For Biblical allusions, the following source is useful because you can plug in both a specific verse as well as the translation of choice. Most of the allusions in literature written well into the 20th century are to the King James Authorized Version (1611).
http://biblegateway.com/ Look up Matthew 23:27 in the King James Version.
Or, check this out and scroll through the various translations (the KJV is well down the list):
http://bible.cc/matthew/23-27.htm
Now after you've looked these up, go back to Conrad's text and reread the paragraph in which Marlow arrives in the city which always reminds him of a whited sepulchre. WHY? What is Marlow saying about the city in which the Company is headquartered?
Monday, November 29, 2010
Back to School
Hamlet Extra Credit Assignment
Respond to both of the following questions, following specific instructions. Type your response. Turn it in together with your program and ticket stub. Also submit to http://www.turnitin.com/, and bear in mind that whereas some conversation might have occured among those who saw the play together, I DO NOT expect collaborative responses. Two different deadlines:
2. I had debated having EVERYONE write briefly about an ambiguous part of the play beforehand--pinning down a particular interpretive issue that might be resolved by seeing how the director/actors handled the situation--and then sharing these to have a whole set of spots to watch for during the actual performance. Not having done that, I'm going to turn the problem over to you in a more way: select two of the following and develop a short essay (300-400 words or so total, not for each one!) that clarifies the interpretation set forth by this production.
A) Does Hamlet know that Polonius is eavesdropping on his conversation with Ophelia? If so, how/when does he figure this out?
B) Explain how the "arras" scene in which Polonius dies is staged in this production, and suggest the significance in terms of what Hamlet "knows."
C) To what extent do you think Hamlet is "feigning madness" vs. really losing control in his rather brutal conversation with Ophelia (the one with the "Get thee to a nunnery" dialogue)?
D) Gertrude: how much does she know/suspect about Claudius's actions against her husband? is there any hint as to how she learns the details of Ophelia's death?
E) Gertrude and Hamlet, in Gertrude's room: this mother-son scene has been played in various ways. Try to account for the moods/motivations in this production.
F) How was the death of Polonius staged? Is there any evidence that Hamlet knew who he was really killing?
G) Was there any way to show how/when Hamlet "gets his act together" before the final scene? That is, when he became less "conflicted" and more sure of himself? Explain.
H) Free choice: but be very clear in the "what" you wanted to know and "how" the production clarified its interpretative point of view.
Heart of Darkness--YOU NEED TO HAVE IT ASAP.
You will do yourself a favor if you read by tomorrow up to the conversation with the Chief Accountant. But tomorrow is the last day for reading aloud as the modus operandi for class (though with HoD we are forever looking at selected passages). So if you don't read for tomorrow, life will go on. But this 100 page book should be nearly finished by Friday and MOST DEFINITELY finished by Monday.
For future reference (sooner rather than later!)
Next week we will still be talking about HoD at least through Wednesday. But you will be READING
Ibsen's "A Doll's House." It's in your lit book.
But we will start The Awakening (Kate Chopin) during the week before break, and you will need to finish it no later than by the Wednesday we get back. So you need to get that ASAP as well. I have no copies to lend. NO copies.
(P.S. These were all on the list in June, and on the Quick-Start Guide at the start of the term.)
Respond to both of the following questions, following specific instructions. Type your response. Turn it in together with your program and ticket stub. Also submit to http://www.turnitin.com/, and bear in mind that whereas some conversation might have occured among those who saw the play together, I DO NOT expect collaborative responses. Two different deadlines:
- If you have already seen the play (I'll know by your ticket stubs), it's FRIDAY, Dec. 3.
- If you see it from now through Dec. 5, it's TUESDAY, Dec. 7.
2. I had debated having EVERYONE write briefly about an ambiguous part of the play beforehand--pinning down a particular interpretive issue that might be resolved by seeing how the director/actors handled the situation--and then sharing these to have a whole set of spots to watch for during the actual performance. Not having done that, I'm going to turn the problem over to you in a more way: select two of the following and develop a short essay (300-400 words or so total, not for each one!) that clarifies the interpretation set forth by this production.
A) Does Hamlet know that Polonius is eavesdropping on his conversation with Ophelia? If so, how/when does he figure this out?
B) Explain how the "arras" scene in which Polonius dies is staged in this production, and suggest the significance in terms of what Hamlet "knows."
C) To what extent do you think Hamlet is "feigning madness" vs. really losing control in his rather brutal conversation with Ophelia (the one with the "Get thee to a nunnery" dialogue)?
