued adviser, who was wont to importune me with the dear old doctrines of the church.

ephemeral

A man is to carry himself in the presence of all opposition, as if every thing were titular and ephemeral but he
impiety unrighteousness by virtue of lacking respect for a god

impiety

Here are the lungs of that inspiration which giveth man wisdom, and which cannot be denied without impiety and atheism.


prattle

Infancy conforms to nobody: all conform to it, so that one babe commonly makes four or five out of the adults who prattle and play to it.

rote

We are like children who repeat by rote the sentences of grandames and tutors, and, as they grow older, of the men of talents and character they chance to see, — painfully recollecting the exact words they spoke; 

timorous

The sinew and heart of man seem to be drawn out, and we are become timorous, desponding whimperers.

asinine

We come to wear one cut of face and figure, and acquire by degrees the gentlest asinine expression.

skulk

Let him not peep or steal, or skulk up and down with the air of a charity-boy, a bastard, or an interloper, in the world which exists for him.

mendicant

Our reading is mendicant and sycophantic.

encumber

His note-books impair his memory; his libraries overload his wit; the insurance-office increases the number of accidents; and it may be a question whether machinery does not encumber; whether we have not lost by refinement some energy, by a Christi

deprecate

Men have looked away from themselves and at things so long, that they have come to esteem the religious, learned, and civil institutions as guards of property, and they deprecate assaults on these, because they feel them to be assaults on property.

capitulate

I am ashamed to think how easily we capitulate to badges and names, to large societies and dead institutions.

deign

Not possibly will the soul all rich, all eloquent, with thousand-cloven tongue, deign to repeat itself; but if you can hear what these patriarchs say, surely you can reply to them in the same pitch of voice; for the ear and the tongue are two organ

mortify

There is a mortifying experience in particular, which does not fail to wreak itself also in the general history; I mean "the foolish face of praise," the forced smile which we put on in company where we do not feel at ease in answer to conversation

churlish

I have no churlish objection to the circumnavigation of the globe, for the purposes of art, of study, and benevolence, so that the man is first domesticated, or does not go abroad with the hope of finding somewhat greater than he knows.

expiate

I do not wish to expiate, but to live.

upbraid

Consider whether you have satisfied your relations to father, mother, cousin, neighbour, town, cat, and dog; whether any of these can upbraid you.

Tuesday, December 8, 2015

1)  In your estimation, what is the bottom line, the essence, of the the first 10 pages? Write it in the form of a thesis sentence.  

2) What was the most compelling or interesting line/passage for you in the pages 19-29? Explain why. What opinions, reactions, convictions did it arouse in you either in sympathy with, or in opposition to, the quote?

Tonight: Reminder...look up all vocab words you don't know. Read and annotate pages 29-39 and respond on turnitin.com to two of the four of the following by 7 am tomorrow: 

In pages 29-39...
1) Which line(s) or passage(s) do you think might appeal most to Chris McCandless? Why?

2) Which lines or passages do you feel might appeal most to Hawthorne? Why?

3) Which lines might appeal most to Mr. Keating. Why?

4) Which lines do you find most intriguing, either because you agree with them, disagree with them, or have a question about what he means?  Explain why you chose your lines.

On Wednesday and Thursday, we will discuss Emerson and your responses to these questions.

Monday, December 7, 2015

Read and annotate pp 19-29 of Self-Reliance by Ralph Waldo Emerson.

In turnitin.com, write one inferential question for pages 19-29 and respond to one by a classmate.

Thursday, December 3, 2015

In DC tomorrow...AP rhetorical analysis style essay...notes and Civil Disobedience

  50 points

.Read the following passage from Civil Disobedience and then write a well-organized and thoughtful essay in which you explain how Thoreau uses language to convey his ideas and achieve his purpose in the passage.

Wednesday, December 2, 2015

For Thursday, December 3, read and annotate Civil Disobedience by Thoreau (pp 1-18 in Civil Disobedience and Other Essays) and complete numbers 1-4 in the handout below. Numbers 1-3 can be completed on the chart, and #4 should be completed in your notebook.

AP Language/Comp

Rhetorical Analysis of Thoreau’s “Civil Disobedience”

Directions: Read “Civil Disobedience.”  As you read, underline examples of Thoreau using rhetorical devices and identify and explain the devices via annotation.  Answer questions 1-4 to prepare for further work with a small group.  The group will work together on questions 5 through 8.  Be ready to explain your answers to the whole class.  Even when you’re working as a group you should be writing the answers.

