Your Colonial Authors Comparison paper is due on Monday. Please see the previous rubrics on analysis and transitions. You will also receive a formative score in conventions which will include things like spelling and punctuation, sentence fluency, quotation incorporation, and formal voice. Unfortunately, I cannot post a rubric at this time. The assignment has been created on Turitin, but please know that the paper copy that you bring to class on Monday is the one that will be considered "on time".
The Edwards powerpoint that we looked at in class is available here. It is a good idea to look at the feedback that you got on your Edward's paper while finishing up your Colonial Comparison.
You should also begin the process of studying for your Unit 1 test which will be Friday, November 4th.
You will not need to bring any books to class on Monday.
Friday, October 28, 2016
Tuesday, October 25, 2016
Updates
Wednesday will be a full history day so that you have enough time to complete your history test. On Thursday, please bring your white book and a rough draft of your Colonial Comparison Paper. Remember the final due date for your paper is Monday, 10/31.
Tuesday, October 18, 2016
Colonial Authors Comparison
The powerpoint from class today is available here. As previously discussed, your rough draft needs to be complete by Thursday, 10/27 for peer editing.
Monday, October 17, 2016
Phillis Wheatley Readings
You will be reading poetry, letters, and essays on Phillis Wheatley, an 18th century American poet. They are located in White Book from pages 506-534. You should take notes and gather quotations that help you address, either by support or refutation, what you will develop as your opinion on the question below.
Background Information:
(Please also read the background information on 506-507)
Phillis Wheatley was born in Africa and sold into slavery at a young age. She was brought to America and purchased by John and Susannah Wheatley. In addition to her duties as a slave, Wheatley was taught Latin, mythology, and various other subjects and converted to Christianity. She began writing poems, many of which became quite famous, and she traveled to London where her work was published with support of a local countess, becoming the first African American woman (and only second American woman) to have a book published in this young nation.
Many of Wheatley's poems bear a strong resemblance to the other traditional poetry of her time period and use elevated language, classical allusions, strict rhyme scheme, and rhythm and meter. They often celebrate important American religious and patriotic figures and at times express her gratefulness that she was brought from what she deems "a Pagan land." Understandably, this last idea generates a lot of the controversy about the legacy of Wheatley as many people struggle with a desire to celebrate Wheatley for her accomplishments but struggle to process the notion that she praises and emulates the culture that enslaved her and millions of others.
This brings us to our question which should guide our reading:
To what extent should the legacy of Phillis Wheatley and her poetry be perceived as a triumph or tragedy?
Our discussion on Wheatley will take place on October 25th, so make sure that you divide up your reading appropriately and don't save it all until the last minute.
Background Information:
(Please also read the background information on 506-507)
Phillis Wheatley was born in Africa and sold into slavery at a young age. She was brought to America and purchased by John and Susannah Wheatley. In addition to her duties as a slave, Wheatley was taught Latin, mythology, and various other subjects and converted to Christianity. She began writing poems, many of which became quite famous, and she traveled to London where her work was published with support of a local countess, becoming the first African American woman (and only second American woman) to have a book published in this young nation.
Many of Wheatley's poems bear a strong resemblance to the other traditional poetry of her time period and use elevated language, classical allusions, strict rhyme scheme, and rhythm and meter. They often celebrate important American religious and patriotic figures and at times express her gratefulness that she was brought from what she deems "a Pagan land." Understandably, this last idea generates a lot of the controversy about the legacy of Wheatley as many people struggle with a desire to celebrate Wheatley for her accomplishments but struggle to process the notion that she praises and emulates the culture that enslaved her and millions of others.
This brings us to our question which should guide our reading:
To what extent should the legacy of Phillis Wheatley and her poetry be perceived as a triumph or tragedy?
Our discussion on Wheatley will take place on October 25th, so make sure that you divide up your reading appropriately and don't save it all until the last minute.
Wednesday, October 12, 2016
Colonial Authors Paper Chart
Please create your Colonial Authors Chart. You may either adapt mine to be a template or follow the same basic format in your own way.
Wednesday, October 5, 2016
Quizzes and Columbus Day reading
Grammar quiz on Thursday. Here is a link to some more practice exercises. Click on the left for what you want to practice.
Your Columbus Day reading project will be due next Wednesday, 10/11.
Our question is: Should the United States celebrate Columbus Day as a holiday?
You will need to read the following passages in the WHITE BOOK!
198- Momaday
286- Image
291- Berliner
293- Mankiller
296- Connell
You will also be creating a chart (for turning in) that identifies quotations or supports for the texts that are in support of Columbus Day as a holiday, opposed to Columbus day as a holiday, and any other interesting ideas or thoughts that the passages generate for you.
Your Columbus Day reading project will be due next Wednesday, 10/11.
Our question is: Should the United States celebrate Columbus Day as a holiday?
You will need to read the following passages in the WHITE BOOK!
198- Momaday
286- Image
291- Berliner
293- Mankiller
296- Connell
You will also be creating a chart (for turning in) that identifies quotations or supports for the texts that are in support of Columbus Day as a holiday, opposed to Columbus day as a holiday, and any other interesting ideas or thoughts that the passages generate for you.
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