Due Thursday, November 8th - Post your first two body paragraphs

Directions: In this space, post your first two body paragraphs.  Use the direct quotations from your last post as a guide.  Make these paragraphs as perfect as possible.  We will go over them in class.

Due Monday, November 5th - Post working thesis and list of 10-12 Quotations

Directions:  In this space,  post your working thesis statement or concept and list of 10-12 Quotations you plan to use in your essay, listed in a logical order.  In other words, you should be on step seven of the 10 step process.

Anthem Essay Prompts & Materials

Overview and Directions:  We are going to compose essays as scholars. Choose one of the following prompts and compose an essay using Anthem, Rand's philosophical material and Inequality for All.  Use the materials below to help guide you through this process.  Also, revisit past blogs for insights and material.

Prompt 1:  Near the end of the story, Prometheus writes that “the day will come when I shall . . . raze the cities of the enslaved” and that “the Councils of my brothers will be impotent against me.” Why do you think Prometheus foresees a struggle with his collectivist world? Why does he think he will prevail? For your essay, consider also what Ayn Rand writes in this excerpt from her novel The Fountainhead, titled “The Soul of an Individualist.” Also, use examples from Inequality for All by Robert Reich as a means of showing modern day examples.

Prompt 2:  The old locks and lack of guards in the Palace of Corrective Detention indicate that prisoners never try to escape. Why do you think they do not? In your essay, consider the following excerpt from Ayn Rand’s novel The Fountainhead, titled “The Soul of a Collectivist.” Also, use examples from Inequality for All by Robert Reich as a means of showing modern day examples.


Anthem by Ayn Rand - Full Text

https://www.gutenberg.org/files/1250/1250-h/1250-h.htm

Inequality for All by Robert Reich

http://inequalityforall.com/

Quotations for Robert Reich

https://www.brainyquote.com/authors/robert_reich

The Soul of an Individualist (From For the New Individualist) by Ayn Rand

https://campus.aynrand.org/works/1943/01/01/the-soul-of-an-individualist/page1


The Soul of the Collectivist (From For the New Individualist) by Ayn Rand

https://campus.aynrand.org/works/1943/01/01/the-soul-of-a-collectivist/page1

Criteria

Essays will be judged on whether the student is able to argue for and justify his or her view—not on whether the Institute agrees with the view the student expresses. Judges will look for writing that is clear, articulate and logically organized. Winning essays must demonstrate an outstanding grasp of the philosophic meaning of Anthem.

Writing Rubric

General Information: The score that you are assigned will reflect the quality of the essay as a whole—its content, its style, its mechanics. I reward the writers for what they do well. The score for an exceptionally well-written essay may be raised a half step above the otherwise appropriate score (i.e. from an A- to an A). In no case may a poorly written essay be scored higher than a D.

A

These essays offer a well-focused and persuasive analysis of the assigned prompt. Using apt and specific textual support, these essays fully explore the assigned prompt and demonstrate what it contributes to the meaning of the work as a whole. Although not without flaws, these essays make a strong case for their interpretation and discuss the literary work with significant insight and understanding. Generally, essays scored an A reveal more sophisticated analysis and more effective control of language than do essays scored an A-.

B

These essays offer a reasonable analysis of the assigned prompt, and what it contributes to the meaning of the work as a whole. These essays show insight and understanding, but the analysis is less thorough, less perceptive, and/or less specific in supporting detail than that of the A essays. Generally, essays scored a B+ present better developed analysis and more consistent command of the elements of effective composition than do essays scored a B or B-.


C

These essays respond to the assigned task with a plausible reading, but they tend to be superficial or underdeveloped in analysis. They often rely upon plot summary that contains some analysis, implicit or explicit. Although the writers attempt to discuss the assigned prompt and how the relationship contributes to the work as a whole, they may demonstrate a rather simplistic understanding of the work. The essays demonstrate adequate control of language, but they may lack effective organization and may be marred by surface errors.


D

These lower-half essays offer a less than thorough understanding of the task or a less than adequate treatment of it. They reflect an incomplete or over simplified understanding of the work, or they may fail to address the assigned prompt directly. They may not address or develop a response to how it contributes to the work as a whole, or they may rely on plot summary alone. Their assertions may be unsupported or even irrelevant. Often wordy, elliptical, or repetitious, these essays may lack control over the elements of composition. Essays scored a D- may contain significant misreading and demonstrate inept writing.


F

Although these essays make some attempt to respond to the prompt, they compound the weaknesses of the papers in the D range. Often, they are unacceptably brief or are incoherent in presenting ideas. They may be poorly written on several counts and contain distracting errors in grammar and mechanics. The writer’s remarks are presented with little clarity, organization, or supporting evidence.

