Student Access C English 100 Book Report

Assignment:

See Page 3-4 "Classic Book Report"



Student Work:


http://prezi.com/pazjfdjaqqbj/the-secret-agent/

Drama Students join The LC Theatre Guild

W Formative Assessment Student Progress Eng3 The Crucible Act 1

Act 1

"The Crucible" Act I Assignment

Check you Comprehension #1-4 (Please Respond in complete sentences.)

1. What aspects of society does Miller seem to be criticizing through the characters of Reverend Parri and the Putnams?

2. Summarize Abigail's prior relationship to the Putnam's, using at least one line from Act 1.

3. What seems to be Reverend Parris's main concern about Abigail and Betty's behavior in the forrest?

4. Why does Betty's reaction to the psalm support the assertion that there is "witchcraft afoot?"


Student Work:

Formative Writing Assessment:

Demonstrator 1. Assessments: Teachers use multiple formative and summative assessment processes to inform, guide, develop and revise instructional strategies and curriculum to enhance student learning and achievement.


B) Teachers develop and implement a plan to monitor student progress in writing and communication skills consistent with grade-level writing standards and formative assessments

W Student Access "using differentiated strategies" English IV The Exposition of JC

KY CC STANDARD

Reading:

L 7: Analyze multiple interpretations of a story, drama, or poem (e.g. recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist).


Program Review

D1

C) Teachers instruct the complex processes, concepts and principles of literacy using differentiated strategies that make instruction accessible to all students.



Wednesday October 30th

HOT: How do Adjectives help readers "see" the setting of a literary work?

Student question: What are Adjectives?

"Unpack Your Adjectives" c/o School House Rock

W Student Expectations, Performance and Assessment Eng IV Compare & Contrast Antigone

Demonstrator 2. Expectations for Student Learning: Teachers communicate consistently high expectations and use common standards for student learning in writing.

A) Students know and understand expectations for their work and receive/provide feedback using standards specific language.


Paragraph 1:

Describe Antigone, the play, including background information of the Greeks and Sophocles.
Explain that the film version was published in the 70's, which we watched in class.

5 sentences.

Paragraph 2:

Explain how the play and film are alike (at least 3 examples).

5 sentences.

Paragraph 3:

Explain how the play and film are different (at least 3 examples).
Which did you like best? Justify.

6 sentences.

NOTE: This essay is due Tuesday.

Student Sample:

W Formative Assessment & Student Expectations Eng III Discuss Writing Goals

Formative Assessment
B) Teachers develop and implement a plan to monitor student progress in writing and communication skills consistent with grade-level writing standards and formative assessments

Student Expectations
B) Teachers and students collaborate to set writing and communication goals that are standards-based and informed by feedback and assessments.


Teacher's Explanation: I called each student back to my "discussion table," and shared their 2013 K-Prep Writing scores with them and encouraged each student to set a goal for themselves. Either a repeat score or a higher score. I also discussed their score on a current class essay and provided feedback of their strengths and weaknesses.

See Videos:

Miss Stafford and Cayley Potter



Miss Stafford and Josh Heinenger



Miss Stafford and Erin Pugh

W Student Performance English III Poetry Group Work

W Instructional Strategies & Student Performance Eng 3 Shakespeare Essay's

B) Students research information to seek a new or deeper understanding around a topic and demonstrate new understanding through products.

D) Students refer to works of quality and substance as models to inform their work. (Read published research essays to inform and make decisions.)


LINK TO RESEARCH ESSAY ASSIGNMENT

Student Work with Teacher's Feedback

W Instructional Strategies

F) Students engage in discussion with teachers and peers to inform the writing process and are provided with a means to publish/share work.

AH Curriculum English IV reads "Antigone" and Julius Caesar"

PR D) The arts curriculum includes the study of representative and exemplary works of dance, music, theatre and visual arts from a variety of artists, cultural traditions and historical periods.

KY CC

Reading
L 7: Analyze multiple interpretations of a story, drama, or poem (e.g. recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist).
L 8. (not applicable to literature)

LANGUAGE
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g. hyperbole, paradox) in context and analyze their role in text.
b. Analyze nuances in the meaning of words with similar denotations.



Unit II The Greak Theatre

Vocabulary:

1
2
3
4
5
6
7
8
9

Who is Sophocles?


