1. AP Literature and Composition (Period 2)
  2. Assignments

AP Literature and Composition (Period 2) Assignments

Instructors
Terms
Summer 2016
Fall 2016
Spring 2017
Department
English
Description
Welcome to AP Literature and Composition. This class is designed to meet the College Board's expectations for an Advanced Placement class. Through in-class discussions, online discussions, Socratic Seminar, analytical essays, multiple-choice AP style tests on poetry, prose, and drama, this class is driven to prepare you for the final test as well as prepare you as thinkers who are ready for the challenges of college. Our main focus will be on close reading and text-driven analysis, and we will use a variety of tools to support those goals, including Canvas and Turnitin.com.
 

Why AP Lit?

  • For me (the teacher): You have no idea how excited I am to be teaching this course. I’ve always loved literature, but it wasn’t until my senior year of high school that I learned to appreciate it not only for the stories it contained, but for the details of the craft itself. My own AP Lit teacher, Mrs. Mary Ellen Kearney, is one of the most amazing people I’ve ever met. Her passion for literary analysis inspired me to examine texts in a fresh, new way that isn’t always possible in lower-level English classes. After graduating from high school, I attended UCLA where, thanks in part to my positive high school experience, I chose to major in English with the goal of becoming an AP Lit teacher myself. As a Bruin, I traveled to England to study Shakespeare, attended author readings and signings at local museums, and took classes from professors who doubled as poets, editors, and authors themselves. These experiences have added to my own passion for literature, and I hope to be able to share that passion with you.
  • For you (the student): Yes, taking AP classes is good for college applications, and yes, you probably have friends in this class. But even if you’re here for the grade points and the academic “ego” boost, I hope you’ll invest fully in the process of reading, discussing, and writing about literature. I truly believe that intentional close reading of texts can inform understanding and increase appreciation, thereby making students better readers. Better readers become better writers and better speakers, capable of communicating their own ideas with the world in a powerful way. By engaging in the reading, discussion, and writing required in this rigorous course, you will be well-prepared not only for the AP English Literature and Composition exam and subsequent academic endeavors, but also for life after college, when you will go out into the world to make decisions for yourselves. As millions of people have done before you, you will have the opportunity to write your own life-long narrative, making decisions about what you believe and how you present it to the world. Literature is the whetstone upon which we sharpen ourselves for these tasks.

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Assignment Calendar

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Past Assignments

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Fill out the AP Lit Reflection by 3:00 pm. 

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Independent Reading Assignment
due to Turnitin.com by 11:59 pm.

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OPTIONAL: Frankenstein MWDS

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BrightBytes Survey
 

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Read the following article, "Creator and Created in Mary Shelley's Frankenstein" in preparation for Monday's discussion. You may wish to take notes. Clicking on the blue hyperlinks will take you to additional details and information, which is especially useful for references you might not be familiar with. http://knarf.english.upenn.edu/Articles/hether.html
 
Read to page 178 of Frankenstein. 
 

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Digital Socratic Seminar (DBP) on "Rime of the Ancient Mariner" due at 11:59pm on Canvas.

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Read through pg. 152/end of Ch 20 of Frankenstein.
 

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Read up to: 
p. 41 by Tuesday (end of Ch 4)
p. 54 by Wednesday (end of Ch 6)
p. 63 by Thursday (end of Ch 7)
p. 77 by Friday (end of Ch 9)
 
Take notes or use post-its as you read! Be prepared for quizzes and/or discussion. 

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Read Author's Introduction, Letters, and Ch 1-2 of Frankenstein. 
Use Post-It notes or a separate paper to record thoughts as you read!

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Check Canvas for details about this week's DBP!!

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Read the first few pages of Frankenstein. Be prepared to discuss your first impressions.
 
Read and annotate the foreword to Frankenstein (attached below). Keep an eye out for:
1. Theories of Locke (tabula rasa) and Rousseau (society shapes character).
2. Role of women and men in a patriarchal society.
3. Usurpation of women's reproductive power by science.
 
 

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Read and annotate "Ozymandias."

