Resources for your papers

SIRS Database
Cornell Notes Sheet - under handouts on this page.

Instructions for the Research Paper

Instructions for Camilla’s College Writing

Research Paper – Cycle 6

Your Task:

You are to write an essay in which you explain an issue, and take a position, and argue your point, convincing your audience of your opinion, citing evidence and refuting counterclaims.  You must use three research articles from the Pro and Con section of ProQuest, prepare your own Cornell Notes for each article, and put your evidence from those articles into your own words.

In your writing, you must make sure to:

·       Clearly explain the topic in your introduction.

·       State your research question.

·       Choose a position (pro or con).

·       Clearly state your position in your introduction.

·       Discuss your position by presenting relevant supporting evidence based on the articles you have selected from the Pro and Con, and supplemental materials, in ProQuest.

·       Include counterclaims to your position using relevant supporting evidence from the articles in ProQuest.

·       Use supporting evidence from all three articles you have chosen from ProQuest.

·       Provide evidence from all three articles that is not copied, but is paraphrased into your own words.

·       Cite your sources for your supporting evidence.  That means state the name and/or author of each article for each piece of evidence that you use to support your position.  As you continue to quote an article, refer to it by using the last name of the author. 

·       Cite your sources for your counterclaims.  That means state the name and/or author of each article for each counterclaim.  As you continue to quote an article, refer to it by using the last name of the author. 

·       Write a conclusion to your essay that reinforces why your position is the correct one. 

Welcome to Cycle 6: Writing the Research Paper

This cycle's focus is writing the research paper.  We are using Proquest to look up topics and articles.  You can get the handouts for Step One and Step Two in the classroom.  I have also created a Research Paper proposal form that you can get in the classroom.

Once you have decided on your topic based on your Proquest research, download this form or get it in the classroom.  For each article on the pro and con sides that you use you must fill out this Cornell Notes sheet.  You must have at least three key points from each article that you refer to and discuss in detail on your Cornell Notes sheet.

Holiday Homework

How do you write a play?  Use this scene planning handout.  It is also available on this page under "Handouts."  Each student who was in attendance on Thursday, April 5th (the last day of class before break) was asked what setting (time and place) they were choosing for their play.  The list is as follows:

Jaidah - 1960's Washington Square Park
Emily - 1990's Monty High School, NYC
Maria S. - 2012, Washington Heights
Kim - 2019, Jamaica, Virgin Islands
Kassandra - 2012, 59th and 5th, NYC
Mac - 2012, A rave in an abandoned warehouse in the Bronx
Elizabeth - present day New Orleans - Mardi Gras
Marco - 1920's Italian restaurant, Brooklyn
Naomi - 2006, Barrios of Rio de Janeiro, Brazil
Daniel - 1992, Central Park, sunny day around the pond
Kristian - 2200 (future), Union Square Park, NYC
Dior 1980 - Plaza Hotel and Times Square, NYC
Yesenia 2012 - Times Square nightclub, NYC

In addition, each student listed came up with a basic plot line for their play, which they took home to help them write their play over the break.

The assignment is to write a scene (or play) of two to three pages.  The rules are: you must use the names and personalities of Katherina, Petruchio and Bianca, but you can set your story in any time and place in history or in the future, and you can have the characters interact in any way you wish.  Your scene should include dialogue and stage directions, and must have at least four characters in it.  Three must be Katherina, Petruchio and Bianca, and you can use another character from the play or create your own character for the fourth.

Tamng of the Shrew - Characters

This cycle we have been reading and translating The Taming of the Shrew. We are also watching "Kiss Me, Kate. By now you are familiar with the personalities of Katharina, Bianca and Petruchio, as well as knowing Lucencio, Batista, Gremio and Hortensio as additional characters. Here is the list we made of some personality traits of the principal characters:

Katherina	Petrucio	Bianca
spiteful	manipulative	flirty
stubborn	persistent	promiscuous with her affections
vicious	direct	has many suitors
mean	money-hungry	has the guys competing for her attention
angry	a leader	her father's favorite
has an attitude	annoying	obedient
jelous of Bianca	cocky	demure
destructive	self-centered	kind
demanding	concieted	sweet
violent	"my way or the highway"	polite
rude	selfish	studious

Welcome to Cycle 5, Spring 2012

Welcome to Cycle 5, Spring 2012.  Please read the Syllabus for class expectations and rules.

