Friday, December 6, 2019

Argue Something

Make a good argument about something. Use all of the parts.
  • Exordium – The introduction, opening, or hook.
  • Narratio – The context or background of the topic.
  • Proposito and Partitio – The claim/stance and the argument.
  • Confirmatio and/or Refutatio – positive proofs and negative proofs of support.
  • Peroratio – The conclusion and call to action.

Saturday, November 23, 2019

Blessings Abound

Well,
Next week is Thanksgiving! I am so thankful for all of you. Thank you for trusting me, for working hard, for praying with me and for being young and energetic and curious! Here is a great, great article about being grateful. What is the author's argument? And HOW does he convince us that he is right? This is another way of saying that you must do a rhetorical analysis of this article. It really is fantastic. In the comments, please post under at least 5 classmates names what you appreciate about him or her. And comment on two of your classmates rhetorical analysis as well!

https://www.nytimes.com/2015/11/22/opinion/sunday/choose-to-be-grateful-it-will-make-you-happier.html

I love you all very much and will be thanking God for each and every one of you by name. I am excited to spend the advent season with all of you upon our return!

Sincerely,
Mrs. Messineo

Friday, November 15, 2019

Figures of Speech Dress Up

Write a short paragraph of seven to ten plain sentences about a recent event, such as a spring break trip, your weekend, or a trip to the store, just to name a few. Then revise your paragraph by adding five schemes or tropes, turning it into a stylized (if overblown) passage.

Example:


This weekend I went to visit a friend. The drive was only an hour, but it seemed to take a long time. Finally, I arrived. We hung out all day and watched a funny movie that night. I slept well. We drank coffee and ate Cheerios for breakfast while we talked about our lives. It was great to see her.


What could be better than a weekend trip to see a friend?(!rhetorical question) The drive was short, but the drive was long. (papadox) Finally, I arrived. Hanging out was followed by watching a movie, watching a movie was followed by chatting, and chatting was followed by laughter. (anadiplosis) That night, I must have slept for years. (hyperbole) In the morning, coffee comforted me, and Cheerios cheered me (personification). Great it was to see her!

Friday, November 8, 2019

RHetorical Analysis

Here is another attempt at a rhetorical analysis. Print out the text, set a timer for 40 minutes. Read and annotate the piece, and then do your rhetorical analysis on the blog. 

You can reach the prompt by clicking on this link, and scrolling down to page 9. Print it out and go for it. 



Friday, October 18, 2019

So Far So Good?

How is your research going? What are you finding out about your topic? What have been your roadblocks? Successes? What is the basis of your argument and what are some of your major proofs or claims about it? And tell us about your best resources.

Friday, October 11, 2019

Voices of Democracy

What's it all about?

Here is your writing prompt:

What Makes America Great?

After you write and edit this speech, you will record it to a cd or a zip drive. The speech must be 3 to 5 minutes in total (plus or minus 5 seconds total). Be sure when you read it will be the right length? This is your rough draft. 390-750 words

Friday, October 4, 2019

Gandhi Speaks!

Open this link and scroll to page 9.

https://apstudents.collegeboard.org/sites/default/files/2019-05/ap19-frq-english-language.pdf

Read the prompt and the excerpt that follows.

You many want to print it out so you can annotate it before beginning to write.

Set a timer for 35 minutes and begin writing in response to the prompt. Do your best. We will be using the blog in class on Tuesday, so write something of which you are proud.

Friday, September 27, 2019

Now That's Good Logic!

Your job is to create an argument using logic. In this link, you will find examples of how to turn a syllogism into a good, developed argument. Choose whatever topic you wish, but no repeats please.

Wednesday, September 18, 2019

Happy Homecoming!

Image result for images of homecoming historical

After establishing your ethos, make an emotional plea to either keep celebrating homecoming the way it is currently at Elk County Catholic High School or to change the way we celebrate homecoming at Elk County Catholic High School. You should include in your argument all facets of the celebration including the weeks leading up to the event as well as the celebration at the football game and the dance. I will remind you, do NOT be a sophist. This is not designed to be a place to voice complaints, rather, it is a place to constructively discuss this high school's approach to homecoming weekend. If you have ideas that you think would make it better, share them. If you have an argument that warrants not having a homecoming, we will listen to that argument as well. But be respectful, or your post will be removed. And have fun with it!


