Week of 28 Nov. - 2 Dec. 2011

American Literature homework:

Monday: conclusion paragraph; 6 pages of rough draft due Tuesday
Tuesday: 7 pages of rough draft due Wednesday
Wednesday: LN 93 all
Thursday: final draft due Tuesday. Fill out evaluation form for teacher conferences.
Friday: final draft due Tuesday.

NOTE: if you don't have a printer at home, have your final draft finished by Monday so that you can print out your paper at school Monday and turn it in on Tuesday.

World History homework:

Monday: pp. 344-355. p. 352 #1-4, p. 355 #1
Tuesday: pp. 356-360. p. 360 #1-4
Wednesday: pp. 361-365. p. 365 #1-4
Thursday: study guide
Friday: study for test Monday

Journalism homework:

Monday-Wednesday: final draft (feature story) due Wednesday
Thursday: bring yearbook articles (volleyball and cross country) to class tomorrow
Friday: yearbook copy revisions; study for grammar quiz Monday over pronoun case

Gospel of John homework:

Monday: pp. 147-151 #1-2
Tuesday: pp. 154-158 #1-4, 7
Thursday: pp. 158-160 #9-12; 163-166 #1-3
Friday: pp. 169-174 #1-6. pp. 174-176 #7-13

Week of 21-23 Nov. 2011

American Literature homework:

Monday: continue drafting research paper
Tuesday: two different introduction paragraphs due tomorrow
Wednesday: first five pages of the rough draft due Monday

World History homework:

Monday: pp. 295-301 #1-5; finish handout
Tuesday-Wednesday: none

Journalism homework:

Monday-Tuesday: work on rough draft (due Wednesday)
Wednesday: none

Gospel of John homework:

Monday: study guide
Tuesday: read John ch. 14-16 and write a paragraph summary for each chapter (3 total)
Wednesday: none if you have finished Tuesday's homework!

For eleventh grade: some good and bad examples of sandwich quotes

Example 1: a high school student's paper, "The Real American Cowboy" (LN 455)

The real cowboy was a tender of cattle. He had his “roots in antiquity” since herders of animals have existed since ancient times (Frantz 248), and even today “such people exist all over the world, from those who tend yaks in Central Asia to the gardians of the Camargue or the gauchos of Argentina” (Morgan 268).

Now let's look at some specific things this author did well and poorly.

The real cowboy was a tender of cattle.

The first sentence sets up the quote by giving a general statement that will be backed up by the quote.

He had his “roots in antiquity” since herders of animals have existed since ancient times (Frantz 248),

The writer leads smoothly in and out of this short quote; the whole sentence flows well.

and even today “such people exist all over the world, from those who tend yaks in Central Asia to the gardians of the Camargue or the gauchos of Argentina” (Morgan 268).

Don’t do this! The writer ended the paragraph with a quote. Always end with an explanation in your own words.

Example 2: a college paper, "On Rereading Tess of the D'Urbervilles"

I also picked up on literary devices, like the symbolism of the dead birds that Tess sees in chapter 41, killed by hunters who “ran amuck, and made it their purpose to destroy life” and who were “so unmannerly and unchivalrous towards their weaker fellows in Nature’s teeming family” (274). With these abstract value judgments against hunters, Hardy is no longer speaking of the practice of killing birds for sport but rather of the experience of Tess, who is ruined either by a grasping man or society’s rigid moral codes or both, depending on one’s interpretation.

Now let's look at some specifics:

I also picked up on literary devices, like the symbolism of the dead birds that Tess sees in chapter 41, killed by hunters who “ran amuck, and made it their purpose to destroy life” and who were “so unmannerly and unchivalrous towards their weaker fellows in Nature’s teeming family” (274).

The first sentence explains what is significant about the quote that will follow (“literary devices,” “symbolism”) and flows smoothly into the two quotes.

[. . .] who were “so unmannerly and unchivalrous towards their weaker fellows in Nature’s teeming family” (274). With these abstract value judgments against hunters, Hardy is no longer speaking of the practice of killing birds for sport but rather of the experience of Tess, who is ruined either by a grasping man or society’s rigid moral codes or both, depending on one’s interpretation.

The sentence following the quote explains what the hunters symbolize.

Example 2, but WITHOUT the sandwiching:

Tess sees dead birds killed by hunters. “[Hunters] ran amuck, and made it their purpose to destroy life” and they were “so unmannerly and unchivalrous towards their weaker fellows in Nature’s teeming family” (274). These are not the only examples that could be given; the entire book is full of foreshadowing and symbolism. Another interesting aspect of the book that emerged was the way in which Hardy is situated between Romanticism and modernism.

This is a BAD example--there are several things wrong with it. The first sentence does do a little bit to explain the context of the quote, but it doesn't lead smoothly into the quote. Whenever possible, lead into the quote with your own words rather than beginning a sentence with a quote.

Also, in this example, the writer did not explain the significance of the quote. She mentions "foreshadowing and symbolism," but it's unclear where she saw foreshadowing or symbolism in the quote. The whole paragraph is much more abrupt and does not flow as smoothly as it does with proper sandwiching; it also does not make as much sense.

