TODAY IN CLASS
First, be sure that you read the information in yesterday's post concerning the thesis statements.

Today we looked in very explicit detail at both diction and imagery, including looking at a very different literary source (the first stanza of Anne Sexton's poem "Courage") for the word "wallowing."  We reviewed the concept that IMAGERY can imply in its most narrow sense the use of "sensory images" based of course on the five senses, but is often more broadly used as a catch-all term for figurative language of various sorts (simile, metaphor, personification, metonymy/synecdoche, etc.) We also explored the overlap between diction and imagery--it may be that important aspects of "imagery"--the implicit comparisons, analogies, or patterns--are in fact created at least in part by word choice.  Finally, we tried to be more explicit about the exact nature of Marlow's particular first impression as formed/shown by the language in the passage.

FOR MONDAY
Utilize what we did today to extend/improve the data-gathering/data-organizing for the "grove of death" passage outlined in yesterday's post.  For example, if you decide that "diction" is one possible device to consider, don't lump all the examples in one place.  Find patterns.  Put like material together, even if you don't have a sub-heading "name" for the group.

And be thorough.  Even though this passage is significantly longer than the previous one, the purpose of the listing out is to notice, display, and organize as much as you can. These will be stamped on Monday before you begin to work and will be collected for closer examination later.

ALSO--
By today, you were to have finished reading Part I, and Part II is due by Tuesday.  Those expectations have not changed.  But  "reading" in this case means just that; I understand that the style is dense and the understanding can be difficult, but the key is to read it first for the broad strokes, then go back and fill in with meticulous attention to selected passages. (Knowing more about where the text is headed helps you understand the immediate material better.) All of Part I is relevant to Monday's work.