Friday, September 13, 2019

Hit the feels

ANNOUNCEMENT: YOU MUST COMMENT AT LEAST 2 TIMES. Last week everyone only made 1 comment. 

Gettysburg Address
"Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.
Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.

But, in a larger sense, we can not dedicate — we can not consecrate — we can not hallow — this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us — that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion — that we here highly resolve that these dead shall not have died in vain — that this nation, under God, shall have a new birth of freedom — and that government of the people, by the people, for the people, shall not perish from the earth."


 A speech by Dipesh Patel, 04                                                                                                                                                                      
[Situation: I am giving a speech to honour the life of a special person who I admired greatly but who sadly passed away on September 5, 1997.]
 Today we are gathered to pay tribute to one of the greatest saints of our time…She was by blood an Albanian, by citizenship an Indian and by faith a Catholic nun…However, she belonged to the whole world…Small of stature but rocklike in faith, Mother Teresa of Calcutta was entrusted with the mission of proclaiming God’s love for humanity… especially for the poorest of the poor.
 First and foremost, Mother Teresa was a missionary of humanity…In 1948, she came across a half-dead woman lying in front of a Calcutta hospital…She stayed with the woman until she died…From that point on, she dedicated the majority of her life to helping the poorest of the poor in India, thus gaining her the name “Saint of the Gutters.”
  Mother Teresa was also a missionary of peace…She was a missionary with a universal language…the language of love that knows no bounds or exclusion and has no preferences other than for the most forsaken in society…Mother Teresa proclaimed the Gospel to the entire world, not just by preaching but by her daily acts of love towards the poorest of the poor…That devotion won her respect throughout the world and in 1979 she was awarded the Nobel Peace Prize.
            Mother Teresa was also a missionary of life…She always spoke out in defense of human life, even when her message was unwelcome…Mother Teresa’s whole existence was a hymn to life…Her daily encounters with death, leprosy, AIDS and every kind of human suffering made her a forceful witness to the Gospel of life… She didn’t just feed the poor, shelter them nor cleaned their wounds, but what is more important she made them feel good, loved and wanted…She gave them back their dignity…the dignity that poverty had taken away from them…and even if they died they died with a smile on their face knowing that…. somebody cared for them somebody loved them. 
            A missionary of humanity, a missionary of peace, a missionary of life… Mother Teresa was all of these…Today more than ever, Mother Teresa’s message of humanity, peace and life is an invitation addressed to us all…I would like to end with her words, the words of a truly compassionate missionary…“It is not how much we do, but how much love we put in the doing….It is not how much we give, but how much love we put in the giving.” 
Thank you.  (395 words)

These are two speeches are full of pathos. Analyze the rhetoric used, specifically in regards to the appeal to emotion, in each of these speeches. Which do you prefer and why?

Friday, September 6, 2019

Nice to Meet 'Ya!

When you apply for college, you'll likely be required to write essays for your application for admission. Because schools are interested not only in the academic potential of their students but also in their personal qualities, these essay prompts often ask about the ethos-what kind of character the applicant has. For this assignment, go online to find an essay prompt from a college or university to which you intend to apply. Or look on the common app for the essay choices they have listed. Respond to one of the prompts in an essay of no more than 650 words. Identify sentences that establish arete, phronesis, and eunoia within your essay.

Friday, August 30, 2019

Preach Viktor!

Begin your blog with a quote from Viktor Frankl's A Man's Search for Meaning. How does this quote embody the truth, goodness and beauty of the work? Tell us how Frankl developed his argument and how he, ultimately, survived. Apply Viktor Frankl's argument about finding meaning to the life of a teenager in 2019.

Friday, August 23, 2019

Starting Out with an Easy One!