  1. Based on your reading of “Civil Disobedience,” what kind of person does Henry David Thoreau seem to be?  How would you characterize his state of mind and emotion as he composed this essay?  Cite specific examples from the text to support your claims about Thoreau’s voice and persona.
Voice = textual features such as diction and syntax, that contribute to a writer’s persona
Persona – the character that a writer/speaker conveys to the audience

  1. What does Thoreau do in “Civil Disobedience” to urge his readers to believe in him as a trustworthy, credible person?  Point out specific passages where you felt Thoreau was (or was not) particularly believable (this gets at the ethos of the piece). Other examples of logos or pathos?

  1. One device a writer can use to get a point across is metaphor.  Thoreau uses metaphor extensively in “Civil Disobedience.”  Notice, for example, what he compares machinery to or how he uses gaming metaphorically.  Select two metaphors and explain, citing specific examples from the text, how they help Thoreau’s central idea become more vivid for his readers.

  1. How do you think Thoreau wanted his readers to react to the essay?  What did he want them to feel? think? believe? do?  How do you know?  Identify specific places in the essay that help you determine Thoreau’s purpose.

  1. Using the questions below, divide the essay into functional parts (a part of text classified according to its function—for example, introduction, example, or counterargument).  Label the parts and be prepared to support your answers.

    1. Is there some section that clearly lets the reader know what subject the composition is about and what the writer’s purpose is?  If so, where does this section begin and end?  In this section, can you find an answer to the central question that the text has been written in response to, or can you find an indication of the text’s central argument?

    1. Is there a part that explains any background information that the reader needs to know in order to be able to understand the answer to the central question or argument that the composition offers?  If so, where does this section begin and end?

    1. Is there some sentence or paragraph that focuses the reader’s attention on some particular issues, aspect, or theme that the paper examines as opposed to others that it could examine?

    1. Is there some section that purposefully sets out material in support of the paper’s answer to the central question of its argument?  If so, where does this section begin and end?

    1. Is there a part that examines possible objections to the answer, argument, or supporting material?  If so, where does this section begin and end?

    1. Is there a sentence or section where the writer specifically answers the “So what?” question?  In other words, is there a section where the writer hints at what he or she hopes readers will think and do on the basis of what they have read in the text?

  1. Using a functional part where Thoreau is supporting his argument, see how many of the following rhetorical methods you can identify.  Cite the paragraph number and a few identifying phrases or sentences of specific text to identify the method:
    1. Relating anecdotes
    2. Describing scenes and evoking sensory images
    3. Defining terms and concepts
    4. Dividing the whole into parts
    5. Classifying the parts according to some principle or order
    6. Providing cause-and-effect reasoning



 Rhetorical Analysis of Civil Disobedience:  Use this graphic organizer to answer questions 1-3 on the handout.  You may use this on the final exam.
Direct Quote and/or summary of passage

Always include page and paragraph number!
Rhetorical device/strategy  including….the appeals; diction (fig lang, formal and informal, archaic); syntax (sentence types, sentence and phrasing structures)  See pg’s 78,79!
Effect of strategy on the reader and on the piece:  What is the effect of the strategy on the reader?  How does the effect add to the piece as a whole?  Tone and persona comments go here as well.
Purpose of the strategy:  How does the effect help Thoreau achieve his overall purpose?








































Monday, November 30, 2015

Into The Wild Quiz: 15 questions, 30 points matching or fill-in-the blank quiz on Into The Wild vocab words from chapters 7-10, 13-15 and content from chapters 16-through the epilogue. Roughly half the questions will be vocab and half will be on content in chapters 16 through the epilogue.  

