Remember the Titans Fits Mythic Hero Archetype

For all of the sports fans in the class I was trying to think of a good sports movie that we can relate to and make this confusing archetype easier to understand.

The hero (Denzel Washington) definitely comes from a mysterious background because he was one of the only colored coaches in the league and was trying to do the impossible (intergrate races). He was very different.

His weakness is his family. He would give up anything and everything to assure that his family is safe.

His path has many distractions in which he must overcome, but the goal is to have everyone on the team like each other and have a "family" bond with each other. And possibly win the championship.

The journey is filled with danger, because at that time, in the south, it was dangerous to be a colored man in a dominantly white neighborhood. He and his family were in danger, especially during the drive-by shooting at his home.

His companion is his assistant coach, he helps him get what he needs to make the journey possible. For example, their daughters become good friends.

The decent into darkness is when their star senior player gets into a car crash and is paralyzed. He comes out of the darkness with a passion to win for the injured player and he remains scared for life from the horrible accident.

After the team wins the championship game intergration in the south is not as uncommon as it was before. The team served as an example for the rest of the population of how blacks and whites can be friends.

If anyone has anything to add or argue with this let me know. I am pretty sure it is a good example of a mythic hero archetype.

John Leskow

Class Notes 9/29

The Heroic Archetype - The Mythic Hero

8. A difference in the hero after the descent

• The hero possesses new maturity and wisdom that were not the original object of the quest
• The other characters will never fully understand this new knowledge

9. The hero suffers a physical wound

• The hero may be wounded or even killed as part of the process of achieving the goal
• Hero does not view their suffering as important, compared with the value of their new knowledge

10. The hero's knowledge is brought back to the community

• The hero returns home, bearing new found wisdom in order to teach what they have learned (They become the guide)
• Or if the hero died while achieving the quest, the hero's companions return to carry on the legacy

Other Notes:

• A hero does not need all these traits, but adhere to them with minimum variation

Class Examples:

• The Patriot
• Spiderman
• I am Legend
• 300
• Troy
• Harry Potter
• Scarface
• The Godfather
• Dodgeball

Billy Saldutti

was there any beowulf reading over the weekend?


sean bronczyk

Class Notes 9/26/08

Mr. Lazarow was absent from class today. We read Beowulf and worked on our study questions while discussing with each other what we thought on each question, and what we thought of Beowulf so far.

John Leskow

Notes 9/25/08

Today Mr. Lazarow wasnt here. The substitute gave us a packet full of Beowulf questions and said if we could answer all of the questions, then we would do well on the Beowulf test. He also read a note that said to blog and discuss because Mr. Lazarow IS watching.


Kristian Mayer

Heroism

(Monday September 22 Notes)

Heroism:
Characteristics of a Hero?
-bravery
-selfless
-moral code
-opportunity
-strength [physical and emotional]
-determination, purpose, goal
- challenge (obstacle)

Types of Heroes:
-Doctors (Life-Savers)
-Armed Forces
- Firefighters
-Obama (Challenge-overcome adversity)


(Wednesday September 24 Notes)
Example of The Mythic Hero #1

Superman
Kal-El comes from planet Krypton, protects people of metropolis as "Superman." Earth's yellow sun endows his powers. Lives under identity of Clark Kent, mild mannered reporter for Daily Planet.

Batman
Bruce Wayne, Gotham City's billionaire playboy, psychologically scarred from witnessing parents murder. Night-stalking vigilante, Batman - The Dark Knight.

The Lone Ranger
Only survivor of ambushed Texas Rangers becomes mysterious Lone Ranger, wears black mask to hide his identity.

Blade
Pregnant mother attacked by a vampire, gave birth to half man half vampire, accepted by neither man nor vampire.

Angel
Cursed by a vengeful gypsy, vampire with a soul, loses soul when he has a moment of happiness.

Buffy the Vampire Slayer
Buffy Summers, vampire slayer also known as the "Chosen One"

Luke Skywalker
Orphan, Lives with Aunt and Uncle, together they are moisture farmers, once Aunt and Uncle are killed Luke goes off on his own, becomes a Hero.

