Monday June 14, 2010 last blog!

This is the last bonus to which I referred on Friday. Read it, and explain its significance for 100 points. Leave next to the computer at the beginning of class, as usual. Good Luck. (It has nothing to do with literature.)

Thursday and Friday's notes:

The novel The Great Gatsby by F. Scott Fitzgerald

characters: Nick Carraway (third person limited narrator), Jay Gatsby (working class guy, who while stationed in Louisville, Ky before shipping out to Europe to fight, meets and falls in love with weathy, flighty Daisy Buchanan. She becomes his reason d'etre and he devotes his life to creating the life to which she is accostomed, so that she will leave her husband Tom and be with Gatsby. Unfortunately, this is the 1920's and his easiest option is bootlegging. He owns a chain of drug stores. He represents the nouveau riche, new money, while Tom and Daisy are the established monied, having attended the right schools and a place in the social register.

Daisy Buchanan - Gatsby's love interest; however, when push comes to shove, as in her having killed Myrtle and Gatsby takes the blame, she takes off with her husband Tom.

Tom Buchanan- educated at Yale, privledged, arrogant, racist, anti-semitic, philanderer (having an affair with Myrtle- one of many)

Nick Carraway- Daisy's cousin; in New York and living in West Egg Long Island for the summer, where he meets his neighbor Gatsby.

themes of disloyalty, the quest for the Ameican Dream, how love drives life, how love deludes

novel Black Boy by Richard Wright

this is a fictionalized version of his life

setting: 1920's / 1930's: rural Mississippi, Memphis and Chicago--time of the Jim Crow Laws

grows up in poverty; father deserts family, very conservative religious atmosphere

plot notes: burning down the house, regualar beatings, derided for his interest in literature

theme of hunger, both literal and metaphorical. Literature is his salvation. Man gives him library card; teacher shares fictional stories

poem Thanatopsis by William Cullen Bryant

Romanticism / transcendentalism- mid 19th century

a meditation on death

Life is cyclical; the soul is ever present in Nature, which is viewed as a manifestation of God. Death is not to be feared, for it's a continuation, a dream

the tone is pensive and optimistic, for there is constant renewal

Themes of individualism, renewal of of life, and the interconnectedness of all things.

play The Crucible by Arthur Miller

setting 1690 in Salem, Massachusetts; this conservative religious settlement north of Boston is bounded by the wilderness to the west where the native peoples live and the ocean that separates them from their English home by three thousand miles.

Remember that the play was written as a parallel to the actions of the House of Unamerican Activities in the 1950's. In Salem, a group of girls accused villagers of witchcraft in order to protect themselves from being punished for having danced and conjured up spirits in the forest.

Themes: hysteria in contrast to logic and reason

importance of one's name

value of personal integrity

Abigail Williams and John Proctor are the central characters. Having "bedded her like a stallion" while she was working in his home, they were caught and Protor's wife Elizabeth threw her out. Abigail is angry, but still wants John, so she accuses his wife.

play Hamlet by William Shakespeare written about 1600; setting is 13th century Denmark

plot essentials: Hamlet's father returns as a ghost and informs his son that he has been poisoned by his brother Claudius, who is, incidently, now king and married to his wife Gertrude. Now Hamlet didn't like the situation before, for a month between funeral and remarriage is abrupt, that the relationship between the queen and her new husband is incestuous and the new king doesn't hold a candle to his wonderful dad-also there's a bit of Oedipal stuff with his mum.

So Hamlet arranges to insert some extra lines into a performance of The Marriage of Gonzago, so that he "can catch the king"- and he does. Now the rest of the play is his actually moving forward and revenging his father's death. Slow going......

He feigns madness; dumps Polonius' daughter Ophelia, who takes it very hard (she has a breakdown and drowns- sucide? no, as the water did the drowning. The play is a tragedy, which means that this catastophe is inevitable. Lots of folks die: poor Polonius (there is an allusion to him in Prufrock; Gertrude is accidentally poisoned when she drinks the wine meant for Hamlet; Claudius is forced to drink the dregs, so he's gone; Laertes in revenging his sister Ophelia's death is stabbled with the poisoned-tipped rapier and of course, good ole Hamlet has been also stabbed.

Please note the connections with J. Alfred Prufrock.

tone: haunting, suspenseful

themes: revenge, impossibility of certainty, what happens when politicians (kings) are corrupt

and of course, note Hamlet's anxiety / his angst- his inablitly "to take arms against a sea of troubles and by opposing end them." Again think of Prufrock.

Poem The Love Song of J. Alfred Prufrock by T. S. Eliot

written 1916

The poem is reflects the disillusionment and despair that comes out of the Great War. The Western value system has collapsed and life is deemed directionless and pointless. The operative word is nihilims: nothing. Our character, the eponymous Prufrock, stands before a mirror contemplating a marriage proposal; he never leaves this spot, nor do learn the woman's name. He is a vain, solipsistic, insecure man, who is incapable of action. He rehearses the proposal in "the room where women come and go / talking of Michelangelo"; yet he anticipates a rejection, so never asks for her hand.

Eliot uses figurative language devices to create the despair, anxiety and overall inability for Prufock and the society, to take action, to choose a new direction. (think Hamlet here) This is accomplished through personifying the fog to a cat, the imagery of the streets with cheap sawdust-floored restaurants and hookers, and numerous allusions, including one specifically to Hamlet..

Hamlet and Purfrock are much in contrast to someone like John Proctor, who refuses to sign his name or even Captain Ahab from the novel Moby Dick by Herman Melville. This sea captain is obsessed with destroying the great white whale that took his leg, even if it meant destroying himself and others.

These are the works you chose to review in class; you may use any others for the ELA as well.

Tuesday June 8, 2010

Due in class: critical lens introduction practice

Model for the above, based upon the handout The underlined words should be included.

As (insert the author’s name or write as someone once said if you do not know the author’s name) once said, “ (insert quote). In other words (this is where you paraphrase the quote.) Use words that are not part of the quote. You may write two to three sentences. This is supported in the (insert first genre: novel, autobiography, play, memoir, epic poem) (insert first title) by (insert author) and the (insert second genre) (insert second title) by (insert second author) through the literary elements of (choose two: character, plot, setting, theme, tone).

Paragraph 2- take one of your chosen literary elements (tone / theme, etc) and relate it specifically back to the quote through one of the pieces of literature you have chosed. Be detailed.

Paragraph 3- take the same literary element as used in paragraph 2 and now apply it specifically to the second piece of literature to which you referred in the introduction.

Paragraph 4- now move on to the second literary element and the first piece of chosen literature, again tying in the selection specifically as related to the critical lens quote.

Paragraph 5-Once again, tie in the second literary element you selected, only this this with the second piece of literature, with the critical lens.

Conclusion: Do not repeat the critical lens. Do not repeat whole titles of literature. Do not say "in conclusion". Begin here with essentially another paraphrasing of the critical lens (again, do not repeat the quote). The objective in the closing is to leave the reader with a reminder that through literature we experience or partake in the the ideas or words professed in the quote. This is a universal statement that should resonate and allow refection.



Material from which you may choose for your critical lens support. Make sure you are very familiar with three of the following literary works in terms of these aspects.

genre / title / author with their

characters /point of view/ setting/ themes/ tone / plot

novel One Flew Over the Cuckoo's Nest Ken Kesey

novel The Great Gasby F. Scott Fitzgerald

novel Maggie, Girl of the Streets Stephen Crane

novel Black Boy Richard Wright

play Beyond the Horizon Eugene O'Neil

play The Crucible Arthur Miller

play Hamlet William Shakespeare

poem Thanatopsis William Cullen Bryant

poem The Love Song of J. Alfred Prufrock

poem The Rime of the Ancient Mariner Samuel Taylor Coleridge

novel excerpts (just refer to them as novels, as if you read them in whole)

The Prairie James Fenimore Cooper

Moby Dick Herman Melville

short stories: The Minister's Black Veil and The Oval Portrail by Nathanial Hawthorne

The Fall of the House Usher by Edgar Allen Poe

The Legend of Sleepy Hollow Washington Irving.

