Essay #4: original short story and exposition inspired by Halloween, astronomy, & H. P. Lovecraft’s Polaris

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Essay #4: original short story and exposition inspired by Halloween,
astronomy, and H. P. Lovecraft’s Polaris
Due in class Tuesday, October 28

Read the short story, Polaris by H. P. Lovecraft (http://www.sacred-
texts.com/nec/hpl/hpl10.htm) for inspiration and ideas. Research
information about how the “wobble of the Earth’s axis” leads to the
“procession” of various pole stars over the eons (try the quotation-
marked search terms to find many sites; here’s one perhaps more
technical than some will want: http://ancientegypt.hypermart.net/royalarch/index.htm).
Imagine an original Halloween-themed short story set in or around
JMHS. Incorporate Lovecraft’s song beginning “Slumber, watcher…,” and
properly cite it. Plan, write, and revise a short story of at least
750 words. Create and add Appendix A, a 100-word expository
explanation of the procession that will exchange Alderamin for Polaris
about the year 7000 CE. Use some real place names and aspects of real
life in and around JMHS to enhance realism in the story, but change or
disguise the names of any real people who might be upset by your
characterization of them (perhaps through scorn or ridicule).

As further practice with understanding the use of literary devices to
convey themes, incorporate at least three of the literary devices
discussed for the summer reading test (alliteration, assonance,
consonance, imagery, symbol, denotation, connotation, onomatopoeia,
amelioration, pejoration, euphony, cacophony, frame) and at least
three of the extended literary devices introduced more recently (see
handout or http://www.snorko.org/jmhsF/xLitDevs.html). Prepare and add
Appendix B, a paragraph to follow the story in which all six devices
are identified and how they help convey intended themes is briefly
explained.

Please review the following story about a teen who was arrested for
making terrorist threats because he wrote a story about zombies
attacking his school: (http://penusa.org/go/news/comments/415/). The
interested may find more examples by searching through Google for the
terms “teen arrested for writing violent story.” Be sure to write the
story so that even a stupid adult can understand it is the product of
a creative writing assignment and not potentially violent mental
illness. If part of characters' symbolically conveying themes
appropriately includes rough language not allowed in school, such
vocabulary may be disguised with strategically-placed *tar*, exclamat!
on po!nt*, do$$ar *!gn*, p%rc%nt *!gn*, @nd @*t%$!*k*.

Grading rubric
_____ Project story and exposition presented in formal academic
English, free of grammar, spelling, and punctuation errors, on time by
4:00 PM, Tuesday, October 28;

_____ 750-word (or longer) original Halloween-themed short story set
in or around JMHS incorporates aspects of real life in the
neighborhood to enhance realism—but changes or disguises the names of
any potentially upset by the story’s characterization of them; story
also incorporates and properly cites the song beginning “Slumber,
watcher…” from H. P. Lovecraft’s Polaris and is followed by Appendix
A, a 100-word expository paragraph explaining the procession of the
pole stars;

_____ story incorporates the use of at least three standard literary
devices (see list above), and Appendix B, a short paragraph following
essay, identifies and explains how the use help conveys intended
themes;

_____ story also incorporates the use of at least three extended
literary devices (see handout or http://www.snorko.org/jmhsF/xLitDevs.html)
from this term’s study, and Appendix B, a short paragraph following
essay, identifies and explains how the use help conveys intended
themes.

[o]

links as might be helpful

realism and naturalism
http://www.wsu.edu/~brians/hum_303/naturalism.html

magical realism
http://www.english.emory.edu/Bahri/MagicalRealism.html

precession (not procession) of the pole stars
http://hyperphysics.phy-astr.gsu.edu/hbase/top.html
http://www.boomerangs.com/gyroscope.html

thanks, DE4!

