Today we continued with the presentations of the projects.
We begun by finishing the presentation of the Parson and the Plowman. The Parson's tale was not really a tale, but rather a sermon on how to repent for sin. These two characters, along with the knight, were the three that Chaucer most respected. The three characters from the nobility, clergy, and lower middle class/working class represented the way in which real life people in those classes should behave.
After the Parson and the Plowman we did the tale of the Miller. The Miller was a powerful man both physically and socially. His job was at the center of agriculture and he was smart enough to take advantage of that to earn a lot of money. His story was another story of a cheating wife, Alison, who cheated on the carpenter, John. She and Nicholas, the scholar, tricked John and made him look foolish in order for them to be together. The miller told a story embarrassing the carpenter since his rival on the pilgrimage, the Reeve, was also a carpenter and the story was meant to degrade the Reeve.
-Andrew Burke
Thursday, December 18, 2008
Tuesday, December 16, 2008
Class Minutes Dec 16
The Sailor/Shipman
General Prologue (line 390 to line 412)
Rode a carthorse
Wore a gown of thick rough cloth that fell to his knees
Wore a dagger around his neck and under his arm
Had a golden brown tan from the sun
When on his ship, he would steal wine from the merchant while he slept
Did not have a conscience
Was a very experienced sailor; knew all of the harbors
Sailor’s Prologue
Host decides that the priest will preach to everyone and tell a tale
The sailor interrupts the conversation between the host and the priest, and says that HE will tell the next tale
He also makes it clear that the tale will not be about philosophy, physics or law
The tale will be about Latin
Sailor’s Tale
About a rich merchant from Saint Denys who had a very beautiful wife
They lived in a very nice house and often had guests
His wife loved to go to social events and wear fine clothing
All of this was very expensive for the merchant and he ended up losing his money because of it
One of the merchant’s guests was a very handsome, 30-year old monk named Dan John
Dan John told the merchant that they were cousins
The two men became very close, and the merchant thought of the monk as a brother
Whenever he was at the merchant’s house, Dan John was always very generous and kind to the servants
When the merchant had to make a trip to Bruges, he insisted that Dan John stop by and spend some time with him and his wife
He brought wine and food for the group to enjoy together
On the monk’s third day with the merchant, the merchant decided to spend time going over his finances and didn’t want anyone to disturb him
At the same time, Dan John rose and wandered into the garden where he ran into the merchant’s wife
Noticing the paleness of the woman’s face, Dan John asked her what was wrong
The wife promised to tell the monk her problems as long as he kept it a secret
The woman told him that she is unhappy with her husband, but felt bad for speaking so badly of the monks cousin
Dan John then told her that the two men really weren’t related at all
The merchant’s wife continued and said that there were six things that every woman desired a husband to be: hardy, wise, rich and therewith free, obedient to the wife and fresh in bed
The wife then said she needed to borrow 100 francs from him. She was adamant about paying him back at some point and/or give him whatever pleasure or service he desired
She said that if she didn’t pay him back, then God take vengeance on her
The monk said he would give her the money when her husband left on his trip to Bruges and told her not to worry
Then he hugged her and kissed her
The wife then went to find her husband to have supper with and found him still looking over his finances, not eating or doing anything else
She asked him how long he would stay there and he said that out of 12 merchants, 2 may survive financially. Therefore, he had to pay attention and take special care of his business
He then said that merchants must always live in dread and fear in case of chances and mishaps that could affect their business
The merchant then told his wife that he was leaving in the morning for his trip and she had enough food, clothing, etc. to last his absence
The group had dinner and the monk pulls the merchant aside and tells him to have a safe, healthful journey
Dan John then asked the merchant to lend him 100 francs to buy cattle and to keep the loan a secret
The merchant nobly replied that the merchant’s gold was the monk’s as well and he told him to take what he like or need
He told Dan John to pay it back when he was able to and gave him the money
They walked around drinking and talking, and then the monk left for the abbey
The merchant went on his journey the next day, but did not gamble or dance at all
On the Sunday after the merchant left, Dan John traveled back to the merchant’s home with the 100 francs
He and the merchant’s wife agreed that he would give her the 100 frances if she would spend the night in bed with him
The next day, the monk returned to the abbey
When all of the merchant’s business was done, he returned to his wife in Saint Denys
then she tells him her story and pleads with him to loan her one hundred francs to buy clothes that her frugal husband denies her. Sir John agrees to bring the money when the merchant leaves for Bruges. Then he draws the wife to him, kisses her madly, and confesses his desire for her
After dinner that night, the monk draws the merchant aside and asks him for a loan of one hundred francs to purchase cattle. The merchant gladly gives Sir John the money. The next day, the merchant leaves for Bruges. Soon after, the monk arrives at the merchant’s home, and in, exchange for the money, the wife agrees to spend the night in bed with the monk.
Sometime later, the merchant stops by the monk’s abbey to pay a social call. The monk volunteers the information that he has repaid the one hundred francs to the merchant’s wife only a day or two after he had borrowed it. When the merchant returns home, he chides his wife for not telling him that the loan was repaid. She explains that she used the money to buy fine clothes and promises to repay him — not with money, but in bed. Seeing no point in scolding her further, the merchant concludes, “Well, I forgive you what you spent / But don’t be so extravagant again.”
The Physician
Very good doctor who was very close with the pharmacist to make money.
Gold was the most important thing in his life.
Not religious, but very well read in philosophy.
Tale
Virginius was a night with a daughter named Virginia.
She was beautiful, sweet, and a virgin.
She faked sick to get out of many things.
One day Virginia went into town with her mother where Judge Appius saw her.
He was immeadiatley in lust with her.
His freind Claudius helped him divise a plan to bring a criminal case against Virginius and take Virginia as a slave.
Virginius killed his daughter so she wouldn't become a slave.
The whole town got involved and brought Judge Appius.
He was sentenced to a life in prison where he killed himself.
Virginius felt Claudius was taken advantage of and shouldn't be hung so he set him free.
General Prologue (line 390 to line 412)
Rode a carthorse
Wore a gown of thick rough cloth that fell to his knees
Wore a dagger around his neck and under his arm
Had a golden brown tan from the sun
When on his ship, he would steal wine from the merchant while he slept
Did not have a conscience
Was a very experienced sailor; knew all of the harbors
Sailor’s Prologue
Host decides that the priest will preach to everyone and tell a tale
The sailor interrupts the conversation between the host and the priest, and says that HE will tell the next tale
He also makes it clear that the tale will not be about philosophy, physics or law
The tale will be about Latin
Sailor’s Tale
About a rich merchant from Saint Denys who had a very beautiful wife
They lived in a very nice house and often had guests
His wife loved to go to social events and wear fine clothing
All of this was very expensive for the merchant and he ended up losing his money because of it
One of the merchant’s guests was a very handsome, 30-year old monk named Dan John
Dan John told the merchant that they were cousins
The two men became very close, and the merchant thought of the monk as a brother
Whenever he was at the merchant’s house, Dan John was always very generous and kind to the servants
When the merchant had to make a trip to Bruges, he insisted that Dan John stop by and spend some time with him and his wife
He brought wine and food for the group to enjoy together
On the monk’s third day with the merchant, the merchant decided to spend time going over his finances and didn’t want anyone to disturb him
At the same time, Dan John rose and wandered into the garden where he ran into the merchant’s wife
Noticing the paleness of the woman’s face, Dan John asked her what was wrong
The wife promised to tell the monk her problems as long as he kept it a secret
The woman told him that she is unhappy with her husband, but felt bad for speaking so badly of the monks cousin
Dan John then told her that the two men really weren’t related at all
The merchant’s wife continued and said that there were six things that every woman desired a husband to be: hardy, wise, rich and therewith free, obedient to the wife and fresh in bed
The wife then said she needed to borrow 100 francs from him. She was adamant about paying him back at some point and/or give him whatever pleasure or service he desired
She said that if she didn’t pay him back, then God take vengeance on her
The monk said he would give her the money when her husband left on his trip to Bruges and told her not to worry
Then he hugged her and kissed her
The wife then went to find her husband to have supper with and found him still looking over his finances, not eating or doing anything else
She asked him how long he would stay there and he said that out of 12 merchants, 2 may survive financially. Therefore, he had to pay attention and take special care of his business
He then said that merchants must always live in dread and fear in case of chances and mishaps that could affect their business
The merchant then told his wife that he was leaving in the morning for his trip and she had enough food, clothing, etc. to last his absence
The group had dinner and the monk pulls the merchant aside and tells him to have a safe, healthful journey
Dan John then asked the merchant to lend him 100 francs to buy cattle and to keep the loan a secret
The merchant nobly replied that the merchant’s gold was the monk’s as well and he told him to take what he like or need
He told Dan John to pay it back when he was able to and gave him the money
They walked around drinking and talking, and then the monk left for the abbey
The merchant went on his journey the next day, but did not gamble or dance at all
On the Sunday after the merchant left, Dan John traveled back to the merchant’s home with the 100 francs
He and the merchant’s wife agreed that he would give her the 100 frances if she would spend the night in bed with him
The next day, the monk returned to the abbey
When all of the merchant’s business was done, he returned to his wife in Saint Denys
then she tells him her story and pleads with him to loan her one hundred francs to buy clothes that her frugal husband denies her. Sir John agrees to bring the money when the merchant leaves for Bruges. Then he draws the wife to him, kisses her madly, and confesses his desire for her
After dinner that night, the monk draws the merchant aside and asks him for a loan of one hundred francs to purchase cattle. The merchant gladly gives Sir John the money. The next day, the merchant leaves for Bruges. Soon after, the monk arrives at the merchant’s home, and in, exchange for the money, the wife agrees to spend the night in bed with the monk.
Sometime later, the merchant stops by the monk’s abbey to pay a social call. The monk volunteers the information that he has repaid the one hundred francs to the merchant’s wife only a day or two after he had borrowed it. When the merchant returns home, he chides his wife for not telling him that the loan was repaid. She explains that she used the money to buy fine clothes and promises to repay him — not with money, but in bed. Seeing no point in scolding her further, the merchant concludes, “Well, I forgive you what you spent / But don’t be so extravagant again.”
The Physician
Very good doctor who was very close with the pharmacist to make money.
Gold was the most important thing in his life.
Not religious, but very well read in philosophy.
Tale
Virginius was a night with a daughter named Virginia.
She was beautiful, sweet, and a virgin.
She faked sick to get out of many things.
One day Virginia went into town with her mother where Judge Appius saw her.
He was immeadiatley in lust with her.
His freind Claudius helped him divise a plan to bring a criminal case against Virginius and take Virginia as a slave.
Virginius killed his daughter so she wouldn't become a slave.
The whole town got involved and brought Judge Appius.
He was sentenced to a life in prison where he killed himself.
Virginius felt Claudius was taken advantage of and shouldn't be hung so he set him free.
question.
For the introduction, are we telling the general reason for the pilgrimage and the general reason for the destination? And in the character descriptions of ten lines each, does this include an individual reason for why each character is going on the pilgrimage?
Tanya
Tanya
Tuesday, December 9, 2008
Notes on The Monk
Hey, guys; Ken here. Notes:
Celia presented the monk
The Monk
-manly man, older, somewhat strict
-considered higher up in nobility, shown in weight and garments
Tale
-exemplum- moral anecdote used to illustrate a point
-outlines tragedies of 17 people
Lucifer- member of Angelic Heaven
-his sin cast him to Hell (the uprising)
Adam- created by God's hand
-ruled all of Eden save for the tree of knowledge
-went after the tree of knowledge even though he wasn't supposed to
-got kicked out of Eden for it
Samson- first story in greater length
-birth celebrated by angels
-noble, strong, champion without weapons
-told women his secret knowledge
-almost got killed, but prayed for god to spare him
-he lived and took over Gaza
-Delilah cut all his hair (the source of his power) off and betrayed him
-Samson was captured
Hercules- kinda like Samson
-Deianira made a poisoned gold shirt that melted his skin off
-those who live only for fortune are brought down by it
Nebuchadnezzar
-king of Jerusalem twice
-took fairest children of royal blood and made them a part of his own group
-God changed him into a beast
-after many years, God gave him his sense
-Nebby finally realized God's greatness
Balthazzar- son of Nebby
-didn't want to suffer like his father
-proud of heart and array
-worshiped idols
-saw a hand write "Mene mene tekel" (hence the saying "The writing in the wall")
-Daniel told him that God turned Nebby into a beast
-God's wrath was incurred on Bal for his worshiping of false idols
-The arm was sent by God to tell Bal that he was no longer worth anything
-His kingdom was divided among the Medes and the Persians
-Fortune betrays people
Zenobia- queen of Palmyra
-mighty as men, fast enough to kill beasts
-would never yield hand in marriage because she thought she was too good
-friends made her marry Odenathus
-She finally married
-they lived happily for awhile
-they had two sons
-went on to conquer kingdoms until Odenathus died, which was followed by Zenobia's defeat
Pedro, King of Spain
-held highly by fortune and majesty
-brother told him to flee Spain
-brother betrayed and killed him
Peter, King of Cyprus
-defeated by Alexander the Great
-his lords killed him out of jealousy
-fortune brings happiness and sorrow
Bernabo of Lombary
-climbed in ranks in Italy
-newphew and son conspired to kill him
-monk does not know what happened
Ugolino
-supposed to be imprisoned in tower of Pisa for his entire life
-3 children with him
-Ugolino was unjustly imprisoned
-Ugolino thought he would starve to death
-one of his sons starved to death
-Ugolino started gnawing at his own arms
-His other children offered themselves to him
-Ugolino refused, his kids died, he had nothing to live for, the end
Nero, emperor of Rome
-in love with himself
-Seneca was his master, taught him everything he knew
-Nero kills Seneca
-Fortune makes Nero fall
-People revolted, Nero got killed
Holoferes
-Fortune made him wealthy
-held in high esteem
-forced people to renounce old laws
-made them worship Nebuchadnezzar
-He got drunk and was killed in Bethulia
Antiochus Epiphanes
-Great King
-Fortune enhanced his pride
-he killed those he did not like
--thought God would be okay with it
-Nic (something, can't remember full name) and Tim (something, didn't have time to write full name) were vanquished by the Jews
-the Jews killed Antiochus
Alex the Great (not much detail, it was assumed that all royalty knew something of him)
-all the world was in dread of him
-Fortune made him heir the honor
-reigned over all the world for 12 years
-Lived in false fortune
Caesar
-rose to royal majesty of Rome
-Fortune came to be his adversary
-fled, one soldier killed himself to win Caesar's favor (at least that's what it sounded like)
-Caesar took back the head of the soldier as a sign of triumph
-Brutus and Cassius killed Caesar
-No man can trust fortune for long
Croesus
-Lydian King
-supposed to be burned at pyre, but it rains on the day of his scheduled execution
-thought he was supposed to live
-that night (vision), he saw Jupiter, Phoebes, and his daughter, all saying he should be hanged
-with unwarned stroke, those ones who are proud when they trust fortune most, shall fall
I'm not too good with writing down really fast notes. Ask Celia for assistance if you need any.
