Monday, February 6, 2012

Monday 6


In class: due today is your vocabulary 8
              partner assessment on the poem analysis project
             Review of Whitman's Learn'd Astronomer....any I do not have in my possession now are not needed, as we are going over this in class.
              Looking at the images of Jacob Riis
              Semi-colon review.  Handout; copy below.   Due tomorrow.
 Due tomorrow: Introductory questions from the Introduction to Riis' How the Other Half Lives
Due Wednesday: your assigned chapter from How the Other Half Lives.  Check last Friday's blog, if you have forgotten the details.  Quick summary: you are turning in a list consisting of 10 opinions / biases from the text and a list of 10 factual statements from the reading.  AND you are posting on the blog a summary of what you read, incorporating the material from your list. This is a minimum of 250 words.






When I heard the Learn’d Astronomer
By Walt Whitman




WHEN I heard the learn’d astronomer;

When the proofs, the figures, were ranged in columns before me;

When I was shown the charts and the diagrams, to add, divide, and measure them;

When I, sitting, heard the astronomer, where he lectured with much applause in the lecture-room,

How soon, unaccountable, I became tired and sick;
Till rising and gliding out, I wander’d off by myself,

In the mystical moist night-air, and from time to time,

Look’d up in perfect silence at the stars.

All responses should be in complete sentences. Preferably this should be typed.

  1. What visual aids does the astronomer use during his lecture?
  2. How does the speaker respond to the lecture?
  3. Where does the speaker go when he leaves the lecture?  What does he look up at from time to time?
  4. How is the speaker’s attitude toward the stars different from that of the astronomer?
  5. The word mystical means “spiritually significant.” Why do you think Whitman chose this word to describe the moist night air in line 7?
  6. Who do you think is more ‘learn’d” in regard to the stars? Explain.
  7. What is the theme of the poem?  How does Whitman’s use of parallel structures in the first four lines reinforce the theme?
 8. In no fewer than 200 words, respond to the following: How would this poem be different if it were written in verse with regular meter and line length?  In your response demonstrate that you know how to correctly use an MLA heading, cite and insert line breaks.  

COPY OF CLASS HANDOUT- due Tuesday.
Commas vs. Semicolons in Compound Sentences
A group of words containing a subject and a verb and expressing a complete thought is called a sentence or an independent clause. Sometimes, an independent clause stands alone as a sentence, and sometimes two independent clauses are linked together into what is called a compound sentence. Depending on the circumstances, one of two different punctuation marks can be used between the independent clauses in a compound sentence: a comma or a semicolon. The choice is yours.
Comma (,)
Use a comma after the first independent clause when you link two independent clauses with one of the following coordinating conjunctions: and, but, for, or, nor, so, yet. For example:
I am going home, and I intend to stay there.
It rained heavily during the afternoon, but we managed to have our picnic anyway.
They couldn't make it to the summit and back before dark, so they decided to camp for the night.
Semicolon (;)
Use a semicolon when you link two independent clauses with no connecting words. For example:
I am going home; I intend to stay there.
It rained heavily during the afternoon; we managed to have our picnic anyway.
They couldn't make it to the summit and back before dark; they decided to camp for the night.
You can also use a semicolon when you join two independent clauses together with one of the following conjunctive adverbs (adverbs that join independent clauses): however, moreover, therefore, consequently, otherwise, nevertheless, thus, etc. For example:
I am going home; moreover, I intend to stay there.
It rained heavily during the afternoon; however, we managed to have our picnic anyway.
They couldn't make it to the summit and back before dark; therefore, they decided to camp for the night.
Practice:

1. It is raining outside I will bring my umbrella with me.
Description: Click to select
raining
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outside
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umbrella

2. Hopefully, the weather will change soon otherwise, the whole summer will go by without the sun shining.
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soon
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otherwise
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summer

3. She doesn't understand algebra therefore, she will probably not pass the math final.
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understand
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algebra
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therefore

4. We will play tennis tomorrow then we will go out for dinner.
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play
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tennis
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tomorrow

5. She had very high grades in high school she applied to Harvard University.
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grades
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school
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applied

6. Some colleges offer full time scholarships others do not.
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colleges
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time
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scholarships

7. There is a lot of financial aid around you just have to know where to look for it.
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lot
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aid
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around

8. Some institutions require a lot of financial support from parents some require only a little.
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support
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parents
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require

9. You should always choose a college according to whether you believe you'll be happy you're the one who will be attending for four years.
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college
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believe
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happy

10. It's such a beautiful day I will walk in Niagara Falls.
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beautiful
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day
walk


11. He wanted to take a walk, so we drove to Niagara Falls and walked around the park.
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walk
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Falls
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no semicolon

12. She did the laundry she used the last of the laundry detergent.
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laundry
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up
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no semicolon

13. They both went swimming while they were on vacation in Mexico.
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swimming
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vacation
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no semicolon

14. They finished digging in the garden and planting flowers they admired their work.
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garden
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flowers
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no semicolon