Monday June 7, 2010

Task I essays due today. As stated previously: None will accepted after class. This is your last significant term grade.

Another context vocabulary quiz

In class critical lens introductions.
HOMEWORK: due Tuesday---critical lens introduction. see handout.

FYI: ELA exam- Wednesday June 16 at 8:15 and Thursday June 17 at 8:15

June 3, 2010

Retest of Wednesday's vocabulary tomorrow...(you might study!)
Summer's almost here.... But there is an ELA to pass.
HOMEWORK ASSIGNMENT: last major grade. This is significant for many of you; so take your time. You may either hand write or type (the latter is preferable). You should plan 90 minutes, which is what you will have for the actual ELA. You will be graded based upon the ELA rubric.
Although you have a class handout, there is a copy below.

DUE MONDAY June 7 NO LATE PAPERS WILL BE ACCEPTED.

Your Task:

Write a unified essay about life changes as revealed in the
passages. In your essay, use ideas from both passages to establish a
controlling idea about life changes. Using evidence from each passage,
develop your controlling idea and show how the author uses specific literary
elements or techniques to convey that idea.
Guidelines:
Be sure to
• Use ideas from both passages to establish a controlling idea about life changes
• Use specific and relevant evidence from each passage to develop your controlling
idea
• Show how each author uses specific literary elements (for example: theme,
characterization, structure, point of view) or techniques (for example: symbolism,
irony, figurative language) to convey the controlling idea
• Organize your ideas in a logical and coherent manner
• Use language that communicates ideas effectively
• Follow the conventions of standard written English

Passage I
On Turning Ten
The whole idea of it makes me feel
like I’m coming down with something,
something worse than any stomach ache
or the headaches I get from reading in bad light—
a kind of measles of the spirit,
a mumps of the psyche,
or a disfiguring chicken pox of the soul.
You tell me it is too early to be looking back,
but that is because you have forgotten
the perfect simplicity of being one
and the beautiful complexity introduced by two.
But I can lie on my bed and remember every digit.
At four I was an Arabian wizard.
I could make myself invisible
by drinking a glass of milk a certain way.
At seven I was a soldier, at nine a prince.
But now I am mostly at the window
watching the late afternoon light.
Back then it never fell so solemnly
against the side of my tree house,
and my bicycle never leaned against the garage
as it does today,
all the dark blue speed drained out of it.
This is the beginning of sadness I say to myself
as I walk through the universe in my sneakers.
It is time to say good-bye to my imaginary friends,
time to turn the first big number.
It seems only yesterday I used to believe
there was nothing under my skin but light.
If you cut me I would shine.
But now when I fall upon the sidewalks of life,
I skin my knees. I bleed.
—Billy Collins
from The Paris Review, Winter 1993

Passage II
...The town—a seaside resort with a good harbor, in South Wales—was
foreign to me. My home was a long way from the sea, in an Italian hill town, and
I had been sent to Wales by my parents for the summer, to stay with friends and
to improve my English. I had never been out of Italy before. The outlandish
town, the sea, the holidays, the summer, all added to my gaiety. The year, too. It
was 1937, and England had begun rearming; there was a sense of awakening in
the air. “In Bristol,” I remember the head of the family I was staying with saying
in a quiet voice and with a subdued smile, “they are building over a hundred
aeroplanes a month.” The threats and taunts and boastings of the fascists were
fresh in my ears, and it made me very happy to hear this. Everything made me
happy. I watched the seagulls wheeling, wild even as the robins on the lawn
seemed tame. In Italy, except for the pigeons in the public squares, birds didn’t
come close. I watched the waves thunder against the pier with a violence I had
never witnessed, then rebound to meet and quell the onslaught of the next. And
I did many things I had never done before—flew kites, went roller-skating,
explored caves draped with stalactites, paddled in the pools left by the tide,
visited a lighthouse.
Visited a lighthouse. I climbed the spiral staircase and knocked on the door
up at the top. A man came to open who seemed the image of what a lighthousekeeper
ought to be. He smoked a pipe and had a grayish-white beard. Like a
seaman, he wore a thick navy-blue jacket with gold buttons, trousers to match,
and boots. Yet he had also something of the land about him—a well-set look, a
firmly planted look, and his boots could have been a farmer’s. Bathed by the
ocean and buttressed by the rock, the lighthouse and its keeper stood in between,
upon the thin, long fringe of land and sea—belonged to both and neither.
“Come in, come in,” he said, and immediately, with that strange power some
people have to put you at ease, he made me feel at home in the lighthouse. He
seemed to consider it most natural that a boy should come and visit his
lighthouse. Of course a boy my age would want to see it, his whole manner
seemed to say—there should be more people interested in it, and more visits. He
practically made me feel he was there to show the place to strangers, almost as if
that lighthouse were a museum or a tower of historical importance. ...
He had a large telescope—its brass well polished—set on a pedestal and
pointed at the sea. He said I could look through it. I watched a ship going down
the Bristol Channel, a wave breaking far away—the splash it made, the spray—
and distant cliffs, and seagulls flying. Some were so close they were swift shadows
over the field of vision; others, far away, seemed hardly to be moving, as though
they were resting in the air. I rested with them. Still others, flying a straight
course, winging their way steadfastly, made scarcely any progress across the little
circle, so wide was the circle of sky that it encompassed.
“And this,” he said, “is a barometer. When the hand dips, a storm is in the air.
Small boats better take heed. Now it points to ‘Variable.’ That means it doesn’t
really know what is going to happen—just like us. And that,” he added, like
someone who is leaving the best thing for the last, “is the lantern.”
I looked up at the immense lens with its many-thousand-candlepower bulb
inside.
“And this is how I switch it on, at dusk.” He went to a control box near the
wall and put his hand on a lever.
I didn’t think he’d really switch it on just for me, but he did, and the light
came on, slowly and powerfully, as strong lights do. I could feel its heat above me,
like the sun’s. I glowed appreciatively, and he looked satisfied. “I say! That’s jolly
good. Super!” I exclaimed, and I strung out all the new laudatory words that I had
learned—the old ones, too, of course, like “beautiful” and “lovely.” ...
“Now, would you like a cup of tea?” he said. He took a blue-and-white cup
and saucer out of a cupboard and poured the tea. Then he gave me a biscuit. “You
must come and see the light after dark sometime,” he said.
Late one evening, I went there again. The lantern’s flash lit up a vast stretch
of the sea, the boats, the boardwalk, and the dark that followed seemed more
than ever dark. So dark, so all pervading, and so everlasting that the lantern’s
flashing, powerful as it was, seemed not much stronger than a firefly’s, and almost
as ephemeral.1
At the end of the summer, I went home to Italy. For Christmas, I bought a
panforte—a sort of fruitcake, the specialty of the town I lived in—and sent it to
the lighthouse-keeper. I didn’t think I would see him again, but the very next year
I was back in Wales—not on a holiday this time but as a refugee. One morning
soon after I arrived, I went to the lighthouse, only to find the old man had retired.
“He still comes, though,” the much younger man who had taken over said.
“You’ll find him sitting outside here every afternoon, weather permitting.”
I returned after lunch, and there, sitting on a ledge of the lighthouse beside
the door, smoking his pipe, was my lighthouse-keeper, with a little dog. He
seemed heavier than the year before, not because he had gained weight but
because he looked as though he had been set on the ledge and would not easily
get off it without help.
“Hello,” I said. “Do you remember me? I came to see you last year.”
“Where are you from?”
“From Italy.”
“Oh, I used to know a boy from Italy. An awfully nice boy. Sent me a fruitcake
for Christmas.”
“That was me.”
“Oh, he was a fine boy.”
“I was the one who sent it.”
“Yes, he came from Italy—an awfully nice boy.”
“Me, me, that was me,” I insisted.
He looked straight into my eyes for a moment. His eyes discounted me. I felt
like an intruder, someone who was trying to take somebody else’s place without
having a right to it. “Ay, he was an awfully nice boy,” he repeated, as though the
visitor he saw now could never match last year’s.
And seeing that he had such a nice memory of me, I didn’t insist further; I
didn’t want to spoil the picture. I was at that time of life when suddenly boys turn
gauche, lose what can never be regained—a budding look, a certain early
freshness—and enter an unwonted2 stage in which a hundred things contrive to
mar the grace of their performance. I couldn’t see this change, this awkward
period in myself, of course, but, standing before him, I felt I never could—never
could possibly—be as nice as I had been a year before.
“Ay, he was an awfully nice boy,” the lighthouse-keeper said again, and he
looked lost in thought.
“Was he?” I said, as if I were talking of someone whom I didn’t know.

