Hamlet Resources

 Resources:
Hamlet -- Full Text online


Enjoying "Hamlet" 

Shakespeare Resource Center

Hamlet: The Undiscovered Country











Links:

Dr. Seuss Does Hamlet: Fox in Socks, Prince of Denmark

HAMLET: The Song (from Prarie Home Companion)

Hamlet Discussion Questions


Hamlet Journal Templates (This is a backup; we will complete in Classroom)
Click here for the Hamlet Act I Journal template.
Click here for the Hamlet, Act II Journal template.

Then copy and paste the template to your favorite word processing program.  Then save it as a document.

Hamlet on Facebook:
 If only Elsinore had Wifi:Click here to view.

Monday, Dec. 18 -- Day 68 of 90

Jane Eyre & Bean Trees Socio-Historical Essay
     --Essay Rubric
     --Essay timetable:
          -Tuesday, Jan. 2:  draft of 4 body paragraphs
          -Thursday, Jan. 4:  draft 6 - 8 body paragraphs
          -Friday, Jan. 5:  completed draft including introduction and closing
          -Tuesday, Jan. 9: revised draft
          -Thursday, Jan. 11: final draft

" A social historical critical approach to literature seeks to understand the text based on the cultural and historical events taking place at the time it was written."
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Reminder:  body paragraphs should be developed as follows:
1. topic sentence  
2. lead-in to textual evidence 1 
3. textual evidence 1 
4. commentary 
5. transition and lead-in to textual evidence 2 
6. textual evidence 2 
7. commentary 
8. concluding or clincher sentence 

In order to provide convincing evidence of a theme, multiple examples must be provided!
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Resources:
--The Importance of Historical Context (skip down to section, "Historical Context in Literature"
The role and status of women:
--"Jane Eyre and 19th Century Women" (text & video)
--"The Bean Trees:  Feminism and Solidarity Among Women" 
Poverty, mobility, & Social class:
--"Class Attitudes in The Westminster Review and Jane Eyre"
--The Bean Trees Quotes
--New York Times Book Review:  The Bean Trees

Which Jane Eyre Character are You?

Take the quiz here. 

For extra points, take the survey a 2nd time for your teacher or another class member and see if the character you come up with matches theirs.

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A Jeopardy Game featuring questions on Jane Eyre is here.

Wednesday, Dec. 15 -- Day 65 of 90.

Literary Devices in Rime of the Ancient Mariner -- Google Classroom

Rime of the Ancient Mariner -- Study Guide Questions

Jane Eyre -- Read & work on Double-entry journal

Assignment for Thursday:
--Complete Jane Eyre.  Be ready for short quiz on main characters and main events.
--Complete D-E Journal; 20 entries due.

Plan for Thurs., Dec. 7 -- Day 61 of 84

AP Lit. Terms Quiz 

Rime of the Ancient Mariner  (read to line 130 on Thursday)
--Text with Audio & Study Questions
--Dynamos Rime of the Ancient Mariner Themes incl. "Great Chain of Being"

Have you ever done something stupid and known it was stupid at the time? 

If you have, then you can relate to the narrator of "The Rime of the Ancient Mariner"

allegory: a representation of an abstract or spiritual meaning through concrete or material forms; figurative treatment of one subject under the guise of another.  2.  a symbolical narrative: the allegory of Piers Plowman.

temporal: 1. of or relating to time.
2.pertaining to or concerned with the present life or this world; worldly: temporal joys.
3. enduring for a time only; temporary; transitory (opposed to eternal ).

liminal: 1. relating to a transitional or initial stage of a process.
2. occupying a position at, or on both sides of, a boundary or threshold.

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Assignment:  Read Jane Eyre, chapts, 25 - 26 for Friday.

Read Jane Eyre, chapts, 27 - 28 for Monday.

Read Jane Eyre, chapts, 29- 31 for Tuesday.

Read Jane Eyre, chapts, 32 - 34 for Wednesday.

Read Jane Eyre, chapts, 35 - 38 for Thursday.  Plan for a quiz on Thursday!

Assignment for Monday, Dec. 4 -- Day 58 of 84

• Read Jane Eyre, Chapts. 19 & 20.
• Mark two more places for later use in your double-entry journal.
• Write a draft of a sonnet on a topic of your choice.  Work out the rhyme scheme and rhythm as best you can.  Then go back over it and add alliteration, assonance, consonance, imagery, and a title.

