Poetry - Meter and Rhyme

Go to this site to view the full power show:

http://www.powershow.com/view/19f08-MTRmN/Poetic_Meter_and_Rhyme_flash_ppt_presentation

 

Literary Symbolism - Dictionary

As promised, I'm researching resources for the cultural literacy (symbols and references) that we've discussed in class. The sites below, are a great place to start.  More to follow...

http://www.umich.edu/~umfandsf/symbolismproject/symbolism.html/

http://www.thrall.org/readyref/Symbols.html

Shakespearean Insults

Enjoy:

http://www.e-shakespeare.org/list.html

http://www.insults.net/html/shakespeare/

A.P. Workbook Assignment # 3

For our A.P. workbook assignment #3, we will be analyzing Maxine Kumin's, "The Sound of Night," on page 115.  After reading/annotating the poem, as you would on the day of the exam, read through the 8 questions posed under "Using Skills to Understand the Poem" on page 116.  You are to respond to any 2 of the 8 questions.  Unless you are the first to respond, refer to (quote) an observation or insight made by one of your classmates that strikes you as interesting or controversial. Your response is to be a minimum of 250 words in total.  As always, this is a formal written assignment; apply the conventions of standard written English. 

Blog is to be posted before class on Friday, 12/9/11.

SAT Registration

Because I want to make sure that all of my brilliant Juniors are registered for one of the upcoming SAT exams, I'm asking each of you to post a response indicating which test you are taking (date) and at which location.  (Only post after you have registered for the exam!)  You are to post your SAT plans by or before Monday, December 19th.  This will count as a homework grade... in golf this is considered "a gimme..."

Upcoming U.S. Test Dates

Date	Deadline*	Status
Dec 3	Passed	Standby Testing
Jan 28	Dec 30	Register Now

• More Test Dates
• Test Fees

Click here for the link to the College Board Website:  http://sat.collegeboard.org/home

Upcoming Due Dates

Monday, 11/ 28 Test Analysis, Act II questions and annotations due
Thursday, 12/1 Hamlet Act II Quiz
Friday, 12/2  AP Workbook assignment # 2 (blog) due
Monday, 12/ 5: Act III Hamlet (reading,) questions & Annotations
Thursday, 12/8: Act II Hamlet Quiz - Test analysis
Friday, 12/9: AP Workbook assignment # 3 (blog) due
Tuesday, 12/13: Act III Hamlet Quiz
Thursday, 12/15: Act IV Hamlet Questions and Annotations Due
Friday, 12/16: Literary Term Test # 3 (Point of view - the end of the packet)
Monday, 12/19: Act III Hamlet Test Analysis
Monday, 12/19: Act V Hamlet Questions and Annotations Due
Monday, 12/19 Registration deadline for January 28th SAT
Thursday, 12/22 Literary Term Exam - the complete packet
Thursday, 12/22 Test Analysis - Act III quizzes
Friday, 12/23: FESTIVUS CELEBRATIONS...
January 2: Anthem completed - in class test
January 6:  Hamlet Projects Due

A.P. Workbook assignment # 2

Read, annotate and respond to the essay question for lesson # 23 in your A.P. workbook:  "Five O'Clock Shadow," by Sir John Betjeman. 

Assignment specifics:  Respond, on this blog, to the essay question on page 114 of your workbook.  Responses should be a MINIMUM of 250 words and should analyze the poem, as instructed by the essay task.  (This is not a re-telling of the poem.)  Evidence from the poem should be quoted.  It is not necessary for you to quote your classmates responses for this assignment.  Blogs must be posted before class on Friday, December 2nd in order to receive credit. 

Due date: Friday, December 2nd.

Thanksgiving Break Assignment

As we discussed in class, you are to read Act II of Hamlet, annotate the text and answer the questions in the packet.  The assignment is due on Monday, 11/28, at the start of class. 

In addition, test analysis for the Hamlet Act I quiz is due on Monday, 11/28.  It will not be accepted after the due date.  Please submit a hard copy; emailed work will not be accepted any longer.  If you require access to the school's printer, make sure that the assignment is handed in by the end of the day.

Enjoy your long weekend.

Background reading... William Shakespeare

On Friday, you received a packet with background information about William Shakespeare.  Your assignment is to read the packet and decide one aspect/topic to discuss.  Because I would like for everyone to share his/her blog on Tuesday, I'm asking for no more than two students to write about any given topic.  Please keep in mind, you can select a topic addressed in the packet as a starting point and add your previous knowledge or expand to the topic by researching additional information.  In addition, you can disagree or criticize with the position/topic addressed. 

Assignment specifics:  Respond to (reflect, agree/disagree with, speculate about...) a topic addressed in your Shakespeare packet.  Responses should be 200-250 words and must include specific quotes from the article.  In addition, unless you are the first student to respond, you should address a comment made by one of your classmates.  (What you choose to address from your classmate does not necessarily need to be directly related to your topic of discussion.)  As always, follow the conventions of standard written English.  This is an academic assignment, not a Facebook posting...

Due date:  Tuesday, November 22, 2011.

Hamlet :Characters

Hamlet, Prince of Denmark The crown prince of Denmark who returns from the university in Wittenberg, Germany, to find his father dead, his mother married to the king's brother (his uncle-now new step-father) Claudius, and Claudius newly self-crowned King.

Claudius, King of Denmark Dead King Hamlet's brother who has usurped the throne and married his sister-in-law. Young Hamlet's former uncle, now step-father.

Gertrude, Queen of Denmark Prince Hamlet's mother, King Hamlet's widow, King Claudius' new wife.

