Writing Across Cultures

Period 1: (until 8:00) Please work on your required drafts (critical evaluation & dystopian story). Also, read and note the various sources below to prepare for your synthesis of The Manchurian Candidate . Source 1: Roger Ebert review of the film Source 2: The Search for the Manchurian Candidate Source 3: Manchurian Candidate: No Mere Fiction Source 4: Conspiratorial Facts Source 5: Greenwald: No Evidence for Russian Hacking Source 6: A Demand for Russian "hacking" Proof Source 7: Accessing Russian Activities ICA report  and  article from Mother Jones site S ource 8: Who Controls the Money, Controls the World  (video) Source 9: Noam Chomsky: BBC Interview  (video) Source 10: As Flynn Falls Under Growing Pressure Source 11: What Happened to Trump's Russia Scandal? Source 12:  Graffiti  (Trump & Putin) Source 13:  SNL: Putin Cold Open Source 14:  The Chinese Dream to Overtake America  (The Atlantic, 2015) Source 15:  The United States and China D

Period 1: Please take a few minutes to watch and read the following: Narrative Analysis in Media Studies  (3.5 minutes) Handout: Introduction to Media Studies When analyzing a media text, examine or consider the source's: Technical Code Verbal Code Symbolic Code Structure Character & representation Narrative Conflict After viewing and reading the handout on media studies, please use 1st period to work on your critical evaluation and/or dystopian fiction projects. Critical evaluation essay Write an introduction; lead in to your thesis. Add a few paragraphs summarizing the novel you read. Keep only major or important details about setting, character, plot. Do not evaluate. Avoid bias words. After summary, support your thesis with source #1. [Each source should be summarized briefly--what's the main point? Use textual evidence from book or sources to support your points] Evaluate the source. Explain how and why does it fit into your analysis/thesis?

Critical evaluation essay Write an introduction; lead in to your thesis. Add a few paragraphs summarizing the novel you read. Keep only major or important details about setting, character, plot. Do not evaluate. Avoid bias words. After summary, support your thesis with source #1. [Each source should be summarized briefly--what's the main point? Use textual evidence from book or sources to support your points] Evaluate the source. Explain how and why does it fit into your analysis/thesis? After connecting source #1 with your thesis, move to source #2. Evaluate and explain source #2. After source #2, move to source #3. Evaluate and explain source #3. Continue evaluation and explanation for each source. Try to blend ideas into a whole. You may wish to add a counter-argument into your paper--especially if there is a glaring logic error, situational mistake, or problem a reader might have with your thesis. Evaluate the novel. Use textual evidence. Prove your argument/thes

Period 1: Please conclude presentations on our Utopias. With time remaining in 1st period, we will discuss the two mandatory assignments for your MP3 portfolio: Critical evaluation essay Write an introduction; lead in to your thesis. Add a few paragraphs summarizing the novel you read. Keep only major or important details about setting, character, plot. Do not evaluate. Avoid bias words. After summary, support your thesis with source #1. [Each source should be summarized briefly--what's the main point? Use textual evidence from book or sources to support your points] Evaluate the source. Explain how and why does it fit into your analysis/thesis? After connecting source #1 with your thesis, move to source #2. Evaluate and explain source #2. After source #2, move to source #3. Evaluate and explain source #3. Continue evaluation and explanation for each source. Try to blend ideas into a whole. You may wish to add a counter-argument into your paper--especially if there i

Period 1: Classroom EQ: What would a Utopia look like? How might we solve some of our society's deepest problems? How might I, as a writer, use these Utopian ideas as a background/setting for my own dystopian story draft? Our next creative writing task will be to create and write a dystopian story draft. Use the ideas presented today as fodder or inspiration for your own fictional setting. Directions : As we listen to or view our peer's ideas for a perfect society (Utopia), take note of ideas that might help you create a setting in which to challenge your fictional characters. How might you use these ideas in creating your own story/setting? After each presentation, please take 2-3 minutes to capture ideas in your notes/writing journal about what elements might you borrow or use for your own ideas. Consider characters in this society: who might they be? How might they adapt to this kind of society? What might they think of this perfect society? What might be some loophol

Period 1: Lab: (until 8:15) EQ #1: How do we prepare to write a critical analysis paper? For your critical analysis of Brave New World or A Clockwork Orange , select a thesis (perhaps from one of our discussion questions from last class). Your critical analysis paper (not due yet) will include: An introduction to hook the reader, leading in to create the paper's thesis.  A summary of the novel. A critical review of at least 3 outside or online sources (including a summary of each article's main or key points) and your evaluation of each article. A critical evaluation of the novel (using the sources you examined as support) A conclusion connecting ideas presented in the paper to our current society or culture. Next class we will begin writing the critical analysis paper in earnest. Today through next class, please gather your materials (summaries, discussion notes, sources, etc.) and bring them to Friday's class. EQ #2: What would a Utopia look like? How mi

LAB: Prepare for our discussion on A Clockwork Orange or Brave New World . Check out these links, or find some on your own. Be prepared to discuss the novel in depth with your book group next period. Resources for A Clockwork Orange A Clockwork Orange  (Thug Notes) The International Anthony Burgess Foundation A Clockwork Orange at 50 (Podcast) Malcolm McDowell Interview (about the film) Guardian Review of the book Guardian Review of the book: #82 of 100 Best Books of All Time Irvine Welsh review of the book Resources for Brave New World Brave New World  (Thug Notes) The Vaccine Reaction (Review of the book) Guardian Review of the book Defence of Paradise-Engineering (discussion about the book) Brave New World (Shmoop) Brave New World (Sparknotes) Resources about the author Please complete your Utopia project/presentation (feel free to transfer some of these ideas to a powerpoint or prezi or some appropriate google tool:  sketch  (sketchpad) or draw that s

Period 1: (Classroom) Sigmund Freud  (1856-1939) Theory of Unconscious : The part of the mind that thinks and feels without you being aware of these thoughts and feelings is called the UNCONSCIOUS. The UNCONSCIOUS is comprised of 3 sections: The Ego, the Id, and the Superego. 1. The Ego is the self 2. The Id is the animalistic or primitive side of the unconscious. 3. The Superego is the control Dreams are one way of communicating with the unconscious. They are coded messages mailed to your conscious self. Freud also stated that: We all have desires. Sometimes the self cannot admit that it wants certain things, because we all learn (usually during infancy) that some things are bad for us. As a result, the mind REPRESSES ( repression ) or hides these desires in the unconscious until they resurface as expensive psychoanalysis bills. In general, most repressed desires are sexual in nature. We are sexually motivated from birth. Freud divided people into three major  d