Textbook Return

We will be returning our textbooks on Wednesday, June 4th to the textbook office at 10:35 (towards the end of the period). Be sure to bring your textbook to class on this date.

Make-Up Work

All make-up work for the semester is due on Tuesday, June 3rd. No assignments will be accepted after this date (no excuses--if you are not on campus on the 3rd and have work to submit, you had better send it with a friend or family memeber--I will not accept any work after Tuesday, regardless of the reason).

Extra-Credit--Socratic Seminar

There are only a couple of weeks left of school and many of you could use some extra points before grades are submitted. As such, I am offering extra-credit to any individual who would be willing to plan and execute a socratic seminar for the class. If you are interested, you must come up with an article on a topic that would be appropriate to discuss in class (newspaper article, poem, excerpt from a story, lyrics, etc.) and develop at least five questions with which to engage the participants in the seminar. You must bring this sheet to me so that I may review it and give you the o.k. to present it to the class and execute the discussion. You must submit this information to me at least one day in advance of the discussion (preferably two). You will then be required to make copies of the article and questions for each student in the class and to lead the discussion on the date agreed upon. Please see me if you have any questions or concerns.

Extra Credit--Reading Project

The following is an extra credit opportunity for students. It is not required to complete but is recommended for anyone who would like to improve his or her grade in the course.

Step 1: Read one of the following plays:
1. Pygmalion by George Bernard Shaw
2. The Importance of being Ernest by Oscar Wilde
3. Ghosts by Henrik Ibsen
4. A Doll's House by Henrik Ibsen
5. An Enemy of the People by Henrik Ibsen
6. The Wild Duck by Henrik Ibsen
7. Much Ado About Nothing by William Shakespeare
8. Othello by William Shakespeare


Step 2(Project): After reading one of the stories, complete a "report ball" on the information from the reading. Please see Mr. Hall with specific questions, especially with construction of the ball. The report ball has 12 sides. The necessary information that should appear on each side is as follows:

1. Title
2. Author
3. Settings
4. Summary of what happened in the beginning of the story
5. Summary of what happened in the middle of the story
6. Summary of what happened in the end of the story
7. Favorite part of the story and why
8. Favorite character in the story and why
9. Main characters of the story along with descriptions and importance to the plot
10. Recommendation (would you recommend this story for others to read. Explain why or why not)
11. Picture/Drawing of a theme or event from the story
12. Your Name

*This assignment is due on Friday, May 30th

Extra Credit--May 17th

Extra Credit due Tuesday, May 20th:

If you can figure out the significance of May 17th (what happened that would cause a people to celebrate this day) and write a summary on what you have found, I will give you extra credit for completing the challenge. Hint: it is a historical event from outside of the United States--think of a culture that I would be celebrating.

*Be sure to include as much information as possible, including the historical events that led up to it as well as the cultural events by which it is now celebrated.

Sample Research Paper

*Note: The following is a research paper that I had written in 2007. Unfortunately, this blog does not allow me to reproduce this paper in the correct format. Anyhow, this example will at least show you how the content should appear (how to integrate quotes and paraphrases into the text as well as offering one's own insight and interpretation to the topic). The numbers that appear randomly on their own lines are the page numbers of the original paper. I simply did a copy and paste and this is the format that it spit out onto the blog. Please let me know if you have any questions or concerns.

Brett Hall
English 551
Dr. Baker
3-2-07
Through a Glass Darkly: An Interpretation of Sir Gawain and the Green Knight through the Lens of Biblical Covenants and Allusions
There are a variety of lenses with which one may explore the text of Sir Gawain and the Green knight, and a variety of layers, which may be peeled back and explored within the context of each of those lenses. One such lens is to explore the Christian elements and influence within the text. While chivalry appears to be the dominant code for the characters, it is obvious that Christianity plays a defining role in the lives of the characters. The influence of Christianity is found in the language and, to a smaller extent, the actions of the characters. Yet imbedded within the covenants and contracts with which the characters engage is the subtle influences of Biblical covenants and Biblical allusion which forms the strength of the covenants entered into, thereby binding Gawain, Bertilak, the Lady, and ultimately Morgan Le Fee to one another.
To understand the strength of the covenant, which seemingly will bind Gawain to his death, we must first explore the context of the covenant—the parameters which are subtly placed through Biblical types and allusions. We begin at Arthur’s court which according to William F. Woods “seems transcendently simple and practically Edenic, in their ‘first age / On sille’ (54-55)” (209). The appearance of innocence, youth, and a carefree environment at court is reminiscent of the scene within the Garden of Eden. It is
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in the Garden of Eden where the first covenant made by man is entered into, and Arthur’s court, which resembles it, is the first place a covenant is made in the text. Just as there is a three-way covenant in the Garden (Adam, Eve, and God), there is a three-way covenant in Arthur’s court (Arthur, Gawain, and the Green Knight or Gawain, The Green Knight, and Morgan Le Fee, depending upon how one chooses to view the original covenant). Not only does the story begin with a reference to the Garden but likewise ends with such a reference. This is seen not only with Gawain’s return to Arthur’s court, but in his defense of being duped by a woman: “But it is no wonder if a fool acts insanely / And is brought to grief through womanly wiles; / For so was Adam beguiled by one. . .” (2414-2416).
The Christian overlay is further enforced by the events taking place in the Christmas season. The Green Knight even refers to the initial covenant as a “Christmas game” (283). In this sense, the “game” or covenant is made in honor of Christ’s Mass. Hence, while chivalry plays an important role in the life of Gawain, and those with whom he comes in contact, the motivating factor for being faithful to his oath is centered in his Christian beliefs. There are those who will argue that Christianity plays such a little role in the story of Gawain and that the references are more cultural than religious in nature. To those who would focus solely on culture without exploring the influence of religion, Anthony Low states: “There is a growing recognition that we cannot talk about culture, especially in earlier periods, without talking about religion. That is hardly surprising, since ‘culture’ derives from the Latin cultus, a word with roots in religion, sacrifice, ritual, and communal ontology” (1). In this sense, Christianity is fused into the culture
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as is the culture into the religion; it becomes difficult to determine where one influence ends and the other begins. Regardless, there is plenty of evidence to support Gawain’s motives as being fundamentally Christian.
To understand the import of Christianity on the influence of the oaths and covenants that Gawain enters into we must first explore the religious tradition of covenant making and explore how it relates to Gawain’s own experiences. Covenant making in a Christian culture has its roots in the experiences of the Old Testament. The first covenant between God and man was made in the Garden of Eden and was by way of command. In Genesis 2: 15-17 Adam covenants with God to tend the garden and not to partake of the forbidden fruit and in return is promised the right to eat freely within the garden. Adam and Eve’s breaking of the commandment (which was a form of a covenant or agreement) lead to sin and death being introduced into the world. Previous to this time Adam and Eve lived in harmony with all the animals and knew them (Adam having named all of the animals, see Genesis 2:19). It is at this point that God made a new covenant with Adam and Eve wherein they were cast out of the garden (and from the presence of God) wherein they would have to labor for their own cause, and the promise was made that they would have time for repentance wherein they may have hope to one day regain the presence of God. As part of the covenant God made “coats of skins, and clothed them” (Genesis 3: 21). It may be inferred that these skins came from an animal, which Adam perhaps knew (his breaking of the original covenant literally causing bloodshed).

