We will start performing on...

...June 1st.   Gobs of time to make something absolutely smashing.

-RMH

Blog Prompt 5/20. The Third Murderer?

Much debate has centered on the mysterious third murderer that unexpectedly shows up to assist in the murder of Banquo.  Consider the following:

Act III, scene iii

Surprisingly, a third murderer shows up, presumably since Macbeth didn't trust just the two. But some interesting details come into play. This third guy's first word is "Macbeth." He hears horses before the others (and Macbeth seemed to have keen hearing recently). He knows Banquo's habits (III.iii.12), then catches himself and backpedals: "So all men do" (III.iii.13). He recognizes Banquo before the others (III.iii.14) and asks, "Who did strike out the light?" (III.iii.19) -- reminiscent of Claudius in Hamlet at a moment of guilt, and of Othello. The third murderer is the one to be concerned, or worse, at Fleance's escape (III.iii.20). So, although most productions fill this role with one of Macbeth's henchment, is this Macbeth himself, micromanaging further?

So?  Compelling or no? Logistically it seems (though we know him to be crazy fast on his horse) impossible, but why might Shakespeare have added these parallels during the murder? 

Aha! My bad - the stack found!

Wow, I was terrified that everybody had blown off the end o' unit packets; it was behind my desk.  They will be added tomorrow.  If your parents are on the verge of beatings, show them this blog post.

Get ready to put your creativity caps on - Clan-up!

-RMH

What in the H-E-Double-Hockey Sticks!

The packets and book reports are worth 40 points.  You have until Friday before they become a zero and completely demolish your grade.

Best,

RMH

Head's Up!

Everybody prepped for that essay tomorrow?  Words to the wise:  narrow the focus of your thesis, always be answering the question, and include the mass of ideas we discussed in class - it shouldn't be a regurgitation of what we discussed, but the scope of the ideas should point you down an insightful, arguable path.

As for the practice packets and book write-up, they will be due Friday, as to allow you more time to prep for the exam (though these are prep, I'm assuming you have more).

See you in the morning,

RMH

Blog Prompt 4/30

In Heart of Darkness, Marlow's descriptions of Kurtz include the following:  "a wandering and tormented thing", someone whose words were like "phrases spoken in nightmares", someone who "had no restraint, no faith",  whose "soul was mad",  someone who "struggled, struggled".   Think back to the nightmare-like atmosphere that suffused Heart of Darkness, then read again the description of Rodya's last dream  (6 pages from the end of the novel,  p.  547 P/V version, paragraph beginning "He lay in the hospital all through the end of Lent. . . " and ending with ""had heard their words or voices."   Both Rodion and Kurtz engage in interior battles fought between their inner goodness and their desire to "step over", to be "supermen".   Crime and Punishment, however,  ends with a powerful feeling of hope and redemption, whereas Heart of Darkness ends with a feeling of hopeless darkness.  How can we better understand Raskolnikov's redemption through the tragedy of Kurtz?  (Text Support is mandatory)

No Blog Prompt for 4/28

No prompt for 4/28.

If you haven't taken the timed essay, tomorrow will be your last day.

Also, if you haven't posted to the blog from last week, tomorrow will be your last day.

Best,

RMH

Blog Prompt 4/24

For class on Friday:  We will be focusing on the theories in the novel.  Review the discussion between Porfiry and Raskolnikov about his article (Part 3, ch. 5, 258-265 in Peavear/Volkonsky)  as well as the conversation between Lebeziatnikov & Luzhin (Part 5, ch. 1, 363-371 P/V) and Raskolnikov's interior dialogue  (near the end of part three, ch. 6, right before the dream about the old crone, 274-275 P/V). Come to class with notes and passages marked.

PROMPT:

Why does Roskolnikov reject his family's and Razumikhin's attempts at solace and comfort? Why, when they are at their most loving, does he have his most virulent feelings of hatred for them? Consider them individually - What is Dostoyevsky saying about guilt and conscience?

In-Class essay on Tuesday

You will be allowed to use your notes - I'll be grading the essay as if you had them.  You will have nearly the whole class period, but not a minute beyond that.

Have a fantastic weekend,

RMH

Blog Prompt 4/15

Continuing what we started in class on Monday, we will be focusing on characters who serve as foils/doubles to Raskolnikov and/or as representatives of particular "types" or "theories". Without running to Google or Cliff's Notes or whatever your crutch of choice might be, choose a character who you think serves as a double or foil to Raskolnikov (barring Marmeladov, whom we've already discussed). Compile a list of passages that reveal that character and be ready to support your reasoning (FYI: I have 17 just for Svidrigailov). Be sure to take down these notes and be ready for the discussion. Take notes of page numbers and part/chapter for your passages (in the journal) so we aren't spending too much time rummaging around in class.

