INTRODUCTION TO SATIRE DAY 1 The Art of

INTRODUCTION TO SATIRE

DAY 1

The Art of Indirect Persuasion ¦ If you’ve ever enjoyed watching late-night comedy shows, you know how effective and fun this approach can be when it comes to changing perception of the subjects being lampooned. ¦ In the second half of this unit, you’ll immerse yourself in the art of satire, exploring how writers use a range of genres and techniques, including parody, to present their messages in indirect ways.

Saturday Night Live

The Art of Indirect Persuasion ¦ Additionally, you’ll explore how diction and syntax can be used to create humor as well as a wide range of satirical tones. ¦ Finally, you’ll explore how satirists manipulate and parody the conventions and content of other formats and genres to advance their purposes as writers.

Satire ¦ Satire is a literary genre that uses irony, wit, and sometimes sarcasm to expose humanity’s vices and foibles, giving impetus, or momentum, to change or reform through ridicule. ¦ It is a manner of writing that mixes a critical attitude with wit and humor in an effort to improve mankind and human institutions. ¦

Satire ¦ While some writers and commentators use a serious tone to persuade their audiences to accept their perspective on various issues, some writers specifically use humor to convey a serious message.

Satire � A writer may point a satire toward a person, a country or even the entire world. Usually, a satire is a comical piece of writing which makes fun of an individual or a society to expose its stupidity and shortcomings. In addition, he hopes that those he criticizes will improve their characters by overcoming their weaknesses.

Satire

The Function of Satire � The role of satire is to ridicule or criticize those vices in the society, which the writer considers a threat to civilization. The writer considers it his obligation to expose these vices for the betterment of humanity.

Types of Direct Satire ¦ Horatian satire is a type of direct satire which pokes fun at human foibles with a witty even indulgent tone. ¦ Juvenalian satire is a type of direct satire which denounces, sometimes with invective, human vice and error in dignified and solemn tones.

Horatian Satire ¦ This type of satire is named after the Roman satirist Horatian. ¦ It seeks to criticize, rather than attack, immorality or stupidity. ¦ In general, Horatian satire is gentler, more sympathetic, and more tolerant of human folly. ¦ Unlike Juvenalian satire, it serves to make us laugh at human folly as opposed to holding our failures up for needling. ¦ Horatian satire tends to ridicule human folly in general or by type rather than attack specific persons. ¦ It tends to produce a smile.

Horatian Satire

Juvenalian Satire ¦ This type of satire is named after the Roman satirist Juvenal. ¦ It is harsher than Horatian satire because it often attacks and shows contempt for people. ¦ Often, it seeks to address some evil in society through scorn and ridicule. ¦ The Juvenalian satirist approaches his work in a more serious manner and uses dignified language to attack erroneous thinking or vice. ¦ In this way Juvenalian satire evokes feelings of scorn, shock, and righteous indignation in the mind of the reader.

Juvenalian Satire

Characteristics of Satiric Writing ¦ The following slides describe the various characteristics that often appear in satiric writing: Irony v Hyperbole v Caricature v Wit v Sarcasm v Ridicule v Parody v Invective v � As you read the literature in the remainder of this unit, your goal will be to identify and analyze these characteristics and their effect on the various texts.

Irony ¦ Irony is a mode of expression, through words (verbal irony) or events (irony of situation), conveying a reality different from and usually opposite to appearance or expectation. ¦ The surprise recognition by the audience often produces a comic effect, making irony often funny.

Irony ¦ When a text intended to be ironic does not seem as such, the effect can be disastrous. ¦ To be an effective piece of sustained irony, there must be some sort of audience tip-off, through style, tone, use of clear exaggeration, or other device.

Irony

Hyperbole ¦ Hyperbole is deliberate exaggeration to achieve an effect; overstatement.

Caricature ¦ A caricature is an exaggeration or other distortion of an individual's prominent features or characteristics to the point of making that individual appear ridiculous. ¦ The term is applied more often to graphic representations than to literary ones.

Caricature

Wit ¦ Wit is most commonly understood as clever expression, whether aggressive or harmless; that is, with or without derogatory intent toward someone or something in particular. ¦ We also tend to think of wit as being characterized by a mocking or paradoxical quality, evoking laughter through apt phrasing.

Wit

Sarcasm ¦ Sarcasm is intentional mockery, generally directed at another person and intended to hurt. ¦ The term comes from a Greek word meaning “to tear flesh like dogs” and signifies a cutting remark. ¦ Sarcasm usually involves obvious, verbal irony, achieving its effect by jeeringly stating the opposite of what is meant so as to heighten the insult.

