Monday, June 4
What we'll do today: Course Introduction; Sign-in; Policies; Set Greene, The Power and the Glory Reading Schedule; Introduction to Poetry; Definitions of plenty; Poetry on Poetry (Collins, "Introduction to Poetry", Macleish, "Ars Poetica", Stevens, "Of Modern Poetry", Nemerov, "Because to Asked about the Line between Prose and Poetry"); Developing an Analytical Voice using Roethke, "My Papa's Waltz" and Hayden, "Those Winter Sundays"
By tomorrow:
(1) Purchase or borrow a HARD copy of both Greene, The Power and the Glory AND Shakespeare, The Merchant of Venice. The Greene novel will be very cheap at Half Price Books, retail at Barnes and Noble. The edition of The Merchant of Venice you'll have to order online. You'll need both books by the end of this week.
(2) Register on turnitin.com.
Class ID: 18071556
Password: magis
(3) Bring a 1/2", 3-ring binder you can dedicate to this class by tomorrow.
Tuesday, June 5
Today we'll begin by continuing with the Roethke and Hayden poems. You'll submit a short ¶ comparing the poems' similarities and the ways they diverge thematically.
We'll continue our study of poetry by looking at Richard Wilbur's "A Barred Owl" and Billy Collins' "The History Teacher."
A great deal of poetry is image-heavy. So let's look at some actual images and see what they show us, where they initially make our minds go to continue illustrating the difference between observation and association. I'll have you do a little more writing comparing two images.
Tonight I would suggest you begin your reading of The Power and the Glory. Also, do not forget to have your copy of The Merchant of Venice by the end of this week.
Wednesday, June 6
Today we'll begin by setting the poetry assignment, your first major grade of the semester. We'll then use two poem pairs, below, to demonstrate the kind of work I'd like you to do for the final part of this assignment.
Poem pair 1: Sassoon, "Christ and the Soldier" AND Owen, "Strange Meeting"
Poem pair 2: Keats, "When I have Fears That I May Cease to Be" AND Longfellow, "Mezzo Cammin"
Now that we're doing our first bit of writing for the term, let's switch gears a little bit and focus on some sentence-level improvement. At your level what we need most to improve is your concision, aiming to combine sentences, eliminate wordiness, and find precision. Let's start here. Then we'll work through some of these exercises together.
Tonight I'd like for you to work through numbers 1-12 on this site. Write out your responses by hand. To be turned in tomorrow for a quiz grade.
Thursday, June 7
We'll review the exercises from last night and begin working through these: A Few Sentence Patterns; Sentence combining exercises (finish for homework what we did not complete in class)
From Lyric Poetry to Dramatic Poetry: Introduction to Shakespeare and Shakespeare's language; The Merchant of Venice; Set The Merchant of Venice Thematic Essay; "The Many Meanings of Merchant: The Path to Your Final Essay": Pages 200-201 in your edition
I'd like you to have worked through 1.1-1.2 of The Merchant of Venice by tomorrow. Here's the process:
(a) Watch the corresponding scenes of the 2015 Shakespeare's Globe production first. In order to watch the production, you'll have to log into Drama Library Online's database using out school's subscription credentials:
Username: strakejesuit
Password: crusaders
(b) Watch them again.
(c) Read this scene-by-scene summary and analysis ONLY.
(d) Read Shakespeare's text, marking up your text with questions and ideas.
(e) Watch the corresponding scenes again. Think about the following as you watch and read: What is the tone of Antonio's first speech (1.1.1-7)? How does Portia feel at the beginning of 1.2? How does this compare to the beginning of 1.1?
Friday, June 8
We'll begin today, guys, by looking at a few sample poem comparisons provided in your course packet. Then I want to make sure you understand the expectations for the final essay and how to go about tracing one particular topic as you read. Here is a list of big-issue study questions I'd like you to look over. Use them to continue to think about what you'd like to write about for your final, thematic essay.
The Merchant of Venice, 1.1-1.2
Over the weekend, using the same procedure, work through 1.3-2.2. Stop after 1.3 and respond to #2, CONFLICT, on page 30. Hand-write your response to be turned in Monday after discussion. When you're hit page 38, stop to read the lavender call-out titled "CHARACTERS"; there's a helpful description of Lancelot. Ignore tasks "a" and "b". At this point I'd also like for you to turn to page 182 in your text and read the section titled "Verse and Prose." Just read, ignoring the tasks in bold. We'll use these in class.
Continue with your reading of The Power and the Glory. There will be a quiz on Monday over pages 7-58.
Monday, June 11
We'll begin class by taking a brief hiatus from The Merchant of Venice to make sure you're keeping up with the reading of The Power and the Glory. You'll take a quiz; I'll lead a discussion about the beginning of the novel.
