Wed. Dec. 21, 2016: In-Class Essay

Today, you wrote an in-class essay. Your cheat sheets and the instructions were returned to those who submitted them yesterday. This is a one hour activity. Please remember that you have an independent novel study DEADLINED for Friday, January 6.

Tues. Dec. 20, 2016: Cheat Sheet

You will be writing your in-class essay tomorrow so you will get today's class to create a cheat sheet. It must be handed in to me by the end of class (it will be returned tomorrow).

Thurs. Dec. 15, 2016 to Mon. Dec 19, 2016: Hamlet Film

For the next three days, you will be watching the feature film Hamlet, starring Mel Gibson. If you weren't in class, check to see if it is online or on Netflix.

Wed. Dec. 14, 2016: Hamlet Exam

Today, you wrote your Hamlet exam.

Tues. Dec. 13, 2016 to Wed. Dec. 21, 2016: Hamlet tests and essays (READ ALL)

Today, we finished reading Hamlet. I have put a test prep. sheet in your portfolios.
The rest of the classes before the holidays will proceed as follows:

You will write a comprehension exam tomorrow (Wednesday)
You will view the feature film Hamlet, with Mel Gibson (Thurs., Fri., and Mon.)
You will get a day to work on your essay cheat sheet (Tues.)
You will write an in-class essay on Wed (the 21st).

The questions for the essay were provided yesterday (see blog or portfolio).
The test prep. information is posted below:

Hamlet

Test Prep: 2016

Questions 1-35            True/False statements that tie to the plot of the play. If you know it, you

                                    will do fine (Trivia).

Questions 36-88          Multiple choice: complete the sentence provided. These also are

                                    examining how well you know the play (Trivia).

Questions 89-92          Matching characters to quotes: You will have to actively examine four       

quotes and then determine which character (provided) stated each one. Process of elimination works for this.

Questions 93-97          Matching WHO IS BEING DESCRIBED to quotes. Students mess this

                                    one up because they don’t read the instructions. It is NOT who is saying it

                                    but who is being described that matters. Process of elimination works for

                                    this.

Questions 37-44          Active reading of an excerpt from a play and multiple choice questions to

(98-105)                      examine understanding. You will get a dictionary. Read as actively as time

allows. Use process of elimination on these questions.

Mon. Dec. 12, 2016: Hamlet

Today, we began reading Hamlet on Act IV, Scene 5 and ended on Act V, scene 1, at the top of page 131.
I also gave you your in-class essay question early so you could start preparing for your in-class essay on Wed. December 21. I have posted this below.

If you were not here, read the section and complete the following questions:

7. How does Claudius propose to satisfy Laertes’ suspicions?

8. What reasons does Claudius give Laertes for not taking action against Hamlet, who, Claudius says, “Pursued [his] life”?

9. Why does Claudius plan to poison the drink, in addition to poisoning the rapier tip which Laertes will wield?

     10.      How does Ophelia drown?

ELA B30

Shakespearean Timed Formal Essay

Time Allowed: sixty minutes

Instructions: Using the Shakespearean play we studied in class, answer either a. b. c. or d.

a.       When it comes to the main character, determine if he is cunning or crazy. Defend your position. OR b.      Is the main character a person who could be defended as basically good or one who could be seen as basically bad? Defend your position. OR c.       Examine the actions of the main character. Based on our earlier unit, could he be defined as brave (heroic) or cowardly? Defend your position                                                              OR d.      Examine the differences between the text version of the Shakespearean play read in class and the film version viewed in class. Why did the director or script writer choose to make differences to the film? Defend your position.

I am allowing you to have the question early so you can prepare; I am also allowing you to bring in a cheat sheet of no more than 50 words. If the cheat sheet has more than 50, then it will not be allowed. Your planning should involve gathering your evidence, studying essay format, and honing up on any areas of mechanics or punctuation where you have deficits.