The Ghost Spirit of the late King Hamlet, condemned to walk the earth until his soul is cleansed of its sins.

Polonius The elderly Lord Chamberlain, chief counselor to Claudius.  The father of Laertes and Ophelia

Laertes A student in Paris, Laertes is Polonius' son and Ophelia's brother; he returns from school because of King Hamlet's death, leaves to go back to Paris, and then returns again after his own father's murder.

Ophelia Daughter of Polonius, sister of Laertes, Ophelia is the beloved of Hamlet.

Horatio A commoner, Horatio went to school with Hamlet and remains his loyal best friend. He is smart and well-respected

Rosencrantz and Guildenstern Classmates- not true friends of Hamlet's in Wittenberg. Claudius summons them to Elsinore to spy on Prince Hamlet. 

King Fortinbras  King of Norway. He loses his land and life to King Hamlet.

Prince Fortinbras prince of Norway, bound to avenge his father's death by the Danes' hands.  Think Foil.

Osric Affected courtier who plays a minor role as the King's messenger and as umpire of the fencing match between Hamlet and Laertes.

Voltimand and Cornelius Danish courtiers who are sent as ambassadors to the Court of Norway.

Marcellus and Barnardo Danish officers on guard at the castle of Elsinore.

Francisco Danish soldier on guard at the castle of Elsinore.

Reynaldo Young man whom Polonius instructs and sends to Paris to observe and report on Laertes' conduct.

Two Clowns (the Gravediggers) Two rustics (identified as clowns) who dig Ophelia's grave.

Think comic relief for what is an otherwise dark time in the play. 

Important Information & first A.P. workbook assignment

1. Turnitin.com is officially up and running.  We will discuss how to set up your student account today.  You must submit your Catcher essay to Turnitin.com in the next 24 hours or it will not be validated for 1st quarter grades.

2.  A.P. workbooks are here!  As we work on Hamlet in class, I will be assigning work in English Literature: Close Reading and Analytic Writing.  The majority of assignments from this book will be posted on our blog. 

3.  Your assignment:  Complete lesson 1 in  English Literature: Close Reading and Analytic Writing.  Take note of the marginal notes/questions to help guide your reading.  Respond to the "essay question" on our blog:

Lesson 1: from The Things They Carried - Tim O'Brien

Assignment:  Write an explication of the story's last paragraph, taking into account both objective information about Lemon and the narrator's interpretations.  Assignment length:  200 word minimum.  Due:  Tuesday, November 15.  There is no need to comment on classmates' posts for this assignment.  Follow the conventions of standard written English.

Remember:  Report to the Lecture Hall for class on Monday, November 14th.

"What's in a word?"

Homework assignment: 

Due: Tuesday, November 7th.  Remember: Bring your textbooks and post-it notes to class every day, unless otherwise instructed. 

Read and annotate Act I, Scene 1 of Hamlet. Take note of words that are repeated.  Post a blog about the word that you consider to be the most significant to the "tone" and "theme" (as much as you can infer) in the opening scene.  (Hint: most significant words, in this scene, are repeated at least 4 times.) Post a blog about the ONE word that you have selected.  Explain your rationale and make a prediction about the significance of the selected word.  Blogs should be approximately 100 words in length (minimum) and should contain at least one quote from the opening scene.  Unless you are the first to post, include a comment, observation or question about one of your classmate's posts. Follow the conventions of standard written English.                             

"What's in a word?"

Homework assignment: 
Due: Tuesday, November 7th.  Remember: Bring your textbooks and post-it notes to class every day, unless otherwise instructed. 

Read and annotate Act I, Scene 1 of Hamlet. Take note of words that are repeated.  Post a blog about the word that you consider to be the most significant to the "tone" and "theme" (as much as you can infer) in the opening scene.  (Hint: most significant words, in this scene, are repeated at least 4 times.) Post a blog about the ONE word that you have selected.  Explain your rationale and make a prediction about the significance of the selected word.  Blogs should be approximately 100 words in length (minimum) and should contain at least one quote from the opening scene.  Unless you are the first to post, include a comment, observation or question about one of your classmate's posts. Follow the conventions of standard written English.                                                                                      

"Conversation about the weather is the last refuge of the unimaginative.” Oscar Wilde

If you are reading this, congratulations; you have power. When we make it back to school next week, we will be moving forward at an "increased clip."

1.  Please note the test date:

Thursday, November 10th - Literary Term Test # 2  (Terms "Foil" to "plot" in your Literary Term Packet.)

2.  Please read the background information on Hamlet, so that you are ready for class discussion:

________________________________________________________

                      The Tragedy of Hamlet, Prince of Denmark

Author's Full Name: William Shakespeare

Date of Birth: 1564

Place of Birth: Stratford-upon-Avon, England

Date of Death: 1616

Brief background: Shakespeare’s father was a glove-maker, and Shakespeare received no more than a grammar school education. He married Anne Hathaway in 1582, but left his family behind around 1590 and moved to London, where he became an actor and playwright. He was an immediate success: Shakespeare soon became the most popular playwright of the day as well as a part-owner of the Globe Theater. His theater troupe was adopted by King James as the King’s Men in 1603. Shakespeare retired as a rich and prominent man to Stratford-upon-Avon in 1613, and died three years later.

Key Facts:

Genre: Tragic drama; Revenge tragedy

Setting: Denmark during the late middle ages (circa 1200), though characters in the play occasionally reference things or events from the Elizabethan Age (circa 1500).

