186 Doolie Road Mooresville, NC 28117 - Iredell … ! Assignment due over the summer, Due Date: Anytime before July 31, 2016. 1. You may choose either The Handmaid’s Tale (or A Brave

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Mooresville, NC 28117 May 19, 2016 Dear AP Literature and Composition Student: Welcome to AP Literature and Composition! Originally I would start this welcome letter formally, you know, by introducing you to the class, by talking about my expectations, etc. This year, I’m approaching things differently. Yes, I do still plan to introduce you to this class and expectations, but in a less formal manner. You’re probably wondering why you decided to take this class as you ponder the possibility of summer reading assignments, but before you freak out, I’m only requiring you to turn in one assignment to me over the summer. Before I get to that assignment, however, more about this class. Bottom line, this class is AWESOME! I’m not saying it’s awesome because I’m biased. It’s true-the class is awesome. It’s discussion based, so little to no teacher lecture. We talk about short stories, poems, plays, novels, and film and connect various themes to literary works and various literary works to each other and to film. Yes, we take tests, write in-class essays, take MC practice tests, try to discern who we are and how we live our lives, but in the end, it’s all worth it. This class will make you laugh; it will make you cry; it will make you question what you believe and possibly yourself; it will force you to forge new friendships and conquer your fear of public speaking. In short, this class will enlighten you whether you want to be or not. “As a student entering AP Lit ….” is how I would have originally began this paragraph, but I’m trying something different this summer. I do believe that summer reading plays an integral role in this class; however, I know that the summers are a protected time, a time for you to hang out with friends and family and to relax. Because of this dichotomy, I’ve decided to approach things differently this summer. More about the different approach later. I’ve also found that previous classes have a significant gap in their knowledge of Biblical and Classical allusions. Sincerely, Anne Sloan

Texts Texts to read over the summer:

• Edith Hamilton’s Mythology (I will provide a copy for you to borrow) • Margaret Atwood’s The Handmaid’s Tale (I will provide a copy for you to borrow.) or the alternative text, Aldous Huxley’s A Brave New World

(I have no copies of this novel,) • Charlotte Brontë’s Jane Eyre (I have 2 copies of this novel.)

Text to read over fall semester on your own

• Dante’s Inferno, one of the editions below: They are available via barnsandnoble.com or at a local store or via amazon etc. You will need to read it because we reference it when we start discussing several poems, texts, and films during 2nd semester. You will have a test on this text, but you do not need to complete a fiction analysis assignment for this text unless you want to.

ISBN-13: 9780142437223 Publisher: Penguin Publishing Group Publication date: 12/17/2002 Series: Penguin Classics Series

ISBN-13: 9780140448955 Publisher: Penguin Publishing Group Publication date: 08/29/2006 Series: Penguin Classics Series

Good Reference Text: How to Read Literature Like a Professor It helps students who read it and analyze literature (discussion and essay format).

Assignments Ø Assignment due over the summer, Due Date: Anytime before July 31, 2016.

1. You may choose either The Handmaid’s Tale (or A Brave New World) or Jane Eyre to use when addressing the prompt below. This prompt is indicative of the “free response” prompts you’ll see on the AP Lit exam. It is considered a formal essay, so please use present tense verbs, textual evidence, etc. Refrain from using 1st and 2nd person personal pronouns and contractions. Make sure your essay is typed according to MLA formatting guidelines. Please see Appendix A for the rubric associated with this prompt.

o Prompt: A symbol is an object, action, or event that represents something or that creates a range of associations beyond itself. In

literary works, a symbol can express an idea, clarify meaning, or enlarge literal meaning. Using one of the novels listed above, focus on one symbol and write an essay analyzing how that symbol functions in the work and what it reveals about the characters or theme of the work as a whole. Do not merely summarize the plot.

• How to submit? Upload it to the Symbol Assignment post in Google Classroom. You’ll receive password information for joining Google

Classroom via your school email so be checking it! If you want to send/bring a paper copy in a folder or envelope to the school and have someone in the front office put it in my box, feel free. Please make sure to put “Attention Anne Sloan” on the envelope/folder.

