Slick, Senior, Sentences: 9-24 Homework

It was a discussion with Amy Tan while on tour with the Rock Bottom Remainders (a band of writers) that inspired Stephen King to write his book On Writing. "No one ever asks about the language," Tan said in response to King's query about the sorts of questions that she doesn't get at author appearances. 

Well, then, Amy, if you're reading this, we love the way you use words, and really don't care as much about your stories. No offense. You see, we're taking a creative and critical writing class this year and we do care about the language.

Your senior classmates have provided some sentences that show a clever use of the English language, like Amy Tan and Stephen King, maybe even a "rage for words." Take a close look at each sentence and tell me what rhetorical "trick" gives these words "life" beyond their mere literal meanings.

What do I mean by a rhetorical trick?

Words come to life when they're arranged in figures of speech (metaphors, similes, paradoxes, oxymorons, personification, etc), concrete images (imagery like sight, sound, taste, touch, or smell), or sound patterns (alliteration, assonance, etc.). Writers who use the best word for appropriate connotation know the difference between "lightning" and the "lightning bug," as Mark Twain said. 

Writing certain sentence patterns (parallel structure, rhetorical questions, strong opening line) add emphasis. Using concrete nouns and crisp action verbs (or motion picture verbs) even in normal everyday prose can kick-start a sentence. Using an exact quotation of clever dialogue within a story can provide a relief from the narrator's voice by placing the reader right at the scene. 

The Greeks called this creation of powerful language "rhetoric." It was once a studied, practiced, and revered skill of the Greek citizenry. These days, readers of fiction and poetry still admire the use of artful language, but in politics, the user of rhetoric often gets suspicious looks because rhetoric is often associated with unctuous politicians or ambitious advertisers who are selling themselves or their products. 

Your senior classmates have provided some good, solid sentences worthy of closer inspection and analysis.

Analyze each sentence to discover and then label the "rhetorical trick." 

Post your "answers" on the blog, giving your initials and section color, of course (the first sentence is an example of what I'd like you to do). Some of these sentences will appear as questions on your first test.

"When we arrived in Chicago, we could breathe the music."[music is compared to air, a metaphor] john f purple

Work with these sentences or groups of sentences:

1. I could see her sympathetic eyes crinkling with reassurance as I burrowed my face deep into her chest.

2. Strange faces ushered me into an unfamiliar room.

3. Although my body might not be growing anymore, my pain is undoubtedly shrinking.

4. I squatted, suffocated by the stench of hair spray, wedged between the wall and the mob of people roaming the floor of the hotel.

5. For my brother, bullying changed him in ways as an artist manipulates clay.

6. Lotus flowers can be found all over the world. One of them is the author of this essay.

7. Why have I allowed these shooting stars to pass without a hopeful grab?

8. Another six months had to be shared with the shell.

9. I broke the strings, and now I live freely.

10. Even though I can't remove the F on my ninth grade report card, I can most definitely say I removed the F that had been branded on my character.

11. Some of the students chosen to attend were like bees, buzzing around with ideas, and others like turtles just simply too slow to keep up.

12. My nurse, Renee, was a stark contrast of smiles and grit.

13. I essentially had to rework my way of life and metamorphosize into an endocrine expert in a span of five hospital days.

14. My first starving client shoots off orders, "I'd like a crispy chicken wrap (no ranch dressing) along with a diet Coke, a chicken quesadilla (no tomatoes) with a Bud Light for my husband, some chicken tenders and fries with lemonade (no ice) for my son. Thank you!"

15. There were no Slurpee and no Mommy, just a worried grandmother and an unfamiliar feeling in my stomach.

16. Just making a little glimpse of a difference in a person’s life creates an even bigger reward in my life.

17. My dam of determination just barely kept the sea of fear from flooding and overwhelming me.

18. He laughed, said he did not get paid enough to run this class, swiftly added that he did not get paid at all, and explained the correct answer to us.

19. I realize that if you know the rules of living you will be able to master the playing field of life.

20. Whining, crying, bad attitudes, and temper tantrums. (why a good opening line?)

21. I am humbled every morning I wake up in my warm bed, have food on the table, and come home to a family that loves me unconditionally.

22. It takes an immensely strong person to be so loyal, and an even stronger one to never let his smile falter.

23. “An artist? Why? That’s not you. You’ll be miserable—and broke—are you serious?”

24. If you were to ask him how badly it hurt, he would say these exact words: “Imagine someone has set your arm on fire, but no matter how hard you try, you can’t put that fire out.”

