"NIGHT" - GENOCIDE RESEARCH PAPER - DUE FRI. JAN. 23th, 2015 - 100 PNTS
Assignment: 5-Paragraph Essay- Research Paper (See Handout!)
Students will research and provide a written report with visuals about a specific country or race of people who experienced the act of genocide. The research paper must be a minimum of two pages with a works cited page (three pages total) and a maximum of five. (Typed, Double Spaced, Times New Roman or Arial Font Size 12 Only, 1” Margins)
Your research paper must contain concrete details and commentary. It must follow MLA guidelines for a research paper (See Holt Language and Literature Book Pages 690 -709 for instructions and sample essay.)
MLA Guidelines can be found at the following web site: Purdue Online Writing Lab
The visuals may be maps of the geographical locations, charts, diagrams or other relevant photos such as pictures of the victims. However, please don’t count the pages that contain pictures as part of your two pages of written material.
The following questions should be addressed within your essay:
* Who are the people who experienced genocide?
* How do they meet the criteria for experiencing genocide? (See Article 2 below)
* What geographical location did the genocide take place?
* Who were the perpetrators of the genocide?
* What reasons (excuses/justification) did the perpetrators use?
* How did the victims respond?
* What other groups responded? Did the U.N. get involved? * Were the perpetrators prosecuted? Why?
* What is the current status on the conflict today? Is it possible to return? Is it ongoing?
* What can we do to prevent genocide in the future?
In the present Convention, genocide means any of the following acts committed with intent to destroy, in whole or in part, a national, ethnical, racial or religious group, as such:
The following are either the people or the geographical location of the act of genocide. In any single class, a people or region can only be chosen twice. 1. Americas
8. Qing Empire
10. Ottoman Empire/Turkey
12. Assyria 13. Greece
14. Dersim Kurds
17. Republic of China and Tibet
24. North Korea
25. Equatorial Guinea
27. East Timor under Indonesian Occupation
29. Sabra-Shatila, Lebanon
30. Soviet invasion of Afghanistan
31. US invasion of Vietnam
33. Iraqi Kurds
WRITING: 1.0 Writing Strategies
Students write coherent and focused essays that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students’ awareness of the audience and purpose. Students’ progress through the stages of the writing process as needed.
Organization and Focus
1.1 Establish a controlling impression or coherent thesis that conveys a clear and distinctive
perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.
1.2 Use precise language, action verbs, sensory details, appropriate modifiers, and the active rather than the passive voice.
Research and Technology
1.3 Use clear research questions and suitable research methods (e.g., library, electronic
media, personal interview) to elicit and present evidence from primary and secondary sources.
1.4 Develop the main ideas within the body of the composition through supporting evidence
(e.g., scenarios, commonly held beliefs, hypotheses, definitions).
1.5 Synthesize information from multiple sources and identify complexities and
discrepancies in the information and the different perspectives found in each medium
(e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals,
1.6 Integrate quotations and citations into a written text while maintaining the flow of ideas.
1.7 Use appropriate conventions for documentation in the text, notes, and bibliographies by
adhering to those in style manuals (e.g., Modern Language Association Handbook, The Chicago Manual of Style).
1.8 Design and publish documents by using advanced publishing software and graphic programs.
Evaluation and Revision
1.9 Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context.
Just as Brutus attempted to use the idea that the end justifies the means to rationalize his decision to kill Caesar, some people today use the same argument to justify acts of
war, violent protest, or terrorism. In a well organized essay, defend, challenge, or qualify the validity of this argument. Use examples from your reading, observation, and/or experience to support your position.
What does the end justifies the means mean?
This phrase, originating from Niccolo Machiavelli's book "The Prince", is interpreted by some to mean doing anything whatsoever that is required to get the result you want, regardless of the methods used. It does not matter whether these methods are legal or illegal, fair or foul, kind or cruel, truth or lies, democratic or dictatorial, good or evil.
The phrase the end justifies the means refers to the morality of an action. It means that the morality of an action is based solely on the outcome of that action and not on the action itself. Example: Telling a lie that has no negative effect on anyone, and saves someone grief, is good. Killing someone to save others may also be morally justifiable.
A deontologist would say lying/killing is always bad. A consequentialist would say that it is acceptable if the outcome is positive. It can involve illegal activities and what some would consider immoral methods, but definitely is not based on that.
The end justifies the meansrefers to the idea that if you need a specific outcome, it doesn't matter how it is achieved as long as you get the desired result. For instance, if you need to pass a test in order to graduate (the end) you can justify cheating in order to pass the test (the means).
The end justifies the meansis normally used to comment on the ethics or morality of a given action. By itself, it might be reprehensible. But as the only method to achieve a goal, it could be acceptable on a practical basis. A simple example would be knocking down historic buildings as a last resort to control rat populations. A more complex example would be World War II, which included bombing German and Japanese cities to reduce their munitions production.