Climax: The climax of Hamlet is a subject of debate. Some say it occurs when Hamlet kills Claudius, others when Hamlet hesitates to kill Claudius while Claudius is praying, others when Hamlet kills Polonius, and still others when Hamlet vows to focus on revenge at the end of Act 4.

Protagonist: Hamlet

Antagonists: Claudius

Historical and Literary Context

When Written: Between 1599-1601

Where Written: England

When Published: 1603 (First Quarto), 1604 (Second Quarto).

Literary Period: The Renaissance (1500-1660)

Related Literary Works: Hamlet falls into the tradition of revenge tragedy, in which the central character’s quest for revenge usually results in general tragedy. This tradition existed from Roman times (the Roman playwright Seneca was well known for writing revenge tragedies). The most famous revenge tragedy of Shakespeare’s day before Hamlet was Thomas Kyd’s The Spanish Tragedy and some believe that Kyd wrote an earlier play of Hamlet, now lost, which scholars call the Ur-Hamlet. The story of Hamlet is based on a Danish revenge story first recorded by Saxo Grammaticus in the 1100s. In these stories, a Danish prince fakes madness in order to take revenge on his uncle, who had killed the prince’s father and married his mother. But Shakespeare modified this rather straightforward story and filled it with dread and uncertainty—Hamlet doesn’t just feign madness; he seems at times to actually be crazy.

Related Historical Events: Hamlet is in many ways a product of the Reformation, in which Protestants broke away from the until-then dominant Catholic Church, as well as the skeptical humanism of late Renaissance Northern Europe, which held that there were limits on human knowledge. Hamlet’s constant anxiety about the difference between appearance and reality, as well as his concerns about and difficulties with religion (the sinfulness of suicide, the unfairness that killing a murderer while the murderer is praying would result in sending the murder to heaven) can be seen as directly emerging from the breaks in religion and thought brought on by the Reformation and Renaissance humanist thought.

Test Analysis

Over the next day or two we will be conducting Test Analysis on The Catcher in the Rye.

In order to effectively take part in the discussion, students must come to class with their annotated

copies of Catcher and intelligent, substantiated discussion topics.

Test Analysis for Catcher will be due on Thursday, 10/27.

The Test Debate / Test Analysis process seeks to prepare students for the rigors of

state and national testing which is used to determine student’s educational progress.

Research has shown that the activity builds critical thinking skills by encouraging

students to think conceptually about (in our case) a work of literature. Such skills are

necessary to excel on the AP English exams, as well as the SAT and ACT exams,

which all require students to differentiate between good answers and best answers.

This is what makes these tests so challenging—students seek absolutes rather than

recognize the subtle differences in answers.  A simplistic way to illustrate the process

would be to say that the multiple-choice test turns into a short answer exam where

partial credit is given. A student will never be penalized for an answer that is "correct,"

but this process allows them to earn points back on questions that they originally

marked "wrong."

Test Debate Process:

The class debates the conceptual question using Socratic Technique:

Step 1: One of the participants initiates the discussion by phrasing one or more questions.

(Question on exam…)

Step 2: This is followed by the presentation of a response that sets forth hypotheses,

which are developed through demonstration.

Step 3:  Refutation and cross-examination, takes place.

Step 4: The final phase hopefully will consist of a modification of the original position held by

each participant. The desired end result is shared meaning and enlarged understanding.

(Golden, Berquist, & Coleman,1983)

At the conclusion of the discussion, the class votes on the BEST answer.  That vote does

not determine a student's grade on the test. The student, after hearing the discussion, draws

final conclusions about the question, which is done in the form of Test Analysis.

Some Basic Guiding Principles for Test Debate:

Identify the underlying point in the assertions of others.

Don't be afraid to use quotes.

Don’t totally ignore what others say while going on to something else.

Don’t strip away the context of a situation unless the question suggests you should do so.

Test Analysis Process

The final score on the test is determined by the student’s final stance on the question.

Each question/choices being examined must be provided.

Three points must be made:

A. Why did you choose the answer you chose?

B. How did the class justify the answer with the most votes? (What substantiation was

provided? What other choices were considered / eliminated?)

C. What do you think now and why?

Scoring: You may earn up to the full amount of points that question was worth on

the exam. For instance, a comprehensive response on 10-point question might

earn you the full 10 points back. Superficial or irrelevant evidence, illogical

arguments, or incomplete discussions will reduce your awarded points.

Alternative opinions might not be agreed with, but will certainly be respected--

and rewarded--as long as the textual evidence supports them.

Test Analysis Sample Response:

The following is an exemplary analysis of a conceptual test question on Joseph

Conrad's Heart of Darkness:

3. The main reason Kurtz turns his back on his former existence is:

(A) his need for power

(B) his desire to be free from society’s limitations

(C) his personality flaw: lack of restraint

(D) the attractiveness of the Id

(E) his fear of what he had become

I chose answer (E) his fear of what he had become. As Kurtz gives in to his

savage instinct he drifts away from the restraints of society and begins to live a life of

self-loathing in which he is unable to reconcile his former moral code with his present

actions. He understands he has been transformed into someone who could not reassimilate

into Western society and cannot fathom how he would act if he were to return.

The class chose answer (D) the attractiveness of the Id. In justification of this

answer choice, as Kurtz recognizes the flaws that plague society, his desire to break away

from society’s restraints grows until he is presented with the opportunity to escape. The

setting of the jungle intensifies Kurtz’ savage instinct, to which Kurtz is drawn.

According to the class, it is this luring of the Id that prevents Kurtz from returning to

society.

