On Friday, be sure to bring Tess; you do NOT need to have Perrine's Lit with you in class.

TODAY IN CLASS
Students did the initial assessment on Tess of the D'Urbervilles prior to any in-class discussion of the text.  Now we can finally proceed!

Tess of the D'Urbervilles, for TOMORROW

You can keep track of the following via some combination of sticky notes in your Tess book and by jotting notes down in your English notebook. There will be a quick space at the start of class tomorrow in which you will either act on these or transfer the information to another format. Other things will become the springboard of discussion.

All of the following refer ONLY to "Phase the First"--do not work with anything past that first section.

1.  Simply list out the chain of events and choices that lead to the death of Prince.  Consider (think about/have ideas ready) the larger implications of this series.  (I could frame a more specific question, but I prefer to leave it open-ended.)

2.  List as many instances of foreshadowing as you find in those same chapters (the first 5 of Phase the First).

3. How does the initial physical description of Alec "matter"?

4.  List out the set of coincidences and choices in Chapter 10 that lead to Tess riding home with Alec.
(We are, of course, heading to a series and a collective "so what?" here.  But for now, just list/note.)

5. In your edition, why, exactly, does Alec leave Tess by herself in the woods?

6.  Re-read, carefully, the last four paragraphs of Phase the First.


ASSIGNED READING from Perrine's Structure, Sound & Sense--due by Monday, Sept. 16. 

1) Though not mentioned earlier,include the "Foreward to Students" (XXXII-XXXIV) as part of the assigned reading.

2) Then use the following breakdown to guide you through pp. 3-58 in the Writing about Literature secion.  The following notes refer to the table of contents on p. 2.

• Sections I-VII: Read carefully now, even though you will probably need to refer back to some of this later.
• Section VIII: Read over/skim, knowing that you may need to study these examples VERY thoroughly later on, depending on your particular skill set.
• Section IX: Skim for now; know what's here. Between this section and the Purdue OWL, you should be pretty self-sufficient with MLA formatting this year.
• Section X: Very important. Read carefully, even though this seems like a hodge-podge of "rules."
• Section XI: Skim for now; know for sure what this book tends to put in Grammar vs. Usage. Look at Punctuation carefully enough to know if any of these take you by surprise.
• Section XII: For NOW, you can skim/look these over with one important goal:  what is the difference between "explication" and "analysis"?  We will come back to these for a more detailed look periodically as you undertake particular kinds of assignments.AS