School Notes

Compare / contrast two artists or two artistic works.

Examples:
2 books — 2 paintings — 2 restaurants — 2 music albums — 2 song writers
2 movies — 2 directors — 2 automobiles — 2 fashion designers — 2 architects
2 songs — 2 poems — 2 short stories — 2 Musicals — 2 TV Shows — 2 Actors

Compare / Contrast: evaluate differences and similarities to make informed decisions.
Subject by Subject:
First half of the paper / paragraph: Subject A
Second half of the paper / paragraph: Subject B
Conclusion: Discuss Both – Provide Final analysis.
Point by Point:
Discuss both subjects at the same time. Organize ideas based upon points of issues.
Example:
Intro / Thesis: Evaluation
• Food (Both parks)
• Entertainment (Both parks)
• Rides (Both parks)
Conclusion: Final evaluation / advice.
Compare and Contrast
Disneyland and Magic Mountain have many differences and similarities.
If there are many similarities, make certain you focus on the differences.
If there are many differences, make certain you focus on the similarities.
Compare / Contrast two people who have made a significant impact in your life.
Organize your essay:
Subject by Subject
+6 Paragraphs
Intro: both
Body #1: Tupac
Body #2: Tupac
Body#3: Britney
Body#4: Britney
Conclusion: both
Organize your essay:
Point by Point
Discuss both subjects throughout each paragraph.
+6 Paragraphs
Intro: Both
Body #1: Childhood Experiences with Ent. Industry
Body #2: How they became famous as music artists
Body#3: Lyrics
Body#4: Downfall
Conclusion: Both

Eng 091: Course Schedule

July 28th: (Tues) Discuss Actively Reading (Introduction and p. 1 -24)

Compare / Contrast Workshop (Continued?)

July 29th: (Wed.) Discuss Ishmael (Book 1 – 3)

Process Analysis Workshop

July 30th: (Thurs.) In – Class Essay

Aug 4th: (Tues.) Draft Day: Bring in Compare / Contrast Essay

Select / Prepare to Discuss 3 Articles from Section Two (Actively Reading)

Argument Workshop

Aug 5th: (Wed.) Compare / Contrast Essay Due

Discuss first half of Ishmael

Division / Classification Workshop

Aug 6th: (Thurs.) Discuss Actively Reading p. 75 – 114

Character and Theme Workshop

Aug. 11th: (Tues.) Draft Day: Bring in Argument Draft

Discuss Ishmael (Pages TBA)

Cause / Effect Workshop

Aug 12th: (Wed.) Discuss Actively Reading p. 115 – 128

Aug 13th: (Thurs.) Argument Essay Due

Discuss the conclusion of Ishmael

Poetry Workshop

Aug 18th: (Tues.) Oral Presentation – Day One

Draft Day: Bring in Literary Analysis

Aug 19th: (Wed.) Oral Presentation – Day Two

Aug 20th: (Thurs.) Literary Analysis Due

Final In-Class Essay

Here’s a handy list of transitional phrases compiled by Richmond University.

Examples of Transitions:

Illustration

Thus, for example, for instance, namely, to illustrate, in other words, in particular, specifically, such as.

Contrast

On the contrary, contrarily, notwithstanding, but, however, nevertheless, in spite of, in contrast, yet, on one hand, on the other hand, rather, or, nor, conversely, at the same time, while this may be true.

Addition

And, in addition to, furthermore, moreover, besides, than, too, also, both-and, another, equally important, first, second, etc., again, further, last, finally, not only-but also, as well as, in the second place, next, likewise, similarly, in fact, as a result, consequently, in the same way, for example, for instance, however, thus, therefore, otherwise.

Time

After, afterward, before, then, once, next, last, at last, at length, first, second, etc., at first, formerly, rarely, usually, another, finally, soon, meanwhile, at the same time, for a minute, hour, day, etc., during the morning, day, week, etc., most important, later, ordinarily, to begin with, afterwards, generally, in order to, subsequently, previously, in the meantime, immediately, eventually, concurrently, simultaneously.

Space

At the left, at the right, in the center, on the side, along the edge, on top, below, beneath, under, around, above, over, straight ahead, at the top, at the bottom, surrounding, opposite, at the rear, at the front, in front of, beside, behind, next to, nearby, in the distance, beyond, in the forefront, in the foreground, within sight, out of sight, across, under, nearer, adjacent, in the background.

Concession

Although, at any rate, at least, still, thought, even though, granted that, while it may be true, in spite of, of course.

