IVY-T

IVY-T

IVY-T

IVY-T: 6-18-2009

Speech After Dunkirk:




Speech "Never Surrender"



Dunkirk:



Dunkirk:




Map of Dunkirk Action:

http://www.bbc.co.uk/history/worldwars/wwtwo/launch_ani_fall_france_campaign.shtml



Presentation:

Explain what happened in the Battle of Dunkirk, and what the British reaction, as seen through Winston Churchill was.

IVY-T

Questions:

1. What happened at 5:30 AM on May 10th?

2. "Greatest concentration of tanks" means?

3. The result of the western campaign was?

4. What does it mean when the western powers "Yielded Czechoslovakia"

5. "Ceded to" means?

6. "Secret clause" is closest to?
A. Secret section
B. Secret rule
7. Describe the process of Blitzkrieg

8. "Arial Supremacy" means control of what element?
A. Air
B. Land
C. Sea

Homework:

Prepare a short presentation discussing the Fall of France.

Questions to answer
1. What happened?
2. How many people were involved?
3. What made the invasion very easy for Germany?
4. What was the consequence for the rest of the world?

Scores for 6-11-2009 IVT-T

Hanjoo Presentation 6 + 2 = 8

Lucy 5.5 + 1 for quiz = 6.5

Eric = 6 for presentation

Transcript:

History of Polish Invasion:

The nation state of Poland, on the Eastern borders of Germany, had emerged periodically through the mists of European history, but never once in the same place as before.

The resurrection of Poland, under the terms of the treaty of Versailles, in 1919, had awarded that country a corridor of land, connecting Poland to the Baltic, and giving control to Poland of the ancient German seaport of Danzig. The Polish corridor effectively cut Germany in two.

Throughout the interwar years, conflicts between Poles and Germans in the corridor led to increasing polarization, and by 1933 an indigenous Nazi Party in Danzig had gained control of the city, and begun agitation for reincorporation with Germany.

By the Spring of 1939 Hitler felt strong enough to demand the return of Danzig, and access through the corridor for road and rail communications with Danzig and East Prussia, but any justice behind these demands had been undermined by his occupation of Prague and the dismemberment of Czechoslovakia.

Incensed at what they regarded as a betrayal of the agreements of Munich, the British and French extended guarantees to Poland, and urged Hitler to solve the matter by negotiation.

On August 23rd, the Nazi - Soviet Non - Aggression Pact was signed in Moscow effectively concluding Hitler s negotiations, and signaling the death knell for Poland. In its secret clauses the Pact provide, not only for the division of Poland between these two powers for the fourth time in its history, but outlined general agreements for a division of Europe from the Baltic to the Black Sea.

As the German armies mobilized along the frontier, Britain dramatically converted her guarantees to Poland into a formal alliance, thus ensuring the inevitability of a European War.

The invasion of Poland began at dawn on September 1st 1939. While the German armies crossed the Polish border, the Luftwaffe began a coordinated air offensive against both strategic and civilian targets in Poland.

The attack on Poland had been in planning for several months, but the German strategy for the invasion had been in development for much longer. Although the German and Polish armies were numerically nearly equal, technologically and tactically they were light years apart.

Throughout the l920s and 30s the Germans had evolved a theory of aggressive warfare, which placed the emphasis on rapid armored advances supported by air attacks. Against ten armored German divisions, the Poles could field only one armored brigade, the bulk of their mobile forces being cavalry divisions. Their artillery also was both antiquated and sparse.

But it was in the air that the Germans had complete supremacy. Most of the two thousand German aircraft deployed over Poland were modern specialist weapons. In the Messerschmitt 109, the Luftwaffe possessed the best fighter aircraft in the world. The twin engined Messerschmitt 110 could be used equally effectively as a fighter or as a bomber. The Junkers 87 or Stuka mounted sirens which made its effectiveness as a dive-bomber all the greater for its power to confuse and panic the enemy columns of marching troops or refugees, the screaming Stuka was to prove a formidable weapon.

The Polish airforce on the other hand comprised some seven hundred planes, most of which were obsolete, the rest unquestionably inferior to those of the Luftwaffe. Its command and communications structures were woefully inadequate. In the first few days of the attack the Polish airforce was completely wiped out.