Example 3: A professional, published article,“Effects of Listening to Heavy Metal on College Women: A Pilot Study” by Becknell et al.

This example answers the question of how often you should use parenthetical references, even if you aren't including an exact quote. The answer? Use a parenthetical reference every time you include information that is not common knowledge.

Research on psychological effects of heavy metal music seems to focus on displacement functions. Arnett (1996) reports that heavy metal music preference involves mostly messages of rage, loneliness, and cynicism. Arnett (1991b) also theorizes that heavy metal music listeners engage in psychological alienation tendencies and possess poor social relationships. More recent research, however, suggests that Arnett‘s position is more representative of females than males (Lacourse, Claes, & Villeneuve, 2001). The general assumption is that heavy metal music listeners release or unload their pent-up frustrations into the loud and intense sounds which they subconsciously feel will help them cope with life demands and stress (Arnett, 1991a).

Note how frequent the parenthetical references are--there is one after nearly every sentence! This is how careful you should be when documenting your sources.

Week of 15-18 Nov. 2011

American Literature homework:

Tuesday: GUM 97-98; continue finding sources and taking notes
Wednesday: outline due tomorrow; bring sources and/or notes tomorrow; bring LN tomorrow
Thursday: write two paragraphs using sandwich quotes from your sources
Friday: first page due Monday

World History homework:

Tuesday: study for test tomorrow
Wednesday: Read pp. 154-261. p. 261 #1-4
Thursday: Read pp. 270-275; p. 275 #1-4
Friday: finish chart. Read p. 280-282, 288-294. p. 293 #1-5, p. 294 #1-3

Journalism homework:

Tuesday: pp. 178-189 notes; rewrite paragraphs (worksheet)
Wednesday: exploring features online worksheet
Thursday: pp. 190-194 notes; topic selection
Friday: worksheet; rough draft due Tuesday

Gospel of John homework:

Tuesday: finish worksheet
Thursday: pp. 134-136 #11-18
Friday: pp. 139-144 #1-11. Read and summarize p. 146 in a paragraph

11th grade research paper topic choices

Topics:

Most of these are general topics and will need to be narrowed down when you make your topic selection. For example, if you choose the topic of US-Japan relations, you will want to narrow down the time period or the geographic region or both.

Multilingualism

• What are the positive/negative effects of being multilingual?
• Should America become bilingual/multilingual?

Multiculturalism
Third Culture Kids
Economics

• What causes an economic depression?
• What are the effects of a consumer culture on the environment?

US-Japan relations

• Westernization during the Edo period
• American interactions with Okinawa
• How have the US and Japan shaped the international stance on climate change?
• Internment of Japanese Americans and Japanese Canadians during WWII

Transportation

• What are some new types of vehicles that are being developed (e.g. zero-emission vehicles, vehicles that drive themselves)? What laws or other factors prevent them from being marketed right away?
• What is the history of automobile manufacturing in the United States and around the world?

Asian influences on American culture

• Asian immigrants to America
• What difficulties or forms of discrimination did Asian immigrants originally face in America? How have conditions changed?
• Development of China Town, Little Tokyo, etc.

The changing face of the Christian church in America

• Who were the Puritans really, and how have they affected American society? Do they deserve their poor reputation? What were the American Puritans really like?
• Great Awakening; Jonathan Edwards
• What are some current trends in American religion?
• The American emphasis on logical thought
• Has the percentage of Christians in America increased or decreased since colonial times, and what factors have caused it to do so?

Individualism vs. collectivism
Propaganda

• Wartime propaganda in WWI/WWII
• How is propaganda used in politics today?

An American writer: _______________________
Poetic forms imported into English-language poetry (sonnet, villanelle, haiku)
History of the gothic genre, from its European roots to the American southern gothic
Influence of jazz and blues on American poetry
American tall tales (e.g. John Bunyan)
Native American myths and legends
Your choice, as approved by the teacher

Week of 7-11 Nov. 2011

American Literature: After finishing up our unit on Individualism Monday-Tuesday, we will be beginning this year's research paper project.

Monday: no homework
Tuesday: choose a topic
Wednesday: research and take notes
Thursday: research; preliminary thesis due tomorrow
Friday: Works Cited page due Monday; G.U.M. 100, 103

World History

Monday: Read pp. 220-227. p. 227 #1-3
Tuesday: worksheet; read pp. 228-232 and do 232 #1-5
Wednesday: 233-237; p. 237 #1-4
Thursday: begin working on study guide for chapter 8
Friday: study guide

Journalism

Monday: project
Tuesday-Wednesday: rough draft of yearbook copy assignment
Thursday: descriptive paragraphs
Friday: yearbook copy final draft due Monday

Gospel of John

Monday: pp. 109-115 #1-11
Tuesday: study for quiz Thursday
Thursday: p. 119-124 #1-7
Friday: p. 127-133 #1-10. Read and summarize “Study Skill-Hebrew thought” on p. 134-135