To the start of Tuesday’s class (Sept. 30), bring a complete, typed draft of an original Persona Poem.
learning goal: determine which character from your original story interests you most and why
Today during class, write more of your original short story.
By the end of class, submit to TURNITIN what you have written during this class.
You do not need to complete the story before class ends, but you will need to finish the first draft by the end of this week’s block class.
You can collect your Samurai’s Garden journals in 410. They are lined up under the SMARTboard–an appropriate spot for such smart, beautiful books.
If you see a colored sheet of paper inside the cover, please sign the colored sheet and leave with me because I want to include your journal in the Malcolm Library’s autumn exhibit. If you would rather leave the journal itself with me, I will hold it for the exhibit.
Thank you, everyone. I loved reading your thoughts about the book and seeing the artistry on your covers.
intro to journal design and content
paper orientation; difference between analysis and personal response; cover art; sample design choices
water color demo (20′ video)
journal / reading time
due next Mon: finish novel; complete Part 1 of Journal (record passages) for each chapter
outline for teacher comments given in class
light quote (6)
(multiple) settings and (three main) characters
themes: e.g., sickness/illness/disease and health/healing/recovery
choose a character: Stephen, Matsu or Sachi
keep a journal about the changing light on this person, in order to capture a full portrait (be true to the story of this person); in this journal record occasional passages from each chapter, accompanied by your reflections on what new light the passage sheds on the character
PRIMARY TOPICS FOR OUR READING OF THIS NOVEL: SETTINGS, CHARACTERS, THEMES
step one: copy onto today’s “journal” white-board quote (“I wondered if Matsu . . . begin to fill” (13))
First, on an MS Word document created by your proofing partner, check the most recent blog post /comment (KR3)–for Quickmark and other mechanical needs.
Second, after receiving feedback from your partner, revise accordingly and submit this writing to TURNITIN for scoring based exclusively on the mechanical clarity.
Third, in this glossary of literary terms, read the entry for the term “motif.”
Fourth, find at least three significantly different motifs in carpet on today’s classroom floor. With either words or drawings, record your findings.
If you still have your map from Thursday’s class, please bring it to class.
You will have time in Friday’s class, if you need it, to place on your map these locations and any others you have seen in your reading so far: Kabul (4), Kandahar (98), Bamiyan (108), Jalalabad (111), Peshawar (111), Mahipar (114), Paghman (122).
And if you want to see what the terrain around Mahipar looks like, watch some of this driving video:
brief whole-group discussion of reading through 100
more feedback (30 minutes)
make sure legend (of persistent Quickmarks) appears at top of Borges Essay (BE) draft
seek feedback from new reader–specifically on Quickmarks named in legend
revise for Quickmark feedback and any other suggestions from reviewers
be sure to name reviewers in default acknowledgment/footer
submit this revision to TURNITIN, for Mr. Brown’s feedback on legend and organizational matters (Borges Essay draft.new reader.block class)
on world map supplied in class, draw one circle encompassing Iran, Afghanistan and Pakistan
on back of this world map, make an enlarged map of Iran, Afghanistan and Pakistan, locating and labeling any place names you have encountered in your reading so far
make your map clear, specific and developed; feel free to use classroom or personal sets of colored pens and pencils
when done, submit your map and continue reading towards this week’s goal (213)