For use with period 2 and 3
Wesley
English
4 November 2015                                                                   
The Scarlet Letter: A Study in Romance
The nineteenth-century author, Nathaniel Hawthorne, is well known for writing novels and short stories that explore America's Puritan past as well as themes of religion and sin. Although his most famous novel, The Scarlet Letter, exemplifies this tendency, it offers so much more.  The Scarlet Letter is rich in symbolism, provides excellent character studies, and has a riveting plot. But, what perhaps distinguishes it most from his other novels is its perfect fit into the Romantic tradition. Romantic literature is characterized by a deep appreciation for nature, characters with intense emotion and imagination, abhorrence for the constraints of society and religion, and emphasis on freedom of the individual. The Scarlet Letter is quintessentially a Romantic novel due to its New World setting and portrayal of Pearl, Hester, and Dimmesdale, characters who embody various aspects of Romanticism.
One of the central characteristics of Romanticism is a deep appreciation for nature.  Nature is viewed as the antithesis of civilization, a place devoid of all the evils inherent in society. The Scarlet Letter takes place in colonial America, specifically a Puritan town in New England located on the edge of an untamed wilderness. America itself was founded on the principals of freedom and escape from oppression synonymous with Romantic ideals. The New World represented untouched land, a place free from the corruption of Europe and its institutions. Here, people believed they could forge a new future based on self-reliance instead of preordained destinies. The Scarlet Letter describes a society of early American colonists who came to the New World in order to practice their religion, but ironically construct equally oppressive laws. The townsfolk, for example, believe they are flawed, unworthy people and punish anyone who strays from their strict and unnecessary rules. Although they have left the stifled atmosphere of Europe behind, they are unable to shed their traditional mindset. Even their children are described as “the most intolerant brood that had ever lived” (64).  In stark contrast to the insular Puritan society is the vast unspoiled forest that surrounds them. The enlightened Native Americans are at home here and are puzzled by the colonists' actions in shunning the beautiful Hester Prynne. Banished to the forest, Hester begins to change. Indeed, it is the natural setting that leads to her enlightenment. In the forest, Hester "roam[s] as freely as the wild Indian in his woods" (137). The forest signifies a Romantic oasis that changes all who enter for the better.  It is described in cheerful and positive adjectives.  The forest is "sunshine," "merry," "brightness," "gleaming," and "gold" (139), the Romantic ideal.
Consequently, Hester's daughter who has only known the forest, personifies it.  Pearl is a free spirit, raised without the evils of society and religion. She is wild and free due to her deep connection with nature.  Because she had the luxury of being raised outside of society, she is unspoiled by human mistakes and, like the wild Indian, she is a superior being.  Romanticism favored freedom of expression and imagination over the laws and judgments of human culture.  With her carefree ways, Pearl epitomizes this idea.  Chapter 18, for example, describes Pearl's special relationship to the forest and its creatures. While the forest is a frightening and dark place to the civilized, it is Pearl's "playmate" and her refuge: "mother forest, and these wild things which it nourished, all recognized a kindred wildness in the human child" (140).  Not only is Pearl at home in the forest, it brings out the best in her; “She was gentler here than in the grassy-margined streets of the settlement, or in her mother’s cottage” (140).  Only in the forest is she viewed as the product of love, nature’s gift instead of its curse.  Pearl, the result of Hester and Dimmesdale's infidelity, symbolizes untamed nature and, as such, is the most evolved romantic character in the novel.
Hester is also influenced by nature.  After being forced to wear the scarlet letter and exiled from the village for adultery, she can finally recognize the problems of Puritan society.  She now lives free from the church's rules.  Ironically, the horrible punishment of the scarlet letter liberates her: "the scarlet letter was her passport into regions where other women dared not tread" (137).  Literally she is banished to the forest where a respectable woman cannot wander and figuratively she can think critically and support herself in a time when women were subjugated.  Hester is an extremely artistic and creative woman; “She had in her nature a rich, voluptuous, Oriental characteristic,-- a taste for the gorgeously beautiful” (57).  She expresses this passion through her “delicate and imaginative skill” (56) in needlework.  Her artistry is not valued by the Puritans who desire simplicity and modesty.  In every way, Hester Prynne embodies the Romantic heroine as a free thinker, as an artist, and as someone who lives apart from a flawed society.  In addition, she nobly faces her sentence and even keeps Dimmesdale's part a secret.
On the other hand, Dimmesdale, the minister, exemplifies the romantic antihero.  He is handsome and passionate, but carries a horrible secret in his heart.  He is Pearl's father, but instead of owning up to his transgressions, he allows Hester to bear the blame alone.  Like other romantic heroes, he is moody and deeply flawed.  His focus is inward, on his sins and his guilt.  Although he lives in the town, he is isolated by the secret that is eating at him from within.  Instead of confessing to the outside world, Dimmesdale internalizes his sin, “the gnawing and poisonous tooth of bodily pain” (102), where it manifests onto his physical body. Yet, Dimmesdale is not an unsympathetic character. Rather, his intense emotions and solitary suffering evoke pity: "This feeble and most sensitive of spirits could do neither, yet continually did one thing or another, which intertwined, in the same inextricable knot, the agony of heaven-defying guilt and vain repentance" (101).   Like Hester and Pearl, he finds release in the forest:
It was the exhilarating effect—upon a prisoner just escaped from the dungeon of his own heart--of breathing the wild, free atmosphere of an unredeemed, unchristianized, lawless region. (138)
In nature, he finds joy, can acknowledge his child, and love Hester once more.