In class reading of Antigone

Video




Vocabulary for Julius Caesar
1 Shakespearean Theatre
2 exposition
3 characters
4 motives
5 rising action
6conflict (internal & external)
7 climax
8 falling action
9 resolution
10 subjunctive mood
11 replication
12 spare
13 infirmity
14 surly
15 portentous
16 prodigious
17 commoners [Plebeians]
18 cobbler
19 Pompey
20 barren
21 Aeneas
22 prodigies
23 countenance
24 alchemy
25 augmented
26 entreated
27 conspiracy
28 resolution
29 exploit
30 imminent
31 Tarquin
32 suit
33 spurn
34 confounded
35 mutiny
36 malice
37 oration
38 discourse
39 vile
40 Olympus
41 Affect
42 Effect
43 Paraphrase
44 Parallel Structure
45 aside
46 soliloquy
47 monologue
48 legacies
49 slanderous
50 covert
51 chastisement
52 philosophy
53 cause and effect
54 tragedy
55 words of direct address
56 dialogue
57 presage
58 ensign
59 consorted
60 demeanor
61 disconsolate
62 misconstrued
63 envy
64 noun clause of a sentence
65 subject
66 direct object
67 object of preposition

W Instructional Strategies Varying Strategies Eng 100 Student Work

Demonstrator 3. Instructional Strategies: All teachers implement instructional strategies that provide quality experiences, variety of activities, and access for all students.


E) Students use varying strategies and demonstrate an understanding of communicating to audiences in different forms and for various purposes.

Chapter 1

HOT

Take a look at the bumper sticker below and analyze the arguments presented:

NOTE: Your audeince is your peers, so be prepared to share your thoughts in class.



Student Response:

Chapter 1

W Instructional Strategies English 100 Everything is an Argument Notes

EVERYTHING IS AN ARGUMENT NOTES

Chapter 1

All language, whether written or spoken, visual or textual, is motivated.
Because language is a human activity and because humans exist in a complex world of goals, purposes, and activities, language cannot be anything but motivated.
Language is a form of “symbolic action”: it gets things done in the world, acting on people and situations.
All language is inherently a form of argument.
People use language to create identification between themselves and their audience.
The flip side of the argument that all language is motivated and is powerful: all language is open to interpretation and negotiation.

Argument v/s “disagreement”
Argument v/s persuasion

What does it mean to “make a point”?
What is “reasoned inquiry”?

Arguments change depending on contexts.

IMPORTANT CONCEPTS: (define, using your book)
Stasis theory
Rhetorical appeals: ethos, pathos, and logos
Rhetorical situation

CONTEXT:
The context is affected by the time period, location, current events, and the cultural significance of events or people under consideration.


CLASS DISCUSSION

Chapter 2

If argument is primarily a form of reasoned inquiry, what is the role of emotion in a responsible argument?

The Rhetorical Situation dictates appropriate and inappropriate emotional appeals.

4 ways to use Emotional Appeal
1. Using Emotions to Build Bridges
A writer/ speaker connects with their audience in a way in which the audience believes the speaker "feels their pain" (Bill Clinton).
EX. Pg 44-45
2. Using Emotions to Sustain an Argument
The use of photos and images can appeal to an audience's emotions and convince them of the argument. Continuing to evoke emotions in an audience helps to sustain the argument and keep the audience's attention.
3. Using Humor
Humor has always played a part in persuasion because it breaks the ice and allows people to forget, even if just for a moment, the trials and tribulations of their life.
4. Using Arguments Based on Emotions
Always consider your audience when constructing an argument. No one wants to be the speaker that made everyone cry or throw tomatoes!



Chapter 3
Aristotle says in the Rhetoric that the most important of the three
proofs (logical, pathetic, ethical) is the argument based on character:
if the audience does not trust the orator, all else is in vain.

Ethos is context specific:
Jessica Simpson has a more credible ethos than a senator or governor in the right
context—for example, a cosmetics advertisement.

Context determines an argument’s success, so ethos can be elastic, depending upon the context of the argument.

Writers must have a variety of voice: written voices used in class, in
emails to family members, and in job applications, for example, already
differ, but that they are not necessarily false representations.

Instead, each of these three kinds of writing attempts to create a character that foregrounds certain elements of students’ interests and expertise and backgrounds others.

For your assignment, model your work after the following;

1. Consider the ethos of each of the following public figures. Then
describe one or two public arguments, campaigns, or products
that might benefit from their endorsements as well as several that
would not.

• Oprah Winfrey—TV celebrity [The popular host appeals especially to women, but her appeal is probably as broad as anyone’s in America; her caring, generous, trustworthy
demeanor means that she could sell almost anything and could have serious political influence as well.]


