Thursday, March 29, 2012

Thusday / Friday March 28 / 29 Prezis



Small change of plans: as we have not covered as much of the poem that I wished, we'll pick it up again on Monday...and finish it in class. As for the Cornell notes, I will collect those on Tuesday. Please make sure you have completed the summary part. Check the rubric from yesterday. On Tuesday, we'll discuss the poem, and you'll present your thoughts and reflections.
 ON WEDNESDAY and THURSDAY- April 4 and 5, you will be writing in class a formal analysis essay. You will only have access to to your well-written notes, which I will have returned to you, and a fresh copy of the poem. You will not be able to use your marked-up one.

We are finishing up the Prezis presentations these two days. Your only homework is to study the pronoun chart and make sure you know the definitions of the figurative language devices. Test Monday April 2 on the pronouns and terms.

Make sure, as well, that you read over Prufrock a few more times. You will be writing on the poem in class, using your notes and a fresh copy of the poem, next Tuesday and Wednesday. Send me any specific questions you have. I appreciate that this is difficult material.

Tuesday, March 27, 2012

Wednesday March 28 Prufrock / notetaking continued

YOUR NOTES WILL BE COLLECTED AND GRADED USING THE FORMAT BELOW.


We are continuing with The Love Song today.  Your notes should be turned in tomorrow at the beginning of class. They will be graded according to the rubric above.
Tomorrow we'll continue with the Prezis.
HOMEWORK- and this includes music trip folks.    Don't worry, it's only a little. For Monday, please make sure you know the following figurative language devices and the pronoun chart. There will be a test on these. No tricks...you'll fill in a chart and simply define the corresponding pronoun and write out the definition.  Monday will be our last day to talk about Prufrock. Make sure you come prepared to discuss the poem and pose any questions you might have. I will return your Cornell notes on Monday, so you can use them to write on Tuesday and Wednesday. If you are absent either of these days, we'll need to make this up outside of class.

copy of pronoun handout
Pronoun Case is really a very simple matter. There are three cases.
MEMORIZE THIS CHART and the figurative language list that follows….Quiz NEXT MONDAY April 2  That's the only work you have from me; music folks are responsible for this, as well....it's very little.  Make a point of reading through the poem several more times.
Pronouns as subjects
Pronouns as objects
Pronouns that show possession
I (singular)
me
my (mine)
you (singular)
you
your (yours)
he, she, it (singular)
him, her
his, her (hers), it (its)
we (plural)
us
our (ours)
you (plural)
you
your (yours)
they (plural)
them
their (theirs)
who
whom
whose
The pronouns This, That, These, Those, and Which do not change form.
Some problems of case:
1. In compound structures, where there are two pronouns or a noun and a pronoun, drop the other noun for a moment. Then you can see which case you want.
Not: Bob and me travel a good deal.           (Would you say, "me travel"?)
Not: He gave the flowers to Jane and I. (Would you say, "he gave the flowers to I"?)
Not: Us men like the coach. (Would you say, "us like the coach"?)
2. In comparisons. Comparisons usually follow than or as:
He is taller than I (am tall).
This helps you as much as (it helps) me.
She is as noisy as I (am).
Comparisons are really shorthand sentences which usually omit words, such as those in the parentheses in the sentences above. If you complete the comparison in your head, you can choose the correct case for the pronoun.
Not: He is taller than me. (Would you say, "than me am tall"?)
3. In formal and semiformal writing:
Use the subjective form after a form of the verb to be.
Formal: It is I. Informal: It is me.
Use whom in the objective case. Formal: To whom am I talking? Informal: Who am I talking to?

Literary elements to consider: characterization, plot, tone, theme, point-of-view
Figurative language devices- 1.metaphors-a comparison between two or more things that doesn't use the words like or as.    example: "You are an ant, while I'm the lion."2. similes-a comparison between two or more things using the words like or as. example: "I move fast like a cheetah on the Serengeti."
3. onomatopoeia -a word that imitates the sound it is describing. example: "Out of reach, I pull out with a screech."4. sound sense: 1. alliteration- a phrase with a string of words all beginning with the same sound.
example: "Five freaky females finding sales at retail.";
2. assonance- the repetition of vowel sounds to create internal rhyme. example: "Hear the mellow wedding bells." - Edgar Allen Poe" 3. consonance- Repetition of internal or ending consonant sounds of words close together in poetry. Example: I dropped the locket in the thick mud.
5. synecdoche-A whole is represented by naming one of its parts.


Examples
The rustler bragged he'd absconded with five hundred head of longhorns.
Both "head" and "longhorns" are parts of cattle that represent them as wholesListen, you've got to come take a look at my new set of wheels.
One refers to a vehicle in terms of some of its parts, "wheels"
"He shall think differently," the musketeer threatened, "when he feels the point of my steel."
A sword, the species, is represented by referring to its genus, "steel"

6. personification-giving an animal or object human-like characteristics. example: "Alright, the sky misses the sun at night."
7. litotes-A figure of speech  consisting of an understatement in which an affirmative is expressed by negating its opposite.


  • "Keep an eye on your mother whom we both know doesn't have both oars in the water."
    (Jim Harrison, The Road Home. Grove Press, 1999)
    • "We made a difference. We made the city stronger, we made the city freer, and we left her in good hands. All in all, not bad, not bad at all."
    (Ronald Reagan, Farewell Address to the Nation, January 20, 1989)

     8. hyperbole-an exaggeration.
    example: "I fought a million rappers in an afternoon in June."
    9. apostrophe-when a speaker or writer breaks off and directs speech to an imaginary person or abstract quality or idea  "Where, O death, thy sting? where, O death, thy victory?" 1 Corinthians 15:55, (Saint) Paul of Tarsus   or  "O, King Vitamin cereal, you blow my mind!"
    10.  allusion- A brief, usually indirect reference to a person, place, or event--real or fictional. "I was not born in a manger. I was actually born on Krypton and sent here by my father, Jor-el, to save the Planet Earth."
    (Senator Barack Obama, speech at a fund-raiser for Catholic charities, October 16, 2008)

    Monday, March 26, 2012

    Tuesday March 27 Prufrock day 1

    The following information gives some background on World War I and sets the tone for Eliot's The Love Song of J. Alfred Prufrock.



