//hschs.hotsprings1.org/apps/classes/1046315/assignments/ Class Name: ENGL 1010/1020, Mr. Wiley, 2022-23-Period 4 Instructor(s): Lyle Wiley en-us SchoolSitePro //hschs.hotsprings1.org/homeworkItem9126483 //hschs.hotsprings1.org/apps/classes/1046315/assignments/ Tue, 02 May 2023 11:49:06 PDT //hschs.hotsprings1.org/homeworkItem9126482 //hschs.hotsprings1.org/apps/classes/1046315/assignments/ Tue, 02 May 2023 11:49:06 PDT //hschs.hotsprings1.org/homeworkItem9103539 //hschs.hotsprings1.org/apps/classes/1046315/assignments/
Choose one of Hamlet's other soliloquies and do an analysis and modern-day translation.  

The soliloquies you can choose from are: 
Act I, Scene ii "Oh, that this too too solid flesh" – Hamlet is at court, and it
is noted that he is still grieving his father and wears all black. 
Act II, Scene ii "O, what a rogue and peasant slave am I!" – Hamlet has
just watched one of the players perform a speech from a play. 

In a written exercise, you will:
Summarize the context of the soliloquy, explaining what has happened just before to motivate this soliloquy.
Break the speech into complete thoughts.  Write a modern-day version. 

Answer these questions: What do we learn about Hamlet in this speech? What do the lines and arguments reveal about him? What action do you expect to follow from the ideas considered here?  What specific acting or directing decisions would you suggest to give the soliloquy adequate impact?

This should be at least 500 words in a typed Google document.  It is due Friday, April 28th.

]]> Mon, 24 Apr 2023 11:40:18 PDT //hschs.hotsprings1.org/homeworkItem9103537 //hschs.hotsprings1.org/apps/classes/1046315/assignments/
Choose one of Hamlet's other soliloquies and do an analysis and modern-day translation.  

The soliloquies you can choose from are: 
Act I, Scene ii "Oh, that this too too solid flesh" – Hamlet is at court, and it
is noted that he is still grieving his father and wears all black. 
Act II, Scene ii "O, what a rogue and peasant slave am I!" – Hamlet has
just watched one of the players perform a speech from a play. 

In a written exercise, you will:
Summarize the context of the soliloquy, explaining what has happened just before to motivate this soliloquy.
Break the speech into complete thoughts.  Write a modern-day version. 

Answer these questions: What do we learn about Hamlet in this speech? What do the lines and arguments reveal about him? What action do you expect to follow from the ideas considered here?  What specific acting or directing decisions would you suggest to give the soliloquy adequate impact?

This should be at least 500 words in a typed Google document.  It is due Friday, April 28th.

]]> Mon, 24 Apr 2023 11:40:17 PDT //hschs.hotsprings1.org/homeworkItem9103540 //hschs.hotsprings1.org/apps/classes/1046315/assignments/ Mon, 24 Apr 2023 11:40:18 PDT //hschs.hotsprings1.org/homeworkItem9103538 //hschs.hotsprings1.org/apps/classes/1046315/assignments/ Mon, 24 Apr 2023 11:40:17 PDT //hschs.hotsprings1.org/homeworkItem9081052 //hschs.hotsprings1.org/apps/classes/1046315/assignments/ Wed, 19 Apr 2023 23:25:20 PDT //hschs.hotsprings1.org/homeworkItem9081051 //hschs.hotsprings1.org/apps/classes/1046315/assignments/ Wed, 19 Apr 2023 23:25:20 PDT //hschs.hotsprings1.org/homeworkItem9041553 //hschs.hotsprings1.org/apps/classes/1046315/assignments/ ]]> Tue, 11 Apr 2023 15:06:36 PDT //hschs.hotsprings1.org/homeworkItem9041552 //hschs.hotsprings1.org/apps/classes/1046315/assignments/ ]]> Tue, 11 Apr 2023 15:06:35 PDT //hschs.hotsprings1.org/homeworkItem9015066 //hschs.hotsprings1.org/apps/classes/1046315/assignments/ OUTCOME ASSESSMENT 3 (W.1, RL.1, 2, 5) 

Read instructions carefully.