Top Scores 9-8 93-100 points · These are well-written papers which respond fully to the question asked. · The best papers show a full understanding of the issues and support their points with appropriate textual evidence and examples. · Writers of these essays demonstrate stylistic maturity by an effective command of sentence structure, diction, and organization. · The writing need not be without flaws, but it should reveal the writer’s ability to choose from and control a wide range of elements of effective writing.
Upper Scores 7-6 92-83 points · These essays also respond correctly to the questions asked but do so less fully or less effectively than the essays in the top range. · Their discussion may be less thorough and less specific. · These essays are well-written in an appropriate style but reveal less maturity than the top papers. · They do make use of textual evidence to support their points. · Some lapses in diction or syntax may appear, but the writing demonstrates sufficient control over the elements of composition to present the writer’s ideas clearly.
Middle Score 5 82-77 points · These essays respond to the question, but the comments may be simplistic or imprecise; they may be overly generalized, vague, or inadequately supported. · These essays are adequately written, but may demonstrate inconsistent control over the elements of composition. · Organization is attempted, but it may not be fully realized or particularly effective.
Lower Scores 4-3 76-70 points · These essays attempt to deal with the question, but do so either inaccurately or without support or specific evidence. · They may show some misunderstanding or omit pertinent analysis. · The writing can convey the writer’s ideas, but it reveals weak control over diction, syntax, organization. · These essays may contain excessive and distracting spelling and grammatical errors. · Statements are seldom supported with specific or persuasive evidence, or inappropriately lengthy quotations may replace discussion and analysis.
Lowest Scores 2-1 69-60 points · These essays fail to respond adequately to the question. · They may reveal misunderstanding or may distort the interpretation. · They compound the problems of the Lower Score papers. · Often poorly written on several counts, these essays may contain many distracting errors in grammar and mechanics. · Generally these essays are unacceptably brief or poorly written. · Although some attempts to answer the question may be indicated, the writer’s view has little clarity and only slight, if any, evidence in its support.
Specific Assignments Hint: Underlined titles are links to student samples, to my writing, or to useful websites.
Prologue: Explain the significance of your title, making clear why it is relevant to your life in particular. Introduce yourself gracefully to your reader and capture our attention. Include a brief description of this writing project and its purposes in your own words.
1. A Letter of Introduction: Quite simply, I don't know you, and teaching you will be much easier on both of us, once we are no longer such strangers. Write me a letter introducing yourself. Tell me what I should know about you.
2. What's in a Name? Names are an integral part of who we are. They shape our sense of who we are. Explore your feelings about "the unity between [your]self and [your] name." Are these the names you would have chosen for yourself? Surname, middle name, Christian name? Is there a story behind your naming? Someone famous, a family member, weird initials? Does your name have symbolic meaning? Is it ethnic or historic or literary? Did your parents consider other names? In short, how do you live with your name?
3. Personal Alphabet: Browse through a dictionary, looking for adjectives to describe yourself. Know the meaning of the words you select and be able to explain how each word you've chosen fits you. Choose at least one adjective for each letter of the alphabet. Be sure you choose the adjective form of words. For example, "excite" is a verb and "excitable" is an adjective. "Exciting" is a participle so it can be used as an adjectiveBUT "excitable" and "exciting" mean very different things.
4. Likes / Dislikes List: Make two columns, one titled "Likes," the other "Dislikes," and list from ten to fifteen specific items in each column. Avoid naming specific classmates and teachers by general-izing. For example, "that mean teacher who's making me write an autobiography," not my name!
5. Sensory Experiences: The five senses allow us to perceive whatever is tangible, or concrete. A sensory experience is something we can taste, touch, smell, see, or hear. For example, ice-cold water-melon, hot dogs sizzling over a charcoal fire, mosquito bites, fireworks, and the music of the ice-cream wagon are sensory experiences I associate with a Fourth of July picnic. Describe a specific time and place which recalls rich sensory experiences for you. Include at least two details that appeal to each of the five senses.
6. Metaphorical Definitions: This kind of definition helps make abstract words easier to under-stand by giving a specific concrete example. A famous metaphorical definition is "Happiness is a warm puppy." For you, happiness may be something very different a raise in your allowance, a banana split, a room of your own. Write metaphorical definitions of ten different abstract nouns. Your concrete example must be something specific that you can sense taste, touch, smell, see, or hear. Your definitions should follow the format below:
Metaphorical Definition = Abstract Noun + IS + Concrete Example
7. A Quality Personality: In J. Ruth Gendler's The Book of Qualities, 70 abstract qualities come to life, walking and talking, borrowing Grandmother's shawl and telling scary stories late into the night personification at its best! Precise, specific images reveal each abstract quality as a vivid personality. After you read samples in class, choose one quality from the list provided. Check the dictionary and the thesaurus, exploring possible meanings and hunting down synonyms. These qualities are real people, with weird relatives, bad friends, unique clothing styles, and strange stories to tell. Make your chosen quality a real personality, too. Complete a sensory cluster for your quality sight, smell, taste, touch, sound. Then write and carefully polish a one-to-three-paragraph personification of your quality. Make every word count on this one!