What's Due in Order to Be Eligible for Passing This Cycle

The following assignments must be completed and turned in, in order to be eligible to receive credit. If you are behind, see me during lunch for extra help.

1) Introductory writing piece: Description: A place where I like to hang out..." (a page and a half)

2) Dorothy Parker poem - with rhyme scheme and interpretation

3) 2 stanzas translation of "The Nymph's Reply to the Shepherd"

4) "Shall I Compare Thee to a Summer's Day" poem and worksheet

5) YOUR OWN "archaic” love poem

6) Translation of your own archaic love poem into slang

7) Read: Taming of the Shrew Prologue, Scene 1

8) Read: Taming of the Shrew Prologue, Scene 2

9) Taming of the Shrew characters sheet

10) Taming of the Shrew Open Book Assessment

11) Required readings:
Neil Gaiman’s “World’s End”
Frame tale (Story of Charlene and Brandt)
“A Tale of Two Cities”
“Aurelia of the Plains”
“Hob’s Leviathan”

12) “Hob’s Leviathan” Essay

11) Final exam, based on “World’s End,” “Taming of the Shrew” prologue, and basic knowledge of “archaic language” that we’ve studied.

Hob's Leviathan Essay

Here are the instructions for the Hob's Leviathan essay:

Assignment: Write an essay of two to three handwritten pages (no less than two pages), containing responses to the questions below.

Directions:
DO NOT write your essay in question-and-answer format.

DO write an essay using paragraphs and full sentences to express your ideas.

DO NOT copy extended quotes or texts from any source.

DO express yourself in your own words.

Make sure your essay has an introduction, body paragraphs and a conclusion.

Make sure to cover the topics and respond to the questions below, within the body of your essay.

1. Characters:
Make sure to describe the following characters, and also address the questions about each.

The Protagonist: “Jim” – What’s extraordinary about Jim?

Mr. Gadling – What’s extraordinary about Mr. Gadling?

The Captain – What’s the captain’s attitude toward Mr. Gadling? What’s the captain’s attitude toward the stowaway?

What other characters figure prominently in the story? Who are they and what is significant about them?

The Stowaway - Who is the stowaway, really? What is extraordinary about the stowaway?

2. Plot:
Summary: What happens in the story within the story (the story of the king who loved his queen more than life itself)?

Interpretation: What is the moral, meaning or message of that story-within-the-story?

Summary: What happens in the entire story of Hob’s Leviathan? What do the key characters do, and what significant events take place? Give a summary of the entire story.

Interpretation: What are the morals, meanings or messages within the story of Hob’s Leviathan? Explain what you think the messages of the story are. You must include more than one. There is definitely more than one message, moral or meaning in this story.

Neil Gaiman's Frame Tale in "World's End," and "A Tale of Two Cities"

What happens to Brandt and Charlene in the Prologue/Frame Tale in "World's End"?

What genre is Gaiman writing in? Respond using What happens to Brandt and Charlene in the Prologue/Frame Tale in "World's End"?

What is Gaiman's "A Tale of Two Cities" really about? What is happening to the main character, Robert, and what do you think Gaiman's message is to the reader?

What genre is Gaiman writing in? Respond using this graphic organizer.

Understanding the Prologue, and What is a Frame Tale?

The very end of the Prologue in the Taming of the Shrew sets the tone and prepares the audience for the rest of the play. What happens at the end of the prologue? We translated the final portion of the scene into current Modern Standard English. You can get the worksheet we used under "Handouts."

Questions:
What is a frame tale?
In what way is the Prologue a Frame Tale?

Here are some definitions of the phrase "frame tale," or "frame story."

frame tale, also frame story
n. A narrative structure containing or connecting a series of otherwise unrelated tales.
- The American Heritage® Dictionary of the English Language, Fourth Edition copyright ©2000 by Houghton Mifflin Company. Updated in 2009. Published by Houghton Mifflin Company. All rights reserved.

frame tale, also frame story
noun
1. a narrative providing the framework for connecting a series of otherwise unrelated stories.
2. a literary device that uses such a narrative structure.
- Dictionary.com Unabridged, Based on the Random House Dictionary, © Random House, Inc. 2012.