For this assignment, instead of writing an essay, you will apply what you have learned about poetic elements (tone, symbol, figures of speech etc.) and poetry analysis (TPCASTT) to a poem of your choice and compose a slideshow (Google Slides). The poem can be from any genre and any era. The following are guidelines to help you know what to do.


● The slideshow must be a minimum of 16 slides long.
● You must strike a 50/50 balance between graphics and your own writing throughout the slideshow.
● You may use charts, pictures, tables, etc. Again, don't get carried away with these as you must also have your own writing be about 50% of the slideshow.
● You will document your information, both graphical and text with MLA parenthetical citations (just as you do for a paper).
● One slide will be a title page.
● One slide will be a Works Cited page, formatted correctly for MLA.
● One slide will be the text of the poem that you are going to analyze.
● For a decent grade, all slides must be attractive and proofread. Have an attractive theme to your slides.
● Do not have a slide with nothing but text. Slides should have a graphic of some kind to break up the monotony of solid text.
● Create the slideshow as a stand-alone teaching tool. So, have complete explanations instead of just bullet items.
● You may spend up to the first half of the slideshow giving background information on the author of the poem.
● Finally, and perhaps most critically, you MUST cover all the TPCASTT process in detail.  Be as specific with your poetic terms as you can, using key literary terms, for example iambic pentameter or assonance, when appropriate.

Scoring:

Completion - 5 points
Balance (text/visuals) - 5 points
Visual Quality - 5 points
TPCASTT Coverage - 20 points
Using (correctly) key literary terms - 10 points
MLA formatting/Works Cited - 5 points

Total – 50 points
]]> Thu, 30 Mar 2023 15:10:41 PDT //hschs.hotsprings1.org/homeworkItem9015065 //hschs.hotsprings1.org/apps/classes/1046315/assignments/ OUTCOME ASSESSMENT 3 (W.1, RL.1, 2, 5) 

Read instructions carefully.

For this assignment, instead of writing an essay, you will apply what you have learned about poetic elements (tone, symbol, figures of speech etc.) and poetry analysis (TPCASTT) to a poem of your choice and compose a slideshow (Google Slides). The poem can be from any genre and any era. The following are guidelines to help you know what to do.


● The slideshow must be a minimum of 16 slides long.
● You must strike a 50/50 balance between graphics and your own writing throughout the slideshow.
● You may use charts, pictures, tables, etc. Again, don't get carried away with these as you must also have your own writing be about 50% of the slideshow.
● You will document your information, both graphical and text with MLA parenthetical citations (just as you do for a paper).
● One slide will be a title page.
● One slide will be a Works Cited page, formatted correctly for MLA.
● One slide will be the text of the poem that you are going to analyze.
● For a decent grade, all slides must be attractive and proofread. Have an attractive theme to your slides.
● Do not have a slide with nothing but text. Slides should have a graphic of some kind to break up the monotony of solid text.
● Create the slideshow as a stand-alone teaching tool. So, have complete explanations instead of just bullet items.
● You may spend up to the first half of the slideshow giving background information on the author of the poem.
● Finally, and perhaps most critically, you MUST cover all the TPCASTT process in detail.  Be as specific with your poetic terms as you can, using key literary terms, for example iambic pentameter or assonance, when appropriate.

Scoring:

Completion - 5 points
Balance (text/visuals) - 5 points
Visual Quality - 5 points
TPCASTT Coverage - 20 points
Using (correctly) key literary terms - 10 points
MLA formatting/Works Cited - 5 points

Total – 50 points
]]> Thu, 30 Mar 2023 15:10:40 PDT //hschs.hotsprings1.org/homeworkItem9010229 //hschs.hotsprings1.org/apps/classes/1046315/assignments/

Due at the end of class today.