~Ken
Celia presented the monk
The Monk
-manly man, older, somewhat strict
-considered higher up in nobility, shown in weight and garments
Tale
-exemplum- moral anecdote used to illustrate a point
-outlines tragedies of 17 people
Lucifer- member of Angelic Heaven
-his sin cast him to Hell (the uprising)
Adam- created by God's hand
-ruled all of Eden save for the tree of knowledge
-went after the tree of knowledge even though he wasn't supposed to
-got kicked out of Eden for it
Samson- first story in greater length
-birth celebrated by angels
-noble, strong, champion without weapons
-told women his secret knowledge
-almost got killed, but prayed for god to spare him
-he lived and took over Gaza
-Delilah cut all his hair (the source of his power) off and betrayed him
-Samson was captured
Hercules- kinda like Samson
-Deianira made a poisoned gold shirt that melted his skin off
-those who live only for fortune are brought down by it
Nebuchadnezzar
-king of Jerusalem twice
-took fairest children of royal blood and made them a part of his own group
-God changed him into a beast
-after many years, God gave him his sense
-Nebby finally realized God's greatness
Balthazzar- son of Nebby
-didn't want to suffer like his father
-proud of heart and array
-worshiped idols
-saw a hand write "Mene mene tekel" (hence the saying "The writing in the wall")
-Daniel told him that God turned Nebby into a beast
-God's wrath was incurred on Bal for his worshiping of false idols
-The arm was sent by God to tell Bal that he was no longer worth anything
-His kingdom was divided among the Medes and the Persians
-Fortune betrays people
Zenobia- queen of Palmyra
-mighty as men, fast enough to kill beasts
-would never yield hand in marriage because she thought she was too good
-friends made her marry Odenathus
-She finally married
-they lived happily for awhile
-they had two sons
-went on to conquer kingdoms until Odenathus died, which was followed by Zenobia's defeat
Pedro, King of Spain
-held highly by fortune and majesty
-brother told him to flee Spain
-brother betrayed and killed him
Peter, King of Cyprus
-defeated by Alexander the Great
-his lords killed him out of jealousy
-fortune brings happiness and sorrow
Bernabo of Lombary
-climbed in ranks in Italy
-newphew and son conspired to kill him
-monk does not know what happened
Ugolino
-supposed to be imprisoned in tower of Pisa for his entire life
-3 children with him
-Ugolino was unjustly imprisoned
-Ugolino thought he would starve to death
-one of his sons starved to death
-Ugolino started gnawing at his own arms
-His other children offered themselves to him
-Ugolino refused, his kids died, he had nothing to live for, the end
Nero, emperor of Rome
-in love with himself
-Seneca was his master, taught him everything he knew
-Nero kills Seneca
-Fortune makes Nero fall
-People revolted, Nero got killed
Holoferes
-Fortune made him wealthy
-held in high esteem
-forced people to renounce old laws
-made them worship Nebuchadnezzar
-He got drunk and was killed in Bethulia
Antiochus Epiphanes
-Great King
-Fortune enhanced his pride
-he killed those he did not like
--thought God would be okay with it
-Nic (something, can't remember full name) and Tim (something, didn't have time to write full name) were vanquished by the Jews
-the Jews killed Antiochus
Alex the Great (not much detail, it was assumed that all royalty knew something of him)
-all the world was in dread of him
-Fortune made him heir the honor
-reigned over all the world for 12 years
-Lived in false fortune
Caesar
-rose to royal majesty of Rome
-Fortune came to be his adversary
-fled, one soldier killed himself to win Caesar's favor (at least that's what it sounded like)
-Caesar took back the head of the soldier as a sign of triumph
-Brutus and Cassius killed Caesar
-No man can trust fortune for long
Croesus
-Lydian King
-supposed to be burned at pyre, but it rains on the day of his scheduled execution
-thought he was supposed to live
-that night (vision), he saw Jupiter, Phoebes, and his daughter, all saying he should be hanged
-with unwarned stroke, those ones who are proud when they trust fortune most, shall fall
I'm not too good with writing down really fast notes. Ask Celia for assistance if you need any.
~Ken
Monday, December 8, 2008
Dec. 5: Class notes
Ken presented the Friar:
Friar- "Begs to live", mix of monk(poverty) and priest(forgives sins, marriages)
General Prologue:
-humble, pale, speaks with lisp
-Chaucer describes- opposites of prideful and extortionous (imitates nobility)
-tries to defame anyone from church
line 211- friar would gossip and ignore the confidential
lines 215-216- Franklin liked him because so did nobility (most had a bone to pick with the church)
-well fed (has his own horse)
-somewhat of a womanizer
lines 242-247- avoids who doesn't give him money
-lives like a king at some point
-significant that he has a name
Intro to tale
-Pampas, annoying, being self righteous
-preaching extortion
-hypocrite
-people from church don't like to read
Tale (religious)
-meets devil who is disguised as Yeoman
-summoner has an argument
-asks "devil" to find a way to steal peoples money and convince that it is ok
-Yeoman expresses himself as a devil
-Summoner and devil find an old women (poor)
lines 298-310- summoner gets money and the devil tricks him by going to hell because he thinks the summoner doesn't know any better
-refers to as a fiend and "beasts to devil"
-the friar and the summoner are opposites and in competition because they are looking for the same people
LAZ notes:
-How bad is a summoner? His traveling companion becomes a devil (he didn't know)
-no one liked summoners because they made people speak of sins
-2 people they find along the way: Cart- stuck in the mud (frustrated, cries out "I wish this would all go to hell!") Devil saw that he didn't really mean what he said; Old Woman- damns summoner to hell and means it so the devil extorts summoner to hell
-Middle Class clergy, artificial lisp (nobility), Hubert- wants to be more upper class, shown with the way he acts and dresses
Ryan presented the second nun:
(not in general prologue)
accompanied by Prioress and nun's priest
Prologue
-gives message about avoiding sin and the devil
-St. Cecillia- greatly admires
-praises Holy Mary
-gives St. Cecillia 3 trans.
1) "heaven's lily"- pureness (good conscious, honest)
Tale
-Cecilia is Roman- married to Valerian
-dreaded to get married (wanted to stay virgin)
-prayed to remain virgin
-wedding day- secret angel who would kill Valerian if he touched her
-Pope Urban asks angel to make his brother, Tibertius, pure
-only the pure sees crown
-Tibertius gets baptized
-people got angry about Christianity
-Roman government (Almachius) ordered them to worship
-Refused, then executed
-Maximus claims he saw
-Cecilia arrested, then ordered to be boiled to death
-she didn't boil but got injured
-taught people Christianity before she died in 3 days
-buried by Pope Urban
LAZ notes: pretty obvious that it is about a Saint, Prioress's tale was not religious.
I didn't have enough time to write down a lot, I am kind of confused myself on the second nun, but those are all the notes i got on Friday.
Tanya
Friar- "Begs to live", mix of monk(poverty) and priest(forgives sins, marriages)
General Prologue:
-humble, pale, speaks with lisp
-Chaucer describes- opposites of prideful and extortionous (imitates nobility)
-tries to defame anyone from church
line 211- friar would gossip and ignore the confidential
lines 215-216- Franklin liked him because so did nobility (most had a bone to pick with the church)
-well fed (has his own horse)
-somewhat of a womanizer
lines 242-247- avoids who doesn't give him money
-lives like a king at some point
-significant that he has a name
Intro to tale
-Pampas, annoying, being self righteous
-preaching extortion
-hypocrite
-people from church don't like to read
Tale (religious)
-meets devil who is disguised as Yeoman
-summoner has an argument
-asks "devil" to find a way to steal peoples money and convince that it is ok
-Yeoman expresses himself as a devil
-Summoner and devil find an old women (poor)
lines 298-310- summoner gets money and the devil tricks him by going to hell because he thinks the summoner doesn't know any better
-refers to as a fiend and "beasts to devil"
-the friar and the summoner are opposites and in competition because they are looking for the same people
LAZ notes:
-How bad is a summoner? His traveling companion becomes a devil (he didn't know)
-no one liked summoners because they made people speak of sins
-2 people they find along the way: Cart- stuck in the mud (frustrated, cries out "I wish this would all go to hell!") Devil saw that he didn't really mean what he said; Old Woman- damns summoner to hell and means it so the devil extorts summoner to hell
-Middle Class clergy, artificial lisp (nobility), Hubert- wants to be more upper class, shown with the way he acts and dresses
Ryan presented the second nun:
(not in general prologue)
accompanied by Prioress and nun's priest
Prologue
-gives message about avoiding sin and the devil
-St. Cecillia- greatly admires
-praises Holy Mary
-gives St. Cecillia 3 trans.
1) "heaven's lily"- pureness (good conscious, honest)
Tale
-Cecilia is Roman- married to Valerian
-dreaded to get married (wanted to stay virgin)
-prayed to remain virgin
-wedding day- secret angel who would kill Valerian if he touched her
-Pope Urban asks angel to make his brother, Tibertius, pure
-only the pure sees crown
-Tibertius gets baptized
-people got angry about Christianity
-Roman government (Almachius) ordered them to worship
-Refused, then executed
-Maximus claims he saw
-Cecilia arrested, then ordered to be boiled to death
-she didn't boil but got injured
-taught people Christianity before she died in 3 days
-buried by Pope Urban
LAZ notes: pretty obvious that it is about a Saint, Prioress's tale was not religious.
I didn't have enough time to write down a lot, I am kind of confused myself on the second nun, but those are all the notes i got on Friday.
Tanya
Notes from 12/4-12/5
Does anyone have the minutes from December 4th and 5th? I was out those two days really sick and I know that this is going to be on the test, so I need to get it. It would be greatly appreciated.
-Celia Coltre
-Celia Coltre
Monday, December 1, 2008
CLASS MINUTES: 12/1
Today in class we went over the Knight's tale and started the squire. These were the notes from today:
Knight:
-Prithous is a noble/friend of Theseus
-he is also friends with Arcita and pleads with Theseus to release Arcita
-Arcita is freed but exiled from Athens and cannot see his love, Emily
-Palamon sees Arcita living better life
-Palamon wants Emily's love
-He sees Emily, but can't win her love
-Knight asks: Who has it worse?
-The God, Mercury tell Arcita to seek out Emily even though he is exiled
-Being in jail for so long, Arcita is unrecognizable, so he sneeks back into Athens in disguise
-Arcita works for Emily
he is honored by Theseus and promoted to squire
-he becomes rich and Theseus confids in him
-Palamon has been in jail for 7 years and escapes by drugging his jailer
-he flees to Thebes to find his friends to help him win a war against Theseus and Arcita and win Emily's love
-outside Athens, Palamon and Arcita run into eachother
-Both love Emily and want to marry her
-They meet in the woods to fight
-Theseus, Hippolyta, and Emily are hunting in the same woods and hear the fight
-Theseus stops the fight, and threatens to kill them both
-Hippolyta and Emily cry, Theseus relents and doesn't kill them
-H realizes both of them love Emily a lot
-He declares that they have 50 days to prepare for a battle royal against each other and the winner will marry Emily
-They are allowed 50 warriors each
-Theseus builds an amphitheater for the fight, dedicated to Venus and Mercury (goddess of love and god of war)
-Theseus holds a feast the night before the battle royal
-Palamon prays to Aphrodite, goddess of love
-Emily prays to Diana, goddess of chastity
-Arcita prays to Mars, god of war
-The day of the battle, everyone is there
-Warriors are injured, killed, etc.
-Arcita is stronger and wins, but Theseus has him not kill Palamon
-Arcita rides around on his horse in victory, but falls off and lands on his head and is badly injured
-He soon dies afterward
-Theseus gives Arcita a noble funeral
-Emily realizes both of them loved her a lot
-Palamon comes to the funeral, him and Arcita were very good friends
-Theseus has Palamon and Emily marry
-Mars granted Arcita victory, Aphrodite granted Emily to Palamon, and Dianna granted Emily the person who loved her the most
Squire:
-son of the knight, training to become a knight himself
-skilled in combat
-big on appearance, trying to get the ladies
-poetic, can sing, plays flute
-big player of the game "Courtly Love"
-His tale is a fragmentary tale
those were all the notes for today. Tomorrow, Mr. Lazarow will be finishing the squire's tale and then we begin the other presentations starting with me, then Andrew, and then Celia.
Mickey Gill
Saturday, November 29, 2008
Some Black Friday Reading
So while everyone was at the mall I decided to read my tale. I actually found it very amusing. It seems like my whole tale is making fun of and getting back at the miller, which is the tale right before it. At some points it got very controversial which is going to make my presentation very fun. I was wondering if anyone else's story is really interesting and drama filled because my tale can get intense.
Jordan Levy
P.S. The Miller better watch out the Reeve is coming for you.
Jordan Levy
P.S. The Miller better watch out the Reeve is coming for you.
Friday, November 28, 2008
This one is specifically for Mr. Laz
Mr Lazarow the page that I wrote down my two characters for the canterbury tales has been misplaced and I have forgotten one of my characters. I know that I had the cook, if you would be so kind as to tell me my other character so I won't fail the presentation, nor my classmates on the test?
-Michael Rudolph
-Michael Rudolph
Class Minutes- Week of 11/24-11/26
11/24/08
Monday the 24th, we had our Coat of Arms projects due. We spent the entire period presenting them to the class. At the end of the period we found out that Mr. Lazarow wasn't going to be in class the next day so we were to bring any and all information we needed to research our pilgrim with us to class.
11/25/08
Tuesday the 25th, Mr. Lazarow wasn't in class and we spent the entire period working on our Canterbury Tales pilgrim presentations.
11/26/08
We started the Canterbury Tales presentations with Mr. Lazarow's presentation of "The Knight."
The Knight
Monday the 24th, we had our Coat of Arms projects due. We spent the entire period presenting them to the class. At the end of the period we found out that Mr. Lazarow wasn't going to be in class the next day so we were to bring any and all information we needed to research our pilgrim with us to class.
