**ATTENTION 1st/2nd AP/1101: HW JOURNAL #6 to COMPLETE/READY BEFORE CLASSTIME TOMORROW TUES. 10/6**

1st/2nd AP LANG/ENG 1101

HW DUE TUES. 10/6:

BEFORE CLASS BEGINS TOMORROW TUES. 10/6, in the 'SEMESTER/YEAR JOURNALS' SECTION OF YOUR BINDER, COMPLETE:

JOURNAL #6 RESPONSE RE: photojournalist Susan Sontag's QUOTE below concerning war experiences and the civilian perspective (**A JOURNAL PAGE/INFO/MODEL for this response is LINKED ON this wkend's CLASSROOM POST and a PINK hard copy was given to you in class today MON. 10/5, and, again, the quote to respond to is ALSO COPIED HERE BELOW--->):

We--this "we" is everyone who has never experienced anything like what [these war dead] went through--don't understand. We don't get it. We truly can't imagine what it was like. We can't imagine how dreadful, how terrifying war is; and how normal it becomes. Can't understand, can't imagine. That's what every soldier, and every journalist and aid worker and independent observer who has put in time under fire, and had the luck to elude the death that struck down others nearby, stubbornly feels. And they are right. (126) 
-from Regarding the Pain of Others

**Consider Sontag's comments above about the nature of war, the 'civilian disconnect,' and WRITE/FREE RESPOND in an **open-ended manner that you feel is appropriate

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**A FEW NOTES RE: OPEN-ENDED JOURNAL RESPONSES: 

• TYPED/PRINTED ON YOUR OWN!!! or WRITTEN, *AT LEAST 150-200 words* (**Y'ALL REMEMBER: BE PROACTIVE; I HAVE NO *EXTRA* TIME FOR PRINTING, SO GET IT TO ME EARLY!!!)

• ARGUE/DEFEND/RHETORICALLY ANALYZE/USE A PERSONAL ANECDOTE/MAKE A CONNECTION TO OTHER TEXTS WE'VE/YOU'VE READ; ANY/MANY OF THESE!!!!

• FOLLOW THE GUIDE and INSTRUCTIONS/TIPS SHEET LINKED ON THE CLASSROOM POST (**PINK SHEET GIVEN TO YOU IN CLASS MON. 10/5) WITH THIS SONTAG JOURNAL PROMPT/QUOTE 
• these 150-200-WORD JOURNAL RESPONSES are for discussion purposes, whether your response be RHETORICAL, ARGUMENTATIVE, READER RESPONSE-BASED, TANGENTIAL, etc.

**REGARDLESS, it's *been a minute* since y'all have had writing response HW, so DO NOT RUIN THIS OPPORTUNITY OR SABOTAGE YOUR GRADE. 

THIS IS YOUR ASSIGNMENT, & YOU HAVE TONIGHT/BY CLASS TOMORROW to get your response COMPLETED; PLEASE HAVE a WRITTEN/TYPED J#6 response with you IN CLASS TUESDAY 10/6 FOR DISCUSSION (**OR SENT WAYYY AHEAD OF TIME to me to print!!) 

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**AND, SOME USEFUL, "GRADE-SAVING" FINAL THOUGHTS TO REMEMBER HERE AS WE END THE 9th WEEK OF THE SEMESTER: 

• CHECK THE CLASSROOM/SportsYou FROM ME EACH NIGHT
• HAVE YOUR COURSE BINDER WITH YOU DAILY
• BE *PRESENT*--mind AND body--AND PARTICIPATE
• PUT CELL PHONES/COMPUTERS AWAY--JAIL, or DAILY POINTS OFF YOUR GRADE!

**ATTENTION 3rd HAMLIT: INSTRUCTIONS, SOURCES, and OVERVIEW for IN-CLASS WORK on MIDTERM JOURNAL#6: F451/"Dover Beach" RESPONSE**

3rd Honors American Lit./Comp.

**IMPORTANT REMINDERS FOR IN-CLASS LESSON and J#6 WRITTEN RESPONSE from MON. 10/5 to THURS. 10/8:**

1) come to class MON. 10/5 expecting to intro into and start the following: 

• FIRST we'll start on and go as far as we can in class with our reading/notes/discussion RE: BRADBURY'S INCLUSION OF MATTHEW ARNOLD'S 19th century poem "DOVER BEACH" IN F451 (WRITING section of binder/given to you MON. 10/5)

2) THEN TUES. 10/6 we'll FINISH UP and RECAP everything we accomplished/learned and took notes on RE: the poem "Dover Beach" and Bradbury's use of it in F451 

