Pre-IB Inquiry Skills: Syllabus, IB Calendar, CTSS Rosters, Grammar Diagnostic (class code is elbow-option), Planner Rubric
English 2 Honors: Syllabus, The Things They Carried Assignment, Four Questions, Colormarking #1, “Harrison Bergeron” E-text, “Harrison Bergeron” Assignment, Transitions Toolbox
Pre-IB English 2: Syllabus, Colormarking #1, Transitions Toolbox, “Harrison Bergeron” E-text, Vonnegut Background, “Once Upon a Time” E-text, Gordimer Background, “Once Upon a Time” Assignment, Prose Vocabulary, Comp. Book Task #1
AP Research: Syllabus, PREPs #1-3, Purdue OWL, Annotated Bibliography Template, CRAAP Test, Turnitin.com Registration, Protecting Human Research Participants Certification, Sample Student Presentations, Presentation Rubric / Assigned Readings: What Research Is Not & What Research Is, Language, The Human Mind / Search Databases: EBSCO Host, Gale Databases, JSTOR, Google Scholar
AP Literature: Syllabus, Discussion Prep, Jane Eyre E-text, Turnitin.com Registration, Jane Eyre Journal, Sample Journals, First Quarter Poetry Packet, MLA Template (for Poetry Responses), Siddhartha Open Essay Rubric
- Blue letters/symbols on the indicate a handout or notes being given in class.
- Green symbols indicate classroom activities (e.g., groupwork, lectures, lessons).
- Red letters/symbols indicate an assignment due date or assessment.
Welcome to a new school year! I’ve posted the week’s agenda for all to see. This is a weekly occurrence, usually done on Thursday afternoon for the week which follows. Please refer to the key above to make clearest sense of the agenda. You can also click on the schedule for a larger zoom-able image of the board. Below, you’ll find downloadable versions of this week’s in-class handouts along with a few other helpful documents.
Pre-IB Inquiry Skills: Syllabus, IB Calendar, CTSS Rosters, Grammar Diagnostic (class code is elbow-option)
English 2 Honors: Syllabus, Summer Assignment, Four Questions, Colormarking #1, “Harrison Bergeron” E-text
Pre-IB English 2: Syllabus, Summer Assignment, Colormarking #1
AP Research: Syllabus, Summer Assignment, EBSCO Host, Gale Databases (password is pinellas), JSTOR, Google Scholar, Purdue OWL, Annotated Bibliography Template, CRAAP Test, Turnitin.com Registration, Protecting Human Research Participants Certification, Course Credit Policies / High-Scoring Student Papers: Mixed #1; Qual #1, Qual #2, Qual #3, Qual #4, Qual #5; Quant #1, Quant #2, Quant #3
AP Literature: Syllabus, Summer Assignment, Discussion Prep, Jane Eyre E-text, Turnitin.com Registration, Jane Eyre Journal
Have you ever felt that reading a good book makes you better able to connect with your fellow human beings? If so, the results of a new scientific study back you up, but only if your reading material is literary fiction – pulp fiction or non-fiction will not do.
Empathy occurs in the spaces between characters, such as Joe and Pip in Great Expectations, pictured here in the 2012 film adaptation. Photograph: Moviestore/Rex Features
Psychologists David Comer Kidd and Emanuele Castano, at the New School for Social Research in New York, have proved that reading literary fiction enhances the ability to detect and understand other people’s emotions, a crucial skill in navigating complex social relationships.
Are you uncomfortable with ambiguity? It’s a common condition, but a highly problematic one. The compulsion to quell that unease can inspire snap judgments, rigid thinking, and bad decision-making.
Fortunately, new research suggests a simple antidote for this affliction: Read more literary fiction.
A trio of University of Toronto scholars, led by psychologist Maja Djikic, report that people who have just read a short story have less need for what psychologists call “cognitive closure.” Compared with peers who have just read an essay, they expressed more comfort with disorder and uncertainty—attitudes that allow for both sophisticated thinking and greater creativity.
“Exposure to literature,” the researchers write in the Creativity Research Journal, “may offer a (way for people) to become more likely to open their minds.”
Djikic and her colleagues describe an experiment featuring 100 University of Toronto students. After arriving at the lab and providing some personal information, the students read either one of eight short stories or one of eight essays. The fictional stories were by authors including Wallace Stegner, Jean Stafford, and Paul Bowles; the non-fiction essays were by equally illustrious writers such as George Bernard Shaw and Stephen Jay Gould.
Afterwards, each participant filled out a survey measuring their emotional need for certainty and stability. They expressed their agreement or disagreement with such statements as “I don’t like situations that are uncertain” and “I dislike questions that can be answered in many different ways.” Continue reading