Tag Archives: AP

Wuthering Heights Seminar Threads

grangeTo prepare for our seminar this week, please gather specific textual evidence for the following threads. Try to “spread the wealth” among the threads instead of concentrating on one or two.

1. Narrator bias – Lockwood/Nelly Dean

2. Comparison of locations (inside/outside, different rooms, different places in different times, Wuthering Heights/Thrushcross Grange, home/moor, etc.)

3. Character weaknesses

4. Use of twos/pairs/opposites

5. Powerful symbols

6. Heathcliff—strong or weak? (You could look at any character regarding this)

7. Love/Passion/Revenge/Obsession

Image of Ponden Hall, believed to be the inspiration for Thrushcross Grange

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Poetry Focus: “Leda and the Swan”

Really terrific analysis of William Butler Yeats’s “Leda and the Swan,” found in Chapter 8 of Sound and Sense, by Evan Puschak, aka the nerdwriter.

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Finishing Strong

senioritis
Welcome back! One semester remains in the school year, so make it a good one. Here are some reminders to help you succeed:

Come to class. I shouldn’t even have to say this, but apparently some of you have missed the memo after nearly thirteen years of formal schooling. School starts at 7:20 am. You know how long it takes to get to DP. You know the traffic on Turkey Lake is stupid. You have phones with alarms. Get your butt out of bed and get to school on time. Once you’re here, be HERE. Don’t be thinking about the homework you skipped for another class or your latest game craze or your phone. It does you no good to be here physically but absent mentally.

Do the reading. Seriously, gang. This is a literature class. You can’t do well unless you actually read the works. No, SparkNotes do not count. Check the calendar for deadlines and plan your reading schedule so you’re ready for seminars and discussions.

Pay attention to details. I shouldn’t have to tell college-bound seniors to read directions carefully, but apparently I do. READ DIRECTIONS CAREFULLY. Make sure you complete all parts of an assignment in a timely fashion. Seminar grades always contain your contributions to the class discussion, the notes you take during the seminar itself, and the Verso responses afterward. Don’t suddenly remember one of them after I’ve completed the grades.

Label everything. Your files should have unique names, and your name should always be on the file itself. Submit files to the correct assignment in Google Classroom. Don’t pile up a bunch of files in one place where they don’t belong.

Use the +one rule. Many of your essays are good in terms of thinking, but the support is weak. When you think you’ve finished a paragraph, add one more specific example before moving on to the next paragraph.

Speak up! Self-advocacy is a vital skill for success in college. If you are having difficulty, say something. Ask questions. You should know by now that I don’t bite. Confused about a poem’s meaning? Ask. Want some help with an essay? Ask! I’ve never claimed mind-reading as a skill. Don’t expect me to use it.

And the most important thing to save yourself (and me) unneeded stress:

Pay attention to deadlines! College students tell me the biggest adjustment they have to make is obeying hard deadlines. Most schools do not accept late work of any kind without prior arrangement with the professor. “I forgot” doesn’t count. Neither does “I was busy” or “I had a test in X class” or fabulous vacation plans. Once I’ve graded an assignment, I’m pretty much this person:

edna

Late work will only be reviewed once you submit a Digital Late Work Submission form. Otherwise, I assume it doesn’t exist and will happily give you the F you have requested.

Stay focused. May and the exam will arrive quicker than you expect. Be ready. Let me know how I can help.

 

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A Note About Grades

I arrived at school today to a mailbox full of angst:

“I turned in Assignment X and got Y grade. Why wasn’t it a Z?”
“I really need X points to get Z grade—what can I do?”
“I just turned in Assignment Q (which was due a month ago). Please grade it ASAP so my grade can go up.”
“I know I didn’t do Assignment V. Can I do it now so it can be counted?”

These are variations of many, many conversations I have with students about their grades. Most of the time they take place during the marking period, when something can be done about it without unnecessary stress on either of us. The cries explode the day grades are submitted, and all of your stress is firmly transferred onto me. I’m supposed to FIX IT.

