**HW DUE TUES. 3/10

1st/2nd ENG 1102 **and AP LANG

**ATTENTION: IMPORTANT REMINDERS FOR THE WEEK (**WK #10 UCHS**; WK #9 YHC):

• TUES. 3/10: AP/ENG 1102
• WED. 3/11: AP/ENG 1102
• THURS. 3/12: AP/ENG 1102
• **NO CLASS MEETING FRI. 3/13**

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ATTENTION AP LANG/ENG 1102; HW DUE TUES. 3/10:

Make sure you've all read the following in Arthur Miller's play The Crucible:

• "A NOTE ON THE HISTORICAL ACCURACY OF THIS PLAY"

• ACT ONE (An Overture)
• ACT TWO
• **in BOTH the paperback copy most of you received in class Thursday and the linked PDF version below, you'll be reading through pp. 81

•  **LINK HERE TO THE PDF FULL TEXT OF THE CRUCIBLE**

**NOTE: It's HIGHLY-RECOMMENDED that you all take special consideration of the following qu's while/after you read (i.e., post-its, paper notes, pg. # references, etc.); these qu's will guide DISCUSSION Tuesday in class!

ACT ONE:

• Why was Abigail asked to leave the Proctor’s home? What are Abigail’s feelings for John Proctor? For Elizabeth Proctor? 

• Why do the Putnam’s start talking about witchcraft? What do they and others mention as signs of witchcraft?

• Why does Reverend Hale believe Abigail over Tituba? 

• How is Tituba led into confessing and naming people? 

• By the end of Act One, the girls dancing in the woods (and dabbling in other things they should not have) turns into a litany of people being charged with witchcraft. Who, in your opinion, is most responsible? You may pick up to two people, but you must explain, using both "text evidence" and actions from the act. Whom do you blame for the hysteria that occurs, and why do you blame him/her/them?

ACT TWO:

• Why
 does
 Reverend
 Hale
 come
 to 
the
 Proctors' 
home?
What
 does 
this 
scene 
reveal
 about 
Hale's
 role 
in
 the
 trial? 

• What 
relationship
 does
 Hale
 suggest
 exists
 between
 the
church
 and
 the
 court?

• What 
is
 the 
point 
of
 the
 discussion 
between
 Hale
 and 
the
Proctors 
about
 whether
 or
 not
 they
 believe 
in 
witches?

• Choose 
one 
quotation 
from 
Act 
Two 
that 
you 
feel 
is 
especially 
significant
 to 
the 
plot,
 characterization,
 or 
both.

 
Identify
 the
 speaker 
and, 
in
 3-4 sentences,
 analyze 
the 
meaning 
and 
explain 
the 
relevancy
 of 
the 
quotation to what has happened thus far in the play.

******************

**AND FINALLY, for some background reference for the Salem Witch Trials, check out this interesting collection of 52 short YouTube videos detailing the events that led up to, and culminated into, the infamous 1692 trials--one video for each week of the year:

THE WITCH TRIALS WEEKLY, from The Salem Witch Museum

4th Pre-AP American Lit./Comp.

**NO HW DUE TUES. 3/10**

**HOWEVER!!!! Because many of you may be out the next few days due to soccer/TSA,/band, etc., I'm going ahead TONIGHT and putting the MAJOR MIDTERM QUIZ DAY 1/PART I WED. 3/11 STUDY GUIDE BELOW!!

• Be prepared for MAJOR MIDTERM QUIZ  PART I WED. 3/11 (and PART II THURS. 3/12--go ahead and start studying now!!!) 

**MIDTERM QUIZ #1, FULL PART I and PART II STUDY GUIDE BELOW: 

MIDTERM QUIZ PART I, WED. 3/11:

**--MATCHING SECTION FOR THE MEDIA AWARENESS/JOURNALISM TERMS in NOTES SECTION 
--based on the Upfront article "Fake News...," name some practical and responsible steps to help discern between FACTUAL and FAKE or BIASED news/news outlets

**--THEME-RELATED TERMS for F451, "The Pedestrian," and/or "Harrison Bergeron": dystopia (*vs. utopia), 'cult of personality,' demagogue, collectivism, egalitarian society, equity vs. equality, satire/satirical writing, dark humor
--THEMES and background notes for F451
--definition/use of the lit. term PARADOX in F451  
--definition/use of the lit. term ANTITHESIS in "The Pedestrian"
--Vonnegut's use of satire/absurdity/allusion in "Harrison Bergeron" to add to his story's impact
--**explain in your own words how "Harrison Bergeron's" 'equal'/egalitarian society is actually a paradox based on our discussions of EQUALITY (sameness) vs. EQUITY (fairness); use THIS LINK TO A QUICK GRAPHIC TO HELP YOU THINK CRITICALLY for this question:
EQUALITY vs. EQUITY Explained

