Monday, November 25, 2013

The Written Argument

The Written Argument:

Copy the following key terms and definitions related to the written argument
Claim: Your basic belief about a particular topic, issue, event, or idea
Counterclaim: A solid and reasonable argument that opposes or disagrees with your claim
Rebuttal: A written or verbal response to a counterclaim. 
The object of the rebuttal is to take into account the ideas presented in the counterclaim and explain why they aren’t persuasive enough, valid enough, or important enough to outweigh your own claim.
Support: Your specific facts or specific evidence used to support why your claim is true
Refute: Argue against a position or prove it to be wrong
Qualify: A “partly agree” stance in which you agree (in part) with another person’s
argument or position but also disagree with part of it. 
 ________________________________________________________________________
**Select one of the following speeches below 
                                                                         (from the website: http://www.americanrhetoric.com/)

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

http://www.americanrhetoric.com/speeches/barackobama/barackobamasyrianation.htm

http://www.americanrhetoric.com/speeches/richardnixoncheckers.html


1.  Read and listen to the speech.

2.  Use the SOAPSTone strategy to identify the speaker, occasion, audience, purpose, subject and tone of the speech.

3.  Respond to the following questions regarding the speech:

*What is the speaker's claim? What does he/she want you to believe?
*What reasons does he/she give for the claim?
What type of appeal does the author use? (emotional, authority, logic)
What devices does the author use to create the appeal? (diction, syntax, repetition)
*What facts, quotations, evidence and specific details does he/she provide to support the claim?  Cite at least three examples from the text.

Please email your response to: aplangkhs@gmail.com by Tuesday December 2, 2013, subject: Last name_Argument blog


Thursday, November 14, 2013

HUMOR


How do authors use humor to achieve their purpose?

Read and copy the following definitions, and view all of the examples. 
(If you click on the photos, they will enlarge on your computer.)

 1.) IRONY: Language which states the opposite of the intended meaning.


Think:  What's ironic about this?


2.) SATIRE: a literary genre that uses irony, wit and sometimes sarcasm to expose humanity's vices and foibles, intended to change or reform something by ridiculing it.

Click on link below to watch a short clip of satire.  And then think: what does the author of this video want to change or improve?


Think: What does the cartoonist want to change or improve?


3.) Epithet:  name calling or harsh incentive

Think: Why would this be offensive to some?
Click on the link to hear the discussion about the implications of naming a professional sports team after an Indian tribe.


 4.) PARODY: Mockery by imitation

Think: How closely the graphics look compared to a real box of Grape Nut cereal.


                                                                         

  5.) SARCASM: A cutting, often ironic remark intended to wound
 


http://thewordguy.files.wordpress.com/2009/09/sarcasm-anumals.jpg
                              

Your Assignment:
Now, visit The Onion website:  http://www.theonion.com/ .  Select one video or article and respond to the following tasks:  
 
 
1.  Identify the "humor" tool used by the author (using, but not limited to, the above) 
2.  State the evidence from the "text" that shows use of this device.
3.  Next explain how the evidence and the device support the author's purpose?  In your response be sure to identify the title and author of the article and/or video.
4. Avoid merely copying someone else's thoughts.  The purpose of the blog is to add another lesson that we cannot do within the classroom because there is not enough time.  And this should be minor homework for you compared to a math or science class.  Remember, the more time you put into "DOING" these assignments to the best of your ability, the more likely you will score high on the AP exam.  So there's a reason to the madness:)
 
Due Date: Tuesday, November 19th.  Worth 50 Points

Tuesday, November 5, 2013

"Once More to the Lake"






Reread E.B. White’s essay “Once More to the Lake.”  Decide what kind of Tone E.B. White creates.  You might decide that there is more than one tone; if so, then you would be noting what is called a shift in tone.  After you’ve identified tone(s), use the handout called D.I.D.L.S., and decide what strategy or strategies White uses to establish tone(s).  Once you have identified the strategy/strategies, then list your evidence to support it and write a brief phrase on the effect of the evidence you chose.  Remember, your job is to connect all of your evidence to Tone and discuss how each piece of evidence creates Tone.  To make your job easier, use the template below.  But before you begin, read this sample introductory paragraph for an AP response that highlights tone.



E.B. White takes us “Once More to the Lake” where he feels as though time
stood still.  He toys with the illusion that his son was him, and that he was his
father.  This illusion becomes too hard for him to resist; and at almost every
setting, White views the world through his son’s eyes. But by the end of White’s
essay, the illusion is broken.  Because of White’s tone of ______________ and
then __________, one can only wonder if this may be one of the very last times
he goes once more to the lake.


