SPECIAL NOTE: YOU ARE ELIGIBLE TO REVISE A SECOND ASSIGNMENT ONLY AFTER HAVING COMPLETED THE FIRST REVISION. A REVISION IS COMPLETE, ONCE YOU HAVE RETURNED THE ANNOTATED RUBRIC.
learning goal: I used to think ______ about the play, but now I think ________
other Antigone questions
time to discuss ANTIGONE with Dr. Pendrick
learning goal: which one of these questions draws me in more than the others? why?
20 reading/reviewing last 500 lines
20 small-group discussion of the Kendrick questions
20 to compose email described below
In an email to bill.brown@hies org (subject line: “current thoughts about ANTIGONE”),
explain your current thinking about one or more of the questions below,
remembering that the email will be assessed for its clarity, specificity and development.
In other words, how clearly does it express its ideas and how well does it develop those ideas with specific references to lines of the text (with line numbers cited)
QUESTIONS (from Mr. Jerry Pendrick)
Some questions/comments from Mr. Jerry Pendrick, Classics Scholar, who will visit our classes after Thanksgiving. Consider these questions about Antigone. If these give rise to others, great! Bring your ideas and questions back to school. Mr. Kendrick is excited to discuss Sophocles’ play with you. BTW, he has read it in the original Greek.
“Most modern readers sympathize strongly with Antigone. In democratic Athens, how would the audience feel about Antigone — who is essentially a princess and daughter of the (former) king, a sort of Ivanka Trump figure, a member of the “1%” of Athenian society — asserting her right to disobey laws she happens to disagree with?
What exactly are Antigone’s motives for disobeying Creon’s edict? Are they religious, as her famous speech at lines 450–457 suggest? Or are they purely personal, as her speech at 920ff suggests? Is she a consistent character who operates from consistent principles/motives?
The plot of the play proves that Creon was ultimately in the wrong. Does it also prove that Antigone was ultimately in the right? Why or why not? A related question is: what actually does it mean to be an Athenian tragedy?
This should provide enough fodder for discussion.”
In response to several inquiries on the subject, I have clarified one aspect of the scoring that in the past was implied, but now is made more explicit. Red font shows the clarification.
Typically, a membean week runs Monday thru Sunday.
As recommended the membean staff, do a series of brief learning sessions over the course of the week. Let the learning sink in over time, rather than trying to cram at the last minute. The point of using membean is to build a more robust vocabulary, in order to become a more forceful and flexible writer. Once you find a weekly rhythm, stay with it. Exercise discipline.
The corresponding weekly grading scheme looks like this:
- 90% for at least 45 minutes with at least 3 learning sessions on different days, and each session lasting at least 10 minutes (15 minutes works better)
- 100% for 60 minutes or more, with the same expectations as above
- 0% for totals below 45 minutes, regardless of number of sessions or days; 0% for fewer than 3 learning sessions on different days (of ten minutes or more)
- students with significant “dubious minutes” receive 0% for the week (I define when the number of dubious minutes becomes significant)
- conference required of those receiving 0% for dubious minutes
- zeroes continue for each week, until conference has occurred
- grade entered as “class preparation”
. . . and if you have not already, see this post about post-Thanksgiving discussion of the play
learning goal: how can I make my PDF clearer than it already is? What sentence issues have been recurring in my writing so far?
Cavafy; idyll, metaphor, repetition
time to revise, complete and submit PDF#2 to TURNITIN (if you have submitted already, and want to revise based on classmates’ feedback, I can delete the file you have submitted; be sure to acknowledge, in the footer, anyone who has helped you)
by the time we return from holiday, please have finished reading to the end of Antigone (line 1518)
By Unknown – http://arjelle.altervista.org/Tesine/Sara/teocrito.htm, Public Domain, https://commons.wikimedia.org/w/index.php?curid=21727090
“Idyll VII” by Theocritus
learning goal: by mid-play, how has the central conflict intensified? what is the central conflict?
scene sheet distributed and added to
reading together aloud
PDF due next Poetry Day (W/Th Nov 15/16; major grade):
Be sure to submit this assignment to TURNITIN–on the prescribed template.
on either of the two poems left after your first PDF
In other words, you have written three original poems for class. For one of them, you have already written a PDF reflection. NOW, write a new PDF on one of the remaining two you have composed.
Recommendation: review my feedback on your first PDF, so that you can incorporate some of those lessons into this new reflection.
If you submit this PDF before class, you will have time to revise it based on classmates’ feedback during the first part of that class–in which case, I will delete your initial submission, making room for the revised writing. If you have not submitted the PDF by the start of class, you will have class time to complete the project. (n.b. the deadline is 11:59pm on your section’s Poetry Day). Unlike the first PDF, this second counts as a major grade.
yes, please–from wherever we left on in the Th/F class (Nov 9/10)
if you want, mark the margins with any of the three symbols Mr. Brown presented in the Th/F class–i.e., DR, PPD, BO (Dual Reference, Ping-Pong Dialogue, Balanced Opposites)