Wednesday

Today - we will discuss your essays from Monday, and then look at the chapters you have read so far in Anna Karenina, and finally we will finish the multiple choice test that we started from before Thanksgiving Break.

Note Character List so Far:

Stepan Arkadyich Oblonsky (chapters 1-5)
Darya Alexandrovna Oblonsky (Dolly 2-3)

Levin - (one of the main characters) 5-9
Kozishev (Levin's brother or half-brother)
Nikolai (or Nicholas) (Levin's other brother)

Kitty - sister of Dolly (other sister is Natalie)

Anna Karenina (sister of Stepan)

THEMES:

Love
