English IV: Sentenced to Sentence Purgatory?

Click here to read an article written by an author who teaches his first college writing course. Then, answer the questions that follow.

1. First, offer a concise explanation as to what the flaw is in each of the egregious sentences cited by Mr. Laser. Then, rewrite each one.

• Neglecting to recognize the horrors those people endure allow people to go to war more easily.
• The money in the household shared between Nora and Torvald contrast the idea of a happy marriage.
• The similarities among the speakers and their author are illustrated differently through their speaker’s separate tones.
• The conflict between Sammy and Lengel are mainly about teenage rebellion.

2. Do you find the author's generalizations about your generation accurate? Why/why not? If teachers are indeed witnessing the degradation of students' grasp of linguistics and grammar, what do you think has caused it? What's the solution?

Journalism: Sentenced to Sentence Purgatory?

Click here to read an article written by an author who teaches his first college writing course. Then, answer the questions that follow.

1. First, offer a concise explanation as to what the flaw is in each of the egregious sentences cited by Mr. Laser. Then, rewrite each one.

• Neglecting to recognize the horrors those people endure allow people to go to war more easily.
• The money in the household shared between Nora and Torvald contrast the idea of a happy marriage.
• The similarities among the speakers and their author are illustrated differently through their speaker’s separate tones.
• The conflict between Sammy and Lengel are mainly about teenage rebellion.

2. Do you find the author's generalizations about your generation accurate? Why/why not? If teachers are indeed witnessing the degradation of students' grasp of linguistics and grammar, what do you think has caused it? What's the solution?

Journalism: Bias Exercise

After reviewing the partial list of biases, select 5 forms of bias that may be found in works of journalism. Then, find pieces of existing journalism that demonstrate these biases. For each example, include the following annotations: citation; bias; explanation; supportive excerpts. Post your work as a comment to your blog by the end of our class time on Tuesday. 

Journalism: Photo Essay Assignment

Photograph by John Tlumacki

In preparation for your own photo essay, I'm asking you to peruse and learn from existing exemplars. One such model is Boston's own The Big Picture. Another is the National Geographic Photography Awards.

1. Select at least 7 different Big Picture photo essays to view and read. Browse through and read the National Geographic photos as well.
2. Select your 3 favorites from each source and discuss their strengths in the context of our rubric's expectations.
3. Publish your synopses as a post to your blog. Title it Photojournalism Review.
4. If you'd like, you can check out Dr. Kefor's photo blog here.

English I: Of Mice & Men Blog Work for 9-30

1. George and Lennie are bound by a common dream. Identify this dream and consider the following: Is their dream realistic? Do they both value the same aspects of the dream? How does Steinbeck use the other characters to further define George and Lennie's dream?

2. Now that we’ve read a few chapters of the novella, we’ve discussed how Steinbeck lays the groundwork for each chapter with a careful depiction of settings. He also uses local color- details indicative of a particular environment- to add realism to his setting. Write a short passage (in the style of Steinbeck) that describes, in lucid detail, a setting that you know well.

3. Click here to access a Quizlet review of Steinbeck’s characters. Play “Scatter” and complete a test for a grade of “A.” If at first you don’t succeed, take the test again.

Journalism: Local Source

Journalism students: please identify a local environment, group, individual, location, etc. that you would like to explore for an upcoming journalistic endeavor. Submit your source as a comment here.

Journalism Students: Forms of Journalism

Per our syllabus, your first journalistic adventure is self-directed but must be based on a particular journalistic form. Please submit a comment identifying your form and approach to this post.

Pet Peeves

First, your Peer Profile Quizlet. 

In no particular order:

1. Alex Trebek: Alex Trebek, the host of Jeopardy, is super-annoying to me. I love the show, and my wife and I enjoy playing along. Alex, on the other hand, possesses a subtle type of pompousness that just gets me fired up. He has all of the answers on the screen in front of him, so why must he correct the contestants as if his intelligence is so impressive? Each evening, it is inevitable that he says something that aggravates me, but I tolerate his presumptuousness for the sake of the game.

