For the ill and the absent-minded -

Here, you will find a very brief summary of class discussions and activities, lists of assigned readings, and links to other resources. The posts are reminders of what we covered in class and/or of what you missed by being absent physically and/or mentally. If we are required to work remotely, the posts will give directions for the day's activities, and let you know when we will meet via Google Meets. Please read the posts, talk with your classmates, and do the practise work as it suits the timing at home. Please put all work in your digital folders via Google Drive. Feel free to make comments and if you're still confused, please email me!

(NB: I do not condone class absences - you must be present, in class, actively listening and participating whenever possible. Always communicate your absences with the school office as well as with me. It is your responsibility to make arrangements for missed learning opportunities. You MUST meet all assignment deadlines. If we have to meet via Google Meets, please make a note of the QR link posted in Room 205 for the meeting id and passwords.)

01 April 2026

B - ...when Swift's satire threw you for a loop.

ESSENTIAL QUESTION: What does Swift's criticism of the 17th century world and it's inhabitants contribute to our 21st century worldview?

Learners shared their first reactions and confusions about "The Voyage to Lilliput" and "The Voyage to Brobdingnag" from Gulliver's Travels. We discussed Swift's "silliness" and "grandeur" as satire - diminution and magnification.

I also spoke briefly about Swift's use of ethos, logos and pathos in "A Modest Proposal," until learners admitted to not having read the essay yet!

I gave learners the rest of the period to read Swift's essay.

PRACTISE: Finish reading "A Modest Proposal." Identify two to three examples each of ethos, logos, pathos.

READ: She Stoops to Conquer

NEXT CLASS: Swift's satire

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