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Read Ch 19-32 of Pride and Prejudice and answer the associated questions. 

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Discussion Board Post (on Canvas):
Re-imagine Pride and Prejudice as an epistolary novel. Write a letter from one character to another that communicates the details of a particular event (or events) from the chapters you've read so far as well as the character's feelings about the event(s). 
 
Your post is due Saturday, 2/18 at 11:59pm.
TWO replies to classmates are due Tuesday, 2/21 at 11:59pm.

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Read Ch 15-18 of Pride and Prejudice and answer the accompanying questions.

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Read Ch 9-14 of Pride and Prejudice and answer the accompanying questions.

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Read Ch 1-8 of Pride and Prejudice and answer the accompanying questions.

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Go back into Canvas and reply to your OWN (5) posts by 11:59 pm.
Your replies to your own posts should address the feedback you got OR self-evaluate your responses in light of the discussions we've had in class. The primary purpose of this is so that I know you reviewed any replies from other students. 

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Review lit terms for QUIZ.

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Read Chapter 5 of Portrait and complete the analysis handout. 

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CANVAS DISCUSSION BOARD ASSIGNMENT:

Please re-visit each of the winter assignment discussion boards and post AT LEAST ONE thorough, thoughtful reply to another student on each board. (A total of six replies.)

These replies should specifically respond to some aspect of the posts' CONTENT, and should NOT merely tell the students that they did a good/poor job, made a typographical error, etc..

ALL REPLIES ARE DUE ON SATURDAY, JANUARY 28th at 11:59pm. 

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Read Chapter 2 and complete the front side of the analysis handout. (Distributed in class on 1/19/17 and available for download below.)
 
Additionally, please read/review "The Allegory of the Cave" (file and animated film are available below).

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Part two of the Winter Assignment

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Part one of the Winter Assignment

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**Time will be given in class on Friday to work on this or other assignments.**
 
Major Work Data Sheet for Hamlet
Major Work Data Sheet for Rosencrantz and Guildenstern are Dead

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Bring in some blank 3x5 index cards and a rubber band (or something else to keep the stack together)

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Finish reading "The Boarding House" and complete the quotation quest that was distributed in class. 
 
Audio for "The Boarding House" may be found here.

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Write a final reflection in your log (approximately 3/4-1 page). 
ALL logs will be collected on Monday. 

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In your log, write a one to two page essay (handwritten) on the following topic: 
Choose the production of the mousetrap scene you like best and discuss in detail what makes it successful. 
 
(Originally listed as due on Dec. 5, but since it's part of the log, it won't be checked until the log is submitted)
 

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(ONLY IF YOU SIGNED UP TO PERFORM 5.2.239-449)
Prepare your scene according to the directions that were distributed in class. 

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Read Hamlet 5.2 and write in log.

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(ONLY IF YOU SIGNED UP TO PERFORM 5.1)
Prep your scene according to the directions that were distributed in class.

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Read Hamlet 5.1 and write in log. 

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Read Act 4 and write in your logs. Act 4 has 7 scenes, which means 21 total log entries!! 

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CANVAS DISCUSSION BOARD

1. Read Nietzsche's On Truth and Lying in a Non-Moral Sense" (1873): Link (Links to an external site.)

2. Answer the following 5 questions (5 points each). Responses are due Saturday night, December 3rd at 5:00 pm:

__________________________________________________________________

1. What attitude does Nietzsche convey about the capacity of human intellect and the claims made on its behalf? 

2. Nietzsche invokes the social contract as the way in which humans put an end to what Thomas Hobbes called in Leviathan "the war of all against all" (bellum omnium contra omnes). The social contract, says Nietzsche, gave rise to the binary or paired opposing concepts "truth/lie." What does Nietzsche immediately thereafter imply about the separateness and stability of the terms in that paired opposition? What is "truth" in the context of his remarks about the social contract? 

3. How, according to Nietzsche, does language falsify the world, or let us falsely assert that we know things when we don't? Why might, say, a noun (a substantive, as it's called) harbor a lie? Why is the term "metaphor" important in this essay?