—Arturo Vivante
excerpted from “The Lighthouse”
English Stories, 1975
Street Fiction Press
Comp. Eng.

June 2, 2010

NEW GRADE REPORTS TODAY--PLEASE LET ME KNOW IF I MISSED SOMETHING.

In class: vocabulary quiz review and continuation of film

Tusday June 1, 2010

Any vocabulary turned in today is worth 60 points. Those who were absent Friday and did not write the critical lens essay will head to the library to do so, while the rest watch part of the film.

From now until the end of school, we'll be reviewing for the ELA.

Friday May 28, 2010

Vocabulary 15 due today!

Final assessment on the novel One Flew Over the Cuckoo's Nest by Ken Kesey: critical lens essay

Thrusday May 27, 2010

Vocabulary 15 due tomorrow: 10 points off for each day late- that includes the looooong weekend.

In class tomorrow: critical lens essay on Cuckoo's Nest. Make sure you have read! Brush up on e-notes / spark notes.

Today: more essay review, only this time you folks take over!

Wednesday May 26, 2010

Reminders: Vocaabulary 15 is due Friday.

Final assessment on Cuckoo's Nest is Friday. This is a critical lens, for which you will need details that demonstrate you have read and understood the text.

In class today: the Hemingway essays you wrote last week will be used as exemplars.

Tuesday May 25, 2010

The Dalles Oregon



The Dalles, after the dam.


As Lewis and Clark would have viewed The Dalles
Although this is a European romanticized image, it nevertheless evokes how Chief Bromden feels about his childhood and his people.

The Army Corp of Engineers building the dam in 1957 These are the falls to which Chief Bromden refers.

Pages 42-190 quotes that are related chronologically to the plot, but are significant in terms of theme and character.
1. "McMurray, Randle Patrick. Committed by the state from the Pendleton Farm for Correction. For diagnosis and possible treatment. Thirty-five years old. Never married. Distinguished Service Cross in Korea, for leading an escape from a Communist prison camp. A dishonorable discharge, afterward, for insubordination. Followed by a history of street brawls and barroom fights and a series of arrests for Drunkeness, Assault and Battery, Disturbing the Peace, repeated gambling, and one arrest- for Rape."



2. "Don't overlook the possibility that this man might be feigning psychosis to escape the drudgery of the work farm."



3. "theory of our Therapeutic Community"



4. "That's a good rule for a smart gambler; look the game over awhile, before you draw yourself a hand."



5. "Pete's been a chronic all his life. Even though he didn't come into the hospital till he was better than fifty...But one good thing-being simple like that put him out of the clutch of the Combine."

6. "Is this the usual pro-cedure for these Group Ther'py shindigs? Bunch of chickens at a peckin' party?"

7. "No, buddy, not that. She ain't peckin' at your eyes. That's not what she's peckin' at...Seen 'em all over the country--people who try to make you weak so they can get you to toe the line, to follow their rules, to live the way they want you to."

8."...that she even further serves mankind on her weekends off by doing generous volunteer work around town."

9. "Doctor Spivey...is exactly like the rest of us, McMurphy, completely conscious of his inadequacy."

10. "She merely needs to insinuate, insinuate anything."

11. "As near as I can tell you're not any crazier than the average asshole on the street--"

12. "If you don't answer her questions, Mack, you admit it just by keeping quiet. It's the way those bastards in the government get you."

13. "You know, that's the first thing that got me about this place, that thre wasn't anybody laughing."

14. "About the only time we get any let-up from this time control is in the fog; then time doesn't mean anything. It's lost in the fog, like everything else. (They haven't really fogged the place full force all day today, not since McMurphy came in."

15. "That damn radio. Boy. It's been going ever since I come in this morning. And don't give me that baloney that you don't hear it. Yes, I suppose we do hear it if we concentrate, but then one can hear one's own heartbeat too, if he concentrates enough."

16. "Oh, one more thng before I leave it your hands tonight, Miss Pillow; that new man sitting over there, the one with the garish red sideburns and facial lacerations--I've reason to believe he's a sex maniac."

17. "When you take one of these red pills you don't just go to sleep; your paralyzed with sleep, and all night long you can't wake, no matter what goes on around you."

18. "He's just as vulnerable, maybe, but the Combine didn't get him...because a moving target is hard to hit...no relatives pulling at him with watery old eyes. No one to care about, which is what makes him free enough to be a good con man."

19. "Good morning, Miss Rat-shed! How are things on the outside?"

20. "You can't run aroung here --in a towel."

21. "Who wants to lay me a pore little dollar that I can't put this dab of butter square in the center of the face of that clock up there?"

22."She picks the log book up from the table and frowns into it a minute (nobody's informed on anybody all day long."

23. "I happened to think of the old tub room where we store the tables during the ward meeting. We don't use the room al all othrwise."

24. "I could lift it all right. Well, hell, right over there you are: the thing Billy's sitting on. That big control panel with all the handles and cranks...probably weighs 400 pounds. ...he knows he can't lift it, something everybody knows he can't lift...But for just a second, when we hear the cement gring at our feet, we think, by golly, he might do it."

25, "You had a choice: you could either strain and look at things that appeared in front of the fog, painful as it might be, or you could relax and lose yourself.'

26. "Your mothr has spoken to me about this girl, Billy. Apparently she was quite a bit beneath you."

27. "Everyone in favor of changing the television time to the afternoon, raise his hand....No, that's not the truth: I lifted it myself."

28." We have weeks, or months, or years if need be."

29. "he'd think of her everytime he swabbed the urinal"

30. "Wednesday's the day they pack everybody up who hasn't got some kind of rot and move everyone to the swimming pool."

31 After Vera Harding visits: "Hells bells, Harding, "I don't know what to think! What do you want out of me? A marriage counsellor? All I know is this: nobody's very big in the first place, and it looks to me like everybody spends their whole life tearing everybody else down."

32. "I'm voluntary. I'm not committed."

33. "Please understand: We do not impose certain rules and restrictions on you without a great deal of thought about their therapeutic value. A good many of you are in hre because you could not adjust to the rules of society in the outside world, because you refused to face up to them, because you tried to circumvent them and avoid them. At some time--perhaps in your childhood--you may have been allowed to get away with flouting the rules of society. When you broke a rule you knew it. You wanted to be dealt with, you needed it, but the punishment did not come. That foolish leinence on the part of your parents may have been the germ that grew into your present illness."

