You can pick up your copies of Love in the Time of Cholera at Barnes and Noble. If you’re looking for a deal, Gardner’s may have a few copies as well. Dig in before Monday (read as far as you’d like, but hit at least the first chapter).

Don’t forget to journal. What are your first impressions? What is cholera? We’ll discuss the author’s style on Monday.

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.

We did it! Well, almost. We finished our discussion of "Another View of Hester" on Thursday, but did not get to "Hester and the Physician." In light of this, here is the reading schedule for this week:

Monday—Discussion of "Hester and the Physician," "Hester and Pearl," and "A Forest Walk." Pass out "The Ones Who Walk Away from Omelas"

Tuesday—Discussion of "The Pastor and His Parishioner" and "A Flood of Sunshine"

Wednesday—Discussion of "The Child at the Brookside" and "The Minister in a Maze"

Thursday—Discussion of "The New England Holiday" and "The Procession"

Friday—Discussion of "The Revelation of the Scarlet Letter" and "Conclusion"

So, did I forget anything? Ahh yes. The paper. I promised to include Shirley Jackson’s "The Lottery," so we will be discussing this in relation to The Scarlet Letter as we wrap up on Friday. Most of you have already read it, but it would be worth going over again sometime this week. (It’s in the back of your book.) I will also pass out "The Ones Who Walk Away from Omelas" by Ursula K. LeGuin.

Over the weekend you will write a synthesis essay. Utilizing themes from the three stories, you will write an essay in which you develop a position on the actions of the individuals in these small towns.

Some questions/statements to get you thinking:

• In each of these stories, the citizens of a small community are acting to defend their way of life. They perceive the foreign to be a challenge to this way of life, and are acting in response.
• Do you see the actions of the people in charge as self-serving, or are they genuinely concerned for the people under their care?
• Can you find other examples of these situations? What is different in your example?
• The essential question here: Is it acceptable to sacrifice the individual for the good of the group?

This will be the framework of our discussions as we finish the novel.

Dearest Students:

There comes a time in every unit when the reading schedule must be updated. Now is just such a time. I know it can be frustrating (if you put off a concert to discover Pearl’s true nature) or relieving (if you didn’t), but it must be done.  Therefore:

Monday—Review of essays and "Chapter VI: "Pearl," discussion of "Chapter VIII: The Elf Child and the Minister"

Tuesday—Discussion of "The Leech" and "The Leech and His Patient"

Wednesday—Discussion of "The Interior of a Heart" and "The Minister’s Vigil"

Thursday—Discussion of "Another View of Hester" and "Hester and the Physician"

Friday—Essay. (In the interest of not giving anything away, I’ll explain the prompt at the appropriate moment. Just know it will be argumentative [not an analysis] and will focus on the ethical treatment of a few characters.)

With warmest regards and best wishes,

JS

Here’s an online copy of the 1956 "Montgomery Story" comic book, for those who are interested.

You should be choosing your nonfiction book tonight.  We will divide into groups tomorrow.  If you have questions about a book, or want to run an idea by me, send an email.

Remember, article analyses are due tomorrow.