Similarity Of Comparison

Similarly, likewise, in like fashion, in like manner, analogous to.

Emphasis

Above all, indeed, truly, of course, certainly, surely, in fact, really, in truth, again, besides, also, furthermore, in addition.

Details

Specifically, especially, in particular, to explain, to list, to enumerate, in detail, namely, including.

Examples

For example, for instance, to illustrate, thus, in other words, as an illustration, in particular.

Consequence Or Result

So that, with the result that, thus, consequently, hence, accordingly, for this reason, therefore, so, because, since, due to, as a result, in other words, then.

Summary

Therefore, finally, consequently, thus, in short, in conclusion, in brief, as a result, accordingly.

Suggestion

For this purpose, to this end, with this in mind, with this purpose in mind, therefore.

Objective Writing:

Fact based information.

No opinion.

Examples: Dictionary entries, police reports, encyclopedias.

Subjective Writing:

Opinion based writing.

Offers a specific point of view.

Creative, descriptive with imagery, editorial, arguemnt, etc.

Eng 091
Instructor: Wade Bradford
E-mail: profwade@hotmail.com
TWTh 6:30 pm – 9:20pm

COURSE DESCRIPTION:
This course emphasizes the principles and methods of essay writing, with reading and analysis of non-fictional prose and literature. The primary purpose of this course is to present an acceptable and conventional way to organize expository writing, so that students can convey their ideas clearly, concisely, logically, and persuasively.

PROCEDURE:
Class time will be used for discussion, analysis, and evaluation of assigned readings and for writing and speaking activities concerning various rhetorical concepts and strategies. Class participation is necessary for student understanding and progress. There will be at least four out-of-class papers, numerous in-class papers, a mid-term exam, and a final exam
Students are expected to have read the assignments BEFORE class discussion of them and to participate in the discussions. NOTE: DO NOT TEXT MESSAGE DURING CLASS.

ATTENDANCE:
Regular class attendance assures that students will not miss assignments and will receive assignment instructions firsthand. Therefore, to be prepared for exams and essays, to participate in group exercises and quizzes, students should attend class as much as possible. Excessive absences may result in a poor grade.

GRADES
Many students often wonder: “How do I get an A?” The quest for the perfect G.P.A. is a daunting task. In English you’ll find the grading system is quite subjective. Unlike math or science, there isn’t always a right or wrong answer. But there are some basic requirements to “good writing.” Here are some of them:

• Clear strong original thesis
• Appropriate support
• Explicit, systematic, logical argumentation
• Grammatically smooth, formal, and academic style
• Well aligned introduction and conclusion
• Supportive details and specific examples
• Genuine interest or enthusiasm goes a long way too

Here are some things to avoid:
• Imprecise thesis
• Too much summary
• Wandering topics
• Lengthy quotes without sufficient response
• References questionable support
• Repetitious argumentation or language
• Poor grammar / writing style
• Major contradictions

ASSIGNMENT BREAKDOWN:
Participation: 10%
In-Class Essay: 10%
Final Exam: 10%
Quizzes / In-Class Work: 10%

Papers:
Compare / Contrast: 10%
Argument: 20%
Literary Analysis: 20%
Oral Presentation: 10%
Portfolio: Credit / No Credit

REGARDING PLAGIARISM
You must not steal the writing of others. Even cutting and pasting a single sentence is an act plagiarism. If you quote from another source, you must give reference to that source; otherwise, you are being highly unethical. Students who are caught plagiarizing (or cheating in some way or another) will be removed from my classroom. The English Department will then be notified and trouble will ensue. In short, think for yourself; write for yourself.

REGARDING E-MAIL AND LATE HOMEWORK
If you have any questions or comments, I’d love to hear from you. But be advised, I do not accept work through email. It’s a big headache. You are responsible for bringing your work to class on time.

If you do not turn your paper in on time, I may still accept it. However, late papers are subject to penalty. I reserve the right to reduce the grade by fifty percent.

GROUP WORK & CLASS DISCUSSIONS
I happen to value the Socratic method; which basically means that I enjoy asking students questions, listening to their responses, and asking follow up questions. Oftentimes, students will be developing questions of their own, and present their ideas to the class. To create a positive, friendly environment, please be respectful to your follow students as they share their thoughts. It’s not easy for everyone to speak publicly… being an attentive listener will help those students alleviate their fears.

PORTFOLIO
Students will submit a cover letter and a portfolio of two revised essays. This portfolio is evaluated on a credit / no-credit basis. In order to move onto English 101, students must present must receive for their portfolio.