Huckleberry Finn
Poor, abandoned by alcoholic father, homeless

The "Threshold Guardian"
- hero from outside has no ties providing the freedom to act
- hero within a community must break those ties or have them broken (sometimes in brutal fashion) before acting

The Mythic Hero #2
- hero not invincible but not a fool
- hero always has a weakness
- hero may only have average intellect (thus will make mistakes)
- usually possesses great common sense

Weakness
- Achilles' heel
- Pinocchio and lying
- Indiana Jones and snakes
- Superman and krypotonite
- Batman and scarred psyche
- Luke Skywalker and young/inexperience
- Angel and no sunlight, can lose soul from experiencing happiness

"Common Sense"
Odysseus - "quick witted" able to make good decision under pressure
But foolish for taunting Cyclops - Cyclops calls upon Poseidon to prevent Odysseus's return home.

The Mythic Hero #3
- path not always clear, but there is a goal
- hero seeking something that isn't near home
- hero may know where they want to go but not how to get there
Examples:
Moses - 40 years to find promise land
Theseus - Center of Labyrinth
- may know the route but not the journey involved
Examples:
Yellow Brick Road (Wizard of Oz)
Mississippi River to Cairo (Huck Finn)
Death Star (Star Wars)

The Mythic Hero #4
- journey/quest filled with danger/loneliness/temptation
- hero in 'alien country' facing things and situations never before encountered
- burden of quest usually to abandon quest in order to relieve suffering (Frodo and the Ring)

The Mythic Hero #5
- often accompanied by friends/servants/disciples
- comrades along quest offset loneliness
- heighten hero's isolation because they don't always share sense of mission
- all hero's companions will fall away before final battle

The Mythic Hero #6
- there is a guide(s)
- once hero passes an initiatory test then guide is revealed
- revered but unlikely person, who offers advice/tools
- things offered ambiguously, meaning not spelled out for hero
- hero won't be warned of all dangers in order to force use of common sense
- guide will have connection with opposing forces
- always possess great power but not enough to defeat enemy

The Mythic Hero #7
- there is a descent into darkness
- can be literal or figurative, but will always prey upon fears of hero
- this is hero's lowest point: time to face greatest conflict in journey, ALONE
- victory is symbolized by return to light, cleansed, renewed (a rebirth of sorts)

Examples:
Huck Finn deciding to rescue Jim.
Pinocchio in belly of whale.
Holden Caufield coming out of mummy crypt.
Gunfight in High Noon / any other western.

The Mythic Hero #8
- difference in hero after descent

Brianna Lee

Tuesday September 23 Notes

The Mythic Hero Archetype

-Archetype

• Formed by repeated experiences in the lives of our ancestors
• Inherited in the "collective unconscious" of the human race
• Often exposed in myth, religion, dreams, and fantasies, as well as in literature
• Can be a character type, plot pattern, or description
• Recurs frequently in literature and folklore
• Thought to evoke profound emotional responses in the reader because it resonates with an image already existing in the mind

• Karl Jung (pronounced "yong") believed certain subconscious psychological urges and instincts manifests themselves in fantasies and reveal their presence through symbolic motifs
• These "forms or images ... occur practically all over the world as constituents of myth"
• As the forms rise out of the unconscious mind in dreams and myths, archetypes might appear as characters - princesses, knights, dragons, wizards, and fools
  
• Or they may show up as archetypal images - a sequence of events, a certain kind of place, or a talismanic object
• In the stories that speak to us most deeply, these elements remain remarkably constant. For example, the activities, communications, and adventures in which the mythic hero participates

-Examples of Archetypes
Important note: Many archetypes come in twos, or dichotomous pairs

• Sun and water - Both the sun and water exist constantly for all civilizations and has remained an important symbol throughout history. They may not represent the same things between cultures and time, but the fact that they were used as symbols is significant
• Journey/Quest
• Rite of passage
• Loss of/Search for Eden (aka paradise)
• Growth through conflict
• Nature/life cycle
• Religion (the search for God or personal code)
• Reconciliation of opposites
• -love/hate
• -heaven/hell
• -alienation/redemption
• -male/female

-THE MYTHIC HERO #1 (1/10 main ideas that make a mythic hero)

• The hero has an obscure/mysterious background
• The hero is either someone from outside a community
  
• Or from within a community, but possesses a hidden difference, often not known to the hero. Usually, someone else has to point out this difference.