11/25/08
Tuesday the 25th, Mr. Lazarow wasn't in class and we spent the entire period working on our Canterbury Tales pilgrim presentations.
11/26/08
We started the Canterbury Tales presentations with Mr. Lazarow's presentation of "The Knight."
The Knight
- 1st of the 29 pilgrims
- lives by truth, honor, freedom, amd all courtesy
- one of the most highly regarded Knights in the world
- worthy to his lord in time of war
- "thrice in the lists"- Chosen 3 times for single combat
- honored everywhere for his worthiness
- his prize wasn't money or wealth, only fame
- traveled the world fighting enemies
- very wise, with no vileness
- came straight from a voyage amd is going directly on the pilgrimage-thus, in his clothes and not his armour
- his son is traveling with him (the Squire)
It is socially acceptable to begin with the knight, so when it came to drawing straws Chaucer made it that the Knight would draw the shortest straw.
The Knight's Tale
- A Roman- A tale originally told in Latin, it was a tale about adventure and sometimes love.
- Theseus-The Lord and Governer of Athens, Rich and Wise, fights against the Amazonians who are ruled by Hippolyta.
- Theseus and the Athenians defeat the Amazonians
- After the battle Theseus marries Hippolyta
- Hippolyta's sister Emily, comes back to Athens with Theseus and Hippolyta
Mourning Wives
- On the way back Theseus sees a group of Mourning Wives
- Wives were very noble, rich women
- Creon had killed their husbands in battle, and now refuses to allow them to retrieve their dead husbands off of the battlefield.
- Theseus made sure that he will go after Creon in order to get vengeance for the women's husbands.
- Theseus takes over Thebes
- As they are going over the battlefield, the Athenians discover 2 wounded Thebian knights, Palamon and Arcita.
- Theseus decides to imprison them for life with no chance for ransom instead of executing them.
Emily
- Among the most beautiful of women
- has a garden in the castle by Palamon and Arcita's Jail cell.
- Palamon is looking out the window, sees Emily and instantly falls in love with her.
- Palamon screams and Arcita runs to the window and also falls in love with Emily.
- Both decide that they can love Emily as much as they want but they will just have to love her from afar.
-Celia Coltre
Sunday, November 23, 2008
HELP!
No one ever posted anything about the colors, and I just realized I was absent that day.
Can someone please post the notes about the colors - what they mean & their names.
PLEASE PLEASE PLEASE
thank you
-ellen hassinger
Can someone please post the notes about the colors - what they mean & their names.
PLEASE PLEASE PLEASE
thank you
-ellen hassinger
Saturday, November 22, 2008
Class Minutes 10/21/08
-Coat of Arms project is due on Monday.
-The Coat of Arms project must be in the front of the shirt, the blazon has to be in the back of the shirt. Written essay on the reason why you picked the elements for your Coat of Arms.
-Depending on your pilgrim you might not have or have an epilogue, tales and a prologue.
Important things to keep in mind while doing the Canterbury Tales project:
-Description of your character
-Behavior of your character
-Profession of your character
-Religious devotion of your character
Also its very important to say your character's reasons as to why they are going to Canterbury.
The story of Canterbury Tales is told in a Frame Narrative.
-Piero Benites
-The Coat of Arms project must be in the front of the shirt, the blazon has to be in the back of the shirt. Written essay on the reason why you picked the elements for your Coat of Arms.
-Depending on your pilgrim you might not have or have an epilogue, tales and a prologue.
Important things to keep in mind while doing the Canterbury Tales project:
-Description of your character
-Behavior of your character
-Profession of your character
-Religious devotion of your character
Also its very important to say your character's reasons as to why they are going to Canterbury.
The story of Canterbury Tales is told in a Frame Narrative.
-Piero Benites
Thursday, November 20, 2008
Class Notes 11/20/08
-Today in class we opened with questions about the coat of arms project.
-Then, we were assigned a specific pilgrim for the Canterbury Tales project.
-The Canterbury Tales was one of the earliest writings to use iambic pentameter which is 4 series of stressed or unstressed syllables.
-Brandon Barrett
-Then, we were assigned a specific pilgrim for the Canterbury Tales project.
-The Canterbury Tales was one of the earliest writings to use iambic pentameter which is 4 series of stressed or unstressed syllables.
-Brandon Barrett
Wednesday, November 19, 2008
Class Notes 11/19
-We recieved our Beowulf test, and then our marking period grades
-Mr. Lazarow then went over the class blog participation grades at 30, 50, 70, and 100 points for each consecutive marking period
-We then discussed the Heraldry project, including charges and shields
-The charges should represent our personal qualities
-The project's due date has been postponed to Monday
-Consists of Coat of arms, Blazon, and an essay explaining the coat of arms
-Regarding the Canterbury tales project, we will each be assigned a pilgrim from Chaucer's Canterbury Tales, and will be responsible for reading and researching the pilgrim and discussing the pilgrim with the class
-We will then look at the pilgrim's tale (including prologue and epilogue if included), and we must be able to explain it to the class
-Mr. Lazarow then went over the class blog participation grades at 30, 50, 70, and 100 points for each consecutive marking period
-We then discussed the Heraldry project, including charges and shields
-The charges should represent our personal qualities
-The project's due date has been postponed to Monday
-Consists of Coat of arms, Blazon, and an essay explaining the coat of arms
-Regarding the Canterbury tales project, we will each be assigned a pilgrim from Chaucer's Canterbury Tales, and will be responsible for reading and researching the pilgrim and discussing the pilgrim with the class
-We will then look at the pilgrim's tale (including prologue and epilogue if included), and we must be able to explain it to the class
Tuesday, November 18, 2008
Minutes for 11/18/08
Today in class Mr. Lazarow was absent again. The sub reminded us that our coat of arms project is due Friday. (Blazon and essay also).
In class we read from lines 43-90 in the Prologue of Canterbury Tales. These lines told us about the knight and a bit about his son.
The knight- one of the more noble pilgrims, loyal, honorable, generous, has good manners, and lots of military skill. Fought many battles, honored everywhere he's been, never says an unkind word, and is also very wise. Despite all this he is apparently not happy.
His son- acts as squire to his father, the knight. He's a lover and went on a journey to get a lover's grace.
That's about all!
Good luck everyone
-Emily Wallace
In class we read from lines 43-90 in the Prologue of Canterbury Tales. These lines told us about the knight and a bit about his son.
The knight- one of the more noble pilgrims, loyal, honorable, generous, has good manners, and lots of military skill. Fought many battles, honored everywhere he's been, never says an unkind word, and is also very wise. Despite all this he is apparently not happy.
His son- acts as squire to his father, the knight. He's a lover and went on a journey to get a lover's grace.
That's about all!
Good luck everyone
-Emily Wallace
CLASS NOTES FOR november 17th
Today in class, Mr. Lazarow was not present...again. We had Mr Green as a substitute and he had us read that packet that elaborated on the Canterbury tales. The assigned HW was to read lines 1-42 in the Canterbury tales for tomorrow. Also, as a reminder, the Coats of Arms project is due Friday, and that includes the shield on a shirt with the blazon on the back, and an essay explaining why you chose what you chose on the shield.
Mike "DANGER" Rudolph
Mike "DANGER" Rudolph
Monday, November 17, 2008
what stuff means?
Hey guys, I'm working on my coat of arms, and im having a tough time finding what different things symbolize - especially shields. I have no idea what kind of design to choose or what it'd mean because I can't find anything like that. I'm guessing I'm going to need this info for the blazon too, so if anybody knows a good website or something for that, please let me know. thanks.
--Pat Lafferty
Sunday, November 16, 2008
The Cornell University Coat of Arms Consists of a shield that is first divided per chief, and the bottom section is again divided per pale creating three sections of the shield. The upper section contains two smaller shields, one divided per chief, with six vertical lines dividing the lower section. The adjacent shield depicts a ship at sail with mountains in the background and the sun above them. This makes sense, as Cayuga lake is in Ithaca, NY, and it is over looked by both the mountains and Cornell University. The lower section of the shield depicts an open book over the divided lower section. The entire shield is surrounded by a banner which reads: Cornell University Founded A.D.1865
-Chris
-Chris
Saturday, November 15, 2008
Thursday, November 13, 2008
class minutes
Sorry this is so late, I had trouble getting on the site.
First we talked about the Coat of Arms assignment and were given three bonus opportunities. There were to make a Coat of Arms, with blazon and essay, for Beowulf, our class, or Mr. Lazarow. We spent the rest of class talking about English history which gives us a background for Canterbury tales. After 1066, French was spoken by the upper class, and English was spoken by the peasants. After the Black Plague a middle class, who spoke English, was created. Chaucer was in the middle class and he wrote some poetry in his free time from his job as a civil servant. His poetry was important since it was in English and showed that English could also be used for literature.
-Andrew Burke
First we talked about the Coat of Arms assignment and were given three bonus opportunities. There were to make a Coat of Arms, with blazon and essay, for Beowulf, our class, or Mr. Lazarow. We spent the rest of class talking about English history which gives us a background for Canterbury tales. After 1066, French was spoken by the upper class, and English was spoken by the peasants. After the Black Plague a middle class, who spoke English, was created. Chaucer was in the middle class and he wrote some poetry in his free time from his job as a civil servant. His poetry was important since it was in English and showed that English could also be used for literature.
-Andrew Burke
Wednesday, November 12, 2008
Class Minutes
Hey everybody,
Today, we took the Canterbury Tales memorization quiz on the first 18 lines. After that, we were given the opportunity to recite the lines for extra credit. Everyone did really well, especially Ken who recited it in Middle English. Also, Laz reminded us that our Coat-Of-Arms t-shirts, blazons, and essays are due next Friday. Don't forget to do it!
-Sarah
Today, we took the Canterbury Tales memorization quiz on the first 18 lines. After that, we were given the opportunity to recite the lines for extra credit. Everyone did really well, especially Ken who recited it in Middle English. Also, Laz reminded us that our Coat-Of-Arms t-shirts, blazons, and essays are due next Friday. Don't forget to do it!
-Sarah
Tuesday, November 11, 2008
class minutes
i hope everyones doing well with the poem..i know im not but sarahs commenst seemed helpful! today in class we went over shapes of the sheilds and what they ment. We went over reasons as to why they woudl change( marraige, disputes between families,new honors, new accomplishments) Mr. Laz showed us the NJ and PA sheilds as well. Our assignment FOR THE BLOG! (MEEEER) is to find the coat of arms for the colleges were looking at and talk about why whats on them is. Secondly, our assignment due in a week and a half (MEEER MEER) is to make a coat of arms for ourselves and put it on a tea shirt, with the blazon on the back. WEAR THEM TO SCHOOL! An explination (ESSAY OF COURSE) goes alongside the shirt.
Hope everyones studying is going well
kaitlyn
Hope everyones studying is going well
kaitlyn
Monday, November 10, 2008
Memorization Tips
Hey everybody,
So a few people said they had problems memorizing the poem and I used to do memorization a lot at BC Footlighters so I can help a little. It definitely helps to break the poem down and memorize it in chunks. Do it 2-4 lines at a time. Also, it's easier to write the poem than it is to speak it so once you have it somewhat memorized write it over and over again. Once you get the quiz, your hand and your mind will just start writing it, kind of like muscle memory. Another important thing to remember is to make sure you understand the poem or else you really won't know the lines as well as you could. Anyway, that's all I got. Hope it helps.
-Sarah
So a few people said they had problems memorizing the poem and I used to do memorization a lot at BC Footlighters so I can help a little. It definitely helps to break the poem down and memorize it in chunks. Do it 2-4 lines at a time. Also, it's easier to write the poem than it is to speak it so once you have it somewhat memorized write it over and over again. Once you get the quiz, your hand and your mind will just start writing it, kind of like muscle memory. Another important thing to remember is to make sure you understand the poem or else you really won't know the lines as well as you could. Anyway, that's all I got. Hope it helps.
-Sarah
Class Minutes 11/10
Today in class we continued our discussion about Coats or Arms. We started off talking about charges. Charges are a part of the shield, and are usually land animals, fish and birds, but there are many different objects that can be charges. Of course like everything else on a coat of arms charges all have meanings, especially animals. Such things as a tongue sticking out means that you are fierce. Also when making a blazon if the animal is facing to the right it is called "dexter" while if it is facing the left it is called "sinister".
Jordan Levy
Jordan Levy
Sunday, November 9, 2008
Class Minutes 11/5/08
THE MOTTO:
- A phrase or collection of words intended to describe the bearer's motivation or intention
- Typically depicted on a scroll under the arms, or else above it as in Scots heraldry
- Traditionally in Latin or other Romance languages, as well as in English or German
THE SUPPORTERS:
- Figures - human or animals - standing on either side of the shield
- Often these can have local significance (the Fisherman and the Tin miner of Cornwall ) or a historical link (the lion of England)
THE HELM:
- Heraldic elements on the shield were often also used for the decoration of knightly helmets because, often, shields were battered and lost in battle.
- It then became common to include a helmet (or some other headgear) as part of the coat of arms, above the shield.
- In some systems, the rand of the bearer was reflected in the type of helmet, e.g. the type o metal and the number of bars in the visor, as in France.
- This practice continued in other types of headgear (e.g. a crown)
- Due to their traditional non-participation in combat, clergy and women display neither helm nor crest.
THE MANTLING:
- Drapery tied to the helmet above the shield, forming a backdrop for the shield.
- Originally a depiction of the protective cloth covering(worn by Crusading knights from their helmets to protect against the elements)
- Mantling is drawn or painted tattered or cut to shreds, as it were cut by sword blades.
THE CREST / WREATH:
- The term "crest" is often mistaken to refer to the entire coat-of-arms - don't do this
- The crest rests above the helm, usually on a 'wreath' of twisted cloth in the 2 principle colors.
- Often but not always an animal
- Crests can be used on their own (particularly useful when there is insufficient space)
THE SHIELD:
- The main part of the coat-of-arms
- Derived from the original use of the shield by knights in combat.
- Oldest, and most complex part.
- The shape:
- different shapes refer to different time periods or where it originated
- Women had a lozenge on their coat of arms because they did not fight.
- Some modern women do fight, and therefore may have a shield on their coat of arms.
