 You’ve just finished The Handmaid’s Tale... And instead of ending with Offred, Atwood gives us a transcript from an academic conference hundreds of years later. Why? Before we write a more formal literary analysis essay, we need to figure out what this ending is really doing. Address the 5 parts below in your primary blog response. This does not need to be formal in style. It’s thinking on paper (blog), and you can be as conversational as you like. You do not need to answer each specific question in your response, but you should use them to guide your literary musing. PART I: First Reaction
PART II: What Do We Notice? 1. How Do the Scholars Talk About Offred?
PART III: The Last Line The chapter ends with “Are there any questions?” Finish your conversation by exploring at least two possible meanings of this line. Consider:
PART IV: Bridging to the Bigger Idea Now push your thinking further. Do you think Atwood is only criticizing these fictional academics, or might she also be saying something about:
PART V: Preparing for the Essay (The Big Move) How does reading Offred’s full story change the way we judge Professor Pieixoto? In a meta-analysis of this chapter, how does examining Pieixoto's lecture force us to reconsider everything we just read? How does it shift the question from “What happened to Offred?” to “How will her story be handled?” and maybe even to “Who controls meaning?” Finally, ask yourself, "What is Atwood's message to me?" Primary Blog Expectations (respond to the prompt above): 200-250 words, minimal errors in grammar and usage, thoughtful and thorough writing. Please use the name you were assigned in class as your nom de plume and be sure to add a word count. Due by 11:59 pm Friday night, 3/6/2026. Secondary Blog Response Expectations (read everyone's primary responses, select two that interest you, and respond to their ideas): 100-150 words EACH, minimal errors in grammar and usage, thoughtful and thorough writing. Please use the name you were assigned in class as your nom de plume and be sure to add a word count. Due by 11:59 pm Sunday night, 3/8/2026. 
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 Jezebel's, as a setting, encapsulates the duality of Gilead: a regime that outwardly enforces strict moral codes but inwardly indulges in depravity and excess. The "masquerade" atmosphere serves as a metaphor for the regime itself-a facade of order masking chaos and corruption. Offred's internal conflict is mirrored in the women around her. Serena Joy serves as her foil; a woman who, despite their class difference, represents the women who see the hypocrisy but have submitted themselves to it. Ofglen is the moral voice of resistance, while Moira's voice serves as a spirit of her past. This fragmented identity is apparent as Offred struggles to reconcile her pre-Gilead self with her current reality. This doubling of identity is further illustrated in her connection to Nick, who represents both a risk and a refuge. This moral ambiguity comes to life in Offred's "particicution" during the Salvaging. While resistance is critical, survival is fundamental, so safety through acquiescence becomes obvious. In your response, you might address any or all of the following prompts:
Secondary Blog Response Expectations (read everyone's primary responses, select two that interest you, and respond to their ideas): 100-150 words EACH, minimal errors in grammar and usage, thoughtful and thorough writing. Please use the name you were assigned in class as your nom de plume and be sure to add a word count. Due by 11:59 pm Sunday night, 3/1/2026.   The action in this week's reading was both notable and contextually rich. We focused on Janine's highly ritualized birthing ceremony, Moira's escape, the Commander's odd games of Scrabble with Offred, contrasted with Offred's reflections on a childhood memory of a documentary about Nazi Germany. In this Primary blog entry, please consider how, in this week's reading, Atwood presents and connects the control and commodification of women in Gilead with the psychological effects of oppression. In your response, you might address any or all of the following prompts:
Secondary Blog Response Expectations (read everyone's primary responses, select two that interest you, and respond to their ideas): 100-150 words EACH, minimal errors in grammar and usage, thoughtful and thorough writing. Please use the name you were assigned in class as your nom de plume and be sure to add a word count. Due by 11:59 pm Sunday night, 2/22/2026.   The list is long of possible topics to discuss in this week's reading. Select one of the topic choices below to discuss how Atwood's use of Narrative Techniques and Imagery to illuminates your understanding of them:
In your response you might address any or all of the following prompts:
Successful responses will:
In your response, use at least a few of the terms below (and apply them correctly):
Primary Blog Expectations (respond to the prompt above): 200-250 words, minimal errors in grammar and usage, thoughtful and thorough writing. Please use the name you were assigned in class as your nom de plume and be sure to add a word count. Due by 11:59 pm Friday night, 2/13/2026. Secondary Blog Response Expectations (read everyone's primary responses, select two that interest you, and respond to their ideas): 100-150 words EACH, minimal errors in grammar and usage, thoughtful and thorough writing. Please use the name you were assigned in class as your nom de plume and be sure to add a word count. Due by 11:59 pm Sunday night, 2/15/2026.   Context: As you read The Handmaid’s Tale, pay attention to two big ideas:
1) World-building (Setting) This isn’t just “where and when.” It’s how the entire society operates: its rules, routines, symbols, and what people are permitted (or not permitted) to do. 2) Narrative Voice This is how the story is told and who is telling it. Offred’s voice shapes what we notice, what we trust, and what we question. These two things work together: the setting shows us what kind of world Gilead is, and Offred’s voice shows us what it feels like to live there. After this week’s reading, you can see that The Handmaid’s Tale blends genres: it’s speculative, realistic, and dystopian. You’re also learning that Gilead’s rise and its religious government controls nearly every part of life in what used to be the United States. Finally, you’re starting to see that Offred is full of contradictions: she is oppressed, but she also finds ways to be resistant. Even when the system tries to erase her identity, she uses memory and storytelling to hold on to her sense of self. This also connects to the difference between “freedom from” (freedom from danger or chaos) and “freedom of” (freedom to choose your own life). Prompt: Write a response about this week’s reading that explains how the setting and Offred’s narrative voice help Atwood highlight themes like:
In your response, use at least a few of the terms below (and apply them correctly):
Success Criteria: 1. Make a clear claim (what Atwood is showing and why it matters). 2. Use the vocabulary accurately (choose terms that truly fit your examples). 3. Use specific evidence from the text, such as:
Primary Blog Expectations (respond to the prompt above): 200-250 words, minimal errors in grammar and usage, thoughtful and thorough writing. Please use the name you were assigned in class as your nom de plume and be sure to add a word count. Due by 11:59 pm Friday night, 2/5/2026. Secondary Blog Response Expectations (read everyone's primary responses, select two that interest you, and respond to their ideas): 100-150 words EACH, minimal errors in grammar and usage, thoughtful and thorough writing. Please use the name you were assigned in class as your nom de plume and be sure to add a word count. Due by 11:59 pm Sunday night, 2/7/2026.  Margaret Atwood employs three epigraphs at the beginning of The Handmaid's Tale to establish the novel's tone. Based on the epigraphs provided, analyze how each epigraph contributes to an understanding of:
Successful responses will cover:
Key Terms: Anachronistic: Something that seems to belong to a different time period than the one it is portrayed in. Imperative: A command or instruction given in the form of a sentence that starts with a verb. Metaphor: A way of describing something by comparing or calling it something else, creating a vivid image or meaning. Satire: A way of using humor, irony, or exaggeration to criticize or mock societal issues, individuals, or systems. Epigraph #1 “And when Rachel saw that she bare Jacob no children, Rachel envied her sister*; and said unto Jacob, Give me children, or else I die. And Jacob's anger was kindled against Rachel; and he said, Am I in God's stead, who hath withheld from thee the fruit of the womb? And she said, Behold my maid Bilhah, go in unto her; and she shall bear upon my knees, that I may also have children by her.” - Genesis 30:1-3 Epigraph #2 But as to myself, having been wearied out for many years with offering vain, idle, visionary thoughts, and at length utterly despairing of success, I fortunately fell upon this proposal.... -Jonathan Swift, A Modest Proposal Epigraph #3 ‘In the desert there is no sign that says, “Thou shalt not eat stones.”’ - Sufi Proverb Primary Blog Expectations (respond to the prompt above): Minimal errors in grammar and usage, thoughtful and thorough writing. Please use the name you were assigned in class as your nom de plume and be sure to add a word count. Due by 11:59 pm Friday night, 1/30/2026!  Did I request thee, Maker, from my clay To mould me man? Did I solicit thee From darkness to promote me? -John Milton, Paradise Lost, X, 743-745 (1667) The creature reads John Milton's epic poem, Paradise Lost (1667). Milton's epic poem tells the story of how Adam and Eve live in peaceful harmony until they are seduced by Satan into eating from the Tree of Knowledge and are punished by being banished from the Garden of Eden. While reading Paradise Lost, the creature reports that he initially identifies with the character of "Adam" insofar as both are "united by no link to any other being in existence" (132). However, the creature also identifies with the character of "Satan": "Many times I considered Satan as the fitter emblem of my condition; for often, like him, when I viewed the bliss of my protectors, the bitter gall of envy rose within me" (132). Do you think the character bears a greater resemblance to Adam or Satan? Why? Important Note: Mary Shelley, a highly educated woman of her time, would have deep knowledge of