Tuesday, November 16, 2010

BILLY BUDD Reading Schedule

Chapters 2-5 (pp -25) due Thurs, Nov 18
Chapters 6-9 (26-43) due Tues, Nov 23
Chapters 10-15 (44-63) due Mon, Nov 29
Chapters 16-19 (64-84) due Thurs, Dec 2
Chapters 20-23 (85-106) due Mon, Dec 6
Chapters 24-30 (107-128) due Thurs, Dec 9

BILLY BUDD Vocabulary
If you have Adobe Acrobat installed, I suggest you visit the following link and click on Billy Budd: 38-page vocabulary list.

Weekly Agendas Nov 16-19; 22-26; 29-Dec 3; 6-10

Billy Budd

NOV 16-19

Check in on synthesis knowledge
Hand out Billy Budd texts
(Please donate $5 to Ms. Stevens if able or more for those who cannot afford to pay)
Introduce Essential Question:
"How do you make legal exceptions and still maintain order?"
Annotating the text:
  • questions
  • comments
  • circle unknown words
  • connections
  • definitions
2)3-Level Questions
3)Brief Summary
& common language: please circle passages you don't understand and underline passages you do.
HW Read the Introduction, VII-XIV, and complete annotations #1 and #2 (marginalia and 3-level).

Review Introduction
Annotation for BB Ch 1
-review 3qs
Vocab List
IN the News
HW see reading schedule

Brief Characterization Summary
-write short summaries using appropriate vocab words
Check and Review Chapters 2-5
-assign questions, identify logic
HW Finish Mencken "The Penalty of Death" McGraw-Hill Reader pp85
Comp 1-3
Rhetoric 5,6
Write 1 (instead of entire essay write a freewrite paragraph)

Review Mencken
King piece
Opinion on a Continuum
2-corner debate
Finish Questions for King essay and reading
Journal #13 (Mencken and King)

NOV 22-24

Check and Review Chapters 6-9
-clarify elements of plot, etc.
Argument Terms and Structure
2-Corner Debate
HW Reading due and Vocab quiz next week
HW Journal #14 CHANGE: rewrite one paragraph of your synthesis essays (unless you already did the independent reading)

NOV 29-DEC 3
-notes to improve

SAVE:Check and Review Chapters
Excerpts regarding death penalty
-Retired Justice Stevens
-Last Words

Continue discussion of BB Ch 10-15
Assign Thomas Paine
-rhetorical box as JOURNAL #15
HW finish box and see reading schedule

Group Questions
HW see reading schedule

Check and Review Chapters
Argument Packet
HW supplemental reading: Foucault :read the first sections, "Background." Feel free to read earlier if it interests you, eventually it will come in handy when you write your essay.

FRI (tentative, this may wait until MON)
Check and review chapters
Review Essay Assignment
Journal Entry #16
Record the persuasive elements of Vere's speech, CH 21, pp96-99:
1. When does he shift styles (change in tone), or how does he adjust his speech for his audience?
2. Identify and outline Vere's thesis, supporting evidence and conclusion?
3. What is his most persuasive point and why?
4. Are you convinced by the end of his speech? What decision would you make and why?
Stanford Site on Philosophy of Punishment
Billy Budd and Capital Punishment: A Tale of Three Centuries by H. Bruce Franklin

DEC 6-10

Check BB annotations
-review Vere's speech
HW Complete outlines
You will share these on post-its on posters

Organize essay following structure or make sure your outline does so:
Identify your counterargument. What are some logical fallacies?
-look at handout C: The Other Side. How will you construct your argument?