According to this answer, Kurtz must associate giving into his Id with freedom

from society’s confines. However, Kurtz does not find freedom in succumbing to his Id;

rather, he is more tightly bound to society’s codes by his own guilt. The longer Kurtz

stays in the jungle, the more savage he becomes, indulging in his personality flaw, which

as answer (C) suggests is his lack of restraint, which manifests itself in acts such as the

horrific display of decapitated heads on the stakes. The greater this flaw is magnified, the

farther away from society he goes and the harder it becomes to turn back, which is why

Kurtz turns his back on society. Thus, I think the correct answer is (C) his personality

flaw: lack of restraint.

Rationale & Research Support for Test Analysis:

The importance of this research stems from the foundational belief that learning

can only be meaningful if the learner has a conceptual latticework on which to hang the

new information learned. Most high achieving students do this instinctively. They have

developed an inherent ability to connect what they are learning to what they already

know. Thus, the importance for educators is that strategies and educational practices must

be employed that requires all students to think conceptually, activating existing

knowledge when learning new material.

The theoretical research connects test debate and test analysis to the constructs of

John Dewey, Jean Piaget, Lev Vygotsky, and David Ausubel. The theoretical foundation

of this study is supported by the constructivist view that learning is the process of

building knowledge from interpretation of experience. Dewey’s (1938) progressive

model suggests that information be connected to earlier experiences involving actual life

experience and articulation of facts and ideas (Dewey, 1938). Piaget (1969) and

Vygotsky (1962) expanded the scope of this constructivist connection by suggesting that

knowledge was formed through a process of continuous self-construction suggesting that

the formation of intellect is a process of development. Ausubel (1962) asserted that

learning should activate prior knowledge and make connections during what Ausubel

calls discovery learning. During this process students rearrange information while

integrating it with existing cognitive structures.

This study’s contention was that as students understand the metacognitive aspects

of test debate and test analysis, they greatly improve their understanding of the

conceptual aspects of academic courses, and also better master the content acquisition

required for any meaningful learning. Some teachers continue to assess students’

understanding using traditional methods while others have embraced the progressive

view that meaningful learning requires students to maintain an active role in their

learning. This exploratory study considered students’ perspectives on the cognitive

processes associated with test analysis and test debate as a means to determine the

effectiveness of this mode of assessment.

Recent research in the area of critical thinking ties the historical perspective to

current research by considering how critical thinking provides students with the skills

needed to connect course content with true conceptual understanding. Tsui’s (2002) case

study research contends that today’s students are provided with educational experiences

that increase content retention, but do not promote students’ ability to improve higher

order thinking skills. She observed that class discussion and reflective writing, two key

components of test debate and test analysis, promote critical thinking.

Lynd-Balta’s (2006) study investigated the impact of specific classroom activities

on critical thinking skills in an undergraduate neuroscience course. Lynd-Balta concluded

that requiring students to apply content knowledge through problem solving promotes

critical thinking skills without sacrificing content retention. Using course content to

reflect on existing belief systems is similar to the educational goals of test debate and test

analysis.

Schwarm and VanDeGrift (2002) studied the impact of classroom assessments on

critical thinking by focusing on how classroom assessments can be used to discover

students’ conceptual understanding as well as content retention. The researchers

concluded that as students better recognized their own misconceptions the students were

forced to critically think about the depth of their learning through consistent

metacognitive processes. Students realized the benefit of thinking critically about the

depth of their understanding (Schwarm & VanDeGrift, 2002).

MLA Formatting Help

Click on the links below to help with your Literary Analysis Formatting:

http://owl.english.purdue.edu/owl/resource/747/01/

http://library.williams.edu/citing/styles/mla.php

http://kosmicki.com/102/MLAformat.pdf

Upcoming deadlines

October 4th – Catcher completed

October 6^th - Thesis established & approved

October 11th - Catcher Test- (Bring your books to class)

October 12th - PSAT's (no morning classes for Juniors)

October 13^th  - Rough Draft-Peer editing (You will receive a zero if you are unprepared as you will be unable to take part in the peer editing) Dawn annotation check (X 2 HW grades)

October 17^th -  Edited Papers due for in-class writing activity

October 18^th – Final Papers due (electronically & in print)   (10 points off per day if late) Dawn annotation check (X 2 HW grades)

October 20th - Literary Term Test:  Allegory - Flashback (Review literary terms manual for definitions.)
October 27th  - "By the Waters of Babylon" Quiz and Catcher... test analysis due.
October 28th - A.P. Exam - Practice Section 1 homework due- (Conrad's Heart of Darkness) for students who went to Salem.

 

The actual task 1 prompt (for those who were absent)

A.P. Lit Baseline - Essay # 1 Analysis

We are moving forward with our analysis of your Baseline A.P. Literature and Composition Exam.  In class, I passed out the prompt for essay # 1 as well as nine sample essays identified as A, B, C,  D, E, F, G, H and I.  

Directions:  Critically read through the 9 sample essays.  I suggest you annotate so that you are making active observations about each essay's strengths and weaknesses.  In your blog, address 3 aspects of each essay: overall impression, writing skills (author's craft,  mechanical skills or lack there of) and support from the text (integration of evidence/quotes from the poem.)

You should have a minimum of 3 sentences for each of the nine essays.

Before beginning,  read the rubric (below) and the letter "An Exam Reader's Advice on Writing."


Due Monday, October 3rd.