various texts (both secular and nonsecular), philosophies, cultures, and ideas and would have been encouraged by her progressive upbringing to think critically about all of them. She would have been influenced by various religious beliefs, but seems to have held agnostic or atheistic views. However, as a child of Great Britain, Shelley's conception of Frankenstein reflects a complex engagement with Judeo-Christian themes, suggesting her influence by the religion followed by most people around her. Primary Blog Expectations (respond to the prompt above): 200-250 words, minimal errors in grammar and usage, thoughtful and thorough writing. Please use the name you were assigned in class as your nom de plume and be sure to add word count. Due by 11:59pm Sunday night, 12/21/2025! Secondary Blog Response Expectations (read everyone's primary responses, select two that interest you, and respond to their ideas): 100-150 words EACH, minimal errors in grammar and usage, thoughtful and thorough writing. Please use the name you were assigned in class as your nom de plume and be sure to add word count. Due by 11:59pm Monday night, 12/22/2025! Extra Information: If you are unfamiliar with Paradise Lost by John Milton, Dr Moore of Saint Thomas University gives an excellent and relatively brief overview considering the complexity of this famous poem. As always, remember that this video lecture is Dr Moore's interpretation of Milton's epic classic through the lens of sociopolitical thought. You may find that you have your own interpretation if you choose to read it. Summary: Paradise Lost, an epic poem by John Milton, is arguably the greatest poem written in the English language. It is based upon the creation story found in the Christian Bible. Most religions (current and ancient) have stories that attempt to answer the question: Where did we come from? Interestingly, if you take a Comparative Studies course, you may find many parallels amongst various societies throughout time and place. This is where thinkers like Joseph Campbell developed the concept for his book, The Hero with a Thousand Faces, and Carl Jung's Archetypal Characters. What is Paradise Lost about? Paradise Lost tells the story of the Garden of Eden, God's creation of humanity, Eve's temptation by Satan and Adam's subsequent temptation by Eve. It also tells the story of the War in Heaven, when Satan rebelled against God and fell to Hell. Paradise Lost is an extraordinary epic poem; its major themes include freedom, knowledge, justice, providence, republicanism and monarchy. This podcast provides a summary of some of Paradise Lost's major themes as well as some strategies for reading Milton's epic poem (adapted from GreatBooksProf). Click the image below to listen to the NYPL podcast, "Frankenstein: Our Dark Mirror." In this Primary Blog Post, please copy/paste the notes from your favorite chapter ONLY of the New York Public Library's podcast, Frankenstein: Our Dark Mirror. You may want to "flesh them out" (pun entirely intended) first, as your classmates will be reading and commenting on them. Primary Blog Expectations (respond to the prompt above): 200-250 words, minimal errors in grammar and usage, thoughtful and thorough writing. Please use the name you were assigned in class as your nom de plume and be sure to add word count. Due by 11:59pm Sunday Night! Secondary Blog Response Expectations (read everyone's primary responses, select two that interest you, and respond to their ideas): 100-150 words EACH, minimal errors in grammar and usage, thoughtful and thorough writing. Please use the name you were assigned in class as your nom de plume and be sure to add word count. Due by 11:59pm Monday Night!  The words that Shelley uses to describe Frankenstein's process of creation suggest that it is analogous to pregnancy and childbirth. Just as pregnant women in the 18th century were confined to a room before going into labor, Frankenstein describes himself as "emaciated with confinement" and beset by a "slow fever" (Shelly 38, 41). He repeatedly refers to his "midnight labors" and anticipates the day when his "labors would [...] end" (Shelley 55, 57). Why might Shelley compare the male protagonist's process of creation with a woman's biological process of giving birth? What is the purpose of the comparison? In your response, be sure to reference at least one of the many footnotes that enrich this portion of the novel. Primary Blog Expectations (respond to the prompt above): 200-250 words, minimal errors in grammar and usage, thoughtful and thorough writing. Please use the name you were assigned in class as your nom de plume and be sure to add word count. Due by 11:59pm on Sunday night! Secondary Blog Response Expectations (read everyone's primary responses, select two that interest you, and respond to their ideas): 100-150 words EACH, minimal errors in grammar and usage, thoughtful and thorough writing. Please use the name you were assigned in class as your nom de plume and be sure to add word count. Due by 11:59pm Monday night!   Mary Shelley opens Frankenstein with four epistolary letters from Robert Walton to his sister, Margaret Saville. Through these letters, Walton reveals his ambitions, fears, values, and vulnerabilities even before Victor Frankenstein enters the story.