Assignments for Monday, Nov. 27 -- Day 53 of 84

          Jane Eyre -- Project Guterberg, full text online, searchable by "Control F"

          Jane Eyre -- Literature.org, full text online, searchable by chapter

• Read Jane Eyre, Chapts. 1 - 10.
• Use sticky notes to mark 10 text passages that relate to the socio-historical issue you have chosen as a focus.  See handout for suggestions on issues.
• Choose a sonnet as a base and an approach (see handout for suggestions); then draft the first quatrain of your sonnet.

Sonnets, Sonnets, Sonnets! (Day 50 of 84)

"When Nature made her chief work, Stella's eyes, 

In colour black why wrapt she beams so bright?"

                                              --from Spencer, Astrophil and Stella (an example of the type of poem                                                Shakespeare is roasting in Sonnet 130.)

Pop Sonnets  (Contemporary Songs Re-Written in Sonnet Form)
     the Time Magazine article featuring a few Pop Sonnets is here.


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The Bean Trees:

--"Timeline: Guatemala's Brutal Civil War" (from PBS.org)
--"Guatemalan Army Stole Children . . ."
--"Children Were Routinely Kidnapped . . ."
--Kingsolver's Bean Trees as a Political Critique . . ."

Tuesday, Nov. 7 -- Day 45 of 84

Use of Alliteration, Consonance, and Assonance in Popular Music

"How Does Hamilton . . ."

"Consonance, Assonance, and Alliteration in Hip-Hop"

"Assonance, and the Art of Writing Lyrics"

Bob Dylan, "Subterranean Homestyle Blues"

Monday, Nov. 6 -- Day 44 of 84

Check in / Schedule Conferences as needed:
     --Personal Essay (due Wednesday)
     --Tragic Characters Comparison Essay (due Thursday)

Intro to The Bean Trees
     --Reading Assignments

• Chapts. 1 - 2 -- due Tuesday, Nov. 6
• Chapts. 3 - 4 -- due Wednesday
• Chapts. 5 - 6 -- due Thursday
• Chapts. 7 - 8 -- due Monday, Nov. 13
• Chapts. 9 - 10 -- due Tuesday
• Chapts 11 - 12 -- due Wednesday
• Chapts. 13 - 14 -- due Thursday
• Chapts. 15 - 17 -- due Friday      

     --Double-entry Journal:  You are asked to keep a double-entry journal of 4 - 6 entries for each set of two chapters.  The left column of each entry is a quote or a paraphrase.  The right column is your analysis.  Analysis may take the form of comments, connections, predictions, or questions.  Connections may take the form of (a) a personal connection; relating the excerpt to personal experience or observation; (b)  a connection to another text; or (c) a connection to the world.
(aka "text to self;" "text to text;" "text to world" connections.)  Include a page number with each entry..

Shakespeare, "Sonnet 97"  & PAWS

Assignments due Week of Nov. 6

Updated Deadlines due to last week's "Bomb Cyclone":

Personal Essay -- Revised Draft to be submitted for grading on Tuesday, Nov. 7

Tragic Character Comparison Essay -- Final draft due Thursday, Nov. 9

Note:  We will be focusing on poetry and on The Bean Trees during class, so you will need to finish up the two essays above largely by working on those outside of class.

"You can never get back lost time . . ."

If you are reading this, first of all, congratulations for surviving the Oct. 30 "weather event" that has changed life in Waldo County forever for a week, at least.  Second, we are going to keep to our weekly schedule as much as possible.  This means you will need to work more independently in completing your personal essay and in completing your tragic character comparison essay.

Due dates:
Personal Essay -- Revised draft due Friday, Nov. 3 (Submit via Google Classroom if no school)
Tragic Character Comparison Essay -- Thursday, Nov. 9

Please email me at my school email address with any questions.

Friday, Oct. 27 -- Day 38 of 84

Two resources for analyzing your own writing:

Readible.io

Word Clouds

Assignment:

Revise your personal essay by focusing on the content and also by paying attention to any issues that may have been pointed out by the "Steps . . ." sheet.  In particular

• vocabulary & word choice
• sentence structure & length
• word frequency
• level of formality and sentiment (see Readible.io)

Assignment:
Plan to submit a revised and edited draft of your personal essay by Wednesday, Nov. 1.

