#2 Soph journal: Writing a Conceit--POST BEFORE THURSDAY OCT. 4

POST BEFORE THURSDAY OCT.4

I'm driving 65 mph on I-495, cars whizzing by me like I'm standing still. Two guys darting in and out of traffic like it's some video game chase--I can only imagine how fast they're going. I'm on the gas just to keep up with the flow, the left foot covering the pedal (yeah, that's old-school bi-pedal technique), just in case . . . momentarily reverting to what Mr. Shaw instructed back in my tenth grade driver's ed class.

Then comes the inevitable question from the backseat driver, who actually occupies the other seat in the front. You know what I mean?

"Are you using cruise control?"

"No," I answer curtly.

"Why not? Doesn't your foot get tired?" the passenger harps.

It is at that point that I begin my rant on the dangers of cruise control.

Clicking on the cruise control does prevent tired, cramping feet, I say. However, it has its problems, too. For one, it lulls you into a false sense of security, and the feet usually get further and further away for both the gas AND the brake pedals. At that point, how much control do I really have?

Like my car, I don't like to put my life in "cruise control." I want to be the one in charge as much as I can be, without being a "control freak." I'm no risk-taker, so most of the time I travel the "road more taken." And that's OK with me. I like to know where I'm going, traveling at my own speed. I haven't driven further north than New York City or more south than Augusta, Georgia, but that doesn't mean I've led a boring, provincial life, either. I can make a Saturday night trip to Bed, Bath, and Beyond an adventure by taking some of the back roads to see the Belted Galloway cows on Center Meeting Road (click to enjoy).

How are you navigating through life?

Do you gas up first, and then check the oil, wipers, and air pressure before a big trip?

Do you have the "pedal to the metal" or are you driving more cautiously with "both hands on the wheel at 10 before 2?"

Do you prefer major roadways like the Kirkwood Highway or would you rather take the more scenic route?

When you drive, are you easily lured into the local McDonald's at the sight of the golden arches, or can you get from point A to point B without making a single stop?

Do you use your cell phone while driving, chatting and texting away instead of paying attention to the road? It's against the law, you know.

Obviously, all of these driving situations can be applied metaphorically to situations in our lives.

For instance, the guy who gases up and checks out his car before a trip is the man who begins all his endeavors in life with preparation and a plan.

The "pedal to the metal" driver travels recklessly through life, hellbent on getting things done in a hurry without concern for safety for himself or anyone else.

The guy who stops at McDonald's, well, he needs a little bit more self-control, doesn't he? Can't he wait a few minutes to get home to snack on last night's leftovers?

Hopefully, you have the idea of what makes a CONCEIT, an elaborate (sometimes far-fetched) extended metaphor. Two things that are essentially unalike, like driving a car and living one's life, are compared. The "extended" part of the metaphor means that different parts of each procedure are compared, like the examples that I've given above comparing driving a car to living one's life.

So now it's your turn.

Think of an area in which you have some knowledge and expertise. Maybe it's a hobby (reading) or activity (playing a sport, dancing, fishing etc.).

Think of a metaphor, and then extend it by breaking it down into parts.

For instance, reading a book is like developing a strong friendship.

How might choosing a book to read be like finding a friend? Examine its cover, its prologue, the reviews on the cover. How might this be similar to entering into a friendship? You can go on from here, and talk about opening the book the first time, feeling the stiffness of the book's bindings, maybe reading a few uneventful pages and then putting it down. How might this be like the beginning of a friendship, too?

Choose between one of these two assignments:

1. Make a conceit comparing two dissimilar but similar processes, like reading a book and making a friend.

2. Tell me what your LIFE is like. Let's avoid the commonly used "roller coaster" or "box of chocolates" metaphors.

For either choice, make sure you extend your general comparison with at least five specific comparisons. You'll probably find yourself doing many more. Look back to the Schoolsville archives of October 2011 for ideas.

Write and post your own conceit before THURSDAY, October 4.

Seniors #2 Journal---Old Fashioned Stories--POST BEFORE THURSDAY OCT. 4

POST ON OR BEFORE THURSDAY OCTOBER 4

You should have anticipated the "girl finally discovers that she loves boy" happy ending of An Old Fashioned Story. A story's title, after all, serves an important purpose, often to foreshadow plot.

Even though Elizabeth secretly harbors a hatred of Nelson throughout the story, she really can't find any faults in him; she has to invent crimes that he "might" have committed, like eating the mashed potatoes he cooked up for himself with his bare hands!

Years pass and yada, yada, yada, ... so finally realizing the error of her ways, Elizabeth falls for the dashing Nelson who is also living a secret life, presumably, more exciting than Scrabble games and trips to the state prison to counsel the inmates. Nelson does the "most un Nelson-like" thing and kisses her and confesses his love to her. Will the Rodkers and Leopolds be planning a wedding in the near future? No, Elizabeth and Nellie agree to keep their new romance "secret" for just a while before adopting the lifestyle of their parents.

From your reactions to the story, I suspect that you have differing opinions on what constitutes a good story. For instance, some of you might have enjoyed the happy, somewhat-of-a-surprise ending in An Old Fashioned Story. Others may have resented it, or found it corny or too predictable.

I'd like to know where you stand, at the moment, on the matter of happy endings vs. sad ones. So respond to one of these prompts:

1. Many adolescent novels these days are depressing. Follow the link to read the article Why Teachers Love Depressing Books. You may either respond to the article, or write about the books you loved when you were an adolescent, or both.

