Honors 4: Regarding the Research Stuff

We are reading thirty articles, writing summaries and paragraphs for them. The paragraphs should work as building blocks for your research project depending on your topic. All the articles and topics spring from Hurricane Katrina, Zeitoun, and When the Levees Broke—from there, it's open.

This gives every person in class a solid, shared foundation of information. This forces everyone to examine various types of articles for useful information while looking at what works and what doesn't work for a college-level research paper. This will hopefully cut down on accidental plagiarism (or plagiarism of any sort).

For every 5-6 paragraphs you write, I grade the one that looks the worst on the scoring guide. This is to help you figure out how to improve, not to destroy your grades. You get points for each paragraph, but the scored ones are assessments. If all of your articles look good, then scoring any of them should be an easy bump. And, again, these are some of the building blocks of your essay.

Everything we have done in class so far has been in preparation for the 5-8 page research project. How you write, how you incorporate research, how you process and share information will determine whether you are ready to be graded at the WR121 or WR115 level. All of the steps we've done together in class, you would be doing on your own at college. If you take this seriously, you will have the skills you need to do well.

Honors 4: 2015 Summer Assignments

• Rationale
• I need to know how you think, collect information, and write. This assignment will give me a feel for all of those things. It will also help me know which areas need to be addressed to help you do the best you can on the Personal Research Project (which can be used in the WR121 portfolio).
• Pre-reading Information
• Fairy Tales: Stories written by the literate for the literate to examine "modern society" and how to best survive in it. Connected to much folklore in that it was meant to help young people navigate a dangerous world. To truly understand these stories, the reader/listener must know the coded language of the stories. 
• Restoration Tales: the dispossessed noble has trials, adventures, and with help gets a better situation
• Rise Tales: the poor rises to greatness through trials, adventures, and rescue/ing
• Actual Fae (Tuatha): beings from a dimension next to ours where time and reality run differently
• The Rule of Threes 
• Three trials, three people, three chances to change 
• Each seemingly needy person or animal has the potential to help later on down the line 
• There are always three obstacles to overcome or three tries at the big obstacle (sometimes both) 
• The Forest 
• Where chaos reigns 
• Where the jaded warrior becomes the green man 
• Where people see the self through the mirror of nature 
• Everyone enters the forest, not everyone exits 
• No one comes out of the forest the same 
• Symbolism 
• The  language of fairy tales is metaphor to lead to misdirection 
• Don’t eat or drink when taken out of the world, it’ll get you stuck where you don’t want to be 
• Old people have power, be nice to them. 
• Poor people might be rich, be nice to them 
• The Metamorphosis (1915)
• Read the book and determine if it fits the definition of a fairy tale using the information above and any information you can gather from other sources (keep those sources close).
• It might be helpful to find out a little about Franz Kafka.
• The Essay
• The Questions: Is The Metamorphosis a fairy tale? OR How does Kafka’s life feed into the characterization and themes in The Metamorphosis?
• The essay must have two quotes (cited) and two paraphrases (cited). It must include direct references to The Metamorphosis and to two articles the student finds to support his or her thesis.
• Minimum of four well-written paragraphs with a bibliography for sources used in the essay.
• The articles and the essay (with a bibliography) must be emailed to mthouvenel@pendletonsd.org by August 20, 2015 (for any student who is registered for Honors 4 before July 1, 2015) or by August 27, 2015 (for any student who is registered for Honors 4 after July 1, 2015).
• Failure to complete the assignment or a failure to turn in original work will result in the student being removed from Honors 4. Please feel free to contact me at the above email address or to check my school blog (phs242.blogspot.com) for information or help.

E4 & H4: Wrapping Up

Activism: people taking action to create a specific change in society

• What is a current problem in our world that deserves notice?
• What is the solution to the problem?
• Does it deserve activism? Why? How?
• What is a problem in our nation that deserves notice?
• What is the solution to the problem?
• Does it deserve activism? Why? How?
• What is a problem locally (Oregon/Pendleton/PHS) that deserves notice?
• What is the solution to the problem?
• Does it deserve activism? Why? How?
• What is a problem that currently is getting a lot of media attention that you don’t think deserves it? Fully explain.
• What is a problem that is not getting much media attention? Why does it deserve to be part of the national conversation? Fully explain.