There was a firedrill, so the notes end here before some examples of #1. Forgive me if the timing was late, but I believe someone else was supposed to post before me and I figured I'd post anyway.

Susan Kim

Question of Character

For anyone who has started to read Beowulf...Does anyone know who the author is refering to on page 9 lines 86-98? Who is the powerful demon? Who is the Almighty?
If anyone can figure it out let me know.


John Leskow

Friday September, 19 Notes

Went over the homework reviewing the “Toulmin Sentence” with the claim (sweetened soft drinks should be removed from the schools vending machines) that was given to the class for homework.

Claim-Sweetened soft drinks should be removed from the school's vending machines"
Support-we’re seeing increased obesity among teens in our school
Warrant-sweetened soft drinks lead to fat teens
Backing-Obesity leads to heart disease and diabetes
Qualifier- upon administrator approval
Reservation-sweetened foods should be available for people who need it in an emergency, like diabetics
Rebuttal-teens should be encouraged to take responsibility for their own health and make their own decisions
-Forms the basis of the essay
We then did more practice with the “Toulmin Sentence”, but we had to create our own with the claim given to us.
More Practice
Claim-Students who work hard in high school do better in college
Support-
Warrant-
Backing-
Qualifier
Reservation-
Rebuttal-
Laz then said it is a good idea to write down the Toulmin Model briefly on a note card, laminate it and put it in your binder so you will have a reminder on how to use the “Toulmin Sentence”.
Homework for Monday
-Write a “Toulmin Sentence” for the following claims:
“Faux news programs (e.g. “The Daily Show”) are a great addition to television.”
“The US should (get out of/stay in) Iraq.”
There also will be a quiz on Monday on the Toulmin Model.

-Matt Frank

Thursday, September 18 Notes

Be ready to read the poem Beowulf next week. We will being a powerpoint on it. Look up some background information online.

Rebuttal (continued)
-when the writer contrasts their position with the opposing arguments, the writer clarifies - for their readers as well as themselves! - the position for which they are arguing.

Dealing with Rebuttal
Tactic #1: Strategic Concession
-acknowledge some of the opposition argument's merits - but reject it overall
-this may mean accepting or incorporating some components of an authors, while rejecting other parts

Tactic #2:Refutation
-show important weaknesses and short comings in an opponent's position that demonstrate their argument must be rejected in its entirety

Tactic #3: Demonstration of Irrelevance
-opposing views, while perhaps valid in certain respects, do not in fact meet the criteria of relevance that define the issue
-it's worth mentioning that any rebuttal is an argument in itself, and thus may include its own claim, grounds, warrant, backing, qualifier, and rebuttal
-thus a writer presenting an argument can seek both possible rebuttals, rebuttals to the rebuttals,... and so on.

Puttin' It Together
-meet your new prewriting organizer: the "Toulmin Sentence"
-because (grounds), therefore, or so (qualifier?) (claim), since (warrant), because, or on account of (backing), unless (reservation).
Example
claim- people should wear seatbelts
support- there is a high rate of serious injury in accidents when seatbelts are not worn
warrant- serious injury should be avoided
backing- serious injury is costly, painful, and dangerous
qualifier- typically
reservation- seatbelts should not be worn in cases where they may be dangerous, like on small children
rebuttal- there is a high rate of serious injury when seatbelts are worn

(Toulmin Sentence)
Because their is a high rate of serious injury in accidents when seatbelts are not worn, typically, people should wear seatbelts, since serious injury should be avoided because it can be costly, painful and dangerous unless there is a situation where they may be dangerous, like on small children. While some may say there is a high rate of serious injury when seatbelts are worn, such as when the car goes underwater or catches fire, having a device to cut the seatbelt is better than not wearing a seatbelt at all.