D) Gertrude: how much does she know/suspect about Claudius's actions against her husband? is there any hint as to how she learns the details of Ophelia's death?
E) Gertrude and Hamlet, in Gertrude's room: this mother-son scene has been played in various ways. Try to account for the moods/motivations in this production.
F) How was the death of Polonius staged? Is there any evidence that Hamlet knew who he was really killing?
G) Was there any way to show how/when Hamlet "gets his act together" before the final scene? That is, when he became less "conflicted" and more sure of himself? Explain.
H) Free choice: but be very clear in the "what" you wanted to know and "how" the production clarified its interpretative point of view.
Heart of Darkness--YOU NEED TO HAVE IT ASAP.
You will do yourself a favor if you read by tomorrow up to the conversation with the Chief Accountant. But tomorrow is the last day for reading aloud as the modus operandi for class (though with HoD we are forever looking at selected passages). So if you don't read for tomorrow, life will go on. But this 100 page book should be nearly finished by Friday and MOST DEFINITELY finished by Monday.
For future reference (sooner rather than later!)
Next week we will still be talking about HoD at least through Wednesday. But you will be READING
Ibsen's "A Doll's House." It's in your lit book.
But we will start The Awakening (Kate Chopin) during the week before break, and you will need to finish it no later than by the Wednesday we get back. So you need to get that ASAP as well. I have no copies to lend. NO copies.
(P.S. These were all on the list in June, and on the Quick-Start Guide at the start of the term.)
Friday, November 19, 2010
No, I don't have the rest of the blog post written, but as of 2:20 on Friday, moments after finishing the 6th period discussion of British titles, I saw this on the Yahoo front page:
http://news.yahoo.com/s/ap/20101119/ap_on_re_eu/eu_britain_queen_camilla
Oh, and now at 3:40, here's a better article:
http://news.yahoo.com/s/ap/20101119/ap_on_re_eu/eu_britain_queen_camilla
But wait--I see the URLs are the same, and in checking, I see that the first one has morphed into the second without leaving a trace of its earlier self. Here's why it's going to be hard to use online sources for all sorts of purposes; I intentionally copied the NEW article, and was intending to leave the original (more spare--less background info, less perspective on why it matters). I wanted to illustrate the difference between first and second drafts in the the up-to-the-minute publishing world. But apparently the new article superseded the first one. So eventually I'll delete that link.
http://news.yahoo.com/s/ap/20101119/ap_on_re_eu/eu_britain_queen_camilla
Oh, and now at 3:40, here's a better article:
http://news.yahoo.com/s/ap/20101119/ap_on_re_eu/eu_britain_queen_camilla
But wait--I see the URLs are the same, and in checking, I see that the first one has morphed into the second without leaving a trace of its earlier self. Here's why it's going to be hard to use online sources for all sorts of purposes; I intentionally copied the NEW article, and was intending to leave the original (more spare--less background info, less perspective on why it matters). I wanted to illustrate the difference between first and second drafts in the the up-to-the-minute publishing world. But apparently the new article superseded the first one. So eventually I'll delete that link.
Thursday, November 18, 2010
The Blog--Sorry about this week's lapses
TODAY IN CLASS
Frame essays turned in. Looking forward to reading them. Some fun titles.
Quiz that focussed mostly on early part of Hamlet. (Expect to make it up as you walk in the door tomorrow.)
Some discussion of driving forces of the Renaissance/Reformation era and their connection to ideas/issues in Hamlet.
FOR TOMORROW
Well, if you hadn't finished the play, you have sort of an additional opportunity . . . but be forewarned that tomorrow's assessment will focus mostly on Acts III-V. But it still shouldn't consume too much of the clas period.
Look over the "agenda speech" in which Claudius makes a series of announcements to the assembled court. This at the beginning of Act 1, Scene 2 (or Act I, Scene ii if you are a traditionalist). Look closely at the language, the rhetoric--this is no different from what you did so much of in AP Language.
Frame essays turned in. Looking forward to reading them. Some fun titles.
Quiz that focussed mostly on early part of Hamlet. (Expect to make it up as you walk in the door tomorrow.)
Some discussion of driving forces of the Renaissance/Reformation era and their connection to ideas/issues in Hamlet.
FOR TOMORROW
Well, if you hadn't finished the play, you have sort of an additional opportunity . . . but be forewarned that tomorrow's assessment will focus mostly on Acts III-V. But it still shouldn't consume too much of the clas period.
