Happy Holidays

The per. 9 debate was slightly calmer than 4/5 but both sides presented balanced arguments. The ban side had a well-developed argument but could have focused more on the race issue rather than violence since they later admitted that violence wasn't important. I did think that the ban group handled the questions extremely well though. Each person was prepared and ready with a solid answer.
The keep group made an interesting case for the book being racist against white people but then lost the argument during the question round when it was pointed out that if it is racist at all it shouldn't be taught. Although the judges were split and it was a close decision the Ban group received the majority of the votes.
Nice work by everyone.
Enjoy your break!

And the winner is...

Wow, what a day we had! Well if nothing else you all have to admit that AP English is at least memorable. Before I announce the winner I want to say how impressed I am with all of you. I know the debate raises tensions and is just slightly uncomfortable but I think getting out of your comfort zone is necessary some times.
Recap of arguments:
The Ban side presented a well organized claim with some strong points. The highlights for this side were--easily influenced teens with both scientific backing and anecdotal, the uncomfortable nature of vulgar terms, Huck's seemingly lack of maturity in the end with Tom. The response to questions for this team was less prepared than the actual argument. The problem of reading this book without teacher guidance was never refuted and the comparison between video games and literature was proven to be tenuous at best. Some well answered questions were the fact that Huck does immoral things on his own and that in the end Huck seems to reject only parts of society not necessarily slavery as a whole.
The Keep side seemed a little less structured but still got in some good points. Their highlights included the natural evolution and history behind the infamous word, the impossibility of running from or changing history. One of the most effective points was that we can't avoid things simply because they are uncomfortable or we will never learn from them. The direct anti racist quotes from Twain were also quite convincing. This side also responded fairly well to the questions raised although there were few they had to field.
As I stated before this began, the debates are usually lost or won in the question round and that is how this one turned out. The unanimous decision by judges was that the Keep team was the winner by a hair.

Nice job everyone and I hope you are all still friends :o)

Debate Eve

Today was work day part two and the tension is mounting. The debate will be held in 4/5 tomorrow so make sure you come prepared and ready to start as soon as the bell rings.
Also I will be your head judge (bribing with treats is usually most effective) but I will have a few former students also weighing in.
Get some rest and come prepared to battle!!

Sorry I'm late

Ok, so I'm a little late on the posting today (or a little early I guess). Monday was just a debate work day so there wasn't much to report and yesterday was an in-class essay on Huck. Unfortunately, I'm a little flooded with papers right now so you most likely won't get your essays or poetry analysis back until after break.
Thank you to everyone who had their parents come to conferences last night. I realize the weather wasn't the best but I appreciate those parents that made it out.
Upcoming: Debate and extra credit letter for over break.

Poetry is weird

Today was the vocab test and then a light tasting of poetry. We read two fairly odd poems and looked at figuring out some deeper meaning. In class we concluded that the death of a toad is more than merely the death of a toad.
We briefly looked at some Em D. bird poetry and your assignment is to come up with a three to four sentence explanation of deeper meaning within that poem.
Upcoming: Poetry Analysis for Monday and then we begin Debate prep.
P.S. Someone remind me to talk about the extra credit option in class on Monday. I keep forgetting.

Huck Final Discussion

Today was a discussion day and overall I think it went pretty well. You all are getting much better at involving everyone. In general, I would like to see the discussion go a bit more in-depth. It might help to start referencing some specific passages and try to make some real world connections. One key passage that was never brought up was Huck's comment about the river boat accident (p. 213). When asked if anyone was hurt he says no and then follows it up with "killed a Nigger." What are readers to make of this type of comment coming from Huck at the end of the novel?

I would also be interested in your opinion on how much textual commentary you want from me. I try to keep it to a minimum, but if you think more would be helpful let me know.

MC Review

Today was a short day and we just went over the answers for the multiple-choice test. If you need more practice with the test let me know and I can give you some extra ones.
Tomorrow is the Huck discussion and then Friday is the vocab test that focuses mostly on poetry. The test is a written definition one again.

Huck Finnish

Today we took a quiz on the second half of Huck and briefly discussed some key aspects of the final. There was also the use of some fancy words like dues ex machina and buldensroman. The initial prep was set for the Great Huck Debate (I can't wait to see you all in action).
We also talked about the Blackberry essay and went over some general tips. I'm also posting a sample of a strong essay (see below) with the actual corrector commentary.
Upcoming: Discussion on Thursday and Vocab Test Friday

In Seamus Heaney’s poem “Blackberry-Picking,” the use of juicy diction, clear and vivid imagery, slant rime and conversational rhythm, along with casual form illustrate the poet’s message that childhood experience of picking berries holds a deeper metaphor for life; that is, childish hopes continue to exist despite the also continual slap of reality.

