Tuesday, October 20, 2009

Chapters 7 – 9 Questions

Making Connections, Drawing Conclusions


 

1. You have been charting the various conflicts that arise in your Reader's Notebook. What conflict is resolved in these chapters? What new conflict replaces it or takes center stage? Refer to incidents or statements from Chapter Seven, Eight or Nine that support your response.


 

The Author's Strategies


 

1. The narrative of Chapter Seven is interrupted three times with memories or dreams that Amir recounts. Analyze one of those episodes and discuss why the author may have chosen to include the memory or dream at that point in the narrative.


 

Monday, April 20, 2009

Group 5FD - Discussion Topic

By Daniel

On page 217 there is a story about a hunter who goes into a bush to kill a monkey. When the hunter was about to shoot the monkey it spoke "if you shoot me your mother dies; if you don't your father dies." Now in the page the question is asked what would you do? My question is pretty much the same: what would you do if you were the hunter ?

Tuesday, April 14, 2009

Homework for April 16th

For Homework on April 16th, read in "The Writer's Workshop":

Abortion, Right and Wrong, p. 675
and
What is Biodiversity, p. 678

You will need to have read these articles in preparation for Essay 4.

Group Discussion Response

Each week, one of your peers has posted a discussion topic for the book A Long Way Gone. The intention is that you respond thoughtfully to their question. After you respond, someone from the posting group is required to respond to you. Some of you have done this, most of you have not.

Today, all of you will take this time to respond thoughtfully to at least two of the posts from your own class or the other class. The group who posted the question should attempt to offer feedback to posters too. You can find the Discussion Topics to the right under Previous Posts. Click on the months to see older posts.

Be sure to put your name in your post, so I can give you credit for your work. This is an academic assignment, so write well. In other words "dnt txt ur thts. lol"

The Writer's Workshop Survey Link:

http://www.surveymonkey.com/s.aspx?sm=5bKIa7P2WOjR0ZFacVDgtQ_3d_3d

Tuesday, April 7, 2009

Chapters 15 -16 Questions for Discussion

Chapters 15 – 16



Write a brief, but thoughtful, response to this question.


1. Why do you think Ishmael recounts the story of the village raid he and the other four boys conducted? In other words, what purpose does this scene on p. 142 have in the book?



Comprehension Questions

1. What happened to Ishmael in the base camp he visited with Alhaji and Kanei? Who was he surprised to see?

2. What did Ishmael plan to do while he sat on the truck?

3. How did Ishmael stop the argument in the kitchen?

4. What do the boys sell in the market?

5. In the first few weeks at the new camp, what contributes to the boys being so violent?

Tuesday, March 31, 2009

Chapters 11 – 14 Questions

A Long Way Gone

Chapters 11 – 14

Comprehension and Analytical Questions


1. Why were the boys delayed in their journey to the village where their families lived?


2. What is the boys' major emotional reaction once they discover the burned village? Be specific.


3. Who is shot by the rebels when the group tries to get away?


4. Who took the boys to Yele?


5. What did Ishmael begin to suffer from?


Analytical Questions


1. What type of mental preparations do the boys undergo in their training? How are they being prepared mentally to fight? Be specific and use examples from the book to make your point clear.


2. What incidents or thoughts show you that Ishmael may be changing?


3. Within these chapters, there are two boys who could represent life and hope as shown by what they love to do. Who are they and what happens to them?

Tuesday, March 17, 2009

Comprehension Questions, Chp. 8 - 10

Making Connections – Short Essay Question


After examining the question below, write a thoughtful response based on information you gather from the book. Your response should be at least one page. It needs to have specific details from the book to support your ideas. Answer all parts of the question. This short essay is due on Thursday.



In these pages Ishmael meets a new group of six boys. Although he is nervous about traveling with a group again, he is also too lonely not to.



First, describe the personalities of the six young boys he meets. Then discuss, using two of the boys, how their personalities may represent or symbolize characteristics of the culture of Sierra Leone. To aid your thinking, consider what Ishmael has told the reader about his culture and what is important inside that culture.





Comprehension Questions, Chp. 8 - 10



Answer the following questions related to events that happen in the book. The questions cover events from pages 49- 88. Some questions require only one word and others require a sentence or more. Due on 3/17/2009.