Look over the "agenda speech" in which Claudius makes a series of announcements to the assembled court. This at the beginning of Act 1, Scene 2 (or Act I, Scene ii if you are a traditionalist). Look closely at the language, the rhetoric--this is no different from what you did so much of in AP Language.
Monday, November 15, 2010
Monday, Nov. 15, 2010
TODAY IN CLASS
Official hand-out explaining the framework comparative/contrast paper. See the final version here if you weren't in class:
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BxigzimXmDnvZjE2NjU5OWQtZTk4Yi00OGU2LWE3ZWItYmY1MTRmZDIzN2Vi&hl=en&authkey=CN-RhrIG
As noted, this is due on THURSDAY.
FOR TOMORROW
Work on the frame essay, or work on reading Hamlet--there will be some accountability later in the week (Thurs/Fri) regardless of whether or not you intend to see the play.
Tuesday will be a work day; come prepared with the play to read or the materials you need to work on the essay. No need to type tomorrow--there's plenty of crafting to do.
Official hand-out explaining the framework comparative/contrast paper. See the final version here if you weren't in class:
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BxigzimXmDnvZjE2NjU5OWQtZTk4Yi00OGU2LWE3ZWItYmY1MTRmZDIzN2Vi&hl=en&authkey=CN-RhrIG
As noted, this is due on THURSDAY.
FOR TOMORROW
Work on the frame essay, or work on reading Hamlet--there will be some accountability later in the week (Thurs/Fri) regardless of whether or not you intend to see the play.
Tuesday will be a work day; come prepared with the play to read or the materials you need to work on the essay. No need to type tomorrow--there's plenty of crafting to do.
Friday, November 12, 2010
Combined Wednesday/Friday Post
Wednesday's Class--Focused on personalizing Hamlet. By asking a series of "what if . . ." questions, I tried to get students to see the events that Hamlet experienced in a short span of time as a source of a wide range of intense emotions, inevitably leading to extreme personal stress. The play features one of the most dysfunctional families in all of literature. We also looked briefly at family groupings: Hamlet, Gertrude, Claudius, and "Old" Hamlet [dead]; Polonius, Laertes, Ophelia; Fortinbras, (Old) Norway, "Old" Fortinbras [dead]. Read the play for the family dynamics and for Hamlet's response(s) to his increasingly desperate situation. By the middle of next week. (E-texts/old book OK for now; best one to buy is the Folger paperback edition for $4.99.)
TODAY IN CLASS
Yes, our AP English topic of the day was "Do cats or dogs make better house pets?" In all seriousness, students listed advantages and disadvantages of each animal, decided in groups the three "best traits" of each pet, and wrote a simple main thesis that conceded at least one point to the opposite choice: "Although cats are low maintenance, dogs make more rewarding pets because they are loyal and can be trained in a variety of ways." WHY did we do this? Because you are about to write the first of several comparison/contrast papers you will produce this year. (It's a format often utilized on the AP testing as well as extremely common in university work spanning many disciplines.)
So then we got started on the very constrained paper topic. Read the material linked below, but be sure and pay attention to the last line. Don't show up on Monday with a completed paper (insert smiley face here); wait for further instruction.
What I DO expect by Monday: Decide which characters you will compare and contrast, and take notes on the evidence that you will use to support each body thesis point.
Here is the link for what we discussed in class today; you will receive the completed details as a hand-out on Monday. But proceed with characters and essential evidence now.
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BxigzimXmDnvZjkyOTI0MmMtZTIxMi00NGI2LWFiODItYmM2ZTZhMDUwYjBk&hl=en&authkey=CIOe4OAO
TODAY IN CLASS
Yes, our AP English topic of the day was "Do cats or dogs make better house pets?" In all seriousness, students listed advantages and disadvantages of each animal, decided in groups the three "best traits" of each pet, and wrote a simple main thesis that conceded at least one point to the opposite choice: "Although cats are low maintenance, dogs make more rewarding pets because they are loyal and can be trained in a variety of ways." WHY did we do this? Because you are about to write the first of several comparison/contrast papers you will produce this year. (It's a format often utilized on the AP testing as well as extremely common in university work spanning many disciplines.)
So then we got started on the very constrained paper topic. Read the material linked below, but be sure and pay attention to the last line. Don't show up on Monday with a completed paper (insert smiley face here); wait for further instruction.
What I DO expect by Monday: Decide which characters you will compare and contrast, and take notes on the evidence that you will use to support each body thesis point.