15. To build the fence around the garden, they needed to dig trenches close to seven feet deep.
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garden
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trenches
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no semicolon



16. The garden contained vegetables they will harvest them in fall.
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vegetables
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them
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no semicolon

17. Their house and garden are extremely important to them that's why they take care of their property so well.
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garden
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them
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no semicolon

18. When planting impatiens, it's important to plant some in the sun and some in the shade because it's hard to tell how much of each they need.
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sun
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shade
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no semicolon

19. All of the garden tools are kept in the garage they are cleaned every spring.
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tools
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garage
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no semicolon

20. My favorite flower is forget-me-nots even though some people consider it a weed.
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forget-me-nots
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though
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no semicolon



Thursday, February 2, 2012

Friday 3 February intro Riis

Bonus 20 points.
Identify the above image. Send along via e-mail or leave on desk before class.

Due today at the beginning of class: Whitman  When I Heard the Learn'd Astronomer responses.
Due Monday 6 February at the beginning of class for full credit: Vocabulary 8.
In class: How the Other Half Lives by Jacob Riis.  Images and Introduction to his report. What we do not finish in class, please complete for Tuesday 7 February.  There is a copy below, if you are absent. Note the accompanying questions.
For Wednesday 8 February (planning ahead) Everyone is being given one chapter from Jacob Riis' report How the Other Half Lives. See the list below for your chapter. Some are duplicated; however, this is not a partner project. What are you doing with this?
1. Read your short chapter carefully.
2. On a sheet of paper to be turned in, list 10 phrases that reflect the attitude and prejudices of the author. (remember we are looking back from the 21st century; most would not have questioned his words in 1878).
3. List 10 objective facts from your assigned chapter. This requires that you filter out the opinions and biases.
4. This part is to be posted, whereas the lists are to be turned in.
     In a minimum of 250 words, discuss the people and or situation in your assigned chapter. Note the living and working conditions and their future prospects. Incorporate material from your lists.  This must be posted before class on Wednesday. I would suggest you write it on a work document and copy and paste the material in. The grading is based upon language conventions and content.

 

Jacob A. Riis (1849–1914).  How the Other Half Lives.  1890.
  Introduction
  LONG ago it was said that “one half of the world does not know how the other half lives.” That was true then. It did not know because it did not care. The half that was on top cared little for the struggles, and less for the fate of those who were underneath, so long as it was able to hold them there and keep its own seat. There came a time when the discomfort and crowding below were so great, and the consequent upheavals so violent, that it was no longer an easy thing to do, and then the upper half fell to inquiring what was the matter. Information on the subject has been accumulating rapidly since, and the whole world has had its hands full answering for its old ignorance.    1
  In New York, the youngest of the world’s great cities, that time came later than elsewhere, because the crowding had not been so great. There were those who believed that it would never come; but their hopes were vain. Greed and reckless selfishness wrought like results here as in the cities of older lands. “When the great riot occurred in 1863,” so reads the testimony of the Secretary of the Prison Association of New York before a legislative committee appointed to investigate causes of the increase of crime in the State twenty-five years ago, “every hiding-place and nursery of crime discovered itself by immediate and active participation in the operations of the mob. Those very places and domiciles, and all that are like them, are to-day nurseries of crime, and of the vices and disorderly courses which lead to crime. By far the largest part—eighty per cent. at least—of crimes against property and against the person are perpetrated by individuals who have either lost connection with home life, or never had any, or whose homes had ceased to be sufficiently separate, decent, and desirable to afford what are regarded as ordinary wholesome influences of home and family. … The younger criminals seem to come almost exclusively from the worst tenement house districts, that is, when traced back to the very places where they had their homes in the city here.” Of one thing New York made sure at that early stage of the inquiry: the boundary line of the Other Half lies through the tenements.    2
  It is ten years and over, now, since that line divided New York’s population evenly. To-day three-fourths of its people live in the tenements, and the nineteenth century drift of the population to the cities is sending ever-increasing multitudes to crowd them. The fifteen thousand tenant houses that were the despair of the sanitarian in the past generation have swelled into thirty-seven thousand, and more than twelve hundred thousand persons call them home. The one way out he saw—rapid transit to the suburbs—has brought no relief. We know now that there is no way out; that the “system” that was the evil offspring of public neglect and private greed has come to stay, a storm-centre forever of our civilization. Nothing is left but to make the best of a bad bargain.    3
  What the tenements are and how they grew to what they are, we shall see hereafter. The story is dark enough, drawn from the plain public records, to send a chill to any heart. If it shall appear that the sufferings and the sins of the “other half,” and the evil they breed, are but as a just punishment upon the community that gave it no other choice, it will be because that is the truth. The boundary line lies there because, while the forces for good on one side vastly outweigh the bad—it were not well otherwise—in the tenements all the influences make for evil; because they are the hot-beds of the epidemics that carry death to rich and poor alike; the nurseries of pauperism and crime that fill our jails and police courts; that throw off a scum of forty thousand human wrecks to the island asylums and workhouses year by year; that turned out in the last eight years a round half million beggars to prey upon our charities; that maintain a standing army of ten thousand tramps with all that that implies; because, above all, they touch the family life with deadly moral contagion. This is their worst crime, inseparable from the system. That we have to own it the child of our own wrong does not excuse it, even though it gives it claim upon our utmost patience and tenderest charity.    4
  What are you going to do about it? is the question of to-day. It was asked once of our city in taunting defiance by a band of political cutthroats, the legitimate outgrowth of life on the tenement-house level. 1 Law and order found the answer then and prevailed. With our enormously swelling population held in this galling bondage, will that answer always be given? It will depend on how fully the situation that prompted the challenge is grasped. Forty per cent. of the distress among the poor, said a recent official report, is due to drunkenness. But the first legislative committee ever appointed to probe this sore went deeper down and uncovered its roots. The “conclusion forced itself upon it that certain conditions and associations of human life and habitation are the prolific parents of corresponding habits and morals,” and it recommended “the prevention of drunkenness by providing for every man a clean and comfortable home.” Years after, a sanitary inquiry brought to light the fact that “more than one-half of the tenements with two-thirds of their population were held by owners who made the keeping of them a business, generally a speculation. The owner was seeking a certain percentage on his outlay, and that percentage very rarely fell below fifteen per cent., and frequently exceeded thirty. 2 … The complaint was universal among the tenants that they were entirely uncared for, and that the only answer to their requests to have the place put in order by repairs and necessary improvements was that they must pay their rent or leave. The agent’s instructions were simple but emphatic: ‘Collect the rent in advance, or, failing, eject the occupants.’ ” Upon such a stock grew this upas-tree. Small wonder the fruit is bitter. The remedy that shall be an effective answer to the coming appeal for justice must proceed from the public conscience. Neither legislation nor charity can cover the ground. The greed of capital that wrought the evil must itself undo it, as far as it can now be undone. Homes must be built for the working masses by those who employ their labor; but tenements must cease to be “good property” in the old, heartless sense. “Philanthropy and five per cent.” is the penance exacted.    5
  If this is true from a purely economic point of view, what then of the outlook from the Christian standpoint? Not long ago a great meeting was held in this city, of all denominations of religious faith, to discuss the question how to lay hold of these teeming masses in the tenements with Christian influences, to which they are now too often strangers. Might not the conference have found in the warning of one Brooklyn builder, who has invested his capital on this plan and made it pay more than a money interest, a hint worth heeding: “How shall the love of God be understood by those who have been nurtured in sight only of the greed of man?”    6

