Wednesday, March 25, 2015

Reading Period 22: March 24-30: I Was Only Drinking Cokes.

Long Read: 

Catcher in the Rye, chapters 6-10.

Short Read: 

"In Another Country" by Ernest Hemingway (AIAL p 653)


Confessional Poets:

Robert Lowell:
Skunk Hour
Night Sweat

Sylvia Plath:
The Hanging Man
Lady Lazarus

Anne Sexton:
All My Pretty Ones
Wanting to Die

Creative Assignment:

Create a graphic novel version of one of the chapters of The Catcher in the Rye you read for this week. Include real dialogue from the book in your dialogue bubbles, and draw at least six cells on your page.


Write a short journal entry as if from the point of view of the major in "In Another Country." In the journal entry, talk about machines: machines of destruction and war and machines of healing and medicine. Some machines are efficient and capable and some machines can do nothing. Does the major believe the machines can help him or are they to blame? What can a machine do about the hurt that he has experienced?

Writing Assignment:

Hemingway in Red Cross uniform.
Write a short essay comparing Huck Finn as a narrator to Holden Caulfield as a narrator. Which is more engaging and interesting? Which do you trust more? Take a look at this definition of an "unreliable narrator." Which is a more reliable narrator -- Holden or Huck? Which is unreliable? Are both of them unreliable? Is there such a thing as an unreliable narrator or are all first person narrators to some extent unreliable?


Read this essay about Hemingway's experience with WWI and write a short essay about how Hemingway used his own experiences to write the story "In Another Country." Is it necessary for an author to experience the things he is writing about? Do you think Hemingway's story would be different if he had only heard about the war? What elements of the story are taken directly from Hemingway's life?


For next week, please develop three persuasive ideas related to your thesis. You will use three different methods of persuading your audience, to practice making an argument. To get an introduction to these three rhetorical strategies, read this article from the Purdue Writing Lab.




Using these four rhetorical techniques will help you to structure your paper too, although you can use them in any order. Let's take them one by one.

Logos: To create a logical argument, you must start with a premise on which everyone can agree. Then you extend that premise through logical steps until you reach your goal. You may be arguing that all high school students should read the book Ready Player One. Maybe your premise is that teenagers like games. Everyone can agree with that. Then you can argue that because Ready Player One is about a game, that teenagers will like reading this book. Now, you still have to support the idea that books should be chosen for high schoolers based on what they will like!

Ethos: To establish yourself as a credible author with a convincing argument, you will need some facts and figures and credible, reliable sources. Letting your reader know, for example, that 95% of high schoolers do not finish their reading assignments, or that only 20% of high schoolers express enjoyment about reading their assigned novels might support your case. Of course you will need to do your research and document your sources. Find facts, figures, and credible opinions to support your argument. This might include referencing existing syllabi (a syllabus is a list of assigned readings) online, or finding articles that support or attack your chosen novella's inclusion on a syllabus. If you're arguing that The Great Gatsby should be removed from high school curriculum, and can find a figure saying that most high schoolers say they didn't finish it, that would be strong evidence.

Pathos (Emotional Appeal): You can appeal to your reader's emotion in a positive or a negative way. Maybe you are arguing that high schoolers should not have to read Steinbeck's The Red Pony because it's sad. You can talk about how you cried when you read the story, and argue that no one should be put through that at a vulnerable time in their life. Or you could choose to appeal to a positive emotion, and paint an inspiring picture of students learning good lessons from Ethan Frome or being lead to make good life choices by Daisy Miller.

Your next job is to write your outline. The outline is due April 6th at 7pm. It needs to be typed, and it needs to show your structure, your main ideas for logos, ethos, and pathos sections, and the ideas you're working on for your introduction and conclusion. If possible, we will schedule a Google Hangout to talk about the paper.


1. Was Stradlater appreciative of the work that Holden did for him on the essay?
2. Why does Holden attack Stradlater?
3. What does Holden want to do, when he goes to Ackley's room?
4. What phrase does Holden use as a farewell to his dorm at Pencey?
5. What does Holden tell the lady on the train about her son?
6. What lie does Holden tell Mrs. Morrow about himself?
7. Who does Holden call from the phone booth in New York?
8. What does "crumby" mean?
9. What reason does Faith Cavendish give for not inviting Holden to her place?
10. How does Holden feel about his sister?

No comments:

Post a Comment