3) FINALLY, STARTING IN CLASS TUES. 10/6 and *ALL CLASS THURS. 10/8*, be ready to complete and SUBMIT BY THE END OF CLASS an IN-CLASS (formal/graded) **MIDTERM WRITING CHECK-IN** JOURNAL #6 RESPONSE regarding our last 2-3 day's worth of  PRESENTATION and NOTES/DISCUSSION RE: Bradbury's inclusion of the poem "Dover Beach" within his novella F451

• the specific question for you to answer and ALL instructions/requirements for this FORMAL WRITING ASSIGNMENT will be given Wednesday in class before you write

• **Also, below is the LINK to the F451/"Dover Beach" relationship/tie-in WE WILL BE DISCUSSING/TAKING NOTES ON MON. 10/5 and TUES. 10/6, **especially the last two sections "Common Themes" and "Lost Humanity" (*also linked on the Classroom post for these days/this lesson): 

F451 and "Dover Beach": Why Bradbury Included the Poem in His Novella

• AGAIN, MORE INFO/instructions FOR THIS IN-CLASS WRITING/JOURNAL ASSIGNMENT TBA EACH DAY AS WE BEGIN, MON. 10/5 through THURS. 10/8, but THIS RESPONSE is your BEST CHANCE thus far to show me how much you can incorporate everything we've practiced over the past 9-10 weeks RE: formal analysis writing skills

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• AND IMPORTANT: FOR THIS J#6 RESPONSE, PLEASE HAVE YOUR COPY OF F451 WITH YOU EACH DAY/THROUGH THE LAST DAY(s) BEFORE FALL BREAK! 
• **you'll need it for your IN-CLASS JOURNAL #6 RESPONSE, and after completion of the journal, we'll [finally] remove your post-its and return the book to the library!

**ATTENTION 3rd HAMLIT: FINAL DRAFT REVISED COPY OF YOUR F451 LIT. ANALYSIS EXT. PARAGRAPH DUE BY CLASSTIME TOMORROW WED. 9/23**

3rd HAmLit./Comp.

*MAJOR* HW/ASSIGNMENT DUE WED. 9/23:

The FINAL, REVISED, MLA-style, TYPED copy (*either shared with me OR printed) of your Fahrenheit 451 Literary Analysis Extended Paragraph Response

--changes/revisions TO BE MADE/APPLIED are based upon our INDIVIDUAL REVISION CONFERENCES IN CLASS this PAST WEEK in class with your *ROUGH DRAFT COPY (*HARD COPY(ies) in WRITING SECTION of binder)

**REMEMBER: +1pt. BONUS to FINAL DRAFT for bringing a PRINTED COPY to class WEDNESDAY 9/23! (*otherwise, I'll print for you/have it to you first thing Wednesday!)

• BELOW: CHECKLIST FOR WRITING COMPLETION (to COPY ON CHECKLIST TEMPLATE to be given to you TUESDAY 9/22 IN CLASS and to TURN IN COMPLETED BY YOU with your FINAL COPY WEDNESDAY 9/23)

**items on checklist below with **TWO STARS** are to be included on your WRITING CHECKLIST to turn in with FINAL DRAFT

CONTENT: 
**___DID YOU ANSWER THE PROMPT QUESTION??? (audience/purpose/context)
**___ANALYSIS of Montag's CONFLICT, NOT SUMMARY/EVALUATION
**___Use of/explanation of LITERARY DEVICE(s) in text (tone/symbol/imagery/etc.)
**___Writing about literature = PRESENT TENSE VERBS
**___Response AVOIDS METADISCOURSE (and first-/second-person POV)

**___AVOIDS "THE ABYSS OF INCOHERENCE" in the conclusion/ends with the ORIGINAL QUESTION in mind (Montag's internal struggle)
___ONE 8-12 sentence EXTENDED PARAGRAPH response  
___Includes solid TRANSITIONS for writing coherence (at least 2-3)  

MLA FORMAT:

**___Follows all MLA STYLE 9th edition BASICS for formatting/general rules outlined in class
**___MLA PROPERLY "blended/CITED quotes" (1-2) to back up your assertions (#).

**___Follows 'THIS + NOUN' rule
**___***Within "quotations," the correct use of commas/quotes 
___'Cliche quotes' vs. "textual evidence" (proper format) 

MISC.:

**___AVOIDS USING PASSIVE VOICE (PV)/uses strong POWER VERBS instead
**___AVOID 'LETTER GRADE ERRORS' and PEDANTIC/'flowery' WORDING
**___Corrected ALL ISSUES pointed out by Mrs. Krieger
**___INCLUDES A CORRECT WORK CITED for the novella at the end of the response
___REVISED (ideas) and EDITED (typos) by self/friend before submitting/ALL ROUGH DRAFT(S) IN WRITING SECTION OF YOUR BINDER

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**ALSO PLEASE DO NOT FORGET TO KEEP BRINGING YOUR COPY OF F451 WITH YOU TO CLASS EVERY DAY--still a few more things to do!