8. Color Your World: In color, and about color, this assignment honors every crayon ever nibbled by any kid. Although you don't have to use crayons, use the color(s) themselves as part of your writing. You could write a poem about the things you associate with a specific color, such as all the blues there are! Or write an explanation of the colors you associate with different emotions. Or make lists of best colors to wear or drive in orYou have freedom with content here, since color is the key ingredient. Maybe a myth about "How Pink Was Born"?
9. Room Sweet Room: We are territorial animals, instinctively seeking a place we can call our own. The rooms we live in and how we decorate them are as revealing as our clothing. Examine your own room and all the things that make it uniquely yours. Describe the room, not just by listing the things in it, but by conveying the feelings you have for the room and the items in it.
10. Personal Metaphors: Make a list of metaphorical comparisons. Think, "If I were an animal, what kind of animal would I be?" For each item, write the general label and then your specific comparison. Be realistic, be somewhat honest, and be able to explain your choices. Don't say you are a rose, if you're really a daisy.
1. Animal 2. Car 3. Article of Clothing 4. Day of the Week 5. Food 6. Color 7. Movie 8. Fragrance 9. Type of Building 10. Plant 11. Musical Instrument 12. Geometric Shape 13. Piece of Furniture 14. Song 15. Season of the Year 16. Television Character 17. Cartoon or Comic Character 18. Appliance or Machinery 19. Natural Phenomenon 20. Word
11. Extended Metaphors: Go back to your list of personal metaphors. Choose five that you can extend by explaining the comparison in detail. Write a paragraph for each personal metaphor by giving four or five specific points of comparison. For example, if you are like an alley cat, discuss four the characteristics of an alley cat and explain the ways in which you have the same characteristics.
12. Symbolic Recipe: Write a symbolic recipe for yourself. This means your ingredients are not blood, muscle, bone, and a hank of hair, but abstract qualities and personality traits (like patience, friendliness, humor). What is really necessary to create you. Follow standard recipe format: a list of ingredients and exact measurements, followed by a paragraph of instructions, advice about the proper sequence of the steps, and any tips or warnings.
13. The Ultimate All-Purpose Excuse: Just in case you are tardy some day, write an elaborate, exaggerated, fantastic excuse for yourself. Be as creative as you can. In about 150 words, convince your heartless English teacher that your excuse is a valid reason for being tardy.
14. Unfinished Sentences: Complete each of the following sentences by expanding them into short paragraphs. As always, be specific.
1. I usually worry about . . . 2. I feel angry when . . . 3. I'm moody when . . . 4. I'm happiest when . . . 5. I feel confident when . . . 6. I feel frustrated when . . . 7. I feel depressed when . . . 8. I am comfortable when . . . 9. I feel nervous when . . . 10. I feel sentimental when . . .
15. Personal Symbol: Write about an object that has special symbolic meaning for you. It might be a gift from someone you love, an award of which you are proud, a souvenir from a place you miss, a childhood toy you still treasure, a family photograph, whatever. Describe the object, appealing to the senses as appropriate and giving specific details. Then explain what it symbolizes for you.
16. Map of Life: Draw a stylized map or timeline, beginning with your birth and ending with the present. Along the way, include little labels or diagrams of what you remember as important events, places, and people in your life. Keep all items in order, but leave enough space between individual items to fill in as you think of additional information. Write small since it must fit on one page. If necessary to save space, you may use branching paths or a legend.
17. A Mysterious Place: Describe in a full page some place that seemed mysterious, exotic, or fearful to you. Concentrate on creating the same impression on your reader by a careful selection of sensory details which recreate the setting. Help us recognize what was special about this place. Or make up a fantasy place that has these qualitiesjust describe it well enough for us to believe in it too.
18. Synectics: Synectics makes the familiar strange and the strange familiar. It is the basis of all metaphor and involves the process of creative problem-solving. Each of the following sets of questions ask for choices between unrelated answers answers which can be logically related somehow and yet, there is no single correct answer. BUT correct answers would rephrase the question as part of the answer. Think carefully about the choices offered, make a choice, and then explain your reasons for choosing as you have. It is your explanation which proves your answer "right" or "wrong." Answer at least ten.
1. Which is wiser? a pen or a pencil? 2. Which is easier to forgive? a street or a sidewalk? 3. Which is smarter? a clock or a calendar? 4. Which is easier to teach? a question or an answer? 5. Which is like a contest? a cloud or a sunset? 6. Which is more fearful? new or old? 7. Which is like a promise? mathematics or science? 8. Which is more difficult? a dream or a nightmare? 9. Which is braver? an hour or a year? 10. Which has more pride? an entrance or an exit? 11. Which is easier to close? a road or a map? 12. Which is like a legend? a mirror or glass? 13. Which is more suspenseful? rain or snow? 14. Which has less charm? a signature or an autograph? 15. Which is more trustworthy? history or literature? 16. Which is more useful? a friend or an enemy? 17. Which is sadder? seek or find? 18. Which costs more? a home or a house? 19. Which is happier? music or art? 20. Which is like a valentine? the truth or a lie?