Each set should be answered with a paragraph. We will have a two-day graded class discussion (the answers and the discussion are worth points).

English 4: Spring Documentaries

30 for 30: Hawaiian: The Legend of Eddie Aikau (2013)—follows the life of lifeguard, surfer, and adventurer Eddie Aikua who disappeared at sea in 1978

• Pre-watching questions––
• What does it take to be a hero? Explain.
• How do you inspire others? Good or Bad.
• Who inspires you? How?
• Post-watching questions––
• What qualities made others listen to Eddie Aikau?
• Why did people latch on to the tagline "Eddie Would Go"? How does it represent part of Eddie Aikau's legacy?
• What made Eddie Aikau insist on becoming the first North Shore lifeguard? What did it say about him as a person?
• Why did the film maker choose to "re-enact" certain events? What impact did that have on the way you reacted to the film?
• What was the purpose of this film? How do you know?
• Read, answer questions, and discuss the related articles––
• Why is it important for people who are native to an area to keep their cultural traditions? Support and explain.
• Why was it so important for the Polynesian Voyaging Society to make their trips? To continue on after the first, unsuccessful, voyage? Support and explain.
• Why is it important to try to make a positive difference in your community? How did Eddie Aikau do this? How and why did others do this in his name? Support and explain.

30 for 30: Hillsborough (2013)—In the news on April 15, 1989, one of the lead stories was about a riot in a soccer stadium that killed nearly 100 people; originally, the deaths were blamed on rowdy fans. The truth is a little different. 

• Pre-watching questions––
• Why did it take 25 years between the events in Hillsborough and a documentary about it? Best guess (amend your answer after the documentary)
• Why do these deaths matter? Explain.
• Post-watching questions––
• Were the deaths in Hillsborough preventable? How?
• Who was ultimately responsible for how wrong things went? Explain.
• What was the purpose of this film? How do you know?
• Should the film maker have used more graphic imagery? Explain.
• Can you think of any other situations where families have had to fight so hard or wait so long for justice/compensation? Explain.
• What impact on sport stadiums and crowd control worldwide are evident based on the events of Hillsborough? Explain.
• Read, answer questions, and discuss the related articles––
• What information was omitted from the original coverage that could changed opinions? [Give an example of information omitted from many news sources that could change public opinion. Why do you think this happens?]
• How did media bias affect this tragedy and the public’s perception? How does media bias affect other newsworthy events? Why do you think this happens?
• What programs that touch on current news topics are clearly biased? How do you know? 
• Were these articles biased? How do you know?
• Where do you get your information? Is it from reliable sources? How do you know?

Other documentaries to follow

Pre-watching questions––

Post-watching questions––

Read, answer questions, and discuss the related articles––

English 4: Scifi

Isaac Asimov’s “Reason”

• Why are the Three Laws of Robotics important? What role have they played in later science fiction? Support and explain.
• Why (and how) does Asimov reference Islam? Support and explain. It would help to know where Asimov is from (country) and when he was writing this story.
• How does technology at this advanced level change what it means to be human? Support and explain.
• How has Asimov been honored/disagreed with/acknowledged in modern television, films, and books? Support and explain.
• What is Asimov saying about religion? Why does he use Islam instead of Christianity? Support and explain.
• Name and explain three to five qualities that make us human.

Clifford D. Simak’s “Desertion”

• What do we now know about Jupiter that supports/refutes Simak’s suppositions? Support and explain.
• How important is loyalty in relationships? Support and explain.
• What have we learned about other planets that would lead us to having manned bases on them? Do you think we will ever expand beyond earth? Support and explain.