Excerpt from H. Bruce Franklin’s Essay:

“Billy Budd and Capital Punishment: A Tale of Three Centuries”

Billy Budd is not, however, a mere treatise against capital punishment. Melville is using contemporaneous awareness about the issue to explore the larger ethical, philosophic, and political questions it so dramatically focuses. Undoubtedly New York Assemblyman Hitt was overstating the case when he claimed in early 1890, "at present there are only two classes of the community who yet favor capital punishment and these are clergymen and prosecuting attorneys."(60) Nevertheless, Melville could safely assume that almost all potential readers in 1891 would regard public execution and hanging as relics of a barbarous past, would be sensitized to the larger issues surrounding capital punishment, and would already either oppose the death penalty outright or consider it warranted only for first-degree murder and treason. Even the most ardent proponents of the death penalty in late nineteenth-century America would be embarrassed by positions such as these: "Vere justifiably condemns Billy to death" (Peter Shaw); Billy Budd is a "murderer and a cause of his own death" and Melville "is to be identified" with Captain Vere (Milton Stern); "the virtuous man, Captain Vere," must "punish the violence of absolute innocence"--that is, must kill Billy Budd--since "absolute, natural innocence" is "at war with the peace of the world and the true welfare of mankind" (Hannah Arendt).(61) Readers in 1891 would be far more likely to wonder, like the surgeon (235) and the narrator (236-37), whether Vere is insane.

Journal #17: Answer the following questions:

  1. Is there any evidence that Captain Vere is insane? How might this impact his decision to ask for Billy’s death?
  2. Is Melville a “murderer”? Why might people consider him thus?
  3. Is our new system of putting individuals to death (by lethal injection) humane? Are they still public spectacles?
  4. Recall that slavery is a hot topic back then? How does Melville weave his condemnation of it into his text?
  5. Consider the ending of the book, how might citizens back then respond compared to now? List all elements of the arguments.

Review signal phrases
-establish context
-establishing credentials
-establishing authority
-good verbs
-not necessary with statistics
HW Optional roughdraft for class/peer edit

Review Syntax and Rhetorical analysis handout
-how to we word sentences for emphasis
-what rhetorical devices can we employ to emphasize our point
--rhetorical questions
(make sure any unknown terms are in your literary devices rings)
-practice paragraph by identifying
HW Works Cited page
Need Literary Rings for tomorrow.

Review Kinds of Multiple Choice on AP
Argument Essays due next Friday, DEC 17th, by 10 to turnitin.com.
OR for 10% late credit, Jan 3rd.

Travel and Culture

Introduction Pico Iyer
-"The Humble Comma"
Lost in Translation

Wednesday, November 3, 2010

Weekly Agenda Nov 8-10; Nov 15-19

The Synthesis Essay

Notes on writing the synthesis essay
-the rubric and prompt
-making sure you understand the prompt
-source packet
--is a source for or against; determine and demarcate
-what it means to engage in the conversation
--see notes
Rules (see handout)
-see notes
--no 2nd person
--state relationship between sources
--frame sources
-what does it mean to 'qualify'
Student Samples
-norm on rubric
HW Read Marilyn Elkins and annotate

WED & MON (the 15th)
In class essay: write on either side of the issue, 45 minutes each.

Monday, November 1, 2010

Weekly Agenda Nov 1-5

The Crucible

Quaker Share Journal #8 WitchHunt
Group Discussions Act III
Act 4
-watch movie
-3Q discussion
Analyze arguments against "witches"
Finish notes on Mc Carthyism
HW Journal #9 Independent Reading Journal Format
HW Seminar Questions: prepare answers for fishbowl seminar on Thursday
HW Journal #10 "Why I Wrote the Crucible"
Answer Questions:
1) Define two unknown words and use them in an original sentence.
2) What is the "paralysis" Miller responded to by writing the play?
3) What are some of the parallel characteristics between the Salem Witch Trial and the McCarthy "hunt for Reds in America"?
4) How has the play become a political tool?
1) What is one simile/metaphor Miller uses? Is it effective? Why or why not?
2) What kind if previous knowledge might be useful before reading this essay?
3) How might an "archaic speech" become new to a writer?
4) Who might the intended audience be for this essay? Use evidence to support you response.

Fishbowl Seminar
Journal #11: Timed Writing in Journal
-peer response
HW Journal#12: Independent Reading -Format

Nov 8-10, 15
The Synthesis Essay
Writing to two sides of an issue

Extra (credit? like, no way!)
Ask me for a copy of Hawthorne's "Young Goodman Brown" and in a Journal Entry labeled BONUS complete a rhetorical box.