The setting and characters of The Scarlet Letter place it firmly within the Romantic tradition of literature.  Hester Prynne, Dimmesdale, and their child Pearl are all affected by the infidelity, but the consequences ultimately lead all three to enlightenment.  Certainly, The Scarlet Letter provides a great introduction to the Puritan way of life, but more importantly it explores intense emotions in people. Romantic literature stresses self-examination and a return to the natural world and these ideas remain relevant today.  More and more, people are aware of the harm that civilization can impart on the world and are appreciating the gifts of nature.


Wesley
English 3 AP p.2
26 October 2015
Intrinsic Hypocrisy

            Guilt is a powerful emotion.  Although it is normal to experience guilt, it is typically only for a short time, immediately following some type of wrongdoing; however, long term guilt, lasting for months or years, can take a massive toll on an individual, as in the case of the Reverend Dimmesdale in The Scarlet Letter by Nathaniel Hawthorne.  In Puritan Boston, Reverend Dimmesdale secretly and illegally fathers a child, even though he and the child’s mother, Hester, are unmarried.  Hester is found guilty of adultery, and her formal punishment is to wear a scarlet “A” on her dress for the rest of her life.  In truth, her punishment extends beyond simply wearing the letter, as she is forced into complete social ostracism.  Reverend Dimmesdale does not confess to his crime for over seven years, and for this duration he seems to act as a hypocrite by continuing his work as a minister, but in truth, he is filled with inner turmoil about his hidden sin.  In The Scarlet Letter by Nathaniel Hawthorne, Reverend Dimmesdale’s guilt and hypocrisy are results of Puritan society and religious teachings, rather than the minister himself, and are caused by the belief in predestination, theocracy, and societal intolerance that characterized Puritanism.
            The Puritan belief in predestination is the most powerful reason behind Reverend Dimmesdale’s guilt.  The Puritans believed that “belief in Jesus and participation in the sacraments could not alone affect one’s salvation”(Puritanism and Romanticism Packet), and that only a few people selected by God, called the elect, would be saved and allowed to go to heaven after death.  Consequently, they also believed that no amount of good works could guarantee salvation, and that living an upstanding life was only an indication of being elect, not a path to doing so.  There was “no reality in the penitence thus sealed and witnessed by good works” (Hawthorne 131), so there was no real way to atone for sin.  Dimmesdale struggles because, as a minister, he helps many people and “workest good among them” (Hawthorne 131), but does not believe he has been chosen by God because he is secretly a sinner.  He believes that his one great sin can never be reconciled, so “his pathway through life [is] haunted” (Hawthorne 130) by guilt for his wrongdoing.  Puritanism deludes Dimmesdale into believing that he can never right his wrong, coercing him into an endless cycle of guilt and misery.  His lasting guilt is predominantly caused by the Puritan doctrine of predestination.
The Puritan theocracy contributes to Dimmesdale’s decision to remain secretive about his transgression.  For the Puritans, religion controlled all aspects of life, including the government.  Thus, moral crimes against Puritan religious teachings were handled by the government as legal crimes, and serious punishment could result. Adultery, for which Dimmesdale would have been tried, had many possible punishments, ranging from public whipping to being hanged.  As a clergyman, Dimmesdale was “at the head of the social system” (Hawthorne 137) and “as the clergymen of that day stood, he was only the more tramelled by its regulations, its principles, and even its prejudices” (Hawthorne 137).  