Senior Paper: Rough Draft

>Due: January 9th

Length: 12-15 pgs (Try your best to write a complet draft.)

Structure: Cover page (Include Essential Question and Thesis); Outline; 12-15 pgs double spaced; bibliography
(Cover page, outline and bibliography do NOT get enumerated as part of your page count.)
MLA Format required to cite sources; Include Header: Last Name and pg. # in upper right hand corner.


CAPA High School
Honors English 4

To Help Begin your senior paper, consider the following notes offered by Hamilton College’s Writing Department. Be sure to read the respective examples included and consider modeling your introduction in a similar fashion if you prefer. ***Remember, the rough draft due January 9th, will count as credit only: it will let us know how to further shape your project and enable you to be successful. Effort is the first step!
Have a joyous Holiday Season and please, please, work on your senior paper. Try your best to compose a complete draft. Compile questions regarding your projects so that we can address them first thing.


Hamilton College Notes:

INTRODUCTIONS AND THESIS STATEMENTS
Introductions
The introduction is a key paragraph for both readers and writers. First impressions matter. The reader will be more inclined to read a paper and consider a position if the initial paragraph is clear, organized, and engaging. For the writer, a carefully crafted first paragraph acts as a springboard, establishing the order and direction for the entire paper.
The form and content of an introduction depend upon many factors, including the specifics of the assignment, the intended audience, the style of the discipline, and the expectations of your professor. In general, your introduction should:

• capture the reader’s attention • reflect the question raised by the assignment • provide essential context for your topic • define key terms
Most importantly, your introduction should • convey the pattern of organization you will follow in the paper
• build to the thesis sentence: a clear, concise statement of the specific position you will explore in your paper

Outline first:
Outline your argument as fully as possible before starting the first draft. Outlining first helps you to see the shape of your argument, making writing the draft much easier.

Start focused:
Avoid broad openers; start your argument right away. Do not open with empty filler such as “Since the beginning of time” or “For thousands of years, men, both good and evil.” Open with a sentence that launches your argument: “J. M. Coetzee’s Waiting for the Barbarians explores the latent meanings of deformity.”

Use substantive statements:
Each sentence should contribute to the development of your argument. Avoid fact-only sentences such as “Jane Austen uses letters to reveal important information.” Incorporate facts into more substantive statements: “Austen’s use of letters allows her to relay key narrative information in a concise and engaging way.”

Revise:
Many writers mistakenly assume the first draft of their introduction is the final draft; take the time to revise your introduction once you’ve completed the paper. Make sure that the introduction reflects what you have discovered through the process of composing the full argument.

Thesis statements:
The thesis sentence is a clear, concise statement of the position you will defend in your paper. The thesis sentence should argue a position, not summarize information.
When composing your thesis sentence,
• make sure your thesis reflects the full scope of your argument. • avoid using a thesis that is too broad to be defended in the your paper or too
narrow to be a full response to the assignment. • argue as conceptually rich a position as you can support. Ask yourself How?
and Why? questions to deepen your thesis. • make sure your reader can easily identify your thesis sentence. • do not just reword the professor’s question; claim your own position.

A thesis sentence that is too broad:
The Catholic Church’ s influence on the formation of labor unions in the nineteenth century was extremely significant. A more focused thesis sentence: The Catholic Church, by means of the pulpit and the purse, greatly influenced the labor movement in the United States during the final decades of the nineteenth century.

Note that the second sentence concisely summarizes a specific argument that can be managed in a short paper. It also sets up the pattern for discussion; the writer will focus first on the Church’s direct instruction and then on its financial influence. Also note the effect of using the stronger verb “influenced” in the second sentence rather than “was” in the first sentence.

In The Craft of Argument, Joseph Williams and Gregory Colomb suggest the following ways of deepening the thesis:
To add a reason, include a reason-clause beginning with because, or if, or a phrase beginning with by or in order to (84).
Because of their emphasis on the broad impact of individual decisions, environmentalists exhibit values consistent with the American tradition of civic mindedness.
To acknowledge an alternative point-of-view or reason, or to limit the scope of your claim, add a concession-clause beginning with although, while, or even though, or a phrase beginning with despite or regardless of (85).
Although Emma and Levin define spirituality differently, their self-centered perspectives confine them to a state of permanent disillusionment.