Further considerations:

·         You must write in dark blue or black ball-point pen (not felt tip as they bleed through).

·         You must double-space (this allows you room to cross out errors and fix in the line above).

·         You will be allowed to use a dictionary.

·         You will be given a planning page (you cannot bring one in with you).

·         All electrical devices must be off your person (if you bring them in the room, put the item(s) in the day care).

·         You will write on Wednesday, December 21.

    

Fri. Dec. 9, 2016: Hamlet

Today, we read from Act III, scene 2 (p. 95) of Hamlet up to Act IV, scene 5 (we will start on this act on Monday).

Below are questions you need to answer to show you were active in this reading (if you were not here). Hand these in on Monday.

The end of Act III:

1.      What is the apparent purpose of the Ghost’s appearance in the Queen’s bedroom while Hamlet speaks with his mother?

Act IV, scenes 1-3

    1.      What is Claudius’ response when Gertrude tells him that Hamlet has murdered Polonius?

2.      What does Claudius direct Rosencrantz and Guildenstern to do?

3. Why does Hamlet hide Polonius’ corpse and then dash away when Rosencrantz and Guildenstern question him about it?

4. Why does Hamlet call Claudius “dear Mother”?

Wed. Dec. 7, 2016: Hamlet Act III

Today, we assigned new roles and began reading Act III of Hamlet. We got to Act III, Scene 2, line 195 (page 81).

If you were not here, read this section and answer the following questions:

1.      What do Rosencrantz and Guildenstern report to Claudius regarding their conversation with Hamlet?

2.      What do the pair fail to reveal to Claudius?

3.      What favor does Hamlet ask of Horatio?

4.      What is the plot of the Dumb Show the Players present?

Tues. Dec. 6, 2016: Hamlet: Act II

Today, we read the rest of Act II of Hamlet. If you were not here, you will need to answer the following questions after you read it and submit it for the next class.

7. What does Polonius mean in an aside, as he speaks with Hamlet, “Though this be madness, yet there is method in’t”?

8. What does Hamlet make Rosencrantz and Guildenstern confess?

9. Why have Hamlet’s two friends arranged for the theatrical troupe to perform at the palace?

10. What is the significance of the speech which Hamlet requests from the actor, taken from the story of the Trojan War?

Mon. Dec. 5, 2016: Hamlet Act II

Today, we read Act II of Hamlet. If you were not here, you will need to read the Act, answer the questions pasted below, and submit at the start of the next class.

Act II: Study Questions

1. What task does Polonius assign Reynaldo in Paris?

 2. Why is Ophelia so upset when she speaks with her father?

3. In what respect does Polonius change his mind about Hamlet and the prince’s relationship to Ophelia?

 4. What task does Claudius assign to Rosencrantz and Guildenstern?

 5. What news do Voltemand and Cornelius bring back from Norway?

 6. What do Claudius and Gertrude conclude after hearing Polonius read the letter from Hamlet to Ophelia?

Fri. Dec. 2, 2016: Hamlet Reading: Act I

Today, we continued to read Hamlet. If you were not here, there are questions pasted below. You need to read all of Act 1. If you were not here, you will need to do the reading questions below. Submit these questions when you return.
I

1.      In his soliloquy, what are Hamlet’s reasons for objecting to his mother’s remarriage?

  

2.      What advice does Laertes give to Ophelia as he says farewell to her prior to his departure for Paris?

3.      What advice does she give Laertes in return?

4.      What is the thrust of the advice Polonius gives Laertes as his son prepares to leave?

5.      What does Polonius instruct Ophelia to do regarding Hamlet?

6.      What does the apparition tell Hamlet?

7.      What two-part oath does Hamlet extract from his companions following the encounter with the Ghost?

Thurs. Dec. 1, 2016: Hamlet

Today, we began to read Hamlet. If you were not here, there are questions pasted below. You need to read Act 1, scene 1 and Act 1, scene 2 (up to the end of page 12). Submit these questions when you return.