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Throughout the Old Testament covenants were made with the shedding of blood
(from a Christian perspective the symbolism being two-fold—the blood representing
death and sin on the one hand and the atoning blood of Christ which brings life and forgiveness on the other). One such account portrays Moses making a covenant between God and his people as is related in Exodus 24: 7-8:
And he took the book of the covenant, and read in the audience of the
People: and they said, all that the Lord hath said we will do, and be
Obedient. And Moses took the blood and sprinkled it on the people,
And said, Behold the blood of the covenant, which the Lord hath made
With you concerning all these words.

In Jeremiah 34:18 we receive an account of the practice of cutting an animal in two and passing between the severed beast as a sign of the covenant:

And I will give the men that have transgressed my covenant, which have
Not performed the words of the covenant which they had made
Before me, when they cut the calf in twain, and passed between the parts
Thereof. . .

In both cases, and in countless others, bloodshed was a symbolic part of the covenant which was made. This practice, according to Christianity, was done away with after the sacrifice of Jesus Christ in the Garden of Gethsemane and subsequently on the cross. The shedding of Christ’s blood was the final and lasting sacrifice (the event with which all other sacrifices by the shedding of blood had reference, being a type or symbol of the sacrifice of Christ). These Old Testament rituals then are viewed by many Christians as the means by which God’s covenant people looked forward to the coming and sacrifice of
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Christ. Many Christians likewise view the partaking of the sacrament of the Lord’s
supper as symbolic for believers looking back to the sacrifice of the Son of God (partaking of his body and blood).


As we look at the covenants that Gawain enters into we quickly discover that blood is associated with each to some degree. Although the accounts with Gawain are considerably different from the accounts recorded in the Old Testament, the mere fact that blood is associated with the covenants may be viewed symbolically. This is expressly seen in the first covenant made between Gawain and the Green Knight. The covenant does not become of force until Gawain sheds blood:

Gawain grasped the axe and lifts it up high,
Setting his left foot before him on the ground,
Brought it down swiftly on the bare flesh
So that the bright blade slashed through the man’s spine
And cut through the white flesh, severing it in two,
So that the shinning steel blade bit into the floor.
The handsome head flew from the neck to the ground,
And many courtiers kicked at it as it rolled past.
Blood spurted from the trunk. . . (421-429).