2. Phil Simms: He's the former Giants quarterback who works as a game analyst/announcer for the NFL on NBC. He just plain old bothers me. What bothers me even more is the fact that I cannot articulate exactly why he bothers me- he just does.

3. Parking Near Me: Don't park near me. I park, in most cases, as far away from other cars as possible, yet often I return from a place of business to find a vehicle parked uncomfortably close to my truck in some subconscious attempt to make my vehicle feel less isolated. There are hundreds of free spots; why is there a need to bump doors? Go away.

4. "Hon": I don't like it when women call me "hon", especially when they are younger than I am. My mother, grandmother, and wife, along with elderly women, are allowed to call me "hon".

5. People Who Don't Pull Forward at Drive-Thru's: Congratulations, you've placed your order! But you're job is not done. There are seven people behind you, all of whom have not placed theirs, so creep on forward to allow others to do so.

6. "Could Care Less": It is I "couldn't care less". "Could care less" implies the existence of a level of care; "couldn't care less" implies a level of care so minuscule it is impossible to care less. So, "could care less"= I care. Yes, I know- there are so many egregious grammar violations pervading our world today- but this one is so ubiquitous it makes my list.

7. Being interrupted. When I'm not teaching, I'm rather taciturn. I like peace and quiet. So when I am speaking, I find it especially annoying when I'm interrupted or cut off.

What are some of your Pet Peeves? Develop a list-style post on your blog- remember to have fun with this, but be careful and respectful- don't even think about attacking someone directly (or indirectly) and do not include anything that may offend your peers, classmates, or teacher. 

AP Seniors: Dynamic Sentences

Click here to access the Atlantic article regarding what may be "the greatest sentence ever." Post your own grammatically sound 200+ word sentence, along with your original examples of the Sentence Wizardry forms, here.

B & E Seniors: Dynamic Sentences

Click here to access the Atlantic article regarding what may be "the greatest sentence ever." Post your own grammatically sound 200+ word sentence, along with your original examples of the Sentence Wizardry forms, here.

Creative Writing: Picture Perfect Winners

1. Brooklynn Porter's "That Looks Dope"
2. Kerri Weber's "August in NewYork"
3. Nicholas Joyce's "Wispy Fog"
4. Hannah Patalano's "Walk Through the Mountains"
5. Kaylin McMahon's "Her Words"
6. Alison Whitman's "A Shriveled Toothless Creature"

Considering College Abroad?

Click here.

Film as Literature: Alien Film List

If an alien asked you to compile a list of films that represent the breadth and depth of human experience, which movies would you include? Why would you select those movies?

Objective: Students will compose an annotated list (10+) of landmark films. Students should include at least one film from our Film as Literature offerings.

Consider: How does each film selection reflect an essential aspect of the human experience? How can you justify each selection? What thematic elements reinforce their value? Your annotations should defend your selection and articulate the themes and nuances that make your film so valuable.

Assessment: You will submit your annotated list as a blog comment to this post. Your teacher will focus on how you defend and articulate your selections and the depth of your reasoning. 

Film as Literature: Dystopias Part 2

1. Consider The Truman Show as compared to our previous Dystopian films. Which is more representative of a true dystopia- a visible totalitarian force or an invisible orchestration of control? In other words, which is scarier- a force you can see or a force you cannot? Defend your claim.

2. Do you think that the level and extent of invasiveness exemplified in The Truman Show is possible? Is there evidence of this type of fixation in media today?

Creative Writing: "Picture Perfect" Sample Images

Advanced Creative Writing: Feedback for Seniors

Underclassmen: please offer feedback to senior presenters regarding their body of work from the semester and their final examination presentations.

Advanced Creative Writing: Prompt List Development

I'm working on developing an "ultimate" list of creative writing prompts. Today, I'd like your help and input for this. Please develop and post at least 3 unique creative writing prompts here. Then, peruse the internet for 3 worthy writing prompts and post them separately.