A reminder: the details of what we discuss in class will serve as the foundation of your ideas for in-class essays and will, therefore, be the foundation of my grading of it.

For the blog: Discuss Marmeladov. Some critics say he serves as a type of foil to Raskolnikov, others that he is a representative of a "type", others that he represents a major theme of the novel. What do YOU think? Look again at the discussion with Raskolnikov in the tavern (ch. 2), beginning with paragraph 7: "My dear sir," he began almost solemnly, "poverty is no vice . . . " on through the point where they leave the tavern. As always, support your ideas -- don't make me get out my hip boots to wade through your post.

Blog Prompt for 4/13

Why did Raskolnikov murder the pawnbroker? Support your responses with evidence from the novel please. Simple enough, right ;) Do your best to stay off of the internet - there is no grading of your response, as long as it is serious and supported, so use your brain instead of google's.

See you on Monday,

RMH

I'm told...

...that the sub said specifically not to turn them in to her, so no problem. Bring them Monday to my desk, no exceptions.

Have a fantastic weekend,

RMH

Revisions!

These are to be turned in ASAP. They should have been turned in to the sub. Friday or Monday.

-RMH

Notes and Homework from Friday

Before I post the pics from Friday, I just want to say that I'm surprised and a little disappointed that we didn't have a more fruitful conversation about essays and writing on Wednesday. I'm confused: I was under the impression (mostly because of less-than-whispered complaining) that you guys had some built up consternation about essay grades and my expectations of you. This was my earnest attempt at mitigating your concerns and the deafening silence of both periods was wildly unexpected. Couple that with an out-of-class schedule long absent of students wanting to talk about how to improve and I'm going to assume that all is well-received, accepted, and appreciated. Your rate of improvement is solid - I'll try and rely on that as an indicator of dedication.

Now to Friday's notes and HW:

Writing workshop

We are going to take some time out of poetry study on Wednesday and Friday for writing instruction. Please come prepared with your essay (especially 8th, as they are not yet in the gradebook) and specific questions about essay writing. When considering your questions, make sure they are directed to trying to better understand my comments and how you might address them in revisions. If you take umbrage with some of my critiques, save it for a sit-down between the two of us, as your colleagues will not benefit (except for some entertainment value).

On the whole, your writing has improved dramatically from where we started in September. One collective note of caution: nobody is prepared to turn out an A paper the night before it is due. Many, many of you would have seen a meteoric rise in your score had you proofread (or better yet, had multiple others proofread) and spent some time improving fluency (see the rubric for exactly what I mean).

Comments and discussion of this post are not mandatory, but maybe you have some preliminary questions or comments that classmates can help with.

Crime and Punishment - translations

1. Pevear and Volokhonsky

2. Coulson

Look for the above (in that order) but if you've purchased something different, it's okay.

-RMH

Blog Post 3/16

Hello Cherubs! Happy long weekend to you. Don't use up all your time watching re-runs of Mork and Mindy on Spike (yeah, look it up). Instead, do some poem scans!

Scan "Ozymandias" and "Meeting at Night". Write one paragraph about how the metrical pattern enhances the meaning of each.

I'll post a picture of the "Virtue" scan from my book to augment your confidence before scanning the two poems above. Take heart! This is not an exact science - trust your ear, be ready to support your decisions and all will be well. Click on the pictures so you see the whole pic!





We WILL have the in-class timed essay on Monday, so study all things poetry and maybe re-read the writing about poetry examples.

nanoo, nanoo,

RMH

Blog Post 3/9

Here are the notes for Period 8

Effects of sound:

1. a soft, smooth, or gentle feeling -- alliteration of "liquid" or smoother consonants -- s, m, n, l, r, v, f, w, soft g and combinations like "th, wh"

example "and the velvet, violet lining with the lamplight gloating o'er" from "The
Raven"

2. When poem needs more explosion or sharper or harsher effect, poets often use harder consonants such as b, d, t, g, p, k to create more cacophony

--"And drunk delight of battle with his peers" -- "Ulysses"
--"Deep into the darkness peering, long I stood there, wondering, fearing
Dreaming dreams no mortal ever dared to dream before." --"The Raven"

3. long vowels are fuller and more resonant than short vowels. examples --fate is more melodic than fat; reed than red; coat
than cot, dune than dun.