What are 5 things you want your AP Language and Composition teacher to know about you?

Thursday, July 25, 2019

Summer Check In #3

As a replacement for the 50 point quiz, I am going to post questions for the remainder of the chapters. Each of you should choose one chapter. As luck would have it, we have 14 chapters remaining and 14 scholars in the class! Perfect! I am going to post a link to the pdf with the questions you are to answer. Please transcribe the questions along with the answers in your post.

Questions

DO NOT CHOOSE CHAPTERS 1-3. Begin with Chapter 4. Choose a chapter.

Thursday, July 11, 2019

Summer Check In # 2

Sorry for the delay! When I discovered that students had not had iPads since the last day of school, I decided to provide a little catch up time. I know you can all access this blog in a myriad of other ways, but it is often a good idea to just give people time to catch their breath. So, moving on.

Each of you made an argument in our first post. They include the following topics:

vivisection
educational costs
pollution
employment of youth
"medicare for all"
dog ownership
social media
the existence of God
fútbol vs. football
napping
Right to Life

In chapter 3 of Thank you for Arguing, Chapter 3 titled "Control the Tense"  breaks rhetoric down into three basic issues, blame, values and choice. Go back to last weeks post and choose a topic other than your own. Comment on the post you choose and tell us whether that topic is an issue of blame, values or choice. Then, read your classmates argument and see if it follows the present-tense, past-tense, future-tense rule described on page 30. Also, is the argument demonstrative, forensic or deliberative? First come first serve. No repeats. Once a topic is taken, it no longer available.

Once a classmate has analyzed your argument, take a look at it. Consider how well you controlled the issue.

" Do you want to fix blame? Define woh meets or abuses your common values" or get your audience to make a choice? The most productive arguments use choice as their central issue. Don't let a debate serve heedlessly into values or guild. Keep it focused on choices that solve a problem to your audience's and your advantage. Control the clock. Keep your argument in the right tense. In a debate over choices, make sure it turns to the future. "(37).

For this weeks post, edit and rewrite your original argument so that it is stronger.






Monday, June 24, 2019

Summer Check In

Greetings!
It is summer, but we do have work to do. I want to encourage you to engage in your summer assignments, so from this point on, I will be posting weekly blogs to which you should respond. In Jay Heinrich's Thank You for Arguing, he opens with a tribute to John Adams and quotes him as proclaiming, " “catch from the relics of ancient oratory those unresisted powers, which mould the mind of man to the will of the speaker, and yield the guidance of the nation to the dominion of the voice.”". Heinrichs goes on to explain that rhetoric " teaches us to argue without anger. And it offers a chance to tap into a source of social power I never knew existed."

What is something you personally care about? What do you think Heinrichs means by social power? And do you personally know how to argue without anger? Make an argument about something you care about personally. All of you should post this week about these questions I am proposing. You must also respond to the post of a classmate. You can agree or disagree or qualify their argument, but you must respond without sarcasm or anger. If done properly, your post should be at least 300 words, just to give you a ballpark in regards to what I am expecting to see. Your response to your classmate should be a minimum of 50 words.

Friday, May 17, 2019

A Little Advice

Seniors, you have an exemption! Happy class trip weekend!

So, you are just finishing up a year of AP Language and Composition. If you think back to the beginning of the year, you might recall memorization exercises, rhetoric, Aristotle, logos, pathos and ethos, Frankenstein trial, Gatsby and so much more! On this blog, you will do two things:

1. Tell me one thing you wish we had studied. That can range from a specific piece of writing you would have liked to analyze, a topic you wish we had debated, a novel that you think would have been interesting, or a unit that you would have liked to explore.  I change my curriculum every year based on what went well and what was missing. Assessing that myself is very difficult because I didn't take the class, you did. So constructive advice is appreciated! Give me a good solid idea for next year's class.  s

2. Give the incoming AP Language and Composition class some friendly advice about how to get the most out of the class. You can discuss study strategies, work habits you think might be helpful, advice on how to tackle the work load or just some tips about how to enjoy the year.

