March 4
Your final draft of “The Necklace” literary analysis paper is due.
Same directions as the Most Dangerous Game paper…except that you’ll need to write a longer introduction paragraph.
As soon as the monkeys leave my house today, I’ll post an example. Thanks.
February 25
Your next Literary Analysis paper is on “The Necklace”. This is the prompt:
Are Madame Loisel’s ten years of poverty and labor a result of fate, or of her own actions and character?
Today we discussed how to prove your position on this prompt, and you took notes. Since the format for this paper is the same as the format for the last paper, you should be able to again use the Graphic Organizer on page 67 and plan your main body paragraphs. This time, though, don’t stop with the organizer; write rough drafts of those two paragraphs.
Both the Graphic Organizer and the paragraph drafts are due next time.
February 18
Due next week is the final draft of your first literary analysis essay. Remember that the prompt is “How does Richard Connell create suspense in ‘The Most Dangerous Game’?
Your essay must have four paragraphs:
Introduction: Make sure you mention the title (punctuated correctly!) and the author’s name here. Your thesis sentence is the last one of this paragraph, and must answer the prompt.
Main body paragraph #1: Follow the model introduced by the graphic organizer on page 67. Make sure that you have every sentence called for…I will be looking for them. The purpose of this paragraph is to develop your argument for one of the literary techniques mentioned in your thesis.
Main body paragraph #2: Same as above…except now you are developing your argument for the second literary technique.
Conclusion: Restate your thesis (differently, please) and end well. We’ll focus on conclusions in the future, but for now aim for at least three sentences here.
In addition, make sure you format correctly:
- Double-space
- Include a title, centered but not underlined.
- Include your name, upper left corner, and the date.
- Format quotations correctly, including punctuation and page number where you found the quote.
- Blend your quote with your own words.
- Only include necessary parts of the quotation – you don’t need all of those words; I promise.
Then, jump in to “The Necklace”. Your next essay will be on this short story, and it’s a good one! Complete the “Character Analysis” Exercise on pages 86-87. You may skip question 6.
February 11
I will be reading your rough drafts this week and making comments on them. You’ll get them back next time, and then you’ll write the final draft.
This week, please read Chapter 7, Characterization, from pages 73-85, including the next short story, “The Necklace.” Annotate the story for next time.
Characterization is an important aspect of literary analysis (and your enjoyment of stories!). The next essay you’ll write will be an analysis of a character, so be sure to understand the types of characters and how authors craft them.
February 4
Once you get the hang of them, Literary Analysis papers are no trouble. Right now they look like trouble because of the new-to-you model and paragraph formats.
For those of you who did not complete the Graphic Organizer successfully, you have until midnight of Friday, February 6, to email me your corrected/completed assignment. My email address is below.
kimbaum@writinghome.org
Read the rest of Chapter 5, please, pages 54 – 68. The textbook is your tool — use it!
Due next week is a complete rough draft of your paper. You must have FOUR paragraphs: Introduction, TWO main body paragraphs, Conclusion. Follow your graphic organizer.
January 28
So, just how does Richard Connel create suspense in “The Most Dangerous Game”? This is your first literary analysis paper prompt.
Read Chapter 5, pages 47-53. Using your own paper, create a Graphic Organizer for your body paragraphs — see page 53. (You can also look at the outline on page 52, which is the graphic organizer written differently).
January 21
When you learn literary elements, you begin to see them everywhere. The point in learning them is for you to better understand the author’s message and to deepen your appreciation for good literature.
Read Chapter 4, Plot & Suspense, this week. On your own paper, complete Exercise 4, Plot Analysis, on pages 44-45.
This is a graded homework assignment. Although there are NO RIGHT ANSWERS to the questions, I will be looking for thoughtfulness and completeness. Thanks!
January 14
Read Chapter 3 and then read and annotate “The Most Dangerous Game,” which is in Chapter 2.
Answer these questions. Instead of writing the question and then your answer below, try to incorporate the question into your answer:
- Rainsford changes his entire philosophy about hunting after his experience on the island. Find and write down one line from the beginning of the story and one from the end that shows this change.
- Personification is a literary technique where the writer gives human qualities to inanimate objects/nature. Find and write down two sentences which use this device.
- What descriptions about Zaroff’s physical features serve to warn Rainsford (and you!) about the man’s brutal nature?
- What is borsch? What is symbolically significant about this being Zaroff’s meal when we first beet him?
- Zaroff says, “There is no greater bore than perfection.” In your own words, explain what you think he means. Give an example from your life that proves this sentiment to be true.
- The moment that Zaroff decides Rainsford will not be his hunting partner but a huntee is very clear. Find and write down the two short sentences that show the General making his decision.
- Examine the title of the story. What is the double-meaning in the use of the word, “game”, in the title?
January 7
Welcome back to class! We’re studying good literature this term, and I think you will enjoy both the short stories we read and our discussion of them.