What's Due So Far and Must Be In Your Folders

The following assignments must be completed and turned in, in order to receive credit. If you are behind, see me during lunch for extra help.

1) Introductory writing piece: Description: A place where I like to hang out..." (a page and a half)

2) Dorothy Parker poem - with rhyme scheme and interpretation

3) 2 stanzas translation of "The Nymph's Reply to the Shepherd"

4) "Shall I Compare Thee to a Summer's Day" poem and worksheet

5) YOUR OWN "archaic love poem"

6) Translation of your own "archaic love poem" into slang

7) Taming of the Shrew Prologue characters sheet

8) Taming of the Shrew Open Book Assessment

Taming of the Shrew Prologue Open Book Assessment

Do you know what's happening in the play so far? Take this Open Book Assessment.

Taming of the Shrew Prologue, Scene 2

We looked at visual representations of a Frame Tale, and read the second scene of the Prologue from teh Taming of the Shrew.

Taming of the Shrew Literary Elements

The Taming of the Shrew is set in Padua (called Padova in Italian).

According to Wikipedia,

Padua (Italian: Padova [ˈpaːdova] Latin: Patavium, Venetian: Padoa, Ancient German: Esten) is a city and comune in the Veneto, northern Italy. It is the capital of the province of Padua and the economic and communications hub of the area.

Padua stands on the Bacchiglione River, 40 km west of Venice and 29 km southeast of Vicenza. The Brenta River, which once ran through the city, still touches the northern districts. Its agricultural setting is the Venetian Plain (Pianura Veneta). To the city's south west lies the Euganaean Hills, praised by Lucan and Martial, Petrarch, Ugo Foscolo, and Shelley. It hosts the renowned University of Padua, almost 800 years old and famous, among other things, for having had Galileo Galilei among its lecturers.

The city is picturesque, with a dense network of arcaded streets opening into large communal piazze, and many bridges crossing the various branches of the Bacchiglione, which once surrounded the ancient walls like a moat.

Padua is the setting for most of the action in Shakespeare's The Taming of the Shrew.
- Wikipedia

Here are some images to give you a sense of the City of Padua during the Renaissance (many of these structures still exist today).


Here are some people in Italian Renaissance clothing, to give you an idea of how people would have dressed at that time, in that place:

The Taming of the Shrew - First Assignment

We read the Prologue of The Taming of the Shrew by William Shakespeare. You can access it online here. Describe the characters using the Characterization sheet available in the classroom.

Translate Shakespeare's "Shall I Compare Thee To a Summer's Day" into contemporary speech

Sonnet XVIII: Shall I Compare Thee To A Summer’s Day?
by William Shakespeare

STRUCTURE: Sonnet XVIII is a typical English or Shakespearean sonnet. It consists of three quatrains followed by a couplet, and has the characteristic rhyme scheme: abab cdcd efef gg. Sonnets typically discuss the love and beauty of a beloved, often an unattainable love, but sonnets can be written about any topic.

Iambic Pentameter
Shakespeare wrote his sonnets and most of his plays in Iambic Pentameter. It is a specific pattern of beats to a line. Iambic pentameter consists of five “feet” – short-long, short-long, short-long, short-long, short-long.

An iambic “foot” is an unstressed syllable followed by a stressed syllable. The rhythm can be written like this:
da DUM

A line of iambic pentameter is five iambic feet in a row:
da DUM da DUM da DUM da DUM da DUM

˘ / ˘ / ˘ / ˘ / ˘ /
Shall I com- pare thee to a Sum- mers day?
Thou art more love- ly and more temp- per- ate.
Rough winds do shake the dar- ling buds of May,
And Sum - mer’s lease hath all too short a date.

Assignment: What techniques can we use to translate Shakespearean language into today’s standard English? Answer the following questions to find out!

1) What words do you know in today’s English that can help you understand Shakespearean English?
a. Define “temperate” ____mild temperature, showing moderation or self-restraint______________
b. Define “darling” ___affectionate form of address____________
c. Define “complexion” _____color of your skin______________
d. Define “decline”___reject, get lower, go down__________
e. Define “untrimmed” – remember that the prefix, “un,” means “not.” You may not find “untrimmed” in the dictionary, but you will certainly find “trim.” You may already know what “trim” means! What does it mean? ______________________
f. What literary element is used in the phrase “Nor shall Death brag thou wand’rest in his shade?”___Personification____
g. What is “this” that is referred to in the last line of the poem? _________________________________________________ (this cannot be answered until you have completed your translation!

