Tuesday, December 4, 2007
DAILY ORAL LANGUAGE: ACT Preparation--Grammar, Usage & Mechanics & Rhetorical Skills Quiz 2--Friday December 14, 2007 Quiz
Each day of Mr. McLaughlin's English 10B Class will begin with a short "sponge" activity. On some days we will begin with the ACT preparation assignments like the ones listed in this entry.
On other days we will be working with ACT/SAT Vocabulary words. For your convenience & for your study, these are being posted here for your convenience and to study for our in class quizzes.
Your learning of this material will be covered on our quizzes. We will have a quiz each two weeks.
COMPLETE ACT TEST PREPARATION.doc
Wednesday December 5, 2007--Quiz 2.3
ACT Test Preparation Passage I.4, Day 4.doc
Thursday December 6, 2007--Quiz 2.3
ACT Test Preparation Passage I.5, Day 5.doc
Monday December 10, 2007--Quiz 2.3
ACT Test Preparation Passage I.6, Day 6.doc
Wednesday December 12, 2007--Quiz 2.3
ACT Test Preparation Passage I.7, Day 7.doc
FRIDAY DECEMBER 14, 2007--Quiz 2
Monday, December 3, 2007
Top Right Corner: Write the word’s definition
Top Left Corner: Write the word’s opposite and cross it out
Lower Left Corner: Write a silly sentence that uses the definition of the word
Lower Right Corner: Draw a graphic to help you visualize the concept
Saturday, September 29, 2007
Students completed the Opinion Speech workshop with a partner today. Students took out the begin speeches of their Opinion Speech--including their "new and improved" thesis that does not include the beginning phrase "Today I will GP you that..." See the post for January 03, 2006.
Pre-Speaking Blocks: Brainstorming & Drafting
They also took out their pre-speaking blocks. Common mistakes in checking the work included (1) having a GP that was longer than two words long; (2) having a SP that did not include "so that the audience will" section with the desired audience action; and (3) having underwritten audience analysis statements.
One-on-One Opinion Speech Workshop: Sharing
Students double-checked each others pre-speaking block and worked with each other to discuss his/her topic and each of the five reasons that he/she has arrived at his/her opinion.
We then moved to perhaps the most important part of today's workshop: gathering "personal experience" or "life experience's" of other people (friends, parents, teachers, relatives) that support this opinion.
It is important to realize that this speech is not to be researched on the internet or in books. Instead, it is to be supported with stories and life experiences. This is how most of our daily opinions about everthing from restaurants, movies, books and classes are formed.
Like always, our "filters of perceptions", biases and slants all have an impact on the forming of these opinions.
Homework: Revision/Independent Practice
Students are to choose three of the five reasons that he/she developed and work on supporting those opinions with actual "personal experiences" or "the experiences" of others to prove that the reason(s) that they have chosen are valid. These are to be put in the form of a T-Chart.
Friday, September 28, 2007
Saturday, September 15, 2007
The thesis statement is what you prove in your speech. It's not that difficult to write one. This should have your subject, your opinion of your subject and provide an overview of how you will improve your opinion.
Remember, a thesis for a piece of writing and a thesis for a speech are different. You will never want to put "In this paper I will..."
Part I: THESIS SIGNAL/SALUTATION (Choose one for a speech, never choose one for a paper!)
In this speech I will OR
Today I will OR
In this morning's remarks I will OR
or write your own so it is appropriate and it sounds like you
Part II: THESIS BASE/STEM (Subject and opinion of subject)
__________________________________ (your general purpose verb) you
that ______________________________________________ (subject & opinion of subject)
PART III: PREVIEW OF MAIN POINTS (How you will prove your opinion)
(keep each MP short—bumper sticker”ish”...make sure that your MP has a point of view)
Monday, September 10, 2007
YOUR AUDIENCE ANALYSIS IS THE ANSWERS TO THESE QUESTIONS OR ANY COMBINATION OF AUDIENCE CENTERED QUESTIONS. LATER ON, YOU WILL USE THIS INFORMATION TO BUILD "RELEVANCE" FOR YOUR AUDIENCE.
What does this audience think of this topic?;
How will the audience react to the information in my speech?;
How is it that I will accomplish my GP & my SP with this diverse group?;
What might get in the way of me accomplishing my goals?;
What prejudices, biases, filters or previous experiences might get in the way of the audience agreeing with me?
