Poetry Sound Devices and Modern Music

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"

Lord of the Flies

Full text online:
Lord of the Flies is available as an online audiobook here.

Lord of the Flies is available as a word document here.


Songs Inspired by Lord of the Flies:

Iron Maiden, "Lord of the Flies" (lyrics)

U2, "Shadows and Tall Trees" (lyrics)

The Offspring "You're Gonna Go Far, Kid" (lyrics)

Elton John, "Lord of the Flies" (video w/ lyrics)

Rage:  Official Music Video:  "Lord of the Flies" | Rage Lyrics

Death of a Salesman

Death of a Salesman,
--Write a "found poem" of 6 - 12 lines, using lines from up to page 37 in the reading.  (The purpose is to look back over this section of the play, to find lines that have symbolic relevance, and to explore what may be potential themes of the play.)  An example is below:

Goin' Off the Road  (a found poem based on lines from Death of a Salesman)
The peonies would come out, and the daffodils
And then all of a sudden I'm goin' off the road

Bricks and windows, windows and bricks
You can't raise a carrot in the back yard

Life is a casting off
The mind is what counts
I see everything
I can't seem to -- keep my mind to it

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Death of a Salesman Resources  

Death of a Salesman online (pdf format)

Death of a Salesman Notes & Terms

Death of a Salesman video w/ Dustin Hoffman & John Malkovich

Death of a Salesman:  analysis of the play
     --for more analysis, see also Arthur Miller commentary in Bedford text, pp. 1986 -1989.

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

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)

Discussion Questions

Tragedy Unit Overview & Expectations

Rime of the Ancient Mariner

AP Lit. Terms Quiz 

--Rime of the Ancient Mariner (text on ActivelyLearn)
--Rime of the Ancient Mariner w/ Gustave Dore illustrations
--Gustave Dore illustrations w/ text (larger size illustrations)
--Rime of the Ancient Mariner (alternate text 1)
--alternate Text 2 with Audio & Study Questions
--Brief Review:  Rime of the Ancient Mariner (recommended)
--Dynamos Rime of the Ancient Mariner Themes incl. "Great Chain of Being"
--Related articles

• "Just Breathe:  A Story of Survival & Gratitude"
• "The Transformative Power of Gratitude"
• "2019:  The Year for Gratitude"

Rime of the Ancient Mariner and Modern Culture
Rime of the Ancient Mariner & Pirates of the Caribbean
Iron Maiden, "Rime of the Ancient Mariner" lyrics and audio

Have you ever done something stupidly careless 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.

What does liminal mean to you? (short video)
Liminal Spaces/Crossings (video)
An article about modern liminal spaces is here.

Things Fall Apart Resources

Things Fall Apart Reading Schedule
for Monday, Sept. 9, read up to page 86
Tuesday, p. 115
Wednesday, 142
Thursday, 167
Friday, 197
Monday, Sept. 16, end of book, page 209.



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"

First Readings

"Story of an Hour" by Kate Chopin

"Trifles" by Susan Glaspell

• Discussion Questions, set 1
• Discussion Questions, set 2

A couple of quizzes on gender issues:

https://play.howstuffworks.com/quiz/can-we-guess-youre-male-female 

https://www.abc.net.au/science/games/quizzes/2009/sexbattle/

Welcome to AP English Lit. & Comp!

About AP and About the Course:

The College Board:  Advanced Placement English Literature & Composition

• Reasons to Take AP
• Course Description
• Course Overview

Listen Up! More on Persuasion

1. Appeals Activity & Discussion

2. Portfolio #3 Pre-write (Google Classroom)

3. Read text, pp. 88 - 106. (Deductive Reasoning, Inductive Reasoning, and Writing an Argumentative Essay.)  Submit 2 questions for a Kahoot!
Upcoming:  Persuasion Kahoot! plus read sample paper in text, pp. 101-105.

Ways to Appeal to an Audience:

-Videos: 1, 1A, 2, 3.

Appealing to your Audience

The Science of Persuasion

 Six Phrases that Instantly Persuade People

Portfolio #2 Due Dates

Due Thursday, April 25 -- Rough draft of entire essay for peer review.

Due Wednesday, May 1 -- Portfolio 2 (final draft of essay plus all materials that document your process).

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.

For sources with multiple authors:

For a source with two authors, list the authors’ last names in the text or in the parenthetical citation:

Best and Marcus argue that one should read a text for what it says on its surface, rather than looking for some hidden meaning (9).

The authors claim that surface reading looks at what is “evident, perceptible, apprehensible in texts” (Best and Marcus 9).