19. Telling Tales: Think back to memories you associate with family storytelling. You know, the ones you hear over and over every holiday. Maybe these tales are the legends that have given your family courage in hardship? Maybe they are religious stories or goofy songs or true family history? Maybe they all seem to be about what a bad kid you were? Embarrassing, hilarious, unbelievable? Retell a story you remember as part of your family's heritage OR makeup one you wish had been told (and may tell in your own family circles later).
20. These Words Belong to Me: Make a list of words which have special power and magic. Think of common words with uncommon meanings, or even strange new words which allow you to think a new kind of thought. For example, do you know what "serendipity" means? Find out why it's so wonderful. What's ironic about a "scar"? List and define at least ten words. For each word, explain why this particular word belongs to you. Or perhaps give me a hint hidden in a question?
21. In Other Words: Try expressing yourself through someone else's words. Select at least ten "Quotable Quotes" which express your philosophy of life. Choose quotations which represent your thought on several aspects of life not only love, but also faith, success, integrity. character, friendship, etc. List the ten you have selected, including attribution (who said it).
22. Flashback: If you could relive one day or experience in your life, what would it be? You might choose to relive this time because it was so wonderful you want to experience it again, or you might choose a day you want to change in some way. Identify the day or experience, tell why it was so important to you, and explain what reliving it would accomplish.
23. Remembrance of Things Present: In twenty years you will have forgotten most of the things that fill your life now. What are the things about who you are now, what you enjoy and value, what you do with your time, and so on that you want to remember twenty years from now? Imagine what will be important to your memory of yourself later on. Write these things down.
24. As Time Goes Bye-Bye: Carpe diem (or, Seize the day!). Before time passes you by, what things do you want to do? What one thing do you most want to do by the time you are thirty-five? Why? What have you already said good-bye to people, places, ideas, stages in your life, hopes, dreams, sorrows? Reflect on those good-byes and/or grand plans. Make a list with short explanations, or concentrate on explaining one specific goal or farewell in depth.
25. My Own List of Lists: Now in its third edition, The Book of Lists lists facts from history, literature, science, entertainment, etc. For your list of lists, I have selected more personal topics. Write the general label for each category and underline it. Then list from six to ten specific items under each category. You may write in two columns to save space.
1. People who have influenced me 2. Places that make me happy 3. Places I would like to go 4. Things in people which I like 5. Things in people which I dislike 6. Things that worry me 7. Things I would like to know how to do 8. Things that have moved me 9. Ideas that intrigue me 10. My personal favorites
26. A Day in the Life: Write about a part of your life as if it were a passage from a novel. Refer to yourself in the third person not "I woke up" but rather "she woke up." Exaggerate, elaborate, and prevaricate if you wish there's truth to be found in fiction, too.
27. Cheer Yourself Up!: Got the blues? Down in the dumps? Make a list of crazy things you could do to distract yourself from your troubles. Some possibilities Play Frisbee with your old, worn-out records, smile all the way through class and make your teacher wonder what's going on, or cover your front teeth with foil to look like braces. Think of your own ideas, both sane and crazy. You might want to draw cartoons to go with some of your ideas.
28. Metamorphosis: Make a list of objects, places, ideas that could stand for your younger self, symbols for the way you used to be. Then make a contrasting list that could stand for your current self, symbols that represent the way you are now. Sort of an "I used to bebut now I am" kind of chart. Use these contrasting lists to write a free verse poem on your transformation.
29. Picture This: Find an acceptable visual image that you can actually include in your portfolio a photo of friends, a copy of a well-known painting, magazine clipping, original artwork, etc. Paste it on the page with identification (caption, title and artist, bibliography, etc.) Then write a response, clearing stating your opinion of the work and supported by details from the work. Sound familiar?
30. Lessons I Learned After It Was Too Late: It seems that we always learn the most important lessons the hard way, usually when it's too late, when we've already made our big mistakes. Look back over your life and write approximately a page on the lessons you learned after it was too late.
31. One Medium Suitcase: Imagine you are leaving home forever, and you can only take with you what will fit in one medium-sized suitcase. Specifically, what will you take with you and why? Explain.
32. The Perfect Present: Since I am the perfect teacher, I have the ability to select the perfect present for each of you. It's something you've always wanted, something you've secretly yearned for. It's not a black Trans-Am or designer jeans because there's a catch -- the gift is intangible, or abstract. This means that you cannot perceive it with the five senses. For example, you might want patience, self-confidence, intuition. Tell me what the gift is, why it's the perfect gift, why you need it, and how it will affect your life.
33. Look Who I Look Up To: Think of three people of established reputation whom you admire. You may need to do some formal research on these people, so don't choose your Aunt Helen unless she's in the encyclopedia. You must be specific. If you admire Martin Luther King, Jr., saying he fought for civil rights isn't enough. Exactly what did he do? Devote one solid paragraph to each person, telling what each person has done to deserve your admiration.