Finally: Please keep all of your assignments and exams. This will ensure that you receive a fair grade on all of your assignments.

Student Learning Outcomes:

• At the end of this course, the student should be able to compose thoughtful, well-organized, grammatically correct short essays, using properly documented outside sources and personal experiences to develop a unified thesis.
• At the end of this course, the student should be able to distinguish and analyze basic elements of fiction and non-fiction found in introductory college readings.

Specific Objectives:

• Focus and narrow ideas from prewriting.
• Compose well-organized, source-based short essays.
• Provide adequate supporting details for thesis statements.
• Revise own writing to make it unified, coherent and well developed.
• Apply a variety of patterns of development in writing, such as argument, cause/effect and comparison/contrast.
• Document external sources with parenthetical citations and a Works Cited list using the MLA format.
• Edit and revise own sentences for grammar, punctuation, mechanics, and sentence boundary errors.
• Demonstrate sentence variety in own writing.
• Analyze elements of fiction such as plot, setting, characterization, conflict, irony, figurative language and theme.
• Analyze elements of non-fiction including author’s thesis, main points, supporting details, and organization strategy.
• Synthesize ideas from sources with his or her own ideas

One Art by Elizabeth Bishop
The art of losing isn’t hard to master;
so many things seem filled with the intent
to be lost that their loss is no disaster.

Lose something every day. Accept the fluster
of lost door keys, the hour badly spent.
The art of losing isn’t hard to master.

Then practice losing farther, losing faster:
places, and names, and where it was you meant
to travel. None of these will bring disaster.

I lost my mother’s watch. And look! my last, or
next-to-last, of three loved houses went.
The art of losing isn’t hard to master.

I lost two cities, lovely ones. And, vaster,
some realms I owned, two rivers, a continent.
I miss them, but it wasn’t a disaster.

–Even losing you (the joking voice, a gesture
I love) I shan’t have lied. It’s evident
the art of losing’s not too hard to master
though it may look like (Write it!) like disaster.

The Flea by John Donne
MARK but this flea, and mark in this,
How little that which thou deniest me is ;
It suck’d me first, and now sucks thee,
And in this flea our two bloods mingled be.
Thou know’st that this cannot be said
A sin, nor shame, nor loss of maidenhead ;
Yet this enjoys before it woo,
And pamper’d swells with one blood made of two ;
And this, alas ! is more than we would do.

O stay, three lives in one flea spare,
Where we almost, yea, more than married are.
This flea is you and I, and this
Our marriage bed, and marriage temple is.
Though parents grudge, and you, we’re met,
And cloister’d in these living walls of jet.
Though use make you apt to kill me,
Let not to that self-murder added be,
And sacrilege, three sins in killing three.

Cruel and sudden, hast thou since
Purpled thy nail in blood of innocence?
Wherein could this flea guilty be,
Except in that drop which it suck’d from thee?
Yet thou triumph’st, and say’st that thou
Find’st not thyself nor me the weaker now.
‘Tis true ; then learn how false fears be ;
Just so much honour, when thou yield’st to me,
Will waste, as this flea’s death took life from thee.

A Martian Sends a Postcard Home by Craig Raine
Caxtons are mechanical birds with many wings

and some are treasured for their markings –they cause the eyes to melt

or the body to shriek without pain. I have never seen one fly, but

sometimes they perch on the hand. Mist is when the sky is tired of flight

and rests its soft machine on ground: then the world is dim and bookish

like engravings under tissue paper. Rain is when the earth is television.

It has the property of making colours darker. Model T is a room with the lock inside –

a key is turned to free the world for movement, so quick there is a film

to watch for anything missed. But time is tied to the wrist

or kept in a box, ticking with impatience. In homes, a haunted apparatus sleeps,

that snores when you pick it up. If the ghost cries, they carry it

to their lips and soothe it to sleep with sounds. And yet they wake it up

deliberately, by tickling with a finger. Only the young are allowed to suffer

openly. Adults go to a punishment room with water but nothing to eat.

They lock the door and suffer the noises alone. No one is exempt

and everyone’s pain has a different smell. At night when all the colours die,

they hide in pairs and read about themselves –

in colour, with their eyelids shut.