Ø Assignments due Fall Semester:

2. Allusions Notebook (Appendix A) Due the 2nd day of class in August: • One of the assignments that you’ll be working on over the summer is an Allusions Notebook. • You don’t have to submit it to me over the summer, but you need to have completed by the 2nd day of class in August. • Please see Appendix B for this assignment.

3. Fictional Analysis (what to do while reading The Handmaid’s Tale (or A Brave New World) or Jane Eyre) Due Date for FAs: The end of

the 2nd week of school. Ideally, you’d like to have these completed as you finish reading each novel. • As you read, you should engage in active reading, which means you are reading with pen/pencil or keyboard in/at hand. • You will want to create your study guide for the exam as you read, especially if you want to avoid agony in the future. • Essentially, you are creating your own version of SparkNotes, CliffsNotes, etc.

o This study guide is called a Fiction Analysis or FA for short. o I don’t mind if you work together on the FAs, but if you work with others, RE-WORD and RE-WRITE/TYPE your fiction

analysis in your OWN words! o If you do get information from other sources, please use in-text citation to credit your sources. Using in- text citation also

means you need to include a Works Cited Page, so remember if you pull information from other sources, you need to cite sources correctly and provide a works cited page.

• Please see appendix C for the Fiction Analysis requirements.

The score reflects the quality of the essay as a whole—its content, its style, its mechanics. Students are rewarded for what they do well. The score for an exceptionally well-written essay may be raised by 1 point above the otherwise appropriate score. In no case may a poorly written essay be scored higher than a 3. 9–8 These essays offer a well-focused and persuasive analysis of how a symbol functions to reveal characters or themes in a novel or play. Using apt and specific textual support, the essays fully explore the symbol and its significance. Although not without flaws, these essays make a strong case for their interpretation and discuss the literary work with insight and understanding. Generally, essays scored a 9 reveal more sophisticated analysis and more effective control of language than do essays scored an 8. 7–6 These essays offer a reasonable analysis of how a symbol functions to reveal characters or themes in a novel or play. The essays explore the symbol and demonstrate its significance. While the responses show insight and understanding, their analysis is less thorough, less perceptive, and/or less specific in supporting detail than that of the essays in the 9–8 range. Generally, essays scored a 7 present better-developed analysis and more consistent command of the elements of effective composition than do essays scored a 6. 5 These essays respond to the assigned task with a plausible reading, but they tend to be superficial or underdeveloped in analysis. They often rely upon plot summary that contains some analysis, implicit or explicit. Although students attempt to discuss the symbol’s significance and how it functions to reveal characters or themes, they may demonstrate a rather simplistic understanding of the work. Typically, these essays reveal unsophisticated thinking and development. They demonstrate adequate control of language but may lack effective organization and be marred by surface errors. 4–3 These lower-half essays offer a less than thorough understanding of the task or a less than adequate treatment of it. They reflect an incomplete or oversimplified understanding of the work, or they may fail to establish the relationship between the symbol and the work’s characters or themes. The essays may not address or develop the symbol’s significance, or they may rely on plot summary alone. Their assertions may be unsupported or even irrelevant. Sometimes wordy or repetitious, these essays may lack control over the elements of college-level composition. Essays scored a 3 may reflect serious misreading and demonstrate incompetent writing. 2–1 Although these essays make some attempt to respond to the prompt, they compound the weaknesses of essays in the 4–3 range. Often, they are unacceptably brief or are incoherent in presenting their ideas. They may be poorly written on several counts and contain distracting errors in grammar and mechanics. Remarks are presented with little clarity, organization, or supporting evidence. Particularly incompetent and/or incoherent essays are scored a 1. 0 These essays do no more than make a reference to the task. — These essays are either left blank or are completely off topic.  

