After reading the different sections of Beowulf and reflecting on the concepts of an epic hero, discuss what you believe to be Beowulf’s finest hour. Include textual evidence as you explain this great warrior’s highest achievement.
Next, post to another student’s response that either upholds the argument or points out the argument’s flaws.
OR
Make a nomination for a modern epic hero/heroine (serious nominations only). You must cite evidence to support your assertions here. Compare your nomination to Beowulf. Do you believe that your hero/heroine is more heroic, just as heroic as, or less heroic than Beowulf. Justify your points of argument.
You should respond to another student’s work as well.
Tuesday, September 23, 2008
Wednesday, September 10, 2008
Trimester One, Blog Three (due 9/14 by midnight)
#1: Respond to the following prompt using one of the four methods described in your blog handout: Continue our class discussion about the identity of the speaker in The Canterbury Tales assumes. Think about the tone as he comments on particular individuals. Do you pick up on any biases? Does this make him reliable/unreliable?
OR
#2: Choose a character from The Canterbury Tales, and compare him or her to a modern figure. Make your comparisons specific, detailed—and appropriate. Feel free to agree or disagree with your classmates’ comparisons.
OR
#2: Choose a character from The Canterbury Tales, and compare him or her to a modern figure. Make your comparisons specific, detailed—and appropriate. Feel free to agree or disagree with your classmates’ comparisons.
Monday, September 8, 2008
Poetry Practice Test Comments--no response required
Here are some strengths/weaknesses for each group’s essay to consider as you prepare for tomorrow’s test:
Tori & Elysia:
Starting your writing with a unique introduction is always a good idea. They began with a story that served as a launching board for their analysis.
Referring to specific lines is a must. Cite the lines by number.
Don’t forget to address the structure of the poem if it is unique—this one is.
Got into a bit more detail with some of your points.
Kaley, Ben, & Tyler P.:
Because each of you projected a different interpretation, it was difficult to assess this one.
Say more about the structure—good job at least mentioning it.
Tyler, Trent, Austin:
As noted in class, your intro. was fine but unnecessary as an interpretation of the poem.
You did a nice job of addressing the lines as they occur chronologically.
Include a thesis statement that tells me where you’re going with your smaller points of interpretation.
Good job incorporating quotes into your answer.
Chaz, Derek, & Brandon:
Include a more overt introduction for organizational purposes.
Nice job annotating before writing.
Include some more specific details concerning the assertions you made.
For all groups:
Include a clear thesis statement. For example, “The author’s use of line structure and diction contribute to the poem’s emphasis on the feeling of loss one has when a relationship is broken.
Then, go on to discuss how line structure and diction do just that.
Tori & Elysia:
Starting your writing with a unique introduction is always a good idea. They began with a story that served as a launching board for their analysis.
Referring to specific lines is a must. Cite the lines by number.
Don’t forget to address the structure of the poem if it is unique—this one is.
Got into a bit more detail with some of your points.
Kaley, Ben, & Tyler P.:
Because each of you projected a different interpretation, it was difficult to assess this one.
Say more about the structure—good job at least mentioning it.
Tyler, Trent, Austin:
As noted in class, your intro. was fine but unnecessary as an interpretation of the poem.
You did a nice job of addressing the lines as they occur chronologically.
Include a thesis statement that tells me where you’re going with your smaller points of interpretation.
Good job incorporating quotes into your answer.
Chaz, Derek, & Brandon:
Include a more overt introduction for organizational purposes.
Nice job annotating before writing.
Include some more specific details concerning the assertions you made.
For all groups:
Include a clear thesis statement. For example, “The author’s use of line structure and diction contribute to the poem’s emphasis on the feeling of loss one has when a relationship is broken.
Then, go on to discuss how line structure and diction do just that.
Wednesday, September 3, 2008
Trimester One, Blog Two (due 9/7 by midnight)
As a change from last week’s blog, please respond this week using option #2, #3, or #4 on your blog guidelines. This allows you some room for creativity in your answer, especially option #4, which directs you to draw your inspiration from class discussion (perhaps you want to further elaborate on the worms in "To His Coy Mistress"). Reread the blog options!
Here’s a thought to add (moment of brilliance for Stump): Consider finding your own cartoon—political or otherwise—and include the link to it. Then, pose your own questions for the class.
Here’s a thought to add (moment of brilliance for Stump): Consider finding your own cartoon—political or otherwise—and include the link to it. Then, pose your own questions for the class.
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