PS. Barbaro winners, you are exempt since I forgot to post the blog last weekend! Be sure you post WINNER! so I know you are to receive credit!


Saturday, April 27, 2019

Don't check out now! ALMOST THERE!

The passage below is from Last Child in the Woods (2008) by Richard Louv. Read the passage carefully. Then, in
a well-developed essay, analyze the rhetorical strategies Louv uses to develop his argument about the separation
between people and nature. Support your analysis with specific references to the text.

Here is a link to the passage. Before you go to the passage, think through the prompt. Also provided are some examples. WRITE YOUR ESSAY BEFORE YOU LOOK AT THE SAMPLES. Looking at the samples first will ruin your chance of learning something from this exercise. It is not about getting it right on the blog, it is about putting forth the effort and being willing to fail so that you can learn what to do better.

https://www.cusd80.com/cms/lib/AZ01001175/Centricity/Domain/6369/Last%20Child%20in%20the%20Woods%20Prompt.pdf


Samples

1. Read and analyze prompt
2. Write essay
3. Read samples
4. Rate your own essay from 0-9 at the end of the essay
5. Analyze the essay of two classmates and give them a score. Be specific about something they did well and something they did not do well. Try to choose a classmate whose essay has not been commented on so that everyone's essay is analyzed at least by one fellow student.

Wednesday, April 17, 2019

His Last Words

Choose one the 7 last "words" Jesus said and reflect on one. Begin the blog with the words you've chosen. Then, using that reflection as a starting point, make an argument about why Holy Week is the climax of the liturgical year. Validate your argument. 



1.

“Father, forgive them, for they don’t know what they’re doing.”
(Luke 23:34)


Do you really believe God has forgiven your sins? Do you take time on a regular basis to confess your sins so that you might enjoy the freedom of forgiveness? Do you need to experience God’s forgiveness in a fresh way today?

2.

“I assure you, today you will be with me in paradise.”
(Luke 23:43)

Have you staked your life on Jesus? Have you put your ultimate trust in him? Do you know that, when your time comes, you will be with him in paradise?

3.

“Dear woman, here is your son.”
(John 19:26)

What does Mary’s presence at the cross evoke in you? Why do you think was it necessary for Jesus to suffer physical pain as he died?
4.

“My God, my God, why have you abandoned me?”
(Mark 15:34)

Have you taken time to consider that Jesus was abandoned by the Father so that you might not be? What does this “word” from the cross mean to you?
5

“I am thirsty.”
(John 19:28)

How do you respond to Jesus’ statement “I am thirsty”? What does this statement suggest to you about Jesus? About yourself?

6.

“It is finished!”
(John 19:30)

 Do you live as if Jesus finished the work of salvation? To you have confidence that God will finish that which he has begun in you?
7.

“Father, I entrust my spirit into your hands!”
(Luke 23:46)

Have you put your life and, indeed, your life beyond this life, in God’s hands? How do you experience God’s salvation through Christ in your life today?

Saturday, April 13, 2019

A piece of advice and some practice

 On essays, trust your training as a close reader and thoughtful writer. Use any confusion as a catalyst to curiosity about the text – that is, describe to yourself (and maybe to your reader) specifically what is confusing, surprising, abrupt, vague, dense, unexpected, etc. Your writing will be livelier if, instead of simply stating what you know, you bring your reader with you as you discover something new. 

Now set a timer for 40 minutes and tackle this rhetorical analysis from the 2017 AP Exam. Open this link https://apcentral.collegeboard.org/pdf/ap-english-language-frq-2017.pdf and scroll down to page 11.

In your comments, you must read your classmates essay and score it from 0-9. Give rationale for the score you assigned. 

Just as an aside, you might find it advantageous to peak at the other essay prompts from this link. If you want to do well on the exam, you need to practice. You can go directly to the AP Central website and find tons of information. Remember, this is your opportunity to do well. Lots of people crap out just when the race is almost over. Don't crap out on me. It's crunch time. I want you all to do your very best. If you do that, you won't have to live with regret. 