Home Work

write a Toulmin Sentence for the following claim:

"Sweetened soft drinks should be removed from the school's vending machines"

-Joe Forline

Wednesday, Sept. 17 Notes

Today Beowulf was given out and Mr. Laz said we should start reading some of it to get an idea what it's going to be like (he said the intro helps). He also said how you can submit your literary bio by e-mailing stoll@rowan.edu and call it your "literary biography" and get a permission slip in a return e-mail so the college can use it.

Qualifier Notes

• Because arguments are not expected to show 100% certainty, qualifiers state the degree of probability that the claim has.
• They specify the self imposed limits of the claim by establishing conditionality.
• Qualifying words (like sometimes, maybe, might, many, few, possibly and probably) show that the argument is not true 100% of the time.
• Qualifying words can make arguments stronger by giving a degree of flexibility.
• Words like always and never are dangerous because they establish !00% certainty which is most likely not true.

Example: CLAIM: Hearing aids help people hear better.

CLAIM + QUALIFIER: Hearing aids help most people hear better.

• The audience recognizes the claim is not true 100% so the audience can agree easier.

Reservation

• The reservation recognizes that the claim could be wrong, giving the audience less reason to argue.

Example: CLAIM: Hearing aids do no harm to ears.

CLAIM + RESERVATION: Unless there is evidence to the contrary, hearing aids do no harm to ears.

Rebuttal

• The rebuttal acknowledges exceptions or limitations in the argument, and admits where the argument would not hold.
• It answers the question "What are the other possible views on this issue?"
• Academic arguments often include discussions of possible objections and counterarguments to the position being advanced because arguments normally take place where competing positions exist.
• In order to engage in an argument, the writer must be aware of the audiences pre-existing beliefs and opinions because that is the basis that the writer will build a claim and defense.
• Dealing with counterarguments and objections is a key part of building, refining, and analyzing arguments.
• The rebuttal demonstrates that the author is aware of competing viewpoints, showing that your are fair instead of biased, making it easier for the audience to be persuaded.
• It also shows that you gave careful thought about how your audience was going to respond by anticipating their responses and eliminating counterarguments.
• When a writer contrasts their position with opposing viewpoints, the writer clarifies the argument for the reader and themselves.

- Paul Derickson

Word Allowance

It's 10-15 above or below 650 total words.

-Joe Forline

Heres the Graph

More Notes!!

Backing-Provides additional justification for the warrant especially if it might be viewed as questionable? It also provides evidence in the form of questions-- to support the type of reasoning employed
example
Claim- You should use a hearing aid.
Grounds-You've been having more trouble hearing lately, and over 70% of people over the age of 65 have hearing difficulty.
Warrant-Many hearing aid user say it helps them to hear better.(generalization)
Backing- Hearing aids are conveniently avaiable( another generalization, but from a different angle)

The Qualifier
-Arguments are not expected to demonstrate certainties! they can usually only establish probabilities.


Sean Bronczyk

Word Count Controversy

Does anyone remember the number of words over/under 650 that Mr. Lazarow said would be acceptable?

John Leskow

Class Notes
Well the classed started with some questions about the essay which is due TOMORROW. Then Mr. Laz told us that we were going to read Beowulf. He said that you need to buy the book at once. A good translator of the poem is Seamus Heaney.

Causal
-Don't mix up causation with correlation.
-because 2 events have a relationship does not necessarily dictate that the relationship is a causal
example --"Wow! That recent increase in local births coincides precisely with a sudden number
kids in the schools"
-Don't fall afoul of post hoc, ergo propter hoc.(literary utter the fact, therefore because of the fact)
-Chanticleer Fallacy-French fable about a crow, crowing because the sun to goes up
-Baby- i kicked and got milk, I kicked again and i got more milk.
-College Administrator- our news letter is a big success! after the first publication the alumni giving went up.
ETHOS
-Does a person/text"X" constitute an authoritative source on the issue in question?
-ex. Michel Phelps is an authority in the swimming world. But he isn't in the world of the life on other planets.
-what political ideological or economic interest does the authority have?
-is the authorities likely to agree with your issue?
Argument from Principle
-locate a principle that is widely regarded as valid and showing that a situation exists in which this principle applies
-Law in Diminishing Returns
-McDonald's example.
- You can have a hamburger for 10 cents at McDonald's. By the 4 one you don't feel so good and by the 5 you don't want anymore.
Evaluation
-is the principle widely accurate
-does it accurately apply to the situation in question?
-are there commonly agreed on exceptions?
-Are there "rival" principles that lead to a different claim?
-Are the practical consequences following the principles sufficiently desirable.
2Nd Triad
Backing
Qualifier
Rebuttal
to be continued...