Examples of this might look like the following:
I believe that this audience believes that school spirit is pretty good at Lewis Central High School. However, when I share examples with them that demonstrate the behaviors of students at LC during concerts, plays and some athletic events that they will understand that they should support the students who try to represent our school with pride. Some students who show great school spirit can find some value in this speech by having an influence on their friends. Students who are unattached to our school in terms of competitions, performances and pep rallies need to understand that these activities are a positive reflection on all of us. Hopefully, after hearing about the time and commitment that their fellow students demonstrate in these activities they will be inspired to demonstrate more school spirit.
I believe that this audience believes that year-round school is a bad idea because they really don't understand the idea. By informing students that year round school actually has as many days off as our current calendar, students might reconsider their opinion. I also think that the research that I share with them will prove to them that year-round school will improve their learning, their skills and make them more competitivie for scholarships, boost their ACT scores and improve retention The major prejudice that students have with this topic is that they enjoy the long break at summer. However, several breaks during the school year will be really appealing to some of them. Getting them to reconsider their opinion on this topic is really what I'm out to achieve.
© Thomas V. McLaughlin Jr., 2006--for permission to use this document for purposes other than classes taken with Mr. McLaughlin, please contact Mr. McLaughlin at email@example.com or firstname.lastname@example.org
Tuesday, June 12, 2007
Go to Bibliography Tutorial
This format the alternate format for papers that contain a title page.
MLA papers do not typically contain a title page. If your teacher does require a title page, you should use this format for your first page.
Double space after your title and begin your report. Notice that your last name and the page number will go at the right top corner of your page in a header.
Go to Using Parenthetical Citations
Center your persuasive MLA title 9 lines down from the top.
Space 15 lines
Center the word "by" centered on the page
Center your name on the page
Space 15 lines
Center the class name and period number on the page.
Center your teacher's name on the page.
Place your class information about two inches below your name.
Double space and begin your outline, according to the above sample.
Begin typing on the top left of your paper. Use 12 point Times New Roman font.
1. Place your name, your teacher's name, your class, and the date. Double space between each item.
2. Next, double space down and type your title. Center the title.
3. Double space below your title and begin typing your report. Indent with a tab.
4. Remember to end your first paragraph with a thesis sentence!
5. Your name and page number will go in a header at the top right corner of the page. You can insert this information after you type your paper. To do so in Microsoft Word, go to view and select header from the list. Type your information in the header box, highlight it, and hit the right justify selection.
Go to Using Parenthetical Citations
Saturday, March 17, 2007
Whether you do your interview (1) most desireable--live/face-to-face; (2) next most desireable--on the telephone; or (3) least desireable but acceptable--via email, this letter serves as a nice outline or script for your interview. It really makes your prepared to be successful.
This really becomes a nice script for the interview if you do it face-to-face or on the telephone. If you are forced to do your interview via email, this can be cut and pasted into the email.
These must be approved, revised and graded prior to actually using them.
Part I--Date: Insert Today's Date
Part II--Sender's Address, that's your address
Part III--Inside Address, that's your address
Line 1--Interviewee's Full Name with Title Mr. Ford, Ms. Chevrolet, Dr. Hanson, Mrs. Kreger, etc. Make sure you have a comma after the individual's name.
Line 4--Your Interviewee's City, State Abbreviation (double space and Your Zip Code or Council Bluffs, IA 51503
Line 5--Your Interviewee's Email Address
Dear Mr. Smith, Mrs. Jones or Ms. (if you do not know whether a female interviewee is married) Henderson: (colon comes right after the interviewees name)
Part V--Body of the Letter
Paragraph 1--Professionally introduce yourself, the project that we/you are working to complete (include in this the basic MPs that you are preliminarily interested in pursuing), and what you are generally looking to accomplish in the interview.
Part VI: Complimentary Close
Best regards, or Sincerely, or Yours truly, (see the WRITER'S INC. BOOK for specifics here.
Part VI: Enclosures:/Copies to:/CC:
If you are enclosing any piece(s) with the letter, give the piece(s) a title and list it/them after the colon.
Thursday, March 15, 2007
Complete Before You Begin Constructing Your Message/Speech
The Prespeaking Block is intended to help you focus what content and how the content should be arranged for your speeches. As a result, you know how to build your speech once you've considered these important elements.