    "The Real Face of War"
    Chemin des Dames, France 1918

    WAR SLANG

    The following words were first used in the trenches of WWI, and are still used today!

    Over the Top, Trench Coat, Ace, Buddy, Pushing up the Daisies, Red Tape, Zoom, Sniper, Washout, Cootie,
    Tune Up, In the Pink, Zero Hour, Zoom, Busted , Guy
    Ticked Off, Put a Sock in it, Hit the Deck, Washout, Rookie, Coffin nail, Seconds, Fed Up, Rise & Shine, Pipe down, Mess up, Get knocked off, Hike, Gadget,
    Kick the Bucket, Rank & File, Chow Down, Bull, Cushy, Scrounge, Shot(inoculation), Humdinger, Missed the Bus, Basket Case




    World War I ….setting the tone for T.S. Eliot’s The Love Song of J. Alfred Prufrock


    Introduction World War I was an international conflict primarily involving European nations that was fought between 1914 and 1918. The United States did not enter the conflict until April 1917, but its entry was the decisive event of the war, enabling the Allies (Great Britain, France, Italy, and Russia) to defeat the Central Powers (Germany, Austria-Hungary, Turkey, and Bulgaria). The leadership of President Woodrow Wilson led to both the conclusion of hostilities and the creation of the League of Nations, an international organization dedicated to resolving disputes without war

    How Did The United States Become Involved In World War I? When World War I (1914–18) broke out in Europe in August 1914, Americans opposed sending U.S. troops into the conflict. U.S. President Woodrow Wilson (1856–1924) heeded public opinion and declared the country's neutrality (not favoring either side). As warfare continued and German tactics threatened civilian lives in Europe, however, Americans began siding with the Allies (Serbia, France, Great Britain, Russia, and twenty other nations).

    After sinking the British passenger liner SS Lusitania, Germany adopted restricted submarine warfare. Early in 1917 the German navy began attacking American cargo boats, trying to provoke the United States into entering the war. Meanwhile, in an effort to force Britain to surrender, German U-boats (submarines) were positioning to cut off shipping to and from Britain. Tensions between the United States and Germany peaked when the British intercepted, decoded, and turned over to Wilson the "Zimmermann note," a telegram Germany had sent to its ambassador in Mexico. Originating in the office of German foreign minister Arthur Zimmermann (1864–1940), the telegram urged German officials in Mexico to persuade the Mexican government to go to war with the United States. Mexico's motive would be to regain lost territory in Texas, New Mexico, and Arizona. The message was published in the United States in early March. On April 6, 1917, the U.S. Congress declared war on Germany after Wilson had asserted that "the world must be made safe for democracy."

    1. During the summer and fall of 1914, France lost as many men on the battlefield as the U.S.Army would lose in all of the 20th century!

    2. Russia's losses were never actually counted. It is estimated that over 6 million Russian soldiers were killed in WWI.

    3. During World War One, 230 soldiers perished for each hour of the four and a quarter years it continued.

    4. The world's worst train accident occurred in France, in December 1917 with the deaths of over 600 soldiers.

    5. There were 70,000,000 men and women in uniform of that number one-half were either killed, wounded or became prisoners of war.

    6. In Great Britain at the end of the war there were 250,000 wounded soldiers who suffered total or partial amputation.

    7. The Spanish Influenza of 1918 killed 51 million people worldwide!

    8. The U.S. was in the war in actual combat for only seven and a half months. During this time 116,000 were killed and 204,000 were wounded.

    9. In 1916 in the Italian Alps a winter avalanche killed 10,000 men. In four years of conflict on the Italian Alpine Front 50,000 soldiers killed by avalanches.

    10. The Italian Front 1915-1918 was the site of the largest scale mountain warfare in history.

    11. During the course of the Great War 11% of Frances's entire population was killed or wounded.

    12. The site of the Battle of Verdun is remembered as the battlefield with the highest density of dead per square yard.

    13. The biggest naval battle in history occurred off the coast of Jutland in the afternoon of May 31, 1916. More than 200 warships and 100,000 men of the rival navies were involved. The British "Grand Fleet" lost 14 ships. The German "High Seas Fleet" lost 11 ships.


    14. Half of the dead of Great War have no known grave.

    15. The largest man made explosion occurred at Halifax Harbor, Nova Scotia, Canada in       1917 with the collision of 2 ammo ships.

    16. The 10 month Battle of Verdun, 1916 caused over a million casualties.

    17. At the end of the war in France the 650,000 war widows became a powerful voting bloc.

    18. On the Italian Front 60,000 Alpine troops would freeze to death in the "high mountains" (Dolomiti Adamello ranges) during 3 years of war.


    19. Over 100,000 Chinese laborers were used by the British Army to dig trenches on the Western Front.

    20. The winter of 1917 was the coldest winter on record.

    21. On a 10 mile front in Flanders Field, Belgium in 1917 over
    5,000,000 artillery shells were fired in 3 day period


    WORLD WAR ONE FIRSTS

    1.      First war to be fought on 3 continents.

    2.      First industrialized conflict.

    3.       First use of chlorine & mustard gas.

    4.      First use of the flame thrower.

    5.      First tank battle.

    6.       First use of mass airplanes.

    7.      First use of x-ray in the military.

    8.      First use of a blood bank.

    9.      First use of guide dogs by blinded soldiers.

    10.  First four-star general, General John J. Pershing

    11.   First use of trillion in estimating war costs.

    12.  First commissioning of war art for propaganda.

    13.  First use of the IQ Test given to Doughboys of 1917.

    14.  First U.S. president to visit a European country
    while in office was Woodrow Wilson on 12/04/18.

    
    A Friendly Call by William Merritt Chase

    In class: quick write on the poem.
    Today and tomorrow we are breaking down the poem The Love Song of  J. Alfred Prufrock by T.S. Eliot. Part of this project is to practice efficient note-taking, a skill that you most definitely need to master in order to be successful in college.
     Please note the format below.  I'll be handing you out paper that is correctly formatted. Your homework this evening is to go over your notes, which you will have taken on the left hand side of the paper and write comments, questions, connections and other observations on the left hand side that correspond to these. See model in the blog below. In addition, you will write a couple of summary sentences that pertain specifically to the material covered in class. Make your notes and reflections copious (that means lots), as this is the only material you will have access to for an in class writing project next week.  I will check them for a homework grade first thing tomorrow.