For a source with three or more authors, list only the first author’s last name, and replace the additional names with et al.

According to Franck, et al, “Current agricultural policies in the U.S. are contributing to the poor health of Americans” (327).

The authors claim that one cause of obesity in the United States is government-funded farm subsidies (Franck, et al. 327).

For sources with no author available:

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) and provide a page number.

Thursday, April 4 -- English 101

Upcoming:

• Bibliography final edits:  capitalization and italics.
• Portfolio 2 assignment sheet (handout).  Portfolio 2 is due Wednesday, May 1.
• Plagiarism and how to avoid it.
• Paraphrasing Practice (handout)
• Brainstorm ideas for note making
• Review of text, pp. 353 - 359 (thesis, focused research, note-taking)
• Discuss organizing the structure of the essay
• Work on completing Stakeholder Analysis 

Assignment for Monday, April 8

• Completed Stakeholder Analysis chart -- 15+ squares (

Assignment for Wednesday, April 10

• Create an informal outline of your essay (on Classroom)  [Sample Outline] 
• Continue note-taking phase of research.  Complete your first 5 note cards or record your first 5 "chunks" of information.  This, ideally, should be a mix of paraphrased information and quotes.
• Read “Summarizing, Paraphrasing, and Quoting Sources” pp. 399-403. Read “Integrating Source Material into your Writing” pp. 404-408. Read “Synthesizing Sources” pp. 408-413 .

Assignment for Thursday, April 11

• Begin writing your essay. Draft at least the introduction (define the issue, include necessary background information, indicate why it’s important to the audience, include your research question).  Sample essays are here.

----------------------------------------------

--Cartoon from Wikimedia Commons via Creative Commons.

Week of April 1 -- Annotated Bibliography & Research

General structure of a database citation in MLA 8:

Author’s Last name, First name. “Title of the source.” Title of the first container, First name Last name of any contributors, Version, Numbers, Publisher, Publication date, Name of Database, URL or DOI.

Common items are highlighted above.  Less common are items such as contributors and publisher.  These items should be included if available but often are not available.  

Use the following capitalization rule for your article (or website page) titles:  capitalize the first word of the article title and also capitalize any proper nouns.  All other words should be lower case.

Plagiarism

Plagiarism is something you have to work hard to avoid -- like getting wet when it is raining.  In other words, if you just go about your business as is your habit, you are likely to get wet, just as you are likely to unintentionally plagiarize unless you take safeguards:
1) acknowledge your sources -- bibliography
2) refer to sources as needed
3) use quotation marks for quotes.  If you don't want to put something in your own words, if in doubt, use a direct quote.
4) paraphrase information when taking notes

How to Paraphrase:

• change the words
• change the order of words
• change the structure of the author’s words
• collapse lists
  
  An excellent site on the intricacies of plagiarism and how to avoid it is Plagiarism.org

-------------------------------------------------------------------
1. Peer Review of Annotated Bibliography

• discuss citation formatting fine points
• discuss annotations

2. Revise Annotated Bibliographies as needed.
3. 1. Continue to search for articles:  Do you have a buddy, a foreign agent, a gemstone?

Paraphrasing -- An Essential Research Skill

Paraphrasing Slideshow
Paraphrasing Practice 
Paraphrasing Answer Key

Upcoming / during class on Thursday:  
Read text "Doing Focused Research," pp, 354-363.
Complete In-Progress Reflection on Classroom.
Review Portfolio #2 Assignment Sheet & Grading Criteria

Due Friday:
Final draft of Annotated Bibliography.

Due Monday:

Complete total of 15 boxes in Stakeholder Analysis chart
--------------------------------------------------------------------------------------------
In Process: During this phase of the research process, you should:

• move bookmarks to Diigo, Google doc., note cards, or notebook
• continue to read & annotate articles
• categorize and label articles
• continue to develop your annotated bibliography as needed.

Stakeholder cartoons

Monday, April 1

Annotated Bibliography Due Dates:
     --Peer review draft due at the start of class on Wednesday, April 3
     --Final draft due at the start of class on Friday, April 5

Sources Reflection -- A buddy, a gemstone, a secret agent?

In-Progress Reflection

1.  Briefly describe your research methods so far.  How are you keeping your information organized?

2.  You should have most of your articles by now.  What new or surprising or interesting things have you learned about your topic?

3.  Course reading and your instructor have suggested a a few different options for taking notes when researching.  What method will you/do you employ?

Monday, March 25 -- English 101

1. Big Picture
2. Review Reading / Generate questions
3. Test drive ProQuest and Academic Databases at DigitalMaine.org, using your topic
4. Check in:  3 articles bookmarked.  Note on primary sources.
5. Work on Personal Position Analysis (see Classroom), which is due at the start of class tomorrow.