- Shield colors:
- Colors are called "tinctures"
- There are 9 main tinctures: two metals (light) and seven colours (dark)
- Names from from French
- VERY IMPORTANT: 1st Rule - never metal on metal or color on color
- This improved contrast so that the coats of arms were more easily seen from a distance.
--Patrick Lafferty
Monday, November 3, 2008
MEDIEVAL ART OF HERALDRY
Medieval Art of Heraldry (or: make your own coat of arms)
~coat of arms- identifying flagmark of a nation, empire, family, etc; few could read and write, so pictures were important
~coat of arms later took on further significance and meaning, most notably, they became a way of showing membership in a society
~arms remained popular for visual ID
ex: sealing wax imprint, engraved on family tomb
Descent of Arms remains strictly regulated by inheritence; only certain actual descendants of a particular armigerous person are entitled to his arms or a related version.
Popular associations of a coat of arms with all bearers of a surname is a misconception
Coat of arms must represent a particular individual
Heraldry- the science and art of describing coats of arms
Herald- a person skilled in Heraldry
Blazon- to describe a sheilf in words using heraldic terms
Emblazon- to draw or paint a shielf from a blazon
PARTS OF A COAT OF ARMS:
shield, helm, crest/wreath, mantling, supporters, motto/scroll, compartment
Compartment- design placed under shield, usually rocks or grassy mount, or some sort of other landscape, upon which the supporters are depiced as standing
-usually a landscape, seascape, or piece of geography or notable landmark
-sometimes said to have intended to represent land held by the bearer
That's about it for the notes for today.
~Ken
Medieval Art of Heraldry (or: make your own coat of arms)
~coat of arms- identifying flagmark of a nation, empire, family, etc; few could read and write, so pictures were important
~coat of arms later took on further significance and meaning, most notably, they became a way of showing membership in a society
~arms remained popular for visual ID
ex: sealing wax imprint, engraved on family tomb
Descent of Arms remains strictly regulated by inheritence; only certain actual descendants of a particular armigerous person are entitled to his arms or a related version.
Popular associations of a coat of arms with all bearers of a surname is a misconception
Coat of arms must represent a particular individual
Heraldry- the science and art of describing coats of arms
Herald- a person skilled in Heraldry
Blazon- to describe a sheilf in words using heraldic terms
Emblazon- to draw or paint a shielf from a blazon
PARTS OF A COAT OF ARMS:
shield, helm, crest/wreath, mantling, supporters, motto/scroll, compartment
Compartment- design placed under shield, usually rocks or grassy mount, or some sort of other landscape, upon which the supporters are depiced as standing
-usually a landscape, seascape, or piece of geography or notable landmark
-sometimes said to have intended to represent land held by the bearer
That's about it for the notes for today.
~Ken
Tuesday, October 28, 2008
Looks like im off the hook for class minutes!
It turns out, John Leskow has officially joined our class. Welcomee!
Notes to add on:
-The Fight at Finsberg and Beowulf is significant in order to remember the glory days of the Danes.
-The Leader of the Danes at Finsberg had a sword put on his lap unsheathed because this foreshadows a call for revenge; time to draw blood.
- "Wheel of Fortune": What brings you to the top will soon bring you to the bottom, then back up again. (Danes and how they fell)
Tanya
Notes to add on:
-The Fight at Finsberg and Beowulf is significant in order to remember the glory days of the Danes.
-The Leader of the Danes at Finsberg had a sword put on his lap unsheathed because this foreshadows a call for revenge; time to draw blood.
- "Wheel of Fortune": What brings you to the top will soon bring you to the bottom, then back up again. (Danes and how they fell)
Tanya
Class Notes 10/28/08
Today in class we had another Beowulf Review session.
Quote #3- The AS life and culture of quote #3 includes being known for your ancestory, the AS belief in demons, Christian/Pagan influence(Cain).
Poetic Forms- Caesura, Alliteration, Rhythm, Kenning, Stress
Why did the warriors come with Beowulf to the dragon's cave?
He wanted to be escorted, but he wanted to fight by himself. He wants an audience for the fight. He wants to prove himself.
Mythic Heroic Archetype- The entire poem (BW) is a battle against himself(always about the internal)
Beowulfs weakness=his pride
*Reminder, mythic heroic archetype story/poem does not need all 10 points.
Does Wiglaf ruin the archetype?
No, because it is merely a variation of the theme. BW should have asked for help all along...i.e. Saving Private Ryan
How long is BW with the Danes?
4 days
Is it possible to be a guide and a hero?
Yes. But it will take a lot of variation. Ex. Stephen King's book the Gun Slinger=hero looses his fingers and cannot carry out journey, guide becomes hero and hero becomes guide.
Does every community have a hero with extraordinary strength?
No, BW is exceptional, he has much more strength(physically and mentally)
Grendel-No weapons
GM-Sword
Dragon-Shield
Why does BW use weapons against GM?
It is all about teriitory. BW wants to make it a fair and equal fight. He must adapt to the specific situation.
Laz asked us about our opinions of the book...sadly, few answered.
If the Geats don't trust BW, why did they choose him to fight?
He was put on the spot to prove himself or die trying. He had the chance to make something of himself, so he did.
STUDY FOR THE TEST ON THURSDAY OR BE PREPARED TO FAIL!!!
John Leskow
Quote #3- The AS life and culture of quote #3 includes being known for your ancestory, the AS belief in demons, Christian/Pagan influence(Cain).
Poetic Forms- Caesura, Alliteration, Rhythm, Kenning, Stress
Why did the warriors come with Beowulf to the dragon's cave?
He wanted to be escorted, but he wanted to fight by himself. He wants an audience for the fight. He wants to prove himself.
Mythic Heroic Archetype- The entire poem (BW) is a battle against himself(always about the internal)
Beowulfs weakness=his pride
*Reminder, mythic heroic archetype story/poem does not need all 10 points.
Does Wiglaf ruin the archetype?
No, because it is merely a variation of the theme. BW should have asked for help all along...i.e. Saving Private Ryan
How long is BW with the Danes?
4 days
Is it possible to be a guide and a hero?
Yes. But it will take a lot of variation. Ex. Stephen King's book the Gun Slinger=hero looses his fingers and cannot carry out journey, guide becomes hero and hero becomes guide.
Does every community have a hero with extraordinary strength?
No, BW is exceptional, he has much more strength(physically and mentally)
Grendel-No weapons
GM-Sword
Dragon-Shield
Why does BW use weapons against GM?
It is all about teriitory. BW wants to make it a fair and equal fight. He must adapt to the specific situation.
Laz asked us about our opinions of the book...sadly, few answered.
If the Geats don't trust BW, why did they choose him to fight?
He was put on the spot to prove himself or die trying. He had the chance to make something of himself, so he did.
STUDY FOR THE TEST ON THURSDAY OR BE PREPARED TO FAIL!!!
John Leskow
Monday, October 27, 2008
Minutes for Oct. 27
Today Mr. Lazarow discussed the format of the Beowulf test:
Section 1: essentially short answer, asks about in depth analysis (which we have discussed in class) elements
Section 2: Poetic format of Beowulf, how Anglo-Saxons organized their poems, and the basic terms for Anglo-Saxon poetry
Section 3: Mythical archetype hero, what categories of the mythical archetype hero does Beowulf fall under?
Section 4: Quote section (need to know the list of 31 quotes that was given to us earlier)
Also, we reviewed for the Beowulf test, mainly talking about the characteristics of the Anglo-Saxon culture. The primary ideas behind Anglo-Saxons are the reliationship between the lord and his people (visa versa) and the belief that all things come to an end.
Lastly, if you are ever in a situation where you need to impress someone, talk about hapax legomenon. A hapax legomenon is the single occurance of a word recorded in a certain language. This happens when there is very little known about a language and there is only one instance where a word is used. Because the word is only used once there are no other examples for context clues.
Sean H.
Section 1: essentially short answer, asks about in depth analysis (which we have discussed in class) elements
Section 2: Poetic format of Beowulf, how Anglo-Saxons organized their poems, and the basic terms for Anglo-Saxon poetry
Section 3: Mythical archetype hero, what categories of the mythical archetype hero does Beowulf fall under?
Section 4: Quote section (need to know the list of 31 quotes that was given to us earlier)
Also, we reviewed for the Beowulf test, mainly talking about the characteristics of the Anglo-Saxon culture. The primary ideas behind Anglo-Saxons are the reliationship between the lord and his people (visa versa) and the belief that all things come to an end.
Lastly, if you are ever in a situation where you need to impress someone, talk about hapax legomenon. A hapax legomenon is the single occurance of a word recorded in a certain language. This happens when there is very little known about a language and there is only one instance where a word is used. Because the word is only used once there are no other examples for context clues.
Sean H.
Sunday, October 26, 2008
class minutes from friday the 24th
sorry that this is so late guys! i was freaking out because i just couldnt figure out how to blog, because i forgot you had to log in! ughh, but finally..
here it is:
alright so on friday we got an assignment, as well as a work sheet.
the worksheet was 4 pages (front & back) of quotes from the text Beowulf
the assignment for the quotes is:
4-5 sentences on the quotes of your choice, 5 or 6 points made about quote in each paragraph.
this should outline
1) the speaker and who was spoken to
2) when was this said, whats happening at this time?
3) cultural elements
4) any use of kennings, mention to archetype hero..etc things discussed, making connections to things we've been speaking about in class.
5) what is so signifgant about the quote or moment, an analysis of the quote.
also.
- mr. laz handed back the college essays, and said he was done as far as he was concerned and to ask him (on our own time) for extra help which he would gladly provide. how sweet!
- as well as a reminder the assignement about the riddles (whcih was covered in a previous post) is due on MONDAY! which is tomorrow, if you didnt know.
-WE ARE DONE TALKING ABOUT BEOWULF IN CLASS. THE TEST IS NEXT WEEK.
anyways..i had a thought if anyone wants to get together to discuss beowulf and study for the test it'd be awesome. is anyone interested in studying for the test sometime this week? awesome.
love,
ellen hassinger
10/26/08
here it is:
alright so on friday we got an assignment, as well as a work sheet.
the worksheet was 4 pages (front & back) of quotes from the text Beowulf
the assignment for the quotes is:
4-5 sentences on the quotes of your choice, 5 or 6 points made about quote in each paragraph.
this should outline
1) the speaker and who was spoken to
2) when was this said, whats happening at this time?
3) cultural elements
4) any use of kennings, mention to archetype hero..etc things discussed, making connections to things we've been speaking about in class.
5) what is so signifgant about the quote or moment, an analysis of the quote.
also.
- mr. laz handed back the college essays, and said he was done as far as he was concerned and to ask him (on our own time) for extra help which he would gladly provide. how sweet!
- as well as a reminder the assignement about the riddles (whcih was covered in a previous post) is due on MONDAY! which is tomorrow, if you didnt know.
-WE ARE DONE TALKING ABOUT BEOWULF IN CLASS. THE TEST IS NEXT WEEK.
anyways..i had a thought if anyone wants to get together to discuss beowulf and study for the test it'd be awesome. is anyone interested in studying for the test sometime this week? awesome.
love,
ellen hassinger
10/26/08
Thursday, October 23, 2008
10/23 Class Notes
Today we were given our two writing assignments that are both due on Monday. Mr. Lazarow placed a few Anglo Saxon riddles on the board, and we're to choose one to write an essay on its meaning. We also have to write our own 10-line Anglo Saxon poem. To do this assignment, you'll also have to copy down a riddle from the board during a study hall or 12th period.
As for Beowulf, we discussed Part 3 again today. Mr. Lazarow brought up a few key points about the ending of the poem. In the end of the poem, Beowulf's tribe obeys his orders of not helping him fight the dragon. Despite those orders, Beowulf's most loyal soldier disobeys him. Beowulf is not upset by this, and is in fact glad to see him come and help. The point that the author is making revolves around the theme of loyalty. Loyalty comes before all other things, and his tribe forgets that. As a result, Beowulf dies and the Geats end up falling as well. This also translates back to Grendel's Mother fight, when the Danes walked away, while the Geats showed their allegiance and loyalty to Beowulf. The author is telling us that the Geats have become the Danes. They've lost their loyalty and because of that, they shall end much like the Danes.
Ryan Grosso
As for Beowulf, we discussed Part 3 again today. Mr. Lazarow brought up a few key points about the ending of the poem. In the end of the poem, Beowulf's tribe obeys his orders of not helping him fight the dragon. Despite those orders, Beowulf's most loyal soldier disobeys him. Beowulf is not upset by this, and is in fact glad to see him come and help. The point that the author is making revolves around the theme of loyalty. Loyalty comes before all other things, and his tribe forgets that. As a result, Beowulf dies and the Geats end up falling as well. This also translates back to Grendel's Mother fight, when the Danes walked away, while the Geats showed their allegiance and loyalty to Beowulf. The author is telling us that the Geats have become the Danes. They've lost their loyalty and because of that, they shall end much like the Danes.
Ryan Grosso
CLASS MINUTES: 10/22
Hey guys, sorry I forgot to put this in yesterday...
Today in class we once again asked questions about Beowulf. At the start of class Mr. Lazarow compared the fight against the dragon in Beowulf to the fight against the dragon in the Hobbit. Afterwards, we talked about the history between the Swedes and the Geats:
The Geat king, Hreathel, dies,
The swedish king is named Ongentheow.
His sons, Othere and Onela invade the Geats.
The Swedes win the battle of Hresosnohill.
The new Geat king is Heathcyn, son of Hreathel.
The Geats capture Ongentheow's queen at the battle of Ravenswood.
In the same battle, Ongentheow counterattacks, rescues queen, and kills Heathcyn.
Hygelac, the younger brother of Heathcyn arrives with reinforcements.
Ongentheow is killed in the battle, and the Swedes lose.
Eanmund and Eadgils are the sons of Othere,
exiled by their uncle Onela (now the Swedish king).
Heardred (the Geat king, after Hygelac's death) gives them refuge.
Onela invades Geatland and kills Heardred.
Weohstan (the Swedish king's retainer) kills Eanmund.
Beowulf becomes king of the Geats.
Beowulf (the Geatish king) supports Eadgils when he invades the Swedes and kills Onela.
After the history of the Swedes and Geats we continued asking other questions of Beowulf.
Sorry again that I didn't post this yesterday...
Mickey Gill
Today in class we once again asked questions about Beowulf. At the start of class Mr. Lazarow compared the fight against the dragon in Beowulf to the fight against the dragon in the Hobbit. Afterwards, we talked about the history between the Swedes and the Geats:
The Geat king, Hreathel, dies,
The swedish king is named Ongentheow.
