Justin Cudjoe Mr


Justin Cudjoe

Mr. Schwab/Dr. Brewer

English 5: American Literature

Fall 2018

Reading Journal

Journal Entry 1

Date: 10/16/2018

Conquistador – 1750

Annotations:

quote page or line number and text

“A Journey through Texas”

•Alvar Nunez Cabeza de Vaca

•Map shown (Gulf of Mexico)

•”The same Indians led us to the mountains”

“Boulders Taller than the Great Tower of Seville”

•Don Pedro de Tovar

•”The season was warm, but the cave was cool.

annotations
•He is a Spanish Explorer. He explored parts of the “New World”. He was a “medicine man”.and educated merchant/trader. The Natives of the “New World” believed him to be supernatural.

•They came to North America as a treasurer for the “Narvaez Expedition. They’re ship got wrecked when they found the Gulf of Mexico. A native tribe captured them and held them for a long while.

•The crew of men searched for the Spanish Settlement in Mexico City. They wanted to colonize the lands North way of Mexico.

•Before, they didn’t want the crew to leave them, but now that they saw people were dying they thought of the conquistadores as supernatural beings. They showed the conquistadores the way they wanted to go. They also exposed opposing/ rivaling tribes.

“Boulders Taller than the Great Tower of Seville”

•His report on the Tusayan was revolutionary

•He found many goods like gold and oil. There was also many canyons and tribes he found as well.

•He found a great canyon. There he found many resources.

Textual Interpretation:

PLOT SUMMARIES ARE NOT ACCEPTABLE HERE. Instead, you can focus on textual interpretation in one of three ways:
•Craft focus: the analysis focuses on the word choice, rhetorical strategies, figurative/poetic language, or tone of the text. Example: the student analyzes the language that the chorus uses in Antigone.

•Ideology focus: the analysis focuses on the ideas raised by the text and explores different possibilities. The question must arise from a specific scene, no more than two pages long. Example: the student analyzes Odysseus’s reluctance to leave Circe in The Odyssey.

•Overall structure focus: the analysis focuses on the development of the text as a whole, asking why the text is structured as it is and what the text’s structure shows. Two to three specific moments of structural significance should be analyzed. Example: the student analyzes any kinds of shifts indicated by the stanza divisions in Whitman’s “Song of Myself.”

Your textual interpretation should run a minimum of 100 words and not exceed 200 words. Include a word count by using the Word Count function under the Tools menu above–it will count words for any selected text.

2 interpretive questions for discussion: Will be submitted on Google Forms.

Journal Entry 2 ; 3

Date: 10/23/2018

Today’s assigned pages

NARRATIVE
or.
THE CAPTIVITY AND REMOVES
OF
MRS. MARY ROWLANDSON,
WHO WAS TAKEN BY THE INDIANS AT THE DESTRUCTION

Annotations:

Here you will list any key annotations regarding language, vocabulary, and literary elements and techniques.
This should be selective, not exhaustive.

quote page or line number and text

Past Preface

Narrative

(pg14) “On the 10th of February, 1675,…”

(pg16) “From all which places they shot from”

(pg17) “The bloody heathen ready to knock our heads”

(pg19) “-make that precious scripture take hold of her heart”

(pg20) “-there were 24 of us taken alive and carried captive”

The First Remove

(pg21)

annotations

Narrative

(pg14)
•The narrative starts of with war. This may be a foreshadowing of a major event.

(pg16)
•The Indians had guns? I wasn’t too sure on the quote.

(pg17)
•Things are getting bad for the indians and white people. People are ding and others are barely getting away with their lives.

(pg19)
•The white people are christians.

(pg20)
•The white people lost that battle. They now became slaves or hostages.

Textual Interpretation:

PLOT SUMMARIES ARE NOT ACCEPTABLE HERE. Instead, you can focus on textual interpretation in one of three ways:
•Craft focus: the analysis focuses on the word choice, rhetorical strategies, figurative/poetic language, or tone of the text. Example: the student analyzes the language that the chorus uses in Antigone.

•Ideology focus: the analysis focuses on the ideas raised by the text and explores different possibilities. The question must arise from a specific scene, no more than two pages long. Example: the student analyzes Odysseus’s reluctance to leave Circe in The Odyssey.