GENERAL PURPOSE: to+_________________
(possible examples: to inform, to persuade, to convince, to teach, to introduce, to demonstrate, to motivate, to inspire)
SPECIFIC PURPOSE: I will ______________ you that
_________________________________________________ SO THAT THE
(subject and opinion of subject=thesis base)
(desired audience action or thought=actuation)
I will convince (GP verb) the audience that year round school is a bad idea (thesis base) so that the audience will attend the next school board meeting and help me oppose the idea and sign my petition against it (actuation).
(1) What does this audience think of this topic;
(2) How will the audience react to the information in my speech;
(3) How is it that I will accomplish my GP & my SP
(4) What might get in the way of me accomplishing my goals;
(5) What prejudices, biases, filters or previous experiences might get in the way of the audience agreeing with me.
This (morning, afternoon, evening) I will _______________ you that
subject & opinion of subject (keep it short—bumper sticker”ish”)
preview of your main points—mini subject and opinion
Monday, February 19, 2007
Memory Link: Snowball, the cat, was so ALOOF when guests came she hid on the ROOF.
Most everyone thought Theodore ALOOF when actually he was only very shy.
Nothing ruins a fine dinner at a good restaurant like an ALOOF waiter who makes the entire experience uncomfortable.
At the wedding reception, the bride's relatives were very ALOOF, hardly speaking to the groom's guests and family.
1.2 AUSTERE (aw STEER) stern, as in manner; without excess, unadorned, severly simple and plain
Memory Link: An AUSTERE STEER is no fun at a party.
Jill's father was AUSTERE, rarely smiled and was always stern with her about having dates with boys he didn't know.
The AUSTERITY of life in the village was understandable. Many were jobless and evidence of poverty was everywhere.
Her home was AUSTERELY decorated, very plain furniture without frills and only items that were necessary.
1.3 BULWARK (BULL wurk) a defensive wall; something serving as a principle defense.
Memory Link: BULLS WORK building a BULWARK.
Quebec City is the only city in North America with a BULWARK built entirely around it.
The budget for national defense is an economic burden for all taxpayers, but we must never forget our armed services are the BULLWARK of defense for the nation.
Our mother was a BULWARK against bad times; no matter how bad things became, she always wore a smile and had a cheerful word.
1.4 CACOPHONY (kuh KAFH uh uee) harsh sounds
Memory Link: A CACOPHONY of COUGHING.
A CACOPHONY isn't noise alone, it is disturbing noise such as when people shout all at once.
Gene thinks all rock music is a CACOPHONY to be avoided whenever possible.
An unpleasant CACOPHONY of sound was produced as the orchestra tuned their instruments. But once they began to play together the sounds become euphonious.
1.5 CEREBRAL (suh REE brul) of or relating to the brain; an intellectual person
Memory Link: Eat your CEREAL so you'll grow up and be CEREBRAL like your father.
CEREBRAL for a football player, the wily Kansas quarterback rarely called a play that wasn't well planned and thought out.
Dr.Clark was too CEREBRAL to be a boy scout leader. Instead of saying "pitch your tents over by the cliff," he would confuse everyone with his big words and say, "construct the canvas shelters in the proximity of the promontory.
1.6 CONNOISSEUR (kahn uh sur) an expert, particularly in matters of art and taste.
Memory Link: The KING OF the SEWER is a CONNOISSEUR of garbage.
My uncle is a CONNOISSEUR of fine wines.
Art dealer, Jorge Guizar, is a CONNOISSEUR of Mexican art of the 19th century.
When it came to coins, Jerry proclaimed he was a CONNOISSEUR, because he had collected them all his life.
1.7 FORBEAR (for BAYR) to refrain from; to abstain; to be patient or tolerant
Memory Link: Please FORBEAER feeding the FOR BEARS.
To FORBEAR your opinion on any controversia matter until yyou have first heard all the facts is generally the wisest course of action.
Jonathan said his motto was to never FORBEAR a good party for another time when you can have one today.
Henry FORBORE his decision to close the store, deciding to wait until after the Christmas season.
1.8 INCONGRUOUS (in KAHN grew us) not appropriate, unsuited to the surroundings; not fitting in
Memory Link: The new Alaskkan senator's presence IN CONGRESS was INCONGRUOUS.
Ed appeared INCONGRUOUS wearing his tuxedo on an old-fashioned hayride.
The INCONGRUITY with Joseph's chosen career was that he had a Ph.D. in chemistry, but preferred to work as a mullet fisherman.