34. 'I'm sure sorry ma'am...Gawd, but I am. That window glass was so spick and span, I com-pletely forgot it was there."

35. "The ringing in my head had stopped."

36. "So with basketball season obviously over, McMurphy decided fishing was the thing."

37. "But I remembered one thing: it wasn't me that started acting deaf; it was people that first started acting like I was too dumb to hear or see or say anything at all."

38. " I told him thank you."

Vocabulary 15 definitions

Due this Friday May 28

1. amenity (noun)- that which is pleasant or agreeable; (plural) attractive features or customs
2. aperture (noun)- an opening, gap, hole; orifice
3. dissidence (noun)- a difference of opinion; discontent; disagreement, dissent , disaffection
4. epicurean (adj)- devoted to the pursuit of pleasure; fond of good food, comfort and ease; with discriminating tastes; (noun) a person with discriminating tastes; hedonistic, sybaritic, discriminating

5. improvident (adj.)- not thrifty; failing to plan ahead; prodigal, spendthrift, extravagant
6. iniquity (noun)- wickedness, sin; a grossly immoral act; evil, crime
7. inviolable (adj.) – sacred; of such a character that it must not be broken, injured or profaned
8. mutable (adj)- open to or capable of change; changeable, variable
9. nascent (adj).)- just beginning to exist or develop; having just come into existence; budding, incipient, embryonic
10. obeisance (noun)- a deep bow or other body movement indicating respect or submission; deference, homage

11. panegyric (noun) formal or elaborate praise; a tribute; encomium, testimonial
12. pillory (noun)- a device for publicly punishing offenders; a means for exposing one to public contempt or ridicule; (verb)- to expose to public contempt or ridicule
13. pittance (noun)- a woefully meager allowance, wage or portion; modicum, trifle
14. presage (verb)- to foreshadow or point to a future event; to predict; (noun) a warning or indication of the future; augur, portend, foretell

15. progeny (noun)- descendants, offspring. children, followers, disciples
16. promulgate (verb)- to proclaim; to make known far and wide; announce
17. rectitude (noun)- uprightness, righteousness, correctness; probity, integrity
18. restive (adj)- restless, hard to manage, balky; uneasy, fidgety, recalcitrant
19. seraphic (adj)- angelic, heavenly, celestial, cherubic; cherubic
20. subsist (verb) to have existence; to remain alive, manage o make a living or maintain life; to persist or continue; last, sustain, survive


Vocabulary 15 exercise 1 Fill in the blank with the correct definition.

1. We are sure that their vow is ______________________________ because their sense of moral obligation will prevent them from ever breaking it.
2. Conscientious parents will do everything they can to foster and develop the _______________________ intellectual curiosity of a small child.
3. Imagine someone with my _____________________ tastes having to live for a week on that watery mush!
4. The biography is a pretty evenhanded appraisal of the man’s strengths and weaknesses, not just another _________________________ to a great hero.
5. I see no reason to question the _______________________ of her dealings with us since I know her to be “as honest as the day is long.”
6. He inveighs against the sins of society with all the stridency of an Old Testament prophet castigating the _____________________ of the ungodly.
7. The wranglers suspected that there were wolves or mountain lions nearby when the herd suddenly grew nervous and _____________________________.
8. The Bible tells us that visitors to the court of Solomon, the great Hebrew king, willingly paid him ______________________________.
9. For many ancient peoples, the appearance of a comet was a fearful omen that _______________________ great social upheaval.
10. After a few days in which everything went my way, I suddenly learned just how _________________________ Lady Luck can be.
11. Am I to be ____________________________ before the entire student body because I made a few minor mistakes as a member of the Student Council?
12. The liberties that we have inherited from our forefathers are a sacred trust that we must pass on undiminished to our ________________________.
13. Authoritarian governments often resort to violence and coercion in their efforts to repress political ___________________________.
14. Our financial situations are so different that what she considers a mere _________________ seems a fortune to me.
15. It was the _________________________ of its natural setting on those rolling hills that led the architect to dub the estate “Mount Pleasant.”
16. The President has ____________________________ a policy that commits the nation to curbing pollution.
17. “I’m afraid that the child’s seraphic countenance belies the devilry in his heart,” I observed sadly.
18. The __________________________ on most cameras can be adjusted to admit more or less light, as required.
19. Nutritionists say that most of us could ________________________ on a great deal less food than we actually consume.
20. Though I’m by no means ________________________ with my money, I don’t hoard it either.

Vocabulary 15 Exercise 2

1. The artist painted the children with ________________________ smiles to suggest their innocence.
2. Peasants in the nineteenth-century Ireland were able to ______________________ almost exclusively on potatoes.
3. After the earthquake, rain and cold came through the ______________________ in the wall of the damaged house.
4. Safeguarding the retirement income of millions of Americans is a(n) _____________________________ trust of the federal government.
5. The candidate tried to ________________________ her political opponent by suggesting that he had ties to organized crime.
6. In comparison to the overwhelming need for food and medicine, the shipment was a mere ______________________.
7. The School Board __________________________ a new approach to education that emphasized phonics.
8. The chef took a(n) _____________________________ delight in presenting the most delicious dishes to his demanding clientele.
9. When I backpack there are certain basic __________________________ such as clean sheets and a dry tent, that I find I sometimes miss.
10. The speaker delivered a ____________________________ in honor of the award-winning author.
11. The mayor is a person of unquestionable ________________________; his honesty is indisputable.
12. The Bill of Rights guarantees certain civil rights and protections to ourselves and our __________________________.
13. When the commanding officer announced that all leave was cancelled, there was widespread ______________________ in the ranks.
14. Some people are so _______________________________that despite high incomes they struggle to make ends meet.
15. The ____________________________ horse had not been taken out of the stable for five days.
16. The skirmishes at the border _____________________ a war.
17. English Puritans looked upon the court that surrounded King Charles I as a den of ____________________________.
18. Upon entering the throne room, each courtier made a respectful __________________________ before the king and queen.
19. The ____________________________ was placed in the center of town so that everyone could view the outlaws and their shame.
20. Recent public opinion polls registered _____________________________opposition to the proposed tax increases.

Vocabulary 15 exercise 3

Synonyms
1. tried to survive in a desert _______________________________
2. dark clouds portending rain _______________________________
3. the angelic tones of the choir ______________________________
4. challenged the integrity of the judge _____________________________
5. a hedonistic display of luxury _____________________________
6. stuffed the orifice with old newspapers ______________________________
7. showed a budding interest in politics _____________________________
8. paid respect to those who came before her _____________________________
9. the pleasantness of a quiet garden _____________________________
10. sacrosanct principle of equality _____________________________
11. will be punished for their crimes ______________________________
12. repaid a mere modicum of what is owed ______________________________
13. announced by the public health authorities ______________________________
14. fidgety after the caffeine _______________________________
15. a fickle disposition _______________________________
Antonyms
16. insulted the king’s ancestors ______________________________
17. always praises those in authority ______________________________
18. gave a long diatribe on the military ______________________________
19. widespread political agreement ______________________________
20. a thrifty manager ______________________________