#	Trait Description	%
9-8	These well-organized and well-written essays clearly demonstrate an understanding of how the poet expresses the complex attitude of the speaker. In their textual references they are apt and specific. Although the writers may provide a range of interpretations, these papers will offer a convincing interpretation of the poem as well as consistent control over the elements of effective composition, including the language unique to the criticism of verse. Though not without flaws, they demonstrate the writer's ability to read poetry perceptively and to write with clarity and sophistication.	100-92
7-6	These essays reflect a sound grasp of this poem; but they are less sensitive to the complexities than the best essays, and their interpretation of the poem may falter in some particulars. Though perhaps not as thorough or precise in their discussion of (how the speaker's tone) is revealed in the poem, their dependence on paraphrase, if any, should be in the service of analysis. These essays demonstrate the writers' ability to express ides clearly, but they do not exhibit the same level of master, maturity and/or control as the very best essays. These essays are likely to be briefer, less incisive, and less well-supported than the 9-8 papers.	91-81
5	These essays are, at best, superficial. They respond to the assigned task yet probably say little beyond the most easily-grasped observations. Their analysis of HOW the author creates meaning may be vague, formulaic, or inadequately supported. They may suffer from the cumulative force of many minor misreadings. They tend to rely on paraphrase but nonetheless paraphrase which contains some implicit analysis. Composition skills are at a level sufficient to convey the writer's thoughts, and egregious mechanical errors do not constitute a distraction. These essays are nonetheless not as well-conceived, organized, or developed as upper-half papers.	80-75
4-3	These lower-half essays reveal an incomplete understanding of the poem and perhaps an insufficient understanding of the prescribed task as well: they may emphasize literal description without discussing the deeper implications of the poem. The analysis may be partial, unconvincing, or irrelevant or it may rely essentially on paraphrase. Evidence from the text may be meager or misconstrued. The writing demonstrates uncertain control over the elements of composition, often exhibiting recurrent stylistic flaws and/or inadequate development of ideas. Essays scored 3 may contain significant misreadings and/or unusually inept writing.	74-60
2-1	These essays compound the weaknesses of the papers in the 4-3 range. They may seriously misread the poem. Frequently, they are unacceptably brief. They are poorly written on several counts and may contain many distracting errors in grammar and mechanics. Although some attempt may have been made to respond to the question, the writer's assertions are presented with little clarity, organization, or support from the text of the poem.	59-25
0	These essays respond with no more than a reference to the task, contain completely off-topic responses, or are blank.	24-0

AP English, is characterized by the following:

• Wide-ranging vocabulary used with denotative accuracy and connotative resourcefulness
• A variety of sentence structures, including appropriate use of subordinate and coordinate constructions
• A logical organization, enhanced by specific techniques of coherence such as repetition, transitions, and emphasis
• A balance of generalization with specific illustrative detail
• An effective use of rhetoric, including controlling tone, maintaining a consistent voice, and achieving emphasis through parallelism and antithesis

An Exam Reader's Advice on Writing:

Make a plan.

Students should not begin writing until they fully comprehend the prompt and/or the passage. Mere parroting of the prompt often leads to floundering around instead of developing a clear direction. I recommend that you advise your students to write directly on the passage and make quick notes and outlines in the margins. This planning step enables most writers to organize their ideas more efficiently.

Begin quickly and directly.

Although AP Readers are instructed to read the entire essay and not to be prejudiced by a weak introduction, a strong opening paragraph can be a real asset to a student's paper. When answering the free-response part of the AP English Exams, writers should answer the question quickly and avoid beginning with ideas that do not relate directly to the prompt. The following hypothetical introduction for Question One on the 2002 AP English Literature Exam provides an example of what not to do:

"All people at some point in time have encountered a great deal of trouble in their lives. I know of so many people who have been embarrassed by parents that will wave at you from across a room. I have a friend who told me that her parents did this very same thing."

Such generalities often signal a writer's inability to respond in a thoughtful manner, suggesting that the rest of the paper also may be incoherent or rambling. The Reader might begin to suspect that the student is just trying to bluff his or her way through the question.

One-sentence perfunctory introductions -- especially ones that repeat the wording of the prompt -- also work poorly, suggesting to the Reader that the student isn't particularly interested or doesn't care.

I recommend that teachers tell students to create an introduction strong enough to earn a grade of 3 all by itself. That means that students should learn ways to answer the entire prompt -- answer the prompt, not simply repeat it -- in the introduction. This indicates to the Reader that the paper could be heading into the upper-half zone. One way to help students improve their beginning is by providing them with several introductory paragraphs from papers that have earned a wide range of scores and asking them to identify stronger and weaker openings. (Sample papers are available in the "Exams" area of AP Central, and via the link for the "English Language and Composition Exam" in "See also," below.) Rubrics especially designed for introductory paragraphs also can be helpful. After having students collect examples of several strong openings, you may want to ask them to develop their own rubric for introductory paragraphs.

Use paragraphs and topic sentences.

Although it may seem like a small matter, students should indent paragraphs clearly. A paper without indentation or with unclear indentation often confuses a Reader. Paragraphs create the fundamental structure of the essay, and without them good ideas can get muddled. Most essays I've seen that do not use paragraphs tend to be full of confused and rambling thoughts.

Many writers find topic sentences a useful tool both for organizing paragraphs and also for helping Readers navigate through the essay.

Use quotations and explain them.

To score at least a 3, students would be wise to make use of pertinent references from the text. Encourage them to use specific quotations to back up their assertions. However, remind them that they must explain their quotes clearly and demonstrate how they are relevant to the question. It is important for young writers to realize that offering long quotes without explanation bogs down the essay and can give the undesirable impression that the student is trying to fill up space rather than answer the prompt!