25. I listened with wide-eyed attentiveness as the languages changed and meshed together into a cohesive babble. 

Seniors #2 Journal--Old Fashioned Stories--Post before Friday, September 27

POST ON OR BEFORE MONDAY, SEPTEMBER 30

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 mashed potatoes he cooked up for himself with his bare hands. What a vulgar boy!

Years pass and yada, yada, yada, .... 

Beset with a cold and a New Year's Eve depression, Elizabeth falls hard for the dashing Nelson, who visits her and then does the "most un Nelson-like" thing-- first kissing her and then confessing his love. 

It turns out that Nelson, too, was living a secret life, presumably, more exciting than Scrabble games and trips to the state prison to counsel the inmates. Should the Rodkers and Leopolds be planning a wedding soon? No, Elizabeth and Nellie agree to keep their "secret romance worth keeping a secret" for a while, postponing their expectant families' giddiness in the triumph of their arranged matrimonial plan. 

From your reactions to this 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/more realistic 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 (yes, back when Rudy really 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 unfulfilling for you. Or all of the above.

Sophs: Short Story Project on Why Don't You Look Where You're Going?

Here is a project that I will give to you in class on Monday that you might want to consider (or begin) over the weekend.

You’re making a movie.

Choosing from the current Hollywood talent pool of actors, you cast the movie Why Don’t You Look Where You’re Going?, explaining your choices for the these five characters: Flying Dutchman; young man with the fine blond hair; square, masculine young lady; the tall man; and the fat man.

In addition, add another character to the story. Explain how you would integrate him or her into the story. What does he or she 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.

Complete this assignment by making a PowerPoint to show to the class. The PowerPoint should be a MINIMUM of 7 slides, at least one for each of six characters and at least one for the song. I say a minimum because you probably should create multiple slides to write about your choices for the characters and song. Along with the explanations for your decisions (these explanations are the most important part of the project), include pictures of the actors you have chosen to star in your movie. Include a link to the song that you’ve chosen as part of your soundtrack as well as its lyrics, if they are important.

You may work in groups of 2 or 3. However, choose your groups wisely, because your grade will depend on the work of others. Work by yourself if you prefer!

You may make a short video for your project, too, if you would prefer, as long as you fulfill the objectives of the assignment.

Project is due September 27. 

Vocab Unit 2 Green Class

Post BEFORE CLASS ON FRIDAY ten (10) sentences using ten different vocabulary words correctly, giving a context clue to the meaning of the word within your sentence.

Rows 1-3 should work with words 1-10; rows 4-6 should work with words 11-20.

Your context clue should use restatement, contrast, or inference (see p.7  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.

Vocab Unit 2 Yellow Class

Post BEFORE CLASS ON FRIDAY ten (10) sentences using ten different vocabulary words correctly, giving a context clue to the meaning of the word within your sentence.

Rows 1-3 should work with words 1-10; rows 4-6 should work with words 11-20.

Your context clue should use restatement, contrast, or inference (see p.7  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.

Vocab Unit 2 Blue Class

Post BEFORE CLASS ON FRIDAY ten (10) sentences using ten different vocabulary words correctly, giving a context clue to the meaning of the word within your sentence.

Rows 1-3 should work with words 1-10; rows 4-6 should work with words 11-20.

Your context clue should use restatement, contrast, or inference (see p.7  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.

Birthdays

9-17

Birth date of William Carlos Williams, poet who wrote that "so much depends upon a red wheelbarrow/ glazed with rain water/ beside the white chickens."

Birth date of Ken Kesey, counterculture author of the 1963 novel, One Flew Over the Cuckoo's Nest, in which the rough and tumble protagonist Randall Patrick McMurphy takes on the establishment, or the Combine, when he battles with the Big Nurse Ratched.

Williams was a doctor who wrote his Imagist poems on scraps of paper in between patient visits. Kesey was the consummate writer, who after writing two critically received novels retreated to his Oregon farm where he wrote occasional essays and think pieces for different magazines like Rolling Stone.

Senior Purple Vocabulary: Using Google News (due before class on Tuesday)

Searching topics in Google for "news" will provide at an instant the most recent articles from reliable media resources. When you begin your research paper in the winter, using this search tool will be a MUST. 

For this homework assignment, I want you to work with the fourteen words below. Read each definition and the example sentence that follows. Then search Google News for each of these fourteen vocabulary words. Find an article that uses the word, and read the sentence or headline in which each word is found. Determine how (or if) the word is used correctly in the article. Then type (don't copy and paste) JUST the sentence or headline for each word into the comment box. e.g. 1. India asks all sides to abjure violence.