Sample Introductions:

#1 Claims that the American environmental movement undermines traditional democratic values are wrong. In fact, the movement emphasizes a commitment to compromise and a concern for the greater good that characterize the American democratic tradition. Critics argue that supporters of the environmental movement threaten fundamental constitutional rights, such as people’s ability to use their property as they see fit. Critics also question environmentalists’ use of lobbying to achieve goals, arguing that these tactics result in disproportionate attention given to environmental concerns. While it is true that environmentalists often advocate the adoption of policies that may restrict individual behavior, they do so within legally sanctioned bounds, recognizing that they are but one player in the formulation of public policy. By vigorously advocating for more stringent environmental standards, supporters of the environmental movement seek to persuade the American population to look beyond individual desires and to consider the broader impact of individual decisions. In so doing, environmentalists exhibit values consistent with the American tradition of civic mindedness, in which collective interests, rather than individual desires, represent the highest priority.

#2 Pride and Prejudice, Jane Austen uses letters to allow characters who are far away to communicate with one another. In that respect, letters offer a view of everyday life in the nineteenth century England. Even more important, however, is the letters’ literary purpose. Austen relates some of the most important information of the narrative through letters and, by doing so, concisely presents key information about plot. At the same time, because the action is told through the letter writer’s point of view, she conveys characters’ attitudes toward events. Finally, the reactions the letters evoke from their readers give information about the attitude of the people who read them. The letters Elizabeth receives contain crucial information that leads to profound changes in her character—changes that make it possible for her to acknowledge her love for Darcy and that lead to her marriage.

# 3 Populations are constantly changing and adapting to their environments, and species are diverging and creating entirely new lineages. What drives evolutionary change? A theoretical conflict has arisen that sheds new light on this fundamental question. Scientists are asking whether the mode of evolutionary change that has dominated theories of how organisms evolve is the correct one. Supporters of phyletic gradualism claim that evolutionary changes are gradual and continuous. A recent challenge to this theory is punctuated equilibrium, which claims that change is sporadic and fast rather than gradual and continuous. A careful analysis of the evidence shows that phyletic gradualism, rather than punctuated equilibrium, is an accurate description of evolutionary change.


#4 Globalization is a socially polarizing movement. Some people view it as the way of the future, while others see it as the source of current global discontent. Over the past half-century, leaders in the global economic system have encouraged the liberalization of the free market in hopes that globalization would spread the wealth of developed nations to the rest of the world. In recent years, however, awareness of the detriments of globalization has increased. Activist groups, non- governmental organizations, and developing governments have put increasing scrutiny on the organizations that power globalization, the most important of which are the World Trade Organization, the International Monetary Fund, the World Bank, and the governments of wealthy nations. Close analysis of case studies and comprehensive statistics shows that the hypocrisy of institutions and of wealthy nations, as well as the rigidity of the global economic system, have prevented the benefits of globalization from reaching the world’s poorest nations.

Works Cited
Williams, Joseph M. and Gregory G. Colomb. The Craft of Argument, Concise Edition. New York: Longman Publishers, 2003.
Acknowledgments
Thank you to the S ’04 writing tutors for thoughtful comments and to Bonnie Carr ’95, Emily Graham ’05, and Jennifer Rose ‘04 for permission to use sample introductions

Hamlet Essay: Due January 2nd

Choose one of the 3 options below: (100 points)

1. Discuss Hamlet as a tragic hero. Be sure to identify his tragic flaw and explain how this leads to his ruin.

2. Examine the generation of dramatic irony. Reflect upon how this brand of irony drives the plot.

3. Analyze Hamlet's code of morality. Investigate how this "morality" affects his decision making.

**Be sure to incorporate textual support from the play. Cite Act, scene and line #'s.

Suggested length: 2-3 pgs. typed. Double spaced.