Hamlet: Study Questions: Act I

1.      Why does the Ghost of Hamlet’s father appear but not speak to the officers on sentinel duty?

2.      What do Ghostly apparitions usually portend, according to these witnesses?

3.      What is the content of the dispatches Claudius has sent with Voltemand and Cornelius to the King of Norway?

Tues. Nov. 29 & Wed. Nov. 30, 2016: Independent Novel Study

You are getting these two days to work on your independent novel study. We will dig into Hamlet when I get back. I have put what is meant to be a fun overview of the play in your portfolios (called "Fun with Hamlet and His Friends). I have also booked the computer cart for Wednesday.

Fri. Nov. 25, 2016: Hamlet Introduction

Today, I introduced the play Hamlet. As the power was out, no notes were provided. I have printed my Powerpoint and have placed a copy in everyone's portfolio.

Thurs. Nov. 24, 2016: Iambic Pentameter

Today, we reviewed Iambic Pentameter. If you were not here, the notes are in your portfolio.

Wed. Nov. 23, 2016: Shakespeare/Hamlet Introduction

Today, you were provided with a booklet covering much of the background information you need to know to understand Shakespeare. The goal today is to read this booklet actively and then answer the questions I have posted below: If you were not here, the readings are in your portfolio; however, ALL of these questions can be answered through a web search. They are due tomorrow.

Hamlet Introductory Questions

(Value: 21)

1.      List and name the characteristics of the three types of plays which were the basis of Elizabethan Drama. (value: 6)

2.      What are the four characteristics of “Revenge Tragedy”? (value: 4)

3.      What are five elements of “Revenge tragedy”? How did Shakespeare follow this classical tragedy format? (Value: 6)

4.      What is iambic pentameter? Why is it so important to the study of Shakespeare? How did Shakespeare change words to suit this rhythm? (Value: 3)

5.      Why did boys play the women’s parts in Shakespearean drama? (Value: 1)

6.      From the “courtyard model”, what playhouse came into being? (Value:1)

Tues. Nov. 22, 2016: Essay Assess and Reflect

Today, you did an assess and reflect activity using your returned Lord of the Flies essay. If you were not here, you will need to see me for your essay and in order to complete this assignment.

Mon. Nov. 21, 2016: Assess & Reflect Activity

For those students who completed the exam on Friday, today was used to answer questions about your self-regulation in regard to how you did. You were given your exam back and provided questions to answer. If you were not here, this will have to be completed at lunch ASAP. Those who had not written the exam were allowed this time to do so. Again, however, those students will have to come in at lunch to do the assess and reflect activity. If you have not written the exam, you will need to make arrangements to do that ASAP.

Fri. Nov. 18, 2016: Unit Exam

Today, you wrote your unit exam for Lord of the Flies. If you were absent and did not write it prior, you will need to arrange to write the alternative at lunch next week. I am suggesting Tuesday.

Thurs. Nov. 17, 2016: Test Prep/Independent Novel Study

Today, you were given class time to study for your exam. If you feel confident, then the time can be used to prepare your independent novel assignment (handed out to you in September and due January 6).
The exam is tomorrow.

Wed. Nov. 16, 2016: Independent Novel Study/Test Prep.

Today, the students worked on prepping for their Friday exam or worked on their independent novel study, which is due Friday, January 6, 2017. For test prep notes, see previous blog.

Tues. Nov. 15, 2016: Essay Submission and Test Prep.

Today, you handed in your essays from the Lord of the Flies unit. I then handed out a test prep sheet. You will write your unit exam on Friday. I have pasted the test prep. information below.

Lord of the Flies: Test Prep

To do well on this exam, you will have to have read actively. In other words, taken the time to look up things like unfamiliar words.