--**SOME QU's in MATCHING SECTION(S) BOTH PART I and II RE: "WRITING MODES/DISCOURSE NOTES" **sheet from class MON. 3/9 

***************************

MIDTERM QUIZ PART II, THURS. 3/12:

**PLEASE NOTE FOR THIS QUIZ PART II STUDY GUIDE: WE WILL NOT ACTUALLY "COMPLETE"/COVER/GO OVER SOME OF THE ITEMS LISTED HERE UNTIL TUES. 3/10 or even WED. 3/11 before PART I, so listen closely and more info in class!

FROM THE PINK MLA SHEET (WRITING SECTION), NOTES we've taken the last six weeks (**including MANY notes from Tues. 3/11!!) AND GRAMMAR SECTION PRACTICE SHEETS:
--MLA STYLE BASICS for formatting formal essays/general guidelines/consistency
--MLA STYLE BASICS RE: contractions, #s under/above 10
--using 'single quotes for YOUR words' vs. "double quotes for CITED TEXT from a source" in MLA-style formal essays

--uses for "[BRACKETS]" and "...ELLIPSES in quoted...text material" 
--within "quotations," the correct use of commas within the quote marks
--MLA style "correct blending/citing quotes" in responses (--).
--8th EDITION MLA proper Works Cited citation of a *BOOK WITH ONE AUTHOR* (*see F451 Lit. Analysis FINAL EXT. PARA.)

--name the EIGHT forms of “BE”/PASSIVE VOICE (PV) to avoid in academic writing AND **be prepared to correct/rewrite some sentences containing PV!

--use of 'THIS + NOUN' rule in writing for clarity/being specific

--parallel structure (parallelism) in sentences; identify errors and correct them

--keeping TENSE and PERSON consistent in writing

--writing about literature = 3rd person, PRESENT TENSE VERBS ALWAYS!!!!!

--know what METADISCOURSE and 'THE ABYSS OF INCOHERENCE' mistakes are in writing/AVOID THEM BOTH!

--differences between PROOFREADING vs. REVISION for MULTI-DRAFT FORMAL writing (**"Top 10 Reasons for Failing Papers in ENG 1101/1102," JOURNAL #9 1/2 sheet)

--1^st/2^nd/3^rd person voice/point of view (POV) in formal academic writing
--AUDIENCE/PURPOSE/CONTEXT and their IMPORTANCE in all writing
--a text's/author's ARGUMENT in writing also means = THESIS/controlling idea/main idea
--correct uses of a SEMICOLON and 'super-semicolon'
--identifying the SUBJECTS in sentences with semicolons
--commas AFTER AN INTRO PHRASE (Because I was tired, ...) or with FANBOYS conjunctions (..., and...)
--COMMONLY CONFUSED WORDS to remember/distinguish
--using TRANSITIONS effectively in writing
--POETRY vs. PROSE and the main differences in the genres
--the simple 'purpose' of a PARAGRAPH break (for the eyes)
--correct PARALLEL STRUCTURE in sentences
--using DASHES and HYPHENS correctly in words/sentences
--APOSTROPHES to show possessives
**FROM THE COMMAS/SEMICOLONS/COLONS POST-TEST "SNOW DAY" SHEET(s): will choose a couple to include on the QUIZ as questions/to correct 
--IMPORTANT MIDTERM QUIZ PART II TASK: APPLYING REVISION and EDITING/PROOFING to a paragraph filled w/errors BASED ON QUIZ PART I and pink MLA SHEET NOTES we've taken the last six weeks

************************************
***A PLETHORA OF BONUSES TO UTILIZE THAT MAY INCLUDE (***several also from notes in class Mon. 3/9-Thurs. 3/11): MLA-style European date format, being PROACTIVE/ADAPTABLE/RESOURCEFUL, ANYTHING WE WENT OVER ON POP QUIZ #4, commas after state abbreviations/names, 'sans' and 'sans serif' font text features, contranym, the 1960 Kennedy-Nixon debates as "The Day Politics and Television Changed Forever," lightning vs. lightening