The Haunting of Harrow Hall

"The more enlightened our houses are, the more their walls ooze ghosts." --Italo Calvino

Be hole, be dust, be dream, be wind

Be night, be dark, be wish, be mind

Now slip, now slide, now move unseen

Above, beneath, betwixt, between.

--Neil Gaiman, The Graveyard Book

We are going to be writing a spooky, classic Victorian ghost story! I will write the first part of the story, and you will finish it. You are required to write at least two full paragraphs, but you can always write more! As you can guess, for this one, you do not have to cite textual evidence or respond to classmates. This is a creative writing assignment. :)

The Haunting of Harrow Hall

by 6thPeriod

By the time we arrived at Harrow Hall, dark had swallowed the estate and a grey, slow mist had begun to carpet the grounds. The old, vast estate was far out in the English countryside and had been owned by a duke of low standing, a man known to have wasted his wealth on horses and cards. Giving up on the world, he isolated himself behind the stones of Harrow Hall, far from any town or person, locking the iron gates and slowly decaying into a solitary death. It changed hands many times, descending down the generations of Harrow sons and daughters, crumbling in decline with each generation of misuse, neglect, and finally abandon, until at last it ended up mine, a final inheritance from my long-dead ancestry.

As we approached the looming iron gates in our coach, I thought I saw the faintest whisper of a white dress disappearing behind a tree. It startled me -- my heart drummed in my ears and my hands clenched the reins all the tighter -- but my companions claimed to have seen nothing. I dismissed it as fatigue from our long journey, my tired eyes playing tricks. Once the old stone house rose before us, we moved warily up the walk. Suddenly, I felt a chill at my neck, as if thin, cold fingertips brushed by, but when I turned, I saw nothing but the deep darkness and the rising mist. In the house, one window held the flickering light of a candle, the caretaker waiting for our party, and I felt relief at the sight of another living soul. 

The caretaker was an elderly man clothed in a threadbare black suit, a somber ashen face, whose eyes refused to meet our own. "I'll show you to your rooms." He gazed down at the floor, glancing occasionally to the side through creased eyelids to examine us. "What was he avoiding?" I thought. "What doesn't he want to see?"

...

Terrifying Tales of Horror!

It's October -- the leaves are falling, the air is crisp, and pumpkins line porches.  As Halloween approaches, more horror movies come out in theatres, haunted houses pop up, and Six Flags turns into a Fright Fest.  All of these scary entertainment options beg the question: Why do people like being scared?

In an article from the Today Show, Dr. Robi Ludwig examines the psychology and the science of fear. In his short article, Why We Like to be Scared: The Science Behind the Scream, Ludwig claims, "Creepy stories help us to release strong emotion."

What do you think? Why do people like being frightened? Cite at least one piece of textual evidence from the article. Don't forget to respond to classmates' perspectives! You can come up with your own ideas, as well, but please cite from the text if you want credit.

The Green Valley Times Book Review

As we begin Quarter 2, I want to make sure we all have an interesting book to read for A.R. so that we can all reach our A.R. Goals.  For this week's blog post, we will each be writing a book review. Choose a book you think others will enjoy, particularly if you think many may not have read it. Nearly everyone has probably read the Harry Potter series, for example, so that would probably not be the right book to review for this assignment, even though I'm sure many people would enjoy it. Hopefully, we will generate a list of exciting reading for our classmates to reference. If there is a particular classmate you think will especially like the book, give them a "shout out"! Tell us a bit of what the book's about and why you think others will enjoy it. No spoilers! :)

I recommend Douglas Adams's Hitchhiker's Guide to the Galaxy. During the 1970s, Douglas Adams was a writer for the British television series Doctor Who, so that may give you an idea of the type of writing he does: science fiction! The book is the first in a series of five comedic science fiction novels set after the destruction of Earth, but this doesn't lead our protagonist, Arthur Dent, into a dystopic vision of the future. Rather, it's a comedic romp through the vast universe. Most of the characters are alien lifeforms, and their ridiculous names make for some of the humor: Zaphod Beeblebrox, Marvin the Paranoid Android, Slartibartfast, Ford Prefect, and so on.

The book's title refers to a fictional travel guidebook for hitchhikers. Ford saves Arthur and takes him on travels through the galaxy, trying to get to the Restaurant at the End of the Universe, but bumbling into scrapes and messes along the way. In trying to reach a legendary planet known for selling luxury, they come across a computer named Deep Thought which has spent years trying to calculate the meaning of life -- and it's about to complete its calculations. If you want to find out the meaning of life, read on!

Shout out to Isaac, a fellow Whovian! I think you might like this one! 

Animals: Pets or Food?

The discussion we had today on this topic was GREAT, and I wanted to give us all a chance to continue it. 

OR

Remember, this is both a philosophical discussion (based upon personal beliefs and ideas) and a sociological discussion (based upon norms and traditions in society). We know how things are, but we are wondering why.  Your response should focus on WHY.