4. What provisional definition of "truth" does Nietzsche offer following from his argument about how concepts are formed, and what conclusions does he draw about the value of "truth"?

5. What has Nietzsche achieved in this essay? That is, what has happened to the binary opposition between "truth" and "lying" now that Nietzsche has examined it in his "non-moral" sense?

__________________________________________________________________

3. Reply thoughtfully to at least THREE classmates (5 points). The purpose of this assignment is to engage in intellectual discussion as if you were in a Socratic Seminar. Replies are due by Sunday night, December 4th at 11:59 pm.  

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Read Hamlet 3.3 and 3.4 and write in log.

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(ONLY IF YOU SIGNED UP TO PERFORM 3.2.96-317)
Prepare your scene according to the directions that were distributed in class. 

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Adding on to your previous response, which nunnery scene do you prefer NOW and why? This should be an additional 1/4-1/2 page. 

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Read Hamlet 3.2 and write in log. 
 
ADDITIONALLY, answer the following question on a separate page in your log: Which of the nunnery scene interpretations did you prefer and why? Your response should be approximately 1/2 page.

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Read Nietzsche's "Birth of Tragedy" and annotate it in preparation for discussion. 

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Read Hamlet 3.1 and write in log.

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Read Hamlet 3.1.64-96 and paraphrase it in your log, using the close read handout that was distributed in class.

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DISCUSSION BOARD (ON CANVAS)

This week, you will examine the way poets use the sound of words to enrich their work's meaning. Read the instructions thoroughly...there's an opportunity for EXTRA CREDIT this week!

1. First, review Chapter 13 in Sound and Sense (pp.222-231), taking particular care to note the various sound devices mentioned in the chapter (consonance, onomatopoeia, etc.). 

2. (20 POINTS) Complete the 10 paired quotation exercises on pp. 232 and 233 of Sound and Sense. You should (a) identify which of the two quotes is more successful, (b) identify the sound devices that are used, and (c) explain why/how the sound device(s) make better version superior. 

3. (5 POINTS) Reply thoughtfully to TWO or more classmates.

4. (OPTIONAL: Up to 5 extra credit points) Find a short passage from Hamlet (Act 1 or 2) that includes one or more sound devices. Type out the passage, then identify and explain the effect of the sound device(s). 

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(ONLY IF YOU SIGNED UP TO PERFORM PART OF 2.2)
Two groups need to prepare their scenes:
2.2.187-237
2.2.240-338
Be sure to follow the directions that were distributed in class. 

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Read Hamlet 2.2.187-338 and write in log.

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Read 2.1 and 2.2.1-186 and write in logs.

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(ONLY IF YOU SIGNED UP TO PERFORM 1.5.1-98)
Prepare your scene according to the directions that were distributed in class. 

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Read Hamlet 1.4 and 1.5 and write in log. 

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Read Hamlet 1.2.133-164 several times (silently and aloud) and paraphrase, noting linguistic clues to Hamlet's inner thoughts (e.g. structure, diction, similes, etc.).

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CANVAS DISCUSSION BOARD: 

As you know from our last Sonnet Discussion Board, Shakespeare is not only known for writing plays, but sonnets as well. However, not all sonnets are Shakespearean. This week, you will look at the difference between Italian/Petrarchan and English/Shakespearean sonnet forms by examining a sonnet of each type. 

1. Read pp. 244-246 of Sound and Sense (starting from the first indent on p. 244 and ending when they start to talk about villanelles). 

2. Analyze "On First Looking into Chapman's Homer" by John Keats (p. 244) and thoroughly answer questions 2 and 3. (10 points)

3. Analyze "That time of year" by William Shakespeare and thoroughly answer questions 1 and 4. (10 points)

Your discussion post should include the answers to the questions (clearly labeled) as well as some additional thoughts about the poems and the sonnet form in general. I highly recommend printing and annotating the poems for your own use. You may also consider using some elements of TPCASTT as you analyze, although you do NOT have to post your full TPCASTT analysis. 