Seniors: Vocabulary for a bit

Quiz on 4/21

• Mitochondrion: an organelle in the cytoplasm of cells that functions in energy production
• Nebula: a cloud of interstellar gas and dust
• Nihilarian: a person who deals with things lacking importance
• Nonchalance: cool indifference or lack of concern; casualness
• Nonsectarian: not affiliated with or limited to a specific religious denomination

Quiz on 5/4

• Non sequitur: it does not follow; a statement containing an illogical conclusion
• Omnivore: will eat anything
• Panacea: a remedy for all disease or ills; cure-all
• Passion: any powerful or compelling emotion or feeling
• Perfunctory: lacking interest, care, or enthusiasm; indifferent or apathetic
• Pernicious: causing insidious harm or ruin; ruinous; injurious; hurtful
• Proletariat: low-wage earning folk who often struggle to afford the basics (food, shelter, clothes)
• Quip: a clever or witty remark or comment; a sharp, sarcastic remark; a cutting jest

Quiz on 5/18

• Quotidian: average; ordinary; every-day
• Reflection: an image seen in a mirror or shiny surface; serious though or consideration; contemplation of life, choices, actions, and consequences with an eye to change
• Respite: a delay or cessation for a time, especially of anything distressing or trying; an interval of relief
• Responsible: accept consequences for actions an choices; work for needs and wants; adapt to things that happen rather than blame others.
• Rivals: people who seek to occupy the same place at work, school, or in a social group
• Sargasm: when the urge to make a sarcastic reply is so overwhelming you can only roll yours eyes and grunt incoherently
• Solstice: either of the two times a year when the sun is at its greatest distance from the celestial equator
• Succumb: to yield to disease, wounds, old age, etc
• Supercilious: looking or behaving as if better than other people

English 4: IR Novels and vocabulary for 3/16 quiz

This week you should make it 1/3-1/2 of the way through your books which means all of you will be writing me the first essay this week.

Vocabulary for the March 16 quiz

• Impertinent: intrusive or presumptuous, as persons or their actions; insolently rude; uncivil
• Incognito: having one's identity concealed, as under an assumed name, especially to avoid notice
• Jealousy: resentment against a rival, a person enjoying success or advantage, etc., or against another's success or advantage itself
• Jobing: doing the best one can with the good and the bad that life throws down (references the story of the Judeo-Christian Job)
• Jovial: endowed with or characterized by a hearty, joyous humor or a spirit of good-fellowship
• Karma: the sum of a person’s behavior and intentions will return to him or her and help determine the quality of the next life 
• Kind: to show compassion toward another for no expectation of repayment
• Kitsch: something of tawdry design, appearance, or content created to appeal to popular or undiscriminating taste
• Laconic: using few words; expressing much in few words

English 4: Finish Novel by Monday (and current vocabulary)

We will be writing the on-demand essays Monday through Wednesday next week.

Vocabulary Test on March 2:

• Halcyon: calm; peaceful; tranquil
• Happenstance: a chance event
• Hedonist: a person whose life is devoted to the pursuit of pleasure
• Hiatus: a break or interruption in the continuity of a work, series, action (like the time between television seasons)
• Homogeneous: composed of parts or elements that are all of the same kind
• Hypocrisy: a pretense of having some desirable or publicly approved attitude 
• Iconoclast: someone who breaks the rules (or tries to overthrow and institution) in order to create a better world
• Idiosyncratic: something peculiar to an individual
• Immune: protected from a disease or the like, as by inoculation

English 4: Gatsby & F451 Readings

• 2/9––Gatsby Notes (3); Speculative Fiction overview (6)
• 2/10––Gatsby chapter 1 (3); F451 start "The Hearth and the Salamander" (6)
• 2/11––Gatsby chapter 2 (3); F451 finish "The Hearth and the Salamander" (6)
• 2/12––Gatsby chapter 3 (3); F451 start "The Sieve and the Sand" (6)
• 2/13––Gatsby chapter 4 (3); F451 finish "The Sieve and the Sand" (6)
• Weekend––Gatsby chapter 5 (3)
• 2/16––Gatsby chapter 6 (3); F451 start "Burning Bright (6)
• 2/17––Gatsby chapter 7 (3); F451 finish "Burning Bright" (6)
• 2/18––Gatsby chapter 8 (3); F451 read "Afterward" and "Coda" (6)
• 2/19––Gatsby chapter 9 (3); F451 Final Essay or Reading Time (6)
• 2/20––Gatsby Final Essay or Reading Time (3); F451 Final Essay or Reading Time (6)
• 2/23––Gatsby Final Essay (3); F451 Final Essay (6)
• 2/24––Gatsby Final Essay (3); F451 Final Essay (6)

English 4: The Great Gatsby (1-3)