Vocabulary 15 exercise 4
1. Religious (obeisance / dissidence) was one of the motives that led many people to leave their homes and found colonies in North America.
2. Writers often regard their works as their (dissidence / progeny) in much the same way as other people regard their pets as family members.
3. The resounding victory we scored at the polls is an eloquent tribute to the (rectitude / dissidence) of her approach as campaign manager.
4. As the speaker’s remarks became more inflammatory, the crowd grew more sullen and (nascent / restive).
5. The novel centers on a(n) (improvident / seraphic) young man who squanders his inheritance on riotous living and dies in the poorhouse.
6. I realize the official made a serous mistake, but that is no reason to (pillory /subsist) him so unmercifully in the press.
7. We would like to believe that the intensifying fear of ecological catastrophe (subsists / presages) an era of environmental harmony in the near future.
8. The cost of living has risen so sharply that a salary that was adequate a decade ago is now no more than a mere (panegyric / pittance.)
9. The new “gourmet” deli features delicacies that are bound to delight even the most exacting of (epicurean / nascent) palates.
10. No matter how well defended, no boundary is (inviolable / restive) unless the people on either side of it respect each other.
11. “Angelica” is indeed an apt name for one whose (mutable / seraphic) beauty is complemented by such sweetness of temper and gentleness of spirit.
12. One cannot expect a(n) (epicurean /nascent) democracy to go through its early years without experiencing serious growing pains.
13. Recently, the Principal (promulgated / presaged) a new dress code that abolished some of the unnecessary strictness of the old rules.
14. Liberty (subsists / presages) only so long as people have the intelligence to know their rights and the courage to defend them.
15. There was a loophole in the law, and through this (aperture / obeisance) the defendant escaped the legal consequences of his crime.
16. Instead of being so concerned with the (iniquities / apertures) of others, they would do well to concentrate on correcting their own shortcomings.
17. The study of government shows us that many political institutions thought to be unchanging are in fact highly (inviolable / mutable).
18. Specific customs vary widely in different lands, but the basic (affectations / amenities) of civilized living are much the same everywhere.
19. Like so many others of his generation, he paid unquestioning (iniquity / obeisance) to the accepted symbols of material success.

Monday May 24, 2010

vocabulary 15 (I'll post the individual pages on the blog later tonight) You are working on this in class. It is due this FRIDAY MAY 28.

Tomorrow / Tuesday Reading test on Cuckoo through page 190.
Final Cuckoo assessment this Friday on whole novel. Make sure you are very familiar with its literary elements, as you will most likely use this on your state exam in June.

characters
setting
plot
point of view
theme
figurative language devices (LOTS OF SIMILES IN THIS NOVEL- PICK OUT A COUPLE.

Thursday May 21 second post for 7th period

Please respond to the Hemingway story directly on this blog. This is due at the end of class.

For Tuesday, make sure you have read through page 192-- TEST.

Thursday May 21, 2010

For Tuesday please make sure you have read through page 191---TEST

Tuesday May 18, 2010

For Wednesday, make sure you have read through page 103

TWO MINUTES HATE: THERAPEUTIC GROUP COUNCILLING
Page 48 What in reality takes place in Nurse Ratchet's group sessions? What is the purpose?

In George Orwell's novel Nineteen Eighty-Four, the Two Minutes' Hate is a daily period in which Party members of the society of Oceania must watch a film depicting The Party's enemies (notably Emmanuel Goldstein and his followers) and express their hatred for them and the principles of democracy.
Orwell did not invent the term "Two minutes' hate"; it was already in use in the First World War. At that time, British writers satirised the German campaign of hatred against the English, and imagined a Prussian family sitting around the kitchen table having its "daily hate."

In addition, short daily artillery bombardments made by either side during the First World War, and aimed at disrupting enemy routines, were known as "hates".

The horrible thing about the Two Minutes Hate was not that one was obliged to act a part, but that it was impossible to avoid joining in. Within thirty seconds any pretence was always unnecessary. A hideous ecstasy of fear and vindictiveness, a desire to kill, to torture, to smash faces in with a sledge hammer, seemed to flow through the whole group of people like an electric current, turning one even against one's will into a grimacing, screaming lunatic. And yet the rage that one felt was an abstract, undirected emotion which could be switched from one object to another like the flame of a blowlamp.

How does one engender hate? Take a look at the following clip. What ostensibly is the objective of the narrator? http://www.youtube.com/watch?v=dkSzLZjJXgA

Monday May 17, 2010

In class today: You are working in assigned groups on the following study questions. These are due for a grade at the close of class. One person will scribe for the whole group. If you are absent, please write out your personal responses.

One Flew Over the Cuckoo’s Nest; 41-82 Yes, this is beyond the assigned weekend pages, but this lets you get ahead. Have one person in your group scribe your responses. Make sure everyone’s name is on the paper, in order to get credit.

Introduction With McMurphy, the ward begins to change and the fundamental battle between Ratched and McMurphy looms.
Answer the following questions fully, using another sheet of paper.
1. What do you suppose the fog is?
Is it real?
Why does the Chief need it?
Are there any patients totally lost in the fog?
2. What is the hypothetical good intention of the meeting?
What is the ugly reality?
How does Harding get hurt?
How are these meeting similar to Two Minutes Hate or a Vigils Meeting?
3. What does Nurse Ratched do to try and intimidate McMurphy?
How is he supposed to feel when she says that?
How does he feel?
How does McMurphy feel about his own sexuality?
How does McMurphy turn the tables on her?
Has anyone tried to do a similar thing to you?

4. How did Old Pete avoid the controls of the Combine?
What is the Combine?
How has McMurphy managed to avoid the Combine?
Is Santiago in the Combine?
Is Obie?
5. How are the meetings like "a bunch of chickens at a peckin' party"?
What is a pecking party?
6. What is the difference between a chicken and a rabbit?
What characters are chickens?
7. What is the bet?

8. How does Mack fool the Chief?

9. Describe what the chief sees at night.
Is it true, "even if it never happened."
According to his vision, what happens at the end of your time on the ward?

HOMEWORK: pages 83 through 101

Friday May 14, 2010

Being Needs

Deficit Needs
vocabulary 14 is due today.
In class test on reading through pages 41
Homework: read through page 69

Note the chart above. Define the needs above.
Which of these needs are being provided by and for whom? How are they being restricted? And what is the outcome?

Thursday May 13, 2010

Electic shock machine circa 1910


The following image relates to Robert Frost's Home Burial



Vocabulary 14 due tomorrow
Homework for Friday: read through page 41

from 14-28 on Randle McMurphy
"he was no ordinary admission. I didn't hear him slide scared along the wall."
"the guy is redheaded with long red sideburns and a tangle of curls out from under his cap"
"I brought along my own deck- and check the pictures...fifty two positions."
"I'm a psychopath...a psychopath's a guy who fights too much and fucks too much."

pages 19-28

Identify the following:

Chronics
Acutes
Ellis
Ruckly
Billy Bibbit
Harding
How does Randle initiate himself into the ward?

There is palpable tension between Nurse Ratchet and McMurphy. This is in part a male / female power struggle. Please read the following and be prepared to articulate the tension behind this couples conflict. What, if any, parallels do you note between Cuckoo's protagonists and these two people? Note particularly the lines I highlighted.

Home Burial by Robert Frost
(1915)

HE saw her from the bottom of the stairs
Before she saw him. She was starting down,
Looking back over her shoulder at some fear.
She took a doubtful step and then undid it
To raise herself and look again. He spoke 5
Advancing toward her: “What is it you see
From up there always—for I want to know.”
She turned and sank upon her skirts at that,
And her face changed from terrified to dull.
He said to gain time: “What is it you see,” 10
Mounting until she cowered under him.
“I will find out now—you must tell me, dear.”
She, in her place, refused him any help
With the least stiffening of her neck and silence.
She let him look, sure that he wouldn’t see, 15
Blind creature; and a while he didn’t see.
But at last he murmured, “Oh,” and again, “Oh.”

“What is it—what?” she said.

“Just that I see.”

“You don’t,” she challenged. “Tell me what it is.” 20

“The wonder is I didn’t see at once.
I never noticed it from here before.
I must be wonted to it—that’s the reason.
The little graveyard where my people are!
So small the window frames the whole of it. 25
Not so much larger than a bedroom, is it?
There are three stones of slate and one of marble,
Broad-shouldered little slabs there in the sunlight
On the sidehill. We haven’t to mind those.
But I understand: it is not the stones, 30
But the child’s mound——”

“Don’t, don’t, don’t, don’t,” she cried.