After you post, please respond thoughtfully to TWO classmates. (5 points)

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Read Hamlet 1.1 and 1.2 and write in logs according to directions (distributed in class).

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Closely read Hamlet's speech from 1.2
(Handout distributed in class and available for download below.)

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Heart of Darkness WebQuest

The purpose of this assignment is to practice looking at a work through a literary critic’s lens. You will take on a clearly defined critical perspective that interests you (feminist, post-colonial, etc.--whether you completely agree with it or not) and then you will respond to five passages from Heart of Darkness FROM THAT PERSPECTIVE.

The Congo Diary (which is composed of 5 critical Literary Response Journals) will be submitted to Turnitin.com and is DUE 11:59 on Thurs, Nov. 3rd. It should be formatted the same way as your Reading Guide responses.

Here’s how to get started:

  1. Open HOD Webquest in a new tab. Keep these directions open for reference.
  2. Read the Introduction, then click “Task” and read that page.
  3. After “Task,” click and read “Process.”
  4. From there, you are ready to embark on the WebQuest. Follow the directions on the “Process” page carefully, moving from “Resources” into the “Journey into Meaning.” Be sure to check the “LRJ” page for some ideas about ways to respond to the passages. You do not have to respond to all five passages in the same format, but you do need to use the same critical perspective throughout.  
 
65 points
 
In case you are having trouble accessing the website, PDFs/Google Docs of necessary pages are available below:
 
RESOURCES / CONGO DIARY QUESTIONS: The hyperlinks to outside resources (if present) are not active, so you may need to do a little bit of Google research to find information about your selected type of literary criticism:
Deconstructionist Criticism (Congo Diary questions only)
Feminist Criticism (Congo Diary questions only)
Reader Response Criticism (Congo Diary questions only)
 
JOURNEY TO MEANING (PASSAGES): 
 
 

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Read Section 3 of Heart of Darkness and answer the 8 questions that pertain to that section. You should include appropriate textual evidence in the form of direct quotes from the text. 
 
All EIGHT Section 1 responses must be: 
-Typed in MLA format using formal, academic English
(Size 12, Times New Roman, double spaced, parenthetical citations)
-At least 1/2 of a page but not more than a full page
(Please start each response at the top of a new page.)
-Submitted to Turnitin.com as ONE document by 11:59pm
(PLEASE submit only your original work! Do not refer to online sources.)
 
40 points

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Discussion Board: Literary Criticism and Heart of Darkness

This week, your discussion board post itself will not be graded. INSTEAD, your responses to your classmates will be worth all the points (5 each, total of 10). Because of this unusual situation, the deadline for your initial post is Saturday 10/29 at 11:59pm, but you have until MONDAY 10/31 at 11:59pm for your two replies.  

Your initial post is actually part of your WebQuest Congo Diary, not an extra assignment. You need to choose ONE completed Literary Response Journal (LRJ's) to post to the discussion board. DIRECTIONS FOR THE WEBQUEST CONGO DIARY ARE LISTED UNDER ASSIGNMENTS WITH A NOVEMBER 2ND DEADLINE.

In your replies, you will be giving feedback on your classmate's LRJ. Consider commenting on some (or all) of the following: 

  • Can you clearly identify the critical perspective being used? How well does the journal demonstrate the chosen perspective? 
  • Is the textual evidence correctly cited? Does it connect to the journal's main argument? 
  • Does the journal include the work's title and the author's name? 
  • Are there spelling, grammar, or punctuation errors? 

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Read Section 2 of Heart of Darkness and answer the 6 questions that pertain to that section (the file contains questions for section 3 as well, but you can disregard them for now). You should include appropriate textual evidence in the form of direct quotes from the text. 
 
All SIX Section 1 responses must be: 
-Typed in MLA format using formal, academic English
(Size 12, Times New Roman, double spaced, parenthetical citations)
-At least 1/2 of a page but not more than a full page
(Please start each response at the top of a new page.)
-Submitted to Turnitin.com as ONE document by 11:59pm
(PLEASE submit only your original work! Do not refer to online sources.)
 