34. Remembering the Child: Imagine yourself a sweet little toddler. How did others see you when you were very little? Interview someone who knew you as a small child -- one of yourn parents or grandparents, an older sibling, or an aunt or uncle, for example. Write about their favorite memory of you. Some possibilities are when you learned how to walk or ride a bike, a memorable sports game or musical event, a visit to grandparents, a special birthday, a fulfilling and relaxing evening at home, or anything else that stands out.
35. Family Influence: Choose a member of your family and describe a specific moment you've shared with that family member and what you have learned from that experience. Perhaps you've gone fishing with your grandfather, or shopping with your sister, or on a walk around the block with your mother, for example. How has your relationship changed with this family member as you've grown older? What hopes do you have for your future relationship? Explore.
36. Memorable Event: Include a ticket stub, program, or some other tangible evidence to represent an event you experienced this year that in some way was memorable. Describe the event, with whom you attended, what was special about it, if you would do it again, etc. For example, you might describe a concert of your favorite group, a movie you anticiapted, a family reunion, or a birthday party. Don't forget the evidence!
37. How to. . .: Write a paper explaining how to do something somewhat strange -- how to wreck a car, how to break a heart, how to survive football practice, how to make enemies, how to lose a job, how to get suspended, how to be miserable, etc. Get the idea?
38. Your Turn to Brag: The brag is a form of exaggerated boasting, reaching back to the Anglo-Saxon epic Beowulf and flourishing in pioneer days. Read the following brag from a legendary riverboat pilot:
"I'm half wild horse and half alligator and the rest of me is crooked snags and red-hot snappin' turtle. I can hit like lightning and whip my weight in wildcats. I can outrun, outjump, outshoot, outbrag, outdrink, and outfight, rough-and-tumble, no holds barred, any man on both sides of the river from Pittsburgh to New Orleans and back again. Come on, and see how tough I am!" -- Mike Fink
Write your own brag. Although Mike Fink limits himself to how tough he is, your abilities will undoubtedly be more varied. How intelligent, creative, talented, powerful, rich, important...are you? Impress me!
39. Advice to the Young: Right now, based upon your experience, what practical information about life, living, and growing up could you give to a younger person? You may write this to a generalized "young person," to the child you hope to have some day, to a specific young person you know, or even to your younger self.
40. Free Speech Speech: Lucky, lucky you! You have three minutes of air time on national television, all networks. What would you say to your fellow Americans? Write your speech, timing it carefully. Remember, the eyes of America will be on you, so be careful about errors, and try to say something worth listening to.
41. Always Say Never: Make a list of books you never want to read again, places you never want to go again, people you hope you'll never see again, things you hope you'll never have to do again, and/or any other "nevers" you'd like to explore. Now spend a page explaining the lists.
42. Left Out and Lonely: Think back over your life until you can remember a time when you felt left out and lonely. Then write a one-page story about that day. Recreate the experience by telling what happened, how you reacted, how you feel about it now. Try to appeal to the five senses.
43. Rewarding Experiences: List the ten most rewarding and beautiful experiences you've ever had. Write a sentence explaining why each experience was special to you. Let your list "jell." After a few days, reread your list and think carefully about which experiences were most rewarding. Then in the margin, rank them from one to ten.
44. Valuable Lessons: List the ten most valuable lessons you've ever learned. Write a sentence explaining why each lesson was valuable to you. Consider such things as learning to multiply, but also think of the more abstract lessons concerned with wisdom and experience rather than skills. Once again, let your list "jell" for a few days. Then rank the lessons from one to ten in the margin.
45. Driver's License: Do you have your driver's license? What did you have to do to get it? How did you practice driving? With whom? Are you a safe driver? Did you pass the test on the first attempt, or did it take several? Was your examiner encouraging or terrifying or somewhere in between? Describe your experience of becoming a legal driver. If you do not yet have your license, describe the steps you plan to take to get it.
46. Dream Car: Earning your driver's license signals a significant step toward maturity, as you suddenly have the means for greater independence. Some lucky teenagers own their own vehicles or have frequent access to a family car, adding much freedom and responsibility to their lives. Describe a car you or your parents own or used to own, or a car you would like to own. Include such things as its color, interior, distinguishing features, how you got it, the year, dents, work you've done on it, how it reveals your personality, stereo system, where you like to drive it, what responsibilities come with driving the car, and anything else that's special about it.
47. Extraordinary Pet: Pets are an important part of many people's lives, offering unconditional love and loyalty. Describe a pet you have now or used to have. If you don't have a pet, describe one you'd like to have or one of your good friend's pets. What does your pet do that's unusual? How is he or she extraordinary? Describe appearance, personality, and odd or interesting behaviors. For example, my cat loves to rest right on top of a magazine I'm trying to read or papers I'm trying to grade. My friend's cat once called 911! Does your pet look or act like you in any way? Include that too.