So, he would have been held to even higher moral and behavioral standards than everyone else.  Consequently, confession would have been a major shock to the entire community, and would have likely ended his life, as it is known that some “adulterers were executed in Massachusetts Bay” (Puritan Life), and a public official like Dimmesdale would not have been able to escape this drastic punishment.  So, Dimmesdale’s decision to remain silent likely arises in part out of the need for safety from the oppressive society in which he is immersed.  Regardless of the specific punishment, Dimmesdale would lose his job, social status, and probably church membership if he admitted his sin.  Every aspect of Puritan society was governed by religion, so a violation of religious law would render Dimmesdale a complete outcast to society.  Without access to his parishioners, Dimmesdale believes “no good can be achieved by [him]; no evil of the past be redeemed by better service”
(Hawthorne 91), so his secrecy likely results in part from an altruistic desire to improve the lives of others, something he would not be able to do if he was convicted of adultery.  The Puritan theocracy coerces Dimmesdale into silence for the sake of his safety and his ability to continue to help others through the church.
            Additionally, the Puritan society was extremely intolerant, which contributes to Reverend Dimmesdale’s unwillingness to confess.  There were many rules, and nonconformity was absolutely unacceptable.  Anyone who did not adhere to the Puritanical social norms was severely punished, as they were “seen as straying from God’s work” (Puritan Life); however, sin still occurred in Puritan communities, and “many a penitent… had confessed sins of perhaps as deep a die as the one betokened by the scarlet letter” (Hawthorne 125) in secret.  Consequently, people’s lives centered on crafting the appearance of being a moral and pure citizen, regardless of what their actual thoughts were, in order to maintain their image and place in society.  In this respect, Dimmesdale is an ideal Puritan: he “wear[s] one face to himself, and another to the multitude” (Hawthorne 147-8) solely for the purpose of maintaining his reputation as a holy man.  This idea is forced upon him by the oppressive Puritan society which surrounds him, and he is misled to believe that it is more important that he appear unadulterated than he actually be so.  Puritan intolerance also led to the idea that the worst crimes were to give in to earthly pursuits instead of following the Lord, as these sins were visible and tangible, and thus shattered the illusion of a pure and devout character.  Dimmesdale is guilty of one of these earthly sins, adultery, and the tangible evidence is his child, Pearl, “the living hieroglyphic, in which was revealed the secret [he] sought so hard to hide” (Hawthorne 141).  This very visible spot on Dimmesdale’s character causes him immense stress and turmoil.  However, he chooses not to admit to his wrongdoing because it would sacrifice his image as a holy man, and would directly contradict his Puritan beliefs.  Thus, societal intolerance is at the root of Reverend Dimmesdale’s hesitancy to confess.
            The Reverend Dimmesdale’s hypocrisy and guilt are caused by Puritan society and religion.  Dimmesdale’s hypocrisy merely reflects that of Puritan society: it asks an innately imperfect being to act perfectly, and impresses deceit upon the search for religious truth.  Aside from his original sin, Dimmesdale adheres flawlessly to the Puritan doctrine, but this same institution, through which he seeks redemption, destroys his chance at achieving it.  The intrinsic hypocrisy of the Puritan ideology is the true cause for the guilt and suffering of its followers, and its guiltiest sinners are actually the least sinful of them all.