I have created a list below of words you will either have to define (matching) or understand in context. It is up to you whether you want to take the time to do this, but I assure you, your efforts will be noted in the mark (in other words, take the time!). These do not add up with the rest as there are additional ones in here (14 marks).

1.      Obscured

2.      Reprimand

3.      Impenetrable

4.      Turbulently

5.      impurities       

6.      Excruciatingly                        

7.      Skewed                                              

8.      Purged                                                

9.      Coverts                                                           

10.  Tempestuously                       

11.  Rebuke                                               

12.  Bastion                                                           

13.  Gesticulated                           

14.  Inscrutable                             

15.  Opaque                                               

16.  Pall                                         

17.  Eclipsed                                 

18.  Maternal                                 

19.  Impalpable     

I.                   True or False (16 Marks). Write “T” if the statement is true, or “F” if the statement is false, in the space provided.

II.                Matching (9 Marks). Match the character with their traits. In the space provided, write the letter of the answer that best describes the character.

III.             Multiple Choice (19 Marks). Complete each of the following sentences with the best response. Indicate your choice by writing the letter of the response on your answer sheet.

IV.             Read the excerpt from a novel  and answer the multiple choice questions (10 marks).

Thurs. Nov. 10, 2016: Essay Submission/Return for Revision

Today, you were to complete and submit your essays. I took them in and then gave them back. I want you to go over them again on the weekend (or Tuesday outside of class) to do a final revision. It is easier to catch mistakes if you leave a paper alone for a twenty-four hour period. It also  helps to read the sentences as stand-alones to see if they make sense. I often read the last sentence and work upwards to accomplish this.

Wed. Nov. 9, 2016: Writing Class

Students continued working on their essays. These are due at the end of class tomorrow.

Tues. Nov. 8, 2016: Writing Class continued

The students have until Friday to hand in a revised good copy of an essay using Lord of the Flies for their evidence to support their thesis.

I also provided the students with an essay editing checklist (in blue: it is a keeper).

Fri. Nov. 4, 2016: Lord of the Flies Film

Today, we continued to view the 1990 version of Lord of the Flies. The essay assignment options and due dates were posted in yesterday's blog.

Thurs. Nov. 3, 2016: Essay Assignment: Film (1990)

Today, I handed out the essay assignment for Lord of the Flies. One of the questions ties into the 1990 feature film (which is the reason I handed it out early).
We then began watching the film.

I am pasting the assignment below:

Essay Assignment: Lord of the Flies

Using the novel Lord of the Flies, answer one of the three following choices using a five paragraph essay format.

a.       In the novel Lord of the Flies, Golding uses the allegory of personality (Id, Ego, Superego) to explain man’s civility (or lack thereof). How does the allegory of personality demonstrate itself in this novel and what is its purpose?

OR

b.      In the novel Lord of the Flies, Golding provides a very dark view of man. How does this novel connect to the concept of Genocide?

OR

c.       In writing his novel Lord of the Flies, Golding attempts to support his view that man is a savage who, without civilization, will revert to a savage state.  Based on the novel, has Golding been able to present a strong argument to support this?

d.      There are a number of differences between the novel, Lord of the Flies, and the 1990 feature film. What was the filmmaker’s purpose in making these changes? Do they enhance or diminish the message of the novel? Support this with evidence.

Essay Marking Criteria: Content: Thought and Detail             10 marks Organization                                        5 marks Sentence Structure                               5 marks Vocabulary                                          5 marks Mechanics                                            5 marks

Keep in mind that the essay must be 12 point Times, New Roman, double-spaced, zero spacing and in a revised form using MLA expectations. Further, when doing your “works cited” page, in order to practice this skill, I want you to identify the chapter the quotes came from (see me for help).

Due Date: Thursday, November 10, 2016

Wed. Nov. 2, 2016: Chapter 12 Discussion

Today, the students wrote a 10 minute sequel on the novel as a whole.
I then gave out a handout about the main message in Lord of the Flies. This handout then explains genocide and the steps involved in it. It also contains a number of examples of genocide in the 20th century. We read most of it as a class. What is left is to be read at home. If you were not here, this handout is in your portfolio.