INCONGRUOUSLY, Dianne spent several days a week at the library, even though she professed that she didn't like to read.
1.9 LAMENT (la MINT) to express sorrow or regret; to mourn
Memory Link: We LAMENT that Joe got buried in CEMENT.
The song, "Cowboy's LAMENT," is a ballad about the lonely life of those who drive cattle for a living.
The nation LAMENTS the passing of the President while at the same time celebrating his achievements while in office.
It is LAMENTABLE that Rosecoe quit college in his sophomore year; his professors considered him the brightest engineering student in his class.
1.10 LANGUISH (LANG gwish) to become weak or feeble; sag with loss of strength
Memory Link: A FISH on LAND will quickly LANGUISH.
An outdoorsman all his life, Mr. Franklin quickly LANGUISHED in his job as a night watchman.
It was so hot in the theater, Charlotte soon began to LANGUISH.
(To LANGUISH is to be LANGUID.) The fish in the aquarium hardly stirred, moving LANGUIDLY when they moved at all.
Monday, February 12, 2007
(IF YOU WOULD LIKE ME TO MAKE COPIES FOR YOU, PLEASE EITHER EMAIL THEM TO ME THE NIGHT BEFORE YOUR SPEECH or BRING THEM IN BEFORE SCHOOL ON THE DAY YOU SPEAK)
1. Go to GOOGLE (CLICK HERE FOR A QUICK LINK) or some other search engine with images;
2. In the search area: type in your subject (or a similar key word) "Your Subject AND CHART" (i.e. I typed in pollution and chart);
3. Locate a chart that related to your speech/topic--make sure that it fits nicely with your topic and your speech;
4. Here's what I found for pollution and chart CLICK THIS LINK TO SEE SPOT ON GOOGLE FEATURING THIS CHART
5. I also found this chart for air pollution CLICK THIS LINK TO SEE SPOT ON GOOGLE FEATURING THIS CHART
7. Open up a Word Document:
8. Insert the chart into the document OR BETTER YET Insert a text box into your document, then insert the picture into the text box. It can be resize inside of the text box.
9. The text boxes and charts can be re sized to meet your needs (if one chart by itself is too blurry, find several small ones to fit on the page of your handout);
10. Make sure that you create a heading (at the top) for your VA (visual aid) and that you give credit to the site/source (under each chart) from which you received the information.
CLICK HERE TO GO DIRECTLY TO THE SAMPLE WORK'S CITED SITE THAT PROVIDED THIS INFORMATION
You can cut and paste that information into a Word Document and then enter your information.
If you don't know how to do a Work's Cited entry, go to
(1) CITATION MACHINE or SON OF CITATION MACHINE. Click here to go to this site that will help you create an MLA Work's Cited Entry.
(2) Once there, click on MLA (Modern Language Association). DO NOT CHOOSE APA or CHICAGO. Click here to take you directly to the MLA portion of the site
(3) Choose the type of entry (on the right: electronic, print, etc.), then enter your information. When you hit the SUBMIT BUTTON, the cite will show you what your entry should look like. Cut and paste that into your Word Document.
MLA Work Cited for this Post
Darling, Charles. "A Sample Works Cited Page." A Guide for Writing Research Papers Based on Modern Language Association (MLA) Documentation. CAPITAL COMMUNITY COLLEGE. 11 Feb 2007
CLICK HERE to go directly to the Capital Community College Website for "An Introduction to MLA Research Techniques."
Sunday, February 11, 2007
Saturday, February 10, 2007
Friday, February 9, 2007
Directions: The following questions will be assigned for homework after each act has been read in class and discussed in study groups. Each question will require at least three complete sentences. Write the answers on a separate sheet of paper. Make sure you head your loose leaf paper with the proper act number.
1. In scene 3 Cassius says of Caesar: "I know he would not be a wolf/But that he sees the Romans are but sheep." Explain what he means.
2. Scene 3 describes many strange happenings in Rome. Why are such events appropriate to the action of the play at this moment?
3. What kind of person is Casca?
1. What are Brutus' reasons for deciding that it is right to assassinate Caesar?
2. What picture does Shakespeare give us of Brutus' marriage?
3. What does Caesar's habit of referring to himself in the third person tell us about him? (For example, he says, "Shall Caesar send a lie?")