Notice that the paragraph highlights the name of the author, the name of the essay, and an ever so brief discussion on what happens within the essay.  The last sentence answers the prompt.

BUT, before beginning your response, here’s a little Lesson on one example of Syntax, called a Periodic Sentence. Perhaps E.B. White uses Periodic sentences to create Tone. 

Definition: Periodic Sentence=A long and frequently involved sentence, marked by suspended syntax, in which the sense [of the sentence] is not completed until the final word--usually with an emphatic climax.

Now read the following paragraph below and identify which sentence is the periodic sentence.  Within the periodic sentence, isolate the subject and the verb, then email Ms. Carlson the core sentence without all the modifiers.   First 10 correct responses wins a prize!  Contact Ms. Carlson at: aplangkhs@gmail.com.


"Upon every other stage the universal agent is love, by whose power all good and evil is distributed, and every action quickened or retarded. To bring a lover, a lady, and a rival into the fable; to entangle them in contradictory obligations, perplex them with oppositions of interest, and harass them with violence of desires inconsistent with each other; to make them meet in rapture and part in agony; to fill their mouths with hyperbolical joy and outrageous sorrow; to distress them as nothing human ever was distressed; to deliver them as nothing human ever was delivered, is the business of a modern dramatist."
(Samuel Johnson, "Preface to Shakespeare," 1765)

Hint, your verb= “is” and your subject happens to be a dependent clause (a group of words with a noun and a verb that do not represent a complete thought)

Definition for Periodic sentence and sample sentence was found at: http://grammar.about.com/od/pq/g/periodicsenterm.htm.  Click on the link if you would like to read more examples of Periodic Sentences.

Ready to tackle Tone?  Use the template below and copy/paste it into the blog. 
 
Tone is: _________________________________________________________________
Strategy Used is: _________________________________________________________
Evidence of this strategy is _________________________________________________
Effect of this evidence and how it creates tone is _______________________________
 ______________________________________________________________________
Assignment is Due next Tuesday, November 12th.  50 Points
No Need to Comment back to another peer, but it is helpful to read how everyone else viewed tone.  You just might learn something:)


Wednesday, October 30, 2013

TONE

TONE
We've all heard it: "Don't use that tone of voice with me!" When we speak, our attitude is conveyed not only with what we say, but how we say it. 
How do authors convey tone or attitude in writing?  
 

For this week's blog you will be reading passages and identifying the tone.

Step One:

Reread the following to identify the tone of each passage: 

"Pride" by Dagoberto Gilb,   
"Real Women, Real Beauty" by Moana Uluave and 
"Intelligence in the Internet age"by Stefanie Olsen


Step Two:

Answer This Prompt: What clues in the prose help us determine the tone of the passage.  Cite specific examples from the passage that convey the tone.  

Step Three:
Read the responses of two other peers.  Do you agree or disagree with their claims?  Explain your response.  

Due Date:  Monday, November 4th.  Worth 50 points for your response and comment to two students.

Monday, October 21, 2013

Temperture Reading






Okay, the first quarter just ended.  Whew . . . and everyone by now has learned a little bit about AP class expectations and should have a greater idea on what will be on the AP exam.  So let’s do a temperature check. What is working? What needs to be changed? And what can be sacrificed to achieve this change?


Due Date:  Monday, October 28th.  Worth 50 points for your response and comment to two students.



Step One:


Read this self-assessment on what your AP Lang teachers are doing:

What We Are Doing Correctly that Contributes to Our Students’ Success:

Several “Life Lines,” i.e. multiple extensions on deadlines in order to get our students to turn in their assignments.
Specific feedback/commentary on important writing assignments.
Dense reading assignments from AP Multiple Choice passages that prepare students with the skill of “Close Reading.” (Something that cannot be taught explicitly but must be experienced)
Artistic reading assignments that teach students styles they can incorporate into their own writing.
Engaging current events from the blog site and from the use of Factoid Friday/Thursday to prepare students for whatever topics might appear on the AP exam.

Specific Things We Can Start Doing NOW that will Better Prepare Students for the AP Exam and College:

SAT Vocabulary Word Lists to use within Blog site responses.
More Practice on specific types of writing without the penalty of any grade.
More Handouts of AP Scored prompts that show students what superior and inferior AP exam essays look like.
Strategies that help organize an approach to the Rhetorical Essay question.
A formal writing assignment similar to what they might receive in college.
  More Grammar instruction to help correct silly repetitive errors.

