Due April 17

Read “Skeptics May Object” (sent to you via email). On your blog, answer the following questions:

  1. What is meant by an objection to your paper? Explain what this is in your own words?
  2. Normally we think it’s best to keep objections hushed up. Give two reasons why answering objections in your paper can actually strengthen your argument.
  3. Describe one wrong way to answer an objection, and tell how you should answer an objection instead.

Your response should be 6-12 sentences long, around 2 sentences/each answer.


Due April 5

Read Monroe’s Motivated Sequence, on organizing your paper. (Hyperlink embedded in the name).

On your blog, describe how Monroe’s Motivated Sequence is similar to, and different from, the A-Ha! Moment that we learned in class last week. List at least four similarities or differences total.

Also, find another source for your paper. Read it (taking notes on useful quotations), and then create a Works Cited entry (e.g. author, article title, source location, URL, etc) and an annotation for it on your blog. Make sure that your annotation includes everything we practiced in class today.

Due April 4

Your second project is due via email at 11.59 PM. (You may turn it in sooner if you want to, of course!)

You will also practice your literature circle roles. It is VERY IMPORTANT that you come to class with your literature circle role filled out as fully as possible, so that you get all the benefit of the practice. To do this

  • Read “The Dragon,” by Ray Bradbury. Link here: http://crhszajac.weebly.com/uploads/2/5/9/1/25910764/dragon.pdf Make sure you have an accessible copy of the story (print or electronic) during class.
  • Download and/or print out the chart for your literature circle role (e.g. if you are Teacher, print out the Teacher chart).
  • Fill out the chart in detail, based on your reading of “The Dragon.”
  • Bring the chart to class, ready to discuss.

Let me know if you have questions.


Due March 28

  • In Schoology, open the orange folder that says “The Great Divorce.”
  • Read through both the document titled “Literature Circle Roles” and the document titled “TGD Schedule.” Make sure you have both documents accessible during class.


Due March 27

We’ll work on your definition paper in class on Tuesday (that way, we can take a little pressure off for Easter Break). To prepare

  • Decide on your term
  • Place them into classes/categories
  • Think of at least one real world-example

Post this on your blog by Monday at noon (that way, I can read through your ideas before Tuesday).

Come with 1) your computer, fully charged and working, and 2) YAWYL

Also, find another source. See if you can find one related to definitions. Post another annotation of it on your homework blog.

Due March 26

Read “To His Coy Mistress” (begins on page 527 in your blue book).

  • Read, aloud. This is one of those poems to enjoy the sound of the words as much as the meaning. (But here is an annotated copy, if you want a few extra hints: TO HIS COY MISTRESS-ANNOTATED)
  • Identify the speaker/audience. Use the title to help you figure this out; remember mistress simply meant beloved at this time (there is no affair).
  • Choose a passage which you think sums up the way the speaker feels towards the audience. Write 1-2 sentences describing the relationship between them.
  • Keep track of other revealing passages throughout the poem.

Remember, this is now going to count for extra credit!

Also, the prompts have been updated on Schoology to include a prompt for “The Birthmark.”

Are you interested in studying spiritual abuse and cults more? Try

  • the Heaven’s Gate podcast, which talks about the “worst case” scenario of the kind of behavior that Aylmer demonstrates. https://www.heavensgate.show/
  • The Seven Signs You’re In a Cult,” an essay from the Atlantic about a cult-like group of college & career students in the Kansas City area, which shows how easily this kind of thing can become normal.

Note: While I appreciated both the podcast and essay, they’re about cults, and the information may be disturbing or unsettling. Discretion advised. 

Due March 22

You will receive a handout via email on writing definitions. Read it, then answer this prompt on your blog: 

What kinds of words should you define for your reader? Besides giving a dictionary definition (inadvisable), what are some other things you can say about the words in order to help readers understand what you mean by them? Try to describe at least three different ways that you can explain what you mean by the word or phrase you are defining.

Come to class with your top topic choice written down as one full sentence. This is not for points, but we will be using it in class.

Also, research one of the research questions we wrote in class today. Find a relevant article, read it, and post a 2-4 sentence summary of the article and a brief description of what makes it trustworthy (use CARS) on your blog. Your summary doesn’t need to be super in-depth, but it should clearly spell out information about the article that I can’t get simply by reading the title. As you read, don’t forget to keep track of important quotations for your article!

Include the author, title, and location (Google/database) in your blog post so I know where it came from.


Due March 21

hawthorneRead Nathaniel Hawthorne’s story, “The Birthmark.” (218-231 in your blue books). As you read, keep track in your book of the passages which characterize, or help us understand, the two main people in the story: the scientist Aylmer and his wife Georgiana. Put check marks or stars or sticky notes next to those passages so you can easily find them again in class.

We’ll be talking about “The Birthmark” for two days. On one of those days, probably Wednesday, we’ll talk about the symbol in the story. To prepare for this discussion, answer these questions:

  • What do you think the symbol is? How did you decide on this as the symbol?
  • What do you think the symbol stands for? Copy a passage from the story into your homework notebook that proves or illustrates what the symbol stands for.
  • How does knowing what the symbol is change your view of Aylmer?

You’ll write about one short paragraph to answer these questions. Turn the paragraph in during class using your homework book.

Due March 19

  • Read the short story “EPICAC,” by Kurt Vonnegut. You will find the full text here: http://newmediaabington.pbworks.com/f/vonnegut_EPICAC.pdf
  • Make observations about one of the characters: EPICAC (actually a character), the narrator, or Pat. The observations are the kind you usually make, notes and word connotations and description, etc. You may write your observations on a separate sheet of paper to bring in.
  • Print the story out & bring it to class.

Due March 20

First, and most important, you should keep researching! Read and record your sources. Doing a little research over a long period of time is the most effective way to research.

For Tuesday, here’s what you do:

Please read the assignment directions and student sample for Paper #2. Both are posted on Schoology, under the Paper #2 directions.

When you are done reading them, write a report on your blog. Your report should answer these questions:

  • How many pages are required?
  • How many sources are required? What kind of sources are required?
  • In your own words, what is this paper about? It has two parts: Describe each part, and tell what kinds of things you will say in your paper.

Reflect on the student paper:

  • According to Rachel, what problem is the church facing? What information does she give about the problem, and what makes this information useful to the audience?
  • What solution do people often propose, according to Rachel? What makes this solution unworkable?
  • What solution does Rachel propose? Describe what kinds of things Rachel says the church should do to solve the problem. Also describe what makes the solution a good one, according to Rachel?
  • How often does Rachel use sources? What kinds of sources does she use?

Finally, print out the paper. Find the paragraph that begins, “one of the biggest problems” (this paragraph will be early in the paper). Using a highlighter or a pen, identify each part of the MEAL plan in the paragraph.

Bring the paper to class.