In a well-developed response, analyze how Mary Shelley uses the first four letters to construct the character of Robert Walton. Your analysis should:
Primary Blog Expectations (respond to the prompt above): 150-200 words, minimal errors in grammar and usage, thoughtful and thorough writing. Please use the name you were assigned in class as your nom de plume and be sure to add word count. Due by 11:59 p.m. Sunday, November 30, 2025. Secondary Blog Response Expectations (read everyone's primary responses, select two that interest you, and respond to their ideas): 100-150 words EACH, minimal errors in grammar and usage, thoughtful and thorough writing. Please use the name you were assigned in class as your nom de plume and be sure to add word count. Due by 11:59 p.m. on Monday, December 1, 2025.  Conduct a brief search on your chosen 19th-century female scientist. Acting in her persona, compose a brief 1st person POV paragraph to introduce yourself. In your introduction, include your background information, your specialization, and any awards or distinctions you have earned. If you can find an interesting fact to add that is non-science related, incorporate that here. Your tone can be conversational, serious, comedic, or any that you feel best fits your persona. Include an image, if you can.
Remember, only use your Nom de Plume. I will know who you are. Have fun creating your fictionalized character of a real person, but do try to be faithful to your scientist's reality. Expectations:
 Victor Frankenstein initially agrees to create a female companion for the Creature, believing it will end the Creature’s suffering and prevent further violence. However, as he works, he becomes haunted by the possible consequences of his actions. In a moment of panic, he destroys the female, declaring, “She, who in all probability was to become a thinking and reasoning animal, might refuse to comply with a compact made before her creation” (Shelley 147). Here, Victor acknowledges that the female Creature would have agency and might reject the Creature as her mate, rendering his efforts futile. He also fears that together they might pose an even greater threat to humanity, perhaps even reproducing and creating a new race of beings beyond his control: “A race of devils would be propagated upon the earth who might make the very existence of the species of man a condition precarious and full of terror” (147).
How do Victor’s justifications for destroying the female Creature reveal his anxieties about power, control, and the natural order? An interesting activity is using a Feminist Critical Lens to critique these two sentences. Why might a female "thinking and reasoning animal [...] refuse to comply"? What is Mary Shelley suggesting when she invokes the idea of this "thinking and reasoning" creature rejecting the agreements made by others and thus producing an entire "race of devils [...] who might make the very existence of the species of man [...] precarious and full of terror"? Why is this "thinking and reasoning" creature refusing to comply to society's expectation of her role as a mate so much more monstrous than the first creature? Do you see a paradox between Victor Frankenstein's worries about this female creature and his ever-compliant love, Elizabeth? Elaborate. Primary Blog Expectations (respond to the prompt above): 200-250 words, minimal errors in grammar and usage, thoughtful and thorough writing. Please use the name you were assigned in class as your nom de plume and be sure to add word count. Due by 11:59pm Sunday night 3-9-2025!  Did I request thee, Maker, from my clay To mould me man? Did I solicit thee From darkness to promote me? -John Milton, Paradise Lost, X, 743-745 (1667) The creature reads John Milton's epic poem, Paradise Lost (1667). Milton's epic poem tells the story of how Adam and Eve live in peaceful harmony until they are seduced by Satan into eating from the Tree of Knowledge and are punished by being banished from the Garden of Eden. While reading Paradise Lost, the creature reports that he initially identifies with the character of "Adam" insofar as both are "united by no link to any other being in existence" (132). However, the creature also identifies with the character of "Satan": "Many times I considered Satan as the fitter emblem of my condition; for often, like him, when I viewed the bliss of my protectors, the bitter gall of envy rose within me" (132). Do you think the character bears a greater resemblance to Adam or Satan? Why? Primary Blog Expectations (respond to the prompt above): 150-200 words, minimal errors