Thursday, Oct. 26 -- Day 37 of 84

Two sources with valuable tips for writing the introductory paragraph:
--A Guide to Writing the Literary Analysis Essay
--How to Write a Literary Analysis Essay

General information on the expository essay and the comparative analysis:
For help with Essay Format:
Purdue Owl:  Expository Essay
" . . . Expository Essay vs. Persuasive Essay" (Pen and Pad)

Organization Patterns for a Compare/Contrast Essay from SJSU
How to Write a Comparative Analysis from Harvard College Writing Center

General information on the literary essay is at:
--A Guide to Writing the Literary Analysis Essay  (recommended!)

Tuesday, Oct. 24 -- Day 35 of 84

Questions for analyzing Diction and Syntax

Diction
1. What type of words draw your attention? (Verbs, Nouns, Adjectives…)
2. Is the language general and abstract or specific and concrete?
3. Is the language formal, informal, colloquial, or slang?
4. Does the text employ figurative language?
5. Are there words with strong connotations that indicate strong emotions?

Syntax
1. What is the order of the parts of the sentence?
         (Subject-Verb-Object) or (Object-subject-verb)
2. What are the sentences like?
         Periodic-moving toward something important at the end.
         Cumulative-beginning with an important idea and then adding details.
                  More on these two sentence types here.
3. Describe the types of sentences.
         (Simple, compound, complex, compound complex)
4. Does the writer ask questions?
5. How does the writer connect words, phrases, and clauses?

More on Diction and Syntax in Death of a Salesman is here.
________________________________________________________

Today:
--Poetry Analysis

--Continue work on outlines and drafts -- with focus on syntax and diction.

--Assignments:  Complete draft of Tragic Character Comparison Essay for Friday.  Complete draft of Personal          Essay for Friday.

College Admissions Essay Resources -- Day 33 of 84

Assignment for Monday:
Write 400 words (freewrite or draft) either on one of your college admission essay prompts OR for your Tragic Character Comparison Essay.

Types of Response
--Personal essay:  focuses on reflection & personal growth.
--Essay of Reminiscence:  presents one or more past experiences.
--Essay of Experience:  presents one or more past experiences and relates them to the present and the future, focusing on what was learned.

For any of these essays, there is no set format or magic formula to follow.  The one thing to avoid is 5-paragraph essay format!.  Instead, the structure of your essay should arise organically from what you have to say and from how you want your reader to experience it.  Your essay will have a beginning, middle, and end but what you do with each of these should be based on what you are trying to communicate and what effect you would like it to have.  Keep in mind that, more than anything, your essay is an opportunity to share your unique personhood with your readers.
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A topic brainstorm sheet is available here.
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The College Board has useful section on Essay Skills for the college admissions essay. Included are a section on how to choose a topic and tips on writing the essay itself.

Samples of successful essays can be found at APStudyNotes, Johns Hopkins,  quintcareers.com/ and at
college-admission-essay.com

The Common Application essay prompts are at http://collegeapps.about.com/od/essays/a/common-application-essay-prompts.htm 

Bad topics for your college essay are graciously provided for you at:
http://collegeapps.about.com/od/essays/tp/bad-essay-topics.htm

A list, "Top Ten Common College Admissions Mistakes," is at
www.college-admission-essay.com/collegeadmissionessaymistakes.html

An extensive list of college admissions essay topics is at:
http://www.eduers.com/University/College_Admission_Essay_Topics.html

True fact: You can pay more than $1000.00 to have a professional essay editing service such as EssayEdge help you with your essay. (Or you can just ask me and get help for free).

The College Board suggests you compete the following as part of your brainstorming process:

• Discover Your Strengths: Do a little research about yourself: ask parents, friends, and teachers what your strengths are.
• Create a Self-Outline: Now, next to each trait, list five or six pieces of evidence from your life—things you've been or done—that prove your point.
• Find Patterns and Connections: Look for patterns in the material you've brainstormed. Group similar ideas and events together. For example, does your passion for numbers show up in your performance in the state math competition and your summer job at the computer store? Was basketball about sports or about friendships? When else have you stuck with the hard work to be with people who matter to you?

Thursday, Oct. 19 -- Day 32 of 84

Tragic Character Comparison Essay
-- Fill in outlines.
--Gather quotes, text details.

Assignment:

--Complete draft of outline (include quotes and other detail from the text).  A sample outline is here.
--Bring prompt for college admissions essay or brainstorm list for personal essay.