4. What evidence is there in this act that shows both Caesar and Brutus can be influenced by flattery?
1. Explain how Antony is able to work the crowd up into a frenzy with his speech?
2. What impression does Shakespeare give of the crowd's character in this act?
1. How does Brutus react to Portia's death? What do we learn about him from his reaction?
1. What is said and done in Act V that supports the comment: Brutus' and Cassius' defeat is revenge for Caesar's murder?
Friday, January 5, 2007
Final Project Selection
We are at a transitional point in the course. We will be finishing our unit on Improvisation. We have already completed two units: one on theatre games & group cohesion and another unit on dramatic criticism using Goethe's standards for evaluation.
Prop Improv Story Workshop
Students picked up the prop that they were "buzzed out" with for the Whose Line Is It Anyway version of Prop Improv that we performed as a large group. Students were asked to remember the property story that they developed during the class period following that exercise.
Students were then put into pairs to workshop this exercise for a portion of our summative assessment. Dating Game will be one-third of the Improv Final; Prop Story will make up another one-third of the Improv Final; and Freeze Play will comprise the remaing one-third of the final. Students then have at least three performances that comprise their Improvisation Final which is worth 100 points.
Step 1: Modeling the Process
Mr. McLaughlin and the class brainstormed how the pewter mug might generate a character. If used as a cup: a pirate, an Octoberfest participant, a medieval noble, etc. We also brainstormed how the prop might be used as another object: a trumpet for a musician, a hearing horn for an old person, a telescope for an explorer.
Then, we discussed what story that prop might have in relationship to the given characters:
Pirate: used during a pirate party causing him to fall overboard, encountering a shark
Old Person: a gift from ungrateful children who sought an inheritance
Musician: the horn that he/she used to play for a "command performance" for the king/queeen.
Step 2: Working in Small Groups: Guided Practice
Students then worked with partners to brainstorm a list of "real" and "possible" interpretations of that prop and generated a list of characters (that could be physicalized and vocalized) and stories that center around that prop.
Step 3: Review of Evaluation Criteria: Teaching & Modeling
Students then were reminded of how we evaluate improvised performances:
Vocalization: vocal pallette, essence creation, prosodic modification, modeling, imitation
Physicalization: movement dynamics, foot manipulation, physicalization/body centers
Script-Writing: character introduction/exposition, storytelling/rising action, conflict-centered action.
Students were shown that they must stand with their back to the partner and upon the "signal" from the teacher to assume character and turn towards their partner in character to their partner. Mr. McLaughlin modeled with with a hunch-backed, slumped over, old person.
Step 4: Guided Small Group Practice
Students then made a decsion on character, vocalization, physicalization and story. They assumed the character with their back to the audience, turned in and practiced their story for :90 seconds.
Step 5: Self Evaluation and Peer Evaluation
After the performance, each performer "predicted" how Mr. McLaughlin would evaluate him/her on each of the criteria. The student estimated whether they would receive and "up" or a "down" from me in vocalization, physicalization and script writing.
The performer's partner then shared his/her estimation of how Mr. McLaughlin would evaluate the performance. Students were asked to be honest.
Step 6: Repeat Steps 4 & 5 for Another Performer
Step 7: Repeat Steps 2-5 for the "Third Peformer" in Odd Groups & Repeat Steps 2-5 for a Second Performace in "Even" Groups
Choosing Your Final Performance Option &
Guidelines for Finding the Right Piece for You
Students were reminded of the final performance requirements that were discussed on January 03, 2007. Students were asked to make a preliminary decision as to which of the options that he/she would choose. Most students chose to be involved in a scene.
Mr. McLaughlin shared some of the additional criteria for dress/costumes, properties, sets for each of the options.
Students were given resources to help them find a piece:
(1) Go onto the internet and enter key word "monologue" and a wide-range of sites will make themselves available;
(2) Check the following sites for good and time-appropriate monologues: http://www.whysanity.net and http://www.monologuearchive.com
(3) Use the books on reserve in Mr. McLaughlin's office and mark selected scenes with a "Post It Note" with your name on it.
(4) If you don't have internet, come to Mr. McLaughlin's office with a pass at anytime before school, after school, during school and work in there to find a piece. Or use the internet at the Council Bluffs Public Library.
(5) Use your The Stage and the School Book's tan section to find monologues or scenes.
(6) Use scenes and monologues found in Mr. McLaughlin's brown lateral file by the entrance of the Drama Room.
(7) If all else fails--which it shouldn't--see Mr. McLaughlin before the deadline for selection a piece.