The spilling of the Green Knight’s blood puts into effect the covenant by which Gawain is bound. Having participated in the “game” by giving a blow, and with the Green Knights survival, Gawain experiences a deep and abiding obligation to receive a blow one year and a day later. Knowing that it would mean certain death, nothing less than a devout commitment to the covenant would compel an individual to the fulfilling of the
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promise. Hence, the connection to Old Testament elements of covenant making represent the religious commitment with which Gawain feels duty bound.
The next covenant that Gawain enters into is with Bertilak and is also surrounded by elements of Old Testament covenant making. Although we do not witness the sacrifice of animals at the time of the verbal covenant that takes place between Bertilak and Gawain, the shedding of the blood of a beast is at the center of the agreement. Bertilak offers the conditions of the contract, which Gawain accepts, when Bertilak states: “. . . ‘Let us make an agreement: / Whatever I catch in the wood shall become yours, / And whatever mishap comes your way give me in exchange’” (1105-1107). Upon agreeing to the covenant, Bertilak enters into the woods to hunt and upon gathering together “the fattest of the deer” Bertilak “neatly dismembered them as ritual requires” (1326-1327). It is important to note that the ritual that the text speaks of is not the Old Testament ritual; rather, it is a part of the custom of the time for properly gutting and cleaning game. What is of interest, however, is the pun on the word “game.” This is the word of choice for the Green Knight (Bertilak) in presenting the first covenant and now he is hunting a different type of game. Both the game and the game are a part of the covenants into which the two parties have entered (this pun works for the modern translation—I am unaware if it will work in the middle English). What is more, the contemporary image of the deer being cut and severed is reminiscent of the Old Testament account as recorded in Jeremiah, in which a calf was cut in twain and the covenant makers passed between. While it is not the same ritual being performed, it does evoke a similar image and hence may be viewed as symbolic for the religious tradition of
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covenant making. Although Bertilak and Gawain do not pass between the severed deer,
they do pass the severed deer between them, and though the deer is not the appointed sacrificial beast, it is sacrificed as part of the covenant—the shedding of blood appears in both accounts. As a result, Gawain is bound completely to the oath with a religious conviction.
This oath or covenant of exchange, as I like to call it, is executed perfectly by both parties as both have remained faithful and true to the covenant made. This is displayed at the exchanging of the prizes according to the covenant: “In front of the gathering [Bertilak] orders his men / To lay out his venison truly before [Gawain] / . . . ‘Does this game please you? Have I won your praise? / . . . I give it all to you Gawain / . . . For by the terms of compact you may claim it as yours’ / [to which Gawain replies] ‘and I say the same to you: / What I have won in this castle, / With as much good will truly shall be yours’” (1374-1387). Not only is this the first covenant that is completed and executed perfectly in the text, it also leads to two subsequent covenants which are the same in nature. This oath or covenant of exchange is meted out a second time in lines 1404-1409, wherein part of the covenant again includes the shedding of blood as a boar is dismembered and beheaded (see lines 1605-1609). And the covenant is meted out a third time in lines 1673-1679, once more being associated with the shedding of blood as a fox is hunted and slain. With the first two covenants the animal was presented to Gawain in the form of food, but for the third it is offered as raiment. Interestingly, we can make a
connection between Gawain receiving the fox pelt (see line 1943) and Adam receiving a
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coat of skins. In this manner the reader is continually being exposed to biblical imagery, which in turn causes the reader to infer Gawain’s state of mind being influenced by religious ponderings.
While general similarities can be made between the rituals of Old Testament covenant making and the covenants made between Gawain and Bertilak, some may argue that the connection unravels as we explore the covenant that is made between Gawain and the Lady. Although the similarities are not as clearly revealed there are still connections to be made between the two. The covenant between Gawain and the Lady is based upon the Lady giving Gawain the gift of the green girdle, which will protect him from death in return for his word that he will never reveal the gift to anyone, especially the Lady’s husband (1862-1865). This covenant is interesting in that there is seemingly no bloodshed connected to the making of it, yet if we explore it further we find that in reality there is. On the one hand, the gift itself is designed to stop bloodshed: “For whoever is buckled into this green belt, / As long as it is tightly fastened about him / There is no man on earth who can strike him down. . .” (1851-1855), yet is ultimately the cause of the shedding of blood in a small amount as Gawain receives a knick from Bertilak for his being unfaithful to the third covenant of exchange: “The blade cut into the body through the fair flesh / So that bright blood shot over his shoulders to the ground” (2313-2314). Although there is no blood at the time of the covenant there still remains a connection to blood being spilt as a result of the covenant.
Seeing that blood is associated in one form or another for each of the covenants entered into, we may begin to see its significance as a symbol of the importance of the
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contracts. The significance attached to the covenants themselves, from Gawain’s perspective, is directly associated with his Christian beliefs as represented through the connections to the Old Testament types and symbols of covenant making. In connection to the girdle that is offered as a gift for Gawain as he covenanted with the Lady, Susanne Sara Thomas states, “Symbolic objects often accompanied the formation of covenants in the Middle Ages, so the lace can be seen as an accompaniment to the covenant of secrecy, the actual “gift” the Lady offers Gawain” (301). In a like manner, each covenant Gawain enters into has a “blood gift” which is symbolically consistent with the practice of the time while connecting to the practices of the ancient Biblical times.
The question remains as to what is the purpose of these covenants entered into and are the covenants themselves valid? Thomas questions the validity of the covenants, stating, “One necessary element for a valid contract is that both parties must know the correct identity of the party they are contracting with” (292). The claim is made that each covenant is void due to the fact that the correct identity of the Green Knight (Bertilak), the Lady, and Morgan Le Fee is not revealed to Gawain at the time that the covenants were entered into. This may be true for medieval law, but as we apply the model of covenant making from the Old Testament we discover Biblical precedence that would view these covenants as binding. This is found in the account of Jacob and Esau as is found in Genesis 27: 18-23: “And he came unto his father, and said, My father: and he said, Here am I; who art thou, my son? And Jacob said unto his father, I am Esau thy firstborn. . . And [Isaac] discerned him not, because his hands here hairy, as his brother Esau’s hands: so he blessed him.” In this account Jacob receives the covenant of the
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birthright from his blind father who believes him to be Esau. It is apparent that the identity of the party is not truly known, yet the covenant stands even after the deception is revealed. Likewise, while Gawain is unaware of the true identity of his contractors, if we view the covenants made from the Old Testament lens, we recognize that the contract is still binding. It is evident that Gawain holds himself to this Old Testament standard as he explains to Arthur and his court, “This is the injury and damage that I have suffered / For the cowardice and covetousness that seized me there; / This is the token of the dishonesty I was caught committing” (2507-2509). If he held to the medieval standard he would recognize that according to the law the covenant was breeched by Morgan Le Fee and that Morgan, Bertilak, and the Lady were the dishonest and guilty party, not he.
The meaning and purpose of these covenants is revealed through Biblical allusions and the events of the scene where Gawain meets the Green Knight again to receive his blow. To understand this we must first look at the description of Gawain as is revealed early in the tale: “Gawain was reputed as virtuous, like refined gold, / Devoid of all vice, and with all courtly virtues adorned” (633-635). Gawain’s comparison to refined gold is a Biblical allusion to Zechariah 13: 9, which states: “And I will bring the third part through the fire, and will refine them as silver is refined, and will try them as gold is tried: they shall call on my name, and I will hear them: I will say, It is my people: and they shall say, The Lord is my God.” We learn from this that as great as Gawain appears to be, he has yet to truly pass through the refiner’s fire. While he is like gold there are still impurities that remain, which must be exposed, and, at last, must be purged. Gawain’s Journey then becomes a series of refining events. Interestingly, when Gawain
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receives the actual blow from the Green Knight, he “saw his blood spatter the snow” (2315). We may look at this symbolically and make the connection to Isaiah 1: 18, which states, “. . .Though your sins be as scarlet, they shall be as snow. . .” The Green Knight explains the reason for Gawain receiving the blow: “You failed me the third time / And took that blow therefore” (2356-2357). Gawain’s failure is accounted unto him as sin—a breach of the covenant. This is beautifully portrayed between the contrast of the scarlet blood on the white snow. After the blow, Bertilak reveals himself and the role of the Lady and Morgan Le Fee. He goes on to absolve Gawain of his wrong doing: “‘The wrong you did me I consider wiped out. / You have so cleanly confessed yourself, admitted your fault, / And done honest penance on the edge of my blade. / I declare you absolved of that offence, and washed as clean / As if you had never transgressed since the day you were born” (2390-2394). Hence, Gawain has passed through the refiner’s fire and has been made pure as is gold; he has had sins that were scarlet but is now as pure as snow.
The covenants that Gawain has made with Bertilak, The Lady, and Morgan Le Fee will forever bind them all together. This is inherently expressed by Gawain before departing the Green Castle: “I shall look at [the girdle] often as a sign of my failing, / And when I ride in triumph, recall with remorse / The corruption and frailty of the perverse flesh, / How quick it is to pick up blotches of sin” (2433-2436). Gawain has come to the realization that the covenants that he had entered into were necessary for him to recognize his own weaknesses and ultimately to overcome them. Further, he has come to the realization that, while absolved of his weaknesses by Bertilak, he is still susceptible
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to sin and failings. It is this insight coupled with the means by which he obtained this
insight that will bind the principle characters together in the mind of Gawain. The green girdle, as a reminder of this great physical and spiritual journey, will forever tie the parties involved in the covenants made.

















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Works Cited

The Holy Bible (KJV). Salt Lake City: The Church of Jesus Christ of Latter-day Saints,
1979.

Low, Anthony. “Privacy, Community, and Society: Confession as a Cultural Indicator in
Sir Gawain and the Green Knight.” Religion and Literature. 30:2 (1998) 3-19.

Thomas, Susanne Sara. “Promise, Threat, Joke, or Wager? The Legal (In)Determinancy
of the Oaths in Sir Gawain and the Green Knight.” Exemplaria. 10:2 (1998)
287-305.

Winny, James. Ed. Sir Gawain and the Green Knight. Trans. James Winny. Ontario:
Broadview Press, 1992.

Woods, William F. “Nature and the Inner Man in Sir Gawain and the Green Knight.”
The Chaucer Review. 36:3 (2002) 209-227.