Tuesday, November 24, 2015

Bring Civil Disobedience (Thoreau) on Monday
Bring Into the Wild on Monday (quiz on Tuesday)
Bring your Scarlet Letter Essay on Monday

Revision Assignment 


Wesley
Skill-Building Revision Assignment
Points: If your paper earned anything less than an A, you can do one of the following revision assignments: 1) you can earn an additional 5 points (if you had an A- and you satisfactorily do one of the following), 2) you can earn 8 points if you had a B- to a B+, 3) you can earn an additional 11 points if you had a C+ or lower and you do two (or one for 6 points) of the following focused assignments.

Due date: December 4-7, 2015

Chose one (or two) of the following revision assignments.I have inserted some possible resources, but they are not necessarily the only options or the best. Please find a resource that makes sense to you.

1) Writing clear, concise prose
You might want to choose this if your major problems are related to wordiness/language clutter, filler words, vague or empty words, misplaced modifiers, awkward diction or syntax, excessive use of the passive voice and verbs of being.
2) Avoiding comma splices (do not join independent clauses with only a comma)
3) Writing a focused, detailed and meaningful thesis statement and clearly connected topic sentences for each body paragraph
Improving Your Focus: Creating Continuity between your Thesis Statement and Body Paragraphs  (pp 14-15 of your AP Language and Composition Writing Sourcebook)
4) Properly punctuating citations and avoiding floating quotes (according to MLA guidelines)
5) Other problems with punctuation (e.g. proper use of commas, colons, semicolons, apostrophes, etc)
6) All other problems (e.g. redundancy, poor word choices, poor choice of supporting evidence, misinterpretation of the text, etc.)
TURN OVER

Assignment Parts:
a.      Write a rationale statement explaining why you feel this is what most needs to addressed in your writing.  Generally speaking, I want you to explain why – based on past experience, comments on this essay and others, etc. – you feel this is a writing skill you most need to work on.
b.      Find a good source in print or on the internet which provides guidance on this writing skill. Copy/print a reasonable length (5 or less pages) for the purpose of annotating.  Read it and annotate it for important advice and tips, especially advice that pertains directly to your struggles.
c.       Next, choose the portion(s) of your paper which need from revisions/improvements in this area, and rewrite it according to the guidance provided. Using the cross-out functions in Word or Google Docs and/or highlighting/underlining functions, show the edits you made to improve your writing. Use text boxes/comments to explain in the margins why you made your changes and/or how they made your writing better.

d.      Write a strong reflection paragraph describing what you learned from doing this assignment and how it will help you in future essay writing.

Monday, November 23, 2015

Chapter 16: The Alaska Interior (156-171) (ten minutes followed by discussion) What do McCandless’s journal entries on pages 168 and 169 suggest about how his travels and experiences have changed him?  What has he learned and what does he seem to value most? In your opinion, has he gained any of the wisdom or self-knowledge that he seems to have been seeking? (Embed at least two quotes – with page #’s)

Chapter 17: The Stampede Trail (172-186): (ten minutes of writing followed by discussion) How does the commentary of Krakauer and his friends on their youthful experiences influence your view of McCandless?  What were some of the things that they said about their experiences or about McCandless which you felt had some merit and why?  (Embed at least two quotes – with page #’s)

Homework: Read chapter 18 and the epilogue.

Tomorrow: Discuss the ending…get The Scarlet Letter papers back…discuss revision option… 15-20 question, 30-40 point matching or fill-in-the blank quiz on Into The Wild vocab words from chapters 7-10, 13-15 and content from chapters 16-through the epilogue (plan on it being tomorrow, but I might have to put it off until after Thanksgiving).

Thursday, November 19, 2015

Students received the following handout yesterday…Due at the end of class today. Homework due for tomorrow is at bottom of this blog post.

Wesley
November 18, 2015 …To Be Completed by the end of class tomorrow
Into the Wild- Jon Krakauer
Assignment #7- Chapters 13-14 (127-144)

Vocabulary : On a separate sheet of paper, write down the word, part of speech, the sentence and page # where the word occurs, the and definition.

recalcitrant                               diorite
gregarious                                demarcate
keening                                    madrigal
fatuous                                    strata

Discussion Questions
As you read, answer these questions on a separate sheet of paper. Be thoughtful and thorough in your answers.  You don’t need complete sentences, but complete answers. 

1.        Would having Buckley along have made any difference in any of Chris’s decisions?
2.        What similarities does the author see between himself and Chris?
3.        Is chapter 14 effective?  Does the author’s digression into his own life add to Chris’s story or detract from it? Considering the insertion of this chapter as a rhetorical strategy (longer personal anecdote), consider how Krakauer might have felt it would help the reader understand Chris or people with similar personalities and ambitions.
4.        What about climbing a peak/mountain appeals to an individual?  Does it appeal to you?  Why or why not?

Homework:
Into the Wild- Jon Krakauer
Assignment #8- Chapters 15 (144-156)

Vocabulary: Vocabulary : On a separate sheet of paper, write down the word, part of speech, the sentence and page # where the word occurs, the and definition.


Demeanor
Hectored
Calamitous
Insubstantial

Discussion Questions
As you read, answer these questions on a separate sheet of paper. Be thoughtful and thorough in your answers.  You don’t need complete sentences, but complete answers. 


  1. What type of relationship does Krakauer have with his father?  How is it similar to Chris and Walt’s relationship?  How is it different?
  2. How does this chapter relate to the rest of the book? 
  3. A quote on page 155 says, “It is easy, when you are young, to believe that what you desire is no less than what you deserve, to assume that if you want something badly enough, it is your God-given right to have it.”  Does this quote seem to have a ring of truth to it?  Does it apply to you?  Why or why not?
  4. What similarities and very important differences with Chris McCandless does Krakauer list in this chapter?
  5. Krakauer believes it is not some suicidal tendencies that cause Chris and himself to push the boundaries of nature but rather something infinitely more important, what is it?  Do you agree with him?