I understand. I was an AP student in high school, and I know the pressure to maintain a high GPA is immense. It seems that everything you hear from teachers, colleges, parents, your peers, and the world at large seems to suggest that keeping your GPA at stratospheric levels is necessary in order to gain admission to college and basically win at life. Let me clue you in on a little secret:

It’s not.

You don’t have to believe me. Einstein said it better:einstein

Ladies and gentlemen, you’re focusing very hard on the things that can be counted, but not so much on the things that count. When I get emails about the class, they’re hardly ever about the subject, the concepts, your discoveries, or learning. The conversations are always, always about numbers. Specifically, numbers that translate into letters on your transcript. Those things are important, yes, but in the grand scheme of things, they don’t really count. Here’s what does: Understanding. Stretching. Growth. Discernment. Discovery. Challenge. And, most importantly, failure. Failure is the best teacher of all. It reveals your weak spots and invites you to grow. You should embrace failure—which might look like a B, or even a C. That kind of failure keeps you humble and shows you where to focus.

But if you (or your parents) come from the “Failure Is Not an Option” school of thought, here are some proactive things you can do to keep your grade looking the way you like it:

  1. Pay attention. If you’re busy chatting with friends or playing on your phone or doing other homework on your laptop when you’re supposed to be doing something for this class right now, that’s a near-guarantee that poor and/or missing work is to follow. I’m aware you’re sitting at tables. That doesn’t mean you have license to do what you want, to be rude, to ignore what’s going on and expect me to explain it to you special later. You know how to be a student. That shouldn’t be contingent on where you sit and how.
  2. Listen. On essays especially, I try to provide feedback to help you improve. What do my notations say? See any patterns? Are you making changes based on my comments or just glancing at the number at the top and filing the paper away for later? Heed the wisdom of Jackie “Moms” Mabley: “If you always do what you always did, you will always get what you always got.”
  3. Read. Read the assigned works. The ones I hand you, not the summaries on SparkNotes or PinkMonkey or Shmoop or whatever the avoid-actual-work site of the month happens to be. Plot summaries will not help you with AP questions. You won’t have the depth of detail needed to answer them properly, and you won’t have the practice necessary to analyze text closely when the time comes. And while we’re talking about reading, read the directions. Don’t skim, don’t assume, and don’t let your friend’s four-second summary scalf-roping-hlsr-590x742tand in for what I specified. I can’t tell you how valuable this skill will be in college, where your course syllabi will rule your life in ways you can’t even imagine now.
  4. Ask questions. Don’t understand something? Ask. Unsure about what something means? Ask. Have an amazing idea that you’d like to explore? Please, please ask! The ability to ask good questions is an invaluable college and life skill. Professors love students who can ask good questions. Be that person.
  5. Slow down. Stop being in such a hurry. I’m well aware that the procrastination struggle is real. Fight it. Plan your reading so you aren’t trying to finish a two-hundred-page work in an evening. That’s why I gave you a calendar, so you could plan. Hint, hint. Make sure your name is on the paper itself and in the filename, if it’s electronic. Do you have any idea how many assignments I see entitled “AP essay”? Am I supposed to guess what each paper is about and who submitted it? I really don’t need that kind of excitement in my life. Don’t do all your work at the last minute, or worse yet, in the class period before you show up to mine. That slapdash effort rarely earns what you’d like. Learning isn’t like the calf roping competition at the rodeo. You don’t earn bonus points for being quick. Plus, if you haven’t tied off the calf properly, it doesn’t matter how good you look during the process. You lose, plain and simple. Do good work, and good results will follow.

 

Ideally, I’d love to face a class full of learners, people who are engaged in the process, willing to take risks, asking good questions, and thinking thinking thinking so their knowledge grows and their outlook expands. But if the grade monkeys screech too loudly—and I get it, they do sometimes—follow the steps above. Pay attention. Listen. Read. Ask questions. Slow down. They help, I promise.

As my father is wont to say, “End of Sermonette.”