[MRH4]

…And Stay Away

I wake up to the same sound I dozed off to. The teacher with her
incessant droning, explaining something that has nothing to do with
the class. I can’t believe it’s only fourth period, with still like
half the day to go. I look up at the clock, only to see the little
hand jerking back and forth over the same number, as if it is taunting
me with it’s ability to stop time. “You’re never going to get out of
here Claire,” they tease. I feel like I’m in elementary school again,
with the kids singing, or more appropriately whining, “Nah nah nah nah
nah” whenever I would have to stay after school for detention. But I’m
in high school! I’m a second semester senior! Shouldn’t things change?
God, I hate this place. The clock’s hand moves backward a minute. I
hold my breath. It deviously jumps forward two minutes. Oh John
Marshall, you slay me with your humor. The teacher is still talking
about who knows what, and seriously, I’m asking who, because no one is
listening. Pens clicking, gum popping, teenagers moaning, fingers
tapping. These are the sounds I have heard for the past 4 years and
they have yet to change. RIIIIIING. Finally.
I practically run out of class, but inevitably I don’t escape.
“Hello Claire.” I twirl around.
“Hey Mr. Matthews.” He’s our principle. He is undoubtedly the scariest
man alive. His sunken eyes and pale complexion make him look like a
zombie who has risen from the dead.
“How are you?” The corners of his mouth curl up into a smirk
reminiscent of the Grinch. Or a serial killer. It’s the kind of grin
that you see on a person right before they stab you. Oh, and don’t
even get me started on that daunting posture and frightening clothing.
I mean, tweed sweater vests? Really, Mr. Matthews?
I settle down on the Mound, hoping I can just sleep through lunch, but
with the sophomores’ (or is it juniors’? They are all the same.)
incessant cackling behind me and the hacky-sack seeming to make a
direct pathway to my head every time a boy’s kick goes awry, I don’t
think that’s going to happen. I wish something interesting would
happen here, so I can live out my last months in this hellhole not
bored out of my mind. I just wish… suddenly, a loud noise. People are
screaming and everyone is running towards the lunch areas. Some even
seem to be climbing over fences to get out of the way of whatever is
going on. Or are they trying to get to whatever is going on? Oh wait,
it’s just a fight, which for some reason everyone finds incredibly
entertaining. I stare back up at the sky and focus on one peculiar
tiny star, as my eyelids slowly close.
“AAARGGGHAARHA!!!!” What the he**? It sounds like someone is
strangling a cat. I slowly lift my head to see what the commotion is
now. Someone is screaming into a microphone, yelling an inaudible,
“I’m going to kill all of you and grind you up into meat!” Or is it
“I’m going to need all of you to participate in our game of trick or
treat!”? Apparently Leadership is at it again, begging the mostly
apathetic student body to actually make an effort and participate in
school activities. Can I go back to sleep now? Oh, yes.
It’s Friday, the day of Halloween and everyone is at the football
game. The sun is just about to set, and the red-purple sky is the most
extraordinary thing I’ve seen in a while. The clouds make the sky look
like it’s bleeding and the sun is the pool of blood slowly
disappearing behind the hills. Once the sun disappears, this one
little bright star seems to grab your attention from the rest of the
sky. I’ve seen it before. It must be the North Star or something,
because it never really goes away. It just keeps on shining everyday,
in the same spot right where it left off.
Surprisingly, unlike noontime activities, students actually enjoy
these games. The cheerleaders are cheering and the crowds are
crowding. I must admit it’s a great atmosphere to be in, especially
when everyone is in scary, or should I say slu!!y costumes. The ghosts
and ghouls are sitting in front of me and the little bo-peeps and
nurses are behind me, texting the friends they are sitting right next
to. I keep seeing people that I thought had graduated one, two, even
three years ago sitting in the stands. I don’t know about you, but I
am getting out of here as soon as possible and staying away. I get up
to get a drink and walk past our security guard, Dan, who apparently
got his job right after graduating from Marshall. He gives me a nod. I
nod back. I am getting out of here as soon as possible, and staying
away.
I head to the bathroom, passing the alumni of the school cheering for
the team and gossiping with friends, just like they are still
students. I think it’s weird, but that’s just me. Of course, the
bathroom inside the field area is closed, so I decide to leave the
gates to find the one inside the main building. Of course, this door
is locked, too. After all, this is John Marshall. I turn to leave when
a hand grabs me by the shoulder and stops me in my tracks. I slowly
rotate my head to get a look at the perpetrator, but the face is
shrouded by the shadows and all that is visible is the bony, wrinkled
hand grabbing me. I begin to run when he steps out into the light and
I realize it’s just the janitor. “Want to get into the building?” he
asks. His voice sounds like fingernails on a chalkboard.
“Oh, yeah. I just wanted to use the bathroom.”
“Right this way, sweety.”
“Thank you. Thank you so much.” He leads me down the darkened
hallway, which is only illuminated by the moon outside and from what I
can see, that one lonely star, still in the same position. The
bathroom seems miles away as our footsteps echo off the walls. “You
know. When I was your age, Marshall was not this nice. You kids are
lucky.”
“You went here?!”
“Oh, of course. All the janitors were students here.” Wow. I am
getting out of here as soon as possible and staying away. “Well, here
let me open the bathroom up for you. When you’re done just make sure
the door is closed and locked and go directly outside. Try not to
wander around.”
“Alright. Thanks…” The bathroom is dark and I avoid looking at the
mirror. Ever since childhood that ridiculous story of Bloody Mary has
haunted me. I hate mirrors.
I’m turning down the hall to get out of this place, as I really don’t
need to spend any extra time in it, when I see those alumni coming
into the building. A giant group of them are heading down the hall,
followed by our administrators, teachers, security guards, and
janitors. Even the lunch ladies are in tow. They are coming right for
me, but none seem to notice me frozen in the middle of their path. A
crazed look settles in their eyes, and all of them are walking like
they, one, have a wedgie, and two, have had their brains shut off and
are androids devoid of any human thought. I decide to follow. It’s fun
to watch when students’ and teachers’ roles switch, and they become
the mindless robots. The group walks straight into Mr. Matthews
office, and begin to walk down a stairway into a large room filled
with cots. One by one they fall asleep on their bed. I begin to follow
but Mr. Matthews catches my eye, and smiles. “Come sit here,” he
points to the seat near his desk. You can’t disobey that smile.