The campaign in Poland was a war of movement. No front formed for more than a few hours. The attack had been launched across the Northern, Western and Southern borders of Poland. In the West the German armies knifed through the Polish front in powerfully concentrated spearheads.

From the North and South the German attacks were intended to encircle the Polish forces and prevent them from retreating and regrouping.

Everywhere the Luftwaffe attacked remorselessly disrupting communications and supply lines. Attacking ahead of the army, the tactical bombers of the Luftwaffe performed the role of a highly accurate airborne artillery.

Homework:

1. Presentation: Why did World War II start?

Questions to answer:

1. Who was responsible?
2. Do you think WWII could have been avoided?
3. Why did the Germans want to invade Poland?
4. Why were the Polish unable to stop the Germans?
5. Do you think that WWII was important for Korea?

IVY-T Presentation class.

Questions:

1. How did people receive Barack Obama's speech?


2. What were the benefits of his speech?


3. What are some of the problems with his speech that some people might have?


4. What day is June 6th?


5. What did the veteran say about D-Day?


6. Was he afraid, why, or why not?


7. List one other detail, or important piece of information.



Presentations next day, D-Day

Questions to answer for your presentation:

1. Where did it take place?

2. What countries were involved in it?

3. How many people were involved in the landing?

4. How many people died?

5. Why is it a very significant day in world history?

6. Is the D-Day landing an important day in Korea? Why or why not? (this is your question to answer, on your own)

IVY-T-Scores

Lucy = 11.5
Rachel = 11.5
Eric = 10.0
Hanjoo = 9.9

This is a class AVERAGE.

Your grades are based upon your preparation, ability to respond to questions, and poise (how you hold yourself, and how well you speak).

Competitions:

Hanjoo = 1
Lucy = 2
Rachel = 1
Eric = 1

Presentations:

Lucy = 9/10
Rachel = 10/10
Eric = 6/10
Hanjoo = 0/10

Presentations

Lucy: 2MB
Did he do bad things?

Did he do any good things?

How old is he?

Printed picture.

Where is his hometown?

What do you think he should do in the future?

Eric: 1987 Korea

Why did it happen?

How many people died?

How did it end?

What was the consequence of this?

Rachel: 1987 Korea

Who is the leader of the government and students?

What happened to THEM after?

Why did it happen?

How many people died?

How did it end?

What was the consequence of this?

IVT-T

(CNN Student News) -- June 4, 2009

1. Where did President Barack Obama speak today? What statement did President Obama make in Saudi Arabia yesterday?

*

*

2. According to the program, what is the goal of President Obama's trip to the Middle East? According to a recent poll, what percent of people in Muslim countries have favorable and unfavorable opinions of the United States? Do you think that President Obama's trip will significantly impact the relationship between the Muslim world and the United States? Why or why not?

*

*

3. What anniversary is China marking today?

*

*

4. Why did thousands of students flock to Tiananmen Square in the spring of 1989? What demands did the protesters make of the Chinese government?


Homework - prepare a short presentation on the 1987 protests in South Korea.

Answer these questions: Who was involved, what happened, why did it happen and what was the RESULT of these protests?

Also: REVIEW pages 64-80 in your listening book for vocabulary! You will be quizzed on it on Thursday.

Final Projects - Precept 6

Final projects:

Subject one: Straight opinion of Slaughterhouse Five – describe the plot and story so far – give an opinion based on your opinion so far of the book. Your thesis should be constructed on if you think the book is trying to do anything, and if it is, is it successful?

Subject two: Character analysis – describe Billy Pilgrim and argue if he is the archetypal soldier, or not. Cite material from the book and provide other evidence to support your claims (can be visual). You must have a stated position.

Subject three: Literary analysis - Explain how, and why, Kurt Vonnegut’s point of view, use of metaphor, simile and repetition and extremely powerful. Cite specific examples from the book and construct a thesis explaining WHY they were so effective (this should be clear for you after the last assignment we did writing your own story with metaphor, symbol and repetition).