Calf roping photo © Bob Straus

 

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Oedipus Rex Text Sources

oedipus[1]

If you wish to download a copy of Oedipus Rex to your phone or tablet, you may find copies here:

Project Gutenberg (links to .html, .epub, and Kindle-formatted versions)

Oedipus Rex for Kindle ($.99 charge)

Oedipus Rex for Nook ($.99 charge)

Download or listen to a streaming audio version of the play at Librivox.

The full text of the play may be read online here.

Another translation of the play may be read online here.

 


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The Bard and the Doctor

In this video from the British “Red Nose” fundraiser, actors David Tennant (the tenth Doctor Who) and Catherine Tate (well-known for her obnoxious schoolgirl character Lauren Cooper) spar a bit over Shakespearean sonnets. Enjoy!

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Take Your Mulligan

Golf+Ball+HoleIn golf, a mulligan is a do-over, a chance to take a second swing at a ball for a better result. Now that you have reviewed your graded essays, you have the chance to do just that.

In class, you worked through the TEASE organizer to identify specific ways to improve one of your submitted essays. Here is your mulligan: If you are willing to rewrite the essay with an eye toward improving at least one score point, then I am willing to adjust your score card (grade) for that essay. Here are the requirements:

  1. This is a voluntary assignment. If you choose not to do the rewrite, please consider the improvement suggestions as you complete your essays for the semester mock exam.
  2. The essay must be typed, double spaced, 12 pt.
  3. Your essay must include a separate paragraph at the top that summarizes your revision goals and what you have done differently on this essay than on your original draft to improve. Follow this format:
    My original essay received a score of ____ because ____. I have done _____ so that I may improve to at least a score of _____.
  4. The opportunity window closes at 11:59:59 pm. At midnight, the assignment locks. You will not be allowed to submit a late mulligan.

Mulligan essays must be submitted to Edmodo by Friday, January 8. Good luck!

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Lord of the Flies Final Writing

island

Now that we have completed our reading of Lord of the Flies, you will be submitting an analytical essay as your final assessment in lieu of an AP-style prompt. The objective is to reveal your knowledge of how Golding uses archetypes within Lord of the Flies to support the larger theme of the work.

In your essay, you will select a focus character from the following and identify his primary archetypal role in the work:

Ralph
Piggy
Jack
Simon
Roger

A good explanation of archetypal roles may be found here or in this Archetypes and Symbols handout. You may also refer to the Archetype_PowerPoint we referenced in class or consult the handouts on archetypes available on the AP Resources page to provide additional background and clarification.

Your essay should show, using appropriate directly quoted or paraphrased support from the novel, how your selected character develops to fulfill his designated archetypal role within the novel and how that role contributes to the work’s overall theme. You may also include references to other archetypal or symbolic information, such as the use of color, shape, etc. as you build your argument. Direct quotations from Golding should be cited according to MLA guidelines.

Archetypal themes to consider—remember that themes must be stated in a phrase, not as a single word!

Hero (good overcoming evil)
Obstacle (struggle with self, struggle with nature)
Quest
Death and Rebirth
Initiation (coming of age, loss of innocence)
Outcast (alienation, isolation, acceptance of atypical)
Your essay of no more than 750 words (three double-spaced pages) should be submitted to Edmodo by the end of the day Thursday, October 22. You will upload your essay to the posted assignment in .pdf format. Other formats do not permit me to make annotations for your review. See me if you have submission issues. Do this ahead of time so you don’t run into problems on the due date.

 

Good luck, and happy writing!

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2015 AP Summer Reading

summer-reading

Although there is no official summer reading assignment for AP Literature at Dr. Phillips, students who do well on the exam are, almost without exception, inveterate readers. Therefore, you are encouraged to read, read, read in the lazy days before you begin your senior year! Here are some tips and challenges to help you choose:

1. If analyzing literature seems intimidating, we recommend this fine resource: How to Read Literature Like a Professor by Thomas C. Foster, especially since many of you will be transitioning from AP Language and Composition to a literature class.