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Methods for Writing Topic Sentences

The following are various methods for writing topic sentences.

1. Occasion/Position Statements
An occasion/position statement is a complex (two-part) sentence that begins with one of these words or phrases:
After, Although, As, As if, As long as, As soon as, Because, Before, Even, Even if, Even though, If, In order that, In order to, Since, So that, Though, Unless, Until, When, Whenever, Where, Wherever, Whether, While.

The Occasion:
*Is the first part of the topic sentence
*Introduces you reason for writing
*Can be any event, problem, idea, solution, or circumstance that gives you a reason to write
*Is the dependent clause in the complex sentence
The Position:
*Is the second part of the topic sentence
*States what you plan to prove or explain in your paragraph
*Is the independent clause in the complex sentence

EXAMPLES:
Alhough my family and I have taken many wonderful vacations, none was more fun and exciting than our camping trip to the Grand Canyon.

Even though the experience of losing Rollie was very painful for Peg, it is clear in the story, "The Apprentice," that Peg matures through this incident.

2. Power (Number) Statements
A Power (Number) statement is a sentence that contains a number word. The number word is the focus of the sentence; it tells your reader that a list of information will follow. Helpful number words include:
a couple of, a few, a myriad, a number of, four, many, numerous, plenty of, several, some, three, two, variuos.

Examples:
Three cities have serious pollution problems.

The book Alice in Wonderland describes many strange adventures.


3. However Statements
However is one of several conjunctive adverbs that can help organize your thoughts into a topic sentence or a thesis statement. Use however in the middle of the sentence. Place a semicolon (;) before the word however and a comma (,) after the word however.
This method creates a compound sentence. Usually, the first part will be the occasion (reason for writing); the second part will state the position (what you plan to prove or explain).

Examples:
Most Americans want to eliminate crime; however, it will take a great deal of money, time, and effor to reach this goal.

Denver's new Light Rail has helped the parking and traffic congestion in downtown Denver; however, it has also cause problems for commuters.

Other conjunctive adverbs besides however that may be used:
as a result, consequently, furthermore, in fact, instead, likewise, meanwhile, nevertheless, next, otherwise, still, therefore.

4. And, But, and Or Statements
This method also creates a compound sentence. With coordinating conjunctions--and, but, or, nor, so, yet, and for--you can easily write a topic sentence. Remember to use a comma before the conjunction.

Examples:
Anne Frank, a Jewish girl, spent two years hiding from the Nazis during World War II, and her story of bravery and courage is retold in teh book Anne Frank: The Diary of a Young Girl.

Reptiles are all alike because they have backbones, breathe with lungs, and have scales, yet reptiles come in a variety of sizes and shapes.

5. A Few Good Prepositions
The following is a list of prepositions. Once you have learned to write Occasion/Position Statements, and However Statements, try this list. Like the Occasion/Position list, these words can jog your thinking and push you into a good topic sentence.

aboard, about, above, according to, across, after, against, along, along with, alongside, among, around, as for, away from, because of, before, behind, below, beneath, beside, besides, between, beyond, but, by, despite, down, due to, during, for, from, in, in addition to, in back of, in case of, in front of, in regard to, in spite of, inside, instead of, into, like, near, of, off, on, onto, out, out of, ouside, over, past, round, since, through, throughout, till, to, toward, under underneath, until, up, up to, upon, with, with the exception of, within, without.

Examples:
In spite of her handicap, Helen Keller did several amazing things that serve as inspiration to thousands of people.

Since the first Olympics, thousands of athletes have challenged themselves and set world records.

According to Current Events magazine, many high schools have banned pagers.

6. To, Plus a Verb
Try using an infinitive to start your paper. An infinitive is the main verb preceded by the word to. Some examples of infinitives are to succeed, to accomplish, to finish, to win, and to teach. Topic sentences with infinitives are clear and direct. They won't confuse your reader.

Examples:
To impress her guests at our New Year's dinner, my aunt created the most incredible culinary surprise.

To succeed takes more than just a good idea and a dream.

To prepare for college, high school students should take several math, science, and English classes.

7. The List Statements
A common method for writing a topic sentence is to list the categories that you will address in your paper. There are several types of lists you can use.

A list of words:
* All college students need money, friends, and encouragement.
* The corner cafe offers the best in service, food, and atmosphere.

A list of phrases:
* My grandparents prefer to vacation in Mexico, n the Northwest, and in the Bahamas.
* The Smiths love their new home but are having trouble with the garage door and with the new sprinkler system.

A list of dependent (cannot stand alone) clauses:
* When I found my lost puppy, when I won the trip to Florida, and when I met a group of teachers from Russia, I realized that life is great and full of surprises.

A list of independent (can stand alone) clauses:
* High school graduates can attend community college, they can enroll in state universities, or they can study at private schools throughout the United States.

8. Get Their Attention
A Declarative Statement uses a strong verb (action word)

Examples:
Clay's gas station offers the best service.

The restaurant on Main Street servest the best brunch in town.

9. A Rhetorical Question
A Rhetorical Question is the kind of question we ask when we want to get someone's attention, but we do not really expect an answer. Rhetorical questions are great, but thy are more difficult to write than they appear, especially for young writers. Rhetorical questions are usually followed by a statement that answers the question.

Examples:
What is your school doing to improve test scores? Our school has purchased an exciting new literacy program.

How are churches and synagogues meeting the needs of teenagers? In our city, they provide places to gather, help with homework, and scholarships for summer camp.

10. Side-by-side Statements
Sometimes using two simple sentences--one for the occasion and one for the position--is the right way to go. This technique is especially powerful if your goal is to put emphasis on your position.

Examples:
A little stress may be good. Too much is dangerous.

Finances cause stress for many people. Suze Orman's book Nine Steps to Financial Freedom offers practical, helpful advice.

11. Semicolon Topic Sentence
This kind of topic sentence is just like a Side-by-Side Statement. The main ideas, however, are connected by a semicolon (;). this method is another way to write a compound sentence.
Use this method when you want to emphasize the relationship between the occasion (your reason for writing) and the position (what you plan to prove or explain).

Examples:
The football team deserves the state championship; the players and the coach are talented and dedicated.

Test scores have fallen for the third straight year; administrators are scurrying to find solutions and reverse the trend.

12. Two Nouns and Two Commas
When we set off a noun or a noun phrase with commas, we call it an appositive. An appositive does not have a verb; it is simply a noun followed by a description that tells more about the noun.
These sentences are fun and easy to create. They also help writers put more important or interesting information into one sentence.

Examples:
Dekcers, a small town nestled in the Colorado Rockies, is a fishing haven for many serious anglers.