Back to Merchant in the second half of the class.
Tonight you're to finish reading Act 2. Warning: It's long. Give yourself a good hour to work through this section. As you're reading, stop at page 50 and read "CHARACTERS" in the lavender call-out. We'll use this to guide part of our discussion about Shylock tomorrow, thinking about what the play wants us to feel about him. When you finish and arrive at page 72, read #2 "Love and Hate". We'll use this during discussion tomorrow.
Tuesday, June 12
Today we'll spend a lot of time on Act 2 of Merchant. I then want to think about your final essays some more. What can you write about? How can I help with a thesis? We'll look at a sample Merchant thesis as well as these documents: Developing a thesis; What constitutes evidence?; Interpretive vs Evaluative Claims
Tonight, please work through 3.1 and 3.2 in the usual way. This is one of the more famous scenes in all of Shakespeare's plays. The Globe version of it is particularly powerful. What is the function of 3.1.42-57? Does Shylock see any differences between Christians and Jews? Has Shylock decided he's going to get his revenge on Antonio? What do you make of Shylock at this point in the play?
Wednesday, June 13
Set Merchant Performance Comparison; We'll continue our discussion of the play.
Tonight you are finishing Act 3. On page 112, hand-write a response to any 2 of numbers 1-4.
Thursday, June 14
The Merchant of Venice, Act 3
Tonight you're working through the famous trial scene, 4.1. Respond to the following two questions on a separate sheet of paper. I've taken these important questions from here. (1) The Duke, who is appointed judge in this case, has already decided that Shylock is "inhuman", though he won't say so to Shylock's face. Antonio, however, is more than willing to betray his sense of the Jew as an inhuman beast, incapable of either reason or mercy. But doesn't Shylock show much reason when he argues that so-called Christians keep slaves and think nothing of it? How does this affect our ability to sympathize with Shylock at this point? (2) Portia has a plan that will subvert the law and yet leave it intact, unabridged. Knowing she has such a plan in mind, a plan that will go very hard on Shylock, what must we make of her lovely speech about mercy?
Friday, June 15
The State of Venice v. Shylock: A Mock Trial
Over the weekend you have three things to do:
(1) Complete or catch up on your The Power and the Glory reading. You should be through page 121. Remember that there will be a quiz on Monday.
(2) Complete the Merchant Performance Comparison.
(3) Finish reading the play. What has this play been about, really?
Monday, June 18
After your quiz on The Power and the Glory, pages 59-121, we're going to do our best to wrap up our discussion of The Merchant of Venice. Then I want to take the remainder of the time to continue discussing body paragraphs, specifically blending quotations. Lastly we'll use this document to learn a little about beginning essays.
Tonight, in addition to keeping up with your reading of The Power and the Glory, you are to read Sir Arthur Conan Doyle's "The Adventure of the Speckled Band" found in your course reader.
The crime scene. Click the image for more details.
Tuesday, June 19
Fiction; A woman is sitting...; From drama to fiction: Doyle, "The Adventure of the Speckled Band". After our discussion of "The Speckled Band," we'll use this document for advice on closing out your essays. We'll reserve some time at the end of class to work on your Merchant essays.
By tomorrow you are to read James Joyce's "Araby" and "Eveline," both found in your course reader.
Wednesday, June 20
Today we'll be working through James Joyce's "Araby" and "Eveline," two short stories with characters who achieve an understanding about real maturity. We'll use the stories to practice developing thesis statements to be turned in by the end of class. I'll also set the creative writing assignment due Friday.
Tomorrow is a day for us to meet individually to see where you're at in the course. It's a day to work on and meet with me about your Merchant essay, to begin or continue your reading of Greene's "The Destructors" (due Friday), to finish your creative writing assignment, or to keep reading through page 159 of The Power and the Glory.
Thursday, June 21
Today we'll meet individually to see where you're at in the course. When not meeting with me you are to work on your Merchant essay, to begin or continue your reading of Greene's "The Destructors" (due tomorrow), to finish your creative writing assignment (also due tomorrow), or to keep reading through page 159 of The Power and the Glory (due Monday).
Know that next Wednesday you'll be expected to bring 3 copies of a full draft of your final Merchant essay for peer review.
Also remember Monday is your The Power and the Glory reading test. Set parameters for next week's discussion of The Power and the Glory
Friday, June 22
Today we'll transition to Graham Greene's novel by discussing one of his short stories, "The Destructors." I'd also like you to share a little about your creative writing piece.