Sean Bronczyk

Class Notes for September 15th

Today in class we first covered the different types of audiences:
-Acceptance- means that you’ve won in some way, your opponent agrees with your argument.
-Dismissal- means you have no way to win, since your opponent refuses to engage you.
-Challenge- must be ready to argue your point against opponent.

WARRANT- is the inferential leap that creates a mental connection between the claim and the grounds, establishing the claim’s legitimacy.

7 Ways to do it,
- Chains of reasoning
- Unstated assumptions
- Presuppositions
- General principles
- Widely held values
- Commonly accepted beliefs
- Appeals to human motives

This answers; where is the author coming from? What is causing the author to think this way? Why does that data mean the claim is true?

-Warrants link the support to the claim by enabling the audience to accept or justify particular evidence as proof of a particular claim.
- Typically, the warrant is IMPLICIT (unstated) it operates at a higher level of generality than claim or grounds (not arguable)
- This puts a demand on the audience because the audience supplies the warrant.
-Warrants establish links between the author and the audience; shared warrants result in successfully establishing common ground.
- Warrants reveal the unspoken beliefs and values of the author, they invite the audience to examine its own beliefs and make comparisons.
-Participating in the process makes the audience feels the development of the argument is cooperative and because they are involved in its composition, they are frequently more likely to buy in and agree.
- There are 6 main argumentative strategies to establish the relationship between claim and grounds.
Generalization
Analogy
Sign
Causality
Authority
Principle
- These are used at different levels of generality within an argument.
- A very common form of reasoning, what is true of a well chosen sample is likely to hold for a larger group or that certain things stay consistent with the sample can be inferred of the group.


- Example of Generalization:
Claim- the dog is probably friendly
Grounds- it is a golden retriever
Warrant- Generalization (most or all golden retrievers are friendly)

Analogy- Extrapolating from one situation based on the nature and the outcome of a similar situation.
- Found in law as ‘case based’ and precedent based reasoning.
- Are there sufficient, typical, accurate, relevant similarities between 2 contexts?
- Example:
“Life is like a box of chocolates...”

- Beware of false analogies: Examples-
I can do (this) well therefore, I can do (that) (unrelated) well
Political candidate says “I am a successful businessman! Elect me mayor and I’ll run a successful town!”
- This isn’t to say that the candidate wont be successful it’s just there is no connection between the two.

Sign/Clue- a notion that certain types of evidence are asymptomatic of some wider principle.
-Example-
- Where there’s smoke, there’s fire
- Students with high SAT scores will do well in college
- Muffin is running a temperature; I’ll bet she has an infection.

Causal- The most complex of the different forms of warrant- the given occurrence or event “X” is the result of or affected by factor “Y”
-Example-
Claim- Needle exchange programs should be abolished
Grounds- They only cause more people to use drugs
Warrant- Causal- more people will engage in risky behavior because you’ve made them safer.


- Dan Beam

M.L.A. Format

I have no idea what this is (all knowledge is erased over summer) and I can't find it on the moorestown website. Any help?

- Joe Forline

Class Absence

This blog is already a lot more useful than anticipated. After missing Friday, I was worried I'd be behind, especially with us learning about the Toulmen Model, which is likely to be the basis of writing for the entire year. I propbably could not have taken better notes if I had been in class that day. Thanks Rich (ba-zi-zags).

-Joe Forline

Class Notes For September 12th.

Today in class we learned about the grounds(data) section of the Toulmin Model of Arguement.

The grounds is the basis of a real persuasion.
It is the evidence, reasons, opinions, examples, and facts you've gather to bolster your claim.

Common Types of Argument Support

Facts.
Vivid, real, indeffiable and verfiable information of more or less objective nature.