Saturday, April 6, 2019

New Post for April 6

What does it mean to be charitable?

A weekly feature of The New York Times Magazine is a column by Randy Cohen called “The Ethicist,”  in which people raise ethical questions to which Cohen provides answers. The question below is from the column that appeared on April 4, 2003.
At my high school, various clubs and organizations sponsor charity drives, asking students to bring in money, food, and clothing. Some teachers offer bonus points on tests and final averages as incentives to participate. Some parents believe that this sends a morally wrong message, undermining the value of charity as a selfless act. Is the exchange of donations for grades O.K. ?
The practice of offering incentives for charitable acts is widespread, from school projects to fund drives by organizations such as public television stations, to federal income tax deductions for contributions to charities. In a well-written essay, develop a position on the ethics of offering incentives for charitable acts. Support your position with evidence from your reading, observation, and/or experience.

Friday, March 22, 2019

To Work or Not to Work, That is the Question!

The following is a poem by Marge Piercy called "To Be of Use". Also, here is a link to an article about whether or  not high school students should work. Take position and defend it.
https://blog.collegevine.com/should-your-teen-work-during-high-school/

To be of use

The people I love the best
jump into work head first
without dallying in the shallows
and swim off with sure strokes almost out of sight.
They seem to become natives of that element,
the black sleek heads of seals
bouncing like half-submerged balls.

I love people who harness themselves, an ox to a heavy cart,
who pull like water buffalo, with massive patience,
who strain in the mud and the muck to move things forward,
who do what has to be done, again and again.

I want to be with people who submerge
in the task, who go into the fields to harvest
and work in a row and pass the bags along,
who are not parlor generals and field deserters
but move in a common rhythm
when the food must come in or the fire be put out.

The work of the world is common as mud.
Botched, it smears the hands, crumbles to dust.
But the thing worth doing well done
has a shape that satisfies, clean and evident.
Greek amphoras for wine or oil,
Hopi vases that held corn, are put in museums
but you know they were made to be used.
The pitcher cries for water to carry
and a person for work that is real.

Marge Piercy, "To be of use" from Circles on the Water. Copyright © 1982 by Marge Piercy. Used by permission of Alfred A. Knopf, an imprint of the Knopf Doubleday Publishing Group, a division of Random House LLC. All rights reserved.
Source: Circles on the Water: Selected Poems of Marge Piercy (Alfred A. Knopf, 1982)

Saturday, March 16, 2019

Another Modest Proposal

At the beginning of the 18th century, Ireland was experiencing an awful famine due to several years of bad harvests.  The country was also experiencing extreme political turmoil.  As a response and recommended remedy for how to fix the economic problems at hand, Jonathan Swift, an Irish satirist, essayist and political pamphleteer, anonymously published a satirical essay in 1729 entitled “A Modest Proposal for Preventing the Children of Poor People From Being a Burden on Their Parents or Country, and for Making Them Beneficial to the Publick.”  In the piece, more commonly referred to today as “A Modest Proposal,” Swift ironically attempts to “find out a fair, cheap, and easy method” for converting the starving children of Ireland into “sound and useful members of the Commonwealth.”  As the lengthy title suggest, Swift wants the people of Ireland to fatten their children up so that they can be sold in meat markets.  He states, “I have been assured by a very knowing American of my acquaintance in London, that a young healthy child well nursed, is, at a year old, a most delicious nourishing and wholesome food, whether stewed, roasted, baked, or boiled; and I make no doubt that it will equally serve in a fricasie, or a ragoust.”  Swift goes into great (albeit graphic) detail about how the children should be seasoned and cooked so that their parents and the country will neither be further burdened by them nor continue to be hungry.  More importantly, though, Swift argues using hard-edged economic reasoning as well as a self-righteous moral stance as he attempts to turn this problem into a solution.
It is your mission for next week’s blog post to come up with a Modest Proposal of your own:

1) Re-Reading Swift’s A Modest Proposal first may help you to better understand the task at hand. (http://www.victorianweb.org/previctorian/swift/modest.html)

2) Identify a social, financial, economic problem present in the United States (or world if you choose) today. For all of our Atheist friends, we are taking the week off in regards to church bashing. Pick something else. That's getting boring. And its a safety net. 