Tues. Nov. 1, 2016: Chapter 11 Discussion

Today, students wrote a journal outlining the events of Chapter 11. If you were not here, see me for the alternative questions.
I then reviewed the symbols that have lost power (conch, glasses and Piggy), as well as those that have (glasses, masks, Jack).
I then allowed the rest of the class time to read chapter 12.

Mon. Oct. 31, 2016: Chapter Discussion: 8,9 & 10

Today, we discussed chapters 8, 9, 10 ten. I showed you the journal from chapter eight, which discussed the problems Ralph, Jack and Simon dealt with and the outcomes.

I then discussed the religious allegory (Chapter 9), And the allegory of the boys and politics (chapter 10.
Finally, I explained cognitive dissonance and the connection between this theory and the novel.
If you were not here, see me for the notes.

Thurs. Oct. 27 and Fri. Oct. 28, 2016: Reading

Today, we did a journal activity on Chapter Seven. If you were not here, see me about an alternative. I then assigned you to read chapters 8, 9, 10 ten for Monday. This means Friday will be a reading class. I am pasting the notes from today's class below:

October 27, 2016

How does this chapter demonstrate that the boys are becoming more savage, challenging and dangerous to one another? 

Five minute Journal : 250 words

In Chapter Seven, “Shadows and Tall Trees,” of the novel, Lord of the Flies, by William Golding, it is obvious that the boys are becoming more savage, challenging and dangerous to one another. Jack constantly challenges Ralph, going to far as to climb to the “beast” without him and Roger to show his bravado. The fact that they are all competing to show they are the bravest; thus, taking chances like walking around in not so ideal lighting conditions, show that they are putting themselves in more dangerous situations. All of these, however, are not as disturbing as the reality that the boys are becoming more savage, both in appearance and in actions. Ralph comments on their change of appearance: they are not dirty, but still seem unkempt; this is their new normal (long hair, bitten nails, stiff or non-existent clothing). Further, the boys engage in a mock hunt using Robert as the pig. Even Ralph participates in this brutal assault. The scary part is that Robert has to hit panic for it to end and then complains that his “bum hurts” indicated some violence consistent with a sexual assault. Further, all of them discuss playing this game more, maybe even to the detriment of life and laughingly suggest that a littlun could play the role of the pig if no pig was available. Keep in mind that even Ralph is fall for this (he injured a pig and felt the need to brag).

Additional Notes (student generated)

Simon: Tells Ralph that he will get home (prophetic)

Ralph throws a spear at the pig (engages in the violence) and BRAGS

Ralph looks like he is going to use the spear on Jack when they are arguing.

Ralph flat out asks Jack why he hates him.

Littluns not seen as people of equal value.

Ralph is chewing his nails until they bleed (his nerves are “showing”)

Wed. Oct. 26, 2016: Chapter Six and Seven

Today, you wrote a journal on chapter 6 of Lord of the the Flies.
If you were not here, you can speak to me about alternatives/exemptions. We also examined the faulty logic present in the boys' belief that what Sam n' Eric saw was a beast. I also explained that eyewitness accounts are often flawed. We also examined the irony that, while the boys wanted a sign from the world (man), what they got (a dead parachutist) is a pretty negative one.
I also put the faulty logic notes from my Powerpoint yesterday in your portfolios.
For tomorrow's class, please read Chapter 7.

Tues. Oct. 25, 2016: Chapter Five/Faulty Logic Discussion

Today, you write another journal/summary response. I then discussed faulty logic with you.
If you were not here, see me when you return to discuss alternatives. The notes will be in your portfolio.

Mon. Oct. 24, 2016: Lord of the Flies Chapter Discussion

Today, students wrote a summary questions for chapters three and four (combined). These are timed activities. See me for alternative questions and I'll see what I can find.