    The Cornell System for Note-Taking


    There is no one right way to take notes in class. One effective note-taking system is called The Cornell System, which was designed by Walter Pauk, emeritus, at Cornell University. To use this system you will need a large loose-leaf notebook. This allows you to insert class handouts, rearrange notes easily, or remove notes to spread them out and study. To learn more about this note-taking framework read Chapter 5 in Pauk's book, How to Study in College, 5th Edition.
    Page Layout
    The distinguishing feature of the Cornell system is the layout of the page on which you take your notes. The page layout includes large margins on the left and bottom of the page. A picture of this layout (not to scale), with dimensions, is shown below.


    Cue (Recall) Column
    The space to the left of the vertical margin should be reserved for a cue (or recall) column. You should not write in this area during the lecture, while you are taking notes. The cue column is not created until you review your notes (which, ideally, you do as soon after the lecture as possible, and certainly before the next lecture). As you study the material in your notes, you should devise questions which the notes answer (think "Jeopardy"). These questions are the "cues" that should be written in the cue column. By writing questions, you are forced to think about the lecture material in a way that clarifies meaning, reveals relationships, establishes continuity, strengthens memory, and attempts to predict test and exam items.
    The Summaries
    The area below the horizontal margin near the bottom of the page should be reserved for a summary of the notes on that page. A summary is brief -- at most, only a few sentences. The page summary provides a concise review of the important material on the page. More importantly, in writing a summary, you are forced to view the material in a way that allows you to see how it all fits together, in a general sense. The summary should be written in your own words... helping you to own the information.
    Note-Taking Area
    The space to the right of the vertical margin is where you actually record your notes during the lecture. Pick a note-taking format with which you are comfortable -- there are no hard-and-fast rules for this aspect of the Cornell system. However, you should not attempt to transcribe verbatim every word spoken by the instructor. It is usually not difficult to separate the essential material from the non-essential. For instance, if information is written on the blackboard, it is probably important enough to include in your notes. To avoid missing information during the lecture, you should develop a system of abbreviations you understand, and you should write in telegraphic sentences (where you only include enough words to carry the essential meaning) or similar shorthand that is often used in cell phone text messages. As you take notes, realize that your emphasis should be on the key ideas, rather than the actual words used to convey those ideas.















    Saturday, March 24, 2012

    Monday March 27 Prezis and Prufrock

    "I grow old, I grow old. I shall wear my trousers rolled..."?
    Due today: vocabulary 10 and 11.

    In class we are continuing with the presentations.

    For homework: please read through T.S. Eliot's
    The Love Song of J. Alfred Prufrock
    . As I said last Friday, this is the most difficult piece of material you will encounter this year. For that reason, we'll spend the next two days picking it apart. In addition, we'll use this opportunity to practice Cornell note taking.  You will need to read this poem a dozen times to get it down. However, I promise that you will hear allusions to these lines the rest of your lives.  Again, make sure you have done a read through for Tuesday. I'll give you a quick write at the beginning of class, knowing full well you'll have most likely been flummoxed by the poem.  Note that this is an example of stream of consciousness, as talked about in Thursday's background material on Modernism.  Pay attention to the individual words, underlining anything you do not know the meaning of (with the exclusion of the Italian in the prologue, which comes from Dante's Inferno); that tells you alot about the tone. Have fun and relax....it will make much more sense shortly.

