A few reminders...

1. Your papers are due tomorrow in class. Any late papers will be excepted but will not be eligible for a re-write. 

2. You may use your late pass on this paper, if you wish. If you choose to do that, you'll turn in your paper by Wednesday.

3. Essays MUST be turned in to turnitin.com by Tuesday at 12:00 a.m. (so that means Monday night).

4. Please bring your IDs tomorrow.

Finally, you may only complete a rewrite if you've been participating (in class and group discussions and through journals). ANY late journals must be completed TONIGHT to receive credit for participation. I will not give you credit for Eyes Journals after tomorrow (not even late credit).

9/27

Author____________________

Editor____________________
Date_________ Per._________

Commentary Editing

MLA Quick Check – you want yes in every category                      Yes              No

Does the paper have a heading in the upper left corner?
Does the paper have a title?
Is the title below the heading and centered on the page?
Does the author indent each new paragraph?
Is the entire paper double-spaced? – no extra spaces
Does each page have a page number in the upper right corner?
Does the author maintain a 12pt font in Times New Roman?
Does the author correctly punctuation each quotation
Does the author correctly cite each quotation?

Read the paper through once without marking it.

On the second reading do the following:

1.  Does the introduction provide context for the passage?  Does the context provide enough  

     information to understand the passage and what is happening around it?

2.  Does the introduction contain a purpose for the passage that covers all aspects of the  

     argument put for in the body paragraphs?  If not, make suggestions to the purpose.

3.  Does the author create topic sentences that incorporate the argument of the paragraph?

4.  Examine the quotations –  underline any place where the author summarizes the quotation   

     instead of analyzing the technique.  Identify any place where the author could enhance the  

     the argument and provide suggestions.

5.  Identify places where the author could remove unessential parts of a quotation.

6.  Identify places where the author needs to develop the transitions between points and provide   

     suggestions.

7.  Examine the organization.  Does the author create a clear progression for the argument? 

     Does the author consistently remain on topic?  Should the author include anything,  

     rearrange, or exclude information?

6.  Does the author cover the entire passage?  If not, where should the author add the information?

7.  Read the paper aloud and mark any awkward sentences or awkward jumps in the  

     progression of the argument.  This includes incomplete and run- on sentences or general

     disorganization. 

8.  Score the paper using the rubric on the back and offer suggestions for any category that   

    didn’t receive a strong score.

9/27

Today we:
EDITED.
HURSTON, YOOOOOO!


Homework:
FINAL DRAFTS DUE MONDAY

Turn in your final drafts to turnitin.com by 12 a.m.

Class ID: 5599395
PW: honeybooboo

9/26

Today in class, we worked on MLA formatting. Then, we worked on cultural connections.

Reminders:
1. Rough Drafts are due TOMORROW. Please give me your draft BEFORE first lunch if you want me to read a paragraph for you.
2. Complete cultural connections documents, including headings for each section and group names need to be emailed as ONE document to Manning by Friday at 2:50 p.m.

9/25

Today in class we did the following:
1. Quotations Practice
2. Checked outlines
3. Began cultural connections

Homework:
COMPLETE ROUGH DRAFTS DUE Thursday!
If you bring your rough draft to me by 9 a.m., I will look at a paragraph of your choice and give you feedback.

Monday, HOORAY!

Today in class:
1. Outline editing. You should get written comments on your outline from four classmates; you should give written comments to four classmates as well. You will get credit just for doing these comments.
2. Outline drafting: based on comments, it is time to start working on revising your outlines.
3. Using quotations hand out.

Homework:
Please have both your original outline (with comments) and a new draft of your outline (it should show revisions based on feedback) in class tomorrow.

ROUGH DRAFTS WILL BE DUE ON THURSDAY. THEY SHOULD BE TYPED AND IN MLA FORMAT. Remember to use line numbers to cite your text. :D

A little MLA information, if you need it (we'll be looking at MLA in class tomorrow as well):
http://owl.english.purdue.edu/owl/resource/747/13/

9/21

I'm sorry I didn't post this on Friday; I saved it as a draft!!
Remember, your outlines are due tomorrow!!