“Two Ways of Seeing a River” by Mark Twain

Now when I had mastered the language of this water and had come to know every trifling feature that bordered the great river as familiarly as I knew the letters of the alphabet, I had made a valuable acquisition. But I had lost something, too. I had lost something which could never be restored to me while I lived. All the grace, the beauty, the poetry had gone out of the majestic river! I still keep in mind a certain wonderful sunset which I witnessed when steamboating was new to me. A broad expanse of the river was turned to blood; in the middle distance the red hue brightened into gold, through which a solitary log came floating, black and conspicuous; in one place a long, slanting mark lay sparkling upon the water; in another the surface was broken by boiling, tumbling rings, that were as many-tinted as an opal; where the ruddy flush was faintest, was a smooth spot that was covered with graceful circles and radiating lines, ever so delicately traced; the shore on our left was densely wooded, and the sombre shadow that fell from this forest was broken in one place by a long, ruffled trail that shone like silver; and high above the forest wall a clean-stemmed dead tree waved a single leafy bough that glowed like a flame in the unobstructed splendor that was flowing from the sun. There were graceful curves, reflected images, woody heights, soft distances; and over the whole scene, far and near, the dissolving lights drifted steadily, enriching it, every passing moment, with new marvels of coloring.

I stood like one bewitched. I drank it in, in a speechless rapture. The world was new to me, and I had never seen anything like this at home. But as I have said, a day came when I began to cease from noting the glories and the charms which the moon and the sun and the twilight wrought upon the river’s face; another day came when I ceased altogether to note them. Then, if that sunset scene had been repeated, I should have looked upon it without rapture, and should have commented upon it, inwardly, in this fashion: “This sun means that we are going to have wind to-morrow; that floating log means that the river is rising, small thanks to it; that slanting mark on the water refers to a bluff reef which is going to kill somebody’s steamboat one of these nights, if it keeps on stretching out like that; those tumbling ‘boils’ show a dissolving bar and a changing channel there; the lines and circles in the slick water over yonder are a warning that that troublesome place is shoaling up dangerously; that silver streak in the shadow of the forest is the ‘break’ from a new snag, and he has located himself in the very best place he could have found to fish for steamboats; that tall dead tree, with a single living branch, is not going to last long, and then how is a body ever going to get through this blind place at night without the friendly old landmark?”

No, the romance and the beauty were all gone from the river. All the value any feature of it had for me now was the amount of usefulness it could furnish toward compassing the safe piloting of a steamboat. Since those days, I have pitied doctors from my heart. What does the lovely flush in a beauty’s cheek mean to a doctor but a “break” that ripples above some deadly disease? Are not all her visible charms sown thick with what are to him the signs and symbols of hidden decay? Does he ever see her beauty at all, or doesn’t he simply view her professionally, and comment upon her unwholesome condition all to himself? And doesn’t he sometimes wonder whether he has gained most or lost most by learning his trade?

This might certainly be my favorite 1000 word short story:

The Story of an Hour
Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to break to her as gently as possible the news of her husband’s death.

It was her sister Josephine who told her, in broken sentences; veiled hints that revealed in half concealing. Her husband’s friend Richards was there, too, near her. It was he who had been in the newspaper office when intelligence of the railroad disaster was received, with Brently Mallard’s name leading the list of “killed.” He had only taken the time to assure himself of its truth by a second telegram, and had hastened to forestall any less careful, less tender friend in bearing the sad message.

She did not hear the story as many women have heard the same, with a paralyzed inability to accept its significance. She wept at once, with sudden, wild abandonment, in her sister’s arms. When the storm of grief had spent itself she went away to her room alone. She would have no one follow her.

There stood, facing the open window, a comfortable, roomy armchair. Into this she sank, pressed down by a physical exhaustion that haunted her body and seemed to reach into her soul.

She could see in the open square before her house the tops of trees that were all aquiver with the new spring life. The delicious breath of rain was in the air. In the street below a peddler was crying his wares. The notes of a distant song which some one was singing reached her faintly, and countless sparrows were twittering in the eaves.

There were patches of blue sky showing here and there through the clouds that had met and piled one above the other in the west facing her window.

She sat with her head thrown back upon the cushion of the chair, quite motionless, except when a sob came up into her throat and shook her, as a child who has cried itself to sleep continues to sob in its dreams.
She was young, with a fair, calm face, whose lines bespoke repression and even a certain strength. But now there was a dull stare in her eyes, whose gaze was fixed away off yonder on one of those patches of blue sky. It was not a glance of reflection, but rather indicated a suspension of intelligent thought.

There was something coming to her and she was waiting for it, fearfully. What was it? She did not know; it was too subtle and elusive to name. But she felt it, creeping out of the sky, reaching toward her through the sounds, the scents, the color that filled the air.