2. "Never let the truth get in the way of a good story." Good storytellers never do, as the writers of the popular movie Rudy apparently did when they made a film about the bench-warming Notre Dame football player who finally gets to play in a game. Follow this link to read what Joe Montana, NFL Hall of Fame and former Notre Dame quarterback (when Rudy was on the team), reveals about the "real" Rudy story. Comment on Montana's words and how they affect your view of the movie, Notre Dame football, Hollywood, etc. Maybe write about whether Montana should have kept his mouth shut and let the Rudy legend live on.

3. Write about a story, book, or movie that you (for the most part) enjoyed, EXCEPT for the happy ending. Explain thoroughly how this happy ending was either unexpected, unrealistic, or unfufilling for you. Or all of the above.

WARNING: Enjoy the "light" reading for now. We're heading down a pretty scary mineshaft that plunges into the depths of human existence real soon. [TRANSLATION: we going to read some pretty sad stories].

9-20 Sophomore homework (not a journal)

You’re making a movie!

Not really. 

Choosing from the current Hollywood talent pool of actors, you cast the made-for-TV movie Why Don’t You Look Where You’re Going?, briefly explaining your choices for the Flying Dutchman; young man with fine blond hair; square, masculine young lady; the tall man in the gray topcoat; and the fat, mustached man with linen knickers (how long a response? a sentence or two for each).

In addition, add another character to the story. Explain how you would integrate him or her into the story. What does he do? Say? How do others react to him? Above all, explain what this character represents in society.

Choose one song to function as part of the movie’s soundtrack, explaining how and/or when you would integrate it into your movie and to what purpose. Explain how the lyrics and/or the melody of the song identify with some part of the story (in meaning and/or tone). Use any genre of music--pop, rock, classical, country, etc. 

Post your ideas tonight. We'll look at your responses in class tomorrow.  This is NOT a journal assignment. 

I've included a song in the (not-so) video posted below that I would use in my movie as the Flying Dutchman approaches the ocean liner. If you click to play, you'll see no video but you'll hear the music.

Sophs Blue Class--Vocab Unit 2 homework

Post (over this weekend) ten (10) sentences using ten different vocabulary words correctly, giving a context clue to the meaning of the word within your sentence.

Your context clue should use restatement, contrast, or inference (see pp. 9-10 of your vocab book if you need help with these).

Of course, identify yourself according to your first name, last initial, and section color.

e.g. Usually slightly nervous and uncertain, most ninth graders entering St. Mark's are somewhat taciturn during their initial days in school.

Soph Yellow Class---Vocab Unit 2 homework

Post (over this weekend) ten (10) sentences using ten different vocabulary words correctly, giving a context clue to the meaning of the word    within your sentence.

Your context clue should use restatement, contrast, or inference (see pp. 9-10 of your vocab book if you need help with these).

Of course, identify yourself according to your first name, last initial, and section color.

e.g. Usually slightly nervous and uncertain, most ninth graders entering St. Mark's are somewhat taciturn during their initial days in school.

M.L.A. rules! (SOPHS and SENIORS read only)

I hope you're not dreaming of MLA title pages, but if you are, seniors, shouldn't you be able to do this in write these in your sleep by now?

And sophomores, the formatting on this page looks very familiar to you, too, right?

Just imitate the format of  the sample heading and go to it, personalizing your changes.  I am Mr. Fiorelli, not Professor Rannazinni. Your class is either Creative and Critical Writing or American Literature. Then type a "dash" and your section color to that line three of your heading looks like American Literature-yellow or Creative and Critical Writing-purple.

If you bother to read the first two sentences, please note the anemic passive voice verb constructions in both of them. Bad writing is EVERYWHERE.

Other MLA rules to keep in mind: double space throughout your paper, "head" each page with your last name and the page number, integrate quotations correctly into your paper according to MLA style (check your style book or any good online college writing lab for style guidelines).

Hand in your paper "on time" for full credit. Late papers will be accepted with a 10% deduction from the final grade per day late.

Sophs Read Only--Fallingwater: Architect as Art

Fallingwater is the name of a home designed by American architect Frank Lloyd Wright in 1935 in the woods of southwestern Pennsylvania. One could argue (certainly an architect might) that every humble abode is a work of art, but there cannot be any arguments about the artistic merits of Wright's famously crafted structure that integrates a real living space with the elements of nature.

Among many other things, a waterfall runs beneath the house and hillside boulders on which part of the house rests lie exposed in the fireplace hearth. Staircases lead to windows which lead to dramatic views of the outside world. The sound of the waterfall provides a beautiful noise, too--let's say a soothing ambience. Indeed, most Fallingwater visitors feel as if they are outside when they are inside its structure.

One drawback. Lots of mold. Its soon-to-be phlegmatic owner nicknamed his home Rising Mildew and after suffering through many sneezes and sniffles, eventually donated the home for its use as a museum in 1963.

Sophs Blue Class--vocab unit 1 homework

Post (over this weekend) ten (10) sentences using ten different vocabulary words correctly, giving a context clue to the meaning of the word within your sentence.

Your context clue should use restatement, contrast, or inference (see pp. 9-10 of your vocab book if you need help with these).

Of course, identify yourself according to your first name, last initial, and section color.

e.g. Usually slightly nervous and uncertain, most ninth graders entering St. Mark's are somewhat taciturn during their initial days in school.

Soph Yellow Class--Vocab unit 1 homework

Post (over this weekend) ten (10) sentences using ten different vocabulary words correctly, giving a context clue to the meaning of the word    within your sentence.

Your context clue should use restatement, contrast, or inference (see pp. 9-10 of your vocab book if you need help with these).

Of course, identify yourself according to your first name, last initial, and section color.

e.g. Usually slightly nervous and uncertain, most ninth graders entering St. Mark's are somewhat taciturn during their initial days in school.