• Idea versus Reality
• 13.5 inflation since 1922 ($80=$1078)
• The Smokescreens: 
• the light
• the parties
• the rumors
• the affairs
• Stereotypes versus Archetypes: 
• sleeping beauty
• the jock
• the mistress
• the romantic
• the socialite
• the faux intellectual 
• The Shadows
• Gatsby versus Buchanan versus Nick
• Daisy versus Myrtle versus Jordan
• Is Nick Caraway a reliable narrator?
• Who is Jay Gatsby?
• Chapters 1-3
• What are your first impressions of Tom Buchanan, Daisy Buchanan, Jordan Baker, and Nick Caraway? Support and explain.
• Does money buy happiness? Support and explain.
• Are these characters “seizing the moment” or drifting through life? Support and explain.
• Does Myrtle really believe what Tom is selling? Support and explain.
• The Parties—outsiders, stranger danger, gossip (2-sentence summary on just the parties)

English 4: Fahrenheit 451 (Part 1)

The Hearth and the Salamander

• What do the first lines of the book tell us about the main character? Explain fully.
• What does the first meeting between Guy Montag and Clarisse McClellen tell us about each character? Explain fully.
• What is a parlor wall? What current technology is similar?
• What are seashells? What current technology is similar?
• How does the interaction with the EMTs affect Montag? Explain fully.
• What kind of a person is Mildred? How is she a perfect example of her society? Explain.
• Is the description of entertainment on the parlor walls similar to modern television shows? Explain fully.
• What is a fireman’s purpose in the world of Fahrenheit 451? Explain fully.
• What is the Hound? What current technology is similar?
• What is Beatty, Montag’s boss, like? Explain fully.
• Does Clarisse’s description of school sound familiar to you? Explain fully.
• What mood does the quick passage of time paired with the snippets of conversation set?
• What kinds of things are foreshadowed in Part One? Explain fully.
• How does the old woman’s suicide affect Montag? Why does it? Explain fully.
• What secret is Montag keeping?
• What is Clarisse’s fate? How does Montag find out?
• What implications come from the fact that Montag and Mildred don’t remember how they first met? What does this imply about how they live?
• Why does Beatty visit Montag at home? Explain fully.
• How does Beatty explain the world? How is this similar to our world? How is it different?
• Why does Montag tell Mildred about the books? What is he hoping will happen? Why can’t it ever happen?

English 4: Common Core Essay (& Vocabulary List)

In-class essay tied to Task 2 or Task 3 in the Common Core booklet

• Family: people who generally grow up in the same household and support each other emotionally, mentally, spiritually, and (sometimes) financially.
• Feckless: having no sense of responsibility; indifferent; lazy
• Fiasco: a complete and ignominious failure
• Finagle: to trick, swindle, or cheat (a person out of)
• Fluid Intelligence: the ability to see connections or relationships despite a lack of training 
• Gauche: lacking social grace, sensitivity, acuteness; awkward; crud; tactless
• Gregarious: fond of the company of others; sociable
• Gription: when grip gives traction
• Halcyon: calm; peaceful; tranquil

English 4: Documentary Citations

"Amanda Palmer: The Art of Asking." YouTube. TED, 1 Mar. 2013. Web. 18 Dec. 2014. 

"Neil Gaiman - Commencement Speech at the University of the Arts 2012." YouTube. Peter Shev, 23 May 2012. Web. 19 Dec. 2014. 

Poster Girl. Dir. Sara Nesson. Perf. Robynn Murray. Virgil Films and Entertainment, 2010. AmazonPrime. 

Stories We Tell. Dir. Sarah Polley. Lionsgate, 2013. AmazonPrime. 

