Message for all students: If you have any outstanding work — essays or poetry assignments — you MUST give it to me on Monday morning. That’s Monday June 9. DO NOT give it to the TOC and DO NOT put it in the letter box. Give it to ME in person on Monday morning. Thank you.
Message for TOC: There is a pile of handouts on the small table by the white board at the front of the room. The handouts have an article on Bangladesh and another by Margaret Atwood. These handouts may be used for both English 10 students and English 11.
For the English 11 students, the instructions are at the top of the article. They are to write a synthesis essay, taking points from both articles. They should take the whole period to do it. This is in preparation for the Final Exam.
For the English 10 students, they may be given the same handout but they are to write a compare and contrast essay. Instructions are in orange pen on the white board. They are to find two points that are the same and two points that are different and write a four paragraph compare and contrast essay. This is in preparation for their Provincial Exam.
The Writing 12 students are finishing writing a novella. Each student is at a different place and should just work on their own.
Please tell my students I am sorry I’m not with them but I will be back on Monday.
It’s the end of the year and time is running out. All Poetry assignments are due TUESDAY JUNE 3. After that, we’ll be focussing only on preparation for your Final and Provincial Exams.
The Grade 10 Mock Provincials are as follows: 1-1: Wednesday June 11; 2-3: Monday June 16; 2-4: Monday June 16.
The Grade 10 Provincial Exam is June 24th.
The Grade 11 Final Exams are as follows: 1-2: Wednesday June 11; 1-3 Friday June 13; 2-1: Thursday June 12.
The Writing 12 novella is due the last day of classes.
To see the English 10 Poetry Assignment, go here.
To see the English 11 Poetry Assignment, go here.
I hand in my Term Three Report Card marks into the Office on Wednesday June 11.
I hand in my Final Report Card marks into the Office on Tuesday June 17.
MY DEADLINES ARE YOUR DEADLINES.
15now.wordpress.com 16now.wordpress.com 17now.wordpress.com You’ve written your first posts on your blog but you might want to look at other people’s posts. I’ve created them according to age, not grade, because I can’t think of a human being in the whole world who would be enticed to read something titled “Grade 11 Blog.” (I’d run from it and I’m the teacher!) The more stories you send, the more I post. I will just keep adding to each blog as the stories come in. Don’t forget to click “Older Stories” under the circles and if you want to comment, you have to click “like” first and the “comment” box will show up.
You can go to my English 10 blog here, my English 11 blog here, and my Writing 12 blog here.
Hi again. Here’s your review for the day. This is the blog you go to that’s the general one. If you’re in English 10, go to the English 10 blog at the right and if you’re in English 11, go to the English 11 blog at the right.
Here’s the review for everyone: Get your mom and/or dad to sign the Course Outline so I know they know about this blog. Create your own wordpress blog and give me the link on a comment on my blog. Create a twitter account and click follow to follow me. (If you don’t want me to follow you, create a school oriented twitter account. I can’t send you messages if we don’t follow each other, though.)
That’s it! All homework info is on your English 10 or English 11 blog.
Welcome back to school and welcome to my classroom. If you’re lucky, you’ll get one of the two lawn chairs but if you don’t today, don’t despair: You’ll get one another day. I’m really looking forward to the new year and hope you are, too. If you want to know the basic stuff about the year (ie. when the holidays are, etc.) go to my Year Overview/Misc Info blog. If you want to know the kind of things we’ll be doing this year, go to the blog for your course. It’s all at the right side of this message. Be warned, however. I like being organized, but it’s not a train schedule. I might not do exactly the same things I did last year. We shall see.
Did you know you could use your phone as an agenda? Of course you did. Did you know the school has an app for that? It’s called Gator Blocks and here it is. If you have an Android phone, Gator Blocks will be set up for your phone in the Fall. For now, you’ll just have to take out your agenda and push pretend buttons.
[ https://itunes.apple.com/ca/app/gatorblocks/id645248154?mt=8 ]
English 10: Week of May 27 – 31: You will be working on your Poetry Analysis and completing any of three Poetry handouts you missed. Handouts: Sea Lullaby, Velvet Shoes, I Wandered Lonely as a Cloud
English 11: Week of May 27 – 31: You will be working on your Poetry Analysis and completing any of the of three Poetry handouts you missed. Handouts: Sea Lullaby, The Brook, Kindness.
English 12: Week of May 27 – 31: You will be working on your Poetry Analysis and completing any of the four Poetry handouts you missed. Handouts: Kindness, The Brook, Sonnet 116, It is Dangerous to Read Newspapers.
Go here! The Oxford Project.
My first thought was Oxford, England because that’s the only Oxford I ever think of, but apparently there’s also an Oxford, Iowa and in Oxford, Iowa there is one very enterprising photographer with an ingenious mind. What this photographer did was photograph every single citizen of this tiny little American town and then twenty years later, come back and photograph them again, this time writing down their stories and connecting them to the photographs. The pictures are interesting in themselves but the stories are even more interesting. He first photographed the town in 1984. A lot changed in that 20 year period. That’s what’s fascinating about the stories. Look yourself.
English 10: http://watsonwork10.wordpress.com
English 11: http://watsonwork11.wordpress.com
English 12: http://watsonwork12.wordpress.com
When you return from Spring Break you will have somewhere new to go. I have created separate blogs for each grade I teach. This means info for you will be easier to find! Everything will be the same, except you won’t have to look at posts and pages from other classes.
This blog will remain as is to keep your comments intact. All of your Term 1 and Term 2 work is still here!
NB: See 1984 Major Assignment at 12: CURRENT ASSIGNMENTS.