Specific Things We Are Willing to Sacrifice or Limit in Order to be a Better Teacher:

Spend viewing hours watching Fringe 
Spend viewing hours Surfing the bay.
Set our alarm clocks on the weekend to get up at a regular time so we can get more things done.  In other words, no more sleeping in till noon!
Limit our whining about how overwhelmed we are to 1/2 hour per week.
Check our Engrade messages more regularly. 

Step Two:
Now that we shared our affirmations, goals, and pledges, please view the three very SHORT videos to learn more about how to be successful in an AP class then respond to the prompt below.

Link to AP video from AP central
Advice to Taking an AP Course
http://www.youtube.com/watch?v=Zz46VaOYgJs    (9 very important minutes)
“Do The AP Way”
http://www.youtube.com/watch?v=1YzvjUqZvsI    (3 entertaining minutes)

Step Three:
Answer This Prompt:
Bullet specifically all the things you are NOW doing correctly that contributes to your success in any AP class and/or the future AP exam.
Bullet specifically three things that you know you CAN now start doing that will contribute to your success.
Bullet specifically at least one thing you are willing to limit or give up in order to be successful in your AP class.
Template for you to Copy/Paste your answers on:
These are the things I am currently doing correctly that will contribute to my success in any AP class and the future AP exam:
   Dakine . . . .
   Ya ta dah, ya ta dah
   And so on, and so on
   And hopefully even moreJ
These are the three things I know I can start doing right now that will contribute to my success:
1.  Bipidty
2.  Bop-ity
3.  Boo
This is the one thing I am willing to limit or give up in order to be successful:
1.  Make it meaningful---no silly answers here!!


Step Four:
After posting your response, comment back to two students about their response.  Actually SAY something by making a personal connection to whatever they posted or by drawing a different conclusion to how they viewed something.  EXPLAIN that personal connection in detail or EXPLAIN your different conclusion in detail.
Due Date:  Monday, October 28th.  Worth 50 points for your response and comment to 2 students.



Tuesday, September 24, 2013

You Are Nothing Special



http://theswellesleyreport.com/2012/06/wellesley-high-grads-told-youre-not-special/
  • Click on the link above to hear the commencement speech. (12 min. long)

  • Next, go to the the AP website for this class: https://sites.google.com/site/kapaahighaplang/home and open up the Rhetorical Terms.  You will find this on the left side on the Home Page.  It will lead you to an attachment.  You may print the attachment or toggle back and forth as you read and use the terms.

  • Now read the speech below and address the following:

1.) Identify One Scheme: Choose from Balance, Unusual Word Order, Omission or Repetition.  Copy the sentence or sentences and then name the scheme using your handout "Style: Schemes and Tropes"
2.) Identify One Trope.  Choose from Comparison, Word Play, or Exaggeration.  Copy the sentence or sentences and then name the trope using your handout "Style: Schemes and Tropes"
3.) After identifying a Scheme and a Trope, now  discuss if you agree with the speaker, disagree with the speaker ( referred to as refutation, the act of refuting or disagreeing), OR if you agree with some of the speech  but disagree with other parts of it.  (This is the concept of Qualifying an argument in which you do not totally disagree or agree.)
So Agree, Refute, or Qualify the speaker's comments in a supporting paragraph that specifically references part of the speech.

Due Date: Posting by Monday, September 30th. (40 Pts)

No response to a classmate necessary.

Weak responses will receive minimal credit.



Commencement Speech for 2012 Graduating Class
Dr. Wong, Dr. Keough, Mrs. Novogroski, Ms. Curran, members of the board of education, family and friends of the graduates, ladies and gentlemen of the Wellesley High School class of 2012, for the privilege of speaking to you this afternoon, I am honored and grateful.  Thank you.


So here we are… commencement… life’s great forward-looking ceremony. (And don’t say, “What about weddings?” Weddings are one-sided and insufficiently effective. Weddings are bride-centric pageantry. Other than conceding to a list of unreasonable demands, the groom just stands there. No stately, hey-everybody-look-at-me procession. No being given away. No identity-changing pronouncement. And can you imagine a television show dedicated to watching guys try on tuxedos? Their fathers sitting there misty-eyed with joy and disbelief, their brothers lurking in the corner muttering with envy. Left to men, weddings would be, after limits-testing procrastination, spontaneous, almost inadvertent… during halftime… on the way to the refrigerator. And then there’s the frequency of failure: statistics tell us half of you will get divorced. A winning percentage like that’ll get you last place in the American League East. The Baltimore Orioles do better than weddings.)