48. Are You Hungry?: In great detail, using lots of description, tell us about your favorite meal. Where is it served? When? Who cooks it? What dishes does it include? What's your favorite part of your favorite meal? This can be a home-cooked meal or a fancy dinner out or even your usual fast foood...whatever makes you lick your lips.
49. Who Am I?: Everyone is a combination of many selves. You play a variety of roles, such as student, brother or sister, friend, basketball player, music lover, worker, reader, and the like. Make a list of five nouns that you would use to identify yourself. What does the list suggest about your view of yourself as a person? Explain each role, citing your experiences as illustrations.
50. Coping with Current Events: We are living in a difficult time. On September 11, 2002, we experienced one of the most tragic events in our history as a country. Its repercussions will stay with us far into the future. We are currently at war, with American men and women risking their lives every day. Write about the impact of these difficult events on your life.
51. Family Expectations: Make a list of things your parents should offer you -- things that are your rights. Do not talk about gifts or material objects, but things like love, praise, privacy when needed, and so on. Make a parallel list of things you think your parents have a right to expect from you. You might ask your parents for more suggestions for each list. Or consider developing a list of expectations about friends, teachers, etc. Remember to consider both sides of the relationship.
52. Deck of 52: The enormously popular 52 Deck series offers whimsically illustrated adventures and activities -- 52 Alternatives to TV, 52 Cheap Dates, 52 Relaxing Rituals, 52 Things to Do in a Museum, 52 Great Books, 52 Romantic Films, 52 Adventures in Chicago (or LA or our town), etc. Create your own concept for a deck and come up with a working list of what will be on each card. You may collaborate with up to three more people on this, maybe even dividing the deck into four suits like playing cards.
53. The Examined Life: Divide a sheet of paper in half. On one side, list the best things about yourself. On the other side, list your greatest faults. Your good side must be at least as long as your bad side! Note that, like everyone else in the world, you have a combination of desirable and undesirable traits.
54. Futures -- Fantasy and Fact: This is a three-part assignment. In the first paragraph, pretend that you can see yourself 10 years from now. Describe your future as it could be if all your wishes came true. This description is "romantic." In the second paragraph, describe what your life will be like10 years from now if you continue just as you are now. No miracles or magic allowed. This view is "realistic." For most people, the "romantic" and "realistic" descriptions are very different. In the third paragraph, analyze the discrepancy. Discuss the specific differences between your two descriptions and how you feel about these differences. Finally, explain the steps you can take to find a sensible compromise between the romantic and the realistic.
55. Annual Report: Write a kind of annual report on the state of yourself. Compared to what you were a year ago, what are you now? What do you hope to be a year from now? What do you expect to be? Do you expect to make "progress"? If so, how has your last year proven your ability to progress? Are you better off than you were a year ago? Or worse off?
Five Free Choice Assignments: Each should be a significant piece of work, not one haiku, but a page full. If you use assignments from previous years or earlier this year, attach a note explaining why the assignment belongs in your autobiography. In other words, what does the work show about you. Hint: These are my free choices. Yours may be very different. 56. Free Choice #1: Titled and included in the Table of Contents. 57. Free Choice #2: Titled and included in the Table of Contents. 58. Free Choice #3: Titled and included in the Table of Contents. 59. Free Choice #4: Titled and included in the Table of Contents. 60. Free Choice #5: Titled and included in the Table of Contents.
Epilogue: Imagine that a complete stranger just picked up this portfolio. The stranger reads it from page one to page thirty-nine. How would this stranger conceive of the author? What kind of person appears to have filled these pages? Write a character sketch of the person captured in these pages from an outsider's point of view. Refer to specific pieces of writing to support the stranger's impression of the author (you, of course).
The Highwayman a poem by Alfred Noyes
The wind was a torrent of darkness upon the gusty trees, The moon was a ghostly galleon tossed upon cloudy seas, The road was a ribbon of moonlight looping the purple moor, And the highwayman came riding Riding riding The highwayman came riding, up to the old inn door.
He'd a French cocked hat on his forehead, and a bunch of lace at his chin; He'd a coat of the claret velvet, and breeches of fine doe-skin. They fitted with never a wrinkle; his boots were up to his thigh! And he rode with a jeweled twinkle His rapier hilt a-twinkle His pistol butts a-twinkle, under the jeweled sky.
Over the cobbles he clattered and clashed in the dark inn-yard, He tapped with his whip on the shutters, but all was locked and barred, He whistled a tune to the window, and who should be waiting there But the landlord's black-eyed daughter Bess, the landlord's daughter Plaiting a dark red love-knot into her long black hair.