Subject four: Construct your own article - create (and illustrate) your own fictional animal. Craft a detailed plan of action explaining the motivation, reasons, and methods (things you will do) to save your animal from an imminent death. Structure your article in the SAME way as “Path of the Jaguar” in the May 2009 issue of National Geographic.


All projects must be at least five hundred words. If you choose the National Geographic project it must be at least one thousand words.

As always, if you include a relevant, and self-written, poem in your writing you will receive a ten point bonus for your paper

IVY-T Homework

1. Give a presentation on terrorism in Pakistan, Afganistan or Iraq.

2. Bring in a short youtube clip (as usual) of something you like watching in English

3. Do pages 89-91 in your listening book.

4. Come ready to learn!

Today's CNN

Questions:

1. What incident occurred in Lahore, Pakistan yesterday? What were some of the effects of this event?





2. What is the Demilitarized Zone (DMZ)? Why was the DMZ established?





3. What are some features of the DMZ as seen in the report? How do these features reflect the relationship between North and South Korea?




4. Why is North Korea threatening military action against South Korea? Do you think that North Korea's military will act on these threats? Why or why not?

Ivy-T, 5-28.

Homework for Thursday:

1. Write a short (one paragraph) summary of your favorite English language T.V. show.

A. Who - major characters?
B. Where - not just "New York City" but all the BIG places?
C. What do they do?
D. Why do they do it?

2. Bring in a clip of it (find it on youtube).

www.youtube.com find a SHORT clip of it (under 10 minutes)

3. Read your paragraph for class, and answer questions about it (don't just ONLY read it, be prepared to discuss it).

IVY-T Listening + Presentation Class

(CNN Student News) -- May 21, 2009
1. What action did the U.S. Senate take yesterday regarding military detainees at Guantanamo Bay?



2. In your opinion, what action should the federal government take with regard to prisoners held at Guantanamo?



3. According to the program, what may happen to the GPS in the near future? How might that affect some military and civilian use of the system?



4. Where is the Lydia Patterson Institute located? According to the program, where do 70% of the school's students live?


Vocabulary: Transfer, Radicalizing, Stark, Lopsided, Put Behind Bars, Inappropriate, Running so Smoothly, Modernization, Stability.

IVY-T Syllabus

Thursday

HW = 70-73

In class = 74-77

Tuesday =

HW = 78-81

In class = 84=87

SP-T2-1 5-18-2009

(CNN Student News) -- May 19, 2009

1. What world leader did President Barack Obama meet with yesterday? What were some of the issues discussed by the two men?

*

*

2. What are some of the historical details about the Israeli-Palestinian conflict that are discussed in the program? What is the "two-state solution"? Do you think that this solution is a viable (workable) plan for Middle East peace? Why or why not?

*

*

3. What is the status of the H1N1 (swine) flu outbreak? Status = how it is doing.

*

*

4. Has your knowledge of the H1N1 outbreak changed in recent weeks? If so, why? If not, why not?

*

*


Homework, find one video on Youtube, and post the link on this webpage. We'll watch it next class! (under 5-10 minutes please.


Also, bring a presentation on the Swine Flu (SI/H1N1/Pig Influenza)

vocab

1. In charge
2. Issues
3. Denies
4. Solution
5. A first round
6. Endorsed
7. Virus
8. Dominated
9. Attitude
10. Urge
11. At least
12. On the radar
13. Vigilant

SP-T2-1 Scores for May

Lucy = 26 + 8.5 = 34.5 / 3 11.5

Eric = 21.4 /3 7.111

Hanjoo = 18 / 2 9

Rachel = 9.5 / 1 = 9.5

SP-T4 - Who are....?

Who are Frank Sinatra and John Wayne?


One of Sinatra's most famous movies:



Sinatra in the movie: "Never so few"



John Wayne in Gunsmoke:




John Wayne:

SP-T2-1 Class

Questions:

(CNN Student News) -- May 14, 2009

1. What decision has President Obama made regarding photos of military prisoners in Iraq and Afghanistan? What do these photos allegedly show? How has the American Civil Liberties Union responded to the president's decision?

*

*

2. What explanation did the president offer for the reversal of his earlier decision to release these pictures? Do you agree or disagree with his decision? State your rationale.