In addition, read JUST ONE entire article of the fourteen that you have found. Briefly summarize the MAIN POINT (in no more than two sentences) of that article AFTER the sentence or headline that you wrote for #14. e.g. The Indian government asks that the warring political factions in Egypt try to get along by engaging in dialogue to restore order in that country.

Finally, be ready, if called upon, to talk briefly about your article in class on Tuesday. Be able to relate not just the main idea, but also some other specific ideas in the article. Of course, be able to relate how your vocab word was used.

Post before Tuesday, September 17. Worth 5 points. 

1. abjure

(v.) to reject, renounce (To prove his honesty, the president abjured the evil policies of his wicked predecessor.)

2. abrogate

(v.) to abolish, usually by authority (The Bill of Rights assures that the government cannot abrogate our right to a free press.)

3. acerbic

(adj.) biting, bitter in tone or taste (Jill became extremely acerbic and began to cruelly make fun of all her friends.)

4. acrimony

(n.) bitterness, discord (Though they vowed that no girl would ever come between them, Biff and Trevor could not keep acrimony from overwhelming their friendship after they both fell in love with the lovely Teresa.)

5. acumen

(n.) keen insight (Because of his mathematical acumen, Larry was able to figure out in minutes problems that took other students hours.)

6. adumbrate

(v.) to sketch out in a vague way (The coach adumbrated a game plan, but none of the players knew precisely what to do.)

7. alacrity

(n.) eagerness, speed (For some reason, Chuck loved to help his mother whenever he could, so when his mother asked him to set the table, he did so with alacrity.)

8. anathema

(n.) a cursed, detested person (I never want to see that murderer. He is an anathema to me.)

9. antipathy

(n.) a strong dislike, repugnance (I know you love me, but because you are a liar and a thief, I feel nothing but antipathy for you.)

10. approbation

(n.) praise (The crowd welcomed the heroes with approbation.)

11. arrogate

(v.) to take without justification (The king arrogated the right to order executions to himself exclusively.)

12. ascetic

(adj.) practicing restraint as a means of self-discipline, usually religious (The priest lives an ascetic life devoid of television, savory foods, and other pleasures.)

13. aspersion

(n.) a curse, expression of ill-will (The rival politicians repeatedly cast aspersions on each others’ integrity.)

14. assiduous

(adj.) hard-working, diligent (The construction workers erected the skyscraper during two years of assiduous labor.)

Senior Red Class Vocabulary: Using Google News (due before class on Tuesday, Sept. 17)

Searching topics in Google for "news" will provide at an instant the most recent articles from reliable media resources. When you begin your research paper in the winter, using this search tool will be a MUST. 

For this homework assignment, I want you to work with the fourteen words below. Read each definition and the example sentence that follows. Then search Google News for each of these fourteen vocabulary words. Find an article that uses the word, and read the sentence or headline in which each word is found. Determine how (or if) the word is used correctly in the article. Then type (don't copy and paste) JUST the sentence or headline for each word into the comment box. e.g. 1. India asks all sides to abjure violence.

In addition, read JUST ONE entire article of the fourteen that you have found. Briefly summarize the MAIN POINT (in no more than two sentences) of that article AFTER the sentence or headline that you wrote for #14. e.g The Indian government asks that the warring political factions in Egypt try to get along by engaging in dialogue to restore order in that country.

Finally, be ready, if called upon, to talk briefly about your article in class on Tuesday. Be able to relate not just the main idea, but also some other specific ideas in the article. Of course, be able to relate how your vocab word was used.

Post before Tuesday, September 17. Worth 5 points. 

1. abjure

(v.) to reject, renounce (To prove his honesty, the president abjured the evil policies of his wicked predecessor.)

2. abrogate

(v.) to abolish, usually by authority (The Bill of Rights assures that the government cannot abrogate our right to a free press.)

3. acerbic

(adj.) biting, bitter in tone or taste (Jill became extremely acerbic and began to cruelly make fun of all her friends.)

4. acrimony

(n.) bitterness, discord (Though they vowed that no girl would ever come between them, Biff and Trevor could not keep acrimony from overwhelming their friendship after they both fell in love with the lovely Teresa.)

5. acumen

(n.) keen insight (Because of his mathematical acumen, Larry was able to figure out in minutes problems that took other students hours.)

6. adumbrate

(v.) to sketch out in a vague way (The coach adumbrated a game plan, but none of the players knew precisely what to do.)