F Block Seniors: Rhetorical Distillation Article

Click here. 

Film as Literature: Dystopian Unit (Part 1)

1. V says that "people should not be afraid of their governments. Governments should be afraid of their people." How do you feel about this statement? Why do you feel this way?

2. Click here to read an article exploring the popularity of the Guy Fawkes mask. In what ways does the mask reflect its historical origins? In what ways has it taken on new meaning or connotation?

3. Which dystopia do you find more plausible? Defend your position.

4. How do the two films' aesthetics differ? Which film is more successful aesthetically? Defend your position.

5. What does each film say about the writers'  and filmmakers' attitude(s) toward the direction of our society? What fears are represented in each film?

Creative Writing & Advanced Creative Writing: Preparation for Final Examination

Objectives: Students will develop and share a portfolio of their work from this semester. Process: Select a medium through which your work is best showcased (PowerPoint, Prezi, etc.). Then, build a reflective showcase of your work. You should also devote time to revision and polishing. Include excerpts, pertinent images, and reflective contextualization. Be sure to include (and read) samples- strengths, weaknesses and areas of improvement (drafts are useful for this). Your showcase should be balanced- expose the breadth of your work but take time to explore particular items in depth. Your presentation should last at least 10 minutes and must be accessible/displayable in class on the due date. Assessment: The ubiquitous creative writing rubric will be used to assess the quality of your writing as a whole.

Creative Writing: Irony (Eggers)

1. After reading the first Chapter of What is the What, identify 3 excerpts from narration or dialogue that contain irony. For each selection, compose a statement that defends your observation of the irony within.

Seniors: Class Poem

Seniors- submit your class poem here! Your teachers will select the best poem, and that poet gets to read his or her work at graduation!

AP Seniors: "This I Believe" & "The Moth"

Before you develop your own “This I Believe” statement, peruse and listen to existing testimonials here. Use the “explore” tab to search for 5 intriguing statements. For each statement, note the following:


1. author/speaker

2. crux or “thesis” of statement

3. 3 observations regarding style, delivery, structure, or other storytelling elements

4. your attitude in relation to the speaker’s

Once you have completed this step, begin constructing and refining your own statement.

Visit “The Moth” site. Select and listen to 3 stories. For each story, note the following:

1. speaker and title

2. theme of the story

3. 3 observations regarding style, delivery, structure, or other storytelling elements

4. your attitude in relation to the speaker’s story

5. a score (based on our rubric)

Then, click here to learn some storytelling tips. Once you have completed this step, begin constructing and refining your own story.

Film as Literature: "Killings" and "In The Bedroom"

Please respond to the following short answer questions:

1. First, refine and post your answers to the SMARTboard ("Killings") questions from Tuesday.

2. Which character differs most from story-to-film? How so? Defend your claim.

3. In order to generate a complete film, the screenwriter and filmmakers needed to expand or inflate the short story, which is relatively concise. How did they manage this expansion? Would you have handled it the same way? Explain.

Found Poem Snapshot

F Block Seniors: Non-fiction Synthesis Table

Click here to access the Google document; then, "save as" a collaborative file for you and your teammates.

Zombieland: Film as Literature

Compose a 4 paragraph response (introduction; parody; satire; conclusion) to the following prompt:

Is Zombieland a satire and/or a parody? What elements of the film qualify as such?

Creative Writing: 4-27

Poetic Forms

Advanced Creative Writing: 75% Checkpoint

Please submit your work here. 

Film as Literature: "Life is Beautiful" & The Walking Dead

How does the film (“Life is Beautiful”) either live up to or fall short of its title? Explain.

Select 3 moments or scenes from the film that scaffold up to the emotional impact of its resolution. How do these scenes contribute to the audience’s emotional response?

Would the impact of the film have changed if Guido Orifice had survived? Would you have preferred this? Why or why not?

Click here to read 2 articles regarding zombie economics: ARTICLE 1; ARTICLE 2. Do you buy (pun fully intended) the link between economics and zombies? Defend your claim, which should include integrated quotations from the articles.