Tuesday, Oct. 17 -- Day 30 of 84

Timed Essay -- 5 to 7 minutes to complete (if needed)
"Dead Boy" Debrief

Death of A Salesman Discussion
--Character Diagram
--Willy & Oedipus Comparison Chart
--Quotes, symbols, & themes

Essay Prompt & Outline for Essay

Strategies for Getting Started

Assignment:
Complete draft outline for essay

Plan for Monday, Oct. 16 -- Day 29 of 84

--Review poetic devices used in Ransom, "Dead Boy"

--40-minute timed essay on "Dead Boy"

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Assignment:
Complete Oedipus & Willy Loman Comparison Chart
 

Plan for Friday, Oct. 13 -- Day 28 of 84

for Review:
Death of a Salesman movie trailer
Death of a Salesman (full length film)
"Death of a Salesman in 60 Seconds" (commentary)

for Sharpening Your Focus:
on Tragedy, Fate, Fatal Flaw, Hubris . . . 

You will be writing an expository essay.  For help with Essay Format:
Purdue Owl:  Expository Essay
" . . . Expository Essay vs. Persuasive Essay" (Pen and Pad)

Organization Patterns for a Compare/Contrast Essay from SJSU
How to Write a Comparative Analysis from Harvard College Writing Center

--What is Literature?  Handout & Assignment

--Selected videos

--Kahoot

--Create Character Diagrams 

--Complete Oedipus & Willy comparison chart

--Intro. to Resources

Assignment for Monday:

• Review texts as needed
• Review resources (see links above)
• Complete Oedipus & Willy Comparison Chart
• Collect quotes and begin drafting essay

Upcoming:
--2 poems (handouts)
--Write a timed essay comparing the two poems

Plan for Wednesday, Oct. 11 -- Day 26 of 84

--Annotations on 5 quotes
--Intro. to Character Diagram
--Read DOAS from page 101

Assignment:
1. Complete reading the play (to page 139).  Re-read sections as needed.
2. Complete character diagram (9 or more characters; 4 or more groups; 30 or more adjectives or labels)
3. Write down 2 more quotes and an annotation for each.

Plan for Tuesday, Oct. 10 -- Day 25 of 84

--Complete Annotations for 5 quotes assigned on Thursday.
--Discussion based on

• annotations, pp. 34 - 69
• other reactions on reading
• background reading
• briefly revisit comparison chart.  Look to add more parallel themes.

Read Death of a Salesman from page 71.

Assignment:

--Read DOAS, pp. 91 - 101

--5 more quotes from the reading (pp. 71-101) that seem important and point toward theme.

"More thrilling than Radio.  More gripping than Television."

Plan for Thursday, Oct. 5 -- Day 24 of 84

Assignment Check -- Oedipus prompts (2 paragraphs) -- Tuesday assignment

Assignment Check -- 5 quotes from pages 12 - 34 that seem important and perhaps point toward theme.  For example:  "Be liked and you will never want."  --Willy, in Death . . .  page 33.

During class, you will make an annotation for each of the 5 quotes.

We will begin reading on page 34.

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Assignment for Tuesday, Oct. 10:
--Read Death of a Salesman, pp. 49 to 69 (end of Act 1).
--5 more quotes from the reading that seem important and point toward theme.
--Read the first two sections, "Before You Read . . ." and "Motifs and Themes" on the DOAS page here.

Death of a Salesman Resources

Wednesday, Oct. 4 -- Day 23 of 84
Death of a Salesman Resources  

Death of a Salesman online (pdf format)

Death of a Salesman Notes & Terms

Storyboard That (includes themes, motifs, and sample storyboards)

Towards the Examined Life --- Notes for Reading

Tragedy & the Common Man -- Arthur Miller

Oedipus & Willy Comparison Chart

Plan for Tuesday -- Day 22 of 84

--Open your pdf copy of Oedipus and use Kami to complete annotations for pages 87 - 92.
--Selected discussion questions.
--Intro. to Death of a Salesman & begin reading as a class.

Assignment:
--Oedipus reflection continued:  (1) Choose one discussion question from the Oedipus Rex Discussion Question document (see Google classroom or access the document here) and respond in a well-developed paragraph; (2) Also choose one of the notes from Aristotle's poetics (see same document) and respond in a well-developed paragraph.