1. Where was Ishmael lost?



2. Ishmael’s grandfather gave him a medicine that helped him do what?



3. While Ishmael is lost what does he try to avoid doing?



4. At one village the seven boys found there was only an old man present. Why?



5. What punishment did the fishermen give to the seven boys?



6. Which two of the seven boys were as quiet as Ishmael?



7. What saved the boys from death at the hands of the second group of fishermen?



8. Who ate the smoked meat the boys had saved for food?



9. Which of the boys said that after every bad experience a part of him died? What terrible thing had he experienced?



10. Despite what happens at the end of Chapter Ten, what news gladdens Ishmael’s heart? What happened that saddened the boys?

Tuesday, March 10, 2009

Hope in Sierra Leone



I know that some of the incidents we read about in "A Long Way Gone" can be disturbing and sad. This article that you can read (or listen to if you have headphones) gives hope that all is not lost. This is a picture of the writer, Deborah George, and young girl she talks about, Baindu.







After you read the article, post a comment saying what you thought about it.



Here is the link:




Monday, March 9, 2009

Chapters 1 - 7 Comprehension Questions

Answer the following questions related to events that happen in the book. The questions cover events up to page 48. Some questions require only one word and others require a sentence or more.



Comprehension Questions




1. What are crapes?




2. Where are Ishmael, Junior and their friends going when they leave their village Mogbwemo? Who does Ishmael see on their journey?




3. Why are people afraid of six young boys who are just looking for food and shelter?




4. What saved Ishmael and his friends from being killed by the village chief and other town men?



5. What did Ishmael and his friends do in Kamator for three months?



6. What happened to Junior in Kamator?



7. Give one example of how the rebels show their brutality. State something specific they have done.

8. Why did Ishmael decide to leave Kaloko and the family to go out on his own?



9. What happened with the coconut tree that surprised Ishmael?



10. What happens at the river that saddens Ishmael?


Making Connections

Answer the following question. This response should
be a paragraph or so in length.


Discuss one important aspect of the video "Children of War." Discuss how the video gives you insight (or a different perspective) into what Ishmael is going through in the book. You must describe something you saw in the video which helps you understand the experiences that Ishmael talks about in these chapters (not later in the book).


Here is a link to the video: http://www.youtube.com/watch?v=Ve42DWluB8A

You may go back to see certain parts if you wish.

Monday, March 2, 2009

Group Assignment Handout

Group Assignment Handout
for A Long Way Gone


Each group will create a presentation of assigned chapters from A Long Way Gone during a segment of the class noted on the syllabus.


Each group must complete the following elements:


  1. Summarize the chapters;

  2. Analyze two pivotal scenes from the assigned chapters and discuss why they are relevant to primary theme(s) in the memoir;

  3. Identify the primary theme of the selection;

  4. Post a Discussion Topic and each group member must respond to at least two (2) other students’ comments on that Discussion Topic.


  • The presentation must be typed and handed in prior to the presentation.

  • The instructor will review and assess the group’s presentation and respond to group members in writing.

  • The entire group will be given a grade on the presentation; in addition, each student will be given a grade on their individual work.

  • Each member of the class will need to respond to at least two (2) Discussion Topics online. This means that everyone will need to post a response to at least two Groups’ Discussion Topics. The postings will be graded according to the Online Discussion Rubric.


Ideas for Discussion Topics


  • Provide more information about an issue that occurs during your chapters. You would need to explain why you are providing this information and ask a question about it. For example, you could find information about what the author is doing currently.

  • Provide a weblink to get more information about something that occurs during your chapters. You would need to explain why you are providing this information and ask a question about it. For example, you could provide a link to a YouTube video featuring music discussed in the book.

  • Provide a unique view about an issue/theme that occurs in your chapters. For example, you may know someone or be someone who has experienced something similar to what is discussed in the book.

  • Ask a question about something that has occurred in your chapters and attempt to answer it. Invite other students to discuss the question also.

Diamond Mines, by Kate Thomas

Diamond Mines, by Kate Thomas

(See bottom of article for assignment)


It could have been a scene from a movie. Another long, hot day was coming to an end and the African sun was sinking into the dusty red earth. As the blue sky blushed, he knelt in front of me and held out a sparkling rock. But this was no proposal. And if it were a movie it could only have been "Blood Diamond".



Last year the Hollywood blockbuster brought the story of Sierra Leone's brutal diamond-fuelled war to the silver screen. The conflict ended in 2001 and since then the recovering West African nation has made great strides in combating illegal exports of blood diamonds.



Sierra Leone's stone exports are on track to reach £80 million ($160 million) this year - the highest level since the end of the war. But that's not to say the gem trade is cut and polished. Profit margins between dealers and miners remain stark, and conditions in the country's dirty malarial pits still leave much to be desired.