Wednesday, November 18, 2015



Due by the end of class tomorrow:

Wesley
November 18, 2015 …To Be Completed by the end of class tomorrow
Into the Wild- Jon Krakauer
Assignment #7- Chapters 13-14 (127-144)

Vocabulary : On a separate sheet of paper, write down the word, part of speech, the sentence and page # where the word occurs, the and definition.

recalcitrant                            diorite
gregarious                              demarcate
keening                                  madrigal
fatuous                                  strata

Discussion Questions
As you read, answer these questions on a separate sheet of paper. Be thoughtful and thorough in your answers.  You don’t need complete sentences, but complete answers. 

1.       Would having Buckley along have made any difference in any of Chris’s decisions?
2.       What similarities does the author see between himself and Chris?
3.       Is chapter 14 effective?  Does the author’s digression into his own life add to Chris’s story or detract from it? Considering the insertion of this chapter as a rhetorical strategy (longer personal anecdote), consider how Krakauer might have felt it would help the reader understand Chris or people with similar personalities and ambitions.
4.       What about climbing a peak/mountain appeals to an individual?  Does it appeal to you?  Why or why not?




Friday, November 13, 2015


Finish your letter, but don't put it in the envelope yet.  Title (the title is up to you, but give it one that will make sense to you a year or five or ten years from now) and date the envelope and put it in a safe place.  

Homework: Finish the reading and vocab and questions for Monday.  For question 4, do not describe the tone as "negative" or "positive".  Those categories are starting points, not end points.  Remember that I have given you two handouts this year which contain a plethora of words to describe an author's tone of voice. Choose a precise adjective or two to describe the tone of each passage. Then discuss how specific details, word choices, etc. contribute to the tone of the passage.


Into the Wild- Jon Krakauer
Chapters 7-8 (61-85)
Wesley 3AP
November 13, 2015

Vocabulary
On this sheet or a separate sheet of paper, write down the word, part of speech, and definition.

canted (61)                           rapport (65)                          eremitic (73)                        
conjecture (64)                     sojourn (66)                          sinewy (76)
polarization (64)                  opined (71)                           incinerating (79)

Discussion Questions
As you read, answer these questions in preparation for discussion on Monday. Be thoughtful and thorough in your answers.   

1.       Describe McCandless’s relationship with Wayne Westerberg.
2.       What is the difference between intelligence and common sense?  How does McCandless fit into each category?
3.       Information pertaining to McCandless and his family is given in this section.  What type of relationship did he have with his father?  Mother? Sister?
4.       Describe the tone of the last three communications from McCandless in Chapter 7.  In addition to using precise adjectives, discuss what details, word choices, etc, contribute to the tone of each.

5.       Briefly describe the mini-bios of other adventures the author mentions in Chapter 8.  Why does the author choose these particular stories?  What are the parallel themes/ideas/situations described?  Why would the author include these stories in the narration of McCandless’s story?  

Thursday, November 12, 2015

A letter to yourself…
God bless the Neil’s of the world.   May they live long and beautifully. That is my wish for all of you.  And while we can’t necessarily control how long we live, we can make a choice to live beautifully.
Life is rarely easy, and the world rarely bends over backwards to make our dreams come true or make the path smooth.  Be thankful when it does.  Nevertheless, being alive is a gift, or at least an opportunity. What will you do with it?

Neil’s father wanted him to be a doctor, perhaps because he had experienced poverty or hardship as a young man.  Neil’s dad has a story too. And, let’s facet it, most of us have to work for a living. That’s a good thing. Work is natural; work can provide purpose as well as the means (money, experiences) to achieve other ends - family, fulfillment, travel, helping others that don’t have the same opportunities. Working and making money is not selfish. At least it doesn’t have to be. Depends how you earn and use your money.
But most of you – virtually all of you in this room - are fortunate enough to have some choices about what you do with your future.  You don’t have to head straight to the coal mines or the rice paddies because those are the only options.  You have options.
Some careers will bring you great personal fulfillment, some will also pay well, some may do both.  But career is only part of your life. Your career might feed your heart and soul, but it might not, or not nearly enough.  It might be more of a means to an end.  But how will you be true to yourself? What, be it career or avocation, will feed your soul?  What will you do with this life?  Will you lead a life of desperation? Or selfishness and smallness? Or will you live with integrity, being true to both yourself, your purpose, and the dignity and purpose of others?
“I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived. I did not wish to live what was not life, living is so dear; nor did I wish to practise resignation, unless it was quite necessary. I wanted to live deep and suck out all the marrow of life, to live so sturdily and Spartan-like as to put to rout all that was not life, to cut a broad swath and shave close, to drive life into a corner, and reduce it to its lowest terms.”
Henry David Thoreau