--Read: “Stopping by the woods” 144/150 "Whose woods these are I think I know"

4. Some phonetic intensives by some degree connect words with meanings:
"fl" -- often associated with movement and/or light "flame, flicker, flight, flutter"
"gl" -- also light - glare, gleam, glow
"sl" -- smooth and or wet -- slippery, slick, slide
"st" -- suggests strength -- steady, stock, strong, steel
"sw" -- swoosh sound, soft movement --swallow, swish, swarm, swim
"ck" sudden sharp, short movement--peck, pick hack, flick
"long o or oo -- sad sound -- moon, gloom, doom, groan

5. Speed of line can be affected by sounds:
--long vowels take longer to pronounce
--some words are easier to run together so the line moves faster
--hard consonants ending one word and beginning another slow it down
--end consonants slow the line

f. i. "It's hardest hue to hold"

Post Response:

Work "Stopping by the Woods" for sound effects

Look again at "Dover Beach"; this time mark up any sound devices and comment on them in the margins.

Note placement of sounds to create tone and emphasize meaning. What do you discover about these poems? (This is the blog posting part)

Congratulations!

Due to my late posting and forgetting to give you a copy of a poem that may not be in some of your books, there is no posting for tonight.

Have a restful evening and be ready to move at a pretty rapid clip, tomorrow.

Best,

RMH

Blog Post 3/3

1. Engage in a blog discussion of "Dover Beach" by Matthew Arnold (uncle of our friend Aldous Huxley) and "Church Going" by Philip Larkin. Both have a similar theme, but what a difference in tone! These take time, but are both worth it -- two of my favorites in this book.

2. Answer the questions following the poems and bring them on Monday.

Have a relaxing weekend - I know it's been a busy few weeks.

-RMH

“Musee de Beaux Arts"

This is a poem to be worked in your journal, to go along with the poems worked in class.  Here is the picture that goes along with the poem:

Friday Essays

Considering that I already extended the deadline, there will be no extensions for the essay due Friday.  I truly understand the time constraints under which everyone is working, but the bed we make is the one in which we sleep.

Late papers will not be docked 40% (like most late assignments), but will have 15 points subtracted (it will be worth 75 points).

Best,

RMH

Newsflash!

Your 4-5 page essay for "Siren Song" and "Barbie Doll" will be due Friday instead of Wednesday.  To repeat, 2/27 instead of 2/25.

You're welcome ;)

I hope people, as instructed a million times, are checking the blog every day, or this change could be a frustrating one.

Blog prompt for Monday 2/23

Read and Work "Siren Song" and "Barbie Doll" - discussions on these poems require a mandatory posting by Monday.

Prompt Due for Wednesday:  Both "Siren Song" and "Barbie Doll" deal with the relationship between the individual human being and a society that imposes a dehumanizing conformity. Compare and contrast the poets' use of irony in developing this theme.  This will be a 4-5 page paper, due 2/25.

Irony notes for period 8

We had extra time in Period 4, so we were able to get to these...

Paradox: what appears impossible is actually entirely plausible. The contradiction usually stems from one of the words being used figuratively or with more than one denotation or connotation.  Example: "to damn with faint praise"

• Consider the concept of paradox in "Much Madness..." 
  

Verbal Irony: Says the opposite of what it means

• sarcasm - bitter or cutting speech intended to wound
  
• satire - utilizes ridicule to point out folly and/or invoke reform
  
• Consider how it works in "Barbie Doll"
  

Situation Irony: The discrepancy between actual circumstances and those that are appropriate and/or expected.

• Consider how it works in "Ozymandias"
  

Dramatic Irony: The discrepancy between the speaker's words and his character; what he/she is saying may be straightforward but because of their character the reader interprets it differently (opposite).

• Consider how it works in "My Last Duchess"
  

"A Valediction" work blog

• Before class on Thursday: Engage in a blog discussion of "A Valediction Forbidding Mourning" by John Donne. How does Donne use figurative language, diction, and imagery to develop the themes in this poem? Resist the temptation to use the web as aq crutch to aid in understanding -- instead, work the poem and THINK about it. Also, re-read chapter five on figurative language.
  
• Due Monday: Write a 2 to 3 page typed analysis of Donne's use of figurative language in "A Valediction.." Be sure to read the section of your book on writing about poetry (and the examples in appendix) before attempting this.
  
• Be prepared to inject some passion and intellect into our continued discussion of the remaining five poems. These should already have been "work"ed.
  

Revision work post

Use this space for revision requests and suggestions. Revisions are still due Thursday.

A Substitute for Learning

Dang...I usually have a regular sub who was an English major, but she was already booked. I can't wait to get more info about your new favorite teacher. You had cake!

As for the details of class and what is due Tuesday: 1.) Questions that follow "To Autumn" in your journal. 2.) Read through Chapter 5 and be familiar with Simile, Metaphor, Personification, Apostrophe, and Metonymy. 3.)"Work" the following poems. Take extensive notes on the poet’s use of figurative language, imagery, and diction in:

• “To His Coy Mistress”
• “To An Athlete Dying Young”
• “Birches”
• “Toads”
• “The Fly”
• “The Fish”

The typed paper will not be due. We will probably quiz on the above.