But this ceremony… commencement… a commencement works every time. From this day forward… truly… in sickness and in health, through financial fiascos, through midlife crises and passably attractive sales reps at trade shows in Cincinnati, through diminishing tolerance for annoyingness, through every difference, irreconcilable and otherwise, you will stay forever graduated from high school, you and your diploma as one, ‘til death do you part.


No, commencement is life’s great ceremonial beginning, with its own attendant and highly appropriate symbolism. Fitting, for example, for this auspicious rite of passage, is where we find ourselves this afternoon, the venue. Normally, I avoid clichés like the plague, wouldn’t touch them with a ten-foot pole, but here we are on a literal level playing field. That matters. That says something. And your ceremonial costume… shapeless, uniform, one-size-fits-all. Whether male or female, tall or short, scholar or slacker, spray-tanned prom queen or intergalactic X-Box assassin, each of you is dressed, you’ll notice, exactly the same. And your diploma… but for your name, exactly the same.


All of this is as it should be, because none of you is special.


You are not special. You are not exceptional.


Contrary to what your u9 soccer trophy suggests, your glowing seventh grade report card, despite every assurance of a certain corpulent purple dinosaur, that nice Mister Rogers and your batty Aunt Sylvia, no matter how often your maternal caped crusader has swooped in to save you… you’re nothing special.


Yes, you’ve been pampered, cosseted, doted upon, helmeted, bubble-wrapped. Yes, capable adults with other things to do have held you, kissed you, fed you, wiped your mouth, wiped your bottom, trained you, taught you, tutored you, coached you, listened to you, counseled you, encouraged you, consoled you and encouraged you again. You’ve been nudged, cajoled, wheedled and implored. You’ve been feted and fawned over and called sweetie pie. Yes, you have. And, certainly, we’ve been to your games, your plays, your recitals, your science fairs. Absolutely, smiles ignite when you walk into a room, and hundreds gasp with delight at your every tweet. Why, maybe you’ve even had your picture in the Townsman! [Editor’s upgrade: Or The Swellesley Report!] And now you’ve conquered high school… and, indisputably, here we all have gathered for you, the pride and joy of this fine community, the first to emerge from that magnificent new building…


But do not get the idea you’re anything special. Because you’re not.


The empirical evidence is everywhere, numbers even an English teacher can’t ignore. Newton, Natick, Nee… I am allowed to say Needham, yes? …that has to be two thousand high school graduates right there, give or take, and that’s just the neighborhood Ns. Across the country no fewer than 3.2 million seniors are graduating about now from more than 37,000 high schools. That’s 37,000 valedictorians… 37,000 class presidents… 92,000 harmonizing altos… 340,000 swaggering jocks… 2,185,967 pairs of Uggs. But why limit ourselves to high school? After all, you’re leaving it. So think about this: even if you’re one in a million, on a planet of 6.8 billion that means there are nearly 7,000 people just like you. Imagine standing somewhere over there on Washington Street on Marathon Monday and watching sixty-eight hundred yous go running by. And consider for a moment the bigger picture: your planet, I’ll remind you, is not the center of its solar system, your solar system is not the center of its galaxy, your galaxy is not the center of the universe. In fact, astrophysicists assure us the universe has no center; therefore, you cannot be it. Neither can Donald Trump… which someone should tell him… although that hair is quite a phenomenon.