Sarcasm

Ridicule ¦ Ridicule is the use of words intended to belittle a person or idea and arouse contemptuous laughter. ¦ The goal is to condemn or criticize by making the thing, idea, or person seem laughable and ridiculous.

Ridicule

Parody ¦ A parody is an imitation of an author or his/her work with the idea of ridiculing the author, his/her ideas, or the work itself. ¦ A parodist exploits the peculiarities of an author’s expression—the propensity to use too many parentheses, certain favorite words, or other elements of the author’s style.

Parody ¦ “Amish Paradise” Weird Al Yankovic

Parody

Types of Parody � Burlesque: � Vulgar � Treats subject with ridicule, vulgarity, distortion, and contempt � “Dear companions hug and kiss, Toast old Glorious in your piss” Jonathan Swift on the Irish parliament

Types of Parody � Mock heroic � “like a laughing child wearing a full scale suit of majestic armor” � Grand diction, lofty style � Takes a trivial or repellent theme and treats it with grandeur or feigned solemnity � The Onion Headline: “Loser Spends Entire Day in Bed”

Invective ¦ ¦ ¦ Invective is speech or writing that abuses, denounces, or attacks. It can be directed against a person, cause, idea, or system. It employs a heavy use of negative emotive language. For Example: “I cannot but conclude the bulk of your natives to be the most pernicious race of little odious vermin that nature ever suffered to crawl upon the surface of the earth. ” (Swift, Gulliver’s Travels)

Invective

Practice Time! ¦ Watch the following video: ¦ http: //youtu. be/OSXNU 1_bouc ¦ As you watch, jot down all of the various characteristics of satire you see in the video. Make sure that you can support yourself! ¦ Then, determine whether the video is Horatian or Juvenalian satire and write a sentence or two explaining why.

Apply It! Human Feet Originally Used For Walking, Anthropologists Report July 22, 1998 | ISSUE 48 • 17 ISSUE 33 • 25 08. 31. 05 OXFORD, ENGLAND—A new report in the Journal Of The Anthropological Society Of Oxford reveals that human feet were likely once used as a means of extravehicular locomotion. "Apparently, as recently as 20 years ago, the foot was used in a process called 'walking, ' by which the human body actually propelled itself, " the report read. "Starting sometime in the late 1970 s, these crude early feet gradually evolved into their present function of operating the gas and brake pedals on automobiles. " The same team of researchers discovered in 1994 that the human brain was once used for various problem solving applications before evolving into an absorption/storage unit for lyrics to TV show theme songs.

“Human Feet” Questions � � 1. Describe/summarize the satire. 2. Why is this funny? Identify 2 techniques you see and explain specifically. 3. What context is necessary in order to "get" the joke? What do you need to know about? 4. Connect who you are (your identity) to what you find funny (this piece). What values, beliefs, cultural associations, life experiences, demographic realities, or the like give you the context you need in order to laugh at this?

Apply It One More Time! Valentine’s Day: https: //www. youtube. com/watch? v=f. Fv. Cs. S Niw. E Andorra: https: //www. youtube. com/watch? v=3 q_iqrvn. C_4 � 1. Describe/summarize the satire. � 2. Why is this funny? Identify 2 techniques you see and explain specifically. � 3. What context is necessary in order to "get" the joke? What do you need to know about? � 4. Connect who you are (your identity) to what you find funny (this piece). What values, beliefs, cultural associations, life experiences, demographic realities, or the like give you the context you need in order to laugh at this?

Classroom Activity � � � 1. 2. 3. You will be handed a satirical cartoon. Find others who have the same cartoon. You will need to take your practice sheet(s) with you and something to write with. You will have 10 minutes to answer the following questions: Describe/summarize the satire. Why is this funny? Identify 2 techniques you see and explain specifically. What context is necessary in order to "get" the joke? What do you need to know about?