She withdrew shrinking from beneath his arm
That rested on the banister, and slid downstairs;
And turned on him with such a daunting look, 35
He said twice over before he knew himself:
“Can’t a man speak of his own child he’s lost?”

“Not you! Oh, where’s my hat? Oh, I don’t need it!
I must get out of here. I must get air.
I don’t know rightly whether any man can.” 40

“Amy! Don’t go to someone else this time.
Listen to me. I won’t come down the stairs.”
He sat and fixed his chin between his fists.
“There’s something I should like to ask you, dear.”

“You don’t know how to ask it.” 45

“Help me, then.”
Her fingers moved the latch for all reply.

“My words are nearly always an offence.
I don’t know how to speak of anything
So as to please you. But I might be taught 50
I should suppose. I can’t say I see how.
A man must partly give up being a man
With women-folk. We could have some arrangement
By which I’d bind myself to keep hands off
Anything special you’re a-mind to name. 55
Though I don’t like such things ’twixt those that love.
Two that don’t love can’t live together without them.
But two that do can’t live together with them.”
She moved the latch a little. “Don’t—don’t go.
Don’t carry it to someone else this time. 60
Tell me about it if it’s something human.
Let me into your grief. I’m not so much
Unlike other folks as your standing there
Apart would make me out. Give me my chance.
I do think, though, you overdo it a little. 65
What was it brought you up to think it the thing
To take your mother-loss of a first child
So inconsolably—in the face of love.
You’d think his memory might be satisfied——”

“There you go sneering now!” 70

“I’m not, I’m not!
You make me angry. I’ll come down to you.
God, what a woman! And it’s come to this,
A man can’t speak of his own child that’s dead.”

“You can’t because you don’t know how. 75
If you had any feelings, you that dug
With your own hand—how could you?—his little grave;
I saw you from that very window there,
Making the gravel leap and leap in air,
Leap up, like that, like that, and land so lightly 80
And roll back down the mound beside the hole.
I thought, Who is that man? I didn’t know you.
And I crept down the stairs and up the stairs
To look again, and still your spade kept lifting.
Then you came in. I heard your rumbling voice 85
Out in the kitchen, and I don’t know why,
But I went near to see with my own eyes.
You could sit there with the stains on your shoes
Of the fresh earth from your own baby’s grave
And talk about your everyday concerns. 90
You had stood the spade up against the wall
Outside there in the entry, for I saw it.”

“I shall laugh the worst laugh I ever laughed.
I’m cursed. God, if I don’t believe I’m cursed.”

“I can repeat the very words you were saying. 95
‘Three foggy mornings and one rainy day
Will rot the best birch fence a man can build.’
Think of it, talk like that at such a time!
What had how long it takes a birch to rot
To do with what was in the darkened parlour. 100
You couldn’t care! The nearest friends can go
With anyone to death, comes so far short
They might as well not try to go at all.
No, from the time when one is sick to death,
One is alone, and he dies more alone. 105
Friends make pretence of following to the grave,
But before one is in it, their minds are turned
And making the best of their way back to life
And living people, and things they understand.
But the world’s evil. I won’t have grief so 110
If I can change it. Oh, I won’t, I won’t!”

“There, you have said it all and you feel better.
You won’t go now. You’re crying. Close the door.
The heart’s gone out of it: why keep it up.
Amy! There’s someone coming down the road!” 115

“You—oh, you think the talk is all. I must go—
Somewhere out of this house. How can I make you——”

“If—you—do!” She was opening the door wider.
Where do you mean to go? First tell me that.
I’ll follow and bring you back by force. I will!—” 120

Wednesday May 12, 2010

Reminder: Friday vocabulary 14 is due
If you did not turn in your synopsis, do so. This is a class participation grade (an easy one), and if you were absent must make it up.

In class today: You were to read pages 9-13 in Ken Kesey's novel One Flew Over the Cuckoo's Nest. Think of the novel as being tragicomic. The setting is a mental hospital in the late 1950's. Keep in mind two themes: 1. the dehumanizing of the individual and the need for conformity within a mental institution and 2. how individuality and creativity can be perceived as threatening.
Note the point of view: who is speaking? what do we know of this individual? Be patient with this guy; he's had lots of electroshock and drugs.

The following is an interview with Ken Kesey and Jerry Garcia (Grateful Dead). http://www.youtube.com/watch?v=s4ilnADvT2s This should give you insight into the 60's and by extension the character of McMurphy.

Characters: Chief Bromden
Nurse Ratched
Randle McMurphy
Dale Harding
Billy Bibbit
Dr. Spivey

WHY DO HUMANS LAUGH?
Homework:
Read through page 28.
Bonus 50 points
Put together the following: Tom Wolf, Merry Pranksters, Ken Kesey. Due Thursday; put by the computer.

FRACTURED IDENTITY

Today is the last opportunity to turn in your Crucible essays, which were due yesterday.

Vocabulary 14 due this Friday.

Homework: read chapter 1 of Cuckoo.

Collect One Flew Over the Cuckoo's Nest by Ken Kesey from the library and return your Crucible play.

In class: we are reading the book review "In the Name of Identity", first as a class, then independently, where you will underline the thesis within each paragraph and any words with which you are unfamiliar.

On a separate piece of paper, write a brief synopsis of the review that takes into account these theses. This is due at the close of class for a participation grade. Thank you.

Monday May 10, 2010

A good name, like good will, is attained by many actions and may be lost by one.

Due today: Crucible psychoanalytical essay
Due Friday: vocabulary 14

We are looking at the following clip on the McCarthy witch trials today. Please familiarize yourself, if you are absent: http://www.youtube.com/watch?v=v4N46jLdhCU&feature=related




I'm nobody! Who are you?
Are you nobody, too?
Then there's a pair of us--don't tell!
They'd banish us, you know.
How dreary to be somebody!
How public, like a frog
To tell your name the livelong day
To an admiring bog!



by Emily Dickinson



1. What is the persona of the speaker? Is this a guise?

2. Any irony? And to what purpose?

3. What is frog within the poem?

4. Do you note satire?

We are reading the following book review. Please highlight the signicant points in order to draw parallels with the HUAC and the Salem Witch Trials.

'In the Name of Identity': Against the Politics of Victimization

If in the aftermath of Sept. 11 we want to know more facts, we need political analyses, but we are also hungry for general reflection on what human beings are like. ''In the Name of Identity'' bridges these concerns. Amin Maalouf is an Arab who is also a Christian, a Frenchman who is also Lebanese. He lives in Paris now, where he is a successful novelist -- indeed, he won the Prix Goncourt for ''The Rock of Tanios'' -- but he was the editor of the Beirut newspaper An Nahar. His book is a heartfelt meditation on identity that begins inside his soul.

For Maalouf, identity is usually deployed to create a false sense of self. It does so by proclaiming that one of our many allegiances is who we really are. This primary allegiance is not determined by introspection but typically in relation to which allegiance is most under attack. Our identity is thus often formed in relation to our enemy: the groups we fear, hate or, most importantly, resent. One of the driving forces in history is, in Maalouf's vision, the urge to triumph over a narcissistic wound. Once a group feels humiliated, it is possible for agitators to rise up and convince it that they should come to understand themselves around this humiliation. In this way, many of the group's other allegiances are suppressed, and the way is open for lethal violence:

''Whether they are hotheads or cool schemers, their intransigent speeches act as balm to their audience's wounds. They say one shouldn't beg others for respect: respect is a due and must be forced from those who would withhold it. They promise victory or vengeance, they inflame men's minds, sometimes they use extreme methods that some of their brothers may merely have dreamed of in secret. The scene is now set and the war can begin. Whatever happens 'the others' will have deserved it.''