Mr. Matthews is looking directly at me. “From what you’ve seen here,
you’re probably very confused. The truth is Claire, your life is never
going to change.” His menacing grin sends chills up my spine whenever
I look at it. I stare out the window beside his desk, only to see that
lone star that never goes away, staring right back at me.

“Slumber, watcher, till the spheres,
Six and twenty thousand years
Have revolv'd, and I return
To the spot where now I burn.
Other stars anon shall rise
To the axis of the skies;
Stars that soothe and stars that bless
With a sweet forgetfulness:
Only when my round is o'er
Shall the past disturb thy door.” (Lovecraft, 1920, pg. 2)

That star is always there. It’s planted in one place and never
leaves. I look back at Matthews. “Once you graduate high school, you
will come back here, where you will live and work. Over a lifetime you
will rise in ranks from lunch lady to dean, until finally you become
John Marshall’s principal. Then you die.
Your life is Marshall.
Welcome Home, Claire.”

Appendix A

Precession of the earth refers to the earth’s movement around its
axis. The movement, or wobble, can be described like a spinning top,
because the Earth is spinning around the imaginary axis that goes
through the North and South poles. This tilted axis creates a conical
shape, and it takes the earth approximately one Platonic year, or
25,765 years to complete one cycle around the loop. Because of this
conical shape, the pole star that the axis “points” to, which is
directly in the path of the axis, will change approximately every 6000
years. The current pole star is Polaris, but around 7000 CE, the pole
star will change because of the earth’s wobble. Polaris will no longer
be in the path of the axis, and Alderamin will take its place.