Note 1. The Tweed band of municipal robbers. [ back ]

Note 2. Forty per cent. was declared by witnesses before a Senate Committee to be a fair average interest on tenement property. Instances were given of its being one hundred per cent. and over. [ back ]



How the Other Half Lives by Jacob Riis   responses to the Introduction                                   published 1878
Please respond on a separate sheet of paper. This should preferably be typed. Each numbered question corresponds to a paragraph within the essay.
1.      Considering the time period of How the Other Half Lives, why now were those on top “answering for [their old ignorance”?
2.      Where does Riis observe the “nurseries of crime”?
3.      Facts:
a.      How many tenant houses are in NYC?
b.      How many people dwell in them?
c.       What was initially considered a way out of this situation?
d.      What has caused these horrendous living conditions?
4.      What reason does Riis give for  the evil bred in the tenaments?
5.      a.  According to a city official, what is a primary source of stress among the poor?
b. How did the property owners handle their buildings? (quote, please)
       6. In a minimum of 150 words, explain this warning said by a Brooklyn builder: “How shall the love of God be understood by those who have been nurtured in sight only of the greed of man?”


Thursday 2 February Poetry Presentations


In class: finishing up poetry presentations: Anyone absent will need to write out the responses.
Due tomorrow, Friday 3 February: Questions to Whitman's I Heard the Learn'd Astronomer. Please see Monday's blog if you lost your copy.  Read carefully the requirements for the paragraph. You must demonstrate that you know how to correctly use a MLA heading, incorporate lines of the poem into your sentences with correct line breaks and citations.

Due Monday: vocabulary 8 at the beginning of class, in order to receive full credit.

Thursday 2 February more poetry presentations

In class: finishing up the poetry presentations.
Reminders: Questions and paragraph on Whitman's The Learn'd Astronomer due at the beginning of class tomorrow, Friday 3 February
Vocabulary 8: due Monday at the beginning of class for full credit. 

Wednesday, February 1, 2012

Wednesday 1 February poetry presentations

In class: pairs will present their poems. Two fold grading: content / oral presentation skills as per the rubric handed out yesterday  and partner assessment.

REMINDERS:  The Learn'd Astronomer by Walt Whitman questions with the short essay is due Friday at the beginning of class. Make sure you have read the instructions carefully.

Vocabulary 8 is due Monday 6 February.

copies of the above were on Monday January 30's blog.