Writing Prompt:  A letter to yourself.
Neil and his father perhaps couldn’t see that it doesn’t have to be all or nothing. I hope you can see that every problem has a solution.
Write a letter to yourself…open it at the beginning of next year…or whenever.  Consider some of the following questions, but you ae under no obligation to answer them like a short answer test.  Just let them serve as inspiration.
What do you want to do with your life? What will feed your heart and soul? What will allow you to put food on the table? What is your bliss? You can find it at work or outside of work, but what is it?  What do you want to do with this life? How might you make that happen? What possibilities are calling to you which perhaps you ought to listen to?
Bring an envelope tomorrow. Start your letter today and finish it tonight or tomorrow in class.  Just show it to me towards the end of class; I just want to see that you wrote one.  I’m not going to read it; it’s just for you.


Monday, November 9, 2015

Phrase for Journaling:    Fall   

Any meaning of the word you wish

...Begin writing a poem or song.

Some Postings from Turnitin.com


Overall I think there is a juxtaposition between Mr. Keating's Romantic beliefs and teachings and the conservative ways of the school. In the school they have something called the four pillars which consist of things like discipline and excellence. The school believes that if you follow the rules you will succeed, however this contrasts the way Mr. Keating teaches. 

We see a juxtaposition between Romanticism and conservative thinking was when Mr. Mcallister criticized Mr. Keating's teaching style because it was going against the typical way of the school. Mr. Keating liked teaching the boys that it was good to come up with ideas on your own about literature and to form your own opinions. On the contrary, the other teachers had the boys memorizing facts and not thinking for themselves just taking in the knowledge.

One scene where I noticed Romantic ideas being conveyed was the first lesson Keating ever taught. He proved the idea that "words and ideas can change the world" by instructing the boys to rip their textbooks. Keating and his students discussed love, not facts. Keating brings up the point that love is "what we stay alive for" and this focuses on the Romantic idea of expressing emotion. Many of the boys kept to themselves about personal information and focused on school. But now that they were in touch with a more emotional side, they were fascinated. They were ripping the logical and calculated way of looking at poetry and they were left with the art that is poetry. By doing this they were exposed to the beauty of poetry and came to certain conclusions about themselves and their futures. When posed with the question, "What will your verse be?" the boys are introduced to a whole new way of thinking, similar to the way of thinking with Romantic ideas. Instead of planning study groups and reading textbooks, they are experiencing life and living by the important phrase in this movie, "Carpe diem". By learning from Keating, the students are learning about life through the eyes of a Romantic, changing their perspectives as well.

In one of Mr. Keating's English classes, the students read a section of their textbook which states that one can calculate the greatness of a poem by plotting points on a graph and then finding the area of that graph. This example demonstrates conservative ideals, due to the systematic nature of following a formula to measure a poem's value. Shortly after this, Mr. Keating expresses his distaste for this section and demands that his students tear that page (as well as the whole introduction) out of their textbooks. He does this to encourage his students to pursue free thinking, which is a very Romantic ideal. This juxtaposition demonstrates the outlandishness of Mr. Keating's Romantic teaching within a very structured, conservative school system.

Romanticism can be seen all around the school. For instance, the school itself is placed surrounded by nature. There are many trees, fields and a body of water that surround the school. Nature is a big Romantic idea. Inside the school, Mr. Keating demonstrates romanticism inside his classroom. Instead of having his students use a "poetic formula" to rate poetry, he has his students think more freely about poetry. The students are then asked to rip out the first chapter of pages. Free-thinking is another big part of romanticism. By having the boys rip out the pages, Mr. Keating is showing the boys that they have freedom in doing so.

Homework: Read Chapter Six of Into The Wild