Two rivers, the Missouri and the Mississippi, are important to the people in Iowa.

Ben Franklin, a colonist from Pennsylvania, helped Thomas Jefferson write the Declaration of Independence.

13. Using a Quotation
Using a quotation in the topic sentence is an easy, yet powerful, way to start a paper.
Using the words that ar on the Occasion/Position list might help you to integrate the quotation.

Examples:
Although I usually appreciate the advice I receive from my grandmother, I wish that she would follow the advice of Horace: "Whatever advice you give, be short."

After new teachers have spent only a short time in the classroom, they realize that H. L. Mencken was right on target when he said, "Youth, though it may lack knowledge, is certainly not devoid of intelligence; it sees through shams with sharp and terrible eyes."

Response To Literature--Schaffer Model

The following is an outline on how to organize your essay according to the Schaffer model.

INTRODUCTORY PARAGRAPH (1 paragraph)
1. Hook/Reader's Interest
2. Author
3. Title
4. Brief Summary/Background
5. Thesis Statement/Plan
BODY PARAGRAPHS (3+ paragraphs)
1. Topic Sentence
2. Introduction to Concrete Detail #1
3. Concrete Detail #1 (Quote/Paraphrase)
4. Commentary #2 (Insight or Opinion)
5. Transition
6. Introduction to Concrete Detail #2
7. Concrete Detail #2 (Quote/Paraphrase)
8. Commentary #2 (Insight or Opinion)
9. Concluding Sentence
CONCLUDING PARAGRAPH (1 paragraph)
1. Restate Thesis/Plan
2. Summary of Points Made
3. Application or Completion of Ideas

Response To Literature Essay--Step Up To Writing Model

The following is a practice outline for a Response to Literature Essay based upon step up to writing.

1. Title
2. Introductory Paragraph (including Thesis and Projected Plan)
3. Body Paragraph #1
* Reason/Detail/Fact (with transition and topic sentence)
* Explain
* Reason/Detail/Fact
* Explain
4. Body Paragraph #2
* Reason/Detail Fact (with transition and topic sentence)
* Explain
* Reason/Detail/Fact
* Explain
5. Body Paragraph #3
* Reason/Detail/Fact (with transition and topic sentence)
* Explain
* Reason/Detail/Fact
* Explain
6. Conclusion Paragraph

I-Search/Autobiography Revision Due Date

Just a little reminder that your Autobiography of your Literacy Learning is due on Wednesday, March 26th. Be sure to have your revisions complete and turn in both the original copy and your revised copy.

p.s. Sorry to be posting this so late. I had actually posted it earlier only to realize just now that I posted it on my Sophomore's page. Chalk one up for the "brilliant" Mr. Hall!

Failure is always the best way to learn?

Education, like anything in life that is worth pursuing, is an exercise that requires sustained effort against a measure of resistance in order to grow. If one is not challenged, required to do something just beyond one's means, true education will never take place. If everything in a course were easy, one may like the course for its simplicity and lack of requirement, but one will not gain anything from it either. When we are asked to do something just beyond our capabilities and we apply ourselves in the task, we may fall short to a degree, but it is that very process that enables us to accomplish the task on a future day. Hence, failure (when one has sincerely made an attempt) is a great learning tool. I am not speaking of failing a class as being a great way to learn (though for some it may be), but taking on a specific task, stretching oneself, and coming up just a little short may both motivate us to improve and strengthen us in our ability to succeed.
Needless to say, this message is presented in a song (appropriately titled, "Failure") written and performed by one of my favorite bands, Kings of Convenience. Take a little break and listen to the message--it is a good one, if you understand it correctly. My favorite line: "Failure is always the best way to learn, retracing your steps until you know, have no fear your wounds will heal." In other words, don't be afraid to try something just because it may seem intimidating or beyond your capabilities. And anytime you fail, don't merely give up and walk away from it forever. Rather, ponder upon it--retrace your steps and try to figure out where it went wrong. Once you figure out what the missteps are, you may then effectively make a conscientious effort to correct the flaw and thus succeed at whatever it is that you are pursuing in life. You have the ability to become whatever you choose in life--it is simply a matter of dedication and application. Best wishes!

FInding Sources for Research

The key to writing an effective research paper is using the resources that are available to you in finding applicable research. The following is a list of resources that you may wish to use in assisting your research.
1. Use "Destiny" (Norco High School's catalog/database program for finding journals, books, etc.).
2. Use approapriate internet searches.
3. Talk with Mr. Hall or other Teachers in order to receive tips/suggestions.
4. Mr. Hall has a number of books that may apply to a student's research. You are free to borrow such books if they are applicable to your topic.
5. Talk with Mrs. Hall (Norco High School Librarian--FYI, no relation to Mr. Hall) to gain assistance in your research. Mrs. Hall is extremely knowledgeable and is a great asset to the students of Norco High School.
6. Talk with fellow students to see what they are doing, or what they have done, which is successful in their research.
7. Talk with parents/family members concerning tips that they have used in order to be successful with writing papers.
8. VISIT A UNIVERSITY LIBRARY. University libraries have access to more books and journals, which will assist you in gathering the information that you need. Furthermore, University librarians are extremely knowledgeable on how to find research for any given topic and are always willing to assist students in their quest for additional research and knowledge. THIS IS THE BEST RESOURCE FOR RESEARCH THAT YOU HAVE--TAKE ADVANTAGE OF IT!
*You may email Mr. Hall with any questions at:
fossgrimmen@yahoo.com
or
Ibsenpunk@gmail.com

Suggested Timeline for Research Papers

The following is a suggested timeline for your research papers. It is recommended that you have the following steps completed by the date given. This suggested timeline will help you to complete the assignment with the least amount of stress possible, and to ensure completion by the due date. It will also guide you in seeking help from Mr. Hall as needed (for example, if you are not through the step by the suggested date, it may be because you are confused or having trouble with something. If such is the case, you need to see me as soon as possible so that I can help you to resolve the issue and perform well on the assignment).

1. Research Topic--Thursday, March 20th.
2. Preliminary Research--Friday, March 21st.
3. Revised Research Topic--Monday, March 24th.
4. Organizing Sources on Note Cards (or Computer Files)--Ongoing between Friday, March 21st and Wednesday, April 2nd (may continue after if need be, sometimes you find additional sources after your original finds that you may wish to use in your paper).
5. Reading Through Sources and Taking Notes--Ongoing between Friday, March 21st and Wednesday, April 9th (may continue after if need be, but the majority of your research should take place between these dates).
6. Complete Taking Notes from Sources--Wednesday, April 9th.
7. Complete Outline--Friday, April 11th.
8. Write First Draft of Paper--Wednesday, April 16th.
9. Revising Paper (and Works Cited)--Wednesday, April 23rd.
10. Editing Paper (and Works Cited)--Wednesday, April 30th.
11. Final Paper Submitted--Wednesday, May 7th.