The casual and childish hopefulness in the poem is clearly embodied in the conversational tone, forced by the irregular sentence structure found within the rhythm and the slant rime usage throughout the work. By organizing sentences in such a way that perpetuate variances of stressed and unstressed syllables, the narrative tale of berry- picking is seen in a casual light. The additional use of slant rime or all rime (“sweet / it” 5-6) also adds to the elimination of the sing – song feel that so often causes distraction of the reader in other poems. The poems form in an AABB… rime scheme separated into almost rhyming couplets keeps a sense of organized structure throughout.

The use of descriptive consonant – filled diction is as juicy as the blackberries in the story; this description adds not only to the literal childish experience of berry – picking but also to the adult acknowledgement of the significance of the experience. The clear imagery of the berries’ “flesh” (5) sweetened “like thickened wine” (6) brings vivid images and striking comparisons between the berry flesh and human flesh filled with “summer’s blood” (6). The fact that the memory of the adult, reflecting back upon the childhood experience is so strong as to remember all of the “milk cans, pea tins, [and] jam pots” (9) provides an additional link through repetitive diction to the metaphor that is to come. Imagery is also solidified through such literary elements as consonance “trekked and picked” (12) alliteration “big dark blobs burned” (14), and personification as it is “hunger” (8) that sent the children out to gather all of the berries.

Through the childhood experience of gathering berries, the speaker uses literary elements to show the deeper metaphor for idealistic hope and its survival despite realistic confinements. The structure of the poem, by separation the initial tale of the berry picking into 8 couplets and the reflection upon the formation and not into four couplets indicates the speaker’s belief that the childish, innocent hope for sweetness and goodness continues on. This is paradoxically established further in the speaker’s description of “all the lovely

canfuls smelt of rot” (23) as the hopes of sweet, lovely blackberries are destroyed by the inevitable natural decay of what was sweet and good in the berries. This grim picture of the natural decay and destruction of the things we cherish enough to go search after even “where briars scratched” (10) and when “our hands were peppered / with thorn pricks” (15-16), presents a depressing image of the world around us. We sacrifice for the “lust for / picking” (7-8) and are yet deemed the fruits of our labor. This destruction of what people materialistically search for, however, does offer hope. Although the human possessions do not keep forever, the hope that nature’s goodness will continue on is mirrored in the childish hope that the berries will keep despite the knowledge that the berries themselves will not. More important than actually saving the berries then, is the value placed on nature and the triumph in the berry – pick. The fact that the berries were picked every year despite the knowledge that they would spoil is the finishing touch on the role that hope has in our society.

The ideals of natural preservation, although tainted by inevitable decay of what is worked for, are perpetuated not by the physical salvation of nature’s goods, but by the internal value that is placed on nature. In “Blackberry Picking,” the adult reflection upon the childhood innocence of that hope is reflected poignantly by the lush descriptions and imagery of a memory that in some way, rings true to us all.

Commentary on Essay Score = 8

Doubtless there are other essays that convey the poem’s meaning in a more compelling fashion than this essay manages – or that supply fuller readings of the rich imagery and diction found in “Blackberry-Picking.” However, this is one whale of an essay! So much information is provided by this lengthy piece that it seems perverse to fault the essay because of a vexing omission or dubious assertion (“casual form,” for instance?). The expertise as well as the ambition of the writer is apparent from the outset with the sophisticated technical observations about syntax, rhyme, and meter. If these comments do not hold up to scrutiny in their entirety, we forgive the lapses and credit the attempt, amazed at what the writer has accomplished! (Dissection of sound effects simply does not occur in other essays to any appreciable extent.) Similarly, we overlook the several errors in writing: the subject-verb disagreement in the first sentence, for example, or the awkward syntax that results a time or two when the student tries to combine specific examples with commentary.

The student proceeds with a stunning level of analytical command. A commitment to using details to illustrate points is obvious, and the writer has impressive facility with the vocabulary appropriate to literary criticism. Furthermore, the essay reflects an innate sensitivity to the speaker’s tone by suggesting the complex tensions between enthusiasm and disappointment, joy and pain, life and death that persist throughout “Blackberry-Picking.” The writer notes the separation between the two parts of the poem as a function of form and content – the second segment brings overwhelming confirmation of the appalling futility of the effort to “hoard” the berries. However, he or she understands that the language that describes the boy’s eager blackberry-picking experiences in the first section incorporates the seasoned reaction of the adult: disappointment is inherent in the boyish hope the young writer describes with such conviction.

