Schedule changes

As the sub told you, the following is the new schedule for Macbeth-related assignments. In addition, I've added other information.

March 9: No class, but if you missed the quiz last week, you need to take it today.

March 10: We’ll focus on Act IV, sc. ii (the murder of Macduff’s family) and Act IV, sc. iii (paying special attention to Malcolm, “the kingly virtues,” and Macduff’s reaction to learning the horrible news). I'll also want to check that people are okay on their recitation pronunciations.

March 12: Recitation (unchanged). We'll make sure we've covered all of the quotations in discussion as well as the play's conclusion.
March 17: Quotations test.
March 19: Paper due.

Complete Macbeth schedule

Circumstances of weather or other factors might cause this to change, but for now:

Macbeth Schedule for March

Essay due on March 17: It’s a thesis paper. What qualities should a good leader have, in your view? Explain your thinking.

For March 2

Read Act III, scs. iv, vi (SKIP sc. v); Act IV, scs. i-ii

Expect a quiz on how Macbeth has changed and why he revisits the witches.

For March 4

Read Act IV, sc. iii (it’s the longest scene in the play, and there’s much discussion of leadership)

For March 6

Read Act V

Expect a short quiz on the play’s conclusion.

March 10

Quotation test

March 12

Recitations

March 17

Writing assignment due.

Writing on Get Out

For Monday, Jan. 27, read and respond to this article.

https://www.vox.com/culture/2017/3/7/14759756/get-out-benevolent-racism-white-feminism

Of the four focal points of the article, pick two to which to respond in two separate paragraphs. You might discuss your opinion about what the essay says, what you noticed at the time or didn't notice until reading about it later, what you think of these concepts outside of the movie, and whether the movie handled such elements effectively. We'll talk about all of these elements next time, so please do think about each of them. Either print your paper or share it with me in Google Docs.

Wasn't that a great movie?!

Poetry Out Loud resource

By Wednesday, November 20, I want you to have selected a poem by an American writer from the Poetry Out Loud site. You'll be memorizing and reciting the poem in class. The link I'm providing takes you to the page you can search (by using the term "American") for such poets. Let me know if you have problems or questions.

https://www.poetryoutloud.org/search/?type=poet

We'll continue to move through Kindred as you also work to choose and memorize a poem. Always check the calendar for updates. Pay attention to what's covered each day and recognize that you should continue to look for the motifs and themes raised in class. 

Questions on Coates (in case you lost them)

As you read Coates, look up historical references or references to people with whom you are unfamiliar. The assignment may be shared with me on Google Docs or printed, if Google Docs is not an accessible app for you.

1. Coates’s first audience for his book is his son. In what ways do you see that shape the choice of subjects he addresses or how he approaches those subjects?

2. What lessons is he trying to convey to his son or hoping his son learns in being raised by Coates and his wife?

3. Much of Coetes's advice is surrounded by historical context—both about “the South” and more recent history. Why do you think he relies so much on history? What is he saying about our relationship to past events?

4. Though Coates directs this book to his son, in what ways are you, too, part of the audience? That is, what is relevant to you in what he’s saying?

I have not abandoned you

"Young Goodman Brown" may be challenging for some of you to read; the sentences are more complex and the vocabulary is, let's say, elevated. (I'll explain why when I see you again.) There's now a link here at the blog to a vocabulary list you may find helpful. You can search it when you encounter an unfamiliar word; you might peruse it ahead of time, too. Expect a quiz (largely about factual elements) along with the discussion.

Writing for Friday; comparison

In a short essay, compare the effect of the frame story around “Rip Van Winkle” with the frame around “Cannibalism in the Cars.” You may have started working on this in class; it is due on Friday. The essay is to be typed, double-spaced, in a 12 pt. serif font.

First up: Mark Twain/Samuel Clemens

For Wednesday, you're reading Clemens's/Twain's "Cannibalism in the Cars." In case you get really confused by some of the structure, it helps to understand that, at certain points, the story is meant to resemble the minutes of a meeting or a Congressional hearing.