30 points

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1. Read the following chapter about biblical allusions from How To Read Literature Like a Professor: Click Here (Links to an external site.)

2. Respond to the reading by composing a 3-5 paragraph response (approximately 300 words). Some questions you may wish to consider are: 

  • What does Foster (the author of HTRLLAP) say is the purpose of alluding to biblical text? 
  • What biblical or literary allusions can you identify in Heart of Darkness so far? Include evidence from the text. 
  • How do these allusions function?
  • What is the impact of the allusions on the story as a whole?

I know the temptation to Google "biblical allusions in Heart of Darkness" is strong, but I would challenge you to find the examples on your own. Your grade will be based on the commentary you provide, rather than the identification of allusions in and of itself. 

3. Reply to TWO or more classmates. Each reply should show genuine consideration of their response and should add additional depth to the conversation. 

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Oops! I forgot to have you complete a Major Work Data Sheet for Othello before returning your copies of the play. Fortunately, the play is available in countless places on the internet, so you may look up any quotes you need. 
 
Bring the completed (not half-completed, partially completed, or intended-to-be completed) MWDS for Othello to class on Thursday, 10/20 for 10 points. 
 
If you've lost the blank MWDS, you may download another below. 

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Read Section 1 of Heart of Darkness and answer the 8 questions that pertain to that section (the file contains questions for sections 2 and 3 as well, but you can disregard them for now). You should include appropriate textual evidence in the form of direct quotes from the text. 
 
All EIGHT Section 1 responses must be: 
-Typed in MLA format using formal, academic English
(Size 12, Times New Roman, double spaced, parenthetical citations)
-At least 1/2 of a page but not more than a full page
(Please start each response at the top of a new page.)
-Submitted to Turnitin.com as ONE document by 11:59pm
(PLEASE submit only your original work! Do not refer to online sources.)
 
40 points

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Geography and Heart of Darkness Discussion Board 
(On Canvas)

1. Read the following chapter from How to Read Literature Like a Professor: Click here (Links to an external site.)

2. Read the following historical background information: Click here (Links to an external site.)

3. Respond to the reading in a discussion board reply. Your reply should take the following form:

  • Paragraph 1 : Summarize the chapter from HTRLLAP. Don't include his literary examples; focus on his major argument instead. 
  • Paragraph 2: Describe a film or literary work that you have seen/read/studied where geography plays an important role. What made the location so important to the story?
  • Paragraph 3: Summarize the historical background information. Don't worry about dates or tiny details; focus on capturing the big picture.
  • Paragraph 4: Identify some historical details that you think would be important to a story about imperialism. Explain what kind of role you expect them to play. 

4. Reply to one of your classmates, focusing on paragraphs 2 and 4. Go beyond the basics ("I agree/disagree because..."). Instead, ask questions, make connections, or add additional thoughts. You will not receive credit for a surface-level response. 

BOTH your response and your reply are due by 11:59pm on Saturday, October 15th. Aim for high quality work. Thank you. 

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Read pages 1-5 of Heart of Darkness and prepare to discuss your first impressions of the characters, setting, and author's style. 

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Choose one college application essay that you would like peer and teacher feedback on. It may be from the UC app, Common App, or any other college you are applying to. Print and bring TWO copies with you to class on October 5th with the prompt attached. 

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Read Othello according to the attached schedule. Be sure to maintain your log, which will be collected on 9/30/16. 

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Prepare to perform 3.3 (in groups assigned during class).

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Shakespeare is famous not only for his plays, but for his poems, most of which are sonnets. In fact, he is so famous for sonnet-writing that there's an entire form named after him: the "Shakespearean Sonnet."

This week, you will write your own sonnet, modeled on the Shakespearean form. They will be screened for plagiarism, so DO NOT borrow one from the internet. 

Detailed instructions and tips are available here: http://www.nosweatshakespeare.com/sonnets/how-to-write-a-sonnet/ (Links to an external site.)