This book, smoothly translated from the French by Barbara Bray, was written in Paris before the world changed, but it makes compelling reading in America today. For it argues that a politics of identity based on a sense of victimization -- which reduces identity to a single affiliation -- facilitates the creation of ''identities that kill.''

It is not useful, Maalouf thinks, to ask whether a religion like Islam or Christianity is really tolerant or intolerant. During much of its history Christianity was strikingly intolerant; during its period of political and cultural supremacy, Islam was remarkably tolerant. The question that does concern Maalouf is why the Christian West, which has a tradition of intolerance, has founded societies that respect freedom of expression, while the Muslim world, which has a tradition of tolerance, is now a stronghold of fanaticism. Muslims attack the West, Maalouf thinks, not primarily because they are Muslim but because they feel downtrodden or derided. This sense of outrage is then taken up into a particular interpretation of Islam that offers redress and revenge.

Maalouf goes back to Napoleon's Egyptian campaign to inspect what he thinks was a wrong turn in world history. In the aftermath, intellectuals and politicians asked why the Arab world had been left so far behind. For Muhammad Ali, the Turks' viceroy in Egypt, the answer was to catch up. Ali invited European doctors to create a faculty of medicine in Cairo, imported new agricultural and industrial techniques -- and was eventually undermined by the British for geopolitical reasons. ''From this episode the Arabs concluded then and still conclude now that the West doesn't want the rest of the world to be like it; it just wants them to obey it,'' Maalouf says. Who knew then that 200 years later we would still be reaping the bitter fruit of the British desire to have an easy trade route to India?

With the undoing of the viceroy Muhammad Ali the question shifted from ''How can we modernize?'' to ''How can we modernize without losing our identity?'' In current circumstances, it is difficult to see how this can be answered well. Maalouf sees Arab citizens as forced to choose between Islamic fundamentalists and despotic rulers. It's a horrible choice, and the pressures of globalization are inclining them toward the former. Not only does globalization reinforce a felt need for a sense of local identity, the Muslim religion offers an alternative image of globalization. For from a Muslim perspective what matters is not nation, race or tribe, but that one acknowledge Allah as the one God and Muhammad as his prophet. Maalouf's main point is that it is for historically contingent reasons that the forces of globalization, as we know it, have come to be experienced as Western, secular and anti-Muslim. If we are going to escape catastrophe, this lineup must be undone.

Maalouf's recommendations, while thoughtful, strike me as too hopeful to be realistic. He ''dreams'' of a world in which there is religion and spirituality but in which those impulses are no longer attached to the need to belong to a group. ''It is not enough now to separate church and state: what has to do with religion must be kept apart from what has to do with identity.'' Which world could this possibly be?

Maalouf thinks we can and must find other ways to satisfy the need for identity. As a writer, he thinks, not surprisingly, in terms of languages. ''No one should be forced to become a mental expatriate every time he opens a book, sits down in front of a screen, enters into a discussion or thinks. People ought to be able to make their own modernity instead of always feeling they are borrowing it from others.'' Maalouf suggests that everyone should be taught three languages: the first is the language of identity, the third is English and the second is any other language, freely chosen. In such a world, one could not easily get by without English, but it would also be a handicap to know English only. His hope is that by taking certain practical steps the world as a whole can accomplish what America has been struggling to accomplish: to embrace both diversity and unity.

I don't think that Maalouf has here come to grips with human impulses toward destruction, cruelty and envy or people's bottomless capacity to feel wounded. But, strangely, I don't think this detracts from the book. The genre is not that of a comprehensive argument but of a conversation happened upon in a cafe. (It should be read either with an espresso or a short, narrow tumbler of vin rouge.) When one is engaged with a thoughtful, humane and passionate interlocutor, the feeling that he has overlooked this or that important point is part of the feeling of being in a real conversation.


Jonathan Lear is a member of the Committee on Social Thought at the University of Chicago and the author, most recently, of ''Happiness, Death and the Remainder of Life.''

Thursday May 7, 2010

VOCABULARY 14 DUE FRIDAY MAY 14
ANALYSIS PAPER DUE MONDAY MAY 10

Nicey done on our witching trials yesterday. Thank you to Jonathan Madison, Alicia Vasquez, Katie Quinslik and Adrianna Whiteeagle for their excellent witching. What was particularly impressive is how some of the accusations were extracted from "real life", as in off remarks made about how easily a pen wrties as it seems magical or an interest in Harry Potter's music. Take a look at the headline picture above and some of the comments jokingly made in class and it is easy to see how rumors, lies and power can undermine a society.

On Monday we'll take a look more closely at these trials and the importance of one's name.

Today (Friday) some folks have AP exams, so vocabulary 14 was handed out yesterday. Please use the class time to work on this or your psycholigical analysis paper, which is due Monday.

See below a copy of vocaVocabulary 14 definitions

beatific- (adj)- blissful; rendering or making blessed; rapturous, ecstatic, transcendent
behemoth (noun)- a creature of enormous size, power or appearance; mammoth, whale, elephant, colossus
blandishment- (noun (often plural)) – anything designed to flatter or coax, sweet talk, apple-polishing; allurement, enticement, cajolery.
cacophonous- (adj)- harsh-sounding, raucous, discordant, dissonant
chicanery- (noun)- trickery, deceptive practices or tactics; double-dealing
consign- (verb)- to give over to another’s care, charge or control; to entrust, deliver; set apart for special use; transfer, remit, convey
coup- (noun)- a highly successful stroke, masterstroke, tour de force, plan or stratagem; a sudden takeover of power or leadership

euphemism-(noun)- a mild or inoffensive expression used inplace of a harsh or unpleasant one; a substitute

febrile- (adj)- feverish; pertaining to or marked by fever, frenetic
gainsay – (verb)- to deny, contradict, controvert; to dispute, oppose
imminent (adj)- about to happen, threatening; impending, looming
innate- (adj)- natural, inborn, inherent; built-in; impending, looming
loath- (adj)- unwilling, reluctant, disinclined; averse, indisposed
manifest (adj)- clear, evident to the eyes or mind; (verb)- to show plainly; exhibit, evince; (noun) a list of cargo and or passengers
minutiae (plural noun)- small or trivial details, trifling matters; trivia, trifles
moratorium (noun) a suspension of activity; an official waiting period; an authorized period of delay
nostrum (noun) an alleged cure-a;;; a remedy or scheme of questionable effectiveness; panacea, elixir
pariah (noun) one who is rejected by a social group or organization; outcast
visionary (adj)- not practical, lacking in realism; having the nature of a fantasy or dream; (noun) one given to far-fetched ideas; a dreamer or seer characterized by vision or foresight.
wizened (adj)- dry, shrunken and wrinkled (often as the result of aging); withered, shriveled