Appendix B

The theme of “…And Stay Away” is conveyed by several various literary
devices. Imagery is used to describe the sky and the pole star,
Polaris, to enhance the reader’s understanding of how Polaris’
position in the sky never changes. Its constant appearance reflects
how the life of a Marshall student will never change, because it will
constantly be centered around the school. This idea highlights the
importance of change, which is the story’s main theme. Onomatopoeia is
also used to emphasize Claire’s agony over doing the same thing over
and over again. The ring of the bell and other sounds are heightened
to present the kind of change she wants to experience, whether it is
the end of class or something new and exciting happening during lunch.
Symbolism is also used to represent that change is a good thing. The
star Polaris is used as a symbol of the kind of people that avoid
change in their lives. Polaris does not move, and some people do not
move from where they have already been. They continue to avoid change
by staying in the same place just because it is comfortable. Take
risk, make a change.
The theme of beneficial change is also expressed through several
different extended literary devices. “’I’m going to kill all of you
and grind you up into meat!’ Or is it ‘I’m going to need all of you
to participate in our game of trick or treat!’?” In this example,
astesmus is used to create a spooky mood that coincides with the
Halloween theme, and also to put a playful spin on how change can
definitely improve some things. Anaphora is also used with the
repetition of the phrase “I am getting out of here as soon as
possible, and staying away.” Claire keeps telling herself this because
she realizes she is unhappy with the situation she is in at Marshall,
and knows that when she leaves her life will change for the better.
This phrase reinforces the theme, while also foreshadowing her ironic
fate as a student of Marshall. Further characterization of Claire as
an apathetic, un-amused student is carried out through her tongue in
cheek phrases. “Oh John Marshall, you slay me with your humor,” is an
example of antiphrasis. Her facetiousness further demonstrates her
apparent hate of John Marshall and her need for change.

[Conque...@gmail.com]

The Scariest Halloween Story Ever
By Michael Zvaleko

Halloween. Zombies. School. It’s serious Business.

John Marshall High School, a center of sophistication and knowledge.
Opening its doors in 1931, this facility had seen many students
mature, and move on to successful lives. Known for its programs
focusing on academic achievement, John Marshall has served its
community in a uniquely powerful way. Coincidently, it was built on a
haunted Graveyard. And this story takes place during Halloween.

The third tardy bell rang, signaling the start of first period.
Straggling students quickly shuffled into their classes, taking seats
and preparing for a large influx of knowledge. In the room of Mr.
Snakeson, the greatest teacher to ever walk among mortal men,
instruction was starting as usual. Being the heroic master that he
naturally was, Snakeson began to instruct the student’s in the laws of
moral conduct, teaching them how to serve their country. Locke and
Flapjack, two of Snakeson’s brightest pupils, noticed a large metallic
suitcase sitting on their teacher’s desk. They thought that it must
have something to do with the school’s Halloween celebration, since it
was so unlike Mr. Snakeson to bring anything other than his battle-
worn leather jacket to the classroom. This was a gross
misinterpretation of the suitcase’s nature– It served a much more
important purpose.
Just as Snakeson finished explaining the previous night’s homework, a
horrible howl penetrated the classroom. It was followed by screams of
terror from the room next door – Mr. Osrini’s English class. Snakeson
quickly turned to his desk, and reached for the aforementioned
suitcase. He unsnapped the clasps on the case, and flipped the top
open. Inside was a combination of weaponry that would make even the
most experienced adventurer run away in fear. Snakeson removed and
equipped one instrument of destruction after another from this
suitcase, starting with a sawed off shotgun and ending with a large,
bloodied chainsaw. The students, in shock from the events that had
just occurred, sat rigid in their seats. He mumbled three words, “It
has begun.”
Bolting for the classroom door, Snakeson called out to Locke and
Flapjack, explaining that if they were to live through the day, he
would need their assistance. The two students, always eager to make a
difference, followed their fearless teacher. Snakeson ran to Osrini’s
door, kicking it in, and pulling out his shotgun. Mr. Osrini and his
students were pinned against the room’s far wall, a large, rotting
zombie moving towards them. Snakeson yelled, “Zombie, you will stop
this madness, you will yield to my power. Or you will die!” Hearing
the sound of Snakeson’s voice, the zombie turned around and howled –
only to be met with a burst of shotgun pellets. It slumped over, the
life of death leaving its body.
The howling zombie vanquished, Mr. Snakeson turned to Mr. Osrini and
said, “The eyes of Polaris are upon us yet again, the prophecy has
been fulfilled… the end is nigh!” Osrini looked closely at Flapjack
and Locke, and began to explain “You two are unlike the others. Your
powers are strong; you have the will to defeat this dark menace. Stay
calm, and I will share all with you!” With that, Osrini traced a
symbol in the air, and chanted a few strange words. Flapjack and
Locke began to see strange images flash before their eyes… and a
strange song filled their ears:

“Slumber, watcher, till the spheres,
Six and twenty thousand years
Have revolv'd, and I return
To the spot where now I burn.
Other stars anon shall rise
To the axis of the skies;
Stars that soothe and stars that bless
With a sweet forgetfulness:
Only when my round is o'er
Shall the past disturb thy door.”

As the trance lifted, the two students felt as though they had
experienced millennia of horrors. The history of Polaris and the
evils that accompanied it had been engrained in their minds—they knew
what must be done.
As if propelled by some guiding force, Snakeson and Osrini left the
room and set off down the hallway. Flapjack and Locke, terrified,
followed closely behind. As the group of adventurers moved down the
hall, heading toward the entrance of the school, a long scraping sound
echoed through the hallway. “Brace yourselves!” yelled Snakeson.
Just then, a horde of zombie students, dripping with blood, came
shambling into view. Snakeson revved up his chainsaw, and Osrini
began to chant a strange verse – “Kras Krinsta Kravit Kraul”.
Snakeson charged into the group of zombies swinging madly, carving
arcs of great justice. Osrini finished his chant, and opened his
mouth wide, letting loose a torrent of burning hellfire. Ducking out
of the way, Snakeson avoided the fires, which enveloped the horde of
zombies, devilish red and yellow flames licking the walls of the
hallway. The four heroes stood triumphant over their evil
adversaries.
Turning to the children, Snakeson said, “Young conquerors, you have
seen what can be done with great power. You shall join us in this
fight against the evil of the pole star, and restore order to this
world!” They walked out of the school, all around them burning
buildings and gut wrenching screams. The battle against hell had
begun.

Appendix A
The Earth follows a periodic rotation around its axis, called
precession. This process involves the earth spinning both around in
place, and the wobble, or spin, of the top of the earth. An entire
revolution of this “precession” takes around twenty six thousand
years. The pole star, the star that is closest to the axis of earth’s
rotation, is currently Polaris. Because of the wobble, or precession,
of this axis, the pole star changes over time. Over a period of
thousands of years, the pole stars change. They will cycle, the pole
stars becoming Vega, Thuban, and in the year 7000 CE, Alderamin.

Appendix B
Various literary devices were used during the making of this story.
In the chant spoken by Osrini, “Kras Krinsta Kravit Kraul”
alliteration was used in order to give the effect of a magical
spell. In the passage describing the fire breathed by Osrini,
“devilish red and yellow flames licking the walls of the hallway”
imagery was used to describe the power of the teacher’s magic. The
word “equipped” was used because of the role playing connotation – the
use of the shotgun and chainsaw, along with the word equipped, give
the story a camp and somewhat comical feel. More advanced literary
devices were also used, such as anitology. The phrase “the life of
death leaving its body” makes no sense, which comments on the nature
of zombie stories. The entire story revolves around the idea of
“Als Ob”, the audiences willing suspension of disbelief – The story is
extremely unrealistic, and follows very little order (even for a
“scary story”). This again serves to comment on this genre of story
as a whole. Snakeson yelling “Zombie, you will stop this madness, you
will yield to my power. Or you will die!” is an example of argumentum
ad baculum, an argument by force. This develops Snakeson as a rough,
strong willed character, the typical hero of such a tale. Finally,
Bombast was used throughout the story, as an overarching writing
style. These odd, overly exaggerated descriptions serve to set the
tone of the story.