We then discussed a number of symbols
the fire
the glasses
the pighunt
Ralph's hair
Clothing
the sea allegory.
Imagery of wounds
Painted faces

For tomorrow, you are to read chapter five of the novel. Build reading time in (it's less than twenty pages).

If you want to find out about these symbols (and you do), do a google search.

Fri. Oct. 21, 2016: Chapter Two Question and Readings

Today, you wrote a journal question and we discussed it (it was then submitted).
I then instructed you to add to your "Works Cited" sheet so you are current on chapters you are reading.

I then instructed you to read Chapters Three and Four for Monday.

Thurs. Oct 20, 2016: Chapter Two of Lord of the Flies and Citation

Today, you were to submit your chapter one questions and read chapter two of the novel. I also instructed you to create an MLA citation page for the chapters of this novel. We did the first chapter together. You should have chapter two read for tomorrow's class. We will also discuss the Chapter 1 answers.

Wed. Oct. 19, 2016: Chapter One: Lord of the Flies

Today, we discussed Chapter One of Lord of the Flies.
First, the students wrote a summary and we discussed these.
I then explained "suspended disbelief."
We then discussed Symbolism (the allegory of the story itself and the conch).
 as well as a tie-in between Freud and the boys.

Finally, the rest of the time was used to address the questions provided yesterday.
I am not assigning you a reading completion for tomorrow's class, but there will be one for the next class. Time is valuable, so read ahead when you can.

Tues. Oct. 18, 2016: Introduction to Lord of the Flies

Today, the students signed out the novel Lord of the Flies from the library. I then provided a Powerpoint instroduction to the story and author as well as terms and themes. I also explained Freud's theory about the characteristics of man (Id, Ego, Superego).
I then instructed the students to read Chapter one and gave them reading questions which will not be due tomorrow.

Tues. Oct. 13, 2016: Lord of the Flies Introduction and Reading

Today, I introduced this novel. If you were not here, either see me to view the powerpoint or ask a friend for the notes. For tomorrow's class, you were to read all of chapter one.

I also gave you questions to answer for the first chapter.

Thurs. Oct. 13, 2016: Unit Exam: M.C.

Today, the students wrote their unit exam. Their papers are now due in the morning tomorrow at the latest due to some glitches.
Please bring your independent novels to class tomorrow (and/or your work on the independent assignment).

Wed. Oct. 12, 2016: Writing Class

Today is your last in-class writing day to work on your essays. They are due at the end of the day tomorrow.
Tomorrow, you will write a multiple choice reading comprehension exam.

I am posting the test prep sheet here for those who are absent. The rest of the students received this as a handout.

ELA B 30 Unit One: Test Prep

Your exam will consist of three readings relating to ideals, characteristics or understanding of self. There are twenty-four questions.

Each reading must be read actively (highlighting main points, 5Ws and other

pertinent information; paraphrasing).

Each question must be answered using process of elimination (eliminating the

“wrong” answers to arrive at the best one(s).

You will be marked as follows:

M.C. questions = 50 marks (some are worth two points; some are worth

three points)

Active Reading = 25 marks

Process of elimination = 25 marks

Total = 100

Words/concepts to familiarize yourself with:

• Gratification
• Expression
• Contrast
• Theme
• Compulsive
• Reinforce
• Affliction
• Ravenous
• Ignorance
• Juxtaposes (juxtaposition)
• Contempt
• convey
• armaments
• monitoring
• battalion
• oppressive
• impoverished
• idealism
• consequence
• irony (all three types)
• tone
• theme
• contrast
• illustrate
• connotation
• denotation
• compensation
• excel
• dexterity
• contrary
• passive
• conscious
• subconscious
• dominant
• misconception
• phenomenon

Tues. Oct. 11, 2016: Writing Class

Today and tomorrow, you will get class time to work on an essay that is due on Thursday, at the end of the day.
You will write your unite reading comprehension exam (M.C.) on Thursday.