-------------------------------------------
Upcoming

1. Debrief Personal Position Analysis (biases and where they come from)

2. Videos on search tips

3. Diigo vs. Note Cards

Assignment:

--Use academic databases to find three more articles and bring a total of at least 6 articles (bookmarks, Diigo bookmarks or printed)  to class.

Thursday, March 21 -- English 101

• Commas revisited
• Get checked off for having 3 articles about your topic to class.
• Review text, pp. 350 - 370. 
• Present highlights of your topic proposal to the class

Assignment for Friday:

--Read pages 370 - 388 in the handbook

Assignment for Monday:

--Complete Personal Position Analysis (see Classroom)
--Other TBA. 

Upcoming:
--Use academic databases to find three more articles and bring a total of at least 6 articles (bookmarks, Diigo bookmarks or printed)  to class.

--Advanced search techniques.

--Diigo vs. note cards

Tuesday, March 19 -- English 101

During Class:
 --Discuss & "Turn in" Potential Topic List Exercise
--Discuss political stances (as a way to start seeing positions)

 --Discuss reading
--intro. to academic databases.  (Why isn't Google the answer for everything?)
--research options including notecards, Diigo, bib. generators.
 --research log sheet
 --begin your topic proposal, a template for which is on Google Classroom

Assignment for Thursday, March 21:

• Complete your topic proposal (see template on Google Classroom)
• Bring 3 articles about your topic to class (these can be bookmarked or printed).  2 or more of the articles should be found via an academic database.
• Academic Databases
  --Digital Maine Library (See especially General One File and Research in Context)
  --ProQuest (recommended for news search)
• --SDMHS Library:  Resources for Research
• --Current Controversies (a list of academic databases selected for you by Mr. Richards)--Marvel
• Read text, pp. 350 - 370.  (You may be able to skim over some sections.)

Finding Truth in an Era of "Fake News"

--Click here to see image in full size.
--See also:  Media Bias Fact Check

Wednesday, March 13 -- English 101

During Class:

• Portfolio 1 will be collected.  Please refer to the assignment checklist we created to make sure you have met all requirements.  Other documents to refer to include: Portfolio 1 Contents, Portfolio 1 Guidelines, and Portfolio 1 Rubric.


• Intro to portfolio 2; research topic criteria overview; potential topic list exercise. 

Recommended Publications for News Articles:

Quality sources that tend to have more balanced coverage:
1.  NPR News

2. New York Times

3. Christian Science Monitor

4. Reuters

5. Wall Street Journal

6. The Economist

7. Bangor Daily News

8. Portland Press Herald

Sources that reflect more political bias:
9. The New Republic

10. Utne Reader

11. Fox News

Sources that present both sides:
12. Pro/Con.org

13. Issues & Controversies (link to be updated)

14. Newsela (Class code is XMTXDT)

Assignment for Thursday, March 14:
Read and annotate "The Argument Culture" (article)

Assignment for Tuesday, March 19:
1. Complete the Potential Topic List Exercise by listing 5 articles (include source information, a one sentence summary, and a potential question for each).

2. Decide on a topic/issue for Portfolio 2 – refer to the research topic criteria discussed in class to make sure your topic is a good fit.

3. Read pages 345-349 in the handbook.

More on Revision

.

Self-conference:

• A Guide to Revision
• Guide to Revising Body Paragraphs and Conclusions
• What is the last word of your essay?

During Class Friday:

• Create checklist using 
• Portfolio 1 Guidelines
• Portfolio 1 Grading Rubric
  

Removing Clutter

Revision
--"Tips to Cut Clutter in Writing"
-- "5 Ways to Cut Clutter"
--"Removing Word Clutter"
--"Avoiding Wordiness"

Goal for today:
1. Read through your draft and Revise to absolutely eliminate wordiness. and extra words that you don't need.

Priorities for Revision

Tuesday, March 5 -- English 101

1. Review Portfolio #1 assignment sheet and rubric.
Talk about deciding which summary/response essay you want to revise & polish for Portfolio I. 

2. Resources:

• Intro. to Response Writing
• Examples of Major Revision
• A Guide to Revision
• Guide to Revising Body Paragraphs and Conclusions
• A complete set of resources for Portfolio #1 is here.