His sons, Othere and Onela invade the Geats.
The Swedes win the battle of Hresosnohill.
The new Geat king is Heathcyn, son of Hreathel.
The Geats capture Ongentheow's queen at the battle of Ravenswood.
In the same battle, Ongentheow counterattacks, rescues queen, and kills Heathcyn.
Hygelac, the younger brother of Heathcyn arrives with reinforcements.
Ongentheow is killed in the battle, and the Swedes lose.
Eanmund and Eadgils are the sons of Othere,
exiled by their uncle Onela (now the Swedish king).
Heardred (the Geat king, after Hygelac's death) gives them refuge.
Onela invades Geatland and kills Heardred.
Weohstan (the Swedish king's retainer) kills Eanmund.
Beowulf becomes king of the Geats.
Beowulf (the Geatish king) supports Eadgils when he invades the Swedes and kills Onela.
After the history of the Swedes and Geats we continued asking other questions of Beowulf.
Sorry again that I didn't post this yesterday...
Mickey Gill
Monday, October 20, 2008
Class Minutes 10/20/08
Today in class we talked about Beowulf and some writing assignments that we will have in the future.
-Test on Beowulf next week.
-We will also have two other writing assignments later this week.
-When Grendel's mom attacked Heorot she took back Grendel's arm and also killed and took Aeschere's head.
-Aeschere was one of Hrothgar's closest friends and advisors.
-Beowulf fought Grendel's mom with armor and weapons because by taking them the fight would be more equal since Beowulf did not have home turf advantage.
-Beowulf took 9 hours to reach the bottom of the lake where the lair of Grendel's mom was. As Beowulf was swimming down Grendel's mom came and dragged him down all the way to her cave.
-During the fight with Grendel's mom when Beowulf was pinned down by her he remenbered his past achievements and skills. By remenbering his fame he regained confidence in himself and gained strength to fight back against her and defeat her.
-Piero Benites
-Test on Beowulf next week.
-We will also have two other writing assignments later this week.
-When Grendel's mom attacked Heorot she took back Grendel's arm and also killed and took Aeschere's head.
-Aeschere was one of Hrothgar's closest friends and advisors.
-Beowulf fought Grendel's mom with armor and weapons because by taking them the fight would be more equal since Beowulf did not have home turf advantage.
-Beowulf took 9 hours to reach the bottom of the lake where the lair of Grendel's mom was. As Beowulf was swimming down Grendel's mom came and dragged him down all the way to her cave.
-During the fight with Grendel's mom when Beowulf was pinned down by her he remenbered his past achievements and skills. By remenbering his fame he regained confidence in himself and gained strength to fight back against her and defeat her.
-Piero Benites
Thursday, October 16, 2008
Class Minutes 10/16/08
Today in class we talked about the following about Beowulf:
-Hidleburh is the siter of the king of the Danes.
-The sword hilt is the part of the sword that you grab-not the entire sword.
-Beowulf went into the lake to kill Grendel, not Grendel's mother, but succeeds in both.
-Beowulf gives the swordhilt to Hrothgar because it represents a renewal of faith.
-In the Mead-hall the Geats slept with their armor on just in case something attacks, they were prepared.
-When Beowulf takes the 9-hour plunge into the lake, the danes give up, while the Geats wait.(That's Faith)
-Beowulf didn't bring the treasure up from the lake because they didn't deserve it.
-Wealtheow talks Hrothgar out of adopting Beowulf because he has loyalty to another tribe, but instead, Beowulf becomes a friend, or a protector, to the danes.
-Brandon Barrett
-Hidleburh is the siter of the king of the Danes.
-The sword hilt is the part of the sword that you grab-not the entire sword.
-Beowulf went into the lake to kill Grendel, not Grendel's mother, but succeeds in both.
-Beowulf gives the swordhilt to Hrothgar because it represents a renewal of faith.
-In the Mead-hall the Geats slept with their armor on just in case something attacks, they were prepared.
-When Beowulf takes the 9-hour plunge into the lake, the danes give up, while the Geats wait.(That's Faith)
-Beowulf didn't bring the treasure up from the lake because they didn't deserve it.
-Wealtheow talks Hrothgar out of adopting Beowulf because he has loyalty to another tribe, but instead, Beowulf becomes a friend, or a protector, to the danes.
-Brandon Barrett
Wednesday, October 15, 2008
My Earlier Post
Well turns out we spent today going over my question! and I basically had everything wrong haahah so I guess it's good we did. Any thoughts on Grendel though? I'm reading the extra credit book and it's really interesting and helpful in understanding the anglo-saxons. Just reading Beowulf I wasn't really seeing and understanding their whole tribe versus tribe wars. I mean how I was picturing the anglo-saxons' lives is a lot different than what they actually were! (Which is way more barbaric...) x_x I actually kind of see Grendel in a completely different light! Then again I am only on chapter three so there is still room for that to change.
-Emily Wallace
-Emily Wallace
Class Notes 10/15
Mr. Lazarow started off class today by reminding people about the opportunity for the Larry Smith writing event, and then we moved on to Beowulf. We discussed the story of "The Fight at Finnsburg", which represents a full deviation from the story, but represents a Danish victory, similar to their victory over Grendel
The Fight at Finnsburg
-Hildeburh is the princess of the Danes
-Daughters are only good for being married off, specifically to other countries to form alliances
-Hildeburh is married to Finn the Frisian king
-Their son is the Lord of the Danes/Jutes
-The Danes are welcomed in the Frisian Mead hall
-The son travels with the Danes to the Frisians, and when tempers flare, fighting erupts and the son of Finn and Hildeburh (also the Danish lord) is killed
-The Danes now exact blood-vengance on the Frisians for killing their lord
-During winter, a truce is made and the Danes stay with the Frisians as brothers
-When spring nears, the Danes break the truce and slaughter the Frisians
-This deviation has nothing to do with Beowulf, but with the Danes, and how the story relates back to a time when the Danes were victorious and were not fighting, as they are now that Grendel is dead
-Chris Balch
The Fight at Finnsburg
-Hildeburh is the princess of the Danes
-Daughters are only good for being married off, specifically to other countries to form alliances
-Hildeburh is married to Finn the Frisian king
-Their son is the Lord of the Danes/Jutes
-The Danes are welcomed in the Frisian Mead hall
-The son travels with the Danes to the Frisians, and when tempers flare, fighting erupts and the son of Finn and Hildeburh (also the Danish lord) is killed
-The Danes now exact blood-vengance on the Frisians for killing their lord
-During winter, a truce is made and the Danes stay with the Frisians as brothers
-When spring nears, the Danes break the truce and slaughter the Frisians
-This deviation has nothing to do with Beowulf, but with the Danes, and how the story relates back to a time when the Danes were victorious and were not fighting, as they are now that Grendel is dead
-Chris Balch
Tuesday, October 14, 2008
OH LOOK! A POST!
Okay, well, Hildeburh is the daughter of Hoc. She's the sister of Hnaef, leader of the Danes. She is married to Finn of the Frisians. As for why the story is told, I'm not sure. What was the story, anyway? I know the stuff about Hildeburh (or I think I do, anyway), but I don't quite get the story.
WOOO BLOGGING
So no one is really blogging very much..... and since I just posted minutes I have a comprehension question about Beowulf. I won't ask it in class because of the spiel we got today about not using class time productively. So before Wealhtheow gives her praise to Beowulf there was a story told. I was just wondering about the significance of it? I mean the person referred to was the woman Hildeburh, so is it just told because Wealhtheow is about to speak or is there another big reason this is told at the celebration? I think i'm pretty much all clear on most of the questions on the sheet though. If anyone has anything they want to ask FEEL FREE!! :D
-Emily Wallace
-Emily Wallace
Minutes for October 14th!
Mr. Lazarow opened up class today with three things. The first is that apparently the senior powder puff football team is not looking too good. This is because they do not have enough people. I am assuming you can sign up if you are interested? If not they may be getting crushed by the juniors who have a team and have already had practices.
The second item Mr. Lazarow went over was an opportunity with the writer, Larry Smith! He wrote the six-word memoirs book and is coming to our school and to host three sessions with students. If you are interested in going to a session, let Mr. Lazarow know and he'll try to get you in. But I do not know if this opportunity is still available... :(
Item three was regarding Beowulf. He explained that we were not using class time productively because we were asking questions about the comprehension of the poem. Mr. Lazarow said we should focus on harder issues in class and use the blog and hard work to answer others in our own time.
Other than that we started talking about Beowulf's battle against Grendel's mother today. We reached around the point where he finds the sword in the cave. However, then we got a bit distracted because a big portion of the class did not know that the Roman Empire preceded the Anglo-Saxon era.
-Emily Wallace!
The second item Mr. Lazarow went over was an opportunity with the writer, Larry Smith! He wrote the six-word memoirs book and is coming to our school and to host three sessions with students. If you are interested in going to a session, let Mr. Lazarow know and he'll try to get you in. But I do not know if this opportunity is still available... :(
Item three was regarding Beowulf. He explained that we were not using class time productively because we were asking questions about the comprehension of the poem. Mr. Lazarow said we should focus on harder issues in class and use the blog and hard work to answer others in our own time.
Other than that we started talking about Beowulf's battle against Grendel's mother today. We reached around the point where he finds the sword in the cave. However, then we got a bit distracted because a big portion of the class did not know that the Roman Empire preceded the Anglo-Saxon era.
-Emily Wallace!
Monday, October 13, 2008
CLASS NOTES 10/13/08
Today we began class by Mr. Lazarow reminding us that for extra credit we can read "Grendle" by John Gardner and writing a paper on it. This prompted many people to go ans sign out a book. Next, he went around and collected the college essays we were supposed to have done. Finally, he asked if anyone needed to ask any questions on the "Beowulf" text. There were a lot of questions thrown around and Mr. Lazarow ended up insulting Kaitlyn a few times. Thus concludes my daily notes for English 4 pd. 11
-Mike Rudolph
-Mike Rudolph
Sunday, October 12, 2008
Class Minutes 10/10
He started class by reminding us that are college essays are due monday. If you want extra credit you can read the book Grendel and write a paper comparing it to Beowulf. We took a quiz on our old english names for extra credit on our Beowulf final test. Then we had a vote in class to see what laz's old english name would be. It is Ealdwude which means old wooden ship. Finally we concluded class by asking questions about Beowulf.
-Jimmy Rhoads
-Jimmy Rhoads
Thursday, October 9, 2008
Class Minutes 10/8/08
Here are the class minutes for Wednesday October 8th. 2009:
- First we got our Toulmin Model quizzes back.
- we then discussed possible extra credit opportunities. Later in the class Mr. Lazarow offered extra credit for reading Jon Gardner's Grendel and comparing it with Beowulf
- The rest of class was spent discussing Beowulf. We talked about how the text was divided and the types of sub-storylines presented throughout the book. Some of these sub-plots, or kernals, or are just mentioned, explained partially, or discussed in detail.
Tuesday, October 7, 2008
so today we went over many of the questions off of the worksheet for beowulf. basically these are the bullet statements taht are important
-a-s hate unknown , live in small communities, and blame what they odnt understand on unknown
-A-s worlview is when you turn away from your community you become an outcast
-warriors feel that if u can sacrice one person for the sake of many it is worth it
-Grendle/monsters in in marshes, where no people are, and come out and harass people at night when people arent active
-Beowulf came to help defeat grendle for honor and the fact that the kind had once a long time ago helped his father
-when beowulf came up onto the shore he first met the watchman who he refuse to tell his name because his name is sacred and he wasnt of a high enough statuc to tell him his name
-unferth, the kings right hand man, challenges beowulf when he comes and brags about himself
-a-s hate unknown , live in small communities, and blame what they odnt understand on unknown
-A-s worlview is when you turn away from your community you become an outcast
-warriors feel that if u can sacrice one person for the sake of many it is worth it
-Grendle/monsters in in marshes, where no people are, and come out and harass people at night when people arent active
-Beowulf came to help defeat grendle for honor and the fact that the kind had once a long time ago helped his father
-when beowulf came up onto the shore he first met the watchman who he refuse to tell his name because his name is sacred and he wasnt of a high enough statuc to tell him his name
-unferth, the kings right hand man, challenges beowulf when he comes and brags about himself
Monday, October 6, 2008
Class Minutes
Hey everyone,
Today we talked about the college essay, one of the deciding factors in whether or not we as seniors can get a higher education. All of our transcripts and activities have similar things on them, and the essay i what will set us apart.
One of the most important things is to not be cliche. Everyone writes about an important person or significant experience in their life, which is okay, but you(the writer) must no get caught in the bear trap. This bear trap is not talking about yourself. Most of us get caught up in talking about the person or experience and not about us.
We must be creative and take a RISK. This is the only way to stand out and not write a very standard essay.
Mr. Lazarow explained t us how he approached this when he was in applying to college. He was very interested in Marching Band but that's boring and standard so he wrote about control. He used control in to explain how he would got about his life in 3 different aspects. He then wrote it in a very different format that included him changing the format. He wrote forwards, backwards, and up an down which demanded control from the reader and also showed his correlation to marching band.
Jordan Levy
Today we talked about the college essay, one of the deciding factors in whether or not we as seniors can get a higher education. All of our transcripts and activities have similar things on them, and the essay i what will set us apart.
One of the most important things is to not be cliche. Everyone writes about an important person or significant experience in their life, which is okay, but you(the writer) must no get caught in the bear trap. This bear trap is not talking about yourself. Most of us get caught up in talking about the person or experience and not about us.
We must be creative and take a RISK. This is the only way to stand out and not write a very standard essay.
Mr. Lazarow explained t us how he approached this when he was in applying to college. He was very interested in Marching Band but that's boring and standard so he wrote about control. He used control in to explain how he would got about his life in 3 different aspects. He then wrote it in a very different format that included him changing the format. He wrote forwards, backwards, and up an down which demanded control from the reader and also showed his correlation to marching band.
Jordan Levy
Sunday, October 5, 2008
Class Minutes
Hey everybody,
Here's the minutes for Friday, October 3rd.
We spent most of the class discussing questions about Beowulf. First, we discussed that Beowulf took Grendel's arm and gave it to the king to put in the mead hall. This led to a big discussion on the most important relationship in the entire book, the relationship between the King and Thane (Nobility). The thanes would do anything for their lord, including dying to protect him. The king then returns the favor by being the "Ring-Giver". As the "Ring-Giver", the king gives out different rewards for acts of service to the king. Armbands were given as a sort of standard operating procedure. If a warrior did something significant, then they would probably receive a token taken from the opposing side, such as a shield or banner. The most extraordinary deeds were rewarded with the thing that was prized and wanted by warriors, land.