*Note: The reason for allowing so much time between writing drafts, revising, editing, and submitting a final copy is two fold. First, it ensures that you have plenty of time to complete the writing (especially if other events are going on in your life or with other classes that require your time); second, by allowing your paper to sit for a couple of days and then returning to it, you are more likely to recognize errors in content, structure, and grammar. Just as in life, people are prone to not recognize mistakes immediately after they are made. It often takes a little time for people to be away from the situation (or in our case, the writing) to see it clearly, reflect upon it, and then recognize errors and the means by which to correct them.

Tips for Research Papers

In order to be successful in writing an effective research paper there are many steps or procedures that one should follow. The following offers an overview of the procedures that students should follow along with tips to assist students along the way.

Procedures:
1. Choose a research topic
2. Begin preliminary research
3. Refine research topic
4. Begin researching sources
5. Evaluate sources
6. Compile source information (catalog sources on note cards)
7. Read through sources
8. Take notes from sources (quote or paraphrase from the source on note cards)
9. Create outline
10. Write the first draft of your research paper
11. Write "Works Cited" draft
12. Revise your research paper
13. Revise "Works Cited" page
14. Edit your research paper
15. Edit your "Works Cited" page
16. Submit final draft of research

CHOOSING A RESEARCH TOPIC
Choose an acceptable topic that interests you. This will make the assignment bearable. If your topic is chosen poorly it creates more work for you and is an unnecessary burden to you throughout the assignment. If you need help coming up with a topic, speak with your teacher.

PRELIMINARY RESEARCH
After choosing a topic you will want to begin your perliminary research. The purpose of this research is simply to discover if there is enough information that exists for your topic. If there is either too much or too little information, you will want to refine your research topic. As a rule of thumb, it is better to have too much information to choose from than to have too little.

REFINE RESEARCH TOPIC
After conducting your preliminary research, you should revisit your research topic and revise it according to your findings. You may need to either make your topic more general or more specific depending upon your findings.

BEGIN RESEARCHING SOURCES
Once you have refined your research topic you will want to begin researching in earnest. Research is a lengthy process. Not only must you find several sources, you need to find an actual hard-copy of the source, evaluate the source, read the source, and take notes from it. You may discover, after reading, that the information is useless to your purposes, which requires more research in return. This process will take several weeks worth of work, so do not delay.

EVALUATING SOURCES
As you begin collecting sources to advance your research, evaluate tem according to the following criteria:
1. A source should be relevant
2. A source should be authoritative
3. A source must be current
4. A source should be comprehensive
5. A source should be stable
6. A source should provide links
* If you would like more details for any of these steps, please speak with Mr. Hall.

COMPILE SOURCE INFORMATION
This is the step that we had reviewed and taken notes on in class dealing with the note cards. For each source create a note card with all of the citation information written in MLA style. For the first source, put #1 on the card. For the second source, put #2 on the card, and so on. . .
* Note: In the modern age of computers, you may wish to create specific computer files for each source along with the information from the source. If you are good at organizing things on your computer and are thoughtful enough to back-up all of your files, you may wish to create such files instead of using note cards. The choice is yours--just be sure that you are organized and responsible. If you would like further explanation on either note cards or computer files for organizational purposes, please see Mr. Hall.

READ THROUGH SOURCES
I believe that this is self-explanatory. It isn't really research if you do not read your sources. This is where you actually learn about the topic for which you are writing, gaining knowledge and insights as you explore the works that other researchers have already completed.

TAKE NOTES FROM SOURCES
Be sure to write down important information from your sources onto note cards (or on a computer file). This is information that you may use to support your position (or to refute if you happen to be arguing against a position). If you are writing notes from source card #1, be sure to write #1 on the note card on which you take the note. If it is from source #2, write #2 on your card, and etc. In this manner you do not have to keep repeating all of the citation information from the source on each card. If you are using computer files, keep all of the quotes in the same file that you have for the first source. Create additional files for each source and be sure to record your notes in the appropriate files.

CREATE AN OUTLINE
There are many ways of creating an outline (your Language Arts teachers have been going over the different approaches with you for years). There is not much difference in outlining for an essay and a research paper. The only real difference is the length of the outline (research will be much longer and more detailed). Be sure that your outline is detailed enough to actually organize your thoughts and assist you with the actual writing, but not so detailed that it becomes a draft of the paper.
*Please see Mr. Hall for ouline samples.

WRITING A FIRST DRAFT
Follow your outline to create the first draft of your paper. You will want to type your drafts as it will save you time in the long run. If your paper is saved to a computer, you may pin-point the exact locations in which revision and editing is necessary. If it is a hand-written draft it automatically forces you to re-write the entire paper. Just get your ideas down on paper to start with. Don't worry about how good or bad those ideas are. It is always easier to work with something that is either incomplete, inaccurate, or poorly written, than to work with nothing at all. We expect the first draft to contain errors both in ideas and grammar.

WRITE A "WORKS CITED" DRAFT
Create your works cited according to what you have used in your first draft. Remember, you only include sources on your works cited page that you have actually used in your paper. If you do not quote or paraphrase from a source, that source should not appear on the works cited.

REVISE YOUR RESEARCH PAPER
With your first revision, do not focus on grammatical errors. You should only look for organizational problems, structural problems, and the presentation of your ideas. If any modifications are necessary to increase clarity, understanding, or support, then make those modifications. Worry about grammar later.

REVISE YOUR "WORKS CITED"
If you have added or deleted sources from your paper during the revision stage of your paper, you will need to update your works cited page accordingly.

EDIT YOUR RESEARCH PAPER
Editing and revision are two separate things. While revision focuses on content, editing focuses on grammar, spelling, proper citation, and etc. You want to save this for last in order to save yourself some time. Imagine if you work on editing in the middle of your revision--you spend time correcting grammar on a particular sentence or paragraph only to discover later that you need to revise the sentence or paragraph (maybe even having to take it out of the paper entirely). If such is the case, you have spent precious time fixing grammatical structures that you are not even using in the end. Revise first, then when you are satisfied with the content of your paper, edit it.

EDIT YOUR "WORKS CITED" PAGE
After revising your works cited so that it contains all of the sources (and nothing more) that you have used in your paper, edit your works cited so that it reflects the requirements established by MLA standards.

SUBMIT THE FINAL DRAFT OF YOUR RESEARCH PAPER
Congratulations! You have successfully completed the most difficult assignment for your Language Arts course. It has been a long process, but you should feel satisfied in your accomplishment. If you have done it correctly, you should be prepared for anything that a college or university throws at you.