Note:  Your writing in the two paragraphs above is intended to be informal and exploratory in nature.  This should feel more like writing a journal than an essay.  This is not about being right but in exploring, developing, and testing out your thoughts .

Plan for Monday, Oct. 2 -- Day 21 of 84

The next section of Oedipus Rex is here. We will begin reading this version on page 82 on Monday.

Assignment for Tuesday: 1. Complete 5 or more annotations for pp. 82 - 87 (the part we read in class today). 2. Read to the end of the play (pp. 87 - 91) and mark 5 places where you will later add annotations.

Assignment for Friday, Sept. 29 (Day 20 of 84)

Prior to class:

Read to page 279 (using downloaded copy of the Fagles translation we have been reading in class).  Those who were for the whole class have already done this.

Respond to the following prompts by using Kami to enter notes in the appropriate places on your copy of the text:
1. p. 267, lines 120-122: Explain the dramatic irony present in Creon's comment.
2. pp. 270 - 272: Choose and comment on an image that helps convince the reader that conditions in Thebes are very serious.
3. Page 273, lines 269 - 279: What tone does Oedipus take toward the murderer?  Identify a brief quote that provides evidence of his tone.
4. Page 274. lines 300-306, Explain the dramatic irony present in these lines.
5. Page 275:  What physical handicap does Tiresias have?  Why is this ironic?  Why might a person with this handicap have this role in Thebes?
6. Page 276:  Why does Oedipus become angry with Tiresias?  How does this heighten the dramatic irony?


During class on Friday (Complete as homework if you do not complete in class):

I.  Read pp. 279 - 294, which is the end of this section (but not the end of the play). 
     (The next section of Oedipus Rex is here.  We will begin reading this version on page 82 on Monday).
II. Use Kami to annotate your downloaded pdf copy of the text in response to the following.

1. Page 278.  In your opinion, why does Tiresias finally speak the blunt truth to Oedipus?  How does Oedipus react when he does this?

2. Page 278.  What does Oedipus believe about Tiresias and why?

3. Page 279:  Oedipus looks to blame others and to discredit them.  Find two examples of specific evidence of these efforts to discredit.  (Lines 432 - 459).

4. Page 280:  Tiresias says important things here.  Choose one important sentence, type it out, and make a comment.

5. Page 281:  Why do you suppose that Tiresias speak in riddles?  What would happen if he spoke more directly?

6. Page 282 - 283:  Summarize in 2 - 3 sentences what the chorus says about the situation.

7. Page 285.  What charges have been brought against Creon?  What is his reaction to these charges?

8. Page 286, Line 214:  What character flaw in Oedipus is shown here?

9. Page 289:  What role is played by Jocasta here?  What role is played by the Chorus?

10.  Page 294:  Choose a key quote from this page and write a brief comment.

[The above prompts are on Google Classroom and also in a Google document here.]

Assignment for Thursday 9/27

Make sure you have viewed both slideshows.  We watched the first one in class on Tuesday, but even if you were present in class, you might find it helpful to review it.

Greek Theatre (slideshow)

The Theater of Ancient Greece -- An Intro. to Oedipus Rex (slideshow)

Oedipus Rex Resources

The Riddle of the Sphinx:
The Sphinx stopped travelers on the road to Thebes and posed them a riddle. If they answered wrong, they died. The hero Oedipus was asked the following question: "What walks on four legs in the morning, two legs at noon and three at close of day?"  Click here for the answer.

Oedipus Rex, Robert Fagles, translation Part 1
Oedipus Rex, Robert Fagles translation, Part 2 (begin on page 82)

Oedipus Tyrannus, modern translation

Greek Theatre (slideshow)

The Theater of Ancient Greece -- An Intro. to Oedipus Rex (slideshow)

The Story of Oedipus (Animated cartoon)

Tragedy Unit Overview & Expectations

Assignment for Friday, Sept. 21

1. Contribute a quote to the quote bank.  See Google Classroom.
     (Feel free to take a quote or two as well).

2.  Open the Google Classroom TFA Essay Template.  Personalize the header information and remove the works cited section at the end.  Begin drafting your essay.  The goal is to come to class with a draft that includes a thesis and 3 or more body paragraphs.  Those who have soccer games tonight may get less done and may need to catch up on the weekend!

Things Fall Apart  Interpretive Essay Timetable

--prior to Wednesday:  read and collect quotes

--Wednesday.  