As with the story by Washington Irving, we again have a "frame" around the main story and some questions about the likelihood of the tale. These are not uncommon features in American literature from the middle of the 19th century. In class, you'll discuss those aspects and others, and you'll be given your next assignments. To preview: You'll have another short story to read for Friday (but you'll have time in class on Wednesday to start reading) and another rather short one to read over the next weekend. I'll be back before you know it! Sorry I can't be there!

Writing: American ideas

Again, I'm sorry this post wasn't ready at the time of class. Here's the assignment, which is due on Sept. 10.

Take two passages from your summer book that you feel comment in some way on American traditions, ideals, values, qualities or virtues. The book may not say that this quality is "American," but to you, there's a connection. Maybe the passage or speaker presents a positive view. Maybe it’s critical. Maybe it’s ambivalent. Look at passages you thought were important when you first read the novel, a passage that conveyed a major idea. Print each passage and page number followed by your explanation (in a paragraph) of the ways in which you believe it comments on something you think of as American. 

Paper should be double-spaced, 12 pt., in Times Roman or a similar font. Spell check. Reread carefully. Complete sentences only.

If you have a question, email me!

Thanks for an interesting class today.

Welcome

Welcome to American Literature. Always check the calendar link for homework, as not all homework will be listed in a blog post.

Summer Reading 2019

This summer, please read one of the following books:

Do Androids Dream of Electric Sheep?
Philip K. Dick

True Grit
Charles Portis

The Color Purple 
Alice Walker

In your chosen book, look for passages you think are especially important for conveying the book's major ideas. Underline, highlight, or in some other way take note of those passages. There is no writing assignment for the summer, but when you return in the fall, there will be, after some discussion, a writing assignment regarding your summer reading, so note-taking or annotation of some kind is essential.

Each of these books is pretty strange; expect the unexpected, and enjoy the ride.

See you in the September!

Essay prompts

In case you didn't get the sheet (or failed to look up the prompts online), here's the link:

https://appsupport.commonapp.org/link/portal/33011/33013/article/1694/2014-15-common-application-essay-prompts

Whitman homework

Next class, I promise to be less roundabout in my approach to the subject. I don't usually teach about Whitman and Dickinson back to back (as I plan to do), so I approached Whitman somewhat differently than I have in the past because I wanted to find a way to connect the poets. Both (as you'll see) are unique voices in American writing.

The assignment for Friday is:

Write two poems of about 10 lines each. (A little longer is fine, but not shorter.) One poem should (as in Whitman's "I Sit and Look Out") take human suffering as its subject; the other (like "Miracles") should look for what is wonderful about everyday life. Follow Whitman's style: No rhyme; complete thoughts in a line (which may run very long); more direct description than "poetic" description; no rhythm. Though some Whitman poems are more formall poetic (we'll look at one), most of the time, he favors this kind of casual, colloquial style.

Each poem should begin by stating its main idea, move on to a list, and have some kind of concluding line. Don't simply copy Whitman's words. Now, go look at the world, as old Walt would want.

Poetry Out Loud preparation

Here is the link to the videos with tips for reciting:

http://www.poetryoutloud.org/poems-and-performance/tips-on-reciting

Poetry Out Loud

Again, the link to the available poems for Poetry Out Loud is to the right.

Assignment for next Monday/Tuesday (in November!)

Regarding the handout on Kindred:

1. Read and annotate the handout.

2. Type up a list (of sentences) detailing the article's major points.

The link to Poetry Out Loud allowable poems can be found in my link list to the right. Seek out a poem!

Summer 2014 assignment

The link to the summer assignment is in the link list to the right. (If you're using a phone to look at this, enable the fullscreen view.)

Also, please read some other books this summer. I'd love to hear about your reading habits when we come back in the fall. I'm reading a lot!