Chapter 4: Logos

evidence, facts, testimony, statistics—real numbers, real facts, and no more opinions and feelings

using evidence responsibly is complicated

“Nothing works better than Bayer.” It’s a fact: no aspirin
works better than Bayer aspirin. But it’s a fact that conceals the important point that other aspirins work equally well.

Arguable proposition

Rationality versus Hard Evidence

Certain propositions are not arguable:
• the square root of 81 is 9;
• Spain borders Portugal;
• Charles Dickens wrote in English

Arguable:
• Christopher Columbus discovered America,
• William Shakespeare wrote all the plays attributed to him,
• Clear-cutting in the rain forest has little environmental impact.


Chapter 4 Responses

1. Discuss whether the following statements are examples of hard evidence [inartistic] or rational appeals [artistic]. Not all cases
are clear-cut.
• The bigger they are, the harder they fall.
Rational, because many factors dictate a "hard" fall.

• Drunk drivers are involved in more than 50 percent of traffic
deaths.

• DNA tests of skin found under the victim’s fingernails suggest
that the defendant was responsible for the assault.

• Polls suggest that a large majority of Americans favor a constitutional
amendment to ban same-sex marriage.

• A psychologist testified that teenage violence could not be
blamed on video games.

• An apple a day keeps the doctor away.

• History proves that cutting tax rates increases government revenues
because people work harder when they can keep more
of what they earn

• The only thing we have to fear is fear itself.

Student Access October English 100 The Rhetorical Situation Journal entry

Lesson Plan

W Instructional Strategies English III Works Cited Page

Creating a Works Cited Page






Our Works Cite Page

W October Honors Presentations Instructional Strategies

E) Students use varying strategies and demonstrate an understanding of communicating to audiences in different forms and for various purposes.

September 23- 27

Independent Book Report Presentations

RUBRIC

Step 1: Read the novel.

Step 2: Journal
Keep a journal as you read (At least 10 entries). Your audience is your peers. Report upon the occurring events, important characters and their motives, new vocabulary, and your own personal reactions. Set up your journal as follows:

DATE: Pages Read:
Sequence of Events:
Characters:
Vocabulary:
Reactions:

Step 3: Prepare a presentation, of your choosing (Power point, prezi, poster, etc.), where you briefly review your text for your classmates. Include key details, interesting occurrences, and an honest judgment of the book. (3-5 minutes).

Step 4: Author Biography
Research, report, and present upon your author. Include interesting facts, biographical information, influences, awards, and other published works. You should prepare a set of note cards for your presentation, which you will turn in. Finally, find a picture of your author to bring to class to show your classmates (of course, you may use the internet).

Step 5: Analytical Literary Essay
Students are to take a stand by writing an original thesis statement with three supporting ideas reviewing the structure and subject matter of their chosen text.
NOTE: (Literary Structure: the way in which a writer organizes the sequence of events; Literary Subject Matter: all the subjects that an author discusses within a text)
Write as a reviewer. Advise other readers of your chosen field to either read or ignore this text when developing their major/ minor.

STUDENT PRESENTATIONS

Colton


Kayla


Alex


Kala

W September MLA Crash Course

MLA Crash Course September 20, 2013

HOMEWORK Create a Works Cited Page which includes the 5 sources from your proposal.

W September English III Instructional Strategies Who is WS Assignment

D) Students integrate what is learned when using technology with what they learn offline to develop understanding and communication.

WHO IS WILLIAM SHAKESPEARE?

Essay RUBRIC

Film Who is Shakespeare? Articles for Essay

1. Shakespeare's Richard II and the Essex Conspiracy CLICK HERE Evelyn May Albright PMLA , Vol. 42, No. 3 (Sep., 1927), pp. 686-720 Published by: Modern Language Association Article Stable URL: http://www.jstor.org/stable/457398 http://wwws.moreheadstate.edu:2097/stable/457398

2. Skura, Meredith A, and Christine Dymkowski. "Shakespeare the Actor and the Purposes of Playing." The Review of English Studies. 47.186 (1996): 250. Print. CLICK HERE

3. http://www.newyorker.com/humor/2011/11/21/111121sh_shouts_idle 4. http://www.bostonglobe.com/ideas/2013/08/17/coined-shakespeare-think-again/tWFE6b8qTD5gnybL5fOn8H/story.html

W CCR September Instructional Strategies

A) Teachers, students, and others provide literacy instructional strategies and models that assist in achieving specific learning objectives. Teacher models one on one:

Peer to Peer:

W August Rigor Analogy Practice

E) Curriculum provides opportunities for students to practice 21st century critical thinking, collaboration, creativity, problem- solving and communication skills and to connecttheseto real world experiences. Students worked in small, randomly chosen groups to create analogy strategies and complete over 70, practice Graduate- level analogies! ANALOGY PRACTICE Group Work

Homework: Complete Practice Analogies

W August Student Access English III-honors Independent Assignment

HONORS Independent Assignment for the 1st Nine Weeks:

Assignment Explanation: Student’s completed a mini survey about their major, minor, and career interests. Student novel assignments are above.