Next, someone asked what the importance of announcing your lineage when introducing yourself to someone. Because there were no last names, announcing your lineage was a way of identifying yourself to others. It was also a way to provide the accomplishments of your predecessors.
We also discussed revenge and the blood price cycle. We discussed how people would get revenge on someone who killed a member of their family by killing them or a member of their family. It then became an endless cycle of "blood-for-blood" until no one was left. We discussed the term wergild as well. Wergild is literally defined as "man-price" and means the amount a person is worth. Wergild can be paid to a family in order to end a blood feud.
We discussed how Ecgtheow was unable to pay a wergild, which put his tribe in danger. He ended up exiling himself in order to protect his tribe. Ecgtheow then found the Danes and meets Hrothgar. After hearing Ecgtheow's story, Hrothgar was so moved by how honorably Ecgtheow acted that he paid off the wergild for Ecgtheow. Later, Beowulf sought out Hrothgar and the Danes to help them because Hrothgar had helped Ecgtheow, Beowulf's father.
We then moved on to discuss the prologue. We reviewed the importance of lineage again and also discussed the introduction of Hrothgar and his lineage. The book also introduced Scyld and his story. Scyld was found coming ashore from the sea as a baby and became a very important warrior and later king for the Danes. When he died, the Danes sent him back out to sea in a boat with gold.
The last thing we discussed was a very important theme in the book. We discussed the theme, ALL THINGS END, and how nothing is permanent and nothing lasts forever. Mr. Lazarow emphasized this point strongly and told us it was very important to the story.
REMEMBER!!!!!! Everyone should bring in one of their college essay prompts tomorrow so we can begin to work on them. If the school you are applying to does not require an essay, then take one from the Common Application, which you can find online. See you all tomorrow
-Sarah Mercer
Thursday, October 2, 2008
Minutes of the Meeting 10/2/08
Ok, today in class we handed in our note cards with our Anglo-Saxon name, and then Mr. Lazarow opened the floor to any questions we had, and we basically spent the rest of the period doing that.
The first question had to do with the structure of Anglo-Saxon poetry.
A-S poetry is built by single lines in order to deliver what the audience wants to hear to the audience. When Seamus Heaney translated Beowulf, he "enjambed" the lines, thus there isn't always one complete thought on a line and that you should keep reading until there is punctuation to do so. The break in the middle of a line is called a caesura (he really wants us to spell that right) and it acts like a breath mark. The lines become like a chant when read correctly. There are 2 things that create unity across a single line. 1.) alliteration - a series of words taht begin with the same sound (not necessarily the same letter) 2.) stress - stressed/unstressed syllables - there are four per line.
Characteristics of an epic poem are that it 1.) is very long 2.) tells the story of an epic heroic journey 3.) is lofty and 4.) begins in the middle of the action.
Lastly, we discussed Grendel's description. A description is not given in the book, and therefore there is no way to know for sure what Grendel looks like. It is possible that it is a human because it is said to be a descendant of Cain who was born of Adam and Eve.
That's really all that mattered to me this Thursday, October 2nd. I'm Patrick Lafferty, and you've just been filled in.
--Patrick Lafferty
Wednesday, October 1, 2008
Class Minutes
(Soo this is my first post...pretty excited.)
Class started off today with Kaitlyn informing us that she had met Mr. Lazarow's twin. He then went into a breif lesson about "Doppelganger" which means "dark half twin". Mr. Lazarow does not have a twin. Now that we covered that...
A couple questions were asked about the slides from Monday and how the Hero can learn something that results in helping the listener. The hero typically does his deed and becomes a teacher for himself because of Archetype, the older you get the more knowledge you contain along with wisom and maturity therefore being the guide.
To connect the power point with Beowulf, the class did a warm-up that contained the importance of a name. Names have meaning; they say something about a person. Also certain cultures contain multiple names, names that would be added on, for instance a confirmation name. Mr. Lazarow used his son's name as an example: Jacob Liam Lazarow. The "J" in Jacob represents the Jewish tradition in using letters, his rgeat uncle was named Joseph, and therefore the J came from Joseph. The "L" from Liam is Gaelic and is short for William. Finally, the last name comes from Lazarov, which is understood by the Russians. Not only full names, but also nicknames or reveiving a nickname, all supports the notion that names have meaning.
We received a packet containing a table of first and second elements with meanings next to each element. Putting that aside, we talked about "old English" and how it only refers to that which was written or spoken by Anglo-Saxon--> F U T H O R C, these were the only symbols used at the time and were knows as runic (not letters from the alphabet). Beowulf is the only example in old English that we will be reading, nothing more. We then used the packets to depict the names Hroth/Gar and Beo/Wulf. The meanings of the different elements came out to tell us that Hrothgar means fame and spear, which translated into famous spear. From this name we came to a conclusion that this individual was a male-warrior and had some sort of skill. Beowulf turned out to be bee-wolf, which told us that it was some sort of animal.
With these examples in mind, Mr. Laz gave us a task to complete tonight:
Assignment: Pre-step: index card (3x5) put real name on it
-A.S stands for Anglo-Saxon
-# of manuscripts- 1 (almost destroyed as well)
-30,000 lines survived only 3,182 of them used
In the last minutes of class Mr. Lazarow brought up a term "KENNING" which is the ability to say certain words in different ways. Ex. sword: war-biter
Tanya
Class started off today with Kaitlyn informing us that she had met Mr. Lazarow's twin. He then went into a breif lesson about "Doppelganger" which means "dark half twin". Mr. Lazarow does not have a twin. Now that we covered that...
A couple questions were asked about the slides from Monday and how the Hero can learn something that results in helping the listener. The hero typically does his deed and becomes a teacher for himself because of Archetype, the older you get the more knowledge you contain along with wisom and maturity therefore being the guide.
To connect the power point with Beowulf, the class did a warm-up that contained the importance of a name. Names have meaning; they say something about a person. Also certain cultures contain multiple names, names that would be added on, for instance a confirmation name. Mr. Lazarow used his son's name as an example: Jacob Liam Lazarow. The "J" in Jacob represents the Jewish tradition in using letters, his rgeat uncle was named Joseph, and therefore the J came from Joseph. The "L" from Liam is Gaelic and is short for William. Finally, the last name comes from Lazarov, which is understood by the Russians. Not only full names, but also nicknames or reveiving a nickname, all supports the notion that names have meaning.
We received a packet containing a table of first and second elements with meanings next to each element. Putting that aside, we talked about "old English" and how it only refers to that which was written or spoken by Anglo-Saxon--> F U T H O R C, these were the only symbols used at the time and were knows as runic (not letters from the alphabet). Beowulf is the only example in old English that we will be reading, nothing more. We then used the packets to depict the names Hroth/Gar and Beo/Wulf. The meanings of the different elements came out to tell us that Hrothgar means fame and spear, which translated into famous spear. From this name we came to a conclusion that this individual was a male-warrior and had some sort of skill. Beowulf turned out to be bee-wolf, which told us that it was some sort of animal.
With these examples in mind, Mr. Laz gave us a task to complete tonight:
Assignment: Pre-step: index card (3x5) put real name on it
- Write name of choice with list given for yourself (consider who you are and what you do)
- Define your name by element using the packet. DO NOT write down name with all possible elements *pick one certain element with one definition
- Give translation of the two elements together
- On the other side of the index card: Mr. Lazarow (same format)
- Take index car- seal envelope with your normal name on it. KEEP YOUR MADE UP NAME A SECRET. YOU WILL REGRET IT LATER IF YOU TELL!
-A.S stands for Anglo-Saxon
-# of manuscripts- 1 (almost destroyed as well)
-30,000 lines survived only 3,182 of them used
In the last minutes of class Mr. Lazarow brought up a term "KENNING" which is the ability to say certain words in different ways. Ex. sword: war-biter
Tanya
Tuesday, September 30, 2008
Monday, September 29, 2008
Minutes of the Meeting
We got our essays back and continued the Heroic Archetype lecture. Here are the notes, mind you I'm not the best note-taker, so you may want to stay after if you were absent.
Mythic Hero #6
-there is a guide
-once hero passes some sort of test or trial, the guide shows up
--usually revered but unlikely person
-things will be offered ambiguously, meaning not spelled out
-hero will not be warned of danger, obviously
-hero must use common sense and knowledge to grow and mature
-guides usually have some unknown connection to opposing forces
-guides tend to have great power, but they lack power to fight in their old age (guides are commonly older, more frail people)
Mythic Hero #7
-there is a "descent into darkness"
EXAMPLES OF DESCENTS:
Finn deciding to rescue Jim and risk going to hell
Pinocchio in the belly of the whale
Holden Caulfield coming out of the mummy crypt in the museum
--is always figurative, but can be literal
---always preys on fears of the hero
---hero must face this conflict alone
-victory of hero is symbolized by a return to the light, cleansed and reborn in a sense
-heroes don't tend to destroy evil, evil destroys evil
ie: Vader kills the emperor, not Luke
ie: Gollum throws the ring into the fires of Mt. Doom, not Frodo
Mythic Hero #8
-something is different about the hero after the journey
--hero possesses some sort of new wisdom or maturity that was not part of the original quest
--other characters don't fully understand new knowledge or that the original "goal" was just a symbol
Mythic Hero #9
-Hero suffers physical wound
-hero may be wounded or killed to achieve goal
ie: Beowulf
-suffering is not as important as new knowledge or greatness
ie: 300
Mythic Hero #10
-the new knowledge of the hero is brought back to the hero's community somehow so that the hero, if he or she survives, becomes the guide of the next generation's hero
That's about it. Like I said, not the best note-taker, so you may want to stay after and get some help from Mr. Lazarow with this stuff.
~Ken
Mythic Hero #6
-there is a guide
-once hero passes some sort of test or trial, the guide shows up
--usually revered but unlikely person
-things will be offered ambiguously, meaning not spelled out
-hero will not be warned of danger, obviously
-hero must use common sense and knowledge to grow and mature
-guides usually have some unknown connection to opposing forces
-guides tend to have great power, but they lack power to fight in their old age (guides are commonly older, more frail people)
Mythic Hero #7
-there is a "descent into darkness"
EXAMPLES OF DESCENTS:
Finn deciding to rescue Jim and risk going to hell
Pinocchio in the belly of the whale
Holden Caulfield coming out of the mummy crypt in the museum
--is always figurative, but can be literal
---always preys on fears of the hero
---hero must face this conflict alone
-victory of hero is symbolized by a return to the light, cleansed and reborn in a sense
-heroes don't tend to destroy evil, evil destroys evil
ie: Vader kills the emperor, not Luke
ie: Gollum throws the ring into the fires of Mt. Doom, not Frodo
Mythic Hero #8
-something is different about the hero after the journey
--hero possesses some sort of new wisdom or maturity that was not part of the original quest
--other characters don't fully understand new knowledge or that the original "goal" was just a symbol
Mythic Hero #9
-Hero suffers physical wound
-hero may be wounded or killed to achieve goal
ie: Beowulf
-suffering is not as important as new knowledge or greatness
ie: 300
Mythic Hero #10
-the new knowledge of the hero is brought back to the hero's community somehow so that the hero, if he or she survives, becomes the guide of the next generation's hero
That's about it. Like I said, not the best note-taker, so you may want to stay after and get some help from Mr. Lazarow with this stuff.
~Ken
Sunday, September 28, 2008
Minutes for September 26
Mr. Lazarow was absent on friday so we continued the work we received on Thursday. The best thing to do would to continue reading Beowolf and answer the questions.
If you were also absent on Thursday the substitute told us if we knew all of the correct answers to the entire packet we would gaurentee an Ace on the final.
Sorry Mickey
Sean H
If you were also absent on Thursday the substitute told us if we knew all of the correct answers to the entire packet we would gaurentee an Ace on the final.
Sorry Mickey
Sean H
Saturday, September 27, 2008
Thursday, September 25, 2008
minutes from 9/25
today mr. laz was at the dodge poetry festival, so we had a very attractive, just kidding, substitute. he handed out a worksheet on Beowulf and said that if we complete the worksheet then we will pass the final because everything on that is on the final.
i think it would be a good idea for everyone to complete the worksheet, or at least review it with your book so you can get a good idea of what is on the test! but take your time, since we only just started reading the poem. maybe fill it out as you go along? whatever floats your boat.
so anyways, get the worksheet done! it seems important and is a good opportunity.
ellen hassinger
Wednesday, September 24, 2008
ideas about hero's more common today
today in class we talked about how mr. laz was saying that his pictures and examples of heros were a little outdated, soo im just wondering if you guys thought of any "modern" heros?
ellen hassinger
Heroism
As for heroism, I agree with Jordan partially. I do believe it's all about a person's perception. My heroes will be different then others because of the way I see the world or certain ideals. And that idea goes for everyone. I'm not personally going to call somebody a hero for being brave or courageous, but someone else may.
-Ryan Grosso
Class Notes 9/24
Today we talked more about Archetypes. Mr. Lazarow presented a slideshow revealing the Myth Rules. We got through five of them and he gave us film examples of all of them such as Luke Skywalker, Frodo, and Angel.
He also talked about how hero stories unfold and how they're all the same. They usually have a friend or companion with them who eventually dies or is casted off so that the hero can make the ultimate decision. He also told us that the hero is lead into their quest, but at first rejects it. Something always happens that makes the hero start his journey. Finally, a hero always has a guide and it's usually an odd person or someone who is rejected in social life like Yoda, Ben Kanobi, or Gandolf who guides the hero or at times trains the hero into becoming stronger, faster, or at times wiser.
-Ryan Grosso
Tuesday, September 23, 2008
Class Minutes: 9/23
Today in class we defined what heroism meant. We then talked about archetype. That's really all we did in class today.
-Mickey Gill
-Mickey Gill
Monday, September 22, 2008
Heroism
I'm too lazy to crank out an elaborate essay of any sort, so I'll just say what I have to say. A hero has evolved from a noble warrior waving his sword about in the name of justice, to a person that does something without expecting anything in return, to a celebrity that we admire, back to that nice guy that does stuff for free, and... Well, it can be anything. Anyway, what I found that all these hero frames have in common is that they can all be identified as some sort of ideal role model. That brings me to the question, if heroism is simply being a good role model, then what is a good role model? Just a thought...