I had woken early that morning, long before the sun, for the three-hour drive to a diamond pit near Sierra Leone's border with Liberia. The night before, eating in a dusty, noisy chop house in town, I met a Sierra Leonean diamond dealer who had offered to take me to his mine.



As fat raindrops wash rubber plantations, we drive through cassava fields and clusters of dark green banana trees. Eventually we pull up at a traditional mud-hut village where groups of women sit singing as they cook rice beneath zinc verandas. From here it is a short hike to the diamond mine. As we walk, streams of ants zigzag beneath our feet and the diamond dealer talks."



I have around 20 guys working for me" he says, sucking on a cigarette. "But it's so hard to get good miners. I had to fire someone yesterday for fighting over rice at lunchtime." he says, rolling his eyes. "We mine for everything here...red diamonds, gold diamonds, white diamonds, rubies... This country is full of natural riches."



Despite being blessed with a seemingly inexhaustible supply of minerals, Sierra Leone consistently ranks as one of the poorest countries in the world. The average salary for a laborer working in a diamond mine is 100,000 leones a month, or $30. That doesn't go very far around here.At the mine I meet Thomas, a 48-year old laborer standing thigh-deep in the cool waters of the pit. He's in the middle of telling a joke when I arrive. "We don't earn very much, but we try to smile," he later tells me. "Maybe one day I'll find a big diamond and become a rich man."



Six other laborers are working hard, concealed behind a wall of thick elephant grass. It's early but the sun is already beating down. Thomas pulls off a ripped t-shirt and throws it down on a pile of sand. I watch as the miners dig, sift and pan for diamonds from early morning to dusk. At noon, women from the nearby village bring communal bowls of Jollof rice, a traditional dish of chicken, tomato and onion.



One of the miners is named Borbor. "My name sounds like Poor Boy," he says with a cheeky smile. "When I become wealthy I'll change it to Rich Boy." Everyone laughs, probably because we all know it isn't likely to happen anytime soon. Government estimates say 200,000 to 300,000 laborers work in the country's diamond mines. Many of those are supporting families, holding onto the hope that they might strike it lucky one day. It's a constant gamble.



When a diamond is found, the rewards are meager. Dusk is falling when Borbor spots a stone the size of a grain of rice. The diamond dealer pays him 10,000 leones ($3.50) for his effort. That might buy a few loaves of bread, a wedge of processed cheese, a box of matches and the most precious thing of all - a lift to work in the morning. The other miners will walk.



Later, as he blows a cloud of marijuana smoke into my face, the diamond dealer tells me he hopes to make around $15,000 from Borbor's diamond. He plans to sell it to a retailer in North America."Life is good," the dealer laughs. He raises his glass of sweet palm wine but I'm already thinking of Borbor and I don't meet his gaze.



The trade in conflict diamonds may be a thing of the past in Sierra Leone but conditions in the mines are far from good. As Sierra Leone prepares to go to the polls for the second round of presidential elections on September 8, all eyes are on the importance of curbing corruption and encouraging transparency.Until miners like Borbor are paid fairly for their work, my glass will remain on the table. I can't think of anything to drink to.



Summary: Due 3/3/09



Write a summary of this article. It must be less than 10 lines (sentences) long.




Questions: Due on 3/5/09


1. Why is what happened to the young boys and girls of Sierra Leone especially troubling to the future of the country?



2. What point is the writer, Kate Thomas, making in her article about diamond miners?



3. Based on these two articles and the first chapter of the memoir, A Long Way Gone, what do you think a theme of the book will be?

Tuesday, February 17, 2009

Hales, "Why Are We So Angry?"

Answer each of these questions and hand in by end of class.


1. In your own words, what is the main idea of this essay?


2. The author offers a few examples of how anger can be destructive. Discuss one of those examples and how it is harmful.


3. Do you think releasing anger is effective at getting results? Write a paragraph stating your view and supporting it with an example.

Tuesday, February 10, 2009

Revised Schedule Feb. 10 - Feb. 19

BASIC ENGLISH II—ENG 072/RDG 072

Chae Sweet, Instructor
REVISED SCHEDULE OF ASSIGNMENTS
Chapter assignments are from the textbook Real Writing, unless otherwise noted.



Feb. 10

Discussion: Chapter 2, Writing Basics
Discussion: Writing an Essay
Comp. Lab: Drafting Essay 1

Assignment: Bring in the first few paragraphs (or first page) of your narrative essay for discussion on Thursday 2/12 (See p. 600 “Write an Essay for topic”)

Essay #1 is due on 2/19.