Appendix A

Biblical and Classical Allusions: Notebook Assignment: Due the first day of class, August 2016

Biblical:

Much of the quality literature that we will be reading as well as many pieces that appear on the AP exam frequently contains allusions to common Biblical stories. It is vital that students spend time reading and becoming acquainted with the most common of these stories to deepen their appreciation and comprehension of the literature they read. The King James Version is most referenced because of its stylistic language and literary merit. However, you may also wish to consult a more modern, easier-to-follow translation or paraphrased translation either an actual text or website.

***Disclaimer: I am not forcing religious beliefs onto you, nor am I suggesting that one religion or religious belief is superior to any other. Our discussions and references to the Bible are strictly for literary merit, to understand the author’s purpose of including these allusions into his/her text and how these allusions develop characters, theme, etc.****

Allusion Notebook Assignment:

• To help you remember these stories, and for quick reference, I recommend that you take notes (outlines, own words summary, etc.) in a spiral notebook (a composition book is ideal) on each story. I do not recommend or want you to type up your notes. Studies show that you are more likely to remember material if you write it out by hand.

Review these stories from the Bible and follow the instructions above.

• The Creation, Adam, Eve, and the Garden of Eden, The Fall- Genesis 1-3 • Cain and Abel Genesis 4 • Noah and the Flood Genesis 6-9 • Tower of Babel Genesis 11 • Sodom and Gomorrah, Lot and his wife Genesis 18:16-19 • Isaac and Rebekah Genesis 24 • Jacob, Rachel, and Leah Genesis 29:15-30:24 • Moses Exodus1-4, 7-14, 19-20 • David and Goliath I Samuel 17 • The story of Job Job • The temptation of Jesus Matthew 4 • Beatitudes Matthew 5: 3-12 • The Prodigal Son Luke 15: 11-32 • Lazarus John 11:1-12 • The Last Supper Mark 14, John 13 • The Betrayal, The Garden of Gethsemane, The Denial, • 30 Pieces of Silver Matthew 26 • The Crucifixion Matthew 27, Mark 15, Luke 23, John 19 • The Resurrection Luke 24, John 20, 21

Classical: references to mythology Text needed: Edith Hamilton’s Mythology, Timeless Tales of Gods and Heroes Assignment: Your responses must be hand written! Put these notes in the same notebook as your Biblical allusions.

• Introduction: As you read the intro, please take notes on the following topics or answer the following questions.

o What is the purpose of Greek and Roman mythology?

o Explain what is meant by the “Greek miracle.” o What do the myths show us about the early Greeks? o What is “the terrifying irrational?” o How did the portrayal of Zeus change over the years?

Why?

• Chapter 1-create your own glossary of Gods/Goddesses mentioned in this chapter. Include the Roman name if applicable, a brief descriptor, which includes: important actions of God/Goddess (his/her “job”), relationship to other Gods/Goddesses, symbols associated with him/her, and anything that you feel is relevant.

• Chapter 2-Who is Demeter? Why do we have seasons? Who is Dionysus? For what purpose was he created (to explain what)?

• Chapter 3: How was the world created according to this chapter? How were the Gods created? Tell me about the great war. Summarize the various stories about how humans were created.

• For the following chapters, please write a brief outline of each story.

o Chapter 4- Prometheus and Io, Europa, Cyclops, Flower Myths (just these stories)

o Chapter 5- Cupid and Psyche o Chapter 6- Orpheus and Eurydice, Pygmalion and

Galetea, Daphane (just these stories) o Chapter 7- Golden Fleece o Chapter 8- Phaethon, Pegasus and Bellerophon,

Daedalus (just these stories) o Chapter 9- Perseus o Chapter 10- Theseus o Chapter 11- Hercules o Chapter 13- The Trojan War o Chapter 14- Fall of Troy o Chapter 17- House of Atreus o Chapter 18- House of Thebes o Chapter 20- Midas (just this one story) o Chapter 21- The Amazons, Arachne, Orion, Sisyphus

• Just for fun- read the last chapters on Norse Mythology

Appendix B

Fiction Analysis for Novels

Please use the format below to close read/analyze fictional literary works. You can either type up the analysis or write it out NEATLY! PUT everything in your own words. Copying from any source will result in a 0 for the assignment grade. I will give NO partial credit for any assignment that has material copied from any other source (sources). You may set your paper up using the bullet format, but responses need to be in complete sentences. You can list examples, but the words explain, discuss, address, describe, tell, examine, and require the response to be written in complete sentences.