2057. Prod. Uwe Kersken. Perf. Michio Kaku. Gruppe 5 Filmprduktion, 2007. DVD.

English 4 & WW: Outline

Argument/Counterargument Outline (Must have at least two strong arguments)

• Topic (Research Question)
• Thesis Statement (Answer)
• Argument #1
• Important piece of information; explain the information; what does the information imply?
• Counterargument–what specific group is against the argument provided by the information above? why? what do they have to say? why are they wrong?
• Argument #2
• Important piece of information; explain the information; what does the information imply?
• Counterargument–what specific group is against the argument provided by the information above? why? what do they have to say? why are they wrong?
• Argument #3
• Important piece of information; explain the information; what does the information imply?
• Counterargument–what specific group is against the argument provided by the information above? why? what do they have to say? why are they wrong?
• Argument #4
• Important piece of information; explain the information; what does the information imply?
• Counterargument–what specific group is against the argument provided by the information above? why? what do they have to say? why are they wrong?
• Source Material (correctly formatted for MLA)
1. Article 1
2. Article 2
3. Book? or Article 3

English 4 & WW: Short Research Project

• Jan. 5–Generated topics based on documentaries for English 4/on books for WW 
• Class discussion
• Graphic Organizer
• Jan. 6–Developed multiple research questions based on topics; determined how much information is easily accessible 
• Partnered Graphic Organizers
• Jan. 7–Used oslis.org to find three articles on the topic, then print them or email them to yourself.
• Use the powersearch to find articles; they should be no less than 600 words (copy the citation onto a word document)
• The shorter the article, the less information provided
• The less information, the less interesting the paper is
• The less interesting the paper, the lower the grade
• Jan. 8/9–Read articles and took notes
• What specific information answers the research question?
• Does the article change your understanding of the topic? How?
• What does other side have to say? Who said it? Why is it wrong?
• Connections–
• How does manipulation of information affect what you know about the topic?
• Was it difficult to find information for/against your topic? Why?
• Was their obvious bias to much of the information? How?
• Jan. 12–Write argument/counterargument outline
• See handout
• Jan. 13/14–Type up first draft of paper with bibliography
• Jan. 15–Edit and revise draft
• Does the introduction draw the reader in? Does it provide a solid claim/thesis?
• Check spelling and word usage (the first thing on spellcheck is often the wrong word)
• Do the sentences make sense when read aloud?
• Does the flow of information (movement from one idea to the next) make sense?
• Are the pieces of support explained?
• Are the pieces of support properly attributed to their sources?
• Is there a bibliography? Does it follow MLA formatting?
• Jan. 16–Type up revisions and turn paper in 

Amanda Palmer: TED Talk on “The Art of Asking” (2013)

• What is good art? How does one make it?
• Why is it important to ask for help? When should one ask for help?
• Why is failure important?
• Why is it important to have a community? A support system? A group of friends? Why does this remain important throughout someone’s life?
• What is art worth? How do people determine the worth of art?
• What is the essence of Palmer’s advice?

Neil Gaimain: Commencement Speech at the University of the Arts (2012)

• Why do we have speakers at graduations?
• What is the difference between school and scholarship, between school and education?
• What do successful people have in common? Define success.
• Why is failure important?
• What is good art? How does one make it?
• What is the essence of Gaiman’s advice?

English 4: Media and Information Manipulation

Documentaries to watch, discuss, and write about—we watch a variety of unrated documentaries in order to examine issues people today face, how to (and how not to) problem-solve, and the difference between communicating through film and through writing

Your January essay will be connected to the following topics:

• What is the purpose of the news?
• What is bias? How and when is it easily identifiable?
• What information is omitted that could change opinions? [Give an example of information omitted from many news sources that could change public opinion. Why do you think this happens?]
• Give an example of a news program or anchor who exhibits bias regarding a particular story. Why do you think this happens?
• What programs that touch on current news topics are clearly biased? How do you know?
• Where do you get your information? Is it from reliable sources? How do you know?
• How does a scene’s setting (music, images, dialogue, lighting, etc.) affect the information presented’s impact?
• Who is the ideal audience for a piece? How do you know? How does it impact the film?
• How does your frame of reference (personal knowledge) affect your understanding of a topic presented in the news media or in a documentary film?