Be prepared to move at a pretty rapid clip on Tuesday.

What my Dad refers to as, "The Punies" (pyoonees)

I'm feeling a bit under the weather...well, pretty da*n under the weather, actually. I will in all likelihood be absent from school tomorrow (it's okay, hold back your tears) so I wanted to touch base from the blogosphere and encourage you to be hyper-proactive with the poetry study tomorrow, as the sub can never be entirely up-to-speed. Bring your A-game, as we didn't get to nearly as much as I would have liked on Wednesday, due to our thesis work (though I thought this was valuable - did you?), and tomorrow and Tuesday will be pretty packed.

It's not required, but if you get the chance, use this blog prompt to discuss some thesis and general essay improvement, as the revisions are due on Thursday.

If you read this before tomorrow, look up and be familiar (and share with classmates that didn't see this post) with the following as they apply to the poems listed below: Similes and metaphors, personification, apostrophe, synecdoche and metonymy, hyperbole, and understatement.

That's a full lid - don't terrorize the sub tomorrow and I'll be checking the blog frequently if you have questions and comments.

-RMH

PS - you guys have started the second semester on point and I'm proud of you.

Hey Boys and Girls...

...sorry for the late notice. I went home sick yesterday so no formal blog work. Just read and work:

"Spring"
"The Widow's Lament in Springtime"
"Meeting at Night"
"To Autumn" and
"Those Winter Sundays"

A heavy reading load, but no blog requirement. Again, sorry for the late notice...

-RMH

"Pathedy of Manners" prompt - Due by 2/4

Per Mrs. Minor:

How does the diction reveal the meaning in Ellen Kay's "Pathedy of Manners"? To intelligently respond to this prompt (and why would you want to respond any other way?), you need to work the poem thoroughly first and ascertain what that "meaning" actually is.

Also, be sure to read chapter three on denotation and connotation. Two of the poems, "Naming of Parts" and "The world is too much with us", are ones we will be returning to at some point this quarter.

Blog Prompt - by 2/2

Suicide's Note

The calm,
Cool face of the river
Asked me for a kiss.

--Langston Hughes

Discuss the diction, sound, personification, and tone of this poem. Explore the frame of mind that would create this comparison.

Also, have “Dulcet Decorum Est” WORKED and “Terence, This is Stupid Stuff” read by Monday.

ALERT!

Make sure (period 4) that you hold on to your essays, as they are not yet in the gradebook. I tried to enter them before class today, but Esis did not register the entry. So bring them in on Thursday so I can enter them; I'll give them back to you that class period so you can get back to work on your revisions.

Great to see everybody today. I'm looking forward to a second semester filled with awesomeness.

-RMH

No required blog post - but....

...write down your prescription for finals/school stress relief. Y'all looked as drag-ass tired as I did on Thursday.

Something to keep in mind as we wrap up Semester 1 and transition into poetry: read, re-read, then annotate. While this tactic may not be as manageable during novel study, there is no excuse not to with short story and poetry. After reading the blog posts for "Rothchild" and "Mr. Green" it was clear that many, many of you read it once. It's exceptionally difficult to mine the depths of any story your first time around.

My stress prescription: 6 strips of bacon, eggs, coffee; laying around on my couch watching college basketball for, uhh, 2 hours or so; long walk to Powells and wander around for an hour or two; nap; finally, get together with friends in the evening to do whatever, as long as it is social.

Also, I like to get any weekend work I have out of the way early on Saturday, as I don't want the homework cloud to follow me around all weekend.

Inspiration:

Relax by Robert William Service

Do you recall that happy bike
With bundles on our backs?
How near to heaven it was like
To blissfully relax!

Relax.

Learn to relax: to clean the mind
Of fear and doubt and care,
And in vacuity to find
The perfect peace that's there.
With lassitude of heart and hand,
When every sinew slacks,
How good to rest the old bean and
Relax, relax.

Just sink back in an easy chair
For forty winks or so,
And fold your hands as if in prayer,
--That helps a lot, you know.
Forget that you are you awhile,
And pliable as wax,
Just beatifically smile . . .
Relax, relax, relax.

"Rothschild's Fiddle" Prompt

One characteristic of Chekhov's fiction is the Chekhovian Moment, the "Aha" moment when, metaphorically speaking, a light bulb comes on above a character's head and he/she recognizes an essential truth. After reading and re-reading "Rothschild's Fiddle", make a decision about what you think the Chekhovian Moment is and discuss it with your colleagues.

"Mr. Green" Post

Read, then re-read, and annotate "Mr. Green" by Robert Olen Butler. Discuss the thematic implications of the two repeated phrases "not possible" and "what then".