Thursday, May 29, 2014

Sample Outline: Former Student

Another sample: Yours due on Monday <3

Introduction: None of the sonnets from William Shakespeare’s immortal canon are more emotionally conflicted and contradictory than the elegant lines of Sonnet 35. Upon first glance at the famous words, “No more be grieved at that which thou hast done…” the reader is immediately thrown into a hurricane of emotional turmoil over love, betrayal, responsibility, corruption of the mind, and morality. With the disharmonic thoughts of the poet fueling the headwinds of the storm, the poet seeks to delve into the question of whether to forgive his lover for his sensual fault and the morality of defending his victimizer. The impression of true compassion is finally confirmed in this sonnet, by his attempts to justify the sins even though he is the victim. Through brilliant sophistry and comparisons with nature, the poet finds himself mentally corrupted and guilty of his lover’s trespass. This sonnet serves to show the reader the guilt and responsibility the poet himself feels for the sins of his lover.
I.                    Introduction
A.      No sonnets are as emotionally conflicted. Imagery: “Hurricane of emotional turmoil over love, betrayal…” Attempt at imagery will try to make sonnet seem more dramatic and interest reader.
B.      Sonnet 35 is the most emotionally conflicted and contradictory sonnet. (Hyperbole/Strong Statement). Opening line of the Sonnet provided. Say themes of the poem. “Love, betrayal, responsibility, corruption of the mind, and morality”
C.      The poet feels mentally corrupted for aiding his victimizer. True compassion is confirmed in the sonnet.
D.      “This sonnet serves to show the reader the guilt and responsibility the poet himself feels for the sins of his lover.”
II.                  The poet’s thought process puts a small amount of blame on the lover and much more blame on himself.
A.      The guilt the poet feels over his lover’s sin is evident in his thought process and the way he presents his lover.
B.      The poet, through the metaphors and rhetoric of the first six lines of the sonnet, makes his lover seem not-at-fault of his crime. He downplays it, instead of expressing anger, as a normal person would, as if his lover is not the one responsible. He even examines the irony of his situation and scolds himself for being mentally corrupt in his logic.
C.      The poet soothes his friend’s guilt by assuming some of the blame. (Fiero - “the poet attempts to assuage his friend’s guilt through clever sophistry, reasoning that he himself must bear some of the responsibility for his friend’s offense.”)
III.                Shakespeare’s word choice and structure in the poem paints an unrealistic view of the lover in the time of his fault.
A.      The word choice Shakespeare uses to describe the lover’s sin makes it seem as if the lover’s sin is of less magnitude and doesn’t deserve much blame for it.
B.      By the poet making the lover’s sin seem like less of a lapse of judgment on his friend’s part, he is able to more effectively assume the blame on himself.
C.      Shakespeare never describes the crime for this reason. He refers to the fault instead as a “trespass”, “that which thou hast done”, and a “fault”. There is participial fixation especially on phrases that describe the fault of the poet for the crime. (Vendler – “In 35, we see the overmastering emotion in the participial fixation on personal fault: [Chart showing participial fixation]”) The fixation is used to put extra emphasis on these statements.

IV.                Conclusion
A.      The word choice, structure, logic, and irony Shakespeare presents in Sonnet 35 show that the poet feels that he is responsible for his lover’s crime.
B.      Sonnet 35 shows that the poet feels responsible for his lover’s trespass.

Sample Outline: Mine


Emily Rock
English I Honors
29 May 2014
I.                     Introduction: There are no lines from William Shakespeare’s canon more immortal than those opening Sonnet 18.  “Shall I compare thee to a summer’s day…” begins as an ode to a near-perfect love and serves to end the burdens of the earlier sonnets in the cycle.  It is from the conventions of this early sonnet that all future sonnets are compared; and although the ideals of beauty are later speared in Sonnet 130(My mistress’ eyes are nothing like the sun…”), it is Shakespeare’s first examination of outer beauty, a concept that he toys with during the entire cycle.  Sonnet 18 stands not only as a testament to the epitome of Renaissance beauty, but as a cautionary tale for wayward youths.

II.                  Sonnet 18 is really about surface love, not real love.
A.       Vendler calls it “innocuous, dulcet, light.”
B.      Love is too deep for elaboration?
C.      Real love cannot be expressed in 14 lines, but immortalization can be achieved.
III.                The theme of Nature lends itself to the ideas of reproduction
A.       Vendler discusses the idea of ‘necessity’ in the sonnet.
B.      Reminders of death, particularly with image of ‘sun.’
C.      Beauty will die first, and then the Young Man is worthless.
IV.                Sonnet 18 is , after all, a sonnet of conventions.
A.       Shakespeare takes convention and trumps them
B.      The beloved is too beautiful even for convention—beyond flattery.
C.      This pedestal foreshadows that eventual death of the relationship
D.      In the end, it is impossible to love someone so revered/perfect.(Vendler—“denigrate the perfect metaphor.”)


So that’s that.  Basically, I outlined my paper, complete with details from my research in a format that will make it quite easy to complete my rough draft.  This is due on MONDAY.  <3

Thursday, May 22, 2014

'Cause I'm always sick

Here's a bunch of great information I failed to give you because I was sick this week.  Read it, paying close attention Thesis statements.