Apply It! (OPTIONAL ASSIGNMENT!!) � What do you find funny? � Think of a piece of intentional comedy (that is, not just a video in which someone falls down or otherwise accidentally humiliates him/herself) whether it is a joke, a clip you remember from a movie or TV show, a game, an image, a comic strip, a website, or the like. Because we are at school, let's try to keep it reasonable. No overtly sexual, violent, or drug-related humor. If you're having trouble thinking of something, start with one of the following funny links: � � http: //www. toptenz. net/top ten funniest webcomics. php Top Ten Funniest Webcomics. http: //comics. com/ This website archives newspaper comics. � The Assignment � After you have thought of your funny bit, complete the following by creating a new document in the CRC folder. � TITLE your page "HUMOR First Last" (ex: HUMOR Eileen Slade) When you're finished, make sure your page is in the CRC Humor folder for your class period � � � 1. If you can find a link that will help us see what you're talking about, post it. If you can't, just write "no link!" 2. Describe/summarize the comedy. If you have the information, specifically refer to who the comedian is or what the title of the piece is. 3. Refer to your comic techniques notes. Why is this funny? Identify some techniques you see, and explain specifically. 4. What context is necessary in order to "get" the joke? What do you need to know about? 5. Connect who you are (your identity) to what you find funny (this piece). What values, beliefs, cultural associations, life experiences, demographic realities, or the like give you the context you need in order to laugh at this? � Mrs. Workman's Example - Saturday Night Live's "History Class" � 1. http: //cooperativelearning. nuvvo. com/lesson/9592 seinfeld teaches history � 2. This example of comedy is from a 1990 s Saturday Night Live skit in which Jerry Seinfeld is a history teacher. He begins class by explaining that their tests were horrible and that he wants to take an alternative approach to learning history one in which the memorization of dates wouldn't be necessary. Instead he aspires to get the students to make connections, to "think history. " He proceeds with a lesson about the Battle of Britain in World War II, but his students don't know even basic facts or vocabulary. In his class, there a variety of stereotypical students who are sarcastic, clueless, and distracted. The only way he can get them to identify who England was fighting in World War II is to reference Indiana Jones and the Raiders of the Lost Ark. His students are so ridiculous that he gives up and tells them to read quietly at his desk, and asks a student character to bring in Indiana Jones for the next day. � 3. This is a satire that criticizes students and public school. It uses exaggeration of stereotypical student tendencies. Adam Sandler's character is the student who always wants to have the right answer, but he never gets it first. Another character is the sarcastic, negative student. Another character always asks irrelevant questions. The whole class is more tuned in to what is happening in the media than in class. The whole situation is inflated, (hopefully) blown out of proportion in order to show the flaws of students and school. � 4. In order to find this funny, it helps to know history and geography. That students can't come up with "Nazi" for the question "Who was in power in Germany just before World War II? " seems ridiculous. Other helpful context includes what it's like to be a teacher, what it's like to be a student in a remedial class, and what public school is like. � 5. I find this clip hilarious because I am a teacher. I know what it is like to want to try different teaching techniques in order to engage students to help them be more successful in my subject, only to discover that some basic knowledge is missing. I also know what it's like to be a student, and many of the stereotypes here seem familiar to me, especially Adam Sandler's character. �

DAY 2

A Modest Proposal: Goals � � � Necessary background info: Ireland in the 18 th century Brief biography for Jonathan Swift (? ) Read and comprehend the text Explain how the text is satirical (applying historical background) Identify the purpose of the satire Create your own “Modest Proposal”

Modest Proposal: Background � By 1729 political, economic and religious struggles both within Ireland between English and Irish interest had reduced Ireland which in 1199 had been passed to King John to hold as a sister kingdom to England to a virtual colony of the latter. In 1720 Swift broke nearly 20 years of silence to develop rapidly into the strongest voice of protest against this trend, which had all but reached its perfection. His "fierce indignation" at the deplorable state of the nation led him to condemn both the arrogance and greed of the English and religious fanaticism, short sighted self interest and political despondency which prevented the Irish from presenting a united front against disastrous exploitation: He once remarked, "We have just religion enough to make us hate, but not enough to make us love one another. " � One hardly knows where to begin in discussing the complex roots of the exasperations of 18 th Century Ireland, but the religious divisions seem as good a place as any for a launch. In any case we shall have to limit ourselves here to sketching only a few facts in order (hopefully) to at least suggest the tangle of frustrations which nearly strangled that country. � The overwhelming majority of the population was Roman Catholic, but the immigrant Protestant minorities had united with the English to force through Parliament a series of discriminatory inheritance laws which effectively broke up large Catholic estates and put them at the mercy of rapidly consolidating Protestant landowners, with the result that the Catholics, who in 1641 had held 59% of the land, in 1703 held only 14%. Some twelve years before, the Protestants had found at what great cost we shall see legal means to deprive Catholics of any right to serve in Parliament or administration. The hierarchy of the Roman Church was banished, along with all priests who would not swear that they no longer recognized the claims of the Catholic Stuarts to the two thrones. Catholics were excluded from practicing law and forbidden to purchase land or even to hold a valuable lease. Nor were they allowed to possess arms or to own a horse above the value of £ 5. In 1627 there were denied the right to vote. � However, the suppression of Catholics was practically the only issue capable of pulling together the Protestant Dissenters, most of whom had come from Scotland a century earlier to make Ulster a center of zealous Presbyterianism, and the Church of Ireland, the Irish arm of the English Establishment Church. Economic and doctrinal motives, along with a Tory English administration, enabled the establishmentarians in 1704 to exclude dissenters from civil and military position, though not from Parliament. Indeed this act is of special interest for the light it throws on the priorities of the dissenters themselves: the clause which guaranteed this exclusion of non establishment Protestants was tacked as a rider to a bill which promised further hurt to the Catholics, so the Presbyterian Members of Parliament (MPs) went along with it. (It was not repealed until 1780. ) Finally the dissenters as well as the Catholics were required by law to furnish financial support to the "episcopal curate" (see n. 10 to the "Proposal, ").