3) Come up with a creative way that the problem could be fixed… Just like Swift’s proposal, your Modest Proposal does not need to be feasible! We are looking for clever (and funny?) ideas with their own internal logic.  One of the reasons Swift’s is effective is that in its mock-seriousness it conveys the attitude of this could be real.Have fun!

Saturday, March 9, 2019

Ha Ha, Very Funny!

In his 2004 book, Status Anxiety, Alain de Botton argues that the chief aim of humorists is not merely to entertain but “to convey with impunity message that might be dangerous or impossible to state directly.” Because society allows humorists to say things that other people cannot or will not say, de Botton sees humorists as serving a vital function in society. Think about the implications of de Botton’s view of the role of humorists (cartoonists, stand-up comics, satirical writers, hosts of television programs, etc.). Then write an essay that defends, challenges, or qualifies de Botton’s claim about the vital role of humorists. Use specific, appropriate evidence to develop your position.

Friday, March 1, 2019

Argue on the fly!

Today in class, we went over a prompt from Question #3 on the AP Language Exam. We did a prompt from Oscar Wilde and a prompt from Empire of Illusion from Chris Hedges. We also read an example of a good response in class. So, for your blog, you are to complete the essay. Period 2 is to respond to the Oscar Wilde prompt and period 3 is to respond to the Chris Hedges prompt. I have included a link to each prompt for those of you who were absent and for those who might have misplaced the prompt.

Chris Hedges scroll down to question 3

Oscar Wilde scroll down to question 3

When commenting, score the essay of TWO CLASSMATES with commentary!You may say what was done well, but you MUST give suggestions about what could have been done better as well. Comment on the essay OPPOSITE of the one you wrote. Every essay should have at least one score. Remember to score from 0-9.

Saturday, February 23, 2019

The No Blog Blog

THis weekend, you need to hit your research hard. Notes need to be constructed, but more importantly, you need to get your thoughts together. Post here your thesis statement, and tell us a little bit about your argument. What do you know so far? DO NOT FALL BEHIND ON THIS ASSIGNMENT. I WILL NOT ALLOW ANY LATE PAPERS!

Friday, February 15, 2019

Sir Thomas More

In this speech, you can see More working his way, more or less, through the points of stasis theory. Complete a rhetorical analysis of this speech and in it, make reference to the stasis theory and discuss what the argument that the speech makes and the rhetorical strategies that make it effective. 

The lawyer, Sir Thomas More 91478-1535) became personal adviser to King Henry VIII and was eventually promoted to become Lord High Chancellor of England. It was a position of which he would eventually ask to be relieved, as his relationship with the king became strained. Desiring an annulment from Catherine of Aragon, his first wife, Henry declared himself to be the Supreme Head of the Church of England, a declaration to which More, a devout Catholic, would not publicly assent. Because he could not be convicted if he did not explicitly deny the King's claim, More wisely maintained silence on the matter. Solicitor General Richard Rich then testified that in a conversation between them More had denied the King's supremacy. More was imprisoned in the Tower of England and charged with high treason. At his beheading, More offered these words.



Thomas More by Hans Holbein
Hans Holbein the Younger. Sir Thomas More.
© Frick Collection, New York

Sir Thomas More's Speech at his Trial.