    Copy of class handout.
    1. The Love Song of J. Alfred Prufrock
    S’io credesse che mia risposta fosse
    A persona che mai tornasse al mondo,
    Questa fiamma staria senza piu scosse.
    Ma perciocche giammai di questo fondo
    Non torno vivo alcun, s’i’odo il vero,
    Senza tema d’infamia ti rispondo.
    LET us go then, you and I,
    When the evening is spread out against the sky
    Like a patient etherized upon a table;
    Let us go, through certain half-deserted streets,
    The muttering retreats 5
    Of restless nights in one-night cheap hotels
    And sawdust restaurants with oyster-shells:
    Streets that follow like a tedious argument
    Of insidious intent
    To lead you to an overwhelming question…. 10
    Oh, do not ask, “What is it?”
    Let us go and make our visit.
    In the room the women come and go
    Talking of Michelangelo.
    The yellow fog that rubs its back upon the window-panes, 15
    The yellow smoke that rubs its muzzle on the window-panes
    Licked its tongue into the corners of the evening,
    Lingered upon the pools that stand in drains,
    Let fall upon its back the soot that falls from chimneys,
    Slipped by the terrace, made a sudden leap, 20
    And seeing that it was a soft October night,
    Curled once about the house, and fell asleep.
    And indeed there will be time
    For the yellow smoke that slides along the street,
    Rubbing its back upon the window panes; 25
    There will be time, there will be time
    To prepare a face to meet the faces that you meet;
    There will be time to murder and create,
    And time for all the works and days of hands
    That lift and drop a question on your plate; 30
    Time for you and time for me,
    And time yet for a hundred indecisions,
    And for a hundred visions and revisions,
    Before the taking of a toast and tea.
    In the room the women come and go 35
    Talking of Michelangelo.
    And indeed there will be time
    To wonder, “Do I dare?” and, “Do I dare?”
    Time to turn back and descend the stair,
    With a bald spot in the middle of my hair— 40
    (They will say: “How his hair is growing thin!”)
    My morning coat, my collar mounting firmly to the chin,
    My necktie rich and modest, but asserted by a simple pin—
    (They will say: “But how his arms and legs are thin!”)
    Do I dare 45
    Disturb the universe?
    In a minute there is time
    For decisions and revisions which a minute will reverse.
    For I have known them all already, known them all:
    Have known the evenings, mornings, afternoons, 50
    I have measured out my life with coffee spoons;
    I know the voices dying with a dying fall
    Beneath the music from a farther room.
    So how should I presume?
    And I have known the eyes already, known them all— 55
    The eyes that fix you in a formulated phrase,
    And when I am formulated, sprawling on a pin,
    When I am pinned and wriggling on the wall,
    Then how should I begin
    To spit out all the butt-ends of my days and ways? 60
    And how should I presume?
    And I have known the arms already, known them all—
    Arms that are braceleted and white and bare
    (But in the lamplight, downed with light brown hair!)
    Is it perfume from a dress 65
    That makes me so digress?
    Arms that lie along a table, or wrap about a shawl.
    And should I then presume?
    And how should I begin?
    . . . . . . . .
    Shall I say, I have gone at dusk through narrow streets 70
    And watched the smoke that rises from the pipes
    Of lonely men in shirt-sleeves, leaning out of windows?…
    I should have been a pair of ragged claws
    Scuttling across the floors of silent seas.
    . . . . . . . .
    And the afternoon, the evening, sleeps so peacefully! 75
    Smoothed by long fingers,
    Asleep … tired … or it malingers,
    Stretched on the floor, here beside you and me.
    Should I, after tea and cakes and ices,
    Have the strength to force the moment to its crisis? 80
    But though I have wept and fasted, wept and prayed,
    Though I have seen my head (grown slightly bald) brought in upon a platter,
    I am no prophet—and here’s no great matter;
    I have seen the moment of my greatness flicker,
    And I have seen the eternal Footman hold my coat, and snicker, 85
    And in short, I was afraid.
    And would it have been worth it, after all,
    After the cups, the marmalade, the tea,
    Among the porcelain, among some talk of you and me,
    Would it have been worth while, 90
    To have bitten off the matter with a smile,
    To have squeezed the universe into a ball
    To roll it toward some overwhelming question,
    To say: “I am Lazarus, come from the dead,
    Come back to tell you all, I shall tell you all”— 95
    If one, settling a pillow by her head,
    Should say: “That is not what I meant at all;
    That is not it, at all.”
    And would it have been worth it, after all,
    Would it have been worth while, 100
    After the sunsets and the dooryards and the sprinkled streets,
    After the novels, after the teacups, after the skirts that trail along the floor—
    And this, and so much more?—
    It is impossible to say just what I mean!
    But as if a magic lantern threw the nerves in patterns on a screen: 105
    Would it have been worth while
    If one, settling a pillow or throwing off a shawl,
    And turning toward the window, should say:
    “That is not it at all,
    That is not what I meant, at all.”
    . . . . . . . .
    110
    No! I am not Prince Hamlet, nor was meant to be;
    Am an attendant lord, one that will do
    To swell a progress, start a scene or two,
    Advise the prince; no doubt, an easy tool,
    Deferential, glad to be of use, 115
    Politic, cautious, and meticulous;
    Full of high sentence, but a bit obtuse;
    At times, indeed, almost ridiculous—
    Almost, at times, the Fool.
    I grow old … I grow old … 120
    I shall wear the bottoms of my trousers rolled.
    Shall I part my hair behind? Do I dare to eat a peach?
    I shall wear white flannel trousers, and walk upon the beach.
    I have heard the mermaids singing, each to each.
    I do not think that they will sing to me. 125
    I have seen them riding seaward on the waves
    Combing the white hair of the waves blown back
    When the wind blows the water white and black.
    We have lingered in the chambers of the sea
    By sea-girls wreathed with seaweed red and brown 130
    Till human voices wake us, and we drown.

    Thursday, March 22, 2012

    Friday March 23 Frome Prezi Presentations

    

    HOW NOT TO GIVE A PRESENTATION

    In class: we are beginning with the music trip folks. Then the dancers.

    Homework: both vocabulary 10 and 11 are due Monday at the start of class. That is all the homework you have had all week. NO EXCUSES, NO LATE WORK WILL BE ACCEPTED.

    Wednesday, March 21, 2012

    Thursday March 22 Modernism

    See yesterday's blog for the in class assignment, which is due at the end of class. Please turn in or send along by midnight for a grade. NO LATE WORK WILL BE ACCEPTED.

    Due next Monday: vocabulary 10 and 11.

    Friday: we are continuing with the Prezi presentations.

    Wednesday March 22 Frome Prezi presentations

    Prezi presentations today
    Homework due next Monday: vocabulary 10 and 11.

    Rubric for Prezi presentations: The following are scored on a 1-5 continuum, 1 being not shown to 5 for in depth.


    Poses the thesis question:
    Organizes the prezi to support the thesis using literary elements
    Supporting text
    Supporting images (5 points for metaphors; highest of 4 for literal
    Analysis statements in each section (this can be oral)
    Conclusion that reaffirms the original thesis. (can be oral)
    Demonstrates knowledge of text
    Use of Prezi technology
    Oral presentation skills:  eye contact, voice projection, professionalism.


    I am not in class tomorrow. We'll pick up with the presentations on Friday.
    For Thursday's class you have some introductory background reading on Modernism. Please complete the reading and turn in the accompanying questions by the end of class on Thursday.  See a copy of the material below.


    Modernism; introductory material

    Although generally called a movement, it is more valid to see modernism as an international body of literature characterized by a new self-consciousness about modernity and by radical formal experimentation. Several literary movements and styles, notably Imagism and Vorticism, were fostered within modernism, which flourished from around 1890 until 1940.

