monday, october 9 (1)
We'll begin this week with a quiz over Part 5 of Crime and Punishment; then, after talking about grades over the first 6 weeks, we'll move into a discussion of Part 5.
TUESDAY, OCTOBER 10 (2)
Crime and Punishment, Part 5 discussion
Tonight and tomorrow I'd like you to print and read "Money Talks". In the margin identify the article's main thesis and whenever you see a shift in topic. How does the topic help to develop the thesis?
THURSDAY, OCTOBER 12 (3)
Vocabulary Quiz: Crime and Punishment, Part 5
"Money Talks," an example of an essay that thinks in topics
FRIDAY, OCTOBER 13 (4)
Today we'll finish "Money Talks" and then put up some of your thesis statements up on the board. It's time to heavily revise your thesis statements. I want you to simply write a paragraph about your topic.
MONDAY, OCTOBER 16 (5)
Crime and Punishment, Part 6 and Epilogue discussion
Set Crime and Punishment essay
Tomorrow the following students will come to class with one discussion question each about Part Six, chapters 1-3:
Section 01: Droughton, Oliver, VanderLende
Section 83: Edwards, Nguyen, Nieto
Section 04: Burhans, Caligur, Webster
Section 06: Conner, Gilbronson, Vera
Section 07: Blancq Cazaux, Ike, Uwaezuoke
TUESDAY, OCTOBER 17 (6)
Crime and Punishment, Part 6 and Epilogue discussion: Today in class we'll be using your discussion questions to work our way through Part Six and the Epilogue.
Wednesday, OCTOBER 18 (1)
Vocabulary Quiz: Crime and Punishment, Part 6 and Epilogue
THURSDAY, OCTOBER 19 (2)
Crime and Punishment, Part 6 and Epilogue discussion
FRIDAY, OCTOBER 20 (3)
Crime and Punishment, Part 6 and Epilogue discussion
Over the weekend I'd like you to read "Openers" in Trimble's Writing with Style. We'll begin discussing my expectations for opening paragraphs on Monday.
MONDAY, OCTOBER 23 (4)
Today I will aim to help you all find ways of beginning your essays.
By tomorrow I'd like you to read "Closers" in Trimble's Writing with Style.
TUESDAY, OCTOBER 24 (5)
Today we'll think about ways of finishing our essays. Remember the two things you're aiming for: providing a sense of closure at the level of the sentence and reaching a richer understanding of the topic you explored in the rest of the essay.
Tonight I'd like you to read "Middles" in Trimble's Writing with Style.
Wednesday, OCTOBER 25 (6)
"Middles" in Trimble's Writing with Style. We'll specifically look at the model essay he gives us.
Tonight, while enjoying the Astros game, have your copy of Trimble at your side so that during the commercial breaks you can read "Closing Thoughts" and "Tips for Improving Your Readability" in his chapter, "Readability." Those two sections are found on pages 65-75 in the Third Edition and 71-81 in the Second Edition. Pick 3 of his list of 26 suggestions you want to try in this essay due Monday.
THURSDAY, OCTOBER 26 (1)
"Readability"
By tomorrow I'd like you to have a full draft of your final Crime and Punishment essay posted to Peergrade for peer revision tomorrow in class. I'll be coming around to take any last minute questions you have tomorrow, so come prepared with a list of questions.
NOTE: Submitting to Peergrade and submitting the feedback will constitute a quiz grade. Failure to submit will result in a 0.
FRIDAY, OCTOBER 27 (2)
Today you'll have a chance to review one essay from one of your peers.
While we'll be sticking with prose, we're now moving from 19th-C Russian Realist fiction to 18th-C French Satire. Voltaire's Candide rails against the formal philosophy of Optimism that states everything happens for a reason. Candide's message, in the end, is that we must "cultivate our garden" rather than just accept that everything will just work itself out in the end. It's funny, unrealistic, outrageous, but profoundly serious at the same time; we'll be using it in conjunction with Crime and Punishment, comparing what each of the main character's realizes about why we must suffer. Over the weekend I'd like you to read: (1) Robert M. Adams, "Summary: The Intellectual Backgrounds," (2) Voltaire, "Well, Everything is Well," and (3) Chapters 1-3 of Candide, pages 3-9
Here are some questions I'd like you to focus on. They're not mine. Find the original here. (1) The French word "candide" implies innocence, naivete, and purity. What do you find that is characteristic in people of this kind? (2) How is the humor achieved in the description of the characters? How do they get their names?
What is philosophical optimism? (3) Comment on Pangloss' logic of cause and effect. Provide specific examples. (4) How is the sexual encounter between Pangloss and the maid described from the perspective of Cunegonde? (5) Make a list of things that are being satirized in this chapter. (6) As you read Candide, try to keep in mind the contrast between the philosophical ideals of what the characters say and the reality of what they do, or what is happening around them. This contrast is one of the sources of humor in Candide. (7) How is chapter 2 a satire of military recruiting? (8) Contrast Pangloss's philosophical optimism and the reality of what happens to him and Ms. Cunegonde.
I'd also like for you to watch this short biography about Voltaire from the School of Life.
POETRY FOUNDATION ARTICLES
POEM OF THE DAY
What's Due?
Monday, October 9 - Thesis, topic outline, body paragraph 1 revision, and body paragraph 2
Thursday, October 12 - Vocabulary Quiz: Crime and Punishment, Part 5
Wednesday, October 18 - Vocabulary Quiz: Crime and Punishment, Part 6 and Epilogue
Monday, October 30 - Crime and Punishment Essay
current texts to bring daily
Word of the day
CRIME AND PUNISHMENT STUDY LINKS
Why did Dostoevsky blank out certain proper names of places in SP?
Historical and Political Context
Crime and Punishment in Prison
What Crime and Punishment can teach you
this week from the school of life
when you've run out of work