Nobody seems to be posting anything, so I thought I could spark something up for all you guys.
~Ken
Nobody seems to be posting anything, so I thought I could spark something up for all you guys.
~Ken
Heroism
A hero is defined by dictionary.com as a man of distinguished courage or ability, admired for his brave deeds and noble qualities, but i don't necessarily agree with that. I do not agree with the fact that a hero has to have noble qualities. As a culture i think we've got past the all admirable, all noble heroes and have really started to accept the darker heroes. I know in movies I love to see the unlikely hero take the spotlight. Heroes can be defined differently; it's all about how you perceive them.
-Jordan Levy
-Jordan Levy
Class Minutes: 9/22/08
Most of today was spent taking our quiz on the Toulmin Model of Argument. However, before we left for the day, Mr. Lazarow said to answer both on paper, and here on the blog in preparation for discussion the following question:
"How do we define heroism?"
--Celia Coltre
"How do we define heroism?"
--Celia Coltre
Heriosm
Hey guys, I sort of forget what the question was that Mr. Lazarow wanted us to think about for class tomorrow. Was it just what we think about heroism or was there more to it? I have stuff to say, I just don't want to screw up the question. haha
Friday, September 19, 2008
CLASS NOTES 9/19/08
-Today we went over the homework example Mr. Lazarow gave us.
-He also taught us that reservation is accepting fact's about the opposing view point but saying that it's wrong and giving a reason to crush that issue.
-Rebuttal cannot happen without counter arguments.
-When the warrant does not have an impact on the audience you are trying to reach use backing to back up the warrant to further explain your issue and convince the audience.
-Mr. Lazarow also told us that we could make index cards with the Toulmen Model on it because we will be having a quiz about the model on Monday.
-Piero Benites
-He also taught us that reservation is accepting fact's about the opposing view point but saying that it's wrong and giving a reason to crush that issue.
-Rebuttal cannot happen without counter arguments.
-When the warrant does not have an impact on the audience you are trying to reach use backing to back up the warrant to further explain your issue and convince the audience.
-Mr. Lazarow also told us that we could make index cards with the Toulmen Model on it because we will be having a quiz about the model on Monday.
-Piero Benites
Wednesday, September 17, 2008
Class Notes 9/17/08
-Today we reviewed Beowulf in class, and Mr. Lazarow briefly went over the benefits of the Seamus Heaney version that we might buy for ourselves instead of the book given in class (Introduction to Beowulf on p. 29).
-Mr. Lazarow then went ovre the way that he wants us to read Beowulf, to discuss it among ourselves, discuss inon the blog and utilize outside resources to better understand.
-stoll@rowan.edu "Literary Biographies" for the study of Rowan, may submit essay to research study.
-We then briefly discused the assignment turned in today with things like utilizing the Toulmin mode of argument, keeping the essay near 650 words, "thinking about thinking," and anything for our audience.
-We discussed how the attitude of approach affected the paper we wrote; if we set ourselves up for error, we may end up making those errors.
ERROR IS A REALITY
-Unlike other forms of writing, academic arguments include discussions of objective and counter-arguments.
-Take place where opposite thinking exists.
-Writers must be aware of what other people (audience) think.
-It is key for building, refining, interpreting arguments.
-It's often good to point out counter-arguments
-Demonstrates that author is aware of opposing views (seems more fair)
-Shows that the writer is thinking about how the audience responds.
-Spreads point of view to others.
- When a writer contrasts their position, they clarify their arguing position.
DEALING WITH COUNTER-ARGUMENTS
-Table 1: Strategic concession
-Accept some of the arguing position's correctness, but reject it overall
-Chris Balch
-Mr. Lazarow then went ovre the way that he wants us to read Beowulf, to discuss it among ourselves, discuss inon the blog and utilize outside resources to better understand.
-stoll@rowan.edu "Literary Biographies" for the study of Rowan, may submit essay to research study.
-We then briefly discused the assignment turned in today with things like utilizing the Toulmin mode of argument, keeping the essay near 650 words, "thinking about thinking," and anything for our audience.
-We discussed how the attitude of approach affected the paper we wrote; if we set ourselves up for error, we may end up making those errors.
ERROR IS A REALITY
-Unlike other forms of writing, academic arguments include discussions of objective and counter-arguments.
-Take place where opposite thinking exists.
-Writers must be aware of what other people (audience) think.
-It is key for building, refining, interpreting arguments.
-It's often good to point out counter-arguments
-Demonstrates that author is aware of opposing views (seems more fair)
-Shows that the writer is thinking about how the audience responds.
-Spreads point of view to others.
- When a writer contrasts their position, they clarify their arguing position.
DEALING WITH COUNTER-ARGUMENTS
-Table 1: Strategic concession
-Accept some of the arguing position's correctness, but reject it overall
-Chris Balch
Tuesday, September 16, 2008
Class Minutes: 09/16/08
Mr. Lazarow started class today by answering any questions we had regarding our essays. He went over that the point of the essay is to convey to him how we look at ourselves as writers/readers. Mr. Lazarow then deliberately did not give an example because he does not want to set any grounds for less-individualistic responses. (Basically- he does not want every essay turned in to somewhat resemble the example he gave.)
THIS ESSAY IS DUE TOMORROW.
After he finished with our questions (there were few), Mr, Lazarow told us that we will start reading Beowulf tomorrow! He also reminded us that we should start blogging as soon as we finish our first reading assignment because it is not likely we will be interpreting everything correctly. So tomorrow night, start asking questions! Also note that Mr. Lazarow has seen all the movies and repeatedly stated that watching them is not a SUFFICIENT replacement for reading the poem. He also suggested that we go out and buy the book in order to take our own notes and mark our pages. This will later prove to be a better way to study - but it is NOT a requirement. For those buying it; the title is Beowulf and the version we are reading is translated by Seamus Heaney. It's relatively easy to find and you can probably buy it at Barnes and Noble.
We then continued to go over the Toulmin Model PowerPoint. The slide we started on was going over the dangers of using Causality as a main argumentative strategy (GASCAP.) Mr. Lazarow briefly went over the meaning of ETHOS again. ETHOS is someone's value or authority (credibility.) We continued to go through the rest of the strategies; authority and principle. We then moved on to the second triad! This consists of the backing, qualifier, and rebuttal.
THIS ESSAY IS DUE TOMORROW.
After he finished with our questions (there were few), Mr, Lazarow told us that we will start reading Beowulf tomorrow! He also reminded us that we should start blogging as soon as we finish our first reading assignment because it is not likely we will be interpreting everything correctly. So tomorrow night, start asking questions! Also note that Mr. Lazarow has seen all the movies and repeatedly stated that watching them is not a SUFFICIENT replacement for reading the poem. He also suggested that we go out and buy the book in order to take our own notes and mark our pages. This will later prove to be a better way to study - but it is NOT a requirement. For those buying it; the title is Beowulf and the version we are reading is translated by Seamus Heaney. It's relatively easy to find and you can probably buy it at Barnes and Noble.
We then continued to go over the Toulmin Model PowerPoint. The slide we started on was going over the dangers of using Causality as a main argumentative strategy (GASCAP.) Mr. Lazarow briefly went over the meaning of ETHOS again. ETHOS is someone's value or authority (credibility.) We continued to go through the rest of the strategies; authority and principle. We then moved on to the second triad! This consists of the backing, qualifier, and rebuttal.
The backing is not always necessary, but it provides justification for the warrant. So if your warrant is questionable then you probably should have backing. Backing is just more evidence to support the type of reasoning you have employed. Next is the qualifier. This states the probability attached to claim (how sure the arguer is about correctness.) It establishes conditionality when necessary. Reservation allows the arguer to say claim is incorrect in one aspect or another
EXAMPLE:
Claim: Hearing aids do no harm to ears.
Claim with reservation: Unless there is evidence to the contrary, hearing aids do no harm to ears.
We started on the rebuttal which acknowledges exceptions or limitations to the argument. It admits to times when the argument would not hold. And this completed the class period.
Good luck on your essays everyone!
-Emily Wallace
Monday, September 15, 2008
September 15th Class Notes.
Today, Mr. Lazarow began class with the Power Point on the Toulmin Model of Arguement. We first started talking about Examples. Examples come in 3 kinds of forms; Real World Examples, Hypothedical examples, and personal experiences. We then went on to talk about "True" facts. He said that evidence is based on assumptions, so therefore, can it be entirely true? Luckily the Toulmin model says that nothing has to be 100% accurate. We then proceded to Grounds, the evidence to support a claim.
This brought us to the WARRENT. a warrent is a way to link the grounds to the claim. The warrent is also not written it is implicit or unstated. The warrent is also a way to establish "trust" or common ground from the author to the audience. He told us that there are 6 main strategies for warrents, Generalizations, Analogies, Signs, Casuality, Authority, and Principle, or GASCAP.
We ended class on Casuality and I presume we will pick up with the Power Point on Authority tomorrow.
Courtesy of Mike Rudolph
This brought us to the WARRENT. a warrent is a way to link the grounds to the claim. The warrent is also not written it is implicit or unstated. The warrent is also a way to establish "trust" or common ground from the author to the audience. He told us that there are 6 main strategies for warrents, Generalizations, Analogies, Signs, Casuality, Authority, and Principle, or GASCAP.
We ended class on Casuality and I presume we will pick up with the Power Point on Authority tomorrow.
Courtesy of Mike Rudolph
Saturday, September 13, 2008
Class Minutes 9/12
Here's the class minutes from Friday, September 12
He opened up the class by telling us that we will be working on are college essays soon. Then he said that if you have anything you're working on outside of class to bring it in if you want him to look it over for you. He will critcize your work if it is not good, so for you sensitive people out there don't forget your tissues.
We also continued the notes for the Toulman Model of Argument. He went over Grounds and the common types of support for your argument which are Facts, Opinions, and Examples. Facts are vivid, identifiable and verifiable information, of more or less objective nature. Kinds of facts are detailed reports of specific events, statistics, physical evidence and experimental results. Opinions are interpretations or reasoning of relevant factual information. Examples are illustrations of facts and opinions.
Then he started talking about referring an external, verifiable source, the arguer presents factual info in support of basic contention. Next he said that opinions do have a role in arguments, they give interpretations about facts. Where you use your opinion depends on where you are in the argument. He then said nothing stays a fact and nothing is a 100% all the time. Facts and opinions change all the time and opinions can't exist without facts. Finally he said that opinion has to be relied upon, the true challenge is choosing between the valid and invalid opinions. You can't just listen to just any opinion.
-Jimmy Rhoads
He opened up the class by telling us that we will be working on are college essays soon. Then he said that if you have anything you're working on outside of class to bring it in if you want him to look it over for you. He will critcize your work if it is not good, so for you sensitive people out there don't forget your tissues.
We also continued the notes for the Toulman Model of Argument. He went over Grounds and the common types of support for your argument which are Facts, Opinions, and Examples. Facts are vivid, identifiable and verifiable information, of more or less objective nature. Kinds of facts are detailed reports of specific events, statistics, physical evidence and experimental results. Opinions are interpretations or reasoning of relevant factual information. Examples are illustrations of facts and opinions.
Then he started talking about referring an external, verifiable source, the arguer presents factual info in support of basic contention. Next he said that opinions do have a role in arguments, they give interpretations about facts. Where you use your opinion depends on where you are in the argument. He then said nothing stays a fact and nothing is a 100% all the time. Facts and opinions change all the time and opinions can't exist without facts. Finally he said that opinion has to be relied upon, the true challenge is choosing between the valid and invalid opinions. You can't just listen to just any opinion.
-Jimmy Rhoads
Thursday, September 11, 2008
Toulmin Model of Argument
After discussing the Toulmin model of argument in class today I wanted to know how exactly he formulated this six-part formula to argument, and ultimately to be used in our class, writing a better essay. As Mr. Laz mentioned, Toulmin was both a philosopher and a logisist so he wanted to question the philosophical aspect of our current writing: one main thing that I pulled up was that Toulmin provided an alternative approach to the knowledge and truth that we often involuntarily accept. He makes a clear distinction between being reasonable and being rational often stating, as we may not have discussed, that there are two different kinds of people-the rational people-who are persuaded by solid logic and fact, and the reasonable people-who are often persuaded by negotiation-just wondering what you guys thought about this
-Chris Balch
-Chris Balch
9/11/08 minutes
Here are the minutes from Thurs. September 11, 2008.
In the first few minutes of class, a question was asked about the upcoming writing assignment and whether or not Mr. Lazarow can check our rough drafts before they are due. He said he will take the rough drafts and that he usually can check them over within a school day, depending on his workload. We were also shown more proof that this course will help us in college with a recent email from a student in college.
After that, we started the major lesson for the next few days, a 60 slide power point titled "The Toulmin Model of Argument: The Path to Writing Better Essays". The overall idea of the powerpoint is to teach us the "Toulmin Model of Argument" for when we write essays, instead of the old, basic 5 paragraph essay formula. A few key points in the presentation made about essay writing was that the thesis was the foundation to a good essay and that an essay could not be plugged into a simple formula. Instead it is necessary to understand the mechanics of an essay and how they work. Another point made was that all speech is essentially persuasive, therefore the Toulmin model is constructed for the reality of argumentation.
In the next part of the powerpoint we got into the details of the Toulmin model, specifically the 6 parts of the model: Claim, Grounds, Warrants, Backing, Qualifiers, and Rebuttals. Then we began to talk more specifically about the first triad-Claims, Grounds, and Warrants. Then we got into detail about The Claim part of the Toulmin model. The Claim answers the question "What is the author trying to prove? What is the bottom line?" and is, to put it simply, the statement being argued. Next the three types of Claims were discussed: Claims of Fact, Claims of Judgement/Value, and Claims of Policy. Nearing the end of class we began to talk about The Grounds part of the Toulmin model. We defined The Grounds as the basis of real persuasion- the evidence, reasons, and opinions. I think I covered basically everything that we talked about today.
Andrew Burke
In the first few minutes of class, a question was asked about the upcoming writing assignment and whether or not Mr. Lazarow can check our rough drafts before they are due. He said he will take the rough drafts and that he usually can check them over within a school day, depending on his workload. We were also shown more proof that this course will help us in college with a recent email from a student in college.