Modest Proposal: Background continued � So far then, it might seem that the country belonged to the so called "Anglo Irish, " people of English descent who lived in Ireland for the most part supported the Established Church Swift himself was an example. But this group found itself continually at odds with the government administration in Dublin, the posts of which were largely filled with English appointees of whatever political party happened to be in power, hence in debt to certain supporters, whom it repaid with offices in which irresponsibility and incompetence would not be politically costly but which offered opportunities for accepting comfortable bribes. � But snobbery and corruption were not the most forceful goads to Irish resentment of the English presence and policy. The Irish Parliament (itself habitually split between a Tory Lordship and a Whiggish House of Commons) had no autonomy anyway. Ever since the reign of Henry VII (1485 1509) "Poyning's Law" had ordained that the Irish Parliament could be convened only by decree of the English King (through his lord lieutenant) and could pass no law without the approval of the Kind and his Privy Council, to whom it send "Heads of Bills" for deletion, addition or outright rejection with full discretion. If a bill were returned, the Irish Parliament was empowered only to accept it with whatever changes the Privy Council had worked on it or to reject it in full. Nor is this all. Irish Protestant properly had been threatened by the Catholic uprising in the wake of England's "Glorious Revolution" of 1688 (see n. 2 to "Proposal, " below). Many of them including the young Swift, who was then on the verge of taking his MA at Trinity College crossed over to England in 1689. When they returned after the defeat of the Pretender's forces at Limerick in 1691, they refused to cooperate with the clemency of William III's treaty with the rebels. Instead they pressed for revenge against the Catholics, whose (revolutionary) Parliament had in 1689 provided for a sweeping redistribution of land. English permission for legislation to disable the Catholics was dearly bought, however: the Irish Parliament had to barter away its right to originate money bills a power until then very jealously guarded. And it even allowed the English Parliament to impose that oath denying the doctrine of transubstantiation as a prerequisite for membership in the Irish Parliament. Fear of the Catholics made virtual political suicide worth the price to the Anglo Irish, just as it would about a decade later (we may recall) to the Presbyterians.

Modest Proposal: Background continued � As we shall see, the legal impotence of the Irish Parliament was not only humiliating but would eventually insure the country's utter prostration before the exploitative legislation of the English Parliament in response to powerful agricultural, industrial and commercial lobbies. Meanwhile we must keep in mind, as the Anglo Irish certainly did, that it was England after all who pronounced and ruthlessly pursued the principle that "It is in the interests of. . . this country, that Ireland should be humbled. " The member of the English Commons who declared that did not mean by "Ireland" the Catholic majority or the dissenting minority but all of Ireland, including the Anglo Irish. And why? Because Irish prosperity meant competition for English farms and businesses. The following laws are a sample from England's systematic policy for destroying the Irish economy: � (1) During the reign (1660 1685) of Charles II, a series of Navigation Acts prohibited the exportation of goods to any English colony unless they were loaded in English ships (carrying English crews) at English ports. At first Irish ships could export Irish goods to America. Soon, however, she too was reduced to colonial status as a place for unloading exports for specie and compelled as well to serve as a source of revenue for the mother country's shipping industry. � (2) The Cattle Acts (1666 and 1680). The many Irish who had depended for their livelihood on raising and exporting livestock to England were ruined when the latter outlawed the importation of cattle, sheep, pigs, and related (processed) items. Nor could they turn to other foreign markets, since the export duties on shipments to non English ports were prohibitive. � (3) Ireland's most promising industry was all but demolished by the Woolen Act of 1699, through which the English Parliament absolutely forbade Ireland to export her woolen goods to any country whatsoever. It went further still, not only removing Irish competition at home and abroad, but providing to domestic industry an extra cheap source of raw wool, by restricting Ireland to exporting unworked wool only to special ports in England, so that the English industry would not have to compete with others in order to secure Ireland's resources. This, of course, was classic mercantilism: all resources are geared to maximize the exploitation of the subject colony's raw resources and to minimize its threat in whatever markets are coveted by the mother country's enterprises. The result: weavers emigrated by the thousands; other remained and starve, in like numbers, or survived through beggary or crime.