Hamlet H.W. Questions: Acts 3,4 & 5

Act III

24. What message do Rosencrantz and Guildenstern carry to the King? What is the King’s response?

25. Hamlet’s famous “To be or not to be” soliloquy is in scene one. In a sentence or two paraphrase his main points.

26. Describe Hamlet’s tone when he speaks to Ophelia.

27. What do the King and Polonius decide about Hamlet’s condition after eavesdropping on Hamlet and Ophelia?

28. Why does Hamlet give instructions to the players?

29. What was the King’s reaction to the play, and what did Hamlet and Horatio decide his reaction meant?

30. What message does Rosencrantz deliver from the Queen?


31. The King has Rosencrantz and Guildenstern prepare to do what? Why?

32. Why doesn’t Hamlet kill the King when the King is kneeling?

33. How does Polonius die?

34. What would Hamlet have his mother do?





Act IV

35. What does Hamlet think of Rosencrantz and Guildenstern?

36. Why must the King “not put the strong arm on” Hamlet?

37. When the King asks Hamlet where Polonius is, what is Hamlet’s answer?

38. What is the content of the letters the King sends with Rosencrantz and Guildenstern to England with Hamlet?


39. What prompts Hamlet to say, “My thoughts be bloody or be nothing worth!”?


40. What has happened to Ophelia?

41. Why does Laertes force his way in? What does he want?

42. What is the content of Hamlet’s letter to Horatio?

43. What plan do the King and Laertes discuss to kill Hamlet?

44. What news does the Queen bring Laertes?



Act V

45. Laertes thinks that Ophelia should have a better funeral service. What is the priest’s answer?


46. Why does Hamlet jump into Ophelia’s grave?

47. What does the King say to Laertes to console him after Laertes and Hamlet are separated?

48. What did Hamlet do to Rosencrantz and Guildenstern?

49. What news does Osric bring Hamlet?

50. What happens to the King, Hamlet, Laertes, and the Queen?

51. Who does Hamlet recommend to the throne?

To Be Or Not To Be Sololiquy

Arguably, this is the most recognized speeck in all of Shakespearean Drama. Try your best to memorize as much as you can of this sololiquy. Second, write a one page analysis
that explores the many themes generated. Lastly, offer original insight about your philosophy of "life an death". Due: Monday Dec. 12th

Act 2 Homework Questions

Act II

17. Where does Polonius send Reynaldo? Why?

18. Why does Polonius think Hamlet is “mad”?

19. Why have Rosencrantz and Guildenstern come to the castle?

20. What is Polonius’ plan for testing his theory that Hamlet is love-crazy?


21. Rosencrantz and Guildenstern finally meet with Hamlet, and Hamlet discovers
they were sent for by the King. How does Hamlet describe his personal problems to them? What does he tell them?

22. What arrangement does Hamlet make with Player 1?

23. After Rosencrantz and Guildenstern leaven Hamlet, what does he basically say in his soliloquy?

Hamlet

**Consult http:freewebs.com/capadunphy
to explore:

A history of Shakespeare's life and works
The Globe Theater
Study of "Tragedy"
Full text of Hamlet

Aristotle's definition of Tragedy: “Tragedy, then, is an imitation of an action that is serious, complete, and of a certain magnitude; in language embellished with each kind of artistic ornament, the several kinds being found in separate parts of the play; in the form of action, not of narrative; with incidents arousing pity and fear, wherewith to accomplish its katharsis of such emotions. . . . Every Tragedy, therefore, must have six parts, which parts determine its quality—namely, Plot, Characters, Diction, Thought, Spectacle, Melody.”

Chivalric Code

11/2 Evaluate to what extent the knight in "Wife of Bath's Tale" lives up to the Medieval Chivalric Code. Consider how Chaucer
utilizes irony.

What Women Want

10/28 Journal # 6

Are women smarter than men? Analyze how men and women think differently.

"Do Unto Others as You Would have Them Do Unto You"

10/26 Journal # 4

On pg 171, lines 139-140, the old man proclaims to the rioters:
"Do no more harm to an old man than you, Being now young,
would have another do ..." Describe the context of this allusion.
Evaluate its moral message.