“But, Dave,” you cry, “Walt Whitman tells me I’m my own version of perfection! Epictetus tells me I have the spark of Zeus!” And I don’t disagree. So that makes 6.8 billion examples of perfection, 6.8 billion sparks of Zeus. You see, if everyone is special, then no one is. If everyone gets a trophy, trophies become meaningless. In our unspoken but not so subtle Darwinian competition with one another–which springs, I think, from our fear of our own insignificance, a subset of our dread of mortality — we have of late, we Americans, to our detriment, come to love accolades more than genuine achievement. We have come to see them as the point — and we’re happy to compromise standards, or ignore reality, if we suspect that’s the quickest way, or only way, to have something to put on the mantelpiece, something to pose with, crow about, something with which to leverage ourselves into a better spot on the social totem pole. No longer is it how you play the game, no longer is it even whether you win or lose, or learn or grow, or enjoy yourself doing it… Now it’s “So what does this get me?” As a consequence, we cheapen worthy endeavors, and building a Guatemalan medical clinic becomes more about the application to Bowdoin than the well-being of Guatemalans. It’s an epidemic — and in its way, not even dear old Wellesley High is immune… one of the best of the 37,000 nationwide, Wellesley High School… where good is no longer good enough, where a B is the new C, and the midlevel curriculum is called Advanced College Placement. And I hope you caught me when I said “one of the best.” I said “one of the best” so we can feel better about ourselves, so we can bask in a little easy distinction, however vague and unverifiable, and count ourselves among the elite, whoever they might be, and enjoy a perceived leg up on the perceived competition. But the phrase defies logic. By definition there can be only one best. You’re it or you’re not.


If you’ve learned anything in your years here I hope it’s that education should be for, rather than material advantage, the exhilaration of learning. You’ve learned, too, I hope, as Sophocles assured us, that wisdom is the chief element of happiness. (Second is ice cream… just an fyi) I also hope you’ve learned enough to recognize how little you know… how little you know now… at the moment… for today is just the beginning. It’s where you go from here that matters.


As you commence, then, and before you scatter to the winds, I urge you to do whatever you do for no reason other than you love it and believe in its importance. Don’t bother with work you don’t believe in any more than you would a spouse you’re not crazy about, lest you too find yourself on the wrong side of a Baltimore Orioles comparison. Resist the easy comforts of complacency, the specious glitter of materialism, the narcotic paralysis of self-satisfaction. Be worthy of your advantages. And read… read all the time… read as a matter of principle, as a matter of self-respect. Read as a nourishing staple of life. Develop and protect a moral sensibility and demonstrate the character to apply it. Dream big. Work hard. Think for yourself. Love everything you love, everyone you love, with all your might. And do so, please, with a sense of urgency, for every tick of the clock subtracts from fewer and fewer; and as surely as there are commencements there are cessations, and you’ll be in no condition to enjoy the ceremony attendant to that eventuality no matter how delightful the afternoon.


ing life, the distinctive life, the relevant life, is an achievement, not something that will fall into your lap because you’re a nice person or mommy ordered it from the caterer. You’ll note the founding fathers took pains to secure your inalienable right to life, liberty and the pursuit of happiness–quite an active verb, “pursuit”–which leaves, I should think, little time for lying around watching parrots rollerskate on Youtube. The first President Roosevelt, the old rough rider, advocated the strenuous life. Mr. Thoreau wanted to drive life into a corner, to live deep and suck out all the marrow. The poet Mary Oliver tells us to row, row into the swirl and roil. Locally, someone… I forget who… from time to time encourages young scholars to carpe the heck out of the diem. The point is the same: get busy, have at it. Don’t wait for inspiration or passion to find you. Get up, get out, explore, find it yourself, and grab hold with both hands. (Now, before you dash off and get your YOLO tattoo, let me point out the illogic of that trendy little expression–because you can and should live not merely once, but every day of your life. Rather than You Only Live Once, it should be You Live Only Once… but because YLOO doesn’t have the same ring, we shrug and decide it doesn’t matter.)


None of this day-seizing, though, this YLOOing, should be interpreted as license for self-indulgence. Like accolades ought to be, the fulfilled life is a consequence, a gratifying byproduct. It’s what happens when you’re thinking about more important things. Climb the mountain not to plant your flag, but to embrace the challenge, enjoy the air and behold the view. Climb it so you can see the world, not so the world can see you. Go to Paris to be in Paris, not to cross it off your list and congratulate yourself for being worldly. Exercise free will and creative, independent thought not for the satisfactions they will bring you, but for the good they will do others, the rest of the 6.8 billion–and those who will follow them. And then you too will discover the great and curious truth of the human experience is that selflessness is the best thing you can do for yourself. The sweetest joys of life, then, come only with the recognition that you’re not special.


Because everyone is.


Congratulations. Good luck. Make for yourselves, please, for your sake and for ours, extraordinary lives.


By David McCullough, English teacher at Wellesley High School.