Assignment: Using your notes above, your intelligence, and the FOOTNOTES, translate this poem into modern Standard English.

Sonnet XVIII Your Translation
Shall I compare thee to a summer's day?
Thou art more lovely and more temperate1:
Rough winds do shake the darling buds of May,
And summer's lease hath all too short a date,
Sometime too hot the eye of heaven shines,
And often is his gold complexion2 dimmed,
And every fair3 from fair sometime declines,
By chance, or nature's changing course, untrimmed.4
But thy eternal summer shall not fade,
Nor lose possession of that fair thou ow'st5,
Nor shall death brag thou wand'rest in his shade,
When in eternal lines to time thou grow'st.
So long as men can breathe or eyes can see,
So long lives this, and this gives life to thee.

- William Shakespeare, about 1609
___________________________________

FOOTNOTES

1 In the time of Shakespeare, "temperate" carried both outward and inward meanings (externally, a weather condition; internally, a balanced nature),

2 as did the word "complexion,” in line six, which can have two meanings: 1) The outward appearance of the face as compared with the sun ("the eye of heaven") in the previous line, the first meaning is more obvious, meaning of a negative change in the person’s outward appearance, or 2) The second meaning of "complexion" would communicate that the beloved's inner, cheerful, and temperate disposition is sometimes blotted out like the sun on a cloudy day.

3 The word “fair” can be translated as “lovely,” or “beautiful.”

4 The word, "untrimmed" in line eight, can be taken two ways: First, in the sense of loss of decoration and frills, and second, in the sense of untrimmed sails on a ship. In the first interpretation, the poem reads that beautiful things naturally lose their fanciness over time. In the second, it reads that nature is a ship with sails not adjusted to wind changes in order to correct course. This, in combination with the words "nature's changing course", creates an oxymoron: the unchanging change of nature, or the fact that the only thing that does not change is change. Both change and eternity are then acknowledged and challenged by the final line.

5 "Ow'st" in line ten can also carry two meanings equally common at the time: "ownest" and "owest". Many readers interpret it as "ownest", as do many Shakespearean glosses ("owe" in Shakespeare's day, was sometimes used as a synonym for "own"). However, "owest" delivers an interesting view on the text. It conveys the idea that beauty is something borrowed from nature—that it must be paid back as time progresses. In this interpretation, "fair" can be a pun on "fare", or the fare required by nature for life's journey. Other scholars have pointed out that this borrowing and lending theme within the poem is true of both nature and humanity. Summer, for example, is said to have a "lease" with "all too short a date."

Progress Check

Work that must be in folders:

1. Where I like to hang out

2. Dorothy Parker interpretation

3. Nymph to Sheppard 2 stanza translation

4. Your “archaic” love poem

5. Slang translation of your “archaic” love poem. You must translate it into as much slang as possible. Most of it must be in slang. Use as little Standard English as possible.

6. Print out of the “archaic” love poem

7. Print out of the slang poem.

Slang Poem

Now take your "archaic love poem" and translate it into modern slang! Try to use as many slang terms as possible, but no curses, please! :)

Tips for Writing Your "Archaic Language" Poem

WHEN TO USE “THOU” AND WHEN TO USE “THEE,” and also WHEN TO USE “THY”:

The word "thou" is a second person singular pronoun in English. It is now largely archaic, having been replaced in almost all contexts by you.

"Thou" is the nominative form: the subject of the sentence.
Example: Thou hast such lovely eyes.
(modern translation: You have such lovely eyes.)

Verbs following thou often have the endings -st or -est; for example: "thou goest."

"Thee" is the oblique/objective form. Use it when the target is the object on which the verb acts.
Example: I give my love to thee.
(Modern translation: I give my love to you.)

"Thy" is the archaic equivalent of “your.” It is the possessive.
Use "thy" to replace “your,”
but use “thine” if the noun following starts with a vowel.

Example a) Thy face is lovely.
(Modern translation: Your face is lovely.)

Example b) Thine eyes art lovely.
(Modern translation: Your eyes are lovely.)

“Thine” is also used to replace “yours”
Example: My heart is thine.
(Modern translation: My heart is yours.)