Fri. Oct. 7, 2016: Writing Class

Today, you were given time (and computers) to work on your essay that is due at the end of the day on Thursday. Keep in mind that you will have a reading comprehension exam on Wednesday so you will not get class time that day for this.

Thurs. Oct. 6, 2016: Essay Discussion and Assignment

Today, I gave your four handouts:

1. How to Write a Critical Analytical Introductory Paragraph
2. Attention-Getters
3. Transitions
4. Essay Assignment

The essay will be due on Thursday, October 13; however, you will only get class time until the end of Wednesday's class.

You will also have a unit exam on Thursday, October 13. It will be reading comprehension (active reading).

Wed. Oct. 5, 2016: Assignment Completion

Today, you completed the questions I gave you yesterday. I will go through your major unit assignment tomorrow.

Tues. Oct. 4, 2016: Discussion about Recent Readings & Assignments

Today, we reviewed the critique for "Robin Hood and the Three Squires." We then discussed "What Men Live By" and "Man in the Water." From these, we got a more modern understanding of the concept of "Hero."
We then briefly discussed "The Lowest Animal." I then handed out questions for you to answer relating the two readings together. I have pasted these below.

I will give you until 3:10 tomorrow to answer the questions but will not expect them in until Thursday's class.

Comparing “The Man in the Water” and “The Lowest Animal”

Once both of these texts have been read actively, these questions should be really easy to answer.

1.      In the text, “The Man in the Water,” What is Roger Rosenblatt trying to get us to understand about people?

2.      In the text, “The Lowest Animal”, what is Mark Twain trying to get us to understand about people? Keep in mind that this was written in 1892.

3.      What examples does Rosenthal provide to prove his thesis about people? List these.

4.      What examples does Twain provide to prove his thesis about people? List these?

5.      Based solely on the evidence presented, who best proves their case? Explain.

6.      On a personal, subjective level, what is your opinion about people? Are we capable of selflessness? If so, why does Twain even have an argument? Explain. 

Mon. Oct. 3, 2016: Self-Awareness Reflection and Reading

Today, you were given a self-reflection activity to complete. I then gave you your final reading for this unit: The Lowest Animal by Mark Twain. Please have this actively read for tomorrow's class (no critique).

Thurs and Fri. Sept. 29 - 30, 2016: "What Men Live By" Active Reading and Critique & "Man in the Water" Reading

On Thursday, you were given the reading "What Men Live By" by Tolstoy. You are to actively read it and then create a critique. In case you can't find it, the editor is Richard Craig Goheen. The other citation information is on the last page).
You were also given the reading "The Man in the Water." You are to actively read this, but do not have to do a critique. Everything needs to be in to me for Monday (no class time next week).
I am pasting "Man in the Water below in case you weren't here but want to be ready for Monday's class (and you do!).

The Man in the Water
Roger Rosenblatt

As disasters go, this one was terrible but not unique, certainly not among the worst on the roster of U.S. air crashes. There was the unusual element of the bridge, of course, and the fact that the plane clipped it at a moment of high traffic, one routine thus intersecting another and disrupting both. Then, too, there was the location of the event. Washington, the city of form and regulations, turned chaotic, deregulated, by a blast of real winter and a single slap of metal on metal. The jets from Washington National Airport that normally swoop around the presidential monuments like famished gulls were, for the moment, emblemized by the one that fell; so there was that detail. And there was the aesthetic clash as well—blue-and-green Air Florida, the name a flying garden, sunk down among gray chunks in a black river. All that was worth noticing, to be sure. Still, there was nothing very special in any of it, except death, which, while always special, does not necessarily bring millions to tears or to attention. Why, then, the shock here?