Here's what I had on the board:
After you find all the techniques and your big mama effect...
Format a thesis.
2 formats:
1. Discuss development, change over the passage and then explain effect.
OR
2. Tell us your primary techniques and then explain effect.

If you choose to do Option 1: here's how you can begin organization:
-Find major changes in the passage. Think about: subject, POV, tone, narrative, character, dialogue to narration, juxtaposition, etc.
-Make each change a new paragraph.
-Create a topic sentence for each paragraph. This topic sentence should be a mini-thesis that builds to your major effect.
-Add your quotations. These should be TECHNIQUES that connect to your TOPIC SENTENCE and, then, to your THESIS.


If you choose to do Option 2:
-Make a paragraph for each technique.
-Give a topic sentence demonstrating how that technique helps develop your technique.
-Add your quotations. THEY SHOULD CONNECT TO YOUR TOPIC SENTENCE AND THEN EFFECT!

REMEMBER TO USE AT LEAST 10 EXAMPLES OF THE TEXT. These examples can be 2 words, 1 word, a group of words, a sentence, whatever.


Here's the example again:

In the passage, Hurston characterizes Janie first as an observer of life, then as an instructor for the lives of others, and, ultimately, the master of her own existence; Hurston demonstrates that Janie must be an active participant in her fate, her horizon, to take control of her soul.

P1: Reassure facts, observes “Now, Pheoby…shine down yo’ throat”.

P2: How to live, advise “It’s uh known fact…fuh theyselves”.

P3: Narrative break, reflection “There was a finished…fell black and headlong down the stairs”.

P4: Movement, room, LIVES “Now, in her room…Thinking”.

P5: Imagery, impermanence of life, death, necessity for control “The day of the gun…Here was peace”.

P6: Horizon, CONTROL “She pulled in…come and see”.

9/20

I know you're all worried; don't be! We are going to work on thesis statements tomorrow so just do the best you can tonight. Also, I'm available both lunches tomorrow so come on in if you need help!

Today in class we did the following:

1. Discussed the end of Eyes.

2. Assigned the commentary.

3. Coded commentary passages.

4. Started coming up with thesis statements.

Homework:

1. Have coded poem, thesis completed by tomorrow.

2. Read afterword in Eyes; write a journal entry articulating three ways (each should have a paragraph) the afterword and/or the forward adds to your understanding of the text. THREE. OR! If you plan to do an IOP on eyes, discuss possible topics for your IOP and how you would present them; please use specific references to the text.

2. Outlines (TYPED) due Monday. The outline needs to be COMPLETE and include the text you'll be using.

3. Make up lit terms assignment due TOMORROW.

This might help...

In the passage, Hurston characterizes Janie first as an observer of life, then as an instructor for the lives of others, and, ultimately, the master of her own existence; Hurston demonstrates that Janie must be an active participant in her fate, her horizon, to take control of her soul.

P1: Reassure facts, observes “Now, Pheoby…shine down yo’ throat”.

P2: How to live, advise “It’s uh known fact…fuh theyselves”.

P3: Narrative break, reflection “There was a finished…fell black and headlong down the stairs”.

P4: Movement, room, LIVES “Now, in her room…Thinking”.

P5: Imagery, impermanence of life, death, necessity for control “The day of the gun…Here was peace”.

P6: Horizon, CONTROL “She pulled in…come and see”.

This might be helpful...

http://www.slideshare.net/mtalspaugh/ib-english-written-commentary

9/19

Today in class we did the following:
1. Discussed last night's reading.
2. Assigned commentary passages.
3. Wrote on commentary passages.