Midterm Exam

Midterm Examinations are this coming Wednesday (March 19th). For the exam students will be writing two short essays in class. The following are the different essay options that you may choose from. Pick two of the options, re-read the literature, and plan your essay before arriving to class. You may NOT write your essay beforehand, but you may mark passages and create an outline for your essays. The exam will be open book and you may use one page of notes. Remember, that all essays should be well-written and need to have specific support from the text (quotes, paraphrasing, etc.) along with appropriate citation.

1. In Thomas Gray’s “Elegy Written in a Country Churchyard” we are introduced to new and interesting insights to the common man. What is Gray’s purpose in writing this work? Do you think that the author’s point is true only for people at that time or is it still relevant today?
2. Satire is often used to ridicule or mock a person or idea in order to bring about social change. What are some of the targets in Swift’s “Gulliver’s Travels”? How is his satire employed? How effective is the use of Swift’s satire?
3. In Alexander Pope’s “An Essay on Man” we are introduced to many of Pope’s ideas and theories concerning mankind. What does Pope have to say about mankind? Do you agree or disagree with his assessment?
4. A mock epic is a long, humorous narrative poem that treats a trivial subject in the grand style of a true epic. In Alexander Pope’s “The Rape of the Lock” we receive many elements of a mock epic. Explain how the ending battle between Belinda and the Baron employs the conventions of a mock epic.
5. John Donne’s poetry is full of figurative language, including paradoxes and conceits. In a well-written essay, explain how Donne uses figurative language to advance the meaning of his poems.
6. The theme "Carpe Diem" is latin, meaning "Sieze the Day." Many poets throughout time have employed this theme in their poetry. Choosing one or more of the following poems (Andrew Marvell's, "To His Coy Mistress"; Robert Herrick's, "To the Virgins, to Make Much of Time"; and John Suckling's, "Song"), write about how the author or authors uses the Carpe Diem theme. Explain the particular theme for the poem, how it is being supported, what it is asking others to do, and how effective the argument is in connection to the theme.
7. In "Paradise Lost," John Milton attempts to "Justify the ways of God to men." In so doing, Milton supports the character of God in his work, yet he makes the character of Satan both persuasive and sympathetic in his rebellion. Explain Satan's thesis and the arguments that he uses to support it. Are Satan's arguments convincing? What does he have to say concerning good and evil? What of the power of the mind? Be sure to explain why we as readers should accept or reject Satan's reasons for continued rebellion.
8. Amelia Lanier is one of the few women writers of her time. In her work, "Eve's Apology in Defense of Women" Lanier presents an argument that defends the status and rights of women through exploring carefully the story of Adam and Eve. What reasons does Lanier present to support a woman's cause in a society that is dominated by male perspectives and opinions? Is Lanier's defense a reasonable one? How effective are her arguments in advancing the cause of women?

Extra Credit for My Students that Design This. . .

Spring Semester Assignments/Due Dates/Grading Scale

GRADES
I-Search (Autobiography on Literacy Learning) Paper 5% (Due 2-27-08)
Poster Project 5% (Due 3-12-08)
Midterm Examination 10% (Administered on 3-19-08)
Student Presentation/Report 10% (Due on Date of Sign-Up)
Response to Literature Essay 10% (Due 4-9-08)
Precis (4) 5% (Due 4-16-08)
Research Paper 20% (Due 5-7-08)
Creative Writing 5% (Due 5-21-08)
Final Examination 10% (Administered on 5-28-08)
Participation 20% (Ongoing)

I-Search (Autobiography on Literacy Learning)--Due 2-27-08
Directions: You will write an autobiography of your own literacy learning, which must be between 4-10 pages in length. You are free to be creative in the means by which you write this paper. There are a number of sources that you may use to gather information about your life. You may wish to focus on the influence of family, school, media, church, friends, peers, government, yourself, clubs, sports, extra-curricular activities, travels, hobbies, etc.

Poster Project (Due 3-12-08)
Directions: Using poster-board or similar materials, you will create a poster focusing on one of the British Literary periods (you must sign up in advance for the Literary Period of your choice). Your poster should be aesthetically pleasing and should include the following: 1. A clear title of the Literary period along with the general dates of the period, 2. Historical information concerning Great Britain during the time period (which Kings and Queens were in power, what politics dominated the age, what major events occured at this time, and etc., 3. Major authors of the time (at least 5--exception for Old English as authors are typcially "anonymous" in which case you should include 5 major works of the period) along with their most famous works, 4. Influences on the literature and the age.

Response to Literature Essay (Due 4-9-08)
Directions: You will choose any of the literary works that we have read, or will read, in the second semester (see reading schedule) and will write a 3-5 page essay on the work itself. You may choose the specific topic to focus on within the work (though you may wish to discuss your ideas with me beforehand to ensure that it is a topic that you can write in-depth upon). This paper does not require any outside sources, though you are welcome to use them (be sure to cite your sources if you do use such sources).

Precis (Due 4-16-08)
Directions: You will write four (4) short (one page) critiques of the articles or chapters you read for your research, one of which must relate to your report topic and three of which must relate to your research paper topic (you will submit the one for your report topic on the day of the report). Each of these must contain a full MLA style reference and an analysis of the strengths and weaknesses of the piece you read. You may include enough summary for readers to understand the main thrust of the article, but keep summary to a minimum and focus on your analysis. No more than a third of the page should be summary.

Research Paper (Due 5-7-08)
Directions: You will choose a specific topic in relation to a Literary Period, an Author, a Literary Movement, or a specific work or works that we have covered, or will cover, within the second semester (see reading schedule). You will write an 8-12 page paper, typed, double-spaced, Times-New Roman 12 point font, and written in MLA format. Be sure to include at least six sources: one from the internet, one from a book, one from a journal, and the remainder may be from any academic source of your choosing. Your final paper must have a cover page (including name, date, and title of your paper), page numbers, and a works cited page. You must also submit an outline with your final draft.

Creative Writing (Due 5-21-08)
Directions: You will submit some form of creative writing of your choosing (short story, novella, poem, satire, fairy-tale, etc.). Please see me for specifications for each type of writing.

Literary Presentations/Reports (Due on the Date for which you have Signed-up)
Directions: Each student will sign up for a topic and date to give a presentation (10-15 minutes in length) and lead the class in a discussion of the assigned reading for that day. You will be required to submit two papers on the day of your presentation--the first being the report itself and the second being one of the four precis you will be writing. You will receive bonus points if you bring copies for the entire class to read over during your presentation (there are 28 students enrolled in the course, plus the instructor). Guidelines for the report are as follows:
1. Brief description of the Literary Period of the author and work.
2. Brief biography of the author.
3. Historical context of the work.
4. Literary Analysis, including but not limited to: theme, style, figurative language, key terms, etc.
5. Textual evidence.
6. Discussion questions.