Originally, “thou” was simply the singular counterpart to the plural pronoun “ye.”
“Thou” was later used to express intimacy, familiarity or even disrespect,
while “you” was used for formal circumstances.

Writing Poetry

#1: Take out "The Nymph's Reply to the Shepherd. Note the Rhyme Patterns.

#2: Label the rhyme pattern next to each line, as we do it together on the board, and then finish the labeling on your own.

The Nymph’s Reply to the Shepherd
If all the world and love were young, A
And truth in every shepherd's tongue, A
These pretty pleasures might me move B
To live with thee and be thy love. B

Time drives the flocks from field to fold, C
When rivers rage and rocks grow cold; C
And Philomel[1] becometh dumb;[2] D
The rest complains of cares to come. D
The flowers do fade, and wanton fields E
To wayward winter reckoning yields:[3] E
A honey tongue,[4] a heart of gall, [5] F
Is fancy's spring, but sorrow's fall. F

etc. -- continue labeling the poem on the copy you have in your folder, or get a copy of the poem from me if you do not have it.

One Perfect Rose – Rhyme Pattern:
A single flow'r he sent me, since we met. A
All tenderly his messenger he chose; B
Deep-hearted, pure, with scented dew still wet - A
One perfect rose. B

etc. Please continue labeling the rhyme pattern the the copy in your folder. Get a copy of the poem in class if you do not already have it.

There are other rhyme patterns! A SONNET is: ABAB, CDCD, EFEF, GG

Assignment: Write two poems
Poem #1: Use at least 6 archaic words in your poem. The poem must be at least 12 lines long, and must have a rhyme pattern!

Poem #2: Use at least 6 slang words or terms. No curses, references to “weed” or sexually explicit slang, please. The poem must have a rhyme pattern, and it must be at least 12 lines long.

Language Change

How does language change? We looked at some archaic words that are common in poetry, drama and religious literature.

Translate these words into modern English:
Thus
Doth
Hath
Thou
Thou art
Thy
Thee
Hideth
Taketh
Whence
Whither
Shall
Goest
Becometh
e’en
thereon

How is language changing today? Teenage slang today is different from slang from 20 years ago. Make a list of 15 examples of slang words and translate each one into standard English. Please utilize good judgement in picking your slang words. Stick to appropriate topics, and no curses, please!

The Nymph's Reply to the Shepherd - by Sir Walter Raleigh

Assignment:
1. Read the poem.
2.Translate and explain the meaning of the poem in essay form.

THE NYMPH'S REPLY TO THE SHEPHERD

If all the world and love were young,
And truth in every shepherd's tongue,
These pretty pleasures might me move
To live with thee and be thy love.

Time drives the flocks from field to fold,
When rivers rage and rocks grow cold;
And Philomel[1] becometh dumb;[2]
The rest complains of cares to come.
The flowers do fade, and wanton fields
To wayward winter reckoning yields:[3]
A honey tongue,[4] a heart of gall, [5]
Is fancy's spring, but sorrow's fall.
The gowns,[6] thy shoes, thy beds of roses,
Thy cap, thy kirtle, and thy posies [7]
Soon break, soon wither, soon forgotten,—
In folly ripe, in reason rotten. [8]
Thy belt of straw and ivy buds,
Thy coral clasps and amber studs,
All these in me no means can move
To come to thee and be thy love.
But could youth last and love still breed,
Had joys no date nor age no need,
Then these delights my mind might move
To live with thee and be thy love.
- Sir Walter Raleigh, before 1599

FOOTNOTES
1 In Ovid's Metamorphoses, in Greek mythology, Philomela (Φιλομήλα) was a daughter of Pandion I, King of Athens. Philomela's defiant speech is rendered (in translation) as:
Now that I have no shame, I will proclaim it.
Given the chance, I will go where the people are,
Tell everybody; if you shut me here,
I will move the very woods and rocks to pity.
The air of Heaven will hear, and any god,
If there is any god in Heaven, will hear me.

She was a woman who would speak her mind!