Ever when the student lacks precision in an explanation, he or she does not superimpose “higher meanings” upon the literal images and actions of the poem but renders meaning as integral to the language and various poetic elements that create and convey it. In sum, both the poet and the young critic who writes so ably about Heaney’s artistry view with compassion the ongoing nature of the human struggle to stay the unstayable. The student’s full embrace of the joy and exuberance conveyed in the blackberry struggle is inspiring evidence of his or her own youthful enthusiasm for life – and for poetry. The mature regard for the natural law of decline and death is similarly impressive. Imagine what he or she might do with a second – or third – draft of this essay!

Work Day

Today was just a work day for the poetry project. Just a reminder that if you are reading this you better be finished with Huck.
Upcoming: Poetry Analysis due Monday and tomorrow you get the "Blackberry" essays back...

Huck Discussion (essay)

The classes were reversed today so I'll just focus on the Huck discussion. Overall an excellent discussion for both groups. Everyone spoke at least once! Still need to get a little better at passing the ball to people who don't speak as much instead of always giving preference to the same people.
I will attach some of the notes I have on the discussions and just a warning about the ending--it will drive a lot of you crazy (but not as bad as Turn of the Screw).
Upcoming: MC for Monday and Huck for Tuesday.

Huck Finn Discussion Notes

Violence—very graphic images, Tom’s games, feud, Boggs, Huck’s beatings (7 deaths by first half)

Religion hypocrisy—slave owners, praying, killing neighbors,

Romantic ideals—Tom’s schemes, Huck mimics with realism (fake death, robbers, feud, fake identity, prison break)

Education—Tom (imagination, formal) versus Huck (logic, street)

Portrayal of Jim—superstitious, takes care of Huck, loyal, logical (hairball, king solermun, French)

Power issues between Huck and Jim, does Huck care for Jim? (he seems to forget about him a lot)

Alcoholism—how many times does it show up

Portrayal of women—clever, discover Huck’s lies

Signs of Huck maturing—scene with Buck, decision about Jim

Reliable narrator?—13 year old boy

Symbolism of the river

What is Twain’s purpose in writing this novel? Remember it was published in 1898

Role of identity—King and the Duke, Huck’s constant changes

Portrayal of slavery—is it realistic, romanticized?

Why would this book be banned? Are the reasons different in 1900 vs. 2000?

Paper Notes

Nothing super exciting today. We spent the hour going over the writing tips from the Turn of the Screw papers. If you want a copy of the tips they should be posted under the essay section of the site by the end of the day tomorrow.
Upcoming: Finish Huck for Tuesday and the multiple-choice for Monday.

Day of Shame

I almost forgot to post today.
Okay per. 4/5 did an in-class essay today because I was grumpy. On a serious note, I really was disappointed to see so many people not complete an assignment. If you are struggling for a legitimate reason please come talk to me. I want the class to beneficial for everyone and if there is something that needs to be changed I'm willing to do what I can. If it is simply an issue of procrastination or lack of motivation that needs to be solved pretty quickly.
As for the essay, it was the poetry one so I think there was some pain felt all around. Interesting side note, that dang Blackberry essay was one I had to write for the actual test. I specifically remember hating it then so I feel your pain.
Per. 9 had a higher rate of reading completion (granted they have a much smaller class) so they did the discussion today. It was a little slow at first but some interesting ideas were raised at the end. I will hold off on posting the discussion notes until after the 4/5 discussion.
Upcoming work: Finish Huck for 12/9 (spend 30 mins. a night)
Multiple-choice due 12/8

Huckarrific

Today we took a reading check quiz on the first half of Huck Finn. Sadly it looks like several people did not complete the reading. Please make sure you get caught up. It isn't very enjoyable to discuss a book you haven't read. I attempted to just give a few ideas about the novel but of course barely even touched on everything I wanted to say.
I also forgot to pass out the new MC test so you all have that to look forward to tomorrow.
Here are some general notes to think about in regards to the novel. This would also be some good stuff to discuss tomorrow.

• Violence—very graphic images, Tom’s games, feud, Boggs, Huck’s beatings (7 deaths by first half)
• Religion hypocrisy—slave owners, praying, killing neighbors,
• Romantic ideals—Tom’s schemes, Huck mimics with realism (fake death, robbers, feud, fake identity, prison break)
• Education—Tom (imagination, formal) versus Huck (logic, street)
• Portrayal of Jim—superstitious, takes care of Huck, loyal, logical (hairball, king solermun, French)
• Alcoholism—how many times does it show up
• Portrayal of women—clever, discover Huck’s lies
• Signs of Huck maturing—scene with Buck,