*Any written work with multiple errors in grammar, spelling, punctuation, or structure will be returned without a grade. Such papers may be re-written and resubmitted for a grade. If errors are still persistent it will be returned again for revision and may be resubmitted for a grade. Each time a paper is returned for revision it will result in a 5% reduction in the grade on the paper. Your papers should be of the highest quality (I will not accept anything less than your best). In other words, proofread your papers before submitting them--papers written the night before the due date are almost certain to be returned for revision. If you need assistance with any of the assignments, please see me and I will be happy to work with you in order to achieve success.

Poster Project--British Literary Periods (Student Assignments)

LITERARY PERIOD + STUDENT ASSIGNED

450-1066 Old English (Anglo-Saxon) (Tommy Lamb)

1066-1500 Middle English (Matt English)

1500-1660 Renaissance (Michael Pannone; Jordan Delgado)

1558-1603 Elizabethan (Megan Green; Natalie Lester)

1603-1625 Jacobean (Anthony Sanchez)

1625-1649 Caroline

1649-1660 Commonwealth (Erick Hustad)

1660-1785 Neo-Classical (Karen Campos; Ed Fuentes)

1660-1700 Restoration (Jennifer Adams; Bo Biggs)

1700-1745 Augustan Age (Cory Caruso)

1745-1785 Age of Sensibility (Jordan Judd)

1785-1830 Romantic (Cori Banks; Cynthia Aguilera)

1832-1901 Victorian (Danyell Allen; Kristina King)

1848-1860 Pre-Raphaelites (Joel Norberg)

1880-1901 Aestheticism and Decadence (Cecilia Duran)

1901-1914 Edwardian (Amanda Moore; Sully Aguilar)

1910-1914 Georgian (Lia-Kate Mcnaughton; Ean Francoeur)

1914-1945 Modern (Marco Koke; Alan Valencia)

1945-Present Postmodern (Roberto Quintero; A. J. Almeida)

Reading Schedule

The following is a list of dates by which you should have completed the reading for the following works within our textbooks (keep in mind, most of the works listed are lengthy; the textbook offers only brief excerpts from the larger works--if you are presenting on a work of literature, you should find the work in its entirety and read it before presenting.  All other students only need to read the excerpts from the textbook for the given date).

2-5-08  John Milton/Sonnets

2-7-08 John Milton/Paradise Lost

2-12-08 Amelia Lanier/Eve's Apology

2-14-08 Richard Lovelace/To Lucasta

2-19-08 Samuel Pepys/The Diary

2-21-08 Danile Dafoe/Journal of Plague Year

2-26-08 Jonathan Swift/Gulliver's Travels   (Tommy Lamb Presenting)

2-28-08 Jonathan Swift/A Modest Proposal

3-4-08 Alexander Pope/Essay on Man   (Karen Campos Presenting)

3-6-08 Alexander Pope/The Rape of the Lock  (Joel Norberg Presenting)

3-11-08 Samuel Johnson/Dictionary of English Language

3-13-08 Thomas Gray/Elgy Written in a County Churchyard (Cecilia Duran Presenting)

3-18-08 Robert Burns/To a Mouse/To a Louse (Eddy Fuentes Presenting)

3-20-08 William Blake/The Lamb/Chimney Sweep (Jordan Delgado Presenting)

3-25-08 Mary Shelley/Frankenstein  (Ean Francoeur Presenting)

3-27-08 William Wordsworth/London  (Bo Biggs Presenting)

4-1-08 William Wordsworth/The World is Too Much with Us  (Erick Hustad Presenting)

4-3-08 Samuel Taylor Coleridge/Rime of the Ancient Mariner  (Jordan Judd Presenting)

4-8-08 George Gordon, Lord Byron/She Walks in Beauty  (Cori Banks Presenting)

4-10-08 Percy Byshee Shelley/Ozymandius (Cory Caruso Presenting)

4-15-08 John Keats/Ode to a Grecian Urn  (Matt English Presenting)

4-17-08 John Keats/When I Have Fears That I May Cease to Be (Sully Aguilar Presenting)

4-22-08 Alfred, Lord Tennyson/the Lady of Shalott  (Danyell Allen Presenting)

4-24-08 Robert Browning/My Last Duchess (Roberto Quintero Presenting)

4-29-08 Elizabeth Barret Browning/Sonnet 43  (Megan Green Presenting)

5-1-08 Charles Dickens/Hard Times (Jennifer Adams Presenting)

5-6-08 Charlotte Brontë/Jane Eyre  (Amanda Moore Presenting)

5-8-08 Emily Brontë/Rememberance  (Kristina King Presenting)

5-13-08 Thomas Hardy/Ah, You are Digging on My Grave (Marco Koke Presenting)

5-15-08 A.E. Houseman/To an Athlete Dying Young  (Lia Kate Mcnaughton Presenting)

5-20-08 William Butler Yates/Sailing to Byzantium  (Alan Valencia Presenting)

5-22-08 T.S. Eliot/The Hollow Men  (Michael Pannone Presenting)

5-27-08 W.H. Auden/Musee des Beaux Arts  (Anthony Sanchez Presenting)

5-29-08 Virginia Woolf/The Lady in the Looking Glass  (Cynthia Aguilera Presenting)

6-3-08 D.H. Lawrence/The Rocking Horse Winner  (Natalie Lester Presenting)

6-5-08 George Orwell/Animal Farm  (A. J. Almeida Presenting)

*Dates of presentations are subject to change.

Welcome

"That which we persist in doing becomes easy to do; not that the nature of the thing has changed, but our ability to do has increased."  --Ralph Waldo Emerson

Emerson's quote is the key to success in any pursuit in life.  As such, it is important that as we prepare ourselves for continued education at a College, University, or Trade School, or for entering the work-force, that we learn to be persistent in order to be successful.  Life is not always easy, but those who keep at it, keep learning, keep applying, keep trying, become successful and feel a measure of gratitude and gratification.  I see in each of you (my students) a great potential and a wonderful future if you will simply apply yourselves and reach for your dreams.  Education will give you the boost that you need to reach a little higher and extend a little further.  Take advantage of it.  You are at a wonderful and exciting time in your lives--you have the whole world at your feet.  Don't sell yourselves short; be the best that you can make for yourselves.  Always keep in mind, a poor effort produces a poor mind; an average effort produces an average mind; and a superior effort produces a superior mind.  Best wishes to you!