Opinions
Interpertations/reasoning (yours/ot that of experts) of relevant factual information.

Examples
For the purpose of clarification and illustration of facts and opinions.

Facts
Factual data is a powerful argumentative weapon.
Detailed reports of specfic events
Experimental reports
Physical evidence
Statistics

Ex.
Claim: It looks like it's going to rain.
Grounds: The barometer is falling.

Opinions
Statements involving opinion do have a role in argumentative.
It depends upon the argumentative situation.
Opinions can't exist without facts from which they stem.
Opinions are interpertations of facts.
Overwhelming majority of claims involve an expression of interpretation rather than on of pure fact.
Carefully select meaningful opinions audeiences ability for recongnize and distinguish them from ill-found hearsay and gossip.

Credibility
Who's opinions do we trust?

Renowned authorities?
Credentialed experts experts?
Celebrity endorsers?
Family/Best friends?
Ourseleves?

Different arguments call for different sources for opinions.

Claim: It looks like it's going to rain.
Grounds: The Accu-weather report said it would.

Examples
Examples help clarify points and makes material more memorable.

Hypothetical examples can demonstrate posibilities.

Real examples may be more convincing because it's reality.

"This one time at band camp, I was..."
Personal example drawn from persnoal experiences require a bridge.

"Let's say you were at band camp..."
A hypothetical is useful if the audience can place themselves in a situation.

"During band camp last year..."
Less personal more factual.

General
Calling something fata or fact doesn't make it "true", since all such evidence is based on preception/assumption.

Facts do not always have to me 100% true

Your grounds must stand strongly.
Grounds may be challenged so strongly that they become claims themselves, which would require the arguer to come up with more grounds for support.

Hardfactual data works very well for logical and rational people not with people who are emotional.

By Richard Basiaga

September 11, 2008 by Mike Wall

Today, September 11, 2008, in Mr. Lazarow's class we first discussed and asked questions about the essay that was assigned on the 10th (Due Sept. 17).

Here are a few of the things that we discussed for the essay...
The rules of "I" - use the collegiate method (use "I" whenever you feel it is necessary)
Be selective about which questions to answer (DO NOT feel the need to answer all of them).
Definately DOUBLE SPACE your essay.

The main purpose of today's class was to learn about the Toulmin Model of Argument: The Path to Writing Better Essays (Presented in a power point presentation)

These are some of the notes I took:
- The Toulmin Model of Argument
- Essay pre-writing method and philosophy
- A bad foundation (thesis) = a bad essay
- Make sure you have a strong thesis
- All verbal communication is persuasive to some degree
- Everything uttered is intended to get the listener to agree
- Stephen Toulmin
- British philosopher/logician
- Arguments (6 parts)
- Claim, Grounds, Warrants, Backing, Qualifiers, Rebuttals
- Triad (Claim, Grounds, Warrants)
- Claim
- Statement being argued (arguer makes assertion)
- Consider audience as arguer
- The conclusion of the argument is also the start
- What the audience will also believe at the end
- Everything in the argument relates back to the claim
- When reading, you ask, "What's the bottom line?"
-Different types of claims
- 1) Claims of FACT
- about the past
- 2) Claims of JUDGEMENT/VALUE
- opinions, attitudes, and subjective evaluations (present)
- 3) Claims of POLICY
- Advocate courses of action to undertake (future)
- Before selecting your claim be sure to pick the appropriate one for your essay
- Our perspectives aren't immediately accepted as truths
- Others will challenge, forcing you to provide proof in support

That's about as far as we went before the bell rang...

This blog was posted by Mike Wall

Class discussion

What's up everyone, as you know I volunteered to post this, so, here it goes. First, we discussed blogging and everything that entails. There will be 2 different blogging assignments. The class notes (which I am doing now) and the discussion. Basically, Laz said that you're going to get a bad grade if you don't blog. I say we just have some fun with this and make it interesting. I know we all like to resent anything that authoritative figures say, but I do believe this will help us in the long run. Second, is the writing assignment given to us in class. It must be right around 650 words, try not to go too long, or too short. It will be due SEPTEMBER WEDNESDAY 17th. We began to touch on powerpoints, but did not divulge very far. Other than that there was some dispute as to whether the projection screen was drawn down yesterday or not, interesting.