Please read Chapters 1 and 2. Especially read “The Gift of the Magi”, and annotate it. I know it already has sample annotations in the margins, but I would like you to add your own also. You may write on the pages, or you may use the “post-it” note method. You will show me your annotations next week.
Please answer these questions relating to the “Magi” story. Write them or type them on your own paper, do your own work, and I’m not so concerned with complete sentences, etc. as I am that you think about the story and write your thoughts.
- In the fourth paragraph, the narrator tells us that the young couple’s apartment had “a letter-box into which no letter would go and an electric button from which no mortal finger could coas a ring.” What do you think the narrator means?
- Early in the story, we read a line which uses imagery to make the setting reflect Della’s mood. Please copy this line and explain why Della is in this mood.
- Do some math. How much was rent? How much was Della paid for her hair? Compare those two amounts, and write your thoughts. Can you imagine a time in your future as an adult spending that much on a gift for your spouse? Explain.
- Find a sentence using alliteration. Write it down.
- Explain in your own words the meaning of the title as it relates to the story.
You are welcome to also read “The Most Dangerous Game”, but we won’t talk about that one until next week.
November 28
I am very happy with your personal narratives, and your parents should have received your grade report earlier today. Well done!
On January 7, 2026, we will begin our study of literature through short story. Make sure you bring the textbook to class.
Enjoy your break!
November 19
Thank you for writing with me this term; I am very pleased and impressed with your personal narratives!
Since our holiday break will begin on Thanksgiving day and continue until January 7, I only need you to show up on the last day and give me your final two personal narratives. Some of you have already given me one, so you’re good. If you are in biology or chemistry class, you’re welcome to hand that draft to me then.
Remember, if you would like me to comment on one last draft before you turn in your final, you are welcome to email it to me. Best, though, to get it to me soon…like by Friday night, so I’ll have time to look it over.
Lastly, if your parents have not purchased the text for the next term, Windows to the World by Lesha Myers (available at IEW), please make sure they do that before we see each other in January.
Thank you, and enjoy your break!
November 12
Oh, my goodness. I am so sorry. I forgot to update this by Thursday morning, and then after a couple of you emailed (thank you!) it was too late — I was away from my computer.
Anyway — your biggest/only assignment between now and November 26 is to finish your two personal narratives. After you’ve “edited” them for content, style, and other personal tweaks, you need to ask an adult with decent English skills to read it over for you. This person could be a parent, or somebody else who can recognize boo-boos in grammar, punctuation, spelling, etc. This person should not edit for content — that’s your job.
Then, wrap both narratives up and turn them in, either next week or the week after.
Thank you!
November 5
I’m very pleased with your writing efforts this term! As we discussed today, you owe me two personal narratives by November 25. You’re welcome to turn them in at any time between now and then, but a word of caution:
I’ve enjoyed reading your drafts, and I do know what each of you is working on and the comments I’ve made on your papers. One of you asked how I will grade your final drafts, and I said that I will evaluate each one on your efforts to take my suggestings and revise.
So, don’t turn in a final draft until you are sure you have done your best! You may be tempted to turn in a draft which hasn’t been tweaked enough — just to call it good. I won’t be impressed with this, though!
Yesterday we also discussed the “editing” process. In brief —
- First you edit for content and reader interest. My comments on your papers concerned this. You are working as “writer” here.
- Then, you ask someone to copy edit for you for grammar, mechanics, punctuation, etc. This person DOES NOT edit your content.
Questions? I’m available via email this week. If you gave me another draft today, I will have that ready for you next time.
October 29
We discussed “mood” in writing today. Artists create mood with color and design elements; we writers use words.
As you draft, edit, etc., pay attention to the mood of your narrative. If you need or want to increase mood awareness, usually a few tweaks will do it!
I look forward to reading whatever you have to turn in next week. We’re coming to the end of the term, so both personal narratives are due soon.
October 22
You owe me something next week…either another draft, or a fast draft on essay #2, or a “Conversation Piece” like the two I gave you today.
Please aim to spend 3-4 hours this week writing, and show me what you did.
October 15
This week I’ll read your drafts and make suggestions. In the meantime, please complete the packet on “Writing Like a Pro”.
Thank you!
October 8
Thank you for working well on your rough drafts! I’m always happy and relieved to get my own rough draft written, not because it’s perfect or even good, but because I’ve put words on paper. Once we have words on paper, we can do so much with them!
For the near future, you have a couple of writing choices. I want you to write a total of two personal narratives this term (the term ends just before Thanksgiving/Christmas break). The one you’ve been working on is the first, so you’ll need to produce one more narrative.
Your choices are to continue revising this first one, and show me your revisions next week, OR to begin fast drafting narrative #2. If you begin #2, show me your fast draft next time.
Occasionally we writers benefit from letting our narrative “rest” for a week or two, or even longer. It’s like letting bread rise. When we come back to our writing after a “rise” or a “rest”, we see it with new eyeballs.
So, show me something next week; either another draft with improvements over your last one, or a new fast draft of a brand-new narrative.