in grammar and usage, thoughtful and thorough writing. Please use the name you were assigned in class as your nom de plume and be sure to add word count. Due by 11:59pm Sunday night, 3/2/2025! Secondary Blog Response Expectations (read everyone's primary responses, select two that interest you, and respond to their ideas): 100-150 words EACH, minimal errors in grammar and usage, thoughtful and thorough writing. Please use the name you were assigned in class as your nom de plume and be sure to add word count. Due by 11:59pm Tuesday night, 3/4/2025! Extra Information: If you are unfamiliar with Paradise Lost by John Milton, Dr. Moore of Saint Thomas University will give you an excellent and relatively brief overview considering the complexity of this famous poem. As always, remember that this video lecture is Dr. Moore's interpretation of Milton's epic classic through the lens of sociopolitical thought. You may find that you have your own interpreation if you choose to read it. Summary: Paradise Lost, an epic poem by John Milton is arguably the greatest poem written in English. What is Paradise Lost about? Paradise Lost tells the story of the Garden of Eden, God's creation of humanity, Eve's temptation by Satan and Adam's subsequent temptation by Eve. It also tells the story of the War in Heaven, when Satan rebelled against God and fell to Hell. Paradise Lost is an extraordinary epic poem, its major themes include freedom, knowledge, justice, providence, republicanism and monarchy. This podcast provides a summary of some of Paradise Lost's major themes as well as some strategies for reading Milton's epic poem (GreatBooksProf).  The words that Shelley uses to describe Frankenstein's process of creation suggest that it is analogous to pregnancy and childbirth. Just as pregnant women in the 18th century were confined to a room before going into labor, Frankenstein describes himself as "emaciated with confinement" and beset by a "slow fever" (Shelly 55, 57). He repeatedly refers to his "midnight labors" and anticipates the day when his "labors would [...] end" (Shelley 55, 57). Why might Shelley compare the male protagonist's process of creation with a woman's biological process of giving birth? What is the purpose of the comparison?
Primary Blog Expectations (respond to the prompt above): 100-150 words, minimal errors in grammar and usage, thoughtful and thorough writing. Please use the name you were assigned in class as your nom de plume and be sure to add word count. Due by 11:59pm tonight 2-24-2025! Secondary Blog Response Expectations (read everyone's primary responses, select two that interest you, and respond to their ideas): 100-150 words EACH, minimal errors in grammar and usage, thoughtful and thorough writing. Please use the name you were assigned in class as your nom de plume and be sure to add word count. Due by 11:59pm Thursday night 2-28-2025!
In this OPTIONAL blog post, please follow the directions on Google Classroom. No Secondary posting for this lecture.
Please use the name you were assigned in class as your nom de plume.  Click the image above to listen to the NYPL podcast, "Frankenstein: Our Dark Mirror." In this Primary Blog Post, please copy/paste the notes from your favorite chapter ONLY of the New York Public Library's podcast, Frankenstein: Our Dark Mirror. You may want to "flesh them out" (pun entirely intended) first, as your classmates will be reading and commenting on them this weekend.
Primary Blog Expectations (respond to the prompt above): 200-250 words, minimal errors in grammar and usage, thoughtful and thorough writing. Please use the name you were assigned in class as your nom de plume and be sure to add word count. Due by 11:59pm Thurs night, Feb 6th! Secondary Blog Response Expectations (read everyone's primary responses, select two that interest you, and respond to their ideas): 100-150 words EACH, minimal errors in grammar and usage, thoughtful and thorough writing. Please use the name you were assigned in class as your nom de plume and be sure to add word count. Due by 11:59pm Friday night, Feb 7th!  Conduct a brief search on your chosen 19th century female scientist. Acting in her persona, compose a brief 1st person POV paragraph to introduce yourself. In your introduction, include your background information, your specialization, and any awards or distinctions you have earned. If you can find a interesting fact to add that is non-science related, incorporate that here. Your tone can be conversational, serious, comedic, or any that you feel best fits your persona. Include an image, if you can.