After that, we started the major lesson for the next few days, a 60 slide power point titled "The Toulmin Model of Argument: The Path to Writing Better Essays". The overall idea of the powerpoint is to teach us the "Toulmin Model of Argument" for when we write essays, instead of the old, basic 5 paragraph essay formula. A few key points in the presentation made about essay writing was that the thesis was the foundation to a good essay and that an essay could not be plugged into a simple formula. Instead it is necessary to understand the mechanics of an essay and how they work. Another point made was that all speech is essentially persuasive, therefore the Toulmin model is constructed for the reality of argumentation.
In the next part of the powerpoint we got into the details of the Toulmin model, specifically the 6 parts of the model: Claim, Grounds, Warrants, Backing, Qualifiers, and Rebuttals. Then we began to talk more specifically about the first triad-Claims, Grounds, and Warrants. Then we got into detail about The Claim part of the Toulmin model. The Claim answers the question "What is the author trying to prove? What is the bottom line?" and is, to put it simply, the statement being argued. Next the three types of Claims were discussed: Claims of Fact, Claims of Judgement/Value, and Claims of Policy. Nearing the end of class we began to talk about The Grounds part of the Toulmin model. We defined The Grounds as the basis of real persuasion- the evidence, reasons, and opinions. I think I covered basically everything that we talked about today.
Andrew Burke
Wednesday, September 10, 2008
Response to Text Messaging and Instant Messaging Post
Jordan, I think you bring up a very interesting discussion. I know for many of people in school, including myself, constantly have to remind themselves to write properly in school after texting and instant messaging in abbreviations. I used to have a lot of difficulty when I would right an essay because I would do things like using numbers instead words. It would take me forever to write an essay because I was constantly having to delete words because I would abbreviate them. Now, I've learned to text and instant message with proper English. It makes the transition from texting to writing an essay pretty easy. However, I do agree that texting, emailing, and instant messaging help get teens' ideas flowing more quickly. I can write an in-class essay pretty easily because the ideas come to me because I spend a fair amount of time writing in texts and instant messages. This was a really interesting topic to bring up and it really got me thinking about it.
Sarah Mercer
Sarah Mercer
Does the internet and texting affect our writing?
Hey guys!
While our class was discussing our recent writing assignment Mr.Laz mentioned one of the purposes for writing it was for research. From what i recall, it was being done by a professor at Rowan and was focused on students attitudes towards writing. This got me thinking about students(including myself) in our school that moan and groan everytime a writing assignment is assigned. So I went online to investigate a little and try to find out some information for myself. Obviously I didn't find any statistics about the number of students that hate writing, but i did find some interesting stuff.
I found an article online called "Instant Messaging: Friend or Foe of Student Writing?" that explored the effects of instant messaging and texting on students writing. The aticle itself had pro and con arguments, but there were a few that caught my attention:
PRO- "Instant messaging and e-mail are creating a new generation of teenage writers, accustomed to translating their every thought and feeling into words. They write more than any generation has since the days when telephone calls were rare and the mailman rounded more than once a day" (Helderman, 2003).
CON-"This was also a problem for Carl Sharp, whose 15-year old son's summer job application read 'i want 2 b a counselor because i love 2 work with kids"' (Friess, 2003)
I agree with the author when she mentions that students need to learn to when to use the appropraite language. It would pretty awkward if i walked into a college interview and said, "Yo whatup bro." I would probably get an "X" through my name very quickly. I would have to say I think that instant messaging and texting gets students writing more and and gets their ideas out of there head and onto paper much easier, BUT while it maybe be easier to get out their ideas they need to know how to refine and edit those ideas into appropraite language for professional settings.
Just a Thought.
-Jordan Levy
While our class was discussing our recent writing assignment Mr.Laz mentioned one of the purposes for writing it was for research. From what i recall, it was being done by a professor at Rowan and was focused on students attitudes towards writing. This got me thinking about students(including myself) in our school that moan and groan everytime a writing assignment is assigned. So I went online to investigate a little and try to find out some information for myself. Obviously I didn't find any statistics about the number of students that hate writing, but i did find some interesting stuff.
I found an article online called "Instant Messaging: Friend or Foe of Student Writing?" that explored the effects of instant messaging and texting on students writing. The aticle itself had pro and con arguments, but there were a few that caught my attention:
PRO- "Instant messaging and e-mail are creating a new generation of teenage writers, accustomed to translating their every thought and feeling into words. They write more than any generation has since the days when telephone calls were rare and the mailman rounded more than once a day" (Helderman, 2003).
CON-"This was also a problem for Carl Sharp, whose 15-year old son's summer job application read 'i want 2 b a counselor because i love 2 work with kids"' (Friess, 2003)
I agree with the author when she mentions that students need to learn to when to use the appropraite language. It would pretty awkward if i walked into a college interview and said, "Yo whatup bro." I would probably get an "X" through my name very quickly. I would have to say I think that instant messaging and texting gets students writing more and and gets their ideas out of there head and onto paper much easier, BUT while it maybe be easier to get out their ideas they need to know how to refine and edit those ideas into appropraite language for professional settings.
Just a Thought.
-Jordan Levy
Literary Narrative Essay
Does anyone have any good ideas for how to start the conclusion for an essay like the one Laz assigned us today? I always get stuck on the intro and conclusion and I never know what to talk about...mainly for the conclusion. Usually I write what I'm going to be talking about in my intro.
--John Leskow
--John Leskow
September 10, 2008 Class Minutes
Hey everybody! Here's the Wednesday 9/10/08 class minutes.
The first thing we discussed in class today was this blog and the purpose of the blog. We are supposed to use this blog to discuss and ask questions about any text we are reading. Also, we can use the blog to ask our peers about any of our writing. Mr. Lazarow also explained that we will take turns writing the class minutes each day. Tomorrow is Jimmy's turn (just a reminder!).
The next thing we discussed in class was the new writing assignment. It is to be a personal narrative about the experiences that shaped us as readers/writers. This narrative is supposed not only tell the reader how we became the readers/writers we are today, but also for us to learn how we became those readers/writers. The handout we received in class has information about the different ways to organize the essay. Also, there are questions that we can ask ourselves that would be helpful when getting started. Mr. Lazarow also made it very clear that we should not just use the answers to the questions as our essay, but that we should pick out the questions most important to us. There is no specific audience that we have to write and we can choose who our audience is. However, once we choose our audience, we should use that information when we decide how to write the essay that would give the audience the best understanding of us as readers/writers. The essay should be in standard MLA format with 1" margins, 12 pt. font, double-spaced, and the font should be clean and legible. The essay should be 650 words or right around it, and is due next Wednesday 9/17/08.
Lastly, Mr. Lazarow discussed what we will be doing over the next several days. We learned today that there is no 5 paragraph essay. Over the past 5 years, we have been learning how to write based on the same 5 paragraph, topic sentence model. We should be using the form of essay writing to fit our goals and only using the number of paragraphs that we need to use. Over the next several days, we will learn a new way to get started when writing an essay.
I think that is the basic idea of what we discussed today. See you tomorrow!
Sarah Mercer
The first thing we discussed in class today was this blog and the purpose of the blog. We are supposed to use this blog to discuss and ask questions about any text we are reading. Also, we can use the blog to ask our peers about any of our writing. Mr. Lazarow also explained that we will take turns writing the class minutes each day. Tomorrow is Jimmy's turn (just a reminder!).
The next thing we discussed in class was the new writing assignment. It is to be a personal narrative about the experiences that shaped us as readers/writers. This narrative is supposed not only tell the reader how we became the readers/writers we are today, but also for us to learn how we became those readers/writers. The handout we received in class has information about the different ways to organize the essay. Also, there are questions that we can ask ourselves that would be helpful when getting started. Mr. Lazarow also made it very clear that we should not just use the answers to the questions as our essay, but that we should pick out the questions most important to us. There is no specific audience that we have to write and we can choose who our audience is. However, once we choose our audience, we should use that information when we decide how to write the essay that would give the audience the best understanding of us as readers/writers. The essay should be in standard MLA format with 1" margins, 12 pt. font, double-spaced, and the font should be clean and legible. The essay should be 650 words or right around it, and is due next Wednesday 9/17/08.
Lastly, Mr. Lazarow discussed what we will be doing over the next several days. We learned today that there is no 5 paragraph essay. Over the past 5 years, we have been learning how to write based on the same 5 paragraph, topic sentence model. We should be using the form of essay writing to fit our goals and only using the number of paragraphs that we need to use. Over the next several days, we will learn a new way to get started when writing an essay.
I think that is the basic idea of what we discussed today. See you tomorrow!
Sarah Mercer
Monday, September 8, 2008
Welcome to your English IV.11 class blog!
Welcome, MHS Class of '09! It's a great pleasure to welcome you to your home on the web--your class blogsite.
Ever since we first began using online bulletin boards as a way to converse about literature and writing (all the way back in the early '90's, and please don't feel the need to comment about how long ago that was, or how old you were then), it was always my intent to do the same in my classroom. Admittedly, it took a little longer than I thought, but here we are.
I have put this space together for the benefit of your academic pursuit--to expand your ability to converse about the texts we will be discussing. This space is essentially yours to post relevant--and presumably intelligent--comments and questions regarding our readings. At the moment, that will shortly consist of Seamus Heaney's translation of the Old English epic poem "Beowulf." No doubt you have many question to pose--you can be certain that I did, when I first read it.
Please note the following rules:
1. ONLY students enrolled in MHS English IV Pd. 3 may post comments here. This is not a discussion board intended for the world--or any other MHS students, including my other senior class. They have their own blogsite--and you are similarly not welcome there.
2. Anyone who posts must do so with their REAL first name. Any posts found to be made using names other than real (for example, posting using another student's name) will be dealt with according to school disciplinary policy. And what's more, you won't receive due credit if your name isn't linked with your post (that happens often--don't forget to sign your name!).
3. All discussion will proceed in respectful, scholarly manner.
4. To ensure that #3 is obeyed, I will personally monitor all discussions on this blog. It's not that I don't trust teenagers to behave in responsible ways. . .oh, wait--yes, it is. I don't. (Don't take it personally.)
5. Do not expect me to comment on every posting, even if a question has been directly asked of me by one of you. I am much more interested to see whether your fellow scholars are capable of suggesting viable answers and explanations. I reserve the right to comment when and if I deem it necessary. Frequently, I will allow a discussion thread to continue unabated, in order to bring that thread into class for further investigation.
6. From time to time, if the mood strikes me, I may make a comment or pose a question, or refer you to some additional reading I've discovered. Just because I've done that does not make you obligated to respond. . .at least, not yet.
7. Just in case you haven't been told this yet--or you have, but forgot--please remember: this course is designed to prepare you for the traditional Composition class required of all college freshmen. Reconcile yourself to the gravity of that reality right now, and be prepared to handle the work that will reasonably emerge for you this year--if you must, remind yourself that the work you do now will pay larger dividends wherever you find yourself next year. Conduct yourself with that level of academic responsibility in mind.
8. Oh--and, yes, the blog will be a required element of your grade each marking period, so make it a part of your daily online ritual. Check it frequently, and post or comment consistently. The concept of "participation" is now no longer restricted to the classroom walls!
9. When you decide you have something to say on the blog, consider whether it is something NEW that has yet to be discussed (and thus merits a POST) or whether it is a continuation or comment upon something that has already been posted (in which case it should be written as a COMMENT attached to the appropriate post. In this manner, we will develop discussion "threads," which can be read and followed as a coherent conversation, even by those who are not directly involved in it.
That's all I can think of at the moment, but I also reserve the right to change/adjust/modify/ invent as we go along. Because I can, that's why.
I look forward to hearing your thoughts, and seeing you all in in class each day.
MR. LAZ
Ever since we first began using online bulletin boards as a way to converse about literature and writing (all the way back in the early '90's, and please don't feel the need to comment about how long ago that was, or how old you were then), it was always my intent to do the same in my classroom. Admittedly, it took a little longer than I thought, but here we are.
I have put this space together for the benefit of your academic pursuit--to expand your ability to converse about the texts we will be discussing. This space is essentially yours to post relevant--and presumably intelligent--comments and questions regarding our readings. At the moment, that will shortly consist of Seamus Heaney's translation of the Old English epic poem "Beowulf." No doubt you have many question to pose--you can be certain that I did, when I first read it.
Please note the following rules:
1. ONLY students enrolled in MHS English IV Pd. 3 may post comments here. This is not a discussion board intended for the world--or any other MHS students, including my other senior class. They have their own blogsite--and you are similarly not welcome there.
2. Anyone who posts must do so with their REAL first name. Any posts found to be made using names other than real (for example, posting using another student's name) will be dealt with according to school disciplinary policy. And what's more, you won't receive due credit if your name isn't linked with your post (that happens often--don't forget to sign your name!).
3. All discussion will proceed in respectful, scholarly manner.
4. To ensure that #3 is obeyed, I will personally monitor all discussions on this blog. It's not that I don't trust teenagers to behave in responsible ways. . .oh, wait--yes, it is. I don't. (Don't take it personally.)
5. Do not expect me to comment on every posting, even if a question has been directly asked of me by one of you. I am much more interested to see whether your fellow scholars are capable of suggesting viable answers and explanations. I reserve the right to comment when and if I deem it necessary. Frequently, I will allow a discussion thread to continue unabated, in order to bring that thread into class for further investigation.
6. From time to time, if the mood strikes me, I may make a comment or pose a question, or refer you to some additional reading I've discovered. Just because I've done that does not make you obligated to respond. . .at least, not yet.
7. Just in case you haven't been told this yet--or you have, but forgot--please remember: this course is designed to prepare you for the traditional Composition class required of all college freshmen. Reconcile yourself to the gravity of that reality right now, and be prepared to handle the work that will reasonably emerge for you this year--if you must, remind yourself that the work you do now will pay larger dividends wherever you find yourself next year. Conduct yourself with that level of academic responsibility in mind.
8. Oh--and, yes, the blog will be a required element of your grade each marking period, so make it a part of your daily online ritual. Check it frequently, and post or comment consistently. The concept of "participation" is now no longer restricted to the classroom walls!
9. When you decide you have something to say on the blog, consider whether it is something NEW that has yet to be discussed (and thus merits a POST) or whether it is a continuation or comment upon something that has already been posted (in which case it should be written as a COMMENT attached to the appropriate post. In this manner, we will develop discussion "threads," which can be read and followed as a coherent conversation, even by those who are not directly involved in it.
That's all I can think of at the moment, but I also reserve the right to change/adjust/modify/ invent as we go along. Because I can, that's why.
I look forward to hearing your thoughts, and seeing you all in in class each day.
MR. LAZ
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