aluttke@homeoftheshamrocks.org

aluttke@homeoftheshamrocks.org

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Thursday, March 28, 2013

English 11 week of April 13



Email me your quiz results  - both # correct out of 11 and the (%), and the time you took to take the quiz.



Monday – Begin listening to The Curious Case of Benjamin Buttonstudents should identify theme, purpose, and rhetorical feature.
Homework: Vocabulary for Dr. Heidegger’s Experiment and The Minister’s Black Veil – due Wednesday.

Tuesday – Finish listening to Benjamin Button – recommend that you complete the online quiz for homework!

Wednesday – turn in vocabulary. Read biography of Nathanial Hawthorne. Read Dr. Heideggar’s Experiment. Identify theme, purpose, and rhetorical feature – allegory.

Thursday – complete reading Dr. Heideggar’s Experiment. Add the symbolism – mirror to your rhetorical features. Read The Search for Eternal Youth.

Friday – Begin listening to The Minister’s Black Veil – identify theme, purpose, and rhetorical features - symbolism

Wednesday, March 27, 2013

Posted: 26 Mar 2013 09:04 PM PDT
The proper use of the relative pronouns who, that, and which relate the subject of a sentence to its object, hence the name. The question of which of the three words to use in a given context vexes some writers; here’s an explanation of their relative roles.

Who, Whom, and Whose

Who and whom refer only to people, and whose almost always does so:
“I have a friend who can help.”
“Whom you associate with is your concern.”
“The person whose jacket was left behind is the likely culprit.”
(Whose is sometimes used to refer to an object, as in “Notice the car whose headlights are off.” This awkward usage should be replaced by, for example, “Notice the car that has its headlights off” or, better, “Notice the car with its headlights off.”)

That

That refers mostly to things, though a class or type of person is also sometimes referred to by this pronoun:
“He has the key that fits in this door.”
“This is a team that is going places.”
“He’s the kind of doctor that volunteers at a clinic on his day off.”
Even though the previous sentence is technically correct, it’s usually best to maintain a distinction between people and not-people by using who in reference to a type of person: “He’s the kind of doctor who volunteers at a clinic on his day off.” (The use of that in association with people itself, however, is well attested, as in “I don’t like the kind of people that she hangs out with.”) But a class of people is always considered a thing, not a person, so a sentence like “This is a team who is going places” is never correct.

Which

Which, like that, refers to things, but a further consideration is that American English usage usually frowns on this word when it appears in a restrictive, or essential, clause, such as “I chose the card which is blank.” This sentence, which specifies a card among one or more others that are not blank, has a meaning distinct from “I chose the card, which is blank,” which refers to a single card and then describes it. (This is an example of a nonrestrictive, or nonessential, clause.)
To further clarify that distinction, the restrictive form is generally illustrated by using that in favor of which, which is reserved for a nonrestrictive function, as in the preceding phrase. (One exception occurs when which is preceded by another usage of that, as in the sentence “What is good is that which is natural.”)
(This form is sometimes called nonessential because the information that follows which is not required. In the first sample sentence, which is better rendered “I chose the card that is blank,” the card’s blank state is essential to the context. In “I chose the card, which is blank,” all we need to know is that the card was chosen; its quality of blankness is incidental.)
Many writers and speakers of American English deplore the artificial distinction of favoring that over which in restrictive usage, but it is practical and well established — two valid criteria for any variation in purely logical grammar.

Monday, March 25, 2013

Posted: 20 Mar 2013 09:27 PM PDT
What determines whether a verb-to-adjective transformation ends with the suffix -able (as in assessable) or with -ible (as in accessible)? Why do some root words accept both options? What happens if the word ends with an e? Answers to these and other questions about -able and -ible follow.
The suffixes -able and -ible both express capability, fitness, or worth (or mean “tending, given, or liable to”), but there’s one key practical difference: The former flourishes, and the latter has fossilized. New words can be formed by attaching -able to an adjective (I’ll get back to that in a moment) — or a noun (more about that later, too) — but -ible, though widespread in existing words, is discouraged for new coinages.
Some words use one form unequivocally. (For example, immovable and invincible are never rendered immovible and invincable). Others are spelled either way, although one form predominates (as in the case of discernible and its less frequent variant discernable). In some cases, the variants reflect a distinction of meaning: For example, collectable means “able to be collected,” but the more common collectible has the connotation of desirability and is used as a noun to denote something worth collecting.
Intransitive verbs can also be transformed into adjectives by appending -able. Strictly speaking, reliable, for example, means “able to be relied on,” not just “able to be relied,” but the needs of the language have silenced opposition to such usage. Adjectives are also formed from attaching -able to nouns, such as objectionable from objection, though the nonword objectable is the logical formation based on the verb-plus-able formula.
Two other peculiarities exist regarding the suffix: When it is appended to a verb ending in -ate, such as calculate, the original suffix is omitted, resulting, for example, in calculable (which is overshadowed in frequency of usage by its antonym, incalculable). And when a word ends in e, such as in the case of move, the e is omitted when -able is attached, hence movable. (You’ll see moveable and the like in older publications, but this form is rare in contemporary usage.) Exceptions occur when a soft c or a soft g precedes the e, as in serviceable and changeable.
When coining new terms, keep these rules in mind — though consider, as well, that even some existing words, such as embraceable, are ungainly, and newly minted terms may be disagreeable to some readers.

Friday, March 22, 2013

English 11 week of March 25

Monday – Identify expectations for editorial: Do you feel that some people in America, in fact, are not yet equal? We will use the Argument Writing rubric for evaluation. Work with a partner to analyze a editorial.

Tuesday – Partner brainstorming – identify examples from Declaration of Independence, The Iroquois Constitution, Letter to John Adams, and The Declaration of Sentiments. All notes and brainstorms can be used to write the draft.

Wednesday/Thursday – Write draft of editorial – students will be provided with 30 minutes to complete the assignment.

Have a WONDERFUL Spring Break!!!

Friday, March 8, 2013

English 11 week of March 11



Homework By Friday: Visit Thomas Jefferson’s website at http://www.monticello.org/
In an email to Luttke: Identify 3 things that you learned about Jefferson or the Declaration of Independence that you did not know before you visited

Monday – Tuesday – Receive vocabulary – due Wednesday! Read the Declaration of Independence. Listen to audio from http://www.monticello.org/site/jefferson/audio-downloads-declaration-independence.

Wednesday-Thursday – Vobulary due Wednesday.  Answer questions regarding the Declaration of Independence – turn in as homework.

Friday – in groups of 3 work together to answer the question Political approach as it applies to the Declaration of Independence.

Please note: 5th – 8th will be finishing The Patriot  on Monday.

Friday, March 1, 2013

English 11 week of March 4

Monday – Reflect on fears for taking test
Tuesday – ACT – Juniors dismissed at 12:30
Wednesday – The Patriot movie – afternoon classes only
Thursday – The Patriot movie – afternoon classes only
Friday – The Patriot movie finished; Pre- test for Declaration of Independence.