Step 1: Read the novel.

Step 2: Journal
Keep a journal as you read (At least 10 entries). Your audience is your peers. Report upon the occurring events, important characters and their motives, new vocabulary, and your own personal reactions. Set up your journal as follows:

DATE: Pages Read:
Sequence of Events:
Characters:
Vocabulary:
Reactions:

Step 3: Prepare a presentation, of your choosing (Power point, prezi, poster, etc.), where you briefly review your text for your classmates. Include key details, interesting occurrences, and an honest judgment of the book. (3-5 minutes).

Step 4: Author Biography
Research, report, and present upon your author. Include interesting facts, biographical information, influences, awards, and other published works. You should prepare a set of note cards for your presentation, which you will turn in. Finally, find a picture of your author to bring to class to show your classmates (of course, you may use the internet).

Step 5: Analytical Literary Essay
Students are to take a stand by writing an original thesis statement with three supporting ideas reviewing the structure and subject matter of their chosen text.
NOTE: (Literary Structure: the way in which a writer organizes the sequence of events; Literary Subject Matter: all the subjects that an author discusses within a text)
Write as a reviewer. Advise other readers of your chosen field to either read or ignore this text when developing their major/ minor.

RUBRIC

Student Presentations:

Monday, September 23rd

Colton


Kayla


Alex


Kala

August Student Access

C) Teachers instruct the complex processes, concepts and principles of literacy using differentiated strategies that make instruction accessible to all students. Students work individually, in groups, online, etc. in English III- honors. Week 1 Aug. 7-9 Monday the 7th Introduction and Explanation of Syllabus Tuesday the 8th Stem List #21 Words and Meanings Wednesday the 9th What is a Literary Analysis? LINK TO POWER POINT PRESENTATION Students are to take a stand by writing an original thesis statement with three supporting ideas reviewing the structure and subject matter of their chosen text. NOTE: (Literary Structure: the way in which a writer organizes the sequence of events; Literary Subject Matter: all the subjects that an author discusses within a text) Write as a reviewer. Advise other readers of your chosen field to either read or ignore this text when developing their major/ minor. ANALOGY PRACTICE Group Work

Week 2 Monday the 12th: Practice On Demand Writing Points: 50 Distinguished=60/50 Proficient=50/50 Apprentice=35/50 Novice=20/50 Re do= 15 points total Tuedsay the 13th: Complete O.D. Writing SEE RUBRIC HERE Student Work:

Independent Reading Assignment Group Presentation of Analogies Homework: Analogies #1-10 Wednesday the 14th: Group Discussion of Analogies #1-10 Independent Completion of Analogies Thursday the 15th: BINGO [Stem Review #21] Friday: Stem Test #21 Stem Study

Independent Reading Week 3 Monday: My Own Misconceptions (Stem Test #21) Analogy presentations Assigned Analogy Practice #1-35 Due Friday the 23rd Tuesday: Begin Unit 1 Poetry Who is William Butler Yeats?

Assigned Reading "The Stolen Child" Read and prepare for Class Discussion on Thursday WHERE dips the rocky highland Of Sleuth Wood in the lake, There lies a leafy island Where flapping herons wake The drowsy water rats; There we've hid our faery vats, Full of berrys And of reddest stolen cherries. Come away, O human child! To the waters and the wild With a faery, hand in hand, For the world's more full of weeping than you can understand. Where the wave of moonlight glosses The dim gray sands with light, Far off by furthest Rosses We foot it all the night, Weaving olden dances Mingling hands and mingling glances Till the moon has taken flight; To and fro we leap And chase the frothy bubbles, While the world is full of troubles And anxious in its sleep. Come away, O human child! To the waters and the wild With a faery, hand in hand, For the world's more full of weeping than you can understand. Where the wandering water gushes From the hills above Glen-Car, In pools among the rushes That scarce could bathe a star, We seek for slumbering trout And whispering in their ears Give them unquiet dreams; Leaning softly out From ferns that drop their tears Over the young streams. Come away, O human child! To the waters and the wild With a faery, hand in hand, For the world's more full of weeping than you can understand. Away with us he's going, The solemn-eyed: He'll hear no more the lowing Of the calves on the warm hillside Or the kettle on the hob Sing peace into his breast, Or see the brown mice bob Round and round the oatmeal chest. For he comes, the human child, To the waters and the wild With a faery, hand in hand, For the world's more full of weeping than he can understand.