Homework:
1. Finish the book.
2.
1. Summarize
2. Why is this passage important to the novel as a whole? What motifs does it allow Hurston to develop? What themes does it present?

n3. Identify a critical turning point in your passage and explain its effect. A turning point could be: narrative shift, a focus on another character, a switch from narrative preaching to speaking, a change in tone, a change in mood, whatevs.

n4. Identify a central tension in your passage. Talk about this tension for me.

n5. Talk about the structure. What’s with the structure?

n6. What character is the main focus of this passage? How does that character change? Explain.

9/18

Today in class we did the following:
1. Discussed commentary from blog
2. Discussed group commentary introductions
3. Discussed Ch. 13-15 of Eyes

Homework:
Read 16-19 (no journal)

•The selected passage of the novel of Their Eyes Were Watching God by Zora Neal Hurston demonstrates the physical symptoms of Joe’s terminal illness as well as Janie’s final disengagement from her marriage. The passage, set in Janie’s home directly follows Janie and Joe’s argument at the store. The passage begins with Joe’s perspective and then, following his animalization, quickly changes to Janie’s perception of her own stillness and Joe’s decay. The change in perspective, coupled with the alliterative imagery of Janie’s stagnation as well as Joe’s decay demonstrates that Janie is free from her marriage only as her husband slips towards death, further reinforcing Janie’s powerlessness over her own existence.

9/17

Today in class we did the following:
1. Reviewed 8-12
2. Commentary Practice: Introductions


Homework:
1. Read 13-15
2. Journal

JOURNAL PROMPT:
Review the following example commentary (from IB) and then evaluate it. I know you haven't done the reading of the passage it discusses but think about:
A) The Introductory paragraph
B) The author's organization
C) The author's use of text
D) The author's analysis of the text

The first two words of the extract (“At last”) suggest a long, possibly difficult

journey to the place where the protagonist –our narrator- now stood. The author uses a

first-person narration with good effect; it allows the reader to feel as though the narrator

is speaking directly to them. The constant use of the word “I” allows the reader to

empathize with the narrator directly. And the narrator even addresses the reader

personally saying, “It wasn’t the dark I was afraid of, you understand.” Again, the used of

the contraction “wasn’t” adds to the colloquial, personal and informal feel of the

narration and shortens the distance between the narrator and the reader. It is as though the

narrator was a friend relating his past experience to us.

There is very vivid and detailed descriptive language used in this extract. The

imagery employed and details revealed add to the creation of a foreboding and

mysterious mood and setting. The first two sentences of the extract reveal the location of

the narrator, at the “crossroads” where he has “to turn left under the beach trees.” It is

night, as he expects to see “lights” from “Ransom’s windows” or it might be very late

“past blackout time.” The reader gets the idea that the narrator is on a journey to travel

near his character Ransom’s house. The first question that comes to mind is why is the

narrator traveling at night? Surely there is a reason for his secretive behavior. This adds

to the tension and mystery in this text. The very name of the character the neighbor is to

visit “Ransom” is sinister as the word has connotations that are unpleasant. “Ransom” is

linked to kidnapping, fear, bondage, power and threat to life and this is a negative word.

The narrator’s “watch had stopped” and this he cannot tell the time. This detail makes the

reader feel that the narrator is even more without control in this situation. That narrator is

practically helpless and has no power over what could happen at any moment. The

uncertainty of the narrator with regards to the constant questioning and surmising such as

in “or was it past blackout time?” and “It was dark enough but that might be due to the

fog and trees.” Adds to the foreboding and sinister atmosphere of this text.

There is a running theme of darkness and fear of insanity that is seen throughout

the extract. As we shall see later, this builds up the characterization of the narrator as well

as raises the level of tension and excitement in the extract. The reader is invited to

sympathize with the narrator as he says “ We have all known times when inanimate

objects seemed to have almost a facial expression,” this can be classified as an indirect

used of personification as the trees and road seem to be showing an unpleasant

expression. The author then employs the use of dialogue to show the thought of the

narrator, with an interesting use of a double-negative in the sentence. This adds to the

ambiguity of meaning and amplifies the theme of insanity and the fear of insanity as we,

the readers, as confused by what the narrator means. We now have some doubts of the

clarity of his mind too. “It’s not time […] that people who are really going mad never

think they’re going mad”? This doubt is thus raised in the reader’s minds.