Here is the link for what we discussed in class today; you will receive the completed details as a hand-out on Monday. But proceed with characters and essential evidence now.
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BxigzimXmDnvZjkyOTI0MmMtZTIxMi00NGI2LWFiODItYmM2ZTZhMDUwYjBk&hl=en&authkey=CIOe4OAO
Wednesday, November 10, 2010
Tuesday's Missing Post
First, let me thank the 58 students who wrote letters to veterans. Your letters were heart-felt, amazingly varied (but pertinent!) in content, and gracefully written. I am proud of you all.
YESTERDAY IN CLASS
Well, yes. The short-fiction test. Make it up ASAP if you were gone. This morning would be great, but you may be reading this too late to scurry in. This afternoon is out because there's a faculty meeting. Thursday there's no school. . .
FOR WEDNESDAY
Just be here.
YESTERDAY IN CLASS
Well, yes. The short-fiction test. Make it up ASAP if you were gone. This morning would be great, but you may be reading this too late to scurry in. This afternoon is out because there's a faculty meeting. Thursday there's no school. . .
FOR WEDNESDAY
Just be here.
Monday, November 8, 2010
Short Fiction Test on Tuesday
TODAY IN CLASS
A preparation/practice day for writing thorough ID responses--as stated on the linked material, real-world indentification responses can vary in length, but within our AP universe, a favorite genre is the "solid-sentence ID."
https://docs.google.com/fileview?id=0BxigzimXmDnvNmM5OTg0OTItMjRjYy00MDUyLWIwMjQtYTU2ZWEzMTJmMTlj&hl=en&authkey=CIjcpJYG
In addition to the ID's there will be an "incisive connection" section, in which you will either be asked a direct question that relates some element (character/theme/symbol/who knows . . .) from two works, or you will be asked to provide some essential connection between the two. For this activity you will be required to write exactly three sentences (identifying, stating the connection directly, commenting on significance).
Remember that you were told last week that you need to know authors and titles; the material above reiterates this point.
FOR TOMORROW
So review as needed.
The optional Letters to Veterans are also due (school deadline).
A preparation/practice day for writing thorough ID responses--as stated on the linked material, real-world indentification responses can vary in length, but within our AP universe, a favorite genre is the "solid-sentence ID."
https://docs.google.com/fileview?id=0BxigzimXmDnvNmM5OTg0OTItMjRjYy00MDUyLWIwMjQtYTU2ZWEzMTJmMTlj&hl=en&authkey=CIjcpJYG
In addition to the ID's there will be an "incisive connection" section, in which you will either be asked a direct question that relates some element (character/theme/symbol/who knows . . .) from two works, or you will be asked to provide some essential connection between the two. For this activity you will be required to write exactly three sentences (identifying, stating the connection directly, commenting on significance).
Remember that you were told last week that you need to know authors and titles; the material above reiterates this point.
FOR TOMORROW
So review as needed.
The optional Letters to Veterans are also due (school deadline).
Friday, November 5, 2010
Friday, Nov. 5
New news in class today: Short Fiction Test on Tuesday
This will not be a "mega-test" but it will test your knowledge of both the small details of the stories as well as connections/insights about them. You need to know authors/titles, but no biography, etc. Some writing, but not extended. You'll be doing a fair amount of writing apart from this test. The terms--the many terms from the fictional elements--will NOT be on this test (expect something specific on that in the near future, however). But you should have competence regarding the basic elements, and single out the word epiphany as a term you should know.
The test covers all of the short fiction we've read:
Steinbeck's "The Chrysanthemums"
Mansfield's "Miss Brill"
Porter's "The Jilting of Granny Weatherall"
Joyce's "Araby"
Updike's "A & P"
Lawrence's "The Rocking-Horse Winner"
Baldwin's "Sonny's Blues"
Kafka's "Metamorphosis"
Letters to Veterans--
Don't forget . . .details on yesterday's post. But more details on US veterans here:
Vietnam
7,569,000 living veterans
This will not be a "mega-test" but it will test your knowledge of both the small details of the stories as well as connections/insights about them. You need to know authors/titles, but no biography, etc. Some writing, but not extended. You'll be doing a fair amount of writing apart from this test. The terms--the many terms from the fictional elements--will NOT be on this test (expect something specific on that in the near future, however). But you should have competence regarding the basic elements, and single out the word epiphany as a term you should know.