Modest Proposal: Background continued � There is no need to repeat here our remarks on Declaratory Act of 1720 or the corrupt attempt to foist off Wood's halfpence on the staggering nation. We have as yet made no mention of the phenomenon which Swift thought one of the most inexcusable contributions to Ireland's woes: absenteeism among landlords, who in order to escape the depressing spectacle left their estates in the hands of stewards and spend at least a third of their incomes (Swift calculated) outside of the kingdom, thus aggravating tremendously the flow of specie from the land. Not only were their stewards corrupt in their treatment of tenants, but the landlords continued to put most of their states into grazing even after the crushing of the Irish wool industry, and Ireland continued to starve untenanted peasants and to import grain from England. � Let us sum up by saying that by 1729 England had contrived, with the help of Irish venality, to wreck Ireland's merchant marine, her agriculture and her growing woolen industry. We might ask why Ireland did nothing to protect at least her domestic market for her own industry by levying protective tariffs, as Swift had urged in his boycott proposal of 1720. The answer is very simple. If you will recall the terms of the "Poyning's Law, " you can to guess just what England did in order to maintain an "open door policy" for its mercantile interests in Ireland. The greed of Irish drapers who sold faulty goods and the vanity of a population who esteemed foreign items and especially things English as a mark of prestige: these did the rest. In 1718 the Archbishop of Dublin had written to a friend that "[t]he misery of the people here is very great, the beggars innumerable and increasing every day. . One half of the people in Ireland eat neither bread nor flesh for one half of the year, nor wear Shoes or Stockings; your Hoggs in England Essex Calves lie and live better than they. " How much worse must conditions have been in 1729, when Ireland lay in the grip of a famine resulting from three years in a row of bad harvests. And yet Swift surely had a point when he remarked, in his Proposal that the Ladies Should Appear Constantly in Irish Manufactures, that "the three seasons wherein our corn hath miscarried, did no more contribute to our present misery, than one spoonful of water thrown upon a rat already drowned would contribute to his death. " http: //www personal. ksu. edu/~lyman/english 320/sg Swift 18 th. C. htm

Modest Proposal: Swift Background � � � Jonathan Swift (30 November 1667 – 19 October 1745) was an Irish satirist, essayist, political pamphleteer (first for the Whigs, then for the Tories), poet and cleric who became Dean of St. Patrick's Cathedral, Dublin. He is remembered for works such as Gulliver's Travels, A Modest Proposal, A Journal to Stella, Drapier's Letters, The Battle of the Books, An Argument Against Abolishing Christianity, and A Tale of a Tub. Jonathan Swift was born in Dublin, Ireland, to an Anglo Irish family. His father, a native of Goodrich, Herefordshire, accompanied his brothers to Ireland to seek their fortunes in law after their Royalist father's estate was brought to ruin during the English Civil War. Swift's father died in. Dublin before he was born, and his mother returned to England. He was left in the care of his influential uncle, Godwin, a close friend and confidante of Sir John Temple, whose son later employed Swift as his secretary. In 1682 he attended Dublin University (Trinity College, Dublin), financed by Godwin's son, Willoughby, from where he received his B. A. in 1686. Swift was studying for his Master's degree when political troubles in Ireland surrounding the Glorious Revolution � � (The Glorious Revolution, also called the Revolution of 1688, is the overthrow of King James II of England (James VII of Scotland James II of Ireland) by a union of English Parliamentarians with the Dutch stadtholder William III of Orange-Nassau (William of Orange). William's successful invasion of England with a Dutch fleet and army led to his ascending the English throne as William III of England jointly with his wife Mary II of England. ) forced him to leave for England in 1688, where his mother helped him get a position as secretary and personal assistant of Sir William Temple, an English diplomat, at Moor Park, Farnham. Within three years of their acquaintance, Temple had introduced his secretary to William III, and sent him to London to urge the King to consent to a bill for triennial Parliaments.