Now her bosom rose and fell tumultuously. She was beginning to recognize this thing that was approaching to possess her, and she was striving to beat it back with her will—as powerless as her two white slender hands would have been.
When she abandoned herself a little whispered word escaped her slightly parted lips. She said it over and over under her breath: “free, free, free!” The vacant stare and the look of terror that had followed it went from her eyes. They stayed keen and bright. Her pulses beat fast, and the coursing blood warmed and relaxed every inch of her body.

She did not stop to ask if it were or were not a monstrous joy that held her. A clear and exalted perception enabled her to dismiss the suggestion as trivial.

She knew that she would weep again when she saw the kind, tender hands folded in death; the face that had never looked save with love upon her, fixed and gray and dead. But she saw beyond that bitter moment a long procession of years to come that would belong to her absolutely. And she opened and spread her arms out to them in welcome.
There would be no one to live for during those coming years; she would live for herself. There would be no powerful will bending hers in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow-creature. A kind intention or a cruel intention made the act seem no less a crime as she looked upon it in that brief moment of illumination.

And yet she had loved him—sometimes. Often she had not. What did it matter! What could love, the unsolved mystery, count for in face of this possession of self-assertion which she suddenly recognized as the strongest impulse of her being! “Free! Body and soul free!” she kept whispering.

Josephine was kneeling before the closed door with her lips to the keyhole, imploring for admission. “Louise, open the door! I beg, open the door—you will make yourself ill. What are you doing Louise? For heaven’s sake open the door.”
“Go away. I am not making myself ill.” No; she was drinking in a very elixir of life through that open window.
Her fancy was running riot along those days ahead of her. Spring days, and summer days, and all sorts of days that would be her own. She breathed a quick prayer that life might be long. It was only yesterday she had thought with a shudder that life might be long.

She arose at length and opened the door to her sister’s importunities. There was a feverish triumph in her eyes, and she carried herself unwittingly like a goddess of Victory. She clasped her sister’s waist, and together they descended the stairs. Richards stood waiting for them at the bottom. Some one was opening the front door with a latchkey. It was Brently Mallard who entered, a little travel-stained, composedly carrying his grip-sack and umbrella. He had been far from the scene of accident, and did not even know there had been one. He stood amazed at Josephine’s piercing cry; at Richards’ quick motion to screen him from the view of his wife.

But Richards was too late.

When the doctors came they said she had died of heart disease—of joy that kills.

In Class Essay:

Mythos: Sacred narratives, linked to religions (often ancient) involving gods and/or supernatural beings.
Denotation of “Myth”: a fictitious story, an imaginary thing or person, an unproved or false collective belief that is used to justify a social institution.
Connotation of “Mythology”: The word “mythology” implies that it is a collection of stories that belong to a religion that is no longer practiced – such as the religion of Ancient Greece.

The Assignment:
Write a +6 paragraph essay that analyzes one or more myths from a specific culture / region.
After your introduction, you may wish to provide a brief synopsis or overview of the myth(s) in your first body paragraph. Then, in the remaining body paragraphs, explore the following questions:
What themes / messages are conveyed?
What is the value of the message(s)
What does the mythology reveal about the culture and/or human nature.
(Feel free to respond to the questions in whichever order you deem best.)

Students may bring stories, books, or print out of myths. Notes in between the lines are acceptable, but do not bring pre-written sentences or paragraphs.

The following are excerpts from Wikipedia articles:

Norse Mythology:

In the beginning there was nothing except for the ice of Niflheim, to the north, and the fire of Muspelheim, to the south. Between them was a yawning gap (the phrase is sometimes left untranslated as a proper name: Ginnungagap), and in this gap a few pieces of ice met a few sparks of fire. The ice melted to form Eiter, which formed the bodies of the hermaphrodite giant Ymir and the cow Auðumbla, whose milk fed Ymir. Auðumbla fed by licking the rime ice, and slowly she uncovered a man’s hair. After a day, she had uncovered his face. After another day, she had uncovered him completely: Búri.