The test covers all of the short fiction we've read:
Steinbeck's "The Chrysanthemums"
Mansfield's "Miss Brill"
Porter's "The Jilting of Granny Weatherall"
Joyce's "Araby"
Updike's "A & P"
Lawrence's "The Rocking-Horse Winner"
Baldwin's "Sonny's Blues"
Kafka's "Metamorphosis"
Letters to Veterans--
Don't forget . . .details on yesterday's post. But more details on US veterans here:
Veterans’ Day – November 11
Veteran – anyone who has served in the military
Thanking veterans for their service, in a war or not
World War I – 1917-1918 – 53,402 killed
1 living veteran
1 living veteran
World War II – 1941-1945 – 291,557 killed
1,981,000 living veterans
1,981,000 living veterans
Korean War – 1950-1953 – 33,739 killed
2,507,000 living veterans
2,507,000 living veterans
7,569,000 living veterans
Gulf War – 1990-1991 – 148 killed
2,254,000 living veterans
2,254,000 living veterans
War on Terror – 2001 - – 5760 killed
Total living war veterans: 16,962,000
Total living veterans (periods of war & peace): 22,795,000
TODAY IN CLASS
All classes have now finished discussing Part III. The rest of the time was spent in some group work in which you tried to synthesize your findings on Kafka's life and personal struggles as described in the "Letter to My Father."
FOR MONDAY
Start reviewing for the test.
TODAY IN CLASS
All classes have now finished discussing Part III. The rest of the time was spent in some group work in which you tried to synthesize your findings on Kafka's life and personal struggles as described in the "Letter to My Father."
FOR MONDAY
Start reviewing for the test.
Thursday, November 4, 2010
Thursday, the 4th of November, 2010
Letter to Veterans--As mentioned in class, ASB is sponsoring a letter-writing activitity through a national organization: http://www.opgratitude.com/from_iraq.php. You can consult that site for ideas, but know that for us, the letters showing thanks and appreciation will go ONLY to veterans (not currently deployed servicemen and women). And for us, all letters go through the school. Since I'm giving a few "written prep" points for this (10), they actually need to go through ME, then on to ASB.
The letters must follow these guidelines:
1.Please make sure your letters will fit in a standard size envelope
2. Include your own name in the body of the letter
3. Do not write about politics, religion, death or killing
4. Please do not use glitter
5. This is strictly a letter-writing effort to thank Veterans; please do not send any care package items for Veterans
6. All letters will be screened
7. Hand written letters are recommended.
Deadline: your class time on Tuesday, Nov. 9.
TODAY IN CLASS
FOR TOMORROW
1. Simply read and reflect on the following biography of Franz Kafka:
http://www.kafka-franz.com/kafka-Biography.htm
2. Now turn to Kafka's Letter to His Father:
http://www.kafka-franz.com/KAFKA-letter.htm
Yes, it's hugely long. Here are the instructions:
The letters must follow these guidelines:
1.Please make sure your letters will fit in a standard size envelope
2. Include your own name in the body of the letter
3. Do not write about politics, religion, death or killing
4. Please do not use glitter
5. This is strictly a letter-writing effort to thank Veterans; please do not send any care package items for Veterans
6. All letters will be screened
7. Hand written letters are recommended.
Deadline: your class time on Tuesday, Nov. 9.
TODAY IN CLASS
FOR TOMORROW
1. Simply read and reflect on the following biography of Franz Kafka:
http://www.kafka-franz.com/kafka-Biography.htm
2. Now turn to Kafka's Letter to His Father:
http://www.kafka-franz.com/KAFKA-letter.htm
Yes, it's hugely long. Here are the instructions:
- SKIM it all, looking at paragraph starts and ends, trying to establish the overall content. You will in no way be expected to read every word.
- But from skimming, settle on TWO sections of interest, 2-3 paragraphs each--whatever it takes in the letter to make the point at hand.
- For each of those sections, do the following steps IN WRITING: 1) briefly describe or identify the subject matter, 2) explain Kafka's attitude toward his father conveyed at that point, and 3) make a connection to something that shows up in "The Metamorphosis."
Wednesday, November 3, 2010
Enjoy the Spring-like November Day!
TODAY IN CLASS
1. Hand-out for an extra-credit Hamlet activity
2. "The Metamorphosis" Section II questions were stamped in class (to be handed in tomorrow)
3. Students were to compare/extend responses for 1-5, then we discussed 6 together and extended to the symbolic interpretation. (Period 1--thanks to our extra five minutes every day--completed this; periods 3 and 6 did not. We will.)
FOR TOMORROW
Re-read Part III and complete the study questions.