•Overall structure focus: the analysis focuses on the development of the text as a whole, asking why the text is structured as it is and what the text’s structure shows. Two to three specific moments of structural significance should be analyzed. Example: the student analyzes any kinds of shifts indicated by the chapter divisions in A Tale of Two Cities.

It was basically a whole narration of how deadly, graphic, and violent the whole battle with the natives and white people were.

2 interpretive questions for discussion: Will be submitted on Google Forms.

Journal Entry 4

Date: 10/28/18

Today’s assigned pages:24-31

Annotations:

Here you will list any key annotations regarding language, vocabulary, and literary elements and techniques.
This should be selective, not exhaustive.

•”Oh the experience that I have had of the goodness of God, to me and mine!”

•”Quickly after that we came to an English path, which so took with me, that I thought I could have freely lyen down and died.”

•”Yet I answered, they would kill me. “No,” said he, “none will hurt you.” Then came one of them and gave me two spoonfuls of meal to comfort me, and another gave me half a pint of peas; which was more worth than many bushels at another time.”

•”I desired them that they would carry me to Albany upon one of those horses, and sell me for powder”

•In the midst of her troubles, she is able to hold God in her heart and is humble to the fact that she got to experience happiness from God.

•The pain she feels is too much to bear that she is contemplating whether or not to just lay down and die.

•Though the perspective shown on the native americans were wicked and savage, it still shows that they had compassion.

•She doesn’t care how they treat her anymore. She just wants the lighter burden.

Textual Interpretation:

PLOT SUMMARIES ARE NOT ACCEPTABLE HERE. Instead, you can focus on textual interpretation in one of three ways:
•Craft focus: the analysis focuses on the word choice, rhetorical strategies, figurative/poetic language, or tone of the text. Example: the student analyzes the language that the chorus uses in Antigone.

•Ideology focus: the analysis focuses on the ideas raised by the text and explores different possibilities. The question must arise from a specific scene, no more than two pages long. Example: the student analyzes Odysseus’s reluctance to leave Circe in The Odyssey.

•Overall structure focus: the analysis focuses on the development of the text as a whole, asking why the text is structured as it is and what the text’s structure shows. Two to three specific moments of structural significance should be analyzed. Example: the student analyzes any kinds of shifts indicated by the chapter divisions in A Tale of Two Cities.

Your textual interpretation should run a minimum of 100 words and not exceed 200 words. Include a word count by using the Word Count function under the Tools menu above–it will count words for any selected text.

2 interpretive questions for discussion: Will be submitted on Google Forms.

Journal Entry 6

Date: November 7, 2018

Today’s assigned pages: (60-79)

Annotations:

Here you will list any key annotations regarding language, vocabulary, and literary elements and techniques.
This should be selective, not exhaustive.

quote page or line number and text
•¨It is not my tongue or pen can express the sorrows of my heart, and bitterness of my spirit, that I had at this departure:¨

•¨Then they set me upon a horse with my wounded child in my lap,¨

annotations

•Shows how sorrowful and how much of a burden was put on Rowlandson

•This is another instance in where the Native Americans show compassion towards Rowlandson

Textual Interpretation:

PLOT SUMMARIES ARE NOT ACCEPTABLE HERE. Instead, you can focus on textual interpretation in one of three ways:
•Craft focus: the analysis focuses on the word choice, rhetorical strategies, figurative/poetic language, or tone of the text. Example: the student analyzes the language that the chorus uses in Antigone.

•Ideology focus: the analysis focuses on the ideas raised by the text and explores different possibilities. The question must arise from a specific scene, no more than two pages long. Example: the student analyzes Odysseus’s reluctance to leave Circe in The Odyssey.

•Overall structure focus: the analysis focuses on the development of the text as a whole, asking why the text is structured as it is and what the text’s structure shows. Two to three specific moments of structural significance should be analyzed. Example: the student analyzes any kinds of shifts indicated by the stanza divisions in Whitman’s “Song of Myself.”

Your textual interpretation should run a minimum of 100 words and not exceed 200 words. Include a word count by using the Word Count function under the Tools menu above–it will count words for any selected text.

2 interpretive questions for discussion: Will be submitted on Google Forms.