Remember, only use your Pen Name. I will know who you are. Have fun creating your fictionalized character of a real person, but do try to be faithful to your scientist's reality. Expectations:
The images below show people and places in Afghanistan that may represent the world in which Laila exists. Having finished Part 2, you now know just how different Laila's life was from Mariam's. But how different was it really? How does the idea os "shelter" (in all of its iterations) affect both women? In your Primary Blog Entry, compare and contrast Mariam and Laila's experiences. Find at least one quote or paraphrase a passage from each that truly highlights their differences, but also explain how the women are similar. Find another quote or paraphrase a passage that highlights their similarity. Once you have finished and submitted your Primary Blog Entry, please read your classmates' entries. Select two to which you would like to respond. See below the photos for more detailed insructions. Primary Blog Expectations (respond to the prompt above): 200-250 words, minimal errors in grammar and usage, thoughtful and thorough writing. Please use the name you were assigned in class as your nom de plume and be sure to add word count. Due by 11:59pm Friday night 2-10-2023! Secondary Blog Response Expectations (read everyone's primary responses, select two that interest you, and respond to their ideas): 100-150 words EACH, minimal errors in grammar and usage, thoughtful and thorough writing. Please use the name you were assigned in class as your nom de plume and be sure to add word count. Due by 11:59pm Sunday night 2-12-2023! In Part 1 of A Thousand Splendid Suns, Nana says the following to her daughter, Mariam: “Women like us. We endure. It’s all we have.” Select three distinct passages from Part 1 (add page #) that show how this sentiment informs Mariam’s life and how it relates to themes you believe will be intrinsic to the larger meaning of the novel. Primary Blog Expectations (respond to the prompt above):
--200-250 words --minimal errors in grammar and usage --thoughtful and thorough writing --Use the name that you were assigned in class as your nom de plume. --Be sure to add word count. --Due by 11:59 PM on Sunday night! --REMEMBER, this is a Practice Assessment and, therefore, will not be accepted late.  In what ways can imagination and inspiration unleash the best and worst in humankind? Primary Blog Expections: 200-250 words, minimal errors in grammar and usage, thoughtful and thorough writing. Please use the name you were assigned in class as your nom de plume and be sure to add word count. Due by 11:59 PM Friday night.
Secondary Blog Response Expectations (read everyone's primary responses, select two that interest you, and respond to their ideas): 100-150 words EACH, minimal errors in grammar and usage, thoughtful and thorough writing. Please use the name you were assigned in class as your nom de plume and be sure to add word count. Due by 11:59 PM Sunday night.  Frankenstein complicates the idea of what it means to be human. What combination of biology, experience or innate characteristics make us who we are? Primary Blog Expections: 200-250 words, minimal errors in grammar and usage, thoughtful and thorough writing. Please use the name you were assigned in class as your nom de plume and be sure to add word count. Due by 11:59 PM Friday night.
Secondary Blog Response Expectations (read everyone's primary responses, select two that interest you, and respond to their ideas): 100-150 words EACH, minimal errors in grammar and usage, thoughtful and thorough writing. Please use the name you were assigned in class as your nom de plume and be sure to add word count. Due by 11:59 PM Sunday night. "The Rime of the Ancient Mariner" (1798) by Samuel Taylor Coleridge - Discussion Question10/13/2022
 What is a Lens and Artifact Analysis?   Final Blog Prompt: Chapters 22 and 23 contain a strong sense of foreboding, or the feeling of a catastrophe around the corner. Look through these chapters and demonstrate how suspense is used to foreshadow future doom. Use several examples to prove your point. Relate these examples to the function of a gothic novel.
Primary Blog Expectations (respond to the prompt above): 200-250 words, minimal errors in grammar and usage, thoughtful and thorough writing. Please use the name you were assigned in class as your nom de plume and be sure to add word count. Due by 11:59pm Friday night 12-11-2020! Secondary Blog Response Expectations (read everyone's primary responses, select two that interest you, and respond to their ideas): 100-150 words EACH, minimal errors in grammar and usage, thoughtful and thorough writing. Please use the name you were assigned in class as your nom de plume and be sure to add word count. Due by 11:59pm Sunday night 12-13-2020!
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