This week, we are going to try something new regarding responses to other students. ONLY your sonnet is due by Sunday, 11:59 pm. After the deadline passes, Canvas will assign you two peer reviews, which will be due by next Wednesday at 11:59 pm. You may still comment on as many sonnets as you wish, but you will only receive points for the original sonnet and the assigned reviews. 

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Read "The Flea" by John Donne, which can be found on Sound and Sense pages 171-172. Then answer the following questions. You should write a full paragraph (4-10 sentences) for each. Your answers to the questions are worth fifteen points, and your thoughtful reply to a classmate is worth 5 points. 

1. In many respects this poem is like a miniature play: it has two characters, dramatic conflict, dialogue (though we only hear one speaker), and stage action. The action is indicated by stage directions embodied in the dialogue. What has happened just preceding the first line of the poem? What happens between the first and second stanzas? What happens between the second and third? How does the female character behave and what does she say during the third stanza?

2. What has been the past relationship of the speaker and the woman? What has she denied him (line 2)? How has she habitually "kill[ed]" him (line 16)? Why has she done so? How does it happen that he is still alive? What is his objective in the poem?

3. According to a traditional Renaissance belief, the blood of lovers "mingled" during sexual intercourse. What is the speaker's argument in stanza 1? Reduce it to paraphrase. How logical is it?

4. What do "parents gruge, and you" in stanza 2? What are the "living walls of jet" (line 15)? What three things will the woman kill by crushing the flea? What three sins will she commit (line 18)?

5. Why and how does the woman "triumph" in stanza 3? What is the speaker's response? How logical is his concluding argument?  

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Canvas Discussion Board: 

Write a mini-play based on the following situation: 

(1) Two men are talking. One, whom we will call the lover, has a girlfriend. The other, whom we will call the friend, tries to plant seeds of doubt in the lover about the girlfriend's loyalty.

Some complications to consider (you do not have to include these; they are simply ideas to help you start): 
(a) The friend tries to convince the lover that his girlfriend has eyes for a particular man. 

(b) A confrontation between the lover and the girlfriend. Believing her unfaithful, he is angry but won't say why. She is innocent and bewildered by his anger. 

(c) There is a significant difference in social background between the lover and his girlfriend. They come from "different worlds." Maybe the girlfriend's parents disapprove of the lover. 

Your mini-play should take the form of a drama. Include dialogue as well as stage directions if necessary. Keep descriptions to a minimum; this is about the action. Your mini-play AND response to a classmate's are both due at 11:59 pm on Saturday. 

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Read Act 1, Scene 1 of Othello and make one entry in your log. 
 
Some questions you may consider using for your entry:
1. Why do Iago, Roderigo, and Brabantio hate the man they are discussing?
2. What reasons does Iago give for continuing to follow his master?
3. What kind of person do you expect the man they discuss to be? How do you imagine him?
4. Count the number of times the word "Moor" is used in 1.1. Can you draw any conclusions? 

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Short Story Analysis Assignment
 
On page two of your reading schedule (attached), you will find the directions for the Short Story Analysis Assignment. Each of the four mini-essays must be submitted to Turnitin.com by 11:59pm on Tuesday, September 6th.
 
(There are four separate assignments on Turnitin, so please be sure to submit only one mini-essay per "assignment." Late submissions will be penalized one letter grade per day after the original deadline.)

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DISCUSSION BOARD (ON CANVAS)

What makes a good story? 

This week, I want you to think about how filmmakers tell stories.

First, think of a movie you've seen (and, preferably, enjoyed) recently and write about how the movie told its story. Think about questions like: How did it build suspense? How did it influence you to love or hate the characters? How did it keep you from getting bored? 

Then, explain how the storytelling tactics used in the movie might also apply to literature. What do authors do to immerse their readers in a story? They can't use music, car chases, or sound effects in the same way, so what do they do instead? 

This is not intended to be an evaluative discussion of books and films. It isn't about deciding whether movies or books are better; it's about recognizing what makes a good story in BOTH genres. 

As before, you must reply to the prompt by Friday at 11:59 pm, then respond to at least one classmate by Saturday at 11:59 pm. Late discussion board responses will not be accepted. 

