For anyone interested, I will host a review session in our room at 2:30.
Feel free to drop by, stay, ask questions, offer answers or simply listen.
Thanks to the inquiring minds who asked about such a session.
The approved list of poetry terms lives on this blog’s “Raw Materials” page. I recommend consulting it, before you write tomorrow’s practice paragraph in tomorrow’s class (Fri Dec 13).
First, with two volunteers (facilitator and recorder) at the board, together list poetic terms we have studied earlier in the semester.
Next, in small teams, practice applying your knowledge of these terms to questions from last year’s December exam.
last night’s HW: list as many as possible of the specific poetic tools we studied earlier in the semester; bring “Intro to Poetry” to Tuesday’s class
today’s agenda: review “exam principles and review exercises;” as whole group, finish Paradise Lost exercise started Friday; share lists of poetic tools, and, if time allows, find examples in lines from Paradise Lost
review “exam principles and review exercises”
reply email to Mr. Brown, solving paradox found on pages 170 & 174. In a direct reply to his most recent email in the ongoing exchange with you, write your response ot the following puzzle.
On page 170, speaking to the crew members who want to return south, Victor essentially tells them, press on. Specifically, he criticizes them for being men who “shrink away.” Several moments later, he gives his last advice to Walton: “Seek happiness in tranquility, and avoid ambition” (74).
With these two statements, is he contradicting himself? If so, how does this behavior match, or not match, your evolving understanding of his character? If these two statements do not actually contradict each other but only seem so, how do solve the paradox (the apparent contradiction)? How do you explain these statements’ making sense together?
basic principles: The exam is a chance to develop an original response to questions about the readings, and to demonstrate your writing skills. The strongest responses use details to organize, develop and illustrate their ideas with compelling clarity.
The exam will use the course essential questions: How do we [e.g., literary characters–as representative of ourselves] handle struggle–external and internal? Where do we see demons, or monsters, and what makes them so? What influences our responses to these demons and struggles?
format: one paragraph (poem on Frankenstein-related theme) and one essay (comparing Beowulf and Frankenstein), submitted to TURNITIN
content: poetic terms (e.g., metaphor, imagery, sound), Beowulf, Frankenstein
special instructions: bring your own copies of Beowulf and Frankenstein to exam, since essay requires quotations form these texts
review exercises: done primarily in teams; recommended–keep a file called “exam notes”
Monday: reply email to Mr. Brown, solving paradox found on pages 170 & 174 (specifics TBA)
HW: list as many as possible of the specific poetic tools we studied earlier in the semester; bring “Intro to Poetry” to Tuesday’s class
Tues: review “exam principles and review exercises;” finish Paradise Lost exercise started Friday; share lists of poetic tools and find examples in lines from Paradise Lost
HW: find passages in Beowulf that connect to course essential questions
Wed/Thurs: poetry section of Dec. 2012 exam; Beowulf/Frankenstein parallels
Fri: write practice paragraph on poetry topic (w/ Keats poem), topic TBA
see agenda from this week’s block class; continue where your group left off
Finish presentations of creation-story parallels from Tuesday’s class.
From the presentations, connect several thematic threads, then explain (in your notes, in complete sentences) your evolving interpretation of the novel, based on these connections.
Paradise Lost exercise (purpose: to understand elements of this poem, which both Shelley and the creature have read)
OBSERVE: Highlight, underline or otherwise mark footnotes that mention Milton’s epic poem, Paradise Lost. In the text of that same page, highlight, underline otherwise mark the corresponding sentence(s) of Shelley’s novel. For example, on page 73, mark the sentence beginning with “Remember, that I am thy creature.” Finally, wherever possible, also mark the lines from Milton’s poem found in our text’s section called “God, Adam, and Satan” (301 ff.).
CONSIDER: Once all group members have done this for all pertinent pages within the range (73-106), as a group reach consensus on how best to list and categorize the themes of each footnote-text matches. Each group member needs to end up with his or her own copy of this categorized list.
CREATE: Also as a group, discuss what effect on the overall novel is created by the totality of these references to Milton’s poem. In other words, how does this totality affect your evolving interpretation of the novel? In still other words, towards what understanding of the creature and the overall meaning of Shelley’s story does it point you? (Be ready to explain to the whole class the results of your group’s discussion.
the creature’s creation story, as told by himself to the creator
What parallels (in form or content) to the Genesis creation story does your group find? What elements of the creature’s creation story indicate the author’s main concern(s)–in light of the cultural concerns listed on page xix?
represent your findings in minimalist sketches on the whiteboard, as prelude to your explanation
* from Shakespeare’s Macbeth: “It [life] is a tale / told by an idiot, full of sound and fury / signifying nothing” (5.5.25-7).