1. Hand-out for an extra-credit Hamlet activity
2. "The Metamorphosis" Section II questions were stamped in class (to be handed in tomorrow)
3. Students were to compare/extend responses for 1-5, then we discussed 6 together and extended to the symbolic interpretation. (Period 1--thanks to our extra five minutes every day--completed this; periods 3 and 6 did not. We will.)
FOR TOMORROW
Re-read Part III and complete the study questions.
Tuesday, November 2, 2010
Tuesday, November. 2, 2010
TODAY IN CLASS
OK--We finished the assessment of the family dynamics, looking at some of the differences in how Gregor's mother, father, and sister interact and respond to him. Despite these variations, it is clear that Gregor's dreary life includes the contempt of parents and employer. The reactions of his father, mother, and chief clerk have little compassion or understanding. They initially assume Gregor is malingering or "sick." Gregor communicates with no one well.
We also looked at the last scene not only for the obvious anger, fear, and rejection displayed (father uses a cane and rolled-up newspaper to beat his son back into his room) but also for its psychoanalytical interpretation. Third period, we didn't get there, but you might have heard about it: review this to see how it may be considered the ultimate rejection: a reverse birthing experience, if you will. Look closely at the details and the language.
FOR TOMORROW
Students received a hand-out of study questions for Parts II (to be completed for Wednesday) and III (have these finished for Thursday). Write out in ink (complete sentences) or type (single space response, but double-space between questions). Use abundant textual details to support your responses. You should have a combination of quotations (not long, but rather essential snippets worked in to your own sentences) as well as accurate and precise paraphrase. Either way, include page numbers, and indicate the edition (briefly: Dover, Kennedy/Goiia 8th, 9th, or whatever) at the top of your paper.
OK--We finished the assessment of the family dynamics, looking at some of the differences in how Gregor's mother, father, and sister interact and respond to him. Despite these variations, it is clear that Gregor's dreary life includes the contempt of parents and employer. The reactions of his father, mother, and chief clerk have little compassion or understanding. They initially assume Gregor is malingering or "sick." Gregor communicates with no one well.
We also looked at the last scene not only for the obvious anger, fear, and rejection displayed (father uses a cane and rolled-up newspaper to beat his son back into his room) but also for its psychoanalytical interpretation. Third period, we didn't get there, but you might have heard about it: review this to see how it may be considered the ultimate rejection: a reverse birthing experience, if you will. Look closely at the details and the language.
FOR TOMORROW
Students received a hand-out of study questions for Parts II (to be completed for Wednesday) and III (have these finished for Thursday). Write out in ink (complete sentences) or type (single space response, but double-space between questions). Use abundant textual details to support your responses. You should have a combination of quotations (not long, but rather essential snippets worked in to your own sentences) as well as accurate and precise paraphrase. Either way, include page numbers, and indicate the edition (briefly: Dover, Kennedy/Goiia 8th, 9th, or whatever) at the top of your paper.
Monday, November 1, 2010
Monday: Record Rain at Sea-Tac (for Nov. 1)
TODAY IN CLASS
The whole Samsa family makes for an interesting psychological study, and we're still engaged in trying to find the appropriate patterns for analyzing them, both individually and in their relationships with one another.
Tomorrow we will need to finish up what was meant to take just a day . . . so remaining groups, be sharp, focused, crisp, and complete so we can benefit quickly and keep on a-truckin'.
FOR TOMORROW
Everyone regardless of group, needs to re-read the last full paragraph (in the Dover edition) or the last TWO paragraphs (everyone else) of Part I. We will work with this passage in detail. And for Wednesday, you need to have RE-read (with care) Part II, but there will also be some written questions to prepare for Wednesday. Thus it will behoove you to re-read all or at least some of Part II tonight; Part III for Thursday.
The whole Samsa family makes for an interesting psychological study, and we're still engaged in trying to find the appropriate patterns for analyzing them, both individually and in their relationships with one another.
Tomorrow we will need to finish up what was meant to take just a day . . . so remaining groups, be sharp, focused, crisp, and complete so we can benefit quickly and keep on a-truckin'.
FOR TOMORROW
Everyone regardless of group, needs to re-read the last full paragraph (in the Dover edition) or the last TWO paragraphs (everyone else) of Part I. We will work with this passage in detail. And for Wednesday, you need to have RE-read (with care) Part II, but there will also be some written questions to prepare for Wednesday. Thus it will behoove you to re-read all or at least some of Part II tonight; Part III for Thursday.
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