• Write working thesis
• Create outline
• Search for and select quotes
• Begin drafting essay

--Thursday

• Draft essay & conferences

--Friday

• Revise essay
• Peer conferences
• Further revisions & teacher conferences

--Monday, Sept. 25

• Outside of class teacher conferences as needed.

--Tuesday, Sept. 26 -- TFA Interpretive Essay Due

• quotes/double-entry journal
• rough draft including evidence of peer conference
• final draft

TFA Interpretive Essay -- Resources

Essay Guidelines

Writing an Interpretive Essay / Literary Analysis -- General Resources
Purdue Owl, Writing a Literary Analysis (slideshow)
Roane State Owl, Literary Analysis
Bucks.edu, How to Write an Analysis

Assignment:for Wednesday
Write down 3 more quotes in your double-entry journal.
Complete reading Things Fall Apart.

Plan for Friday, Sept. 15

--Pretest yourself on basic AP English vocabulary by completing the Vocabulary.com activity here
--Continue "unlocking" the Yeats poem, "Second Coming"
--Intro. to Things Fall Apart Interpretive Essay.
--Discuss Things Fall Apart, Chapters 9 & 10, based on student discussion topics.
--Read Things Fall Apart, pp. 95 - 135

Upcoming
1. Complete reading TFA, (24 chapters, 209 pp.) for Wednesday.
2. Basic AP Poetry terms can be reviewed and practiced in a list here.

Things Fall Apart Resources

Assignment for Wednesday, Sept. 13

Read Things Fall Apart, Chapters 5 and 6.
Write 3 quotes from the reading.  (To help fuel your comments later,
you might choose quotes that you have a strong emotional reaction to.)
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Things Fall Apart online

Chinua Achebe biography

Chinua Achebe on Nigeria & Africa 50 years later (video)

Premium Times Nigeria (Nigerian newspaper online)
The Guardian (Nigerian newspaper online)

William Butler Yeats, "The Second Coming"  (poem)

Gender Role Test (Take the test once for yourself.  If you have time, take it again for Okonkwo).
-------------------------------------------------------

"Turning and turning in the widening gyre   

The falcon cannot hear the falconer; 

Things fall apart; the centre cannot hold; 

Mere anarchy is loosed upon the world . . . "

                        --from Yeats, "The Second Coming"

Assignment for Monday, Sept. 11

1. Read Things Fall Apart, pp. 3 - 15.
2. Write down 3 quotes.  The quotes can be 1 - 3 sentence excerpts.  Include the page number for each.  Your reasons for choosing specific quotes may vary. \

During class on Monday, I will ask you to comment on the quotes you have chosen.

Daily Plan: Thursday, Sept. 7

1. World Shortest Political Quiz -- (A) As a member of the "great WE"  (B) As Ayn Rand.

2. Discuss reader biographies.  What do we have in common as readers?  How do we differ?  How have we changed as readers over time?

2. Return Anthem interpretive paragraphs with individual and general comments.

3. Anthem open discussion

• which interpretive approaches are most revealing here?
• what is the most powerful theme?  To what extent is that theme important today?  Rate the effectiveness of the book in communicating that theme.
• other insights, questions, complaints, and controversies.

Upcoming:

A timed in-class essay which explains how Rand's use of point of view is important to the total effect of the novel.  Scoring criteria will include*:

--specific and ambitious thesis statement

--ample supporting evidence

--include two or more quotes

--include one or more additional specific examples

--correct use of citations

--use of literary present

*to be refined and updated.

Assignment for Thursday

Assignment for Thursday, Sept. 7:

Write a short (two-thirds page to one page) biography of yourself as a reader.  Feel free to include both high points and low points.  Tell the story of how you got to be the reader you are today.

Anthem Resources

Anthem (online version)

Online lectures about Anthem

Interpretive Strategies
Another briefer explanation of interpretive strategies is here.

Online children's stories for practice with interpretive strategies:

• "The Wiener Dog Magnet"
• "Invisible Alligators"

World's Shortest Political Quiz

Assignment for Wednesday, Sept. 6:
--Complete reading Anthem for Wednesday's class.
To be completed in-class on Wednesday:
--Write a one-paragraph interpretation of Anthem using the interpretive strategy of your choice.  Begin your paragraph with a one-sentence statement about the meaning of Anthem.  Then support your statement with evidence from the text and/or from outside research. (Biographical and historical strategies often require outside research).  Include at least one page number as a parenthetical reference.  (If you use an outside source, also provide an informal reference [author and title] for that.)  Be sure to select evidence appropriate to the interpretative strategy you have chosen.

