Read Don Quixote, pp 687-702 and complete the following in your composition book for discussion in class tomorrow:
1. Quickwrite on p. 688
2. Question #6 on p. 702.
3. Question #8 on p. 702.
4. Question #9 on p. 702
Tuesday, September 29, 2009
Monday, September 28, 2009
HW for Tuesday 9/29
Finish the passages from The Inferno (pp 655-665) and answer questions 4-7 on p. 665 in your composition book.
Friday, September 25, 2009
Wednesday, September 23, 2009
HW for Friday 9/25
Read all of the introductory material on Dante and The Inferno (pp 645-648) and "discuss" your answers to the questions in the "Make the Connection" section on p. 648 in your composition book.
Monday, September 21, 2009
HW for Tuesday 9/22
Read the introductory material to The Aeneid, pp 268-271. Make sure you bring your textbook and composition book to class tomorrow.
Thursday, September 17, 2009
HW for Friday 9/18
Read pp 31-35 in your textbook, then answer Response and Analysis questions 4, 5, 8, and 9 in your composition book. We will discuss these at the beginning of class tomorrow.
Wednesday, September 16, 2009
HW for Thursday 9/17
Read pp 21-31 in your textbook (from Gilgamesh). As you read, identify at least five words that your are not sure you know (vocab from text does NOT count). Re-write the sentence in which they appear in your composition book, and define the work in context as best you can. We will go over your words at the beginning of class yomorrow.
Tuesday, September 15, 2009
Homework for Wednesday 9/16
Starting tomorrow we will begin our fist literary unit, The Quest. As many of the works we will cover in this unit are epics and revolve around heroes, go to the site below and read about the characteristics of the epic and epic hero in the Western tradition.
http://faculty.goucher.edu/eng211/epic_traditions_the_hero.htm
Then answer the following question in your composition book, which you will need to bring to class tomorrow!
1. Write a paragraph about a contemporary hero, real or fictional. Describe your hero and briefly analyze him or her using these questions:
- What sort of evil or oppression does your hero confront?
- Why does he or she confront evil? What's the motivation?
- For whom does your hero confront evil?
- What virtues does your hero represent?
http://faculty.goucher.edu/eng211/epic_traditions_the_hero.htm
Then answer the following question in your composition book, which you will need to bring to class tomorrow!
1. Write a paragraph about a contemporary hero, real or fictional. Describe your hero and briefly analyze him or her using these questions:
- What sort of evil or oppression does your hero confront?
- Why does he or she confront evil? What's the motivation?
- For whom does your hero confront evil?
- What virtues does your hero represent?
Thursday, September 10, 2009
HW for Friday 9/11
Read Charles Baudelaire's Invitation to the Voyage (pp 786-789) and answer guestions 1, 3, and 5 on p. 789.
Tuesday, September 8, 2009
Homework for Wednesday 9/9
Read the poem below, then post answers to the following questions:
1. The Latin quotation, from the Roman poet Horace, means "It is sweet and becoming to die for one's country." What is the poem's comment on this statement?
2. List the elements in the poem that seem not beautiful and therefore "unpoetic." Are there any elements of beauty in the poem?
3. How do the comparisons in lines 1, 14, 20, and 23-24 contribute to the effectiveness of the poem?
4. What does the poem gain by moving from plural pronouns and the past tense to singular pronouns and the present tense?
Wilfred Owen
Dulce Et Decorum Est
Bent double, like old beggars under sacks,
Knock-kneed, coughing like hags, we cursed through sludge,
Till on the haunting flares we turned our backs
And towards our distant rest began to trudge.
Men marched asleep. Many had lost their boots (5)
But limped on, blood-shod. All went lame; all blind;
Drunk with fatigue; deaf even to the hoots
Of disappointed shells that dropped behind.
GAS! Gas! Quick, boys!-- An ecstasy of fumbling,
Fitting the clumsy helmets just in time; (10)
But someone still was yelling out and stumbling
And floundering like a man in fire or lime.--
Dim, through the misty panes and thick green light
As under a green sea, I saw him drowning.
In all my dreams, before my helpless sight, (15)
He plunges at me, guttering, choking, drowning.
If in some smothering dreams you too could pace
Behind the wagon that we flung him in,
And watch the white eyes writhing in his face,
His hanging face, like a devil's sick of sin; (20)
If you could hear, at every jolt, the blood
Come gargling from the froth-corrupted lungs,
Obscene as cancer, bitter as the cud
Of vile, incurable sores on innocent tongues,--
My friend, you would not tell with such high zest (25)
To children ardent for some desperate glory,
The old Lie: Dulce et decorum est
Pro patria mori.
1. The Latin quotation, from the Roman poet Horace, means "It is sweet and becoming to die for one's country." What is the poem's comment on this statement?
2. List the elements in the poem that seem not beautiful and therefore "unpoetic." Are there any elements of beauty in the poem?
3. How do the comparisons in lines 1, 14, 20, and 23-24 contribute to the effectiveness of the poem?
4. What does the poem gain by moving from plural pronouns and the past tense to singular pronouns and the present tense?
Wilfred Owen
Dulce Et Decorum Est
Bent double, like old beggars under sacks,
Knock-kneed, coughing like hags, we cursed through sludge,
Till on the haunting flares we turned our backs
And towards our distant rest began to trudge.
Men marched asleep. Many had lost their boots (5)
But limped on, blood-shod. All went lame; all blind;
Drunk with fatigue; deaf even to the hoots
Of disappointed shells that dropped behind.
GAS! Gas! Quick, boys!-- An ecstasy of fumbling,
Fitting the clumsy helmets just in time; (10)
But someone still was yelling out and stumbling
And floundering like a man in fire or lime.--
Dim, through the misty panes and thick green light
As under a green sea, I saw him drowning.
In all my dreams, before my helpless sight, (15)
He plunges at me, guttering, choking, drowning.
If in some smothering dreams you too could pace
Behind the wagon that we flung him in,
And watch the white eyes writhing in his face,
His hanging face, like a devil's sick of sin; (20)
If you could hear, at every jolt, the blood
Come gargling from the froth-corrupted lungs,
Obscene as cancer, bitter as the cud
Of vile, incurable sores on innocent tongues,--
My friend, you would not tell with such high zest (25)
To children ardent for some desperate glory,
The old Lie: Dulce et decorum est
Pro patria mori.
Glossary of Poetic Devices and Terms
Bookmark the site below on your computer and spend some time this week learning and reviewing the terms you find there.
http://highered.mcgraw-hill.com/sites/0072405228/student_view0/poetic_glossary.html
http://highered.mcgraw-hill.com/sites/0072405228/student_view0/poetic_glossary.html
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