1. Read/Review The Pardoner's Tale
2. Complete character chart for the Pardoner
Activity: Write a character analysis of the Pardoner utilizing
the details generated in your character chart.

Death Personified in The Pardoner's Tale

Journal # 3 10/25

On pg. 170 (The Pardoner's Tale) a very poor old man greets the
brothers and expresses his yearning for Death to come. Examine the significance this character. Consider your own
personal feelings regarding Death.

Canterbury Tales Essay Due-November 9th

Please select one of the following essay options:


1. Analyze the "The Pardoner's Tale" as an exemplum. Discuss the moral lesson you believe Chaucer offers to his readers.


2. Examine the femine perspective illuminated in "The Wife of Bath's Tale." Concentrate on the female characters.


Key terms to incorporate for either essay:


Chaucer Medieval Literature Frame Narrative The Canterbury Tales Satire Theme


Literary Terms to consider for "The Pardoner's Tale" : Personification (death/mother) Symbolism


Literary Terms to consider for "Wife of Bath's Tale": Symbolism, Irony, Theme

Pardoner's Tale

In the exemplum "Pardoner's Tale", Chaucer's characters are
motivated by greed and illustrate the theme: "Money is the root
of all evil." Do you agree that greed leads to evil? Explain.

Geoffrey Chaucer - Canterbury Tales

Unit 2: Medieval Literature

Chaucer portrayed how a society’s social systems influence the behavior of the individual. In the Middle Ages, a code of chivalry directed the ethical behavior of knights, or armored warriors, in matters of virtue, honor, and love. Literature addresses issues of morality by allowing readers to explore and inform their own behaviors by examining the thoughts and actions of fictional characters. Great literature has chronicled the human struggle to pursue moral behavior. It portrays the universal nature of the human experience. The Canterbury Tales continues to engage readers today as we wrestle with choosing the right course of action. In this unit, students focus on these universal questions: How does social class affect point of view? How can literature force the reader to confront personal ideas about class and gender? How does literature illuminate the moral and ethical dilemma of what is right?

Honors English 4

Mr. Dunphy

Comparison/Contrast Essay

Beowulf

****Due: Friday, September 30th Worth 200 points

In Anglo-Saxon society, Beowulf demonstrated bravery and courage in the face of danger. Who is a real life, modern-day hero of our time and culture? If Beowulf mirrors Anglo-Saxon society and its ideals, then who represents ours? Choose someone whom you think is a hero our time, and compare and contrast this hero with Beowulf. What traits do they share? In what ways are they different, and what do those ways reveal about the Anglo Saxon society and ours? Develop a focused and coherent analysis that is supported with specific detail.

Notes:

Anglo Saxon Values:

1. Honoring courage over long life

2. Enjoying storytelling, feasting and music

3. Viewing life fatalistically

4. Admiring physical strength more than intellect

5. Valuing loyalty to the king above all

6. Not concerned with afterlife; glory of memory most important

**Consider your hero. What are they like? What qualities do they possess? Think about what

these qualities reveal about American culture.

History of Anglo Saxons

The term Anglo-Saxon is a relatively modern one. It refers to settlers from the German regions of Angeln and Saxony, who made their way over to Britain after the fall of the Roman Empire around AD 410. For a further history of the culture, read here:

BEOWULF

September 2011 Literature Unit #1:

Beowulf

Beowulf is the longest extant poem from Old English; it is the forerunner of Modern English. It is a song of praise for a great king. Beowulf serves as an archetype of an epic hero. Beowulf embodies the fears, beliefs, and codes of behavior of the people during the Anglo-Saxon period. In many parts of the ancient world, storytellers sang about war, heroes, gods, and monsters. Studying Beowulf allows readers to see and understand the inherent connection between literature and historical context.

Key Questions to consider:

What is an epic hero?

What is an archetype?

How can a hero reflect the cultural beliefs and traditions of a people?

Who were the Anglo-Saxons?

How can the tenets of our cultural and language be traced back to the Anglo Saxons?

What heroes did the Anglo Saxons glorify? What does this reveal about their values?

What makes a 21st century American hero? Do Americans have a universal understanding of what makes hero?

What do our modern heroes reveal about our culture?