Your Directions Again:

1.) Identify One Scheme: Choose from Balance, Unusual Word Order, Omission or Repetition. Copy the sentence or sentences and then name the scheme using your handout "Style: Schemes and Tropes"
2.) Identify One Trope. Choose from Comparison, Word Play, or Exaggeration. Copy the sentence or sentences and then name the scheme using your handout "Style: Schemes and Tropes"
3.) After identifying a Scheme and a Trope, now discuss if you agree with the speaker, disagree with the speaker (This is referred to as refutation, the act of refuting or disagreeing), OR if you agree with some of the speech but disagree with other parts of it (This is the concept of Qualifying an argument in which you do not totally disagree or agree.)
So Agree, Refute, or Qualify the speaker's comments in a supporting paragraph that specifically references part of the speech.

Due Date: Posting by Monday, September 30th. (40 Pts)

No response to a classmate necessary.


 Weak responses will receive minimal credit.

Monday, September 16, 2013

The Hero's Journey


  1. Read the explanation below about The Hero's Journey inspired by Joseph Campbell's research on mythology and then the short discussion on archetypes by Carl Jung. 
  2. Next choose a film and identify the archetypes portrayed within the film.  Refer to the archetypes discussed by Carl Jung below.
  3. As you identify the archetypes, have a discussion--not a list-- on how the film shares similarities with the stages of the hero's journey according to Joseph Campbell's work. YOU MAY NOT USE A WORK NOTED IN THE DISCUSSION BELOW--such as The Wizard of Oz, Star Wars etc. . . .
  4. Finally, respond to one classmate's posting and discuss to what extent you agree or disagree with their analysis.
Your response should be at least 500 words, but no more than 550 words.  Part of this assignment is to practice precise writing; therefore, pay close attention to your word count as you write.  Create your response in a Word doc. Verify your word count and type the number of words at the end of your response. Next copy/paste your response with the word count into the blog post.  

Warning, at this point if you are not having some kind of discussion with significant commentary to your peer, then you will not receive credit for your response to a peer.  So please work at thinking.  Look for similarities within another film that might be close to the one your peer analyzed or compose a polite disagreement.  Just please have something intelligent to say other than the fact that you agree with their analysis or not.  Learning the art of conversation on paper will make the difference between an AP score of a 3 or a 4.  So please really stretch the manner in which you respond to your peer.


First Posting Due: Monday, September 23  (50 Points) 
Response to a Classmate Due: Friday, September 27 (20 Points)


THE HERO’S JOURNEY

Joseph Campbell, an American psychologist and mythological researcher, wrote a famous book entitled The Hero with a Thousand Faces. In his lifelong research Campbell discovered many common patterns running through hero myths and stories from around the world. Years of research lead Campbell to discover several basic stages that almost every hero-quest goes through (no matter what culture the myth is a part of). He calls this common structure "the monomyth."
 
George Lucas, the creator of Star Wars, claims that Campbell’s monomyth was the inspiration for his groundbreaking films. Lucas also believes that Star Wars is such a popular saga because it taps into a timeless story-structure which has existed for thousands of years.

Many followers of Campbell have defined the stages of his monomyth in various ways, sometimes supplying different names for certain stages. For this reason there are many different versions of the Hero’s Journey that retain the same basic elements. THE ORDINARY WORLD
 
Heroes exist in a world is considered ordinary or uneventful by those who live there. Often the heroes are considered odd by those in the ordinary world and possess some ability or characteristic that makes them feel out-of-place, such as:
The Wonderful Wizard of Oz: Dorothy in Kansas
The Hobbit: Bilbo Baggins in Hobbiton
Star Wars: Luke Skywalker on Tatooine
The Lion King: Simba at Pride Rock

THE CALL TO ADVENTURE For heroes to begin their journeys, they must be called away from the ordinary world. Fantastic quests don’t happen in everyday life. Heroes must be removed from their typical environment. Most heroes show a reluctance to leave their home, their friends, and their life to journey on a quest. But in the end they accept their destiny.

Usually there is a discovery, some event, or some danger that starts them on the heroic path. Heroes find a mystic object or discover their world is in danger. In some cases, heroes happen upon their quest by accident. Campbell puts it like this, "A blunder—the merest chance—reveals an unsuspected world."

The new world the hero is forced into is much different than the old one. Campbell describes this new world as a "fateful region of both treasure and danger… distant land, a forest, a kingdom underground, beneath the waves, or above the sky, a secret island, lofty mountaintop, or profound dream state… place of strangely fluid and polymorphous beings, unimaginable torments, superhuman deeds, and impossible delight". This description may seem pretty vague, but think of all the various fantasy realms characters have entered throughout the years: Middle-Earth, Oz, Narnia, Wonderland. It could even be outer space, a haunted house, or the Matrix. Regardless of the details, the new world is sure to be filled with adventure.  For example,  
The Wonderful Wizard of Oz: The tornado ; The Hobbit: Gandalf the wizard arrives; Star Wars: R2D2’s cryptic message.