Monday, June 25
The Power and the Glory Reading Test; The Power and the Glory
Tuesday, June 26
The Power and the Glory
Wednesday, June 27
The Power and the Glory; Peer editing of final essay
Thursday, June 28
The Power and the Glory
Friday, June 29
The Power and the Glory
Major Grades
Poetry Assignment - Monday, June 11
The Merchant of Venice Performance Comparison - Monday, June 18
Creative, "Epiphany" Assignment - Friday, June 22
The Power and the Glory Reading Test - Monday, June 25
The Merchant of Venice Thematic Essay (FINAL EXAM) - Friday, June 29
The Power and the Glory Discussion Participation - Monday-Friday, June 25-29
Required Texts
Greene, The Power and the Glory
Shakespeare, The Merchant of Venice
A Smattering of Short Stories and Poetry (Provided)
Poetry videos
““Poetry is a sword of lightning, ever unsheathed, which consumes the scabbard that would contain it””
shakespeare videos
The Power and the Glory Study Links
POLICIES
ATTENDANCE
Regular attendance and participation in discussion is the way to succeed in this class. The best way to retain an idea in your long-term memory is to discuss it. There will be ample opportunity to share your thoughts and ideas with your peers. For more on class participation, see below. Show up to class, listen attentively, talk when you hear something you don't agree with, try to have a little fun.
In my classes, attendance is not mere physical presence; you must come to class with book, notebook, and pen in tow. Failure to comply will certainly affect your daily participation grade and may result in dismissal from class.
NOTE: No late work will be accepted during summer school.
NIGHTLY READING
Do tonight’s reading… tonight! There is a hefty reading load in this course. It would behoove you to stay on top of your nightly reading. All readings, long-term assignments, and due dates will be posted on this website. You should consult this site daily.
IPADS
The school's acceptable use policy can be found here. In my classes, though, we will NEVER use the iPad. If you have the iPad on you for another class, you are to keep it in your bag at all times.
TEACHER REQUIREMENTS
For my part, I will be prepared for class, return all work in a timely fashion, give ample notice for long-term projects and upcoming tests, update the class website often, and respect every student for his individuality and intrinsic value. I care very much about helping you to become fine-tuned readers and writers. I will be available in my office after class for as long as you need.
ACADEMIC HONESTY
Strake Jesuit has instituted an Academic Honesty policy, which clearly and concisely outlines the definition of and consequences for instances of academic dishonesty, including but not limited to: cheating on tests, sharing homework answers, and copying some or all of another person’s written work.
I find plagiarism especially morally and professionally abhorrent; it is a violation of the mutual respect between teachers and students, scholars and researchers, as well as that between peers.
REVIEW COMMUNITY LIFE for what constitutes plagiarism. Be moral. Refer to the MLA Handbook regularly. One day, your life may be saved because you know proper MLA citation (I have a story.). IGNORANCE IS NOT AN EXCUSE.
SUNDRY, OFF-THE-RECORD ITEMS
Be willing to contribute an insight no matter how reticent you are. But you should be prepared to defend each and every thing that you say with verifiable evidence from the text. If you decide to open your mouth in class, be prepared to defend yourself.
When you're doing work for my class, DO NO GOOGLING. Googling is done by the man looking for the quick fix; googling is stopgap thinking; it’s putting a BandAid on a fatal wound. Googling is for tourists. Don’t be a tourist; let yourself live in your essays.
PROOFREAD. You should know that for each and every spelling, grammatical, and citation error, you will lose 1-pt. Do not lose these easy points. But more than that, when you're essay is riddled with errors, you're telling me you take no pride in your work, and that is something I very much care about. Eviscerate errors.
Be good to yourself and BEGIN EARLY. Build in time to meet with me, to fully think through your ideas, to go back and revise. You owe it to yourself as an active learner to do your work the right way. So get to work. Here is the grindstone…
Don't feel. Think.
Don't throw off the rhythm of the class by raising your hand and asking to use the restroom. I need not know how your kidneys are functioning. Just go. Leave us out of it.
Let personal queries be dealt with outside the classroom; that is, come by my office to ask me about what you missed when you were absent / extensions / issues that come up while you're working. When I'm in class, oftentimes my mind can solely be on the matters of that day's class.
A note about extensions: I give them. But I do not acquiesce to night-before-the-final-paper-is-due requests. If you give me ample notice and have a valid excuse, I will (in most instances) grant your request. Be proactive; plan ahead.
When you send me an email, be sure it's appropriately addressed and formatted. And, please, by no means send me an attachment with no message. Learn this skill now.
I will never answer the question when will our essays be ready? I work diligently to grade your essays with meaningful feedback and to give them back to you in a timely manner. If you ask when your essay will be ready, it goes to the bottom of the pile.