*

*

3. In what country is the village of Niwari located? Why are the people of this village angry at their politicians? What evidence supports their claim that the road to their village is dangerous?

*

*


4. How do people in Niwari typically show their support for their favorite political parties during an election? What actions are they taking this year to show their displeasure with elected officials?

*

*

5. Do you agree or disagree with the villagers' approach to their road problem? Do you think that their actions will draw attention to the road, or do you think that they should use the political process to get their point across? Explain.

*

Source: www.cnnstudentnews.com

Vocabulary: Reverses, alleged, abuse, "makes a mockery", consequence, inflame, "taken the lead", at least, "as is",

SP-T2 Handout + Video Link

Pilgrims, spiritual, baptized, severely, polluted, desecrated, sewage, originates, forming, territory, diverted, aggravated, (ies), depleted,


1. Where is the woman from?

Macedonia?

2. What is wrong with the Jordon?


3. What does the river start (originate)?


4. It forms the border between WHICH two countries?


5. Why does the woman from __________ country feel that she won’t get sick?


6. What does it mean when the announcer says “it is just a matter of time before it is too late to save the river Jordan?

Vocabulary: Pilgrims, spiritual, baptized, severely, polluted, desecrated, sewage, originates, forming, territory, diverted, aggravated, (ies), depleted,

Superchonjay Class

http://en.wikipedia.org/wiki/Pope_Benedict_XVI

1. Who is Pope Bennedict XVI, and what are some things that he's famous for doing?


2-3 Minute Presentation next class.

1. Who is he?

2. What has he done?

3. What is he famous for?


Every Tuesday we learn about a topic.

Every Thursday we present on that topic.

SP-T4 Class

Attention Class:

Here is the series of videos that we watched in class to contextualize Slaughterhouse Five in the broad story of Vonnegut's life, the science Fiction Genre and the firebombing of Dresden.

Your homework is simply to read, summarize what you've read, and study vocabulary.

Videos:

http://www.youtube.com/watch?v=eELB6NxrZ7A http://www.youtube.com/watch?v=chv--YTy_GA
http://www.youtube.com/watch?v=O22HbiJzFaM
http://www.youtube.com/watch?v=SU3wkOGXlcY&feature=related
http://www.youtube.com/watch?v=p-3VzHqtCLE&feature=PlayList&p=21B6708E9DB8E5A3&index=7

SP-T2 Listening Class

A main goal of this listening class is to enable you as a student to understand English as it's used, not simply as it's found in textbooks.

To this end you will be listening to many news reports, watching TV shows, and other media in order to further your understanding of real English.

First assignment:

Go to this website:

http://www.wvxu.org/schedule/90secondnaturalist_archive.asp?sort=programdate

Click on the program: "April 30th, Butterfly Secrets".

Write down everything you understand about it, and bring your summary to class next Tuesday.

Also remember to do your assigned pages from the book!

Final Paper Topic: National Geographic

Prompt:
Present a plan using SPECIFICS as to what should be done to protect the oil sands of Alberta, or the Jaguars of Central and South America.

-You may propose a series of laws, rules, or other items.

-You MUST list the advantages, and disadvantages of each law, or rule.

Format:

Introduction:
Epigraph
Hook
General statement
Proposal
Consideration of the opposite
Transitional sentence
100-200 words

Body paragraphs (2-3 made up case studies)
Topic sentence
Example
Advantages/Disadvantages
Concluding/transitional sentence.

100-150 words each

Conclusion:

Restatement of thesis
Summary of rules or evidence
Warning against the other side
Final statement

Works cited:
You must find at least ONE example of oil, or animal preservation and cite it IN this section
You must ALSO cite National Geographic

National Geo Vocabulary

61. Wanderer, noun; anything (usually a person or animal), that travels far looking for something.
62. Instinct, noun; part of a living organism’s mind that MAKES it do things. Birds have the instinct to migrate; bears have the instinct to hibernate.
63. Telltale, adjective; a sign or clue that something happened “the policeman looked for telltale clues”. Literally means “to tell a tale”
64. Roam, verb; to travel over a wide area. “The man roamed across Asia, looking for a teaching job”.
65. Subspecies, noun; a part of a species. “black-bears are a subspecies of the bear species”.
66. Crucial, adjective; Of extreme importance. “Without his crucial essay, the student failed John’s class”
67. Aura, noun; a quality that is noticeable, but not definable. “Jaguars have an aura surrounding them to the South American people”.
68. Indigenous, adjective; People who are native, or originally from, an area. “The Japanese people of today are not indigenous, as they displaced the Ainu many years ago.”

