**HW DUE/REMINDERS FOR THURS. 3/12

1st/2nd ENG 1102 **and AP LANG

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

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

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**ATTENTION AP LANG/ENG 1102; HW DUE THURS. 3/12:

**1) FIRST: to anyone ABSENT THURS. 3/12 FOR ANY REASON: 

• MAKE SURE YOU CHECK THIS BLOG over the weekend and KEEP UP WITH WHAT'S DUE/EXPECTED OF YOU NEXT WEEK WHEN WE RETURN TO CLASS

• COMPLETE ALL ASSIGNMENTS/READING BY DUE DATES

• PAY ATTENTION TO NEXT WEEK'S CLASS MEETING SCHEDULE

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

• ACT THREE
• **in BOTH the paperback copy most of you received in class Thursday and the linked PDF version below, you'll be reading through pp. 120

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

**AGAIN, 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 Thursday in class for ACT THREE!

ACT THREE:

• As Act Three begins, why does Giles Corey interrupt Judge Hathorne?
• What does Danforth do with the list of people supporting Rebecca and Martha?
• Why does the court debate whether Proctor plows on Sunday? What is the significance of this debate?
• What is Abigail's "vision?"
• At this point in the play, what conclusions have you drawn about Abigail? Why? Support your reasons with "evidence from the text" (Miller #).

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**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.

IMPORTANT REMINDERS FOR THURS. 3/12:

**1) FIRST: to anyone ABSENT THURS. 3/12 or FRI. 3/13 FOR ANY REASON: 

• MAKE SURE YOU CHECK THIS BLOG each day AND OVER THE WEEKEND and KEEP UP WITH WHAT'S DUE/EXPECTED OF YOU NEXT WEEK/WHEN YOU RETURN TO CLASS

• COMPLETE ALL ASSIGNMENTS/READING BY DUE DATES

• PAY ATTENTION TO NEXT WEEK'S CLASS MEETING SCHEDULE

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2) Be prepared for MAJOR MIDTERM QUIZ  PART II THURS. 3/12--**STUDY GUIDE HERE on blog since Mon. 3/9

• **and for those of you ABSENT WED. 3/11 for PART I, you'll be making this up IN CLASS FIRST THING THURS. 3/12!!!**

**MIDTERM QUIZ, 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 

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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, WED. 3/11 before PART I, or even THURS. 3/12 before PART II, so listen closely and more info in class!

**ATTENTION THOSE OF YOU ABSENT WED. 3/11: THE FOLLOWING ITEMS HIGHLIGHTED IN THIS BLUE COLOR WE WENT OVER IN CLASS BEFORE PART I ON WED. 3/11! YOU MAY ALREADY UNDERSTAND THESE CONCEPTS, JUST FYI THAT I ADDRESSED THEM SPECIFICALLY!**

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

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***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