We finished Hamlet today in fifth hour (we’ll finish tomorrow in third). Your completed journals are due the day after we finish (tomorrow for fifth hour, Wednesday for third). If you elected to write the essay, a draft is due before Thursday.

I’m very excited about how things are going. Journaling, like essay writing, is a skill that takes time and practice to master. For those of you with questions, I can offer practical advice: “Write your reactions to and questions about the work. Quote nearly as often as you react or question.” My longer answer can be found in the previous post.

I can also offer more experimental advice: “Play around with your journal. After all, it is yours. I’m only grading on coverage (did you write about the whole story), so the rest is up to you. Choose a cool notebook; use page tabs; use colors for different ideas, themes, characters, questions/responses, or vocab; draw pictures… I may look over it, but your only audience is you. Literature means nothing without a reader; it’s just words on a page, but a good journal can make a dusty work relevant and alive. Make yourself proud; it’s your education.”

I’ll follow this up tomorrow in class, before we begin our foray into existentialism.

On Monday I proposed a deal: If you keep a detailed (definition of “detailed” below) reading journal for our current work, one that includes as much or more information than an average essay, and turn it in at the end of the reading, you do not have to write a paper.

My hypothesis: A few of you would decide to just write the paper, as you are familiar with that routine and comfortable with your writing process; most of you would write down a few words you don’t know, perhaps a summary of the reading, a few questions, and be through with it; and a few would run with the idea, draw character maps, look up outside information, learn new words, come to class with questions about weird sentences and quote interesting passages.

The bell curve, right? Shame on me; I should have known better.

The past few days in class have blown me away. Nearly all of you have come to class with questions about the reading (or viewing, in Brit Lit), words you’re not sure about, connections you’ve made with outside works, points I’ve missed, and interpretations I hadn’t considered. You all seem to be enjoying the readings more (even though you have to write as you go), and understanding them in more depth. I’ve practically thrown out all my prepared questions for the past few days; yours are much better. I can’t wait to sit down with your journals at the end.

While I wrote this on the board, here is the list of things to look for or record in your journal:

• Questions about the work. We read so we can learn. If we don’t have questions, we need to read more difficult material.
• Figurative language: metaphors are always important, but so are all of the other words we reviewed at the beginning of the year. Check your handout.
• Words you don’t understand. If they might be vital for you to understand a passage, look them up immediately. Otherwise, look them up afterward. ((Ninjawords.com is great for this. Simply put all of the words, separated by commas, into the search box, and you’ll have a list of definitions. For the truly adventurous, try this online etymology dictionary for where it came from and related words.))
• Interesting passages with citations—this does two things:
• Helps you keep track of the important parts of the story, so when someone asks “When did the character do this?” you can quickly save the day. Also helpful when writing papers…
• Helps you develop as a writer. Writing down cool sentences (not copy-and-pasting them) helps you get a feel for the language (and grammar, and punctuation) and helps you remember quotable lines.
• Connections with other works, ideas, philosophies, medical conditions, etc. The great thing about English classes is that we can write about anything. Do Hamlet’s actions match the symptoms of a medical condition mentioned in the ICD-9? What about Meursault’s? How closely does the plot of The Lion King sync with Hamlet? etc. Go nuts with this one; the crazier the comparison (if solid), the better the paper.
• Sketches, drawings, diagrams. I don’t draw much in my own journal, but if you are a visual person, go nuts! The only person who needs to be able to understand your journal is you.
• For all of the above: write down your reactions. I can’t emphasize this enough: write down your reactions. If a character does something hilarious, crazy, confusing, terrifying, completely out-of-character, make note of it. If it reminds you of something, write it down. Books are meant to be interacted with, not simply absorbed.

You will turn in your journals the day after we finish the work. I will read them over that night, and return them to you the next day. I will not write in them, but simply give you advice on organization, some things you should focus on, etc. (I might steal some ideas for my own journal, too. Hope you don’t mind.)

If your journal is detailed enough (covers the entire work, or Act III through the end of Hamlet), you will be excused from the final essay. If you chose not to create a journal, or it seems a bit sparse (or is simply a list of quotations without your reactions), I will ask you to write the paper.

We will be creating reading journals for every reading assignment from here on out. For our next unit, I’ll show you how to write most of your essay in your journal before we even finish the novel.

Send me an email if you have questions, or post them below.

This is going to be an amazing year.

I passed out a number of articles in class today, most pertaining to religion in schools. If you snagged one, read over it. Our goal in this section is to gain a solid understanding of this issue. By the end, we should all have a solid understanding of the nuances of this issue, the rationale behind many sides of the argument, and a much clearer view of our own opinions. Simply, in a few weeks we all should be able to hold an intelligent conversation about religion’s place in the public school system.

As with all of our discussions, we are not striving for consensus ((Remember “groupthink” from psychology? If not, ask your teacher.)), nor are we looking to establish a two-sided, pro/con debate; this is a complex issue ((Overview from ReligiousTolerance.org)) ((Overview from Pew Forum)), and I expect each of you to do enough research so you can thoughtfully contribute to our discussions. This means some independent study: confine your article analyses ((Here’s a non-argumentative article about headscarves in Belgium schools. While our focus will be on the American system, this is a very recent addition to the debate.)) to this subject, talk with family members, religious leaders, teachers, and such about their thoughts, read up on important court cases ((Scopes Trial)) ((Kitzmiller v. Dover Area School District)), etc.

We will continue our discussion of rhetorical devices, logical arguments and fallacies, and appeals throughout this session.

If you come across any resources, please post them below or print them out. Bring all information to class; share the wealth!

Here’s the full text. Search for “Pyrrhus” within the page (usually ctrl+F); the story begins at the first mention of Pyrrhus.

Your assignment is as follows:

• Explain why Shakespeare chose this particular story for the actor to recount. Do as much research as necessary in order to support your claim.
• A rough draft of your explanation is due tomorrow.

Two quick articles I promised my Seniors, but think all should read:

• Vonnegut Style
• Vonnegut explains drama