High School Readings for Monday

Greetings, high schoolers!

Here are the four articles I want you to print out, read, and  bring to class on Tuesday. Print all four out before you read  them and mark them up as you did the "Plants Respond to Music" article a  few weeks ago. (Underline or highlight what you find interesting, put  check marks next to information you agree with, etc.) Class on  Tuesday depends upon you bringing these articles, so don't forget them!

Since  we all seem to be relatively interested in Tolkien, I thought you might  like some articles about Tolkien's writing. I'm not overly impressed  with Crystal McNeal's writing style, but she does share some good  information. Without further ado, here are the articles:

1.  National Geographic article on Tolkien's languages

2.  Crystal McNeal, "Tolkien's Use of Language to Highlight Good  Characters"

3.  Crystal McNeal, "Tolkien's Use of Language to Emphasize Evil"

4. "Tolkien  and Language"

Enjoy!

~Mrs. Stewart

Grammar Info for High Schoolers

To the students of the High School Writing class:

Again, I apologize for running over on class time this week and not being able to finish the punctuation instruction. As such, the Punctuation Quiz that was on your course schedule for next Tuesday is canceled. We'll spend that time going over any questions you have about punctuation after trying it out for yourself.

Speaking of this week's homework, I wanted to equip you better for the semicolon/colon worksheet (and for your journal assignment) by giving you some colon instructions. Please add the information below to your notes from Tuesday:

4. Colons ( : )

1. Directs attention to an explanation or a quotation. 

• Example: We weren't thrilled with the event's turnout: only three people came. (The words behind the colon help explain the words before the colon.)
• Example: When I was three, my mom explained the use of paint: "It's for art, not for food." (The words in front of the colon introduce the quotation.)
• WARNING: Whatever comes before the colon must be a complete sentence in and of itself. In the above examples, for instance, the words before the colon form complete thoughts: "We weren't thrilled with the event's turnout" and "When I was three, my mom explained the use of paint" are complete sentences. (Did you notice how I used a colon to explain in the sentence just before this one?)

       2. Signals a list that follows.

• Example: Three students liked broccoli: James, Clay, and Stewie.
• Example: I reluctantly agreed to complete my homework: two geometry worksheets, one history paper, and three paragraphs for English.
• WARNING: When the colon introduces a list, the words before the colon must form a complete sentence. Notice the above examples: "Three students liked broccoli" and "I reluctantly agreed to complete my homework" are complete sentences.
• INCORRECT: The winners were: Shelby, Josiah, and Jesse.
• "The winners were" is not a complete sentence... or it is, but it doesn't make too much sense. In this case, you don't need a colon at all.
• INCORRECT: Teenagers can serve others in many ways, such as: lawn-mowing, babysitting, and cleaning. 
• "Teenagers can serve others in many ways, such as" is not a complete sentence by itself. If you took out the "such as," it would work. A correct version is, "Teenagers can serve others in many ways: lawn-mowing, babysitting, and cleaning.

I hope this helps with the worksheet and journal paragraph. Of course, now that you've copied all these notes down, I expect you to read them carefully and to try to use a colon correctly in your journal. If you have any questions about any of the grammar homework, please post them here! Don't be shy; reading your question might help another student in the class.

Godspeed!

"A White Heron"

To the young ladies of the Girls' Literature course:

I hope you've enjoyed the end of Anne of Green Gables. Here is the link to the short story I've assigned for you to read during my vacation: "A White Heron" by Sarah Orne Jewett. Remember to print out the story so that you can bring it to class for discussion (and so you can underline/take notes on it)!

To prepare for class, try to identify both the tone and the themes of the story. How is it similar to or different from Anne of Green Gables? Also, take note of how the character Sylvy compares to the character Anne Shirley.

Have a great week!

Welcome, Students!

Greetings, home school co-opers! I've created this blog as a resource for my students. Throughout the semester, I'll periodically update this site with reading assignments or links that might interest you. For now, let me commend to you the first link on the left-hand side of the page: Dr. Wheeler's English Website. His site is a well-researched wealth of information for the student of literature or writing. Keep this website in mind if you ever run across a literary or grammatical term that you don't know: his Vocabulary section is comprehensive and easy to navigate.

I look forward to our year together!