Homework due Wednesday, March 6:
1. Choose one summary/response essay to revise and polish for Portfolio I. Copy & paste this essay to the template on Google Classroom. Complete preliminary revisions on this summary/response essay. This revised draft will then go through a self/peer/teacher critique process.
2. Complete a reverse outline of your essay. The idea of a "reverse outline" is to construct an outline of an essay you have already written. The purpose is to identify the main parts and make sure the essay holds together. Your reverse outline should be 5 - 8 sentences in length.  More on the how's and why's of a reverse outline are here and here.

Due Dates:

Peer-Review Draft Due:  Wednesday, March 6 (at the start of class)

Mandatory Teacher Conference:  Monday, March 11 (by the end of the day)

Portfolio I Due:  Wednesday, March 13 (at the start of class)

Week of Feb. 25 -- English 101

.

Note: the schedule below is for what we will be doing during each class period this week.



Monday, Feb. 25:
--Re-read your article.  Add to your previous annotations.
--Complete at least one of the following:
 (a) create an outline of your article
 (b) create a double-entry journal in response to 3 or more main ideas in your article.
--Write a summary of your article

Tuesday, Feb. 26:
--Draft at least the first half (1.25 pages) of your response essay.

Wednesday, Feb. 27:
--Finish drafting your response essay.  (The essay total should reach 2.5 pages)


Thursday, Feb. 28:
--Read pp. 80 - 82 ("Writing a Conclusion") in handbook
--Discuss strategies for introductions & conclusions
--Look at sample introductions & conclusions
--Writing Workshop:  Develop & Revise Response Essay #3

Friday, Feb. 29:
--Complete revisions and edits on Response Essay #3.
--Summary & Response Essay #3 (3 pp. plus, summary & response) due by 2pm (mid-way through the class).

Assignment for Monday, Feb. 11

Assignment for Monday:
(1) Read and annotate the "Abolish Billionaires" article.  (2) Identify the main points as part of your annotation.
(3) Read the text, pp. 34- 35 about writing an informal outline.
(4) Create an informal outline for the article.  (This can be handwritten or typed).  Your outline should have 7 - 13 main ideas plus supporting details for each.

Bring your annotated copy of the article and informal outline to class.  The two of these together will count as one homework assignment.

On Monday, you will use the above to create a double-entry journal and then to write a summary of the article.  That will be followed up — you guessed it — by writing your second response essay.

Tuesday, Feb. 5 -- English 101

During class:

• More on response writing.  See Sample Response Essay #1
• Thesis statements.  See Thesis, Opinion, or Fact handout.
• Topic sentences
• Transitional words & phrases
• Parallel structure\Repeating key words and phrases
• Strategies for paragraph development (types of arguments, MEAL)

Assignment for Wednesday, Feb. 6:

1.  Continue writing your Response Essay draft.  (2 pages minimum by the start of class).

1.  Read Chapter 3 in the handbook “Using a Thesis to Shape Your Material” pages 29-36 
2.  Read Chapter 5 “Writing Paragraphs” pages 64-73 in the handbook. 

Parking Lot:

• side shadow the responses you brought with you, looking specifically at evidence

Monday, Feb. 4 -- English 101

During Class:

• Freewrite on awards, recognitions, winning, & losing
• Intro. to portfolio 1.  See also chart below.
• Strategies for a response essay
• Sample Response essay
• Begin drafting response essay

Assignment to work on during class on Monday:
--Write a personal response to "Losing is Good for You."  You should be agreeing or disagreeing (or both) with the main idea(s) in the article. 
Due at start of class Tuesday:  1.5 pages minimum (draft plus freewrite).
Due at start of class Wednesday:  2 pages minimum just for draft.
(This response will later be expanded to 3+ pages). 
-----------------------------------------------------------

Parking Lot:

• Strategies for Critical and Analytical Reading
• Discussion & additional annotations on "Losing is Good for You"
• Read "Stop Fighting Your Inner Critic" (handout) and annotate for discussion

The Response Essay Process -- According to English 101

Portfolio 1 Skills & Process:

English 101 -- Friday, Feb. 1

1. Copy and paste a 2nd version of your summary below the first one.  All revisions and edits should be done on this 2nd version.

1. Review the "Losing is Good for You" article together for main points.  Revise as needed.

2. Strategies for upgrading your summary.  "Just because it is a summary, that doesn't mean it has to sound like it was written by a machine."  Revise as needed.

3. Grammar issues related to writing a summary (Edit as needed).

• article titles
• publications
• comma use
• verb tenses
• other

4. Check summary against Summary checklist and sample.  Revise as needed.  Peer conference.  Revise as needed.

5. Write a brief note beneath your revised summary, explaining what revisions and edits you made and why.  If you made no changes, explain why you did not.