- Red Herring: presenting data or issues that are irrelevant to the argument at hand and then claiming it validates the argument
- Reductio ad Hitlerum: persuading a target audience to disapprove of an action or idea by suggesting that idea is popular with groups hated by the target audience; eg. if you support Obamacare then the terrorists win
- Ad hominem arguments: attacking the opponent, not their ideas
- Straw man: an argument based on misrepresentation of an opponent’s position. To “attack a straw man” is to create the illusion of having refuted a proposition by substituting a superficially similar proposition (the “straw man”), and refuting it, without ever having actually refuted the original position.
- Black and white fallacy: two options are given; eg. “you are with us or against us”
- Bandwagon: “everyone else thinks like we do” and “eventually we will win”
- Intentional vagueness: generalities that are deliberately vague so that the audience assumes the speaker agrees with what he thinks; the listener is fooled because he/she doesn’t bother to analyze what is said
- Oversimplification: favourable generalities are used to provide simple answers for complex social, political, economic, military problems; eg. stopping immigration will create jobs
- Pensée unique: discussion limited by overly simplistic phrases or arguments
- Glittering generalities: emotionally appealing words applied to a product or idea with no concrete reason or analysis
- Thought terminating cliché: a commonly used phrase, sometimes passing as folk wisdom, used to quell cognitive dissonance
Truth and Lies:
- Quotes out of context: selective editing of quotes to change meaning; eg. using quotes taken out of context against a political candidate
- Rationalization: using favourable generalities to rationalize questionable acts or beliefs; eg. the generalization that “torture is necessary for national security”
- Disinformation: creation or deletion of information from public records; making a false record of an event or the actions of a person or organization, including forgery of photographs, motion pictures, broadcasts, sound recordings, printed documents, emails, etc.
- Half truth: deceptive statements that may be partly true or only part of the whole truth; could include double meaning or evasion or misrepresentation
- Big lie: repeating a false version of events over and over until people don’t remember the real event
- Direct order: giving only one choice as if it is the only choice; eg. we must go to war
- Unstated assumption: This technique is used when the idea the propagandist wants to plant would seem less credible if explicitly stated; the concept is instead repeatedly assumed or implied
- Repetition: a message is continuously propagated in order to take hold within the consciousness of the whole country; eg. jingles, advertising, images placed on billboards, etc.
- Imagery: propaganda is embedded within appealing imagery; could be pictorial or descriptive; eg. movies and music
- Slogan: a brief, striking phrase that may include labelling or stereotyping; usually intended to be an emotional appeal
- Flag waving: justifying an action on the grounds that doing so will make one more patriotic and benefit a group, country, or idea
- Simplicity: message is designed to appeal to lowest intellectual level; eg. sound bites on TV news, tweets, headline news. Lowers level of attention span, reinforces level of attention span. Lower attention span = less ability to discern deception.
Appeal to emotions:
- Name calling: inciting fears or prejudice in the audience by using terms that have a loaded meaning; eg. terrorist, murderer, anti-American
- Euphoria: using an event to generate extreme happiness or boost morale; declaring a holiday, making luxury items available, having a parade or ceremony
- Sentiment: message containing as little detail as possible; instead is designed in such a way that it appeals to some strong emotion or sentiment—such as sex or sympathy
- Appeal to fear: instill anxiety and panic in the general population
- Loaded language: using words with a strong connotation to influence an audience so they have a gut level reaction; eg. something is a reform instead of just a change
Treatment of those in opposition:
- Scapegoating: assigning blame to an individual or group; this distracts attention from genuine problems and bonds people dysfunctionally
- Labelling: a type of sloppy prejudice; opposing parties make assumptions about all members of that party; eg. all liberals are …; all conservatives are …
- Demonizing the enemy: creating a scapegoat within society for citizens to hate; eg. Jews in WWII, Muslims after9/11, Japanese in WWII
- Stereotyping: an attempt to arouse prejudice in an audience by focusing on the undesirable traits of a social group or country; this could include stereotypical racial features
- Appeal to prejudice: used negatively and positively; eg. “good” citizens and “bad” citizens
- Testimonial: Quotations given in or out of context to support or reject a given policy, action, program, or personality. The reputation of the person giving the testimonial is most significant; the target audience identifies with the speaker and accepts his or her opinions and beliefs as his own.
- Appeal to authority: use of politicians, celebrities, authorities to support ideas, course of action
- Plain folks/common man: the idea that there is a typical, down to earth citizen; eg. politicians who are wealthy campaigning in casual clothes, eating hot dogs, etc.
- Virtue words: words in the value system of the target audience that produce a positive image when attached to a person or issue; eg. peace, happiness, security, wise leadership, freedom, truth, family values
- Transfer/association: technique that involves projecting the positive or negative qualities of one person, entity, object, or value onto another to make the second more acceptable or to discredit it. It evokes an emotional response, which stimulates the target to identify with recognized authorities. Often highly visual, this technique often utilizes symbols (eg. flags, swastikas)
Due Thursday! No Day of Grace. Go to the blog post titled Elizabethans Loved Circles or Macbeth, Act 1: Sc 1 – 3 and read the post. Then, in the Comment section, pose an intelligent question or provide a link on some element of the post. This is for marks!! Do not ask the same question others ask.
Propaganda: 1. information, ideas, or rumors deliberately spread widely to help or harm a person, group, movement, institution, nation, etc. 2. the deliberate spreading of such information, rumors, etc. 3. the particular doctrines or principles propagated by an organization or movement
You’ve all been watching the end of TKaM. Essay is up at the top under 10: CURRENT ASSIGNMENTS.