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Thursday, October 13

October 13, 2016

Spongebob: Today we reviewed your homework — nice job, everyone!

Then we talked about the archetypes you felt were missing from our list, which is nearly complete. A couple I agree are missing (and we’ll be getting to them soon); a couple I think we’ve covered; and a couple seem to me like single-purpose characters.

I gave you a superhero creation assignment for Tuesday. Remember: you need to fill out the form I gave you, and bring in some item that represents your hero (even just a logo). If you don’t fill out the form and bring in your item, you become the enemy of the gathered superheroes and will be dealt with accordingly.

Critical Reading: Today we continued our discussion of Foucault and related ideas. Everyone was present, so I’m not going to recap it all here.

Please look over the second half of the reading assignment for next Tuesday (where Foucault starts to break things down in a numbered list) – this is what we’ll be going over.

Also, your filters assignment (part c) was due today. If you didn’t hand it in for some reason, you’ll want to do that ASAP.

Siren: Did a timed AP Style and lead-writing activity, which is gonna become a weekly thing for us. We’ll get to your leads on Tuesday.

Style: Today: notes on the essays featuring animals. For Tuesday, please write a personal essay of your own – it does not need to be in the specific style of one of these authors (since it will have to be a personal essay), but you can think about things like distance, moment/riff balance, and the way the animal is used in the narrative. Make this one good!

Reading for Writers: Country building, continued. You handed in Part C at the end of class.

Have your assigned Salinger book read for Tuesday.

Survey: Poetry: Scansion quiz. Then we talked about pages 91-94 in your book: five ways to mute meter. They are:

  1. Bridging: having a word “bridge” two metrical feet, as in this line: I never ever went to town. “Never” and “ever” bridge two feet, which you can see if you scan the line.
  2. Substitution: substituting, say, a trochaic word in an iambic line. Like this: I never ever saw running. The line is iambic, but that last word — “running” — is trochaic, so it shuffles the pattern a bit.
  3. Enjambment: Instead of end-stopping, which — remember — emphasizes meter.
  4. Alternating metrical line lengths: As in the ballad, which alternates lines of iambic tetrameter, and iambic trimeter. Listen: 
  5.  Don’t rhyme! Rhyme and meter tend to accentuate one another. So dropping rhyme can help mute the effect of meter. Shakespeare did this all the time by writing his plays in blank verse (unrhymed iambic pentameter; yes, this will be a guaranteed test question). He used iambic pentameter because it’s the foot and line length that most closely approximates human speech.

Remember your poem assignment for Tuesday.

a. You have to write no less than six and no more than eight lines.

b. You choose the foot and line length, which I want you to identify. Keep it consistent.

c. It goes without saying that there needs to be a tenor and vehicle.

d. Rhyme is optional.

e. Hand- or typewritten is fine, but please, no emails.

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