    Generally, modernists were driven by the belief that the assurances once provided by religion, politics, or society no longer sufficed. This belief intensified after World War I, when it seemed to many that history itself was coming to an end and that modern life was horrific, chaotic, and ultimately futile. Some modernists, notably T. S. Eliot, expressed a deep sense of loss and despair. However, others responded with a fresh sense of both the freedom and the responsibilities of the artist in a new age. Ezra Pound in particular envisaged the possibility of a new society to which artists would contribute meaningfully. Many modernists shared an ambitious, aspirational belief in the role and place of the artist in contemporary life, believing that art had replaced religion in providing coherence, guidance, and insight into the human condition. For some writers this meant a fresh sense of the possibilities of ancient myths, and a revaluation of the contemporary meanings of myth was typical of high modernism. Others, especially Gertrude Stein, Robert Frost, William Carlos Williams, Wallace Stevens, and Ernest Hemingway, were less convinced by the relevance of myth, believing that the creation of meaning and coherence was the task of the writer, performed in opposition to false and damaging external impositions of order. This overall sense of the serious responsibility of the artist helps to account for the large projects in which many modernists engaged, for instance the long poem or the epic.

    The modernist period also saw a radical experimentation in literary form and expression. In part this developed in response to new insights provided by recently established disciplines such as psychology. This was certainly true of the stream-of-consciousness technique, and in many respects modernist prose narrative begins with the complex later novels of Henry James.  Experimentation was also partly a response to the new forms of expression that were developing in painting, sculpture, and music; another of modernism's characterizing features was the intense interaction between literature and the other arts. A further reason for modernist experimentation lay in technological innovations, such as the telephone and the cinema, which were changing the forms and the very meaning of communication. New forms were needed, as was the reinvigoration of established forms. Pound's famous exhortation "Make it new" is rightly considered one of modernism's mottoes, but as well as demanding novelty he was urging writers to apply new energy to established forms. A considerable amount of Pound's earlier poetry was written in antiquated forms as part of his attempt to revitalize and update tradition. At the same time, most modernists believed that literature should challenge and unsettle readers, and much modernist work may be demanding and difficult, alluding to a wide range of learning.

    American modernism was broadly of two kinds. One was cosmopolitan, and created by expatriate writers, especially Pound, H. D. (Hilda Doolittle) (1886-1961), Stein, and Eliot. Based in urban centers such as London and Paris, these writers sought to internationalize literature, often making powerful connections between their work and a broad range of past literature. Generally, they had little belief in the usefulness (or existence) of an American literary tradition. There was also a group of non-expatriate American modernists, even though several of them did spend time abroad. Stevens, Frost, Williams, Marianne Moore (1887-1972), F. Scott Fitzgerald, William Faulkner and Hemingway developed a modernist literature that was connected to American traditions, and the heavy concentration on region and place in the work of Stevens, Frost, Faulkner, and Williams marked them as radically different from Pound, Stein, and Eliot. What all the modernists shared was a belief in literature's importance in the modern world, and the need for it to be continually vital.

    Modernism: accompanying questions to introductory material.

    1.     What is the time frame for Modernism? ___________________________________

    2.     What three traditions we seen by Modernists as no longer providing assurance for how one should live life?

    ______________________________________________________________________
    3.     What did some Modernists believe could bring insight into modern life?
            _______________________________________________________________________
    4.     In terms of literature, name three areas in which writers looked to find coherence and meaning in life.

    5.     What radical literary technique was inspired by the interest in psychology?

    ___________________________________________________________________
    6.     Summarize the two types of American Modernism, including a representative of each.
    ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
    7.     On the back of this sheet, discuss some of the social and historical reasons for literary Modernism. Make it a solid paragraph with an thesis statement, examples and an analysis statement.




    Monday, March 19, 2012

    Tuesday March 22 Presentations / vocab 10 11

    In class: you have time to work on your vocabulary. Everyone will be called up individually to show that he or she has completed the Prezi.


    It is a zero for anyone who has not completed this project. There has already been additional time.


    Homework: continue with the vocabulary.

    Monday March 19 Ethan Frome review



    Some folks are still struggling with adapting a paper on Ethan Frome to a Prezi. We'll take the time in class today to review the book.And you may ask specific questions. We'll begin the presentations tomorrow.

    Remember the thesis question is, Is Ethan Frome an example of Naturalism?

    DUE AT THE BEGINNING OF CLASS: YOUR ETHAN FROME QUESTIONS

    As class time will be taken up with presentations most of this week, your homework is vocabulary 10 and 11. Both are due next Monday.

    Vocabulary 10   definitions



    1.      askance (adverb)- with suspicion, distrust or disapproval; skeptically; suspiciously

    2.      attenuate (verb) – to make thin or slender, to weaken or lessen in force, intensity or value; dilute; water down

    3.      benign (adj)- gentle, kind; forgiving, understanding; having a favorable or beneficial effect; not malignant; salutary; salubrious

    4.      cavil (verb)- to find fault in a petty way, carp; nitpick, quibble    (noun)- a trivial  objection or criticism

    5.      charlatan (noun) – one who feigns knowledge or ability; a pretender, imposter or quack

    6.      decimate (verb)- to kill or destroy a large part of; ravage, devastate

    7.      foible (noun)- weak point, failing, minor flaw; shortcoming, defect, quirk

    8.      forgo (verb)- to do without, abstain from, give up; renounce

    9.      fraught (adj)- full or loaded with; accompanied by; charged with

    10.  inure (verb)- to toughen, harden’ render used to something by long subjection or exposure; accustom, acclimate

    11.  luminous (adj)- emitting or reflecting light, glowing; radiant, bright, refulgent

    12.  obsequious (adj)- marked by slavish attentiveness; excessively submissive, often for purely self-interested reasons.