Greek Mythology:

Chaos existed in the beginning, and then gave birth to Gaea (the Earth), Tartarus (the Underworld), Eros (desire), Nyx (the darkness of the night) and Erebus (the darkness of the Underworld). Gaea brought forth Ouranos, the starry sky, her equal, to cover her, the hills, and the fruitless deep of the Sea, Pontus, “without sweet union of love,” out of her own self. But afterwards, Hesiod tells, she lay with Heaven and bore the World-Ocean Oceanus, Coeus and Crius and the Titans Hyperion and Iapetus, Theia and Rhea, Themis and Mnemosyne and Phoebe of the golden crown and lovely Tethys. “After them was born Cronos the wily, youngest and most terrible of her children, and he hated his lusty sire.” Cronos, at Gaia’s urging, castrates Uranus. He marries Rhea who bears him Hestia, Demeter, Hera, Hades, Poseidon, and Zeus. Zeus and his brothers overthrow Cronos and the other Titans, then draw lots to determine what each of them will rule. Zeus draws the sky, Poseidon draws the sea, and Hades draws the underworld.

Chinese:

There was something featureless yet complete, born before heaven and earth; Silent – amorphous – it stood alone and unchanging. We may regard it as the mother of heaven and earth. Not knowing its name, I style it the “Way.”
The Way gave birth to unity, Unity gave birth to duality, Duality gave birth to trinity, Trinity gave birth to the myriad creatures. The myriad creatures bear yin on their back and embrace yang in their bosoms. They neutralize these vapors and thereby achieve harmony.

VooDoo:

Damballah (Sky-serpent loa and wise and loving Father archetype) created all the waters of the earth. In the form of a serpent, the movement of his 7,000 coils formed hills and valleys on earth and brought forth stars and planets in the cosmos. He forged metals from heat and sent forth lightning bolts to form the sacred rocks and stones.
When he shed his skin in the sun, releasing all the waters over the land, the sun shone in the water and created the rainbow. Damballah loved the rainbow’s beauty and made her his wife, Aida-Wedo.

Apache

In the beginning nothing existed, only darkness was everywhere. Suddenly from the darkness emerged a thin disc, one side yellow and the other side white, appearing suspended in midair. Within the disc sat a small bearded man, Creator, the One Who Lives Above. When he looked into the endless darkness, light appeared above. He looked down and it became a sea of light. To the east, he created yellow streaks of dawn. To the west, tints of many colours appeared everywhere. There were also clouds of different colors. He also created three other gods: a little girl, a sun god and a small boy. Then he created celestial phenomena, the winds, the tarantula, and the earth from the sweat of the four gods mixed together in the Creator’s palms, from a small round, brown ball, not much larger than a bean. The world was expanded to its current size by the gods kicking the small brown ball. Creator told Wind to go inside the ball and to blow it up. The tarantula, the trickster character, spun a black cord and, attaching it to the ball, crawled away fast to the east, pulling on the cord with all his strength. Tarantula repeated with a blue cord to the south, a yellow cord to the west, and a white cord to the north. With mighty pulls in each direction, the brown ball stretched to immeasurable size—it became the earth! No hills, mountains, or rivers were visible; only smooth, treeless, brown plains appeared. Then the Creator created the rest of the beings and features of the Earth.

Aztec:

The Aztec narrative describing creation proceeds with an Earth mother, “Coatlique”, the Lady of the Skirt of Snakes. She was decorated with skulls, snakes, and lacerated hands. At first she was whole without cracks in her body—a perfect monolith (a totality of intensity and self-containment, yet her features were square and decapitated). Coatlique was first impregnated by an obsidian knife and gave birth to Coyolxauhqui, goddess of the moon, and to a group of male offspring, who became the stars.Then one day Coatlique found a ball of feathers, which she tucked into her bosom. When she looked for it later, it was gone, at which time she realized that she was again pregnant. Her children, the moon and stars did not believe her story. Ashamed of their mother, they resolved to kill her. A goddess can only give birth to a litter of divinity once. During the time that they were plotting her demise, Coatlique gave birth to the fiery god of war, Huitzilopochtli. With the help of a fire serpent, he destroyed his brothers and sister, murdering them in a rage. He beheaded Coyolxauhqui and threw her body into a deep gorge in a mountain, where it lies dismembered forever.

Scientology

Scientology is a modern religion, founded in 1952, and is based upon the teachings of L. Ron Hubbard and his book Dianetics: The Modern Science of Mental Health. 75 million years ago, Xenu was the leader of the Galactic Federation, a federation of 76 planets that had already existed for 20 million years. Many of the planets at the time suffered from massive overpopulation. As leader of the Galactic Federation, Xenu implemented a policy in which trillions of people were either frozen or killed and then sent to a planet known as Teegeeack. Xenu placed the frozen souls near volcanoes and then bombed the volcanoes, destroying the remaining souls. These dead souls were later reactivated by electric forces from the Earth, in which they returned to life and entered the bodies of humans and remain there today.