You should create a thesis statement that is arguable, interesting, and is about your sonnet. We will start our in-class research on Tuesday.

Wednesday, April 30, 2014

Sonnet! Get your sonnet here!

The following link is the site I told you about.  It will give you an index, including one of ONLY first lines, and will summarize each sonnet:

The Sonnets

The link below does a great job of giving background to the Sonnets and the "characters" within; the Dark Lady, Fair Youth, and Rival Poet. If you feel like your research is a failure, this is a good starting place.

The "Story" of the Sonnets

Remember, the picking battle begins Friday.  Have some numbers in mind when you walk into class: )

Friday, April 25, 2014

Cumulative Vocabulary Test: Monday!



  1. Circumvent- to avoid; to bypass.
  2. Blight- to destroy; to devastate.
  3. Welter- disordered mass; jumble.
  4. Craven- timid; cowardly. 
  5. Affidavit- deposition; sworn statement.
  6. Penance- penalty; punishment.
  7. Adjudge- to decree; to ordain.
  8. Prodigy- child genius; extremely talented child.
  9. Validate- to verify; to substantiate
  10. Corroborate- to bear witness; to confirm. 



  1. Habituate- to accustom; to get used to.
  2. Grandiose- impressive; magnificent.
  3. Alimentary- nutritious; wholesome.
  4. Accomplice- partner in a crime; contributor.
  5. Jocose- playful; teasing.
  6. Notoriety- infamy; shame.
  7. Hospitable- welcoming; generous.
  8. Proximity- closeness; nearness.
  9. Obsequious- servile; docile.
  10. Provision- specification; condition.
  1. Synopsis- outline; abstract.
  2. Veneer- pretension; false front.
  3. Putative- assumed; supposed.
  4. Tempestuous- turbulent; stormy.
  5. Attenuate- to make or become fine; thin.
  6. Incendiary- flammable; combustible.
  7. Dubious- questionable; doubtful.
  8. Importune- to insist; to request repeatedly.
  9. Synthesis- combination; union.
  10. Paramount- greatest; dominant.


  1. Befuddle- to confuse; to stupefy.
  2. Fabricate- to make up; to falsify.
  3. Domicile- dwelling place; home.
  4. Exigency- emergency; urgency.
  5. Raze- to demolish; to tear down.
  6. Syllabus- outline; course of study.
  7. Envoy- messenger; representative.
  8. Imposition- burden; onus.
  9. Eclipse- concealment; covering.
  10. Innate- inborn; nature.



  1. Exacerbate- to annoy; to irritate.
  2. Litigate- to contest in court; to contend.
  3. Circumspect- cautious; wary.
  4. Flagrant- blatant; noticeable.
  5. Abrogate- to repeal; to abolish.
  6. Commendable- praiseworthy; admirable.
  7. Referendum- popular vote; vote of all people.
  8. Manifest- to show; to display.
  9. Sublimate- to transfer; to redirect.
  10. Vehement- vigorous; earnest. 

Thursday, April 3, 2014

Tomorrow's Quiz


Name____________________
English I Honors
Mrs. Rock           
Vocabulary Unit 10 Sample Sentences
1.       The affidavit given in court was completely false and forged.  (Dina Patel)
2.       After everyone freaked out about Oakcrest being on fire Mr. Money adjudged that situation had been cleared.  (Jessica Ketschek)
3.       It was corroborated that I wouldn’t be able to play softball when I broke my mom’s new sunglasses.  (Kayla Bates)
4.       If I didn’t want my project getting points off for lateness, I would have to circumvent Mrs. Rock for the day.  (Sam Adamo)
5.       I once heard of a 4-year old prodigy who could do Honors Geometry.  (Haley Crispell)
6.       My penance for being late was giving a speech about mayonnaise.  (Parth Patel)
7.       The bunny was craven and bug-eyed when he came face-to-face with the rottweiller.  (Lindsey Parks)
8.       9/11 blighted all of America to the point where airplanes stopped running.  (Ryan Terry)
9.       To validate that he was a permanent resident in the US, he had to show his Green Card.  (Donna Tran)
10.   I started off my Odyssey project with a welter of blank papers and child safety scissors.  (Austin Smith)
**Study for the quiz Friday!

Thursday, March 27, 2014

Sample Sentences Unit 9


Lucie Pham: The woman responsible for this week's sentences: )

1. It was difficult to habituate myself to the fast­paced schedule of high school.

2. Gatsby’s grandiose life was a result of his undying love for Daisy and his sheer determination

to be good enough for her.

3. I ditched every alimentary thought I had during my vacation and ate desserts and fried foods

to my heart’s content.

4. The criminal revealed in the interrogation room that he had received inside help from an

accomplice.

5. Sometimes he talks to me with a jocose tone, and other times he won’t even crack a smile.

6. She strutted around the school with her notoriety, and basked in all the attention that she

received for all the wrong reasons.

7. The Weasleys were extremely hospitable, and over time, Harry began to feel like The Burrow

was his home too.

8. Their proximity made her nervous, so she inched slowly away.

9. My brother is the “perfect child” because of his obsequious demeanor, while I’m the “devil

child” because I have my own thoughts and opinions about life.

10. The mother let her son play video games, with the provision that he finish his homework

first.