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.
"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 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
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Pronouns as objects
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Pronouns that show possession
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I (singular)
|
me
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my (mine)
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you (singular)
|
you
|
your (yours)
|
he, she, it (singular)
|
him, her
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his, her (hers), it (its)
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we (plural)
|
us
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our (ours)
|
you (plural)
|
you
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your (yours)
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they (plural)
|
them
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their (theirs)
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who
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whom
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whose
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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.
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.
(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!"
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)
(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
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
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.
"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.
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.
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.
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 | ||||||||||||
|
|
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.
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.
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.
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.
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.
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.
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.
1.
abrogate (verb) – to repeal, cancel, declare null and
void; revoke
11
definitions
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.
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