Dark in the dark old inn-yard a stable-wicket creaked Where Tim, the ostler listened--his face was white and peaked His eyes were hollows of madness, his hair like mouldy hay, But he loved the landlord's daughter The landlord's black-eyed daughter; Dumb as a dog he listened, and he heard the robber say:
"One kiss, my bonny sweetheart; I'm after a prize tonight, But I shall be back with the yellow gold before the morning light. Yet if they press me sharply, and harry me through the day, Then look for me by moonlight, Watch for me by moonlight, I'll come to thee by moonlight, though hell should bar the way."
He stood upright in the stirrups; he scarce could reach her hand, But she loosened her hair in the casement! His face burnt like a brand As the sweet black waves of perfume came tumbling o'er his breast, Then he kissed its waves in the moonlight (O sweet black waves in the moonlight!), And he tugged at his reins in the moonlight, and galloped away to the west.
He did not come in the dawning; he did not come at noon. And out of the tawny sunset, before the rise of the moon, When the road was a gypsy's ribbon over the purple moor, The redcoat troops came marching Marching marching King George's men came marching, up to the old inn-door.
They said no word to the landlord; they drank his ale instead, But they gagged his daughter and bound her to the foot of her narrow bed. Two of them knelt at her casement, with muskets by their side; There was Death at every window, And Hell at one dark window, For Bess could see, through her casement, the road that he would ride.
They had bound her up at attention, with many a sniggering jest! They had tied a rifle beside her, with the barrel beneath her breast! "Now keep good watch!" and they kissed her. She heard the dead man say, "Look for me by moonlight, Watch for me by moonlight, I'll come to thee by moonlight, though Hell should bar the way."
She twisted her hands behind her, but all the knots held good! She writhed her hands till her fingers were wet with sweat or blood! They stretched and strained in the darkness, and the hours crawled by like years, Till, on the stroke of midnight, Cold on the stroke of midnight, The tip of one finger touched it! The trigger at least was hers!
The tip of one finger touched it, she strove no more for the rest; Up, she stood up at attention, with the barrel beneath her breast. She would not risk their hearing, she would not strive again, For the road lay bare in the moonlight, Blank and bare in the moonlight, And the blood in her veins, in the moonlight, throbbed to her love's refrain.
Tlot tlot, tlot tlot! Had they heard it? The horse-hooves, ringing clear; Tlot tlot, tlot tlot, in the distance! Were they deaf that they did not hear? Down the ribbon of moonlight, over the brow of the hill, The highwayman came riding Riding riding The redcoats looked to their priming! She stood up straight and still.
Tlot tlot, in the frosty silence! Tlot tlot, in the echoing night! Nearer he came and nearer! Her face was like a light! Her eyes grew wide for a moment, she drew one last deep breath, Then her finger moved in the moonlight Her musket shattered the moonlight Shattered her breast in the moonlight and warned him with her death.
He turned, he spurred to the West; he did not know who stood Bowed, with her head o'er the casement, drenched in her own red blood! Not till the dawn did he hear it, and his face grew grey to hear How Bess, the landlord's daughter, The landlord's black-eyed daughter, Had watched for her love in the moonlight, and died in the darkness there.
Back, he spurred like a madman, shrieking a curse to the sky, With the white road smoking behind him and his rapier brandished high! Blood-red were his spurs in the golden noon, wine-red was his velvet coat When they shot him down in the highway, Down like a dog in the highway, And he lay in his blood in the highway, with the bunch of lace at his throat.
And still on a winter's night, they say, when the wind is in the trees, When the moon is a ghostly galleon tossed upon cloudy seas, When the road is a gypsy's ribbon looping the purple moor, The highwayman comes riding Riding riding The highwayman comes riding, up to the old inn-door.
Over the cobbles he clatters and clangs in the dark inn-yard, He taps with his whip on the shutters, but all is locked and barred, He whistles a tune to the window, and who should be waiting there But the landlord's black-eyed daughter Bess, the landlord's daughter Plaiting a dark red love-knot into her long black hair
The Highwayman Alfred Noyes
Typhoid Fever - Notes
During his stay in the hospital, Frank meets a girl named Patricia Madigan, who is dying of diphtheria. The two children befriend Seamus, an old man who cleans the hospital. Patricia lends Frank a history book, in which he reads his first two lines of Shakespeare. The beauty of Shakespeare’s language overwhelms Frank. He says speaking the lines is like “having jewels in [his] mouth.” Patricia recites part of Alfred Noyes’s poem “The Highwayman.” The nurse is infuriated to find the two children talking, and she tells the nun in charge, who moves Frank into another ward, saying, “Diphtheria is never allowed to talk to typhoid.” Frank overhears the nurse talking to Seamus about all of the children who died of starvation in that very ward during the potato famine. She also tells Seamus that Patricia does not have long to live. Two days later, Seamus tells Frank that Patricia died as she was trying to make her way to the bathroom.
Frank asks Seamus to find out what happens at the end of “The Highwayman.” Seamus asks around at the pub, finds someone who knows the poem, and memorizes it so he can report to Frank. It turns out that at the end of the poem, both the hero and his lover die. During the rest of his stay in hospital, Frank reads books.