Wednesday, January 3, 2007
FOR YOUR CONVENIENCE THE INFORMATION ASSOCIATED IN THIS BLOG ENTRY IS AVAILABLE BY CLICKING ON THE FOLLOWING LINK LISTED BELOW. HIT THE LINK AND PRINT TO ACCESS THIS INFORMATION:
STYLE SHEET FOR ENGLISH 10A or 10B FIVE PARAGRAPH ESSAY
Student First Name Student Last Name
Teacher or Professor
00 Month, 2015
Format and Craft Your Writing Carefully
Use Standard English, avoid informal language
Use 12 pt. Times New Roman font
Always write in complete sentences unless it is for effect
Avoid run-on sentences or fragments
Write in third person - he, she, it
Avoid using “I” unless the essay is of a highly personal nature
Use past tense unless it is for effect
Indent all paragraphs
Proofread by reading out loud to check for easily corrected errors
Run spell check
Use blue and black ink for formal assignments
If you make an error, draw one line through the word and use a ^, then write the correction above the carat
If you have errors, make corrections and reprint
Common Problems with Usage
Subject-verb agreement -use they were, not they was, I saw, not I seen
Write out numbers from one to ten, otherwise use the number - 11
Use appropriate abbreviations (there is no abbreviation for you)
Avoid incorrect phrases - use all of a sudden, not all of the sudden
Avoid dropping the letter d -supposed to, not suppose to
Use should have not should of
Spell out because, not cuz or cause
Use homonyms correctly i.e. there shows direction- over there, their shows possession – their
car, they’re means they are – they are going to the movie
Watch for words that join together and become one word i.e. himself, not him self
Essay Construction/Organization & Structure
Paragraph 1: Set up the essay with a “hook,” “lead,” or “attention getter.” Introduce the topic in a thesis statement. A thesis statement gives an overview of the essay and the main point or positions you will prove or discuss in your essay. Use a transition statement to set up your next paragraph.
Paragraphs 2, 3, and 4: Discuss at least three different aspects of your topic – one per paragraph. Use explainers, support, evidence (examples, details, facts, incidents, comparisons, statistics, anecdotes, expert opinions, inferences, personal experiences and/or reasons) to prove your points. Organize your information logically. Use transitions to move from one paragraph to the next.
Paragraph 5: In a craftful way let the reader know that the end is near. Conclude your essay by restating in other words the important points you made in your essay. Make sure that you restate your overall thesis with strength. Leave the reader with a sense of finality by designing a clincher or a closing that extends the reader’s thinking.
© Thomas V. McLaughlin Jr., Mary Langille, Laurie Nielsen, 2006--for permission to use this document for purposes other than classes taken with these teachers, please contact them at Lewis Central High School, 3504 Harry Langdon Blvd., Council Bluffs, IA 51503
OPTION 1—Monologues—two contrasting monologues (one comedy, one drama) that are :90 seconds each. One good fit, one stretch. 3:00 total performance time.
OPTION 2—Scenes—two or three actors (no more than this), balanced scene, comedy or tragedy. 5:30 total performance time.
Some sites for you to consider are:
Colin's Movie Monologue Page at http://www.whysanity.net
Sample Monologue from Colin's Movie Monologue Page
Dead Poets Societywritten by Tom Schulman
Mr. Keating: In my class, you will learn to think for yourselves again. You will learn to savor words and languages. No matter what anybody tells you, words and ideas can change the world. I see that look in Mr Pitts' eyes like 19th century literature has nothing to do with going to business school or medical school, right? Maybe. You may agree and think yes, we should study our Mr. Pritcher and learn our rhyme and meter and go quietly about the business of achieving other ambitions. Well, I have a secret for you. Huddle Up...Huddle UP! We don't read and write poetry because it's cute. We read and write poetry because we are members of the human race. And the human race is filled with passion. Medicine, law, business these are all noble pursuits necessary to sustain life. But poetry, beauty, romance, and love; these are what we stay alive for. To quote from Whitman "Oh me, Oh life of the question of these recurring. of the endless trains of the faithless of cities filled with the foolish. What good amid these? Oh me, Oh life." "Answer...that you are here and life exists....You are here. Life exists, and identity. The powerful play goes on and you may contribute a verse." The powerful play goes on and you may contribute a verse. What will your verse be?
The Monologue Archive at http://www.monologuearchive.com