Ten Steps for Writing an Effective Essay

       1. Read and Read and Read Prompt: Whatever you choose, make sure to think about every facet of the question. Read over and over again. Think. Digest what you are about to accomplish.

2. Return to the text. Return to your blog responses, journal, and class notes. Go back and look your work again with the prompt in mind. How is everything new now that you are seeing the plays with the prompt in mind?

3. Rehearse. What? Yes! Rehearse and perform a verbal essay using the prompt and the works. How would you address a jury of your peers with you proposed thesis? What evidence would you use?

4. Find your Evidence: Find and cite valuable passages for each of the parts of the above prompt. Go to the net and cut and paste at least 10-12 passages and or quotations to use in your piece into a word document.

5. So what’s your point? Thesis statement: The questions in the prompt are guiding your essay. Look at your 10 major passages and ask yourself…what message am I taking away from this reading experience? Write a solid one sentence thesis statement of purpose.

6. Organization: Look at the list of quotations and organize the quotations into the paragraphs. DO NOT BE AFRAID TO JUMP AROUND. JUMP AROUND. JUMP UP, JUMP UP AND GET DOWN!

7. Your thesis and 10 Quotations. Your complete thesis is the heading and the 10 quotations should be arranged in the order you would use them in your argument.

8. Compose body paragraphs: Using the prompt and your accompanying quotations - start writing your essay. Make sure you come to some sort of conclusion in the third paragraph. You may even have a brief conclusion as another paragraph.

9. Read your essay over: The professor’s eyes should not be the first set of eyes to read your essay. Make sure it is solid. Read it out loud.

10. Compose your introduction: Keep it brief and make sure the thesis statement you wrote is the last sentence.

Due Wednesday, October 31st - The Philosophy of Ayn Rand

Overview: We are going to embark on a journey through writing. This will require you to go out of your comfort zone and apply what you have learned through our class discussions of Anthem and Inequality for All. We will begin by reading some philosophy by Ayn Rand together. In her novels, Rand created characters that exemplified the ideals of Equality-2527, or Prometheus. These reading will also be used in the writing process, so please give this work your full attention.

Directions: We will read and explore these three pieces from the Ayn Rand institute together. When we finish you will be asked to use evidence from these texts. Take notes as we read and explore. In this blog space, please post three paragraphs one for each of the following readings.  Write about things you find interesting, connections to Anthem, and questions you have for me about Rand's philosophy.

Introduction to Objectivism
https://www.aynrand.org/ideas/overview



The Soul of an Individualist (From For the New Individualist) by Ayn Rand

https://campus.aynrand.org/works/1943/01/01/the-soul-of-an-individualist/page1



The Soul of the Collectivist (From For the New Individualist) by Ayn Rand

https://campus.aynrand.org/works/1943/01/01/the-soul-of-a-collectivist/page1

Due Monday, October 29th - Petrarchan Sonnets: A Study in Poetic Form

Overview:  The sonnet, as a poetic genre, began in Italy in the thirteenth century, and, under the later influence of the Italian poet Petrarch, became internationally popular. Petrarch established the basic form of the so-called Petrarchan sonnet Also called Italian sonnet: 14 lines divided into two clear parts, an opening octet (8 lines) and a closing sestet (6 lines) with a fixed rhyme scheme (abbaabba cdecde). Often the octet will pose a problem or paradox which the sestet will resolve. Petrarch also established the convention of the sonnet sequence as a series of love poems written by an adoring lover to an unattainable and unapproachable lady of unsurpassed beauty. The Petrarchan sonnet convention, in other words, established, not merely the form of the poem, but also the subject matter.

"Sonnet 292" from the Canzoniere

translated by Anthony Mortimer 

The eyes I spoke of once in words that burn,
the arms and hands and feet and lovely face
that took me from myself for such a space
of time and marked me out from other men;
the waving hair of unmixed gold that shone,
the smile that flashed with the angelic rays
that used to make this earth a paradise,
are now a little dust, all feeling gone;
and yet I live, grief and disdain to me,
left where the light I cherished never shows,
in fragile bark on the tempestuous sea.
Here let my loving song come to a close;
the vein of my accustomed art is dry,
and this, my lyre, turned at last to tears.



The eyes I spoke of with such warmth,

The arms and hands and feet and face

Which took me away from myself

And marked me out from other people;

The waving hair of pure shining gold,

And the flash of her angelic smile,

Which used to make a paradise on earth,

Are a little dust, that feels nothing.