Wednesday: EPREP English Note Cards Unit 1 Vocabulary Thursday: Class discussion "The Stolen Child" with written assignment Friday: Complete Notecards and written assignment Turn in Analogies #1-35 Week 4 The Poetry of Childhood Monday: "Big Wind" by Theodore Roethke Homework: Read the following blog and make a list of interesting details in your journal about the author, Theodore Roethke. http://emlevitt28.blogspot.com/p/david-roethke.html Tuesday: Reading Poetry HOMEWORK: Read "In Flander's Field," and "Prayer..." for class tomorrow. Wednesday: Pair Share

Thursday: Flash Dance Friday: Vocabulary Quiz

September 9-13 William Shakespeare Monday: Essay Assignment Who is William Shakepeare? Are the conspiracy theories true? Tuesday: Essay Format and Assignment Wednesday: Homework, PG 22-232 DUE Shakespeare's Drama Thursday: Poetry Test Complete Film "Searching for Shakespeare" Friday: My Independent Honors Work Literary Anlysis PPT 9/16- 9/20: Library Who is Shakespeare? Articles for Essay 1. Shakespeare's Richard II and the Essex Conspiracy CLICK HERE Evelyn May Albright PMLA , Vol. 42, No. 3 (Sep., 1927), pp. 686-720 Published by: Modern Language Association Article Stable URL: http://www.jstor.org/stable/457398 http://wwws.moreheadstate.edu:2097/stable/457398 2. Skura, Meredith A, and Christine Dymkowski. "Shakespeare the Actor and the Purposes of Playing." The Review of English Studies. 47.186 (1996): 250. Print. CLICK HERE 3. http://www.newyorker.com/humor/2011/11/21/111121sh_shouts_idle 4. http://www.bostonglobe.com/ideas/2013/08/17/coined-shakespeare-think-again/tWFE6b8qTD5gnybL5fOn8H/story.html

August Student Access

B) Students have access and use equipment and materials designed to meet their individual needs as determined by data (e.g., formative assessments). Students read college level texts, used computers with internet access, and created Prezis to communicate their ideas. Formative Assessment: ACT scores Kaitlyn Caseman PREZI Michael Ruark Ape and Essence Sara Cooper Dandelion Wine Connor Burriss The Illustrated Man Day 2 Presentations Lucas Adams The Martian Chronicles PREZI Link http://prezi.com/fwvmi6vqcxzj/present/?follow=pfzqzdoq-x4l&auth_key=rf1h0ve#43_1270154 Chris Martin Brave New World Tiffany Allard Let's All Kill Contance Bessie Beckett Farenheight 451 http://prezi.com/hnbcr8cqlyye/?utm_campaign=share&utm_medium=copy&rc=ex0share

August Student Access

Since Wednesday, the 7th, we have been creating a stem dictionary in your writing journal. You are to alphabetize and define all 150 stems by Friday, August the 16th at 3pm.