How does the expositional treatment of The Walking Dead pilot differ from the foundation of many other forms of storytelling? How is it the same?

The allure of horror- with its gore and violence- only lasts so long. What storytelling features do you think maintain The Walking Dead's profound and widespread following? Explain.

Advanced Creative Writing: 50% Checkpoint

Please access the file here. 

Creative Writing: Wednesday, April 1

Hi class! I'll be proctoring the MCAS this morning (and some of you are taking it- good luck!). For those of you in class today, please complete the tasks that follow. Sophomores will need to make up this work by Monday.

1. On our Edline page, you'll find a document entitled "Tone in Song." Please read the directions carefully. You are encouraged to locate YouTube versions of the songs; in fact, listening to the songs may help to uncover the tones. Please use headphones if you choose to do this. For each song, compose a SAPSTONE. Then, use the following template to compose a binary thesis that compares and contrast the 2 songs in regard to the tone of the SPEAKERS or SONGWITERS (your choice- but think through this carefully, as this decision changes everything):

Though both (ARTIST 1)'s "SONG" and (ARTIST 2)'s "SONG" (verb) (1, 2, or 3 modified devices in common), (ARTIST 1) (verb) a/an (adjective) tone to (universal idea/theme) while (ARTIST 2) (verb) a/an (adjective) tone to (universal idea/theme). 

If this format does not suit your interpretation, you may also consider infusing separate devices and/or modifiers. Just be sure that your statement is complete, and includes both songs and their respective tones. Paste the 2 SAPSTONES and your binary thesis as a comment here.

2. Be sure that your Tone Letter and Distillation (from Monday) are both posted to your blog for correction. These may be the last grades of term 3. If you have any missing work, please attend to that now- and email it to me, as grades close this week!

English IV (F): Epic Sentences

Advanced Creative Writing: Epic Sentences

Please post them here.

English IV: Thursday, 3-26

Hi, class. My son is sick today, so I'll be home with him. I have decided to set aside your work time for today for the exclusive purpose of completing and refining your The Kite Runner analyses. Make a good decision: use this generous allotment of time to complete and refine your thinking and writing, which is due tomorrow via turnitin.com.

Be sure that you have access to our class submission page on turnitin.com.

I will be available at 11:30 for live emailing- email me at tkefor@norton.k12.ma.us if you have any questions regarding the essay, and I will respond almost immediately.

Remember: there is always something "else" you can do to improve your essay. Are your quotes fluidly integrated? Do you have smooth transitions at the beginning and end of each supportive paragraph? Have you used the best diction, vocabulary, and syntax possible? Have you removed all unnecessary summary? Have you employed a vast array of sentence types from the Wizardry form? Have you asked a peer, or Mrs. Ardagna, to read your work aloud to you? Have you effectively infused the distillation technique into your writing?

Creative Writing: Thursday, 3-26

Good morning, class. My son is sick today, so I'll be at home taking care of him. Please follow the directions below for today's lesson.

FIRST: Visit Edline to take the Jigsaw Assessment. You may use your notes and an online dictionary for this- you may not use the texts themselves.

1. Click here to read a fascinating and well-written article from Atlantic magazine. The beautiful sentence presented there is 198 words long. Wouldn't it be cool if a sentence was 200 words long? Yes, dear pupil, it would. Compose a 200 word sentence on a topic of your choice. In order to earn credit for this, be sure that the grammar of your sentence demands that it must be a single sentence, and not a clump of smaller sentences or run-on. In other words, craft your sentence in such a way that it contains only one true subject and one true predicate. Below, you'll find a post wherein my AP students took a shot at this. Some of them succeeded, so you're welcome to read these for guidance and inspiration. Have fun with this. Good luck.

2. Visit Teen Ink, an online publisher of teenage writing. After you create an account, select one of your creative writing pieces from our course thus far to submit for publishing.

3. Please edit, proofread, and post your tone letter by the end of the period.