Modest Proposal: Swift Background � � When Swift took up his residence at Moor Park, he met Esther Johnson, then eight years old, the fatherless daughter of one of the household servants. Swift acted as her tutor and mentor, giving her the nickname "Stella", and the two maintained a close but ambiguous relationship for the rest of Esther's life. During this second stay with Temple, Swift received his M. A. from Hertford College, Oxford in 1692. Then, apparently despairing of gaining a better position through Temple's patronage, Swift left Moor Park to become an ordained priest in the Established Church of Ireland. Swift became increasingly active politically in these years. From 1707 to 1709 and again in 1710, Swift was in London, unsuccessfully urging upon the Whig administration of Lord Godolphin the claims of the Irish clergy to the First Fruits and Twentieths ("Queen Anne's Bounty"), � (a fund established in 1704 to augment the incomes of the poorer clergy of the Church of England) which brought in about £ 2, 500 a year, already granted to their brethren in England. He found the opposition Tory leadership more sympathetic to his cause, and Swift was recruited to support their cause as editor of the Examiner when they came to power in 1710. In 1711, Swift published the political pamphlet "The Conduct of the Allies, " attacking the Whig government for its inability to end the prolonged war with France. In February 1702, Swift received his Doctor of Divinity degree from Trinity College, Dublin.

Modest Proposal: Swift Background � � Swift was part of the inner circle of the Tory government. However, with the death of Queen Anne and accession of George I that year, the Whigs returned to power and the Tory leaders were tried for treason for conducting secret negotiations with France. Before the fall of the Tory government, Swift hoped that his services would be rewarded with a church appointment in England. However, Queen Anne appeared to have taken a disliking to Swift and thwarted these efforts. The best position his friends could secure for him was the Deanery of St. Patrick's, Dublin. With the return of the Whigs, Swift's best move was to leave England he returned to Ireland in disappointment, a virtual exile, to live "like a rat in a hole". Once in Ireland, however, Swift began to turn his pamphleteering skills in support of Irish causes, producing some of his most memorable works: Proposal for Universal Use of Irish Manufacture (1720), Drapier's Letters (1724), and A Modest Proposal (1729), earning him the status of an Irish patriot. In 1729, Swift published A Modest Proposal for Preventing the Children of Poor People in Ireland Being a Burden on Their Parents or Country, and for Making Them Beneficial to the Publick, a satire in which the narrator, with intentionally grotesque logic, recommends that Ireland's poor escape their poverty by selling their children as food to the rich. Following the satirical form, he introduces the reforms he is actually suggesting by deriding them

Satire Writing Assignment � You are a modern day Jonathan Swift, disgusted with a problem in the world that you want others to not only recognize but also to fix. You know well enough that you cannot get people’s attention without humor, shock, and awe. You also know that your presentation of the problem’s background will help your audience best understand your overall (albeit subtle) satirical message. � Your task is below, should you choose you accept it (hint: you have no choice). � 1. Identify a problem in society that you want solved (ex: bullying in schools, care of the elderly, traffic laws…. ). Keep in mind that this problem should be narrow in scope so that you don’t research/write forever. (Your topic must be approved by 23 April 2012. ) � 2. Research the background of that problem, answering the following questions and any others that you come across: What is the problem? Who is involved? Where is this problem prevalent? What are basic statistics/data on this problem? Is there anything in place to solve it? Is it effective? � � � 3. Write your findings in outline form. You must cite in APA after each fact. You will need a title page AND a reference page. � 4. After your outline is complete, write a 3 5 paragraph paper of your own satirical solution to your researched problem. Use techniques that we’ve discussed (ex: irony, parody, exaggeration, etc. ) in order to effectively satirize your situation. Research is not necessary for this component; therefore you do not need parenthetical citation. If you DO use outside information, however, you will need to cite to avoid plagiarism. � 5. Staple your items in the following order: APA cover page, outline, satire paragraphs, references. You should have proper APA headings throughout the entire packet. � 6. Be creative & have fun with it!!!