The next sentence is a question that builds onto the effect of the double-negative

sentence, suggesting “real insanity” might start in the place where the narrator was. The

description of the beach trees is striking as the word “black” wed in “the black enmity of

the dripping trees” has a double meaning. “Black” refers to the darkness that physically

enshrouds the area and also could refer to an evil, malicious motive. This “black enmity”

suggests an external feud against the narrator and emphasizes the powerlessness he has,

with restricted vision due to darkness and fog and the large number of uncertainties he is

grappling with in his mind. He even questions his own sanity! This imagery is made even

more effective by the description of “the dripping trees” which describe how the branches

and leaves of the beech tree hang slightly limply in the darkness, but also suggest a

wetness and coldness as there might be some dew or rain droplets dripping from the

leaves. Or perhaps an even more sinister association can be drawn to dripping blood that

is suggested in a gentle, indirect way. The additional repletion of the words “terror” and

“horrible” add to the effect of fear and suspense. The use of words like “hallucination,”

“illusion,” and the ghostlike “spectre” add to the theme of “the further terror of madness

itself.” The reader then questions to what extent is the “horrible expectancy” and

“horrible [surmises]” real? Is the narrator imagining these things or are they truly taking

place? C.S Lewis has thus far been very effective at leading the reader to think of these

questions. The rambling nature of the narration and the very long last sentence from line9

to 12 enhances the uncertainty and theme of insanity and fear so far.

It may well be that the narrator is not going insane, but rather that this rambling

and lack of coherence is due to his “state of mind” and the fear of darkness that abounds.

It would be natural to be afraid when walking alone on a foreign path in a dark forest.

The author employs short sentences at the start of the next paragraph- “Surely it was the

cottage. It was very well blacked-out,” stating in a matter-of-fact way the observations of

the narrator. This is followed by two longer sentences about the “childish whining

thought[s]” that “arose on [his] mind.” The repetition of “Perhaps he…” in the following

three sentences with various possibilities of what might happen serves to make the

character of Ransom seem more ghoulish and terrifying, and the narrator seem more

youthful, small, and insecure. The narrator lacks the confidence and rationality normally

associated with someone who is a mature adult, and thus coupled with the use of the

words “childish” and “whining” suggest that he is actually rather youthful, perhaps in his

teens. The ending of the paragraph with the use of ellipsis (‘…’) is effective as it leaves

the reader to imagine what the ‘face that was not human at all…’ looked like. This is a

very visual use of language that is very cinematic in nature.

possibilities for plot development.

Sept. 14th

Happy Friday, guys.
I hope you're having a good end of the week in Tigard and if the weather is warmer there than it is in Cali, I'm going to cry!!!

Remember, this weekend you have to read Ch. 8-12 in Eyes and write a journal. I know this is a lot of reading but it is the longest assignment you'll get; do the best you can!

Let's hope I don't screw up a wedding tomorrow.
-Manning

Friday's Journal Assignment

THIS IS FRIDAY'S JOURNAL ASSIGNMENT. DO NOT DO THIS ON WEDNESDAY! Wednesday's journal assignment is under 9/12.

DO THIS FRIDAY.

P.S. DO THIS FRIDAY.

Prompt: Write a mini-commentary of the second paragraph of Ch. 9 ("Janie starched...and Janie went home"). Remember, consider the techniques, look for patterns, push to mini effects for each, then find a big mama effect. When you write the commentary, start with a bit of context, then big mama effect, then techniques and effect. Don't forget:
a. Your effect does not HAVE to be a theme.
b. STRUCTURE matters (just ask Baba Yettu).

All journals must be posted on blog or emailed to Manning.

Weds. 9/12

Today in class we did the following:
1. Discussed Ch. 3 and 4
2. Introduced commentary considerations
3. Practiced with the end of chapter 4.