[1535]


       If I were a man, my lords, that did not regard an oath, I need not, as it is well known, in this place, at this time, nor in this case to stand as an accused person. And if this oath of yours, Master Rich, be true, then pray I that I may never see God in the face, which I would not say, were it otherwise to win the whole world.
       In good faith, Master Rich, I am sorrier for your perjury than for mine own peril, and you shall understand that neither I nor any man else to my knowledge ever took you to be a man of such credit in any matter of importance I or any other would at any time vouchsafe to communicate with you. And I, as you know, of no small while have been acquainted with you and your conversation, who have known you from your youth hitherto, for we long dwelled together in one parish. Whereas yourself can tell (I am sorry you compel me to say) you were esteemed very light of tongue, a great dicer, and of no commendable fame. And so in your house at the Temple, where hath been your chief bringing up, were you likewise accounted. Can it therefore seem likely to your honorable lordships, that I would, in so weighty a cause, so unadvisedly overshoot myself as to trust Master Rich, a man of me always reputed for one of little truth, as your lordships have heard, so far above my sovereign lord the king, or any of his noble counselors, that I would unto him utter the secrets of my conscience touching the king's supremacy, the special point and only mark at my hands so long sought for?
       A thing which I never did, nor ever would, after the statute thereof made, reveal unto the King's Highness himself or to any of his honorable counselors, as it is not unknown to your honors, at sundry and several times, sent from His Grace's own person unto the Tower unto me for none other purpose. Can this in your judgment, my lords, seem likely to be true? And if I had so done, indeed, my lords, as Master Rich hath sworn, seeing it was spoken but in familiar, secret talk, nothing affirming, and only in putting of cases, without other displeasant circumstances, it cannot justly be taken to be spoken maliciously; and where there is no malice there can be no offense. And over this I can never think, my lords, that so many worthy bishops, so many noble personages, and many other worshipful, virtuous, wise, and well-learned men as at the making of the law were in Parliament assembled, ever meant to have any man punished by death in whom there could be found no malice, taking malitia pro malevolentia: for if malitia be generally taken for sin, no man is there that can excuse himself. Quia si dixerimus quod peccatum non habemus, nosmetipsos seducimus, et veritas in nobis non est. [If we say we have no sin, we deceive ourselves and the truth is not in us.] And only this word, "maliciously" is in the statute material, as this term "forcibly" is in the statute of forcible entries, by which statute if a man enter peaceably, and put not his adversary out "forcibly," it is no offense, but if he put him out "forcibly," then by that statute it is an offense, and so shall be punished by this term, "forcibly."
       Besides this, the manifold goodness of the King's Highness himself, that hath been so many ways my singular good lord and gracious sovereign, and that hath so dearly loved and trusted me, even at my first coming into his noble service, with the dignity of his honorable privy council, vouchsafing to admit me; and finally with the weighty room of His Grace's higher chancellor, the like whereof he never did to temporal man before, next to his own royal person the highest office in this whole realm, so far above my qualities or merits and meet therefor of his own incomparable benignity honored and exalted me, by the space of twenty years or more, showing his continual favors towards me, and (until, at mine own poor suit it pleased His Highness, giving me license with His Majesty's favor to bestow the residue of my life wholly for the provision of my soul in the service of God, and of his special goodness thereof to discharge and unburden me) most benignly heaped honors continually more and more upon me; all this His Highness's goodness, I say, so long thus bountifully extended towards me, were in my mind, my lords, matter sufficient to convince this slanderous surmise by this man so wrongfully imagined against me....
       Forasmuch, my lord, as this indictment is grounded upon an act of Parliament directly oppugnant to the laws of God and his holy church, the supreme government of which, or of any part thereof, may no temporal prince presume by any law to take upon him, as rightfully belonging to the See of Rome, a spiritual preeminence by the mouth of our Savior himself, personally present upon the earth, to Saint Peter and his successors, bishops of the same see, by special prerogative granted; it is therefore in law amongst Christian men, insufficient to charge any Christian man....
       More have I not to say, my lords, but that like as the blessed apostle Saint Paul, as we read in the Acts of the Apostles, was present and consented to the death of Saint Stephen, and kept their clothes that stoned him to death, and yet be they now twain holy saints in heaven, and shall continue there friends forever: so I verily trust and shall therefore right heartily pray, that though your lordships have now in earth been judges to my condemnation, we may yet hereafter in heaven merrily all meet together to our everlasting salvation.