Create variety.

Short, choppy sentences without variety indicate a student who has little background in grammar and style, perhaps someone who has read and written minimally. Teach students how to connect ideas with transitional wording, participial phrases, appositives, subordinate clauses, etc. I ask my students to imagine children making the same tower or castle each time they played with blocks. They soon would become bored. Likewise, both writers and readers get bored when everything is formulaic, lacking some individual pizzazz! I suggest asking them to experiment with different sorts of syntactical devices to help them develop a sense of style.

Find the right word.

An arsenal of appropriate vocabulary and analytical wording reveals a brilliant mind at work, but writers should make certain that the words fit. Some students stick in big words just to sound scholarly. Ironically, some of their papers score only a 2 because they lack clarity and sometimes say nothing of relevance to the prompt.  
I advise my students to use the active voice as much as possible as one remedy for repetition and other superfluous wording. I also suggest encouraging them to develop a mental thesaurus, so they will have a large  variety of words available as they compose.   

The Catcher in the Rye - Literary Analysis

Assignment: 

Select a character(s), conflict, or theme you would like to explore in The Catcher in the Rye.Provide a 4-5 page literary analysis.

Utilize the novel (1 source).

Utilize at least 3 sources of literary criticism (no more than 2 can be from the choices provided for you- at least one must be found independently).

Due dates:

October 5^th - Thesis established & approved

October 12^th  - Rough Draft-Peer editing (You will receive a zero if you are unprepared as you will be unable to take part in the peer editing)

October 14^th - Edited Papers due for in-class writing activity

October 19^th – Final Papers due (electronically & in print)   (10 points off per day if late)

Submission information:

All papers must be submitted to Turnitin.com (electronically) in addition to Ms. O’Donnell (printed copy).

Apply the principles of MLA documentation throughout your paper:

-Introduce your work in an engaging manner (with a significant passage, relevant or suggestive dialogue, an apropos statement by a literary critic, or some important information that provides context to the topic you are analyzing.)

-Establish a clear, comprehensive thesis.

-Defend your thesis using relevant specific evidence from the text as well as valid literary criticism (no readers’ guides-e.g., Sparknotes).

-Strike a balance between paraphrasing and well integrated direct quotations.

-Provide a meaningful conclusion

How you'll be graded:

Title Page: *interesting title/ proper information

Introduction: * interesting beginning/ length/ thesis 
Body: *diction/mechanics/ length 
Conclusion: *recap of entire paper/ powerful final comments 
Balance of Direct Quotes, Paraphrasing: *form and integration (in text of paper) 
Work Cited page/Source Quality: *variety/ form 

Sources:  You must integrate citations from 3 outside critics/sources in addition to your use of The Catcher in the Rye (a minimum of 4 sources in total.)  The following sources are approved:

http://www.newyorker.com/talk/2010/02/08/100208ta_talk_gopnik

http://www.washingtonpost.com/wp-dyn/content/article/2010/01/28/AR2010012803177.html

http://www.nytimes.com/2010/01/29/books/29appraisal.html?_r=1&ref=books

http://www.nytimes.com/2009/06/21/weekinreview/21schuessler.html?ref=books

http://www.nytimes.com/interactive/2010/01/28/nyregion/20100128-salinger-map.html

Additional References for consideration:

"Love and Death in The Catcher in the Rye" Critic: Peter Shaw
Source: New Essays on The Catcher in the Rye, Cambridge University Press, 1991, pp. 97-114.

Kings in the Back Row: Meaning through Structure-A Reading of Salinger's `The Catcher in the Rye'
Critic: Carl F. StrauchWinter, 1961, pp. 5–30. Reproduced by permission
Source: Wisconsin Studies in Contemporary Literature


The dimwitted legacy of 'Catcher in the Rye'  Critic: George Will,  Chicago Sun-Times

Contemporary Literary Criticism- This multi-volume set contains excerpts from critical essays in books and journals. Use these volumes to 1) select a topic or theme, 2) find the full article or essay in the library, or locate other articles from the "Further Reading" section.

Novels for Students - Entries in this multi-volume set include information on the novel, major themes, characters, and criticism.

Dictionary of Literary Biography - DLB is a multi-volume work which provides detailed American Writers - This set of books provides information about the lives, careers, and works of American writers.

Major Characters in American Fiction - Entries on the most important characters.

Characters in 20th-Century Literature - Brief information on the characters in this book under the entry on Salinger. 

Holden Caufield - from the series on Major Literary Characters. 

Censored Books: Critical Viewpoints - Contains an essay on The Catcher in the Rye.

   

The Catcher in the Rye - Critical essays. Edited by Harold Bloom.

Judging your Source:

The Internet can be a wonderful source of original documents. But, remember to look at:

Accuracy - The information should be researched and show proof that it has been.

  

Source - Who wrote the information? Look at the domain: .edu .gov. org .net are valid research sources.

Authority - What are the author's credentials?  (Do not quote from another student's paper.)

Coverage - Does the page have the information you need for your research?

Objectivity - If a work is biased, you may use it - just make sure your teacher knows YOU know. And offer both sides of issues, where applicable.

Strategies for Writing about Literature:

1. Don’t tell your reader what you’re going to tell her--just tell her! In other words, do not say: “In my essay, I am going to tell you about…”

2. Write formal papers in third person. Use he, she, it, they, one--but not I, we, or you.

3. Write literary papers in the present tense. Thus, Holden leaves Pencey, not Holden left Pency.

4. Make pertinent references to the work itself. Be specific. Saying that Holden disappoints his teammates is too vague. Saying that Holden is ostracized by the fencing team because he lost all the foils and equipment on the subway is specific.