Connor Tuck

Hello, I was confused about what Mr. laz was talking about when he said that he wanted the paper to be a story but still remain and essay; but he wants it to be an essay not a story. Because isn't a narrative a story; and isnt that what we are supposed to write??Any tips?

Sean Bronczyk

Literary Narrative Essay

Does anyone have any good ideas for how to start the conclusion for an essay like the one Laz assigned us today? I always get stuck on the intro and conclusion and I never know what to talk about...mainly for the conclusion. Usually I write what I'm going to be talking about in my intro.

-John Leskow

Beowulf

Mr. Lazarow is right. I do have questions about Beowulf, actually I have no clue. All I know is that there's a movie based on the poem. Can anyone help me out?

-Kevin Storms

Welcome to the '08-'09 English IV.3 blog!

Welcome, MHS Class of '09! It's a great pleasure to welcome you to your home on the web--your class blogsite.

Ever since we first began using online bulletin boards as a way to converse about literature and writing (all the way back in the early '90's, and please don't feel the need to comment about how long ago that was, or how old you were then), it was always my intent to do the same in my classroom. Admittedly, it took a little longer than I thought, but here we are.

I have put this space together for the benefit of your academic pursuit--to expand your ability to converse about the texts we will be discussing. This space is essentially yours to post relevant--and presumably intelligent--comments and questions regarding our readings. At the moment, that will shortly consist of Seamus Heaney's translation of the Old English epic poem "Beowulf." No doubt you have many question to pose--you can be certain that I did, when I first read it.

Please note the following rules:

1. ONLY students enrolled in MHS English IV Pd. 3 may post comments here. This is not a discussion board intended for the world--or any other MHS students, including my other senior class. They have their own blogsite--and you are similarly not welcome there.

2. Anyone who posts must do so with their REAL first name. Any posts found to be made using names other than real (for example, posting using another student's name) will be dealt with according to school disciplinary policy. And what's more, you won't receive due credit if your name isn't linked with your post (that happens often--don't forget to sign your name!).

3. All discussion will proceed in respectful, scholarly manner.

4. To ensure that #3 is obeyed, I will personally monitor all discussions on this blog. It's not that I don't trust teenagers to behave in responsible ways. . .oh, wait--yes, it is. I don't. (Don't take it personally.)

5. Do not expect me to comment on every posting, even if a question has been directly asked of me by one of you. I am much more interested to see whether your fellow scholars are capable of suggesting viable answers and explanations. I reserve the right to comment when and if I deem it necessary. Frequently, I will allow a discussion thread to continue unabated, in order to bring that thread into class for further investigation.

6. From time to time, if the mood strikes me, I may make a comment or pose a question, or refer you to some additional reading I've discovered. Just because I've done that does not make you obligated to respond. . .at least, not yet.

7. Just in case you haven't been told this yet--or you have, but forgot--please remember: this course is designed to prepare you for the traditional Composition class required of all college freshmen. Reconcile yourself to the gravity of that reality right now, and be prepared to handle the work that will reasonably emerge for you this year--if you must, remind yourself that the work you do now will pay larger dividends wherever you find yourself next year. Conduct yourself with that level of academic responsibility in mind.

8. Oh--and, yes, the blog will be a required element of your grade each marking period, so make it a part of your daily online ritual. Check it frequently, and post or comment consistently. The concept of "participation" is now no longer restricted to the classroom walls!

9. When you decide you have something to say on the blog, consider whether it is something NEW that has yet to be discussed (and thus merits a POST) or whether it is a continuation or comment upon something that has already been posted (in which case it should be written as a COMMENT attached to the appropriate post. In this manner, we will develop discussion "threads," which can be read and followed as a coherent conversation, even by those who are not directly involved in it.

That's all I can think of at the moment, but I also reserve the right to change/adjust/modify/ invent as we go along. Because I can, that's why.

I look forward to hearing your thoughts, and seeing you all in in class each day.

MR. LAZ