Our foray into Hamlet has begun. Here is the plan for this work:

1. We’ll watch 2-3 scenes per day, pausing when necessary for immediate clarification. As you watch, follow along with the text in your books or on the screen, recording questions, reactions, insights, and connections.
2. Each night you should read back over the scenes, answering questions as you can, looking up information, asking more questions, recording more insights and connections.
3. Come to class the next day ready to ask your questions about the previous night’s reading and help others answer theirs.
4. Repeat.

You will write over Hamlet and the poems for your midterm (due tentatively by 30 September). While I will not give you a required topic to write over, it would be a good idea to start with those poems (3-5) that you feel the most comfortable with and find connections to Hamlet’s story as we move forward. I will give you guidance as I check your journals (at least once weekly from now on, but if you are uncomfortable with your grade you may come see me before or after school to ask questions or show me your progress) and we will be discussing these connections as we move through the work.

The writing process for my classes is as follows:

1. Journaling (yep, you’ve already started your papers! How do they look so far?)
2. Review of your notes, looking for patterns and connections. If more research is required, it is done at this stage.
3. Outlining your ideas, ensuring sufficient support for your points and an appropriate thesis statement.
4. Peer review, presentation of outlines. This ensures that your ideas and connections are clear to you and others.
5. Revision of outlines, peer review as necessary.
6. Rough drafting of the paper, watching for proper style, grammar, etc.
7. Peer review of rough drafts followed by a one-on-one review with me.
8. Revision of rough draft into final draft.
9. Peer review, revise (last time!) then turn it in.

It seems like a lot of work (and it should), but if you have thoroughly journaled a work (plenty of quotations, answered questions, and connections), the outline only requires organizing your thoughts and information, the rough draft entails making the information clear and engaging, and the final draft is a run-through for grammar and punctuation.

So, what’s the punchline? Journal well, my friends, and ask plenty of questions.

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.

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.