TYPHOIDFEVER BY FRANKMcCOURT from "Angela's Ashes"
Voice/Point of View – “TyphoidFever” p.193
Journal: Think back on a childhood experience when you feel an adult treated you unfairly. It could be a time that you felt you were punished unjustly by a parent or teacher or a time when someone told you to do something that you didn’t want to do. Looking back now, can you see the situation through the eyes of the adult? Was there a reason the person acted the way she/he did? How does looking back change the way you see the situation?
Point of View
Explain the difference between the following points of view. Include specific features of each type and things to consider as a reader of each one.
What are some possible issues with a first-person narrator? Why might it be good to have a first-person narrator? In what types of writing do you think it would be important to have an omniscient narrator?
1. What point of view is this story told in?
2. What is TyphoidFever? How do you get it?
3. How would you describe FrankMcCourt? How old is he? Where is he and why?
4. How would you describe Patricia? Why is she there?
5. Who is Seamus? How would you describe him?
6. What does he bring to Frank? Why could he get in trouble?
7. This is an autobiography and as such, how accurate do you think Frank’s recollection of the hospital and the rules is?
8. What is going on in the poem that Patricia tells Frank?
9. Who comes to visit Frank each week? What does she bring him?
10. Where is Frank moved to? Why?
11. Why is his new location so creepy? What happened there in the past?
12. What happens to Patricia? How?
13. Besides that they were friends, why else is Frank upset about Patricia’s passing?
14. What does Seamus do for Frank after Patricia’s death?
15. How does the poem end?
16. What does Frank see at night when the lights are out?
17. Do you think that the nurses treated Seamus and Patricia fairly?
18. Do you think that the point of view impacted how we as the reader saw different characters?
*WRITING ASSIGNMENT : Write a personal narrative, relating a meaningful incident from your own point of view. UseFrank McCourt's "Typhoid Fever" to help you compose your paper. Share a life experience that is important to you and insert a poem or prose into your paper that relates to your incident. Thepoem or prose must parallel thesignificant event that you discuss in your paper. Thepoem or prose also must be inserted into your paper 2 or 3 times. (See Typhoid Feverfor am example)
Your paper must be 3 pages typed, double spaced, 1" Margins. Font size #12, Style-Times New Roman or Arial Black Only! (However, you may use the font of your choice for the poetry part of your paper)
Rough Draft - Due Monday 11/15 Final Draft - Due Friday 11/19
2. List three things you do not understand about the world or people.
3. Name the thing you do not understand most of all.
4. End with an example of something you do understand.
I do not understand
why people must have revenge
why some people live for drugs
why others live for money
But most of all I do not understand
why people don’t believe
we are running out of oil
(I still see drivers burning rubber
driving well over 55
going to work alone
like kings in their royal cars).
What I understand most are people who are depressed
who see a dismal future
where the world’s light
is extinguished on the altar of greed
each person demanding his own corner
of the planet and saying
to hell with everyone else
I do not understand
But most of all I do not understand
What I understand most
Lord of the Flies Essay -50 Points Final Draft - DUE Wed. 11/3/2010
Lord of the Flies is Golding's warning to humanity,without supervision, society may degenerate into anarchy.
LOTF is a powerful and remarkable tale that helps us understand that we have to have order and learn to work within boundaries if we want to call ourselves civilized.
Essay Topics (Choose just one topic to write a 5-paragraph essay on) A. Develop an explanation of why some critics feel that Golding's main themes are that there is no hope for mankind, or that evil is an inborn trait of mankind. Be sure to use examples from the book and describe your own ideas.
B. 17th Century Philosopher Thomas Hobbes described human life in a state of nature as "solitary, poor, nasty, brutish, and short." Do you agree? Or are humans more naturally good? Explain yourself in an essay that explores Good vs. Evil essay.
C. William Golding writes: "The theme (of Lord of the Flies) is an attempt to trace the defects of society back to the defects of human nature. The moral is that the shape of society must depend on the ethical nature of the individual and not on any political system however apparently logical or respectable." In a well-constructed essay, discuss the statement this novel makes about this theme and whether you agree or disagree. Avoid plot summary. Instead deal with what different characters symbolize and the statement they make about individuals and their government.
D. Identify three symbols and analyze how Golding uses them as symbols, what each symbolizes, and what role the symbols play in the novel as a whole. If you choose, you could tie the symbols into a specific theme, and illustrate how they support them. You could also compare and contrast (show similarities and differences) the symbols and/or show how the symbols are different aspects of a larger idea.
E. You could construct an essay discussing any of the following themes:
Man's need for civilization, innocence & its loss, loss of identity, power, fear of the unknown, the indifference of nature, blindness and sight (Check the Edline website for details on each theme)
“The Handsomest Drowned Man In The World” SAMPLEReflection Paper
Please review the sample essay below to help you compose your
“The Handsomest Drowned Man In The World” Reflection Paper.
Rough Draft Due Fri, September 17th, Final Draft Due Mon, September 20th.
Please see handout for further details.
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