2057: The Body. The City. The World (2007)

• What technology do you really hope to see in the future? Why?
• What is “Big Brother”? Does it exist? Why do you think that?
• What is “Little Brother”? Does it exist? Why do you think that?
• What are the chances we will end up in a world with some form of suspended animation? Why do you think that?
• What technology from each part is already on its way to existing? Why do you think that?
• What elements of this documentary do you like? Explain.
• What elements of this documentary do you hate? Explain?
• How likely is it that advertising will really be tracked according to our interests? Where does it already happen?
• What are the dangers of government scrutiny of individual citizens? Why do you think that?
• What are the dangers of private company scrutiny of individual citizens? Why do you think that?
• What are the dangers to people who oppose the government? Private companies?
• Notes:
• Big Brother is a term coined in Aldous Huxley’s 1984 and refers to government surveillance of individual citizens to ensure people do what they are supposed to
• Little Brother is a term coined by Cory Doctorow in his 2008 book of the same name and refers to the surveillance of the individual by other individuals

Poster Girl (2010)—the story of an Iraqi War Vet who came home and had to deal with severe PTSD

• Is there anything you have been planning to do your whole life? How does your image of this thing match Robyn's image of what life in the military would be like? Explain.
• Have you ever been broken/shattered/shocked by an event? How did your response compare to Robyn's?
• Is there anything from Poster Girl (lesson, idea, etc.) that you can connect to your own life? Explain.
• Who is Poster Girl meant for? How do you know?
• What information is Poster Girl trying to convey? How do you know?
• How does the Sara Nesson (filmmaker) want the audience to feel about the topic? How do you know?
• Why this topic? Explain.
• Why this approach? Explain.
• How do you see Robyn’s story being manipulated?
• How do you see information about the US Military or Veterans’ Services being manipulated? 
• What can be done to help people currently in the military? 
• What can be done to help people who have recently returned from active combat?

The Stories We Tell (2013)—Sarah Polly tries to understand her parents, their marriage, and why we tell ourselves different versions of the same story

• What are the things (3-5) that are the basis for a strong marriage? Briefly explain.
• What is your passion? What would make you give it up? Briefly explain.
• What kinds of people are best at keeping secrets—those who seem open or those who have obvious walls? Briefly explain.
• Why do we sometimes keep secrets from the people we love? Briefly explain.
• Why is Sarah Polly (the filmmaker) an obvious part of this documentary?
• Should we see other people’s stories? What needs does this fill for the audiences? Briefly explain.
• Have you ever gone through the same moment as someone else and had a totally different memory from that other person? Briefly explain.
• Have you ever read or watched a story that reminded you of your own life? Briefly explain.
• Why does Sarah Polly try to get everyone’s version of her mother and her parents’ marriage? Briefly explain. 
• Notes:
• Margaret Atwood is a Canadian author of science fiction that focuses on equality, equity, and abuses of power
• Diane lived large (and kept many secrets) while her husband, Michael, lived quietly and for the people he cared about

E4/WR115: All The Beowulf Stuff

Clips from The Clash of the Gods: Beowulf

• How trustworthy is this as a “documentary”? Support and explain.
• Why might this not be considered a traditional documentary? Support and explain.
• What historical truths did you learn about Beowulf? Support and explain.
• What expectations do you nw have in regards to reading it? Support and explain.
• What are the key qualities needed in a hero of the Middle Ages? Use the “Frame of Reference” packet, support, and explain.
• What can you tell about the story based on these clips? Support and explain.
• What purpose do monsters serve? Define the term monster, support, and explain.
• How is Beowulf a myth? A fairy tale? A legend? Support and explain.

Beowulf versus Grendel

• 86-114: How does the creation story fit with other creation stories you have heard? What purpose does it serve? Support and explain.
• What was the religious result of the “12 years of terror” inflicted by Grendel? Support and explain.
• What “omens” would the Geats have used to cause them to encourage Beowulf to help Hrothgar and the Danes? Support and explain.
• 587-594: What has Unferth done that would cause Beowulf to never respect him? Support and explain.
• Why would a “good king” like Hrothgar have someone like Unferth at his side? Support and explain.
• 677-682: Why does Beowulf choose to go “mano a mano”? Support and explain.
• What was the best section of imagery in the first part of the book? Support and explain.
• 797-804: How do Grendel’s enchantments and spells get circumvented? Did Beowulf already know about them before he made his decision? Support and explain.
• What other pieces of literature or stories have a hero circumventing prophecies or protections that make a monster “unkillable”? Support and explain.
• What purpose do the stories of other kings and heroes serve in this section? Support and explain.