7. alacrity

(n.) eagerness, speed (For some reason, Chuck loved to help his mother whenever he could, so when his mother asked him to set the table, he did so with alacrity.)

8. anathema

(n.) a cursed, detested person (I never want to see that murderer. He is an anathema to me.)

9. antipathy

(n.) a strong dislike, repugnance (I know you love me, but because you are a liar and a thief, I feel nothing but antipathy for you.)

10. approbation

(n.) praise (The crowd welcomed the heroes with approbation.)

11. arrogate

(v.) to take without justification (The king arrogated the right to order executions to himself exclusively.)

12. ascetic

(adj.) practicing restraint as a means of self-discipline, usually religious (The priest lives an ascetic life devoid of television, savory foods, and other pleasures.)

13. aspersion

(n.) a curse, expression of ill-will (The rival politicians repeatedly cast aspersions on each others’ integrity.)

14. assiduous

(adj.) hard-working, diligent (The construction workers erected the skyscraper during two years of assiduous labor.)

One-Armed Basketball Phenom Beats the Odds

One-Armed Basketball Phenom Beats the Odds

Guess this might qualify as "overcoming adversity." Saw this on the Evening News tonight. Pretty incredible.

Always Remember (sophs and seniors--in class work, NOT a journal)

Just as I (and your parents and grandparents) can remember where we were when we heard of John F. Kennedy's assassination. . . . Just as your great-grandparents can recall the exact moment when news first broke of the Pearl Harbor attack. . . . Now you have a day burned just as deeply into your memory.

You tenth graders were nervous preschoolers. You seniors were skipping off to kindergarten. All over Pike Creek Valley, all over the East Coast, it was a beautiful day that belied the horror that was to come.

And then the world changed, at least our worlds changed, here in America. Our peaceful, protected, safe way of life took a hard right to the head when the towers fell.

I remember living the days after 9-11, if not, in fear, then in at least extreme apprehension. Would there be more attacks? If so, of what type? Could we really protect our homes with enough duct tape and plastic to withstand a "dirty" nuclear bomb? Was our mail system polluted with anthrax, and if so, who was the next target? Did we ever want to get on an airplane again? Or travel to New York City? Or go to any event where large groups of people congregated?

I know that my reaction to that tragedy influenced everything that I did for the following months. My eyes were glued to the television set for news, mostly for assurance, for hope, that things were not as bad as they seemed. For the most part, as each day passed without additional tragedy, America was regaining its wits, and a gradual sense of relief, calm, and safety began to return.

Having seen the images in New York, having heard the many stories of bravery, I developed a keener sense of respect and admiration for firefighters, policemen, and emergency workers of all types. My brother-in-law is a retired Wilmington policeman, a kind man, a gentle loving father of three boys. When he was in uniform with his police radio and weapon, however, he was something altogether different. He's a defender of my city, a protector of the innocent, in pursuit of "bad guys" who would drive drunk, burglarize my home, or worse yet, commit acts of terror in our country. He and many others like him do this so that you can write responses to questions in your journal, so that I can correct errors in dangling participles and wrong tenses, and so that we can try to return to the nicer, safer, more peaceful way of the world that we knew before September 11, 2001.

Billy Collins was poet laureate at the time the Towers fell. One year later, Congress called upon him to perform his laureate duty to compose a poem to honor the 9-11 victims and their survivors. Click this link to listen to him read and talk about his poem, entitled The Names. We will read and talk about this poem in class.

Twelve years later, we do not forget the heroes that fell then. Hopefully, we continue to recognize the heroes that rise and work to protect us now. Prayerfully, we ask God for an end to the violence that plagues our towns and our world. Our thoughts turn now especially to Syria, for an end.to the violence there, so that it does not beget more violence.

Vocab Unit 1 Blue Section Only

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.

Rows 1-3 should work with words # 1-10. 
Rows 4-6 should work with words # 11-20.

Your context clue should use restatement, contrast, or inference as explained on p. 7 of your vocab book.

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.

Vocab Unit 1 Green Section Only

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.

Rows 1-3 should work with words # 1-10. 
Rows 4-5 should work with words # 11-20.

Your context clue should use restatement, contrast, or inference as explained on p. 7 of your vocab book.

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.

Vocab Unit 1 Yellow Class Only

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.

Rows 1-3 should work with words # 1-10. 
Rows 4-6 should work with words # 11-20. 

Your context clue should use restatement, contrast, or inference as explained on p. 7 of your vocab book.

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.