2. 2.8/2.9 Thu/Fri warm-up: activity 1: activity 2: activity 3: close:
HW DUE:
HW Tonight:
Upcoming:
2.8/2.9: grammar 4 due
2.14/2.15: Gatsby 4-6 assessment
2.16/2.20: vocab. 7 due
2.23/2.26: Gatsby 7-9 assessment
2.27/3.2: Rhetorical analysis FRQ
2.28 (“B” day)/3.1 (“A” day): Diction, syntax, tone test
3.6: ACT day
5.16: AP Lang test

3. 2.8/2.9 notes: Short simple sentences
Four types of sentences in the English language (as you well know).
Simple sentence = subject + predicate
EX: Fitzgerald cries. (intransitive verb)
EX: Fitzgerald punches Hemingway. (transitive verb)
EX: Fitzgerald is a wimp. (linking verb)
Compound sentence = simple sentence + simple sentence (w/ coordinating conjunction and a comma)
Fitzgerald punches Hemingway, and Fitzgerald cries.
Complex sentence = independent clause (or a simple sentence) + dependent clause
Fitzgerald punches Hemingway because he is a wimp.
Compound complex sentence = π r2.
When Fitzgerald punches Hemingway, he cries, and he runs home to Zelda.

4. 2.8/2.9 notes: Short simple sentences
Shea’s notes that a simple sentence may have a compound subject:
EX: Fitzgerald and Hemingway are friends.
A compound predicate:
EX: Fitzgerald drinks and cries.
Or an object:
EX: Fitzgerald punches Hemingway.
Or a subject compliment (a modifier):
EX: Fitzgerald feels depressed.
But, at it’s heart, it’s still just a noun and a verb.

5. 2.8/2.9 notes: Short simple sentences
The s and phone messages addressed to my former self come from a distant race of people with exotic concerns and far too much time on their hands.
You’ve got a past participle acting as a modifier:
You’ve got prepositional phrases acting as modifiers:
You’ve got a compound subject:
And one predicate:

6. 2.8/2.9 notes: Short simple sentences
So what’s a fragment?
It’s missing either the subject (main noun) or predicate (main verb).
OR it begins with a subordinating conjunction.
A subordinating conjunction creates a dependent clause.
It has a subject and predicate, but it can’t stand on its own.
Here’s a list of common subordinating conjunctions.

8. 2.8/2.9 notes: Short simple sentences
As you can see, those subordinating conjunctions are also other things (prepositions or pronouns or participles).
Do you remember when your 2nd grade teacher Mrs. Karns told you not to begin a sentence with “because”?
She was wrong, but her intentions were correct.
Consider:
Q: Why did Washington cross the Delaware?
A: Because he needed to get to the other side.
That answer there is technically a fragment.
It is a dependent clause. It depends on other information (an independent clause) to make it complete.
Washington crossed the Delaware because he needed to get to the other side.
Grammatically, however, there’s no reason why you can’t start as sentence with a subordinating conjunction or even a coordinating conjunction (FANBOYS).

9. 2.8/2.9 notes: Grammar 4
EX1. I’ll identify the first few sentences and bold the subject and predicate (if they exist).
SIMPLE: The few remaining labor camps for single men are grim places.
SIMPLE: I toured one that was a group of whitewashed buildings surrounded by chain-link fences and barbed wire.
SIMPLE (!!!): Desolate except for a rosebush in front of the manager’s office, it looked like a holding pen or an old minimum-security prison.
It looks like that opening phrase (“Desolate office”) is a clause (contains subject and predicate), but it’s nothing more than an appositive, a type of modifying phrase. Look at it again. Do you see a verb?

10. 2.8/2.9 notes: Grammar 4
SIMPLE: A nearby camp was reputed to be one of the best of its kind.
COMPOUND (hooray!): Inside the barracks, the walls were freshly painted and the concreate floor was clean.
Very technically, this sentence needs a comma before “and,” but, well, professional writers get to do what they want, I guess.
SIMPLE (w/ compound predicate): A typical room was roughly twelve feet by ten feet, unheated, and occupied by four men.
SIMPLE: Sheets of plywood separated the steel cots.
SIMPLE: For you got a bed.
SIMPLE: I’ve seen nicer horse barns.
So go through the 2nd paragraph and make the necessary corrections.

11. 2.8/2.9 activity: Grammar 4 quiz
Staple HW to bottom of quiz and grab the diction practice.
POST-QUIZ: Gatsby chapter questions

12. 2.8/2.9 post-quiz: Gatsby ch. 4
In the first sentence of ch. 4, “returned” and “twinkled” are a compound predicate. To what subject/s do they correspond?
Fitz uses a rhetorical scheme that we can broadly call “listing” in p He lists all the people who come to Gatsby’s house. What do you make of that list of names?
Why does Gatsby’s car horn initiate “burst of melody” and not just beep (63)?
What part of the “ ‘Middle West’ ” is Gatsby from (65)? And what happened to Gatsby’s family (according to Gatsby)?
What items does Gatsby show Nick to prove aspects of his past?
Gatsby claims that he was trying to forget some “ ‘sad thing that happened to [him]’ ” (67). Read between the lines. What was that sad thing?
Nick notes that Gatsby’s tale can be believes “without any particular wonder” (69). Why is “wonder” an important word choice here?
Who is Wolfsheim? What does he do? Why does Gatsby introduce Nick to him? (The answer is obvious, but it’s probably not the answer you’ll say.)
What happened “[o]ne October day in nineteen-seventeen” (74)?
“[A]nd yet there’s something in that voice of hers” (77). What is it?
“Then it had not been merely the stars to which [Gatsby] had aspired on that June night. He came alive to me, delivered suddenly from the womb of his purposeless splendor) (78). My! That diction is impressive! In particular, I like the adverbs. Identify them and explain their importance.
Jordan is “clean, hard, limited” (79). Does this explain why Nick has no “disembodied face” to romanticize (80)?

13. 2.8/2.9 activity: Return to Dillard
In moving away from syntax and moving on to diction, I want to return, briefly, to Dillard.
Re-read paragraph 19 in “The Stunt Pilot” (p. 215).
As you are reading, pick out any diction choices Dillard makes that you find interesting.
As you are picking out those diction choices, how would you describe them? How, in other words, would write about them if you had to?

14. 2.8/2.9 “fun” activity: Dillard and paintings
Look at each of the following paintings (for reviewing purposes, I have put them online as well).
Each of the painters is mentioned in Dillard’s essay.
Using particular diction choices and syntactical arrangements from Dillard’s essay, construct a paragraph or poem that describes one of the paintings.

15. View of the World from 9th Avenue by Saul Steinberg (paragraph 6)

16. Affected Place by Paul Klee (paragraph 6)

17. Autumn Rhythm by Jackson Pollock (p. 44)

18. Feast in the House of Levi by Veronese (p. 45)

19. CLOSE and HW 2.8/2.9 HW: Diction texts
2.14/2.15: Gatsby 4-6 assessment
2.16/2.17: vocab. 7 due
2.23/2.26: Gatsby 7-9 assessment
2.27/3.2: Rhetorical analysis FRQ
2.28 (“B” day)/3.1 (“A” day): Diction, syntax, tone test
3.6: ACT day
5.16: AP Lang test