Satire Writing Assignment � Example Outline (The following information will be in complete sentences with APA parenthetical citation at the end of each sentence): � Title I. Background A. Definition B. Location C. Groups/People Involved D. Origination of problem II. Causes of Problem A. Cause 1 B. Cause 2 III. Statistics and Data A. Numbers affected B. Growth of problem C. Projection of problem IV. Current Solutions A. Solution 1 & Effectiveness B. Solution 2 & Effectiveness V. Miscellaneous Remember the following about APA format: The title page includes your name, date, school about 1/3 of the way down the page, centered. The header will include (left) Running head: TITLE and (right) page # � � � � � The rest of your paper will have a header of TITLE (no “Running head” anymore) and subsequent page numbers. The outline title, satire title, and reference titles will be included, centered on the respective pages. � The References page only has the title of “References” as well as alphabetized sources—you must have at least 3 reliable sources—with hanging indentation and no active hyperlinks. � ALL font is Times New Roman, size 12—NOTHING is bolded or underlined. � Visit the Purdue Online Writing Lab for sample papers/answers to your questions. http: //owl. english. purdue. edu/owl/resource/560/01/ �

Part I: Outline Rubric Total: _______ / 16 Excellent (4) Good (3) Developing (2) Re-do (1) Organization Outline is organized in a manner that clearly indicates topics and subtopics. Organization effectively supports topic. Outline is well-organized, but there may be one instance of ineffective organization (such as a misplaced or missing fact). Outline is organized, although not effectively. Problems with missing or misplaced facts that do not flow well. Outline is not organized in any apparent manner. Content Information has substance that supports the problem. Clearly relevant to topic at hand. Information supports problem but lacks the depth to make it most effective. Information supports problem but superficial in nature and at times irrelevant. Information does not support problem; multiple instances of irrelevance Quality of sources Reputable sources (i. e. orgs and edus). No Wikipedia. 2 reputable sources, 1 questionable source 1 reputable source, 2 questionable sources Less than 3 sources or 3 questionable sources. Parenthetical Citations At the end of every fact. At least 3 different sources; all found in reference page. Included for most facts. May be missing in one or two. Included for some facts; missing often Not included

Part II: Satire Rubric Total: ____/20 x 1. 5 = _______ / 30 Excellent (4) Good (3) Developing (2) Re-do (1) Techniques Author incorporates at least two techniques (i. e. irony, hyperbole) effectively and appropriately. Author incorporates at least two techniques although may not included in order to be most effective. Author incorporates only one technique effectively. Author does not incorporate techniques or does so ineffectively. Delivery Satire clearly emphasizes author’s understanding of the genre. Satire indicates author’s understanding of genre, although author may not understand as in depth as ideal. Satire indicates some understanding, although author does not demonstrate this clearly. Satire does not indicate author’s understanding of genre. Purpose Satire effectively indicates societal problem and solutions reinforce need for societal awareness & change. Satire indicates societal problem and solution, although may have Satire indicates societal problem and solution, although there a few errors. Satire problem/ solution is unrelated and ineffective. Relevance to Problem Solutions logically support problem. Solution supports problem, although Satire solution is related, although there may be a small error (or omission) not closely enough for best effect. in logic. Creativity Satire clearly reflects author’s risks and intense efforts. Satire reflects risks and efforts, although both could have been more apparent. Satire solution is unrelated to problem and ineffective. Satire indicates some risk or effort. Satire reflects little risk or effort.

Part III: APA Rubric APA total: _____/16 Project Total: _____/62 Excellent (4) Good (3) Developing (2) Re-do (1) All text is Times New Roman, size 12, with no bolds or underlines anywhere in the paper. Most of text is TNR, size 12. No bolds or underlines in paper. Most of text is TNR, size 12. May be one or two bolds/ underlines in paper. Multiple errors in formatting. Title Page Follows APA format with proper placement of information (all typed and spelled properly). All text follows format above. Small error in placement of information or information itself. Properly formatted. More than one error in placement or information OR error in formatting of title page. Multiple errors. Headers All headers are correct according to page of paper. Title Page includes Running head, title in caps, and page 1. Subsequent pages only include TITLE and page numbers. One small error in header information, capitalization, placement, or consistency. More than one error. Multiple errors. Reference Page Properly alphabetized, with centered title One minor error in formatting (see (formatted correctly) and hanging indentation. column to left). No active hyperlinks. More than one error. Multiple errors. Format

DAY 3

What makes a fairy tale?