ESSAY PROMPT:  Choose a poem to analyze from these two options: “Do Not Go Gentle Into That Good Night” by Dylan Thomas or “It Is the Pain” by William Empson.  Use the TPCASTT strategy to analyze the poem.  Then, use specific references to the poem’s language and techniques, and write a well-organized essay analyzing your chosen theme of the poem.

]]> Tue, 28 Mar 2023 15:33:23 PDT //hschs.hotsprings1.org/homeworkItem8982724 //hschs.hotsprings1.org/apps/classes/1046315/assignments/ Wed, 15 Mar 2023 18:45:29 PDT //hschs.hotsprings1.org/homeworkItem8982725 //hschs.hotsprings1.org/apps/classes/1046315/assignments/
4pts - response
3pts - each response to peer
]]> Tue, 21 Mar 2023 15:33:01 PDT //hschs.hotsprings1.org/homeworkItem8979053 //hschs.hotsprings1.org/apps/classes/1046315/assignments/ Tue, 14 Mar 2023 11:24:47 PDT //hschs.hotsprings1.org/homeworkItem8973998 //hschs.hotsprings1.org/apps/classes/1046315/assignments/
OPTIONS FOR QUESTIONS TO WRITE ABOUT IN YOUR RESPONSE:

What do you think prompts the speaker to start thinking about his own death? For the first twenty or so stanzas, he's cheerfully thinking about the dead villagers. What shifts, and why?

Why do you think Gray uses so much personification? Why, for example, does he say "Let not Ambition mock their useful toil" in line 29, instead of, "Hey, ambitious people, don't make fun of these guys"? What's the effect on your reading?

In his Preface, William Wordsworth famously used Thomas Gray as an example of what poets should do. He said that Gray used too much of what he called "unnatural" language—too many metaphors, too many personifications. Wordsworth argued that regular people didn't really talk like that, so poets shouldn't, either. Do you agree with Wordsworth? Why or why not? See if you can use examples from the poem to explain your answer.

Who do you think is the intended audience of this poem? Men, women? Rich people, poor people? Young or old? Why do you think so?

If this is an "Elegy," or a poem of mourning, who or what is it mourning? How do you know?

Why do you think Gray insisted so much on the fact that it's a churchyard? Would the poem be different if it were set in a city? How so?

What do you imagine people will say about you after you're dead? What would you like them to say? If you could write your own epitaph, as Gray does in this poem, what would it say?
]]> Mon, 17 Apr 2023 21:56:38 PDT //hschs.hotsprings1.org/homeworkItem8973999 //hschs.hotsprings1.org/apps/classes/1046315/assignments/ Write a 200+ words paragraph analyzing the tone of your selected poem.  Use quoted evidence to support your analysis.
]]> Wed, 08 Mar 2023 11:23:10 PST //hschs.hotsprings1.org/homeworkItem8955577 //hschs.hotsprings1.org/apps/classes/1046315/assignments/
We have now finished reading the entirety of the creature’s tale, relayed in what we can only assume to be his own words.  Answer both of the following questions in paragraph-length arguments on a Google Document.  Support your arguments with concrete textual evidence.

Is Victor Frankenstein right when he describes the creature as a fundamentally malevolent character? Or does the creature’s tale establish that he is a fundamentally benevolent character?  In other words, are the creature’s acts of violence understandable and justified?  Why or why not?

Should Victor Frankenstein grant the creature’s request that he make a female companion?  Why or why not?  If you were in Frankenstein’s shoes, how would you respond to the creature’s request? Be sure to explain clearly your reasoning.

]]> Tue, 21 Feb 2023 15:00:09 PST //hschs.hotsprings1.org/homeworkItem8949689 //hschs.hotsprings1.org/apps/classes/1046315/assignments/
Directions: Based on the example above, find artwork that connects to this section of the
text. The artwork can be modern (painting, photography, etc). Paste a copy of the artwork
in your document. If applicable, list the artist and the year it was made. Find a quote (s)
from this chapter of the book that connect to the artwork, and then write how this piece of
art connects to the text.

You should have all three elements: artwork, quote(s), and connection to the text.

]]> Thu, 16 Feb 2023 12:46:28 PST