    13.  obtuse (adj)- blunt, not coming to the point; slow or dull in understanding; not causing a sharp impression; stupid, dumb, thick

    14.  oscillate (verb)- to swing back and forth with a steady rhythm, to fluctuate or waver; vibrate, vacillate

    15.  penitent (adj)- regretful for one’s sins or mistakes; (noun) one who is sorry for wrongdoing; repentant; regretful, rueful, sorry

    16.  peremptory (adj)- having the nature of a command that leaves no opportunity for debate, denial or refusal; high-handed, unconditional

    17.  rebuff (verb) to snub; to repel, drive away, spurn, repulse, reject; (noun) a curt rejection; a check; a set back

    18.  reconnoiter (verb)- to engage in reconnaissance; to make a preliminary inspection; scout

    19.  shambles (noun)- a slaughterhouse; a place of mass bloodshed; a state of complete disorder and confusion, mess

    20.  sporadic (adj)- occurring at irregular intervals, having no set plan or order; intermittent, spasmodic


    Vocabulary 10, exercise 1 Use correct form



    1.      Life on the family farm has __________________________me to hard physical labor and long hours of unremitting toil.

    2.      The general sent scouts on ahead of the army to _________________________ the area for a suitable site to pitch camp.

    3.      Although there had been some ____________________________ fighting earlier, the real battles of the Civil War did not begin until Bull Run in July, 1861.

    4.      Unless the title Special Aide to the Assistant Section Manager involves a salary increase, I would just as soon _______________________ it.

    5.      The riot converted the quiet streets of that suburban community into a ghastly ______________________________.

    6.      Although the moon appears to be a(n) ______________________________ body, the fact is that it only reflects light received from the sun.

    7.      As all kinds of wild rumors ran rampant through the besieged city, the mood of the populace _________________________ between hope and despair.

    8.      Good supervisors know that they can get more cooperation from their staff by making polite requests than by issuing __________________________ orders.

    9.      The man’s personality was a strange mixture of strengths and weaknesses, fortes and _____________________________.

    10.  I was totally taken aback when they ___________________________ my kind offers of assistance so rudely and nastily.

    11.  No doubt he’s very sorry he got caught, but that does not mean that he’s at all _____________________ about what he did.

    12.  Any “investment counselor” who promises to double your money overnight must be regarded as a(n) _____________________________ or crook.

    13.  Though my childhood recollections have been ______________________________ by the passage of time, they have not been totally effaced from my memory.

    14.  In a typical James Bond movie, Agent 007 has a series of adventures that are _____________________________ with tongue-in-cheek peril.

    15.  His statements have been so uniformly _______________________ that I get the impression that he is wearing a permanent pair of mental blinders.

    16.  Though critics  ________________________ at minor faults in the new Broadway show, the general public loved it.

    17.  I was relieved to learn that the tumor on my arm was _________________________ and my worst fears were groundless.

    18.  We took _________________________ at the program that makes it harder for city dwellers to get out and enjoy the beauties of nature.

    19.  During the 14th century, the Black Death suddenly swept across Europe, ____________________  the population and paralyzing everyday life.

    20.  During imperial times, the Roman Senate was little more than a collection of _____________________________ yes-men, intent upon preserving their own lives by gratifying the emperor’s every whim.


    Vocabulary 10, exercise 2



    1.      The English teacher looked ________________________ at the suggestion that students read compendiums of Dicken’s novels.

    2.      Abraham Lincoln’s sensitive stepmother had a _________________________ influence on the lonely boy who had lost his mother.

    3.      I suggest that you do not _________________________ over small things but instead focus on what is important.

    4.      The Inuit have become ____________________________ to the hardships of the long Arctic winters through years of experience.

    5.      The reporter exposed the real estate agent as a __________________________ who routinely deceived her customers.

    6.      The terrified narrator in Poe’s story The Pit and the Pendulum watches the dreaded instrument ________________________________ as it slowly moves toward him.

    7.      Backbiting is one human _______________________________ not likely to be eradicated.

    8.      One of the best, if not the easiest, ways to lose weight is to _____________________________ dessert.

    9.      Infantry officers often ask for volunteers to _____________________________ the terrain ahead before ordering their soldiers to advance.

    10.  Even with the most advanced equipment, expeditions to the top of Mt. Everest are still ___________________________ with danger.

    11.  Walking under that _______________________________ night sky induced in me weighty thoughts not often pondered.

    12.  The lieutenant was too _____________________________ to see the danger and led his company right into the hands of the enemy.

    13.  In the Middle Ages, ______________________________ often confessed their sins publicly and were publicly punished.

    14.  The board members resented the director’s ____________________________tone of voice.

    15.  The old man _____________________________ his neighbors by refusing offers of friendship.

    16.  After making sure the wound was clean, the doctor took steps to __________________________ the victim’s pain.

    17.  The burglars made a complete _________________________ of the apartment in their search for money and jewelry.

    18.  Again and again, Napoleon was able to _______________________ the armies of his enemies and lead his men on to further victories.

    19.  The soldiers heard _____________________________ gunfire from the other side of the river.

    20.  Jane Austin ridiculed characters that were _______________________________ to the aristocracy but condescending to their social inferiors.




    Vocabulary 10,  exercise 3



    Synonyms

    1. quibble over who is at fault                                                   ____________________________

    2. exposed him as a complete fraud                                          ____________________________

    3. vacillated between two choices                                             ____________________________

    4. looked skeptically at their proposals                                     ____________________________

    5. accustomed to extremes of temperatures                            _____________________________

    6. a storm that ravaged the countryside                                     ___________________________

    7. an attempt to scout the interior                                              ____________________________

    8. unwilling to renounce her inheritance                                    ___________________________

    9. shocked by the mess they had created                                   ___________________________

    10. a salutary effect on consumer confidence                           ____________________________

    11. full of suspense and tension                                                 ____________________________

    12. willing to overlook its defects                                              ___________________________

    13. will spurn his offer of marriage                                            __________________________

    14. his high-handed challenge to our authority                         ___________________________

    15. in the radiant circle of the spotlight                                    ____________________________

    Antonyms

    16. measures that may strengthen the economy                       ____________________________

    17. an entirely unrepentant gambler and thief                         ____________________________

    18. her acute handling of the issue                                          _____________________________

    19. assumed an overbearing manner                                        ____________________________

    20. his constant attention to detail                                            ____________________________


    Vocabulary 10, exercise 4

    1. We must never allow our passion for justice to be (inured / attenuated) to mere halfhearted

         goodwill.