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Additional Annotations (annotating to respond) -- "Losing is Good for You"

Class discussion: "Losing is Good for You"

English 101 -- Jan. 30 & 31

Writing & the Writing Process -- Open Discussion, integrating ideas from

1. Your 300-word writing process piece
2. Your experience in writing the 20-minute in-class prompt
3. Your annotations of Lamont, "Bird by Bird" 
4. The Writing Skills Questionnaire
5. The Stephen King, Jerry Seinfeld, Animation video clips
6. Other

"Ten Habits of Successful Students" -- Brief Discussion of assigned reading.

Course Syllabus -- Questions & Answers

Writing a Summary -- "Not so easy, not so difficult."

Turn in/Get Checked off for Completing:

1. 300-word Piece on your writing process (HW # 3 & 4)

2. 20-minute in-class prompt from Tuesday (HW # 2)

3. Writing Skills Questionnaire

4. Lamont, "Bird by Bird" Annotations (HW # 1)

5. Dual Enrollment Application

During Class on Thursday

• Read Chapter 9 in the handbook “Reading to Write” pp. 119-122.
• Annotating an article.  A good resource for annotation is here.
• Summarizing an article.  Read the handout “Writing a Summary.”
• grammar issues related to writing a summary.
• begin writing your summary (if time allows)

Assignment for Friday, Feb. 1:
--Write a summary of the ["Losing is Good for You" or OTHER TBA] article that was passed out in class. Be sure to annotate the article as discussed in the handbook before you write your summary. Also be sure to look up any terms you do not understand. Your summary should be about one paragraph or ½ page long. Bring your copy of the article (with annotations) and your typed summary on Friday.
------------------------------------------------------------------------------------------------------------------------------

“E.L. Doctorow said once said that 'Writing a novel is like driving a car at night. You can see only as far as your headlights, but you can make the whole trip that way.' You don't have to see where you're going, you don't have to see your destination or everything you will pass along the way. You just have to see two or three feet ahead of you. This is right up there with the best advice on writing, or life, I have ever heard.”
― Anne Lamott, Bird by Bird: Some Instructions on Writing and Life

--see this link for more quotes from Bird by Bird. 

English 101 -- Monday & Tuesday, January 28 & 29

1. Writing Skills Questionnaire

2. Writers on writing (video clips)

3. In-class brainstorm about prompt. (see "A" below).

Upcoming -- Assignments for in class on Tuesday: 
--Read the article “Bird by Bird” by Ann Lamott (handout).
--Annotate the article with 5 or more  agreements, disagreements, comments, & questions.
--In class prompt / timed writing: write (at least) one page about something you have done or experienced that has had a significant effect on you as a person. Examples might include: meeting/knowing a certain person, living somewhere, moving, a challenge or competition, an illness or injury, a trip or a job. (The two assignments above will count as your first two "homework" grades.)

Assignment for Wednesday:
A. Write a 1.2 page typed, double-spaced (apx. 300-word) biography of yourself as a writer that includes a description of your own writing process.  Your response can be longer than the minimum, but it should not be shorter.  Include any struggles you may experience and any strategies you do/could employ to help you with your writing. Bring the typed description of your writing process to the next class.  I will collect this.  (Include any prewriting.) (This will count as homework grades #3 and #4).
B. Read pp. 1 - 8 in text (Concise Wadsworth Handbook) and be ready to report out on a "Personal Top 3 Tips for Success."
C. Read syllabus and be ready to ask questions, in particular about KVCC policies that may not be suitable in our high school setting.

The Writing Process -- Insights from Working Writers

 . .


 .

During class, you will be asked to complete a Writing Process Questionnaire.

Welcome to English 101 / Dual Enrollment English

This blog is a home base for English 101.  Visiting this page often can help you be successful.

Please bookmark this page on your laptop browser.

Reasons to visit this blog include:

• to complete class assignments
• for links for research and reading
• to get caught up in case you are behind or absent
• if you are confused and need more information
• if you want to challenge yourself and complete an honors assignment
• if you missed a class and want to make sure you are on the right track
• if you are interested in something we discussed in class and want to learn more

AP Exam -- Free Study Guide

An extensive study guide is available here.

Remember, every hour spent prepping for the exam is a well-spent hour, especially if you pass the exam, receive college credit, and save yourself time and $$$$$$$$.

-------------------------------------------------------
A Resource for Learning AP Lit. Terms:
Sign in to Quizlet using your Google account and choose "Learn," "Flashcards," or "Write."

Quizlet Set 1 (100 terms) 

Quizlet Set 2 (235 terms) 

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 Practice AP-style Multiple Choice Questions:"To be or not to be . . ." Soliloquy (11 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

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