2. If you want to brush up on or discover some the frequent biblical allusions in British and American literature, read the books of Genesis, Matthew, and John in the Bible.

3. To refresh yourself on all that pesky mythology writers like so much, tackle this classic: Edith Hamilton’s Mythology. If you are a fan of the Percy Jackson and the Olympians series by Rick Riordan or Michael Scott’s The Secrets of the Immortal Nicholas Flamel series, those will also help refresh you about Greek, Roman, Norse, and Celtic mythology.

4. Obviously we can’t cover everything in one year, so consider picking up a classic you’ve heard of but haven’t had the opportunity to read in school. Below is a list of novels and plays of literary merit which will not be part of the curriculum at Dr. Phillips but frequently appear on the examination. Although all of these works are considered classics, you will find a wide variety of styles and a broad range of topics represented.

A Portrait of the Artist as a Young Man
A Raisin in the Sun
Catch-22
Crime and Punishment
Death of a Salesman
Heart of Darkness
Invisible Man
Jane Eyre
Madame Bovary
Obasan
The Turn of the Screw
Waiting for Godot

If none of these titles appeal to you, then the Books and Chocolate Classics Challenge has a number of categories that might do the trick. You can find their list of suggested books here.

5. You might also consider reading a recent work that has been nominated for or won a major literary prize such as the National Book Award or Pulitzer Prize, the Man Booker Prize (Great Britain), or the Governor General’s Award (Canada).

6. If you’re just looking for something different to read or need a guiding hand to keep you on track, why not try a book challenge? Here are links to a variety of different challenges. You may not complete one over the summer, but you can certainly broaden your knowledge and your enjoyment by trying one.

PopSugar’s Challenge – 50 books ranging from “read a book with a one word title” to “read a book your mom loves” to “choose a book based solely on its cover,” which gives you plenty of fun choices. Check out the challenge here.

Banned Books Challenge – Feeling daring? Read something that someone else doesn’t want you to! The Buckling Bookshelves blog has created a challenge with levels of participation from “Making Waves” to “Leader of the Revolution.” Sign up here.

Kindred’s Challenge – Another checklist-based challenge that includes everything from choosing a poetry collection to reading something electronically. Pick up the handy infographic for the challenge here. Specific suggested authors all happen to be male (hmm), but that’s offset nicely by the next challenge.

Women Challenge – Discover some amazing female authors through Peek a Book’s third Women Challenge here.

Diversity Challenge – Male or female, most writers studied in literature classes tend to be Caucasian. Discover more amazing books by writers of color through My Little Pocketbook’s Diversity Challenge. Check out some great authors here.

Book Riot’s Read Harder Challenge – Another random choice challenge by one of my favorite book sites online. Choices here range from author origin to genre style to type (how many book challenges do you know select a self-improvement book?). Keep up with other challenge members through Goodreads or the #ReadHarder hashtag. Check out the list here.

Books in Translation – AP offers the opportunity to read some books in translation, but that’s merely a smidgen of the great literature out there that wasn’t written in English. Hop over to the Introverted Reader’s challenge to select translated works here.

Around the World Challenge – This challenge focuses on the book’s content rather than who wrote it. Where do your book’s characters go? Plot their movements and consider some mini-challenges based on geography on a special Google map from It’s All About the Books here.

Chunkster Challenge – Serious books call for serious dedication–especially if they’re long ones. Try your hand at a 450+ page whopper. It may take you all summer for the one book, but it could be amazing! Your chunk o’reading can be in any genre, age group, or format (except graphic novels), so if you never got around to reading Harry Potter and the Order of the Phoenix because you saw the movie instead, now might be the time to see what the Hollywood folks left out. Sign up here.

Thanks to writer Emma Cueto of Bustle for her great roundup of reading challenges.

Have a great summer, and happy reading!