    2. I have learned that (sporadic / preemptory) sessions of intense “cramming” can never take the place of a regular study program.

    3. Somehow or other, a bull got into the china shop and turned it into a complete (shambles / foibles).

    4. The (decimated / penitent) youths agreed to work without pay until they could make restitution for the damage their carelessness had caused.

    5. When I found that people I admired were looking (askance / sporadic) at my unconventional clothing, I resolved to remedy the situation.

    6. How could you have the heart to (rebuff / cavil) those people’s piteous appeals for aid?

    7. Since he didn’t want to give me credit for having done a good job, he took refuge in endless (foibles / cavils) about my work.

    8. Imagine the general disappointment when the so-called “miracle cure” was exposed as a fraud promoted by a (charlatan / cavil).

    9. Over the years, her (luminous / obtuse) descriptions and scintillating wit have helped her students master the difficult subject she taught.

    10. Their relationship has been so (fraught / benign) with strife and malice that I don’t see how they can ever patch things up.

    11. Though I admire the woman’s strong points, I find her (rebuffs / foibles) comic.

    12. All angles are classified as acute, right, (obtuse / benign) or straight, according to the number of degrees they contain.

    13. Though the small nation was always ready to settle a conflict peacefully, it was not afraid to use (luminous / peremptory) force when necessary.

    14. At an autocrat’s court, free speech is usually replaced by the (penitent / obsequious) twaddle of self-serving flunkies and toadies.

    15. Do you want to be a ballet dancer badly enough to (oscillate / forgo) all other activities?

    16. Bank robbers often spend a good deal of time (reconnoitering / rebuffing) the neighborhood in which the bank they intend to rob is located.

    17. During the Civil War the ranks of both armies were (decimated / rebuffed) as much by disease as by enemy action.

    18. Even though my experiences in battle have (inured / caviled) me to scenes of suffering, I was horrified by the devastation wrought by the tornado.

    19. Since he is not guided by firm principles, he (attenuates / oscillates) between the rival factions, looking for support from both of them.

    20. We believe that classes taught by teachers with specialized training will have a (sporadic / benign) effect on the troubled children.


     11  definitions

     1.      abrogate (verb) – to repeal, cancel, declare null and void; revoke

    2.      ambient (adj) – completely surrounding, encompassing.

    3.      asperity (noun)- roughness, bitterness, tartness; rigor, harshness

    4.      burnish (verb)- to make smooth or glossy by rubbing, polish; (noun) gloss, brightness, buff

    5.      cabal (noun) -a small group working in secret

    6.      delectable (adj)- delightful, highly enjoyable; deliciously flavored, savory

    7.      deprecate (verb)- to express mild disapproval; to belittle; deplore, frown upon

    8.      detritus (noun) loose bits and pieces of material resulting from disintegration or wearing away; debris, wreckage, ruins, rubble

    9.      ebullient (adj)- overflowing with enthusiasm and excitement, boiling, bubbling; exhilarated, elated

    10.  eclectic (adj) drawn from different sources; (noun) one whose beliefs are drawn from various sources; synthetic

    11.  flaccid (adj)- limp, not firm; lacking vigor or effectiveness, soft, flabby

    12.  impecunious (adj)- having little or no money; penniless, impoverished, indigent

    13.  inexorable (adj)- inflexible, beyond influence, relentless, unyielding; inescapable, ineluctable, obdurate

    14.  moribund (adj)- dying, on the way out, obsolescent

    15.  necromancer (noun)- one who claims to reveal or influence the future through magic, especially communication with the dead; in general a magician or wizard; sorcerer, conjurer

    16.  onerous (adj)- burdensome; involving hardship or difficulty; oppressive, weighty

    17.  rife (adj)- common, prevalent, widespread, happening often, full, abounding, plentiful, abundant, replete

    18.  rudiments  (n.plural)- the parts of any subject or discipline that are learned first; the earliest sages of anything.

    19.  sequester (verb)- to set apart, separate for a special purpose; or take possession of and hold in custody; seclude, segregate, isolate, closet

    20.   winnow (verb)- to get rid of something unwanted, delete; to sift through to obtain what is desirable; to remove the chaff from wheat by blowing air on it, to fan; to sift, strain, filter, sort


    Vocabulary 11, exercise 1 Use the correct form.

                        

    1.      I could tell that my boss was really “riled” by the _________________________ of his tone of voice when he summoned me.

    2.      I thought the job of revising the manuscript would be a relatively simple matter, but it proved to be a(n) ______________________________ task.

    3.      She is a very private person who __________________________ any attempt to honor publicly her great services to humanity.

    4.      Though monarchies still exist in some parts of the world, they are more or less a(n)  _____________________ form of government.

    5.      Even before they said a word, I could tell from their _______________________ expressions that our team had won.

    6.      In a sense, the man is a(n) _________________________ philosopher because his ideas have been influenced by many different schools of thought.

    7.      All the facts and figures point to one __________________________ conclusion: we are hopelessly outnumbered.

    8.      As air slowly seeped out through the tiny puncture, the inner tube became more and more _________________________________.

    9.      Some superstitious Roman emperors consulted __________________________and other dabblers in black magic to find out what the future held.

    10.  It is often difficult to hold a conversation while walking on a busy city street because of the high level of __________________________ traffic noise.

    11.  The copper pots had been so highly ______________________________ that I could see my face in them.

    12.  In order to prevent outside influences from coming into play, a jury is normally __________________________ until it reaches a decision.

    13.  Unless you have mastered the ____________________ of French grammar, you will find it difficult to speak the language fluently.

    14.  It was then that he began to organize the ________________ that would later depose the king.

    15.  The conversation at dinner tables all over town was _______________ with speculation as to the outcome of the big game.

    16.  We will never allow anyone to curtail or ________________________ the basic rights and liberties guaranteed to us in the Constitution.

    17.  The plot of the novel centers on a(n) __________________________ adventurer who attempts to remedy his financial embarrassment by marrying into money.

