2A clarification

Hello all,

Just to clarify. Yes. You DO need to produce this work in paragraph form. We need the practice. Please review notes in previous post.

Ms. S

Confirmation of timing and due dates/notes on 1B

Hello 12s,

Below you will find 1) an update of our timeline and 2) the notes I shared with you today on 1B.

This is to confirm that:

•  2A is due next block Feb.1/19  
• Feb. 1:
• - Read RS 6&7
  - Discuss focus questions1 and 2 /CT
  - Watch RS 6&7 
  Homework due Due Feb. 5th: Complete 2B as per format Jan. 18
  
  Feb. 5:
  - Hand in 2B
  - Watch Bianca’s plotline. RS 7&8
  - Read RS9 
  - Consider, using critical theory, Is Kate Tamed? What does it mean to be tamed? Did anyone need  taming? 
  -Homework due Feb. 7:  Prepare quotes to support your view on whether Kate is or is not tamed. 
  
  Feb. 7:
  - Focus question #3?
  - Prep. Debate. For next class
  
  Feb. 11:
  - Class debate on essay topic.
  
  Feb. 13:
  - Final questions/discussions
  - Create essay outlines to be used on test next block. Feb. 19.
  
  Feb. 19: 
  - In-class Essay test. (open book with brief outline)

Shrew 1B notes

·       Titles are written using italics,  or underline, or in the case of a work taken from a work in anthology, ‘single quotes’.

·       Use literary present tense when writing about literature. If you don’t know what that is, find out.

·       Use capitals and punctuation where rules govern.

·       Embed the question in your response using the same vocabulary as the question uses. If you are asked about imagery use the word imagery in your topic sentence/ answer.

·       T.A.G but grammatically correctly/completely. Don’t write it the same way for every question.

·       P.E.E.C on your paper; if you don’t know what this means, find out.

·       Answer the whole question if it asks 2 things or about 2 characters you must do both.

·       Answer the question that was asked.

·       Quotes:

o    Set them up before you use them.

o    They need to be grammatically complete and correct.

o    They need to actually prove the thing you say they are proving.

·       Avoid editorializing/voicing opinion. It is not your job to pass judgement on the characters/play. Your job is to offer supported interpretations only.

·       Avoid slang/colloquial language. Ex. Suitors are not ‘sniffing around’ Bianca. Rather, Bianca is the ‘object of great admiration, affection, attention, desire.’

·       Keep working to develop adjectives as vocab. To describe:

o    The nature of something (a family, society, relationship)

o    The TONE of the writing

o    The MOOD the work evokes

o    The nature of a character/traits.

o    These are single words, not clauses or sentences.

·       If you are doing ‘research’ and using ideas or words from another source (online or a tutor anywhere) you must cite the source, quote the words or you are plagiarizing.

·       Going forward, if your out of class marks are too disparate to the in class marks, I’ll only be using your in class work for your grade.

Homework 2A postponed!

Hello 12s,

Your assignment 2A doesn’t need to be submitted next block. It is now due Feb.1/19.

Your in class quiz write will STILL occur next block,Jan.30/19.

Ms.S

Notes from 1A.

Notes Re:1A, quotational support for character and plot analysis

Read the following and identify the errors:

1. “Go in Bianca, and for I know she taketh the most ….. keep in my house.”
(Shakespeare ACT 1, Scene 1, lines 0675-0676)
Well-mannered, polite, artistic

2. “Sacred and sweet was all I saw in her.”
(Shakespeare 1,1, 176)
Sacred, sweet, virtuous, lovely

3. “If I achieve not this young modest girl.”
(1, 1, 56)
Humble, inexperience, naïve

4. “Sister content you in my discontent. Sir to your pleasure humbly I subscribe.”
(1,1,80-83)
Modest, mild-mannered, obedient

o And, for, but do not typically start complete sentences
o Citation formatting
o Completion of idea/fragments
o Connection to quote /complete
o Word forms adjectives not nouns

Timeline: Homework/Assessment dates to end of unit (Shrew)

Hello 12s,

Because we are all busy, I’ve prepared a list of the events for each block until the end of this unit/term 2. You have you’re The Taming of the Shrew unit overviews (essay test question as well as each assignment leading up to it). This is a breakdown of the pace and Due dates for the various elements of the unit. Do not work ahead without checking in with me about the assignment formatting please.

Jan. 18: 
- Hand in 1A homework
- Watch Reference section 1. Discuss in light of Critical theory lenses (see notes on board)
-Homework Due Jan. 22:  Read up to the end of reference section 4. (Inclusive)
                                              Do assignment 1B. Formatting should include T.A.G/P.E.E/embedded                quotational support/literary present tense. Remember to consider the various Critical theory lenses when arriving at your answers. Responses should be diverse and nuanced; do not repeat the same ideas for all 3 questions.

Jan. 22: 
- Watch RS 2 & 3 (discuss)
- Consider alternate readings.
- Read RS aloud
-Homework due Jan. 24: Read RS 5. Consider, are the flirting or are the fighting? Bring quotes to support your views.

Jan. 24:
-  Class debate on 1C
- In class 45 minute timed write next block (quiz) based on your reading so far.
- Homework for Jan. 30: Read RS 5&6 . Do 2A to hand in. Format as per Jan. 18.