Fairy Tale Elements Common Elements of Fairy Tales � 1. A fairy tale begins with "Once upon a time. . . ” � 2. Fairy tales happen in the long ago. � 3. Fairy Tales have fantasy and make believe in them. � 4. Fairy Tales have clearly defined Good characters vs. Evil characters. � 5. Royalty is usually present in a fairy tale, a beautiful princess/handsome prince. � 6. There may be magic with giants, elves, talking animals, witches or fairies. 7. Fairy tales have a problem that needs to be solved. � 8. It often takes three tries to solve the problem. � 9. Fairy tales have happy endings – “they all lived happily ever after. ” � 10. Fairy tales usually teach a lesson or have a theme.

Shrek

Fairy Tales and Satire: Shrek � In viewing the clip the 1 st time, pay attention to and jot down elements from the clip that depart from the typical characteristics of fairy tales. Elements of a fairy tale � Examples from Shrek that subvert Make connections between the two lists.

Fairy Tales and Satire: Shrek � Shrek satirizes fairy tales by departing from the typical fairy tale characteristics in humorous ways. � Satire: � A literary work that ridicules its subject through the use of techniques such as exaggeration, reversal, incongruity, and/or parody in order to make a comment or criticism about it.

Fairy Tales and Satire: Shrek On the other side of your piece of paper, please write down the following. Definitions: � Exaggeration � To enlarge, increase, or represent something beyond normal bounds so that it becomes ridiculous and its faults can be seen. � Incongruity � To present things that are out of place or are absurd in relation to its surroundings. � Reversal � To present the opposite of the normal order (e. g. , the order of events, hierarchical order). � Parody � To imitate the techniques and/or style of some person, place, or thing.

Fairy Tales and Satire: Shrek � � Clip from Shrek: 51: 20 53: 20. The clip depicts the capture of Princess Fiona by Robin Hood, who mistakenly thinks that the Princess has been taken against her will by the ogre, Shrek. After "rescuing" the princess, Robin Hood and his Merry Men pause to introduce themselves by performing a ridiculous song and dance number. In the middle of the routine, Princess Fiona screams, "That's enough!" and single handedly attacks and subdues Robin Hood and all of his Merry Men. https: //www. youtube. com/watch? v=i 0 IVvxrm. I 44 Brainstorm: "What makes a fairy tale? What are the characteristics of the genre? " (share with word web)

Fairy Tales and Satire: Shrek � On viewing the clip a 2 nd time, and referring to your notes, identify at least one example from the clip for each of the four techniques of satire. Please do this individually on the same side of the paper as your definitions for exaggeration, reversal, incongruity, and parody. � We’ll share with our groups after the clip is over and you’ve had a minute to write.

Fairy Tales and Satire: Shrek Examples: � Exaggeration � � Incongruity � � Princess Fiona uses her ponytail to deliver a knockout punch to one of the Merry Men. While frozen in a mid air martial arts kick, Princess Fiona pauses to fix her disheveled hair before knocking out two of the Merry Men. Reversal � � Princess Fiona fights and successfully defeats Robin Hood and all of his Merry Men without any help and without any weapons. The roles of the hero and the damsel in distress have been reversed. In this clip, it is Princess Fiona, the rescuee, who fights and defeats the foe. Parody � The fight scene is an exaggerated imitation of the martial arts style and special effects used in movies such as The Matrix and Crouching Tiger, Hidden Dragon.

Fairy Tales and Satire: Shrek � Underneath your examples, please answer the following: � Identify the primary comment or criticism about society that is being made by the satirical techniques in this clip from Shrek. � If you’re having a brain fart, consider this question to help you out: what is the underlying lesson or unwritten moral in the story?

Fairy Tales and Satire: Shrek � Possible answers: � The traditional story of the knight rescuing the damsel in distress is not a realistic depiction of the roles filled by men and women in modern society. � Current Hollywood action movies like The Matrix have become ridiculous because they are too focused on special effects.

Fairy Tales and Satire: Shrek � Another story: � Read (watch) a satirical version of a well known fairy tale � Identify AT LEAST 3 different types of satirical devices (from your notes from yesterday and the new definitions today—i. e. Reversal and incongruity) � In a paragraph, explain what the purpose of the satire is. What social commentary is being made? What is being lampooned and why do you think so?

What really happened to the three little pigs � https: //www. youtube. com/watch? v=m 75 a. Ehm BYw