Beowulf versus Grendel’s Mother

• Provide a brief synopsis (chain of events)
• Provide a brief summary (What was this section about? What was its message?)
• Who or what was important in this section? Support and explain.
• What changed? Support and explain.
• How well constructed is the story? Support and explain.
• What other pieces of literature does this section remind you of? Support and explain.
• What other classes reflect the key ideas at play in this section? Support and explain.

Beowulf versus The Dragon

• What evidence is there that Tolkien (The Hobbit, Lord of the Rings) borrowed ideas from Beowulf? Support and explain.
• Why does the text drift from the dragon to Beowulf helping the Swedes? Support and explain.
• Why did Beowulf help the Swedes? Support and explain.
• 2625-2628/2694-2687: What do these lines tell us about Wiglaf? Why is this important information? Support and explain.
• 2681-2682/2686-2687: How does this information change your understanding of Beowulf’s choices during his battle with Grendel? Support and explain.
• How can the events in the third part of Beowulf be connected to the legends of King Arthur? Support and explain.

All Classes: Analytical Paragraph

Analytical Paragraph: response to an article, short story, chapter/book, play, poem, television show/episode, film, lecture, etc. (should be 7-14 sentences)

• Summary (what was it about? what  was the message?)
• Support from the text (paraphrase or quote w/acknowledgement)
• Explain the first piece of support
• Another piece of support from the text (paraphrase, quote w/acknowledgement) or Make a connection to another article, poem, chapter, short story, television show, film, class, etc.
• Explain the second piece of support or Explain the connection
• Finish with “so what? now what?”

E4/WR115: Catching up the vocabulary lists

List 2: Use each term correctly in a sentence. Come up with an example for each term and explain why/how the example works for that term.

• Denotation: dictionary definition of a word; primary definition
• Ethos: overall disposition or character of an individual; in rhetoric it is validity of an argument
• Figurative language: all forms of words that create images (analogy, allusion, alliteration, etc)
• Free Verse: uses common sense and natural expression; must feel like a poem; plays with expectations of readers and poets; poetry with varying line length that does not need to rhyme
• Gatekeeper: person who guards a gateway or task; sometimes they are part of the villain’s company or sometimes they can become allies or members of the hero’s group
• Hero: puts the well-being of his people above his own safety and from beginning to end, he learns important skills and changes as a person
• Humanism: set of beliefs that focus on activities of mankind – mathematics, naturalism, philosophy, and theology
• Hyperbole: an extreme overstatement

List 3: Use each term correctly in a sentence. Come up with an example for each term and explain why/how the example works for that term.

• Irony: the meaning implied differs dramatically from the meaning expressed
• Metrical Verse: a structure of lines, rhythmic energy, and repetitive sound; meant to be read aloud
• Memoir: the mostly true story of what the author has learned through life
• Mentor: teaches and protects the hero; gives the hero magical gifts to help complete the quest; often tied to nature or religion; could be a failed hero who is trying to help the next generation
• Myth: stories told in pre-literate cultures to explain the universe, mankind’s existence, and how to live in community; a culture's sacred stories
• Objective: the author presents the information or story with a detached tone
• Pathos: passions, sufferings, or feelings of an individual; in rhetoric it is the emotional manipulation used in an argument
• Plot: events and actions in a story and the order they are set to achieve a particular emotional or artistic effect
• Point of View: the way a story gets told; the way an author presents characters ,dialogue, action, setting, and events

List 4: Use each term correctly in a sentence. Come up with an example for each term and explain why/how the example works for that term.

• Prose: writing of various purposes whose lines follow the margins
• Poetry: verse whose purpose is to elicit specific emotion, explore a universal truth, or celebrate something (however small); lines of verse do not follow the margins of a page, especially the right margin
• Rhetoric: a type of discussion whose chief aim is to persuade the audience to think or act in a particular way
• Satire: making a topic or lifestyle look ridiculous through presentation and hyperbole
• Shadow: represents the hidden qualities (inner demons) of the hero; represents the suppressed elements of the other characters – things that seem like weaknesses 
• Shapeshifter: can change form, but usually appears to change from good to evil, mean to kind, friend to lover, etc.
• Style: how a speaker or writer uses words to convey a  point or message
• Subjective: the author incorporates personal experiences or ideas into the information or story
• Symbol: a word or phrase that signifies something or has a range of reference