Some of the interesting points that students made were:

1.) The way we view an animal depends on cultural and religious perspective. In some cultures, dogs can be food, but pigs are not.

2.) There is an ancient relationship between dogs and humans, reaching back to the time of cavemen.

3.) Cats, dogs, and other such pets have a symbiotic (mutually beneficial) relationship to humans, such as catching rats or guarding our houses.

4.) Some animals are too "dirty" or "gross" to cuddle. This sounds funny, but it's actually a really solid point. It's about aesthetics, the appeal of a pleasant appearance.

5.) What about animals that are often considered both, like rabbits? Or animals that are considered neither, like tigers?

6.) Sometimes, it's just because of cultural norms and taboos -- how we are brought up makes us feel a certain way, even if, intellectually, we know the feeling is arbitrary and not logical.  

To explore the issue further, you can read this sociological analysis of why some animals are categorized as pets and some as food: http://sociologytoolbox.com/norm-violation-pets-food/

Question: Why do we categorize animals in this way? What are the factors that determine these categories?  

Remember, two paragraphs!  Cite textual evidence from the article!  Respond to classmates' perspectives POLITELY!  Respect cultural and religious differences, and do not judge another's perspective on this topic. We are all different, and that's exactly what makes discussion -- and life -- interesting! 

I can't wait to read your responses!

Broadening Our Definition of "Text"

Remember in class when I defined "text" as anything we are examining? In this week's discussion, we are going to examine a "text" that has no words: a painting! I know this may be new for you, but let's try it!

As we analyze this painting for meaning, we should use the same strategies we use for conventional texts. We still pay attention to the artist's intended meaning, we still search for evidence that supports our interpretation, and we still explain how that evidence got us to our interpretation.  In other words, we still use S-E-E!

What kind of evidence does a painting have? Well, visual evidence!!! Pay attention to the following details:

• colors - are they dark? vibrant? cheery? moody? calming?
• imagery - what symbols or metaphors might you see? do any of the images strike you as meaningful?
• brush strokes/texture - does it seem smooth, for instance, or is the paint thick so that you can see the brush strokes? Why? What does this add to the painting?
• how the artist catches your eye or leads your eye
• what is the artist trying to represent?

This is a painting you have probably seen before. It is entitled "Scream," painted by Edvard Munch, a Norwegian artist, in 1893.

What do you think Edvard Munch intended this painting to mean? Cite specific details from the painting as "evidence" to support your statement.  Remember, two paragraphs, acknowledge your classmates' viewpoint, and USE EVIDENCE!

Video Game Violence

As we researched our topics and began planning for our Argument Essays, I learned quite a lot about my topic: violent video games.  Normally, this discussion focuses on how violent video games affect young people, aged 17 and under -- the kids who can't buy the "Rated M for Mature" games.  However, I became interested in how video game violence affects players of all age groups.  Why are kids the only people we think might be "impressionable"?  Certainly, many young people are more mature than old people!

Let's examine the debate: Do violent video games cause aggressive behavior?

PRO: In an article from Time Magazine entitled "Little By Little, Violent Video Games Make Us More Aggressive," Alice Park examines some new research that "suggests hours of exposure to violent media like video games can make kids react in more hostile ways" (Time.com).  To find out more about the link between violent video games and aggressive behavior, click here: Little By Little

CON: In another article from the BBC, "Aggression from Video Games Linked to 'Incompetence,'" Dave Lee reports that new research says, "Feelings of aggression after playing video games are more likely linked to gameplay mechanics [winning or losing] rather than violent content" (BBC.com).  To find out more about their study, click here: Aggression Linked to Incompetence

I know many of you were passionate about this topic in class, so I want to give you the opportunity to voice your point of view now.  Remember, your response should be at least two paragraphs in length, you should acknowledge your classmates' comments, you should incorporate textual evidence to support your point of view, and you should, as always, be polite and respectful of one another's views.

In the News: The Spotted Owl Conundrum

In an article for television station KCET, reporter Chris Clarke examines the current debate over spotted owl habitat in California's burned Sierra Forest. The owls have begun living in the burnt trees from the catastrophic Rim Fire; however, logging companies want to remove the trees while they are still useful as wood.  Further, many fear the burnt trees increase the risk of more fires. The Federal Government has already given permission to logging companies to collect the trees, but Environmentalists are now blocking it in the courts.  Here is his article: "Spotted Owls Using Burned Sierra Forest Slated for Logging"

This is just one article about this topic.  There are many all over the internet -- including television news stories -- your evidence can come from any source you choose.  Just be sure to cite your source (i.e., tell me where your evidence came from.)

What do you think?  Should the habitat be preserved for the spotted owl, or should the burned out trees be cleared away to save the area from potential fires? Use evidence from the article to support your perspective. Remember the S-E-E response format for using evidence!  Thank you all again for maintaining polite discourse with your classmates.