Homework:
1. Read Ch. 5 and Ch. 6
2. Write a journal entry on the following topic (your entry should be AT LEAST two paragraphs of 11 sentences each).
Prompt: Respond to the character of Jody Starks in this journal entry.  What are your perceptions of Jody?  What language does Hurston use to describe Jody?  What language does she use to describe the relationship between Jody and Janie?  Use at least three examples from the text to illustrate your ideas about Jody.

PLEASE REMEMBER TO EITHER POST ON YOUR BLOG OR EMAIL THIS ENTRY TO MS. MANNING. Also, if you've missed a journal, I will accept any late journals for this week by Sunday, since this is our first week journaling. After this week, late journal entries will receive 1/2 credit.

9.11.12

Today in class we did the following:

1. Lit Terms Review

2. Discuss Ch. 1 and Ch. 2

3. First page, Ch. 3 baby commentary

Homework:

1. Lit Terms due on blog tomorrow!

2. Read Ch. 3 and Ch. 4 in Eyes

3. Compose a journal entry on the following prompt:

Janie sees Joe Stark for the first time at the beginning of Ch. 4. Janie's first opinion of Joe Starks occurs in the paragraph that begins "It was a cityfied, styled dressed man..." and ends "...for a cool drink of water". On your blog, re-write this passage from Joe's perspective, using Hurston's writing style. That means, be sure to take not of the techniques Hurston uses and mimic those in your interpretation.

9/10

Today in class we did the following:
1. Gallery Walk: 3-D Projects
2. Discuss ZNH
3. First page choices: Eyes
4. EYES!

Homework:
1. Remember: you must have your elements/techniques defined with an example on your blog by Wednesday.
2. Vocab Test = FRIDAY
3. TONIGHT:
A. Read Their Eyes Were Watching God chapters 1 and 2 for tomorrow.
B. Write a journal on the following prompt. Your journal MUST include at least four quotations from the novel.
PROMPT: Identify two important choices Hurston makes in the first two chapters; these choices should be literary techniques. Then, for each choice, find examples (what), explain how Hurston treats the technique (how) and the effect of the technique. Your journal entry should NOT be in the form of a thesis but rather a few exploratory paragraphs. This assignment is meant to show your thought process, not necessarily be a summative assessment of your understanding of the text. That being said, to receive credit, you must show thoughtful, insightful work. 
REMEMBER: If your effect is cliche, I will cry (and not in an "oh you moved me to tears" way in an "oh I am angry" way).
**I know that some of you are still having trouble with your blogs. If you can't get the blog to work, you may email me your journal entry: amanning@ttsd.k12.or.us

9/7/12

FRIDAY

Sorry it took so long to post, friends.

In class we did...

1. Pre-Test

2. Poetry: "Note on Commercial Theater", "White Man"

3. What-How-Effect

4. Group thesis

5. Individual thesis

Homework:

1. Literary terms project DUE MONDAY

2. Individual thesis

3. Bring your ID Monday

Thursday 9/6

Today in class we did the following:

1. Vocab Pre-Test

2. Discussed Summer Reading Assignment

3. Looked at blog set up.

4. Discussed Harlem Renaissance

5. Started analyzing poetry. We did "Yet Do I Marvel" together. Discuss effect of ONE technique.

Homework:

1. 5 sentences of the effect of the allusions in Cullen's poem.

2. Set up your blog.

3. Email me your blog address.

4. Optional: Style re-write.
5. LIT TERMS ASSIGNMENT.

How to set up the blog...

1. Go to blogspot.com

2. Login in using your TTSD account. Your username is your esis login@ttsdstudents.org (example: 12amanning@ttsdstudents.org). Your password is your student ID number.

3. Click “continue”

4. Click “new blog”

5. Assign a title and domain name for your blog. Save your information.

6. Find my blog and follow it.

7 Email me your blog address. amanning@ttsd.k12.or.u
s

Google Permission

http://www.ttsdschools.org/pages/ttsd/Parents/Google_Apps_for_Students