2 “dumb” meaning silent. Check a dictionary!
3 “wanton” = unrestrained, reckless, also sexually promiscuous, when applied to a person, “wayward” = difficult to control or predict. “reckoning yields” = figuring out how much they’ve got (usually used in farming, about how much they have harvested.
4 “honey tongue” = smooth talking (person)
5 “gall” =illness, disease (in a plant), but also rude arrogance, in a person
6 “gowns”= elegant clothing, can be male or female
7”kirtle”= belt, “posies” = a bunch of flowers, given as a gift
8 “folly” = lack of good sense, as a foolish idea

----------------

Dorothy Parker's Rose

We read "One Perfect Rose" by Dorothy Parker.

One Perfect Rose

A single flow'r he sent me, since we met.
All tenderly his messenger he chose;
Deep-hearted, pure, with scented dew still wet -
One perfect rose.

I knew the language of the floweret;
'My fragile leaves,' it said, 'his heart enclose.'
Love long has taken for his amulet
One perfect rose.

Why is it no one ever sent me yet
One perfect limousine, do you suppose?
Ah no, it's always just my luck to get
One perfect rose.

- Dorothy Parker

Assignment: Write four paragraphs, responding to these questions:

1.What does the "one perfect rose" symbolize, in the poem?
2. What is the message of the poem?
3. What is Dorothy Parker saying about love?
4. What is Dorothy Parker saying about men?
5. What is Dorothy Parker saying about her life?

Camilla's Grammar and Spelling Rules and Tips

In class today we covered a wide range of common grammatical and spelling errors.  Here is the text of the handout.  You may also get a copy of the handout in the classroom, or under "handouts" on this blog page.

COMMONLY CONFUSED WORDS
there = location
their = possession
they’re = they + are

to = connection
too = also, in addition
two = the number 2

your = belonging to you
you're = you+are

then = under those conditions/at that time
than = in comparison to  (one thing compared to another: “This is better than that.”)

its = belonging to it
it's= it+is

Your example:

COMMONLY MISSPELLED CONTRACTIONS:
CORRECT: could've WRONG: "could of"
CORRECT: should've WRONG: "should of"

Your Example:

DOUBLED CONSONANTS CHANGE THE VOWEL SOUND AND THE MEANING:
hopping
hoping

rapping
raping

filling
filing

Your example:

PLURAL RULES: PLURAL means MORE THAN ONE. Use a plain s (or -es or -ies) to form the plural. Do not form the plural by adding 's!

Your examples:




HOW TO FORM THE PLURAL OF WORDS ENDING WITH “Y”:
community - communities
opportunity – opportunities
family – families
responsibility – responsibilities

Your example:

WHEN TO USE "an": Use "an" when the noun begins in a vowel, for instance:
an apple
an egg
an incident
an opinion
an umbrella

Your examples, one for each vowel:

1a:

2e:

3i:

4o:

5u:

EXAMPLES OF SOME WORDS THAT SOUND THE SAME, ARE SPELLED DIFFERENTLY, AND MEAN DIFFERENT THINGS:
write = inscribing
right = correct

whether = comparison
weather = type of day it is

weigh = measurement
way = direction, method

through (thru) = traveling
threw = to throw something

hear = with your ears
here = at this place


SOME EXAMPLES OF WORDS THAT SOUND THE SAME AND ARE SPELLED THE SAME BUT MEAN DIFFERENT THINGS:
light = bright
light = weight

right = correct
right = direction

Your example:

WORDS YOU CAN ONLY INTERPRET THROUGH CONTEXT - THEY ARE SPELLED THE SAME BUT PRONOUNCED DIFFERENTLY:

read = verb to read in the present tense
read = verb to read in the past tense (pronounced “red.”)

resume = to start again
resume = a document about your work history

Your example:

WORDS THAT SOUND LIKE THEY AUGHT TO BE ONE WORD, BUT ARE ACTUALLY TWO:
No one
A lot

Your example:

A question you have, or an example of a grammar problem not mentioned in this handout:

WELCOME TO CYCLE 4, SPRING 2012

Cycle 4 - First Full Day Of Class

1)DO NOW: Wed. Feb 1 Writing Prompt:
On a lined piece of paper, describe your favorite place to hang out.
Describe it in detail.  Imagine you are describing it to a person who’s never been to any place or known any people like the ones you know.
What does the place look like?
What do the people look like?
What are they wearing?
What are they doing?
What are they talking about?
Then title the piece and hand it in.

If you were not in class today, you need to complete this assignment.  It should be one to one and a half pages long.

2) We began reading "World's End," by Neil Gaiman.