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Based on feedback from your peer editor(s) and the 2016 scoring guidelines distributed in class, revise the in-class essay you wrote on Monday, August 29th. 
Submit it to Turnitin.com by 11:59 pm on Saturday, September 3rd. 
 
Late submissions will not be accepted. This was originally an in-class essay, after all. 

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Choose one of the eight poems from this week's Reading Schedule: 

"We Real Cool"

"As imperceptibly as grief"

"To a Daughter Leaving Home"

"Old Ladies' Home"

"Golden Retrievals"

"A Fire-Truck"

"Lonely Hearts"

"In Medias Res"

Write a full analysis of the poem using TP CASTT. You should have a few sentences for each of the letters. Remember, TP CASTT is Title, Paraphrase, Connotation, Attitude, Shifts, Title, Theme. This part is due at11:59 pm on Friday, 8/26.

Then, respond to another student's analysis. You can comment on any aspect of their TP CASTT. This part is due at 11:59 pm on Saturday, 8/27.

LATE DISCUSSION BOARD RESPONSES WILL NOT BE ACCEPTED.

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**DAILY BEGINNING 8/15 and ending 8/26**
(1) Read the day's assigned pages according to the reading schedule that you were given in class. 
(2) On a post-it note, summarize the major points of the chapter(s) from Sound and Sense
(3) If there are poems assigned, answer the associated questions on lined paper or the copy of the poem, if provided. 

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Complete three Major Work Data Sheets:
(1) Things Fall Apart
(2) Brave New World
(3) A book of your choice with literary merit (e.g. a book from a previous English class, a book from a dialectical journal assignment, or a classic that you read on your own). Books such as Catcher in the Rye, 1984, The Scarlet Letter, The Great Gatsby, etc. are appropriate. 
 
You may need to use a resource like SparkNotes for details such as minor characters' names, but I would NOT recommend copying the summary or other parts word-for-word from the internet. You will remember things better if you take the time to put them in your own words. 

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MISSING ASSIGNMENTS!!
Check Infinite Campus. You may have a few "Missing Assignments" that need to be completed by Friday, 8/26 at 11:59 pm. 
 
--The Summer Assignment (Part 1 and Part 2) need to be submitted to Turnitin.com! 
--The Summer Reading Quiz can be taken on Canvas using the access code "SRQ." Be aware that there is a 7 minute limit on the quiz; you won't have time to look anything up. 
--The discussion boards are also on Canvas. You must reply to the prompt and to at least one other student. 

I will be in the ASB directors' office (interior hallway of the 500 building next to room 517) at lunch every day this week in case you have questions. 

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Assignment

Some time before Friday at midnight, I'd like you to log in to Canvas and write a discussion board post on AT LEAST ONE of the following: 

  • (1) Something brand new that you learned about poetry.
  • (2) Something that you understand better now than you used to.
  • (3) A poem you really connected with (and why). 
  • (4) Something you have a question about.
  • (5) Something else related to what we've been discussing in class.

Be sure to use complete sentences in your post.

You also need to write AT LEAST ONE thoughtful reply to a classmate's post (replies are due Saturday at midnight). Be as thorough as you can; there is no minimum or maximum length, but your participation should show that you've put in some mental effort. 

Your post is 10 points. Your reply is 5 points. You may be able to earn a few bonus points for additional posts or particularly fabulous insight. 

 

Due:

Assignment

Paris Review Interview reflection and response must be submitted to Turnitin.com by 4:00pm. 

Due:

Assignment

Summer assignment questions (on Things Fall Apart and Brave New World) must be submitted to Turnitin.com by 4:00pm. 

Due:

Assignment

Read packet from How to Read Literature Like a Professor (Introduction and If It's Square It's a Sonnet) and annotate according to your preference.

Due:

Assignment

Due:

Assignment

In-class reading quiz on summer novels.
 
[If you're reading this the day before school starts, I know you are probably like, "Welp, SparkNotes it is!" May I offer a word of warning? The quiz is specifically designed to focus on little details, not big ideas. You'd do better to take the books with you to the beach and read them for real.]