Jan 30:
- Hand in 2A
- Open book/notes to date, timed write 45 mins. Quiz. Topic TBA this day.

Feb. 1:
- Read RS 6&7
- Discuss focus questions1 and 2 /CT
- Watch RS 6&7 
Homework due Due Feb. 5th: Complete 2B as per format Jan. 18

Feb. 5:
- Hand in 2B
- Watch Bianca’s plotline. RS 7&8
- Read RS9 
- Consider, using critical theory, Is Kate Tamed? What does it mean to be tamed? Did anyone need  taming? 
-Homework due Feb. 7:  Prepare quotes to support your view on whether Kate is or is not tamed. 

Feb. 7:
- Focus question #3?
- Prep. Debate. For next class

Feb. 11:
- Class debate on essay topic.

Feb. 13:
- Final questions/discussions
- Create essay outlines to be used on test next block. Feb. 19.

Feb. 19: 
- In-class Essay test. (open book with brief outline)

Today’s class and homework

Here is a copy of the board from today. It is inclusive of the homework/due date and quote formatting.

Please also check out last post.
Wishing you well.
Ms. S

The Taming of the Shrew/Critical theory

Hello 12s,

• Today we briefly reviewed the concepts of psychological and power criticism.
• You received the entire unit of study for The Taming of the Shrew by William Shakespeare. Please do not work ahead as the seminar should inform your responses.
• You have signed out your play. I am attaching additional resources for you here:
• The Taming of the Shrew full text.( A better version with correct line references)
• Side by side translation of text. THIS IS VERY LIMITING. DO NOT RELY ON THIS SOLEY.
• Shrew Audio book. Listen as you read!
• Stratford festival version video (Start viewing at 14:30) 

We will be viewing the play in parts using the Elizabeth Taylor/Richard Burton version. Each portrayal of the play’s characters and themes will be slightly different. Indeed, depending upon which critical lense it is through which you are looking, you may interpret things very differently.

There is no homework tonight. Though, you may do well to review the preceding links/notes on Critical theory. You may choose to preview the play which is fine to do also.

Wishing you well.

Ms.S 

Critical theory: some video help (See prior post too)

Hello 12s,

We have begun to take a look at texts through various critical theory lenses. Last day you received a notes package to help you begin practicing with this method.

Your homework is to review this notes package and to consider these methodologies as they might be used to look at the story of Cinderella. 

We will go over your thoughts re: this next class and begin to see how this method may apply to texts beyond literature. Ultimately we will apply these tools (critical theory lenses) to our reading of William Shakespeare's The Taming of the Shrew.

If you are interested in learning more about Critical theory consider checking out the following links:

• What is literary criticism? Video

• A good primer with a focus on Psychoanalytical criticism Video
• Marxist criticism Video
• Gendering the text/feminist theory primerVideo

Critical Theory notes to augment those you got in class

Crtical Theory and 'What's up with Cindy?'

Hello 12s,
Today we began to look at the cognitive/analytical tool of ‘critical theory’.

For next block, please consider the following:

• Review the handout on Critical Theory
• Consider the ways that gender is presented in Cinderella. Carrying on from last day consider how the prince, and how are princes as a fairy tale entity, are almost always presented. Consider looks, expectations, behaviours, as well as what they are not expected to do or to be.

We will continue our study of modes of analysis (critical theory) over the next while and look at Cinderella  in particular next class.

While this can be engaging work as a sort of a puzzle or a game, please consider that critical theory is really about seeing the world from various points of view. The ramifications of being able to do that could, done well, change the way our world functions.

The notes on Psychological theory are agmented here with background reading/viewing for you here.

Here is a link to view a background lecture on this theory and Freud in particular video (I recommend you focus on :7:39-25:35 and again 44:17-you decide)

NOTES:

Sigmund Freud

Psychoanalytic criticism builds on Freudian theories of psychology. While we don't have the room here to discuss all of Freud's work, a general overview is necessary to explain psychoanalytic literary criticism.

Freud asserted that people's   is affected by their unconscious: "...the notion that human beings are motivated, even driven, by desires, fears, needs, and conflicts of which they are unaware..."

Freud believed that our unconscious was influenced by childhood events. Freud organized these events into developmental stages involving relationships with parents and drives of desire and pleasure

"...repression doesn't eliminate our painful experiences and emotions...we unconsciously behave in ways that will allow us to 'play out'...our conflicted feelings about the painful experiences and emotions we repress" (15). To keep all of this conflict buried in our unconscious, Freud argued that we develop defenses: selective perception, selective memory, denial, displacement, projection, regression, fear of intimacy, and fear of death, among others.

Id, Ego, and Superego

(see video)

Freud/psychology and Literature analysis:

Typical questions:

·                How do the operations of repression structure or inform the work?

·                Are there any oedipal dynamics - or any other family dynamics - are work here?

·                How can characters' behavior, narrative events, and/or images be explained in terms of psychoanalytic concepts of any kind (for example...fear or fascination with death, sexuality - which includes love and romance as well as sexual behavior - as a primary indicator of psychological identity or the operations of ego-id-superego)?

·                What does the work suggest about the psychological being of its author?

·                What might a given interpretation of a literary work suggest about the psychological motives of the reader?

·                Are there prominent words in the piece that could have different or hidden meanings? Could there be a subconscious reason for the author using these "problem words"?https://owl.english.purdue.edu/owl/resource/72

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