Feb. 12

Discussion: Chapter 8 & Read student essay p. 115
Discussion: Openings & Introductions – Peer Groups

Assignment: Bring in typed drafts (bring electronic copy) of essays for Feb. 17.
Read Hales, “Why Are We So Angry?” p. 605


Feb. 17

Discussion: Narrative Essay Drafts – Peer Groups
Discussion: “Why Are We So Angry?” p. 605
Comp. Lab: Reading Selection Questions for Hale



Feb. 19 Essay #1 Due

Discussion: English Placement Exam - Understanding the Reading Score
Discussion: English Placement Exam - Understanding the Writing Score

Assignment: Bring in A Long Way Gone for March 3

Tuesday, January 20, 2009

Scanlon - First Reading for 1/29

"It's Time to Shed My Ex-convict Status"
Walter Scanlon
Thirty years ago I decided to drastically turn my life around. With a state issued olive suit on my back, a high-school equivalency diploma and $40 travel money in my pocket, I became an ex-convict. I had done my time almost five years in all-and now had the opportunity to redeem myself. I felt almost optimistic. New York State’s Clinton Prison slammed behind me, the discharge officer bid me farewell: "Get your act together," he bellowed with a mix of sincerity and humor. "I don't wan to see you back here any time soon." A Department of Corrections van sat rumbling at the prison's checkpoint-my ride to the Greyhound bus depot.

As we pulled away, the towering walls, razor wire, and iron gates of the prison grew even more awesome, and the looming gun towers more omi­nous. It was a bright early autumn morning, my thirty-second birthday was days away, and the last ten years of my life had been spent in and out 0: men's shelters, hospitals, and prisons. I wanted to make it this time.

Alcohol and other drugs had been my failing. Realizing I would nee help, I sought an organization of other recovering addicts. Within a few days I landed a job in a metal-plating factory and rented a tiny furnished room.

On the urging of a new friend who had a similar past, I soon took my fir ­college course. My first grade was a disappointing C, but before long I was scoring A's and B's. I also got better jobs, eventually landing a counseling job in a substance-abuse treatment program. On job applications, I left ­questions about past arrests and convictions blank. I'd read that this would probably go unnoticed and, if it didn't, it would be better to discuss such matters in person. Time passed and, in a few short years, I completed college. I went on to get my master's degree and, using my graduate thesis ­its foundation, I wrote a book on drugs in the workplace.

Today I live a full life, enjoying what most people enjoy: movies, boo' theater, good food, and good friends. My significant other is a South Asian woman and her diverse circle of friends has enriched my life. My annual in­come as a substance-abuse specialist is adequate, my standing in the com­munity solid, and my commitment to continued recovery is permanent.

All of these qualities notwithstanding, I remain, irrevocably, an ex­-convict. Although the years have removed all but hazy memories of addi­tion, hospitalizations, street living, and prison, I secretly carry the baggage ­of a former offender. As my qualifications for higher-level positions grew, so, too, did the potential for a more detailed scrutiny of my past. Opportuni­ties for better jobs that colleagues took for granted were not so available to me. On virtually every job application, the question continued to haunt me: "Have you ever been convicted of a felony or misdemeanor or denied bond in any state?" Staring blankly at the application, I would often wonder, will this nightmare ever end? For minorities, who have a higher rate of incarcer­ation, the nightmare is even more likely to occur.

To the average person, the ex-convict is an individual of questionable character. And without the experience of meeting a rehabilitated offender, there is little chance that this image will change. It is reinforced by the fact that the only thing usually newsworthy about an ex-convict is bad news ­another arrest.

Yet the real news is that many former offenders are, like me, rehabilitated members of society. No one would guess at our pasts. We don't deserve kudos4 for not committing crimes, but our failings should not supersedes decades of personal growth and responsible citizenship. Unfortunately, that's often what happens.

Under employment discrimination laws, hiring decisions cannot be 8 made on the basis of age, sex, or the color of a person's skin. A job applicant does not have to reveal a disability or medical condition, including former drug dependence. Employability is based on the ability to perform the es­sential function of the job. Yet the former offender, whose past may be di­rectly related to substance abuse, is expected to reveal his transgression.

No one is born an ex-convict; the title is earned and the individual must accept responsibility. Yet wouldn't it be nice if there were an ex-ex-con sta­tus? It would feel good not to panic at the sight of a job application and that dreaded question: "Have you ever been convicted of a felony or misde­meanor or denied bond in any state?" This question, without exclusionary criteria ([for example,] within the last ten years), serves no one's interest. To those of us who have paid our debt to society, it's a form of discrimination that undermines our efforts to continue to rebuild our lives.