Sunday, February 10, 2019

Finish Frankenstein

So I realized last night after a few emails that the blog I posted Thursday did not actually post. Since you have a nice chunk of time available, I am going to email you week 3 questions so you can get them done by Wednesday. If for some reason you cannot do that, you can see me for an extension until Friday. No blog today.

Friday, February 1, 2019

Epideictic Rhetoric

Write a 250-500 word tribute. It can be for a favorite historical figure or almost anything else, a book, a pet, or even a special pair of sneakers! Choosing friends or loved ones is unadvised as it is too raw for the classroom. It is best to stick with something less near and dear.

https://www.write-out-loud.com/tribute-speech.html  This can offer you some  help, but we are being a little more creative than this. It might be helpful, however, if you don't know where to start.


When commenting, be sure that you do not simply tell the writer they did a "good job". We need to move beyond that and into real criticism, (not to be confused with criticizing in only negative ways). You need to offer a critique. Speak intelligently is regards to their choice of diction and syntax. Comment on the writers ability to make the piece beautiful. Did he or she establish ethos? Did he or she appeal to pathos and logos? Your post is worth 10 points and each comment is worth 5. Make sure you think about your comments.

Notice the virtues that you are praising. Are they culturally defined, or are they virtues per se? Why are you praising them? Are they virtues that are in jeopardy? Would it make sense to praise virtues that are perfectly established, that there is no doubt about? Pay attention to that as you compose your tribute!

Friday, January 25, 2019

Rime of the Ancient Mariner

PSA-Check your email for week one Frankenstein Questions


Choose an essay topic. Once a topic has been chosen 3 times, it is closed.
  1. 1.Make a case for why the Ancient Mariner stops and tells his tale to the Wedding Guest of all people. In your analysis, consider the Hermit, to whom the Ancient Mariner tells his tale for the first time.

  2. 2.How does Coleridge use Christian and/or Biblical references to weave a moral into "The Rime of the Ancient Mariner"? Is the moral itself Christian? Why or why not? Be sure to use at least two of the following categories of evidence in your analysis: symbolism, setting, numbers, baptism, crucifixion, original sin.

  3. 3.How does Coleridge portray the natural world before and after the Ancient Mariner shoots the Albatross? Is there a major change? Use evidence pertaining to symbolism, metaphor, and rhyme scheme to support your thesis.

  4. 4.In your opinion, is the Ancient Mariner's punishment for killing the Albatross fair? Whose fate is worse, the Ancient Mariner's or the sailors'? Why?

  5. 5.Give at least three examples of liminal spaces in "The Rime of the Ancient Mariner" and analyze their significance, if any, to Coleridge's ultimate message to the reader.

  6. 6.Discuss Coleridge's use of imagery throughout "The Rime of the Ancient Mariner". How does he use sight, hearing, touch, taste, and smell to inform the reader's experience of the story? Which senses do you think he emphasizes the most, and why?

  7. 7.Analyze the importance of the First Voice and Second Voice. To what realm do they belong, the physical or metaphysical? Why do you think Coleridge includes their points of view in the poem?

  8. 8.Choose one of the following pairs of characters and analyze the similarities and differences in how they are portrayed and what role they serve: the sailors and the Albatross, the Hermit and the Wedding Guest, the Hermit and the Ancient Mariner, Life-in-Death and the spirit that loves the Albatross.

  9. 9.Why do you think the Ancient Mariner kills the Albatross? Do his actions make him unusually cruel, or do they connect him to the whole of humanity?

  10. 10.Give varying examples of instances in which someone or something is imprisoned and explain how each contributes to a larger message. Is there any instance in which someone or something that imprisons is then imprisoned, or vice versa?

  11. 11.Analyze "The Rime of the Ancient Mariner" as an allegory for one of the following, using points of evidence from each of the poem's seven parts: the writer's purpose, the need for spiritual salvation, environmentalism and/or animal rights.

  12. 12.Which do you think is the more significant motivating force in "The Rime of the Ancient Mariner": consequence, or coincidence? Make a case for one or the other using key moments of change in the plot as evidence.