---

2

Perhaps because the nation saw in this disaster something more than a mechanical failure. Perhaps because people saw in it no failure at all, but rather something successful about their makeup. Here, after all, were two forms of nature in collision: the elements and human character. Last Wednesday, the elements, indifferent as ever, brought down Flight 90. And on that same afternoon, human nature—groping and flailing in mysteries of its own—rose to the occasion.

Of the four acknowledged heroes of the event, three are able to account for their behavior. Donald Usher and Eugene Windsor, a park-police helicopter team, risked their lives every time they dipped the skids into the water to pick up survivors. On television, side by side in bright blue jumpsuits, they described their courage as all in the line of duty. Lenny Skutnik, a 28-year-old employee of the Congressional Budget Office, said: “It’s something I never thought I would do”—referring to his jumping into the water to drag an injured woman to shore. Skutnik added that “somebody had to go in the water,” delivering every hero’s line that is no less admirable for its repetitions. In fact, nobody had to go into the water. That somebody actually did so is part of the reason this particular tragedy sticks in the mind.

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3

But the person most responsible for the emotional impact of the disaster is the one known at first simply as “the man in the water.” (Balding, probably in his 50s, an extravagant moustache.) He was seen clinging with five other survivors to the tail section of the airplane. This man was described by Usher and Windsor as appearing alert and in control. Every time they lowered a lifeline and flotation ring to him, he passed it on to another of the passengers. “In a mass casualty, you’ll find people like him,” said Windsor. “But I’ve never seen one with that commitment.” When the helicopter came back for him, the man had gone under. His selflessness was one reason the story held national attention; his anonymity another. The fact that he went unidentified invested him with a universal character. For a while he was Everyman, and thus proof (as if one needed it) that no man is ordinary.

Still, he could never have imagined such a capacity in himself. Only minutes before his character was tested, he was sitting in the ordinary plane among the ordinary passengers, dutifully listening to the stewardess telling him to fasten his seat belt and saying something about the “No Smoking” sign. So our man relaxed with the others, some of whom would owe their lives to him. Perhaps he started to read, or to doze, or to regret some harsh remark made in the office that morning. Then suddenly he knew that the trip would not be ordinary. Like every other person on that flight, he was desperate to live, which makes his final act so stunning.

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4

For at some moment in the water he must have realized that he would not live if he continued to hand over the rope and ring to others. He had to know it, no matter how gradual the effect of the cold. In his judgment he had no choice. When the helicopter took off with what was to be the last survivor, he watched everything in the world move away from him, and he deliberately let it happen.

Yet there was something else about our man that kept our thoughts on him, and which keeps our thoughts on him still. He was there, in the essential, classic circumstance. Man in nature. The man in the water. For its part, nature cared nothing about the five passengers. Our man, on the other hand, cared totally. So the timeless battle commenced in the Potomac. For as long as that man could last, they went at each other, nature and man; the one making no distinctions of good and evil, acting on no principles, offering no lifelines; the other acting wholly on distinctions, principles, and, one supposes, on faith.

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5

Since it was he who lost the fight, we ought to come again to the conclusion that people are powerless in the world. In reality, we believe the reverse, and it takes the act of the man in the water to remind us of our true feelings in this matter. It is not to say that everyone would have acted as he did, or as Usher, Windsor, and Skutnik. Yet whatever moved these men to challenge death on behalf of their fellows is not peculiar to them. Everyone feels the possibility in himself. That is the abiding wonder of the story. That is why we would not let go of it. If the man in the water gave a lifeline to the people gasping for survival, he was likewise giving a lifeline to those who observed him

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The odd thing is that we do not even really believe that the man in the water lost his fight. “Everything in Nature contains all the powers of Nature,” said Emerson. Exactly. So the man in the water had his own natural powers. He could not make ice storms, or freeze the water until it froze the blood. But he could hand life over to a stranger, and that is a power of nature too. The man in the water pitted himself against an implacable, impersonal enemy; he fought it with charity; and he held it to a standoff. He was the best we can do.