Vocabulary 14. Exercise 1 Write the correct word in the blank space. Be careful with form!
1. However much I may dispute your views, I will never ________________________ your right to hold them.
2. Just when it seemed that defeat was inevitable, she pulled off a dazzling ________________ that totally discomfited her opponent.
3. When it became clear just how shamelessly he had treated his brother, he became a virtual _________________ in his own family.
4. In a touching ceremony, the soldiers _____________________ the body of their fallen leader to the grave and his memory to their hearts.
5. On the first play, our diminutive quarterback was “sacked” by a veritable _____________________ of a linebacker, ominously nicknamed “Bone Crusher.”
6. When the swollen river threatened to overflow its banks, a devastating flood seemed _________________________.
7. Since I was brought up in a sleepy country town, I found it very hard to adjust to the _______________ pace of big-city life.
8. You may be, as you say, “_________________________ to leave such a fascinating book,” but I’m telling you right now to take out the garbage!
9. If you spend all your time on _______________________, you won’t have any left for really important matters.
10. The nation’s economic ills call for a variety of remedies; they cannot be cured by any single, miraculous ____________________________.
11. Suddenly I was overcome by such a feeling of ________________________ peace that I began to wonder whether I was on earth or in heaven.
12. One way to bring relief to small farmers who cannot meet their mortgage payments is to declare a temporary _____________________ on foreclosures.
13. Before you dismiss him as just another impractical ______________________, think of how many great inventors were once regarded as mere “cranks.”
14. Though the ability to paint is probably a(n) ________________________ gift, it can certainly be improved by training and practice.
15. Some Civil War generals weren’t professional soldiers and got their jobs through wire-pulling and other forms of political _________________________ .
16. Through her body had become bent and _______________________________ with age, her mind was as alert and active as ever.
17. No matter what _________________________________ you use to describe his conduct, you can’t disguise the fact he betrayed his best friend.
18. Some people enjoy the type of atonal music written by such composers as Arnold Schoenberg; others find it _______________________________.
19. We were all surprised that someone with the reputation of a frivolous playboy could ____________________________ such courage and determination.
20. Only a fool would have succumbed to the cloying __________________________of that smooth-talking rascal.

Vocabulary 14. Exercise 2 Fill in the blank with the word that best fits. Use the correct form.

1. The passenger _________________________ helps investigators find out who is on board a plane.
2. The ______________________________ old woman walked with the aid of a cane.
3. Some wished to _________________________ the conclusions of the US Supreme Court in the matter of the 2000 Presidential elections.
4. During the awards ceremony, the Gold Medal winner had a positively ____________________ expression on her face.
5. The accountants used legal _____________________________ to cover up the company’s shaky financial position.
6. The surprise __________________________ by high-ranking military officers toppled the weak government in a matter of hours.
7. Musical excellence often comes from ______________________ ability.
8. Common ______________________________ for die include the expressions pass away and go to the other side.
9. The Reverend Martin Luther King, Jr. was a ________________________ whose dreams inspired the American civil rights movement.
10. My hard-working grandfather was ______________________ to retire.
11. The scene opened with _____________________________ laughter coming from three witches gathered around a steaming cauldron.
12. The king was often influence by subtle __________________________ of self-seeking sycophants.
13. The ship’s captain ________________________ many duties to her trusted first mate.
14. In most of the world today, those who are suffering form the disease of leprosy are no longer treated as _________________________.
15. A(n) ____________________________ hurricane forced the islanders back to the mainland.
16. The Loch Ness monster is a famous __________________________, whose giant form is yet to be confirmed.
17. The journalist wrote with ____________________________ intensity to make sure he met the deadline.
18. The federal Food and Drug Administration was created in part to keep unsavory characters from peddling _________________________ to the public.
19. Because the researcher was too concerned with __________________________, she was unlikely to make an original discovery.
20. The conference was held to try to negotiate a _______________________________ on arms sales to both sides of the conflict.

Vocabulary 14 exercise 3

Synonyms

1. a substitute for the word fired ______________________________
2. considered an outcast by her neighbors ______________________________
3. delivered a well-time masterstroke ______________________________
4. fooled by a worthless panacea ______________________________
5. when mammoths roamed the Earth ______________________________
6. accused of outright double-dealing _____________________________
7. an intrinsic capacity for learning _____________________________
8. dared to controvert the scientific evidence _____________________________
9. without the withered look of advanced age _____________________________
10. fascinated by the trivia of celebrity gossip _____________________________
11. transcendent vision of another world _____________________________
12. the raucous roar from the trading floor _____________________________
13. transferred to an underground facility _____________________________
14. warned of an impeding investigation _____________________________
15. open to the enticement of lobbyists _____________________________
Antonyms
16. a realistic blueprint for change _____________________________
17. proceeded at a relaxed pace _____________________________
18. was willing to make a compromise _____________________________
19. demanded an immediate acceleration _____________________________
20. the hidden cause of the problem _____________________________

Vocabulary 14 exercise 4
1. Although I play a fair hand of bridge, I’m not capable of the brilliant (coups / manifests) that mark a true master of the game.
2. Only when we tried to implement the plan did its (innate / imminent) defects become clear to us.
3. The (wizened / febrile) tempo of the symphony’s opening movement gives way to a placid and stately largo in the next.
4. Accidents at nuclear power plants have prompted some people to agitate for a (moratorium / nostrum) on the construction of such facilities.
5. When he took his first bit of Mother’s famous coconut custard pie, a look of (visionary / beatific) joy spread over his face.
6. The plan is certainly ingenious, but it strikes me as far too (visionary / imminent) to serve as the basis for practical legislation.
7. It is a rare leader indeed, who can tell the public unpleasant truths without evasions or (pariahs / blandishments).
8. Someone who “can’t see the forest for the trees” is usually too concerned with the (minutiae / nostrums) to be aware of the overall picture.
9. “As soon as we received the order,” I said, “we crated the equipment and (gainsaid / consigned) it to the buyer in Atlanta.”
10. The kind of financial (minutiae / chicanery) involved in bringing off that deal may not have been illegal, but it was certainly unethical.
11. No one who knows the facts would venture to (gainsay / consign) your claim to have done your utmost to improve this community.
12. The solution to our problems is to be found in long-term programs of social planning, not in easy (pariah / nostrums).
13. Although I am (febrile / loath) to boast, I must acknowledge my superior qualities as a student, athlete, financier and all-round social luminary.
14. “How much of a chance do you suppose a 98-pound weakling like me actually stands against that 320-pound (coup / behemoth).
15. (Imminent / Loath) disaster stared us in the face when we were thrown for a loss and then fumbled the ball on our own five-yard line.
16. After it had been left to rot in the sun for a few days, the plump little apple began to take on the (visionary / wizened) appearance of a prune.
17. After he killed Alexander Hamilton in a duel, Aaron Burr found himself no longer a respected statesman, but a social and political (coup / pariah).
18. The (cacophony / moratorium) that suddenly greeted my ears made me suspect that a fox had somehow gotten into the henhouse.
19. “The evidence that we will present in this trial,” the prosecutor told the jury, “will make the defendant’s guilty abundantly (beatific / manifest).”
20. It didn’t make me any happier to learn that my firing was being referred to (euphemistically / cacophonously) as a “termination.”
b 14. This is due Friday may 14!

Tuesday May 4, 2010

Last Bonus this marking period: 150 quiz points DUE WEDNESDAY or never.....
The following words were said by the French film director Louis Malle. In a minimum of a 200 words, respond to them in terms of The Crucible and life.

"Psychoanalytical interpretation is too simplistic and attempts to decompose and make a dictionary of things which are opaque. The unconscious resists analysis by definition."

Remember: papers due next Monday

In class: excerpts from the film.
This will not superceed your having read the play. In fact, there are some differences!

In terms of your paper: You need an MLA heading; you must use pagination and a header for subsequent pages; you must conclude with a word count.

The paper should begin as follows: name of your client; description of your client, including age and any specific information from the text. This may be inferential in some cases. In your subsequent paragraphs, begin making the connection between your clients actions and words with your diagnosis. Of course, you need specifics as to your diagnosis as well. Remember that you make a statement, prove it with textual evidence (remember to put the words or actions within the context of the play, as in what is happening in terms of plot and character interaction), and finally you need an analysis statement. This takes you back to your diagnosis.

You conclusion should be a summation of the factors that provoked the behaviors and realistic recommendations as to how to proceed in helping the client.