Source: White, Mel. Path of the Jaguar. National Geographic Magazine. U.S.A. March, 2009. pp 122-123.

Final Paper Topic: Night.

Final paper topic:

Prompt:
Is the Holocaust the worst event in human history ever; or are there other events (the Armenian Genocide) that compare to it? Alternatively, is it impossible to compare human suffering?

Directions:

Write 400-500 words (only ONE block quote allowed per paper), and argue, using EXAMPLES from personal narrative (Night) or other sources, that the Holocaust is the worst even in human history, or that other events can compare to it.

Opening paragraph:

1. Opening Quote (epigraph)
2. Hook
3. General statement about your position
4. Consideration of the opposite
5. Thesis

Body:

1. Topic sentence
2. Explain example
3. Quote
4. Concluding sentence

Conclusion:

1. Restate your position
2. Consider the opposite again
3. Expand your thesis by warning against ignoring it

(Total words 400-500)

Grading :
Grammar (40 percent)
Structure (20 percent)
Vocabulary (20 percent)
Thesis (20 percent)

Quote, Debate Question, Vocab - 4-6-2009

For those who do NOT write vocabulary there WILL be a test on Thursday.

For those of you who DO write vocabulary sentences there will NOT be a test.

Elie Wiesel's, Night, pages 47-66.

48. Veritable, adjective; regular. “There was a regular traffic of drugs”. p.48
49. Pittance, noun; a small amount of money, or payment (not enough) p.48
50. Accountable, adjective; responsible for, or liable for, something. p.50
51. Meekly, adverb; to ask something in a very submissive way. “He meekly asked for a better grade, but was denied.” p.51
52. Famished, adjective; to need food, and desperately. p.52
53. Venting, verb; to show than you are angry. “He vented to me about his life”. p.53
54. Defiance, noun; to show, or display, rebelliousness. p.53
55. Untenable, adjective; not believable, impossible to maintain. p.56
56. Muster, verb; to gather things, or yourself, together; “He mustered his strength, and pushed on ahead” p.59
57. Credible, adjective; believable. p.60
58. Wail, noun; to cry or make a loud crying sound. “The baby wailed”, or, “the sirens wailed”. p.60
59. Latter, adjective; the second of two things. “In the latter case”. p.62
This is the antonym of former
60. Arms, noun; a synecdoche for weapons. p.64

---------------

Journal Topic:

Answer this question: Does Wiesel’s personal narrative, Night, reflect the concept of “the banality of evil” or not? Find one, or two, quotes from the book to support your answer. Bonus: Identify one metaphor, symbol, or other literary technique or element discussed in class!

Note: The easiest way to answer this question is to focus directly on the characters, and their characterizations.
Format: one to two paragraphs, 100 to 200 words, quotes no more than 30 words of total writing, no block quotes allowed!

Journal Article:

Prompt: imagine that you are a survivor of the Armenian Genocide. Would you write from the first person, personal narrative style? Alternatively, would you construct a monograph (book), or article (for journals) based entirely of lists of statistics, primary, and secondary sources?

Task: Write 100-200 words explaining which method you would use, and why.

The methods are listed below

1. Night, is a personal narrative, written in the first person. It is an autobiographical narrative of the Holocaust as seen through a young man's eyes.


2. Typical historical writing, constructed of primary, and secondary, sources. As found on www.wikipedia.org. The point-of-view, is the third person, and is non-narrative.




Fig. 1: This is a FIRST person point-of-view.

Note:

First person writing uses "I", "we", or "us" to discuss and explain events. Most autobiographical writing is in this this point-of-view. Imagine it as seeing from someone's eyes.