REFUSAL OF THE QUEST During the Call to Adventure heroes are given a task or quest which only they can complete. They are faced with a choice: accept the quest or deny it. Their choice might seem like a no-brainer. If they don’t accept the quest, there won’t be much of a story—or will there? Actually there are stories where heroes don’t accept their destinies. When this happens, the stage is set for disaster. There’s a reason why the powers-that-be have chosen a particular hero. A refusal of the quest only brings trouble.

King Minos, the monarch of Crete who antagonizes the Greek hero Theseus, does not do what the gods ask of him. Poseidon, Lord of the Seas, sends him a beautiful white bull. The god’s only order is that Minos must sacrifice the creature back to him. After seeing the magnificent beast, Minos decides he just can’t bring himself to do what the god asks and keeps the bull as a personal trophy.

Enraged, Poseidon vows revenge and causes Minos’ wife to burn with lust for her husband’s prized beast. The rest of this story is strictly NC-17. It results in the birth of the Minotaur, a creature half-bull, half-human, a curse to his father King Minos.

Campbell notes that heroes who refuse their quest often become characters in need of rescuing or in Minos’ case, the villain of another hero’s journey.  For example, in  
Star Wars: Luke refuses the quest until he learns his aunt and uncle are dead; The Lion King: Simba refuses to return to Pride Rock and accept his destiny Groundhog Day: Example of the negative cycle caused by refusing the call

ACCEPTING THE CALL:
Once the adventure is accepted, the heroes advance into the next stage of their journey.

ENTERING THE UNKNOWN As they embark on their journey, the heroes enter a world they have never experienced before. Very often it is filled with supernatural creatures, breathtaking sights, and the constant threat of death. Unlike the heroes’ home, this outside world has its own rules, and they quickly learns to respect these rules as their endurance, strength, and mettle are tested time and time again. After all, it is not the end of the journey which teaches, but the journey itself.

The Wizard of Oz: Dorothy must learn the rules of Oz

The Matrix: Neo must come to grips with the realities and unrealities of the Matrix SUPERNATURAL AID  
Supernatural doesn’t have to mean magical. There are plenty of hero stories that don’t have wizards or witches per say. Supernatural simply means "above the laws of nature." Heroes are almost always started on their journey by a character who has mastered the laws of the outside world and come back to bestow this wisdom upon them. This supernatural character often gives them the means to complete the quest. Some of the time the gift is simply wisdom. Other times it is an object with magical powers. In every instance it is something the hero needs to succeed. As Campbell says, "One has only to know and trust, and the ageless guardians will appear." The job of the supernatural assistor is to give the heroes what they need to finish the quest—not finish it for them.

The Hobbit: Gandalf Star Wars: Obi-Wan Kenobi

 Cinderella: Fairy Godmother


TALISMAN:
A Special (and often magical) items that assist the heroes on their quest.

The Wizard of Oz: Ruby Slippers
The Hobbit: The Ring

Star Wars: Lightsaber

ALLIES/HELPERS

Every hero needs a helper, much like every superhero needs a sidekick. Without the assistance of their companions and helpers along the way, most heroes would fail miserably. For example, in the Greek hero story of Theseus, Minos’ daughter Ariadne, after falling hopelessly in love, helps Theseus navigate the Labyrinth. She does this by holding one end of a golden thread while Theseus works his way inward to slay the Minotaur. Without her help, Theseus would never have fulfilled his quest or found his way out of the maze once he did so.

Lord of the Rings: Samwise Gamgee

The Wizard of Oz: The Tin Woodsman, Scarecrow, and Cowardly Lion


TESTS & THE SUPREME ORDEAL The heroes progress through a series of tests, a set of obstacles that make them stronger, preparing them for their final showdown. At long last they reach the Supreme Ordeal, the obstacle they have journeyed so far to overcome.