Ø Author and title (punctuate title correctly) Ø Biographical information about the author Ø Historical context of the time period Ø Characteristics about the literature during the time period and the literary period in which the novel/play was written Ø Plot: In this section please address the

o Exposition o Rising action o Climax o Resolution

Ø Plot Section Continued: o Discuss (explain and describe) the types of conflict found in literary work-internal and/or external- Make sure you explain why the

conflict is in fact a conflict o Discuss how the author adds suspense to the literary work o Discuss elements of foreshadowing-identify specifics from the literary work and explain what you think these examples foreshadow

Ø Character and Characterization o In your own words, describe the major characters and minor characters in the literary work.

§ For major characters, find examples of direct and/or indirect characterization, and explain what these methods of characterization reveal about the character. Along the same lines, discuss how these methods develop the character throughout the entire literary work.

o Choose 1 major character and discuss what motivates him/her to make certain decisions, or to take certain actions, etc. Ø Theme

o Discuss several themes the author conveys in the literary work. Elaborate and explain using examples from the text to support your themes!

Ø POV (for plays, answer the 2nd bullet point) o Tell me the point of view of the literary work and discuss why this point of view is the most effective in helping to convey the author’s

theme. o Discuss how POV also helps develop the characters and how it affects the plot

Ø Setting o Describe the setting or major settings used in the literary work and discuss how the setting plays an important role in the literary work.

Ø Style o Give an overall observation about the author’s style and give examples from the text supporting your statement, then move on to

sentence structure and discourse features. o Sentence structure: Meaning is created by how the sentences sound, by how they are balanced, by the force created by punctuation as

well as by language: § By the stresses on words, and the rhythm of the sentence § By the length of the sentence § By whether the sentence has repetitions, parallels, balances and so forth § By the punctuation, and how it makes the sentence sound and flow. § So, discuss sentence structure and explain how it helps with characterization and the impact of the sentence structure on the

overall work. o Discourse features

§ How long do characters speak? § Are the sentences logically joined or disjointed, rational or otherwise ordered, or disorderly? § What tone or attitude does the talk seem to have? § Does the speaker avoid saying things, deliberately or unconsciously withhold information, and communicate by indirection? § To what extent and to what end does the speaker use rhetorical devices such as irony? Why?

o Using the questions above as a guideline, examine the role of dialogue in the literary work. How does the dialogue develop characters, contribute to plot, and convey the theme?

Figurative language used-discuss the use of figurative language in the literary work. Give examples of specific figurative language devices (simile, metaphors, allusions, imagery etc.) and explain how these elements help to convey the author’s theme.***Examples and discussion of IMAGERY is mandatory. The more you identify and discuss, the better prepared you will be for study guide questions and/or tests.

Ø Memorable Quotes o Give several (3 or more) quotes that strike you as significant (if you completed a double entry journal for a novel or play, you may

pull from that assignment.) and explain what makes them significant in relation to the novel or play. Ø Symbols

o Identify several symbols you discover in the literary work; then, explain the significance of these symbols. Ø Reality

o Discuss how the literary work relates to the real world. Are the characters facing similar situations as we might today, etc.? Remember, fiction “generally claims to represent 'reality' (this is known as representation or mimesis) in some way; however, fiction cannot always represent reality directly. One work of fiction might be very concrete and adhere closely to time and place, representing every-day events; on the other hand it may for instance represent psychological or moral or spiritual aspects through symbols, characters used representatively or symbolically.

Appendix C