5. Quote appropriately by integrating phrases within your own sentences. Include the page number in parentheses as shown. The best way to avoid a QUOTE LUMP is to quote phrases. The following examples illustrate the differences.

* Sentence exactly as it appears in the novel: “What I was really hanging around for, I was trying to feel some kind of a good-by, I mean I’ve left schools and places I didn’t even know I was leaving them”(4).

* Sentence with a QUOTE LUMP: Holden says, “I was trying to feel some kind of a good-by” (4).

* Sentence explaining quote’s importance but LUMPY with unneeded words: Even though he has been expelled from Pencey, Holden can’t leave immediately because he says, “I was trying to feel some kind of a good-by” (4).

* Sentence integrating & explaining quote with no unneeded words: Expelled from Pencey, Holden can’t leave immediately because he is “trying to feel some kind of a good-by” (4).

6. If a passage is truly important enough to warrant quoting an entire sentence or more, you will need to explain its importance. You may use the ellipsis (…) if you leave words out of the middle of the sentence. If you quote more than two lines, you must also set the quote off as in the example below. Holden introduces himself and the novel’s major themes to us by saying:  If you really want to hear about it, the first thing you’ll probably want to know is where I was born, and what my lousy childhood was like…and all that David Copperfield kind of crap, but I don’t feel like going into it, if you want to know the truth (1).  This initial reluctance to tell us about himself ties in directly with the reference to David Copperfield who was also trying to find out if he was to be “the hero of [his] own life” (1).

7. Use transitional words to relate ideas and events to each other and to introduce some of your examples. For instance, to illustrate, consequently, in addition, on the other hand and other such “glue words” help your paper “fit together.”

8. Pay very careful attention to the correct punctuation of the literary work’s title. Know whether to enclose it in quotation marks or to underline.

9. Pay very careful attention to the spelling of any words in quoted passages, the names of characters and places, and common homonyms. To misspell Holdin’ Coalfield or to confuse its and it’s are careless error’s which show a lack of respect for you’re own work.

10. Create an appropriate and interesting title for your papers. You cannot call your paper “The Catcher in the Rye.” Salinger has already used that one, so you must do more. Perhaps: Style in The Catcher in the Rye Holden Caulfield’s Quest of Central Park and Museums Holden’s Hieroglyphics OR whatever that indicates the direction your paper will follow.

                

                                                        “Good Luck!”  

                          (That should make you laugh…if you were listening in class.)

Holden Caufield and You...

Some call him the original sullen teenager...

Since his debut in 1951, Holden Caulfield — the funny, complex, wry protagonist of J.D. Salinger's classic The Catcher in the Rye — has given voice to generations of teenagers caught between childhood and the adult world.

One of the most censored books in recent U.S. history, The Catcher in the Rye is now a staple of many high school and college curricula. It's the coming-of-age story of 16-year-old Caulfield, who has flunked out of his prep school and is disillusioned with the world.

Your Assignment:

1.  Select a song that captures one of the many complex aspects of Holden's personality.  In your post, provide the lyrics to your selected song.  As discussed in class, if there is a profanity in the song, please indicate and remove the word so that this maintains the academic tone of an extended classroom conversation.   

2.  Provide a one paragraph (approximately 100 words) explanation for your choice.

3.  Do not use the same song as any of your classmates.

4. You do not need to comment on your classmates' postings.

Baseline M.C. Analysis

Our Baseline:

We recently completed an entire practice (baseline) exam.  In order to benefit the most from this process, it is important to analyze your performance on the multiple-choice questions.   In addition to charting progress (number correct & number incorrect - this number is to remain private) we will record the kinds of questions you, personally, missed. 

Your Assignment: 

This assignment, if done correctly, will take several hours.  Do not leave it until the last day!  

1.  Review the answers to the multiple choice section you recently completed.  Just as we annotate in class, you will mark up your test in order to determine your performance breakdown.  We are looking to identify the types of questions you, "tend to do well on" and those with which you, "tend to struggle."  (You are looking for patterns.)

2.  Read the M.C. section overview

3.  Read the Question Types (1-8) 

4.  Read the Styles of Questioning (A-  C)

5.  Assess, from your performance on the multiple choice section, your strengths and weakness with the Question Types and Styles of Questioning listed on our blog.  Once you have identified the patterns in your performance,  read through "Strategies to Consider" at the bottom of the page.  Identify your most critical strategies, as we move forward with the course.  

                                Assignment Parameters:

• Your blog should refer to specific question types, styles and test taking strategies. In addition, unless you are the first to post, refer to an observation or future strategy discussed by one of your classmates. 
• This is a meta-cognitive activity.  Be specific about your understanding of yourself as a learner. Responses should be a minimum of 250 words.  (Please do not make reference to your M.C. section score. )
• * Blog Response Due Date:  Monday, September 19th
  

A.P. Literature and Composition – M.C.  Section Overview:

I. INTRODUCTION

• 1 Hr. test

• 55 questions (about one minute per question, including reading time)

• Divide time per passage – be ruthless! About 15 minutes per passage.

• Four passages about 12-16 questions per passage

• Essential to practice at home

• Essential to analyze any wrong answers – spot trends and personal weaknesses, then fix them! Understand why a wrong answer is wrong, especially in practice.