    18.  One of Darwin’s theories suggests that nature ensures the survival of a species by slowly ____________________________ out the less fit members.

    19.  Late that night, we began the heartbreaking task of sifting through the ______________________ of our ravaged home.

    20.  There is nothing more _________________________on a hot day than to stretch out in a hammock with a good book and pitcher of icy lemonade.


    Vocabulary 11, exercise 2



    1.      The new filtering system is capable of cleaning and deodorizing the __________________________ air.

    2.      The hotel manager ordered the waiters to ________________________ all the brass candlesticks before the formal banquet.

    3.      The eatery attracted customers with a mouth-watering display of ____________________________ in its front window,

    4.      The administration _______________________________ such foolish practices as the hazing of new students but it not ban them outright.

    5.      After a string of very favorable reviews, the dance company was in a(n)  _____________________ mood for weeks.

    6.      Because the injured bodybuilder had not worked out for weeks, his muscles grew __________________________.

    7.      In the Greek tragedies, nothing could save characters like Oedipus Rex from their ______________________________ fates.

    8.      In the age of electronic communication, writing letters by hand seems to be a _____________________ custom.

    9.      Informing patients of bad news is a(n) _________________________  duty that every doctor has to perform.

    10.  Often with no legal or moral grounds, the U.S. government would __________________________-- treaties made with Naïve Americans.

    11.  The banquet ended with a truly ______________________________dessert made of peaches, raspberries and ice cream.

    12.  In my present ______________________________ state, I will not be able to pay for dinner.

    13.  Since rumors were ____________________, the president announced that the company had been bought out by its major competitor.

    14.  At a very young age, the girl learned the __________________________of chess from her father, a professional player.

    15.  Spelling and grammar software programs are designed to help writers   _________________________- inaccuracies from their documents.

    16.  The _____________________________ of the drama critic’s statement undermined the young actor’s confidence.

    17.  Pieces of people’s homes, furniture and toys could be seen in the ____________________ of the landslide.

    18.  The members of the __________________________ met at an unknown location for the purpose of fixing prices and stifling competition.

    19.  The parties agreed to __________________________ the disputed funds pending a decision by the court.

    20.  When the stock market began to tumble, some desperate investors resorted to ____________________________ for financial advice.


    Vocabulary 11, exercise 3



    Synonyms

    1. sort the good ideas from the bad                                   ________________________________

    2. taught us the fundamentals of physics                          ________________________________

    3. the encompassing sound of the drums                          ________________________________

    4. cleaned up the debris from the parade                           ________________________________

    5. fooled by a sorcerer’s tricks                                          ________________________________

    6. secluded on a remote country estate                             ________________________________

    7. a ruthless clique of gangsters                                        ________________________________

    8. could not miss the harshness in his tone                       ________________________________

    9. the inescapable consequences of her action                ________________________________

    10. rebelled against the oppressive taxation                    _________________________________

    11. weeds that were widespread in the  area                     _______________________________-

    12. tempted me with delicious treats                                ________________________________

    13. a varied collection of opinions                                    ________________________________

    14. the exuberant cheerleading squad                             ________________________________

    15. sheltered the penniless immigrants                           ________________________________

    Antonyms

    16. tarnish the silver                                                         ________________________________

    17. noticed her firm handshake                                        ________________________________

    18. the flourishing downtown area                                   _________________________________

    19. will reaffirm his oath to the king                                _________________________________

    20.countenanced our peaceful protest                              ________________________________


    Vocabulary 11, exercise 4

    1.      “The (inexorable / moribund) march of the years,” said the aged speaker, “decrees that this is the last time I will address you.”

    2.      Writing so full of soggy clichés, gummy sentence structure and excessive wordiness can best be described as (inexorable / flaccid.)

    3.      What appeared to be an informal study group was in a reality a highly organized (detritus / cabal) determined to overthrow the establishment.

    4.      (Asperity / Necromancy) and other forms of witchcraft were punishable by death during the Middle Ages.

    5.      The investigating committee spent long hours trying to (burnish / winnow) fact from fiction in the witnesses’ testimony.

    6.      Though she entered this country as a(n) (impecunious / rife) child, she eventually made a fortune in the garment industry.

    7.      Anyone who has the slightest acquaintance with the (rudiments / cabals) of economic theory understands that we cannot solve our financial problems simply by borrowing more and more money.

    8.      Though the presidency confers great powers on the person who holds the office, it also saddles that person with (onerous / eclectic) responsibilities.

    9.      (Eclectic /Ambient) schools of art are typical of a period when there is a little original inspiration or bold experimentation.

    10.  Since archeologists spend a lot of time rummaging through the (detritus / asperity) of vanished civilizations, they bear a striking resemblance to junk collectors or rag pickers.

    11.  As we sat in the locker room after our heartbreaking loss, the (ambient / impecunious) gloom was so thick you could almost cut it.

    12.  It is one thing to (burnish / deprecate) human follies and pretensions; it is quite another to correct them.

    13.  Though skeptics insist that patriotism is (onerous /moribund) in America, I believe that it is alive and well in the hearts of the people.

    14.  The old adage that “one man’s meat is another man’s poison” is simply means that what is considered (delectable / onerous) is often quite subjective.

    15.  Any political party that is (rife / ebullient) with petty jealousies and backbiting can never hope to present a united front in an election. 

    16.  The (moribund / burnished) helmets and breastplates of the warriors gleamed and twinkled in the morning sunlight.

    17.  As one veteran aptly observed, a soldier had to be hardy to cope with the (asperities / cabals) of life in the trenches during World War I.

    18.  Oliver Wendell Holmes, Jr. once observed that he did not wish to lead a(n) (sequestered / abrogated) life far from the conflicts of his time.

    19.  The charm of this musical comedy lies in its slam-bang pacing, its sprightly music, and its generally (onerous / ebullient) good cheer.
    20. No one, however powerful or dominant, can (arrogate / sequester) the basic moral laws on which civilizations rests.