October 1
Writers – While I am reading your rough drafts and commenting on them this week, you get to exercise your writers’ voice.
Today we discussed how “voice” is personality behind the words. As a high school student, you’ve achieved a level of fluency in grammar and mechanics, so it’s time to focus on style for a while, which is a tool for writer’s voice.
We noticed during our little “communication game” that writing is a one-way conversation. You arrange the words, but your audience is left with the problem of deciphering what you meant. Draw a horizontal line where? How big a circle? What’s a rhombus anyway? It would help to have seen the thing you were supposed to draw, or to be able to ask innumerable questions, but readers don’t have that luxury.
Your job this week is to take a statement such as “It was raining” and write it so that it looks the same in your readers’ brains as it does in yours. This is not easy, but it’s doable. Below is the paragraph I showed you:
It was raining. Within seconds after the final bell, a river of umbrellas began to flow along the sidewalk below – bright red umbrellas, pink umbrellas, yellow and blue and brown and brilliantly striped umbrellas, floating through the rain like plump, multicolored toadstools. Here and there a big black umbrella joined the crowd always seeming to move more slowly and sedately than the others, like a fat priest in a holiday parade. On either side of the walkway the grass glistened, every blade heavy with water. The whole world had a wet, silverly look.
The key to making your rainstorm my rainstorm is to use specific details – colors, shapes, comparison/contrast tools such as metaphor and simile, texture, weight.
Your assignment is to write five descriptive paragraphs. Use these as the topic sentences and go wild with specific details. Enjoy the process, play with language, see what happens!
- The day was unmercifully hot.
- The old house looked deserted.
- The students were in costume.
- The toddler had eaten lots of candy.
- The car looked like something rescued from the dump.
September 24
Today we discussed the Story Arc, and how all stories have a few common elements: exposition of a character’s “normal life”, a problem introduced, a series of “rising action” events which propel the character towards a “climax” or resolution to the problem, and then some “falling action/epilogue” parts.
Keep this in mind as you write your rough draft this week. So, you’re moving from “fast draft” to “rough draft” in this next step. Aim for at least 500 words, up to 1000. I will collect and read this one!
Remember that I’m not basing your grade on what or how well you write this term. You are a writer, attempting to communicate an autobiographical incident to your readers (mostly me). I am basing your grade on your effort, though. If I have the feeling that you spent 30 minutes working on your rough draft instead of 2-3 hours, that’s not good.
If you did NOT give me a fast draft today, you have one more opportunity to do that next week. Otherwise the grade book will indicate “0”, which is also not so good!
September 17
Today I introduced the personal narrative:
- It tells the story of one incident from your life. (ANY incident. Not looking for deep, soul-baring stories here, unless that’s what you want to write.)
- Your narrative must take place over a short period of time: a day, an hour, or even a few minutes.
- Use descriptive writing.
- Include dialogue.
- First-person narration.
- Clear plot order of events.
- The difficult one – include a lesson or message to the reader.
Proceed like this –
- You need fuel. What are those stories you and your family talk about to each other? Think of “remember the time when…”
- Add specific incidents to your timeline. Ask your family about stories.
- Get your thoughts on paper by “fast drafting”. Fast drafting is a writer’s technique to (like a freewrite) dump thoughts. Sit down at your keyboard or with a notebook and just begin writing anything that comes to mind regarding the incident. Do NOT worry about the lesson/moral yet – if you do, you’ll wallow in the mud! Draft the incident. Take as long as you can, writing until your thoughts have been exhausted. Then stop.
The next day, either continue fast drafting where you left off, or if that incident has lost its spark for you, start a new one and fast draft it.
Next week you will show me your fast draft. I won’t read it other than to assess your progress. Unless you want me to, of course. No grades here – just credit for effort.
The more effort you put in at the fast drafting stage, the less hard work you’ll have in the subsequent steps.
- Read the two personal narratives I gave you today. Think about how they fit the criteria, or do they? We’ll talk!
Happy writing!
September 10
Hello Writers,
Thank you for joining me in High School English this year. I always look forward to writing and reading with my high school students!
- This week, please read the personal essay titled “The Pie.” We will discuss it next time.
2. Make a timeline of your life. Begin with your birthdate, add events between then and now which stick out to you. The purpose of this exercise is to gather material for an upcoming personal essay assignment. We’ll discuss more next time, and you will be able to add to your timeline in the future as you recall more “stories”.
3. Lastly, do three freewrites on your own. Set a timer for 10 minutes, use your spiral notebook, sit and write without stopping until time’s up.
Two of those freewrites can be on anything you like. For the third one, though, I would like you to respond to “The Pie.” Don’t worry about writing what you think I might want to hear — write your own thoughts and impressions. If, as you’re writing, you veer off on a “rabbit trail”, you’re welcome to go with it.
Remember, I won’t be reading your freewrites unless you ask me to. They can be garbage — writing garbage is NOT bad because the point is to generate thoughts onto paper. Have fun.