All the heroes’ training and toil comes into play now. The journey has hardened them, and it’s time for them to show their prowess. Once this obstacle is overcome, the tension will be relieved. The worst is passed, and the quest, while not officially over, has succeeded.
Star Wars: Blowing up the Death Star

Lord of the Rings: Mount Doom

The Wizard of Oz: Defeating the Wicked Witch
 

REWARD AND THE JOURNEY HOME
Typically, there is a reward given to heroes for passing the Supreme Ordeal. It could be a kingdom. It could be the hand of a beautiful princess. It could be the Holy Grail. Whatever it is, it is a reward for the heroes’ endurance and strength.

After the heroes complete the Supreme Ordeal and have the reward firmly in hand, all that is left is for them to return home. Just because the majority of the adventure has passed doesn’t mean that the return journey will be smooth sailing. There are still lesser homebound obstacles to overcome.
The Hobbit: The Battle of Five Armies

The Lord of the Rings: Return to Hobbiton
 

MASTER OF TWO WORLDS/ RESTORING THE WORLD Success on the heroes’ quest is life-changing, for them and often for many others. By achieving victory, they have changed or preserved their original world. Often they return with "the exilir," an object or personal ability that allows them to save their world.

The heroes have also grown in spirit and strength. They have proved themselves worthy for marriage, kingship, or queenship. Their mastery of the outside world qualifies them to be giants in their own.
Lord of the Rings: Frodo saves the Shire

The Wizard of Oz: Dorothy rids Oz of the Wicked Witch
 
THE MONOMYTH: NOT JUST FOR MYTHOLOGY While Joseph Campbell’s monomyth works best with the traditional form of the quest—folk and fairy tales, myths, legends, and other fantasies—it can be applied to many different genres or types of stories. A quest does not have to include swords and monsters. It can just as easily occur in the real world. The monomyth, ageless and universal, exists anywhere and everywhere.

ARCHETYPES APPEARING IN THE HERO’S JOURNEY
 
Joseph Campbell was heavily influenced by the Swiss Psychiatrist Carl Jung whose theory of the collective unconscious involved archetypes—recurring images, patterns, and ideas from dreams and myths across various cultures. Below are several archetypes often found in myths.

HEROES: Central figures in stories. Everyone is the hero of his or her own myth.

SHADOWS: Villains, enemies, or perhaps the enemy within. This could be the repressed possibilities of the hero, his or her potential for evil.

MENTORS: The hero’s guide or guiding principles.

HERALD: The one who brings the Call to Adventure. This could be a person or an event.

THRESHOLD GUARDIANS: The forces that stand in the way at important turning points, including jealous enemies, professional gatekeepers, or even the hero’s own fears and doubts.

SHAPESHIFTERS: In stories, creatures like vampires or werewolves who change shape. In life, the shapeshifter represents change.

TRICKSTERS: Clowns and mischief-makers.

ALLIES: Characters who help the hero throughout the quest.

WOMAN AS TEMPTRESS: Sometimes a female character offers danger to the hero (a femme fatale)

Mythology Teacher.Com.  Jan. 21, 2103.  Web
http://www.mythologyteacher.com/documents/TheHeroJourney.pdf


  1. Read the explanation above about The Hero's Journey inspired by Joseph Campbell's research on mythology and then the short discussion on archetypes by Carl Jung. 
  2. Next choose a film and identify the archetypes portrayed within the film.  Refer to the archetypes discussed by Carl Jung below.
  3. As you identify the archetypes, have a discussion--not a list-- on how the film shares similarities with the stages of the hero's journey according to Joseph Campbell's work. YOU MAY NOT USE A WORK NOTED IN THE DISCUSSION BELOW--such as The Wizard of Oz, Star Wars etc. . . .
  4. Finally, respond to one classmate's posting and discuss to what extent you agree or disagree with their analysis.
Your response should be at least 500 words, but no more than 550 words.  Part of this assignment is to practice precise writing; therefore, pay close attention to your word count as you write.  Create your response in a Word doc. Verify your word count and type the number of words at the end of your response. Next copy/paste your response with the word count into the blog post.  

Warning, at this point if you are not having some kind of discussion with significant commentary to your peer, then you will not receive credit for your response to a peer.  So please work at thinking.  Look for similarities within another film that might be close to the one your peer analyzed or compose a polite disagreement.  Just please have something intelligent to say other than the fact that you agree with their analysis or not.  Learning the art of conversation on paper will make the difference between an AP score of a 3 or a 4.  So please really stretch the manner in which you respond to your peer.


First Posting Due: Monday, September 23  (50 Points) 
Response to a Classmate Due: Friday, September 27 (20 Points)