And yet I live, for which I grieve and despise myself,

Left without the light I loved so much,

In a great storm on an unprotected raft.

Here let there be an end to my loving song:

The vein of my accustomed invention has run dry,

And my lyre is turned to tears.

Gli occhi di ch'io parlai sì caldamente,

et le braccia et le mani e i piedi e 'l viso,

che m'avean sì­ da me stesso diviso,

et fatto singular da l'altra gente;

le crespe chiome d'òr puro lucente

'l lampeggiar de l'angelico riso,

che solean fare in terra un paradiso,

poca polvere son, che nulla sente.

Et io pur vivo, onde mi doglio e sdegno,

rimaso senza 'l lume ch'amai tanto,

in gran fortuna e 'n disarmato legno.

Or sia qui fine al mio amoroso canto:

secca è la vena de l'usato ingegno,

et la cetera mia rivolta in pianto.

Directions:  Please choose a sonnet by Petrarch (see link below).  Cut and paste it into your post, and analyze it using the terminology we learned in class (see "The Poetry Cheet Sheet" below).  Most importantly, include a detailed personal analysis of the poem in your post. 

https://www.poetryintranslation.com/PITBR/Italian/Petrarch.php

The Poetry Cheat Sheet 

Tone: This is the attitude of the speaker of the poem. You always have to consider the tone of the speaker even if you’re not specifically asked to analyze it. Tone relates to many of elements below. It’s a “big-picture” or “umbrella” concept. (You should have a “bank” of words in mind: angry, happy, carefree, bitter, sympathetic, sad, nostalgic, ironic, satirical, etc.)

Repetition: Poets often rely on repetition. This can be words, phrases, sounds, images, ideas. If a poet repeats something, it takes on more meaning.

Diction: This refers to words. What words does the poet use? Does he repeat any specific words? What connotation do the words have (positive, negative)?

Syntax/Structure: Do the sentences within the poem or stanzas have a recognizable structure? Does the structure or pattern change at a specific moment?

Imagery (sensory details): This refers to the images of the poem, especially those that appeal to many senses (sight, sound, taste, touch, smell).

Sounds: Sound is often conveyed in poetry. Look for rhyme and repetition, and things such as alliteration, consonance, and assonance (which are repetitions of specific types of sound).

Metaphors/Similes: Comparisons are often used to support imagery, but they can also be used to anchor a poem, to convey a poem’s main message. Any time a poet compares something to something else, you should take note of it.

Irony: This is HUGE in poetry. If something is said or happens that is unexpected, it’s ironic. If it’s sarcastic or satirical, it’s ironic. If you can recognize irony, you’re golden.

Allusion: This is a literary or historical reference. It is not as common on the AP exam, but you should know what it is and how it works.

Rhythm/Rhyme: This is covered with other elements above. This just refers to the recognizable pattern of a poem that gives it a sense of rhythm and flow.

Also:  Sestet (six line stanza), Octet (eight line stanza), Quatrain (four line stanza), couplet (two line stanza)

Due Friday, October 26th - "Anthem" and "Inequality for All"

Overview: We have come to the end of our initial analysis of Ayn Rand’s cautionary tale, Anthem as well as Robert Reich’s documentary Inequality of All. Each warns its audience of a problem staring them in the face, and how they are manipulated by a system. Ironically, both have traditionally been aligned with opposite sides of the political spectrum, Reich as a Democrat and Rand as a Republican. However, let’s look beyond party politics and think for ourselves. Both champion individual thought and reason. Both believe we need to go beyond groupthink and look at the facts. Thinking for yourself is key. Do not passively believe what is fed by the government, media outlets, school, peers, or other forms of hearsay. Even the work we did in this unit. Do not take my word. Study. Explore.

Directions: Finish reading Anthem by Ayn Rand and viewing Inequality for All. Next, answer ALL questions below in a blog response.  These study questions require your opinion, so it will be interesting to see the various ways your classmates view the material.  As always, use direct quotations in your response and return to the blog, read, and respond to your fellow classmates.


Chs. XI and XII

1. "I am. I think. I will" What is the significance of those words to you? Explain fully.

2. Explain what Equality means by the creed of corruption?

3. What did Equality learn about slavery and freedom? Why did men give up their freedom once they earned it?

4. Discuss any three of the precepts which Equality adopts as his guide to life? Do you see any similarity between them and the thoughts of Robert Reich in Inequality for All? Explore. You may have to write an essay comparing the two. 😏

5. Now that you finished both works, what kind of action could you take in order to be an authentic self? To make an impact on the economic crisis?  Again, who knows if this will be part of your final essay? 😉