• Lose 1/4 point on wrong answers

• Multiple choice = 45% Essays = 55%

• Typical: 2 prose/ 2 poems

• Test only uses literature from 1575—present (no Middle English or Old English)

• One passage will include a minority writer

• Expect 17th, 18th, 19th, and 20th century passage

Question Types:

1. Situation

• who? to whom? (poetry)

• subject of 3rd Paragraph (prose)

2. Structure

• poetry: how stanzas relate

• what word in ______ relates back to ______

• what divisions represent its structure

• prose: how one paragraph relates to another

• progression of thought and overall structure

3. Theme

• whole and parts

4. Grammar and Word Meaning

• poetry: specific word choice definitions within context

• pronoun references/antecedents

• paraphrase word choice

• prose: subject of long sentence is…

5. Diction

• poetry: Use of _______ indicates

• poet’s idea of _________ is suggested by _______

• prose: choice of verbs in paragraph 4 suggests _______

• speaker’s anger is implied by ________

6. Images/ Figurative language/ Literary Technique

• which one? Where else in work?

• Purpose of a metaphor

• analogy in 2nd paragraph

7. Tone (perhaps metrics in poetry)

8. Rhetoric (mostly in prose)

• function of last sentence

• effect of shift in point of view

 Styles of Questioning:

A.  FACTUAL

• phrase presents example of…

• all are Figurative language except

• Man in line ___ is pictured mainly in his role as ___

• in line ___ the ___ is seen chiefly as …

• in line ___ the speaker regards himself as …

• beginning in ___ speaker does which …

• excerpt is written in …

• according to the speaker, …

• “they” in line ___ refers to …

• the object of “to” in line ___ is …

B.  MAIN IDEA

• ______ hated ______ because _____

• parable of _______ serves to _______

• _______ believed human nature is ________

• which best describes ______ at the end

• tone

• which describes how ____ felt about …

• passage is concerned with …

• relation between line ____ and line ___ is best described as …

• main point about ___ is …

• line ___ speaker attempts to …

• style is characterized by …

• irony rests chiefly on ______

C.  HIDDEN IDEA

• ____ interpreted to mean

• phrase evokes ______

• image of _______ refers to …

• ________ most likely represents ______

• can be inferred

• in line ___ the phrase “ ____” means _____

• line ___ suggests that …

• can be inferred speaker would agree with …

*  REASONS ANSWERS ARE WRONG

1. Irrelevant to the question

2. Contradictory to the passage

3. Unreasonable (the “Huh?” choice)

4. Too general or too specific

5. Never addressed in the passage

6. Look for the SPECIFIC WORDS that make the answer wrong. Remember the difference between a right answer and the BEST (credited) answer. More than one can be right; look for the best. Avoid distractions!

Strategies to consider as we move forward w/ M.C. questions:

1.  After reading the passage, students should read each question and anticipate what the answer might be before looking at the answer choices. Many students are nervous when taking the exam, and any strategies that help them focus and concentrate are good. When students get down to two answers, both of which seem correct, I advise them to choose the one that is most specific.

2.  I also instruct the students to read actively rather than passively. I encourage them to underline words, phrases, or sentences in the passage that they think might be important. I show them how to look for patterns, motifs, repetition, and/or contrasts. What they underline is probably not as important as the process. I emphasize that reading actively increases focus and improves comprehension. I ask them how many times they have read a passage then looked up and did not remember a thing they just read. Reading actively helps to curb that wandering mind! Students cannot afford to waste time on the multiple-choice section with several readings.

3.  I explain that the most difficult kinds of questions are the ones that ask students to find "all of the following except" or any questions that require students to reread a large portion of the text. They might want to leave them until later, as these questions consume an inordinate amount of time.

4.  The multiple-choice section always presents a combination of easy, medium, and difficult questions for each passage. These questions generally follow the chronology of the passage rather than transition from easiest to hardest or vice versa. The most important factor, however, is that they all are worth the same point value. Therefore, a sound strategy for students is to make sure they get credit for all the easy and medium answers first. A student who spends too much time on a single, hard question may not get to answer two or three easy questions in a later part of the exam. Additionally, I advise students to do a quick check of the number of the question and the number on the Scantron forms every time they see a zero (10, 20, 30, and so on). This double-check can keep them from getting off track, having to go back to find their error, and wasting valuable time.

5.  When the question refers to a part of the sentence and asks for the meaning of a word or phrase in context, what a word refers to, or how a word functions, it is best to go back to the beginning of the sentence or even to the previous sentence and read completely to the end of the sentence to comprehend the meaning. I have seen questions that ask the student what the antecedent of "this" is, and the answer is found in the preceding sentence. Students may also want to read the sentence that follows because the answer could be there.

6.  If students find themselves running out of time, they can take the following approaches:

A. Scan the remaining questions and look for either the shortest questions or the questions that direct  them to a specific line or lines. These questions take less time to answer.

B. Look for questions that contain the answer without requiring the student to refer to the text. For example, "The sea slid silently from the shore" is an example of (B) alliteration. The student would not have to go back to the passage to find the answer.

7.  One way to ensure that students finish the entire multiple-choice section is to have them scan the number of questions and divide the number by two. For example, if there are 54 questions, and students have 60 minutes to complete the section, students should be around question 27 after 30 minutes. Another strategy is to divide the time by the number of passages. For example, if students have four passages to read and one hour to complete the exam, they should allot 15 minutes to each passage. The advantage of this method is that every passage has a number of easy and medium questions, and by moving steadily the students will receive the maximum number of points. Do not assume that there will be four passages; while four is often the number of sections in the multiple-choice section, I have seen as many as five. One year a student told me she did not even get to the last passage because she assumed there would be only four. Students must take responsibility for managing their time on the exam.