7th period will meet in the Computer Lab, Room 47, during class so that you can use the following resources: STEM WORK The following Words contain stems. You are to define each and write a narrative, using as many as possible. 1. Malapropism- misuse of a word 2. Nonplussed- perplexing 3. Postlude-concluding section 4. Hierarchy- ranking 5. Portly- stout/ a little fat 6. Interdiction- prohibition 7. Vide- see 8. Omnibus- many things 9. Monolithic- massive and uniform 10. Imponderable- difficult to ponder 11. Benediction- blessing 12. incredulous- not believing 13. omniscient- all knowing 14. Neophyte- beginner 15. Bilateral- two sided 16. Hypothecate- pledge as secure 17. Heterodox- unorthodox 18. Paterfamilias- father 19. Putative- thought-to-be 20. Aver- affirm or declare 21. Megaton- force of a million tons of dynamite 22. Sangfroid- cool, calm composure 23. Alter ego- second self 24. Altercation- problem 25. Contravene- go against 26. Confluence- flowing together 27. Circumlocution- talking in circles 28. Soliloquy- speech to oneself 29. Mollify- soften 30. Gregarious- very sociable 31. declaim- denounce 32. sotto voce- very soft voice 33. translucent- semitransparent 34. forte- strong point 35. fortissimo- loudly 36. acerbity- sharp temper 37. perambulate- wander through 38. perfidy- breach of faith 39. impugn- attack as false 40. non sequitur- an idea which does not follow 41. egocentric- putting oneself above all 42. loquacious- talkative 43. sacrosanct- sacred 44. cacophony- terrible noise 45. tangible- touchable 46. obiter dictum- passing remark 47. obsequious- a follower 48. abase- to lower 49. pathetic fallacy- ascribing feelings to something inanimate EX: "It is a lonely sea tonight" 50. ratiocination- methodical thinking 51. mutatis mutandis- with necessary changes 52. interstice- small space 53. terra incognito- unknown land 54. sedate- calm 55. retort- swift reply 56. nihilism- belief in nothing 57. supersede- replace 58. inanimate- lifeless 59. condescend- to lower 60. epigram- witty comment 61. anthropocentric- man- centered 62. gastronome- one who loves fine food/ chef 63. autodidact- self- taught person 64. monism- doctrine that reality is one 65. in medias res- the the middle 66. lycanthrope- warewolf 67. circumambient- surrounding 68. transmogrify- change form 69. reify- treat as real 70. au contraire (French)- on the contrary 71. vivacious- lively 72. circumvent- to get around the subject 73. heliotrope- lover of sun 74. exculpate- free from blame 75. introspective- inward looking 76. A priori- from theory 77. A posteriori- from observation 78. Parthenogenesis- unfertilized birth 79. Assonance- vowel repetition 80. Objurgating- rebuke 81. Demotic- of common people 82. Soporific- sleep- inducing 83. Internecine- mutually destructive 84. Sesquipedalian- very long words 85. Sui generis- unique 86. Plutocracy- government of the wealthy 87. Delineate- to outline 88. Dichotomy- two part division 89. Epiphany- changing thought 90. tortuous- twisting 91. thanatopsis- view of death 92. vacuous- stupid and empty 93. lucubration- late night studying 94. ex cathedra- from the throne 95. legerdemain- sleight of hand 96. suspiration- deep sigh 97. nepotism- favoritism to relatives 98. synoptic- general in view 99. lionize- treat as a celebrity 100. assiduous- persevering 101. subterfuge- evasive dodge; to "duck" the subject 102. bon vivant- indulge in luxury 103. saturnine- gloomy 104. sedentary- sitting 105. pusillanimous- small minded 106. syllogism- 3-part deduction 107. metonymy- association name 108. anaphora- repetion of phrases (EX: "I have a dream...") 109. bowdlerize- to censor 110. locus classicus (works by Shakespeare and Lucretius) 111. reiterate- repeat 112. desultory- rambling 113. funambulist- tightrop walker 114. lyssophobia- fear of insanity 115. idée fixe (French)- a fixation 116. schism- division 117. apotheosis- raising to god status 118. precursor- forerunner 119. cosmology- study of the universe 120. euphony- joyous 121. narcissism- self- infatuation 122. prolix- too wordy 123. miscreant-evil believer 124. physiognomy-facial character 125. patrician- aristocratic 126. apostasy-desert all principles 127. hedonism-devotion to pleasure 128. sententious- moralistic expression 129. on the qui vive- on the alert 130. manumission-release from slavery 131. sanction- authorize 132. terra firma- firm land 133. synopsis- short summary of facts 134. colloquy-conversation 135. in loco parentis- in place of the parents 136. valediction- farewell speech 137. protagonist- main character 138. maladroit- clumsy 139. stoicism- not feeling 140. sarcophagus-stone coffin 141. ignominious- disgraceful 142. surrealistic- unrealistically imagineable 143. analects- selected writings 144. expository- explain 145. exegesis-critical interpretation 146. magnus opus- Great Work! 147. supercilious- scornful 148. synopsis 149. diction- word choice 150. emissary- messenger August 9, 2013 Upon hearing the omniscient judge issue his imponderable interdiction against omnibus legislation and monolithic government, the nonplussed, portly neophyte unilaterally pronounced a benediction, which included the following malapropism: “I write postludes at the ends of my letters.” This sentence formed a condign postlude to the day’s events. SEE STUDENT SAMPLE Student Sample 2 (The Tale of Princess Lu) You are to write your own Stem Narrative.