Welcome to AP English Literature and Composition!

About AP and About the Course:

The College Board:  Advanced Placement English Literature & Composition

• Reasons to Take AP
• Course Description
• Course Overview

References! References! References!

You have completed your bibliography and are writing your paper and need to refer to a source.  Should you refer to the author, the page title, the URL or something else?  The Purdue OWL provides a clear answer:

• Any source information that you provide in-text must correspond to the source information on the Works Cited page. More specifically, whatever signal word or phrase you provide to your readers in the text, must be the first thing that appears in the corresponding entry in the Works Cited List.

For example if your bibliography entry looks like this:  

Lundman, Susan. "How to Make Vegetarian Chili." eHow, www.ehow.com/how_10727_make-vegetarian-chili.html.*

You are required to state the last name of the author, "Lundman," in your reference, since the name of the author is what comes first in your bib. entry.  The last name of the author is then your "signal word."

If there is no author last name in your bibliography, then you will refer to the first thing provided in your correctly formatted MLA bib. entry.  In order of preference, these would typically be:

1. Author.
2. If no author:  use the title of the source. (Title of article or web page or abbreviated title)
3. If no title of source:  use the title of the "container" (Title of web site or abbreviated title.  Note this is NOT a URL)

Which brings us to another rule:

In-text citations for sources with no known author

When a source has no known author, use a shortened title of the work instead of an author name. Place the title in quotation marks if it's a short work (such as an article) or italicize it if it's a longer work (e.g. plays, books, television shows, entire Web sites).

We see so many global warming hotspots in North America likely because this region has "more readily accessible climatic data and more comprehensive programs to monitor and study environmental change" ("Impact of Global Warming").

In this example, since the reader does not know the author of the article, an abbreviated title of the article appears in the parenthetical citation which corresponds to the full name of the article which appears first at the left-hand margin of its respective entry in the Works Cited. Thus, the writer includes the title in quotation marks as the signal phrase in the parenthetical citation in order to lead the reader directly to the source on the Works Cited page. The Works Cited entry appears as follows:

"The Impact of Global Warming in North America." Global Warming: Early Signs. 1999. Web. 23 Mar. 2009.

Plan for Wednesday, Jan. 11 -- English 101

During Class:

• Discuss logical fallacies; construct 2-4 logical fallacies related to your own topic
• Color code your own draft on Google Classroom
• Work on paper in class. 

Assignment for Friday, Jan. 13:
--Finish a rough draft of your final essay. We will work with guided revision.

Plan for Monday, Jan. 9 -- English 101

• Review of Appeals, Effective Ways to Reach Your Audience
• Read Sample Essay #4 and annotate it with 5 or more questions/comments
• Review logical fallacies as needed; construct 2-4 logical fallacies related to your own topic
• Review "Developing Your Argument" worksheet

Workshop / Assignment for Wednesday, Jan. 11

• Create cover page; revise outline as needed; continue work on rough draft 
• Upload your rough draft to the recently created document on Google Classroom.
• Continue to develop your rough draft to a length of 4 or more pages.

Plan for Wednesday, January 4 -- English 101

• Assignment check-in:  Draft thesis and 1.5 pages of essay body;  up-to-date outline or graphic organizer
• After reading the sample essay together (see Google Classroom for Sample Essay 1, Portfolio #3 ), annotate the essay based on the instructions provided.
• Revise your Audience and Publication Analysis as needed
• Continue to work on developing the body paragraphs of your essay

Assignment for Monday, January 9:

• Complete a draft of 3 or more pages.  This should include your thesis and several body paragraphs.  It need not include your introduction or closing, which you may want to write last.

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Upcoming:

• Review of Appeals, Effective Ways to Reach Your Audience
• Review "Developing Your Argument" worksheet
• Workshop -- Create cover page; revise outline as needed; continue work on rough draft 
• Upload your rough draft to the recently created document on Google Classroom.
• Continue to develop your rough draft to a length of 4 or more pages.
• Read Sample Essay #4 and annotate it with 7 or more questions/comments
• Review logical fallacies as needed; construct 2-4 logical fallacies related to your own topic