 

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Improving Your AP Responses

writing2

Now that you have received your first scored AP essay back, you might be thinking about ways to improve your writing–especially if you’d like to get into the 7Up club. Completing an AP prompt can be challenging, even for students who are confident writers. Although AP officially stands for Advanced Placement, it’s also telling you the key to success:

AP = Answer the Prompt

The number one thing separating a top scoring AP essay from one that doesn’t get the job done is whether the student has carefully considered and addressed all parts of the prompt. Here are some things to consider when you sit down to write.

DO

Be thorough. Make sure you have identified everything the prompt is asking you to do. Doing a brilliant job of identifying the literary devices in a prose passage or poem is great, but if you never show how they are working in the piece to reveal the theme (or whatever the prompt is asking you to comment on), then your essay won’t rise much higher than a 5.

Be specific. Quote from the poem or passage to support your points; don’t generalize. Embed the quotations smoothly within your analysis rather than copying chunks and dropping them into the text for the reader to make the connection. Refer to specific events, conversations, and characters in your selected novel or play for Q3.

Be generous. One example, no matter how sparkling, is ever enough. To move from “plausible” (6-7) to “persuasive” (8-9), you have to provide plentiful support for your ideas. That means tracing an idea throughout an entire larger work instead of mentioning just one key scene, or connecting the images in every stanza of a poem, not just the most vivid one in the final couplet.

Be aware. Consider your audience. These people are experienced teachers and professors. They’re also avid and careful readers. Pitch your essay at a level they expect. Employ formal language. Use present tense when writing a cricial discussion of a piece of literature. Leave yourself out of it; keep the focus on the work itself, not what you think, like, or dislike about it.

Be yourself. The very best essays are always a combination of excellent analysis and a strong, unique voice. Yes, a formulaic five-paragraph essay from a three-part thesis will get the job done, but when it comes to AP, style points are crucial. Now is the time to show off your fabulous vocabulary or your interesting insight. Remember, the full name of the course is AP Literature and Composition. Include the niceties of writing that can help your essay sing.

DON’T

Summarize. The last three words of the Q3 prompt are always “Avoid plot summary.” Your job is not to explain to the reader what happens in the novel or what occurred next in the play. The reader is assuming that you, as an AP student, have read the work and “get it.” You should assume the same about the reader. The college professor who wrote a dissertation about Shakespeare is not going to appreciate (and doesn’t need) the two paragraphs you just wasted explaining what happens in Othello.

Parrot the prompt. Your thesis statement should reflect your thinking about what the prompt is asking, not incorporate the wording in the prompt itself. The more copying you’re doing, the less thinking.

Regress. Signal phrases like “In conclusion” or openers like “Webster’s defines X as…” reveal a lack of confidence in your ability to structure and present original, quality writing. These are training wheels from elementary school. Leave them in the past where they belong. Check out the Verboten list for other phrases to avoid.

Cheerlead. Your job is not to convince the reader of the writer’s brilliance or how the passage reflects humanity, literature, or writing in general. Stay away from statements about the nature of society and phrases like “Great writers often…” “Authors often use…” or “We as humans…”

Dump. Pointing out a metaphor, symbol, or other literary device to the reader without analyzing further is like a cat dropping its dead mouse offering on the doorstep. It’s not enough to identify that a writer or poet is employing a particular device. You have to connect the use of the device with the MOWAW (meaning of the work as a whole). The same is true for examples and support in Q3. Mentioning the use of winter imagery in a poem is one thing. Explaining how those images enhance the sense of isolation expressed by the speaker is something else entirely.

Panic. The reader is well aware of the time constraints you are working under. Plan your essay and execute it to the best of your ability in the time you have available. Read carefully (you can do that). Annotate as you go (you may not like it, but you can do that as well). Create a structure for your essay. Get started. If you’re stuck on an introduction, start with a body paragraph and circle back to write the introductory paragraph later, once you have a firmer grasp on the scope of your essay. Include specific examples that reinforce your thesis throughout. As Teddy Roosevelt said, “Do what you can with what you have where you are.”

Happy writing!

Adapted from material by Jane Gutherman, AP Literature instructor at Dr. Phillips HS.

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