An example: "I got up this morning and ate cheerios, they were very tasty. After that my mother and I went to the park. We saw many different things. She was unable to eat more cheerios, so I ate the rest."

Third person, explains events from a distance. Most historical writing is written from a third person, omniscient, point of view. Imagine you are seeing from God's eyes, and watching the world.

An example: "Today Tom got up, he walked down the corridor and kissed bellana on the forehead. After doing this he saw Harry, who wasn't happy to see him, but he honestly did not care. Finally, the ship they were traveling on exploded. Many were sad to see this happen."

Fig. 2: This is a THIRD person point-of-view.

As you can see, third person omniscient style allows for the destruction of all people in a story, without any problems. This is why it works for historical writing.

Primary and Secondary Sources:

A primary source is information from somewhere, or something, that was at an event. An interview with a survivor of a plane crash is a primary source. Also, examining the plane would give you primary evidence about the plane crash.

A secondary source is if you saw that interview in the newspaper, and used that information to make your own judgments. Almost all student writing uses secondary sources, which is acceptable, but it's important to know the difference.

Wiesel's "Night", vocab, 4-4-2009

Vocabulary pp. 29-45.

38. Wielding, verb; to use effectively. p.29
39. Imperative, adjective; very important. p.30
40. Invective, noun; abusive or very mean language. p. 30
41. Crematorium, noun; place for burning bodies. p. 32
42. Sanctify, verb; to make something sacred. p.33
43. Nocturnal, adjective; stays awake at night, sleeps during the day. p.34
44. Interspersed, adjective; placed at intervals between things. p.35
45. Stung, simple past tense verb; to be hit by a bee, insect, whip, or acute insult (a small sharp pain). p.37
46. Spoiled, simple past tense verb of spoil; food – to get old and go bad. Person, to be given so many things you behave badly. p.42
47. Concurred, verb; to agree in a very positive way. p.45

Vocabulary, 4-2-2009.

Here is the vocabulary for today, using the OPEN ID you should have, post your responses to FIVE of the vocabulary words here:

27. Boreal, noun; very northern. 42

28. Cut off, phrasal verb; separated. 43

29. Bitumen-laced, noun phrase; laced means to have in it “his words were laced with curses”. 43.

30. “In-situ”, adverb; “on location”. 43.

31. Copious, adjective; to have a great quantity. 43.

32. Hospitable, adjective; well behaved, respectful, generous towards guests. 44.

33. Invariably, adverb; in an inevitable manner (not changing at all). “As Koreans invariably say, ‘Dokdo is ours’”46

34. Stupendous, adjective; huge, amazing, beyond words. “His energy was stupendous”. 48.

35. Satanic, adjective; related to Satan. “The fires were so hot, as to be Satanic”. 54.

36. Asserts, third person singular noun; to declare, defend or state strongly. 55.

37. Moratorium, noun; a suspension of an ongoing activity. 58.

Good luck.

Open ID

Class:

Please sign up for an "Open ID", in this way you can post homework directly to this blog, as responses:

Go to:

https://www.myopenid.com/signup

All you need to do, is enter your email account. I promise this is simple, and will work perfectly.

Best regards,

-John Teacher

Debate Question Saturday, April, 4, 2009.

The debate question has been changed to the following:

Taking the position of someone who has lived in Alberta, Canada, for their whole life do you find the prospect (idea) of having a job in the bitumen industry more attractive than preserving the environment?

The positive side will argue FOR the bitumen industry.

The negative side will argue AGAINST the industry.

There will be three teams:

1. Sang-Ki and You Jin
2. Victoria and Yoon-Seo
3. Young-Geun and John Teacher

On Saturday you will be required to voice ONLY the constructive (negative or positive) side of your argument.

Your need to include in your constructive argument a CASE study - two very simple case studies are those of

1. A person who loves the environment, or raises animals for a living.

2. A person who has been out of work for a very long time, and while sad about the environment would simply like a place to live.

Finally, the questions asked may ONLY be closed answers.

Think of the TOEFL iBT questions:

1. "What do you feel about cars?" - this is an OPEN question, and may NOT be asked.

2. "Do you enjoy driving cars, more than bikes?" - this is a CLOSED question, and MAY be asked.

You will be graded on your logical development of a case study, your ability to construct a strong statement regarding the opposition, and direct response to questions.

Note: The negative team will also be graded on ability to respond to the positive case study.

Grammar Notes, Vocabulary.

1. My surname is Simpson.

This sentence is correct, the noun phrase "my surname" directly relates to Simpson. The same applies to "My car is blue". Quite correct, but as we will see further down the page, not applicable to adjectival confusions.

2. Because I woke up at five in the morning, I feel weary.

Correct - "feel weary", weary, being an adjective modifies feel, which is a noun in this sentence. "I am weary" would also be correct.

3. Feelings are very abstract things.

Again, correct, "abstract" as an adjective modifies things, the object of the sentence.

4. Atomic bomb can liquidate many people.

This sentence, is incorrect for two reasons.

A. "Atomic bomb" is a singular subject. Singular subjects MUST take an article "An atomic bomb can liquidate many people".

B. This sentence COULD be correct if atomic bomb were plural. "Atomic bombs can liquidate many people", would be a correct sentence. A plural subject does not require the article.

5.Getting an A++++++++++++++++++++++in her test, so and so was hysteria.

This sentence is also incorrect.

Hysteria is a noun, that's like saying "so and so was chair" The adjective form "hysterical", which would have also been acceptable, would have correctly modified the noun "so and so".

Grade of 3/5

Please be careful when modifying sentences.

1. Many nouns ALSO have adjectival forms.

2. A singular subject MUST take an article "a/an/the".

Ideal vs. Idealistic

A quick note to all students who are reading preceptfunland regularly.

An error in many of the papers that I've received is an inability to understand the difference between "Idealistic" and "Ideal".

An ideal is something that is perfect, for its purpose. For instance, you can have an "ideal criminal", or an "ideal jerk".

Tom can be an "ideal 1920s playboy (person who has a lot of fun, and many women)", but he can not be idealistic.

Idealistic, means that someone believes in an ideal world, or an ideal future. Almost no one in the book, especially Nick, is idealistic. However, there are many people (who at least superficially) are ideals.

1. Daisy is ideally beautiful, and funny (but really a bad person)
2. Tom is the ideal rich, powerful, brutal man (but really weak and unable to confront reality)
3. Gatsby is the ideal partying, bootlegger, criminal (but really he is a good person)
4. Meyer Wolfsheim is the ideal strongman criminal (but does not stand up for his friends)

The ideal is a tool used by artists to make points; Idealism is something young people who want to save the world have.

HWP Format

Please, don't use it.

.hwp format is unreadable to computers not bought in Korea. I don't have a computer bought in Korea. Please, send in .doc or .txt format.

Thanks to everyone who has sent in their work!

Sang-Ki, I await your paper with bated breath.

Best,

-John Teacher

Debate Winner

Team Sumo:

Strengths:

1. Good points about the necessity of conservation
2. Strong opening statement
2. A multitude of these points were made.

Weaknesses:

1. A specific case was not built up:
The opening constructive argument requires that a specific CASE is built up to demonstrate the validity, solvency, and inherent validity of your argument.

2. Rebuttal did not question, or specifically attack the opposite side's position (is National Geographic Literature or conservation study?)

Middle ground:

1. Questions asked were good for obtaining information, but did not allow you to attack the other team directly.

2. No real questions were ASKED to the team, so no points will be deducted

Opening statement 25/30
Supporting points (cases) 30/40
Questions Asked: 10/15
Questions Responded: 15/15
Bonus points for having TWO team members turn in paper on time +5

Total: 85/100

Team Boys:

Strengths and weaknesses: Young Geun did a good amount of research for your team. However, your team did NOT address the topic "literature study AGAINST conservation study".

There is a big difference between "studying conservation", as your topic did, and arguing that conservation is better than something else.

If the topic had been "the necessity for conservation, you'd have won the debate easily.

Alas, it was not.

Also, when questioned as to your topic relating to the subject, Team Boy was unable to effectively defend this point. It did not relate, so this would have been a very hard point to win.

Opening statement: 20/30 (no real thesis, but strong research)
Supporting points: 35/40 (again, a lot of information, but not addressing the topic
Asking Questions: 12/15
Responding to questions: 5/15

Total:
72/100 (If Sang-Ki and Jae-Young had done research, or presented a thesis you COULD have won.)

Team Eun-Soo-Su-Bin:

Strengths: The opening statement was nearly perfect as you addressed the other side's arguments before going into your argument.

Additionally, you pointed out the internal qualities of literary study (emotional), before launching into examples (Farenheit 451) warning against ignorance.

Asking questions: You were able to pin down the very quick witted Young Geun about his lack of a thesis

Responding to questions: Questioned about the validity of including The Great Gatsby in your argument, you were able to specifically state that it was related only to your argument concerning emotional states.

Weaknesses: Your rebuttal did not elaborate, or provide any strong information that built upon your position. Luckily, you had already constructed a quite strong argument, and defended against all questions.

Also, you classified "National Geographic" as literature, not conservation. If you remember the debate topic concerned "conservation STUDY", not the actual act of conservation. Victoria was GOING to question you about this, but did not. So you escaped without having to rebut this point. You were very lucky on that topic.

Opening statement: 29/30 ( I hate to give perfect scores)
Supporting points: 37/40 (If you'd specifically cited an instance in Fahrenheit 451, or The Great Gatsby, you could've been 40/40, maybe...)
Asking Questions: 13/15 (You failed to question Team Sumo)
Responding to Questions: 15/15 (Nearly perfect responses).

Total score 93/100

Winner: Team Eun-Soo-Su-Bin

Guidelines for Final Paper

Note: Your paper must be between 800 and 1000 typed words. Font size should be between 10 and 12 point font. All papers must include every element on this list to be given credit.

I. Introduction:

1. Opening quote
2. Hook
3. General Statement Introducing the Topic
4. Consideration of the Opposite
5. Strong Thesis Statement

II. Body:

1. Paragraph 1: Summary of the book, or article you are basing your paper on
A: State the type of book
B: Define the thesis of your book or article
C: What is the main figure (if a literary work), or the main figure involved in your article
D: What is the outcome of the book or article

2. Paragraphs 2 and 3: Support your thesis with two positive, or one positive and one negative example
A: Topic of each of these paragraphs should directly relate to the thesis
B: Watch to make sure your concluding sentences link to each other
C: Cite examples in text for your evidence (don't forget a works cited list)

3. Paragraph 4: Statement of the Opposite (Not necessary in National Geographic)
A. Use the same format as paragraphs 2 and 3
B. Make sure your paragraph is a direct acknowledgment of the opposite viewpoint

III. Conclusion:
A. Restate your thesis
B. Make a final statement regarding the opposite position
C. Expand your thesis making a continuing statement, or warning.

IV. Works Cited:

1. List the sources used.

A. For a report concerning a book, and using a traditional analytical method, you only need to cite the book in this section

B.When integrating multiple subjects for the National Geographic topic, cite all sources and National Geographic itself.

Sang-Ki and Young-Geun

Final Assignment: A three paragraph description and comparison of two characters

Topic: Assess and analyze the differences between Tom and Gatsby

Paragraph 1: Describe Tom's physical characteristics and behavior

Paragraph 2: Describe Jay Gatsby's physical characteristics and behavior

Paragraph 3: Analyze the differences between the two characters

Paper Grading Policy

Paper grading policy:

Saturday Morning: +17.5%
Saturday 10 PM: +10%
Sunday: 0%
Monday or later: -5% per day


Inclusion of all required sections: 40%
Proper use of vocabulary: 15%
A logical and well supported thesis: 35%



Debate Grading:

Opening Statement: 30%
Supporting Points: 40%
Response to Questions: 15%
Asking Questions: 15%

Welcome!

Welcome to John's SLI Precept Funland Extravaganza!

The goals of this blog:

1. To provide students a chance to REVIEW assignments they may have missed, or not understood

2. A forum for questions, on the students' and teachers' part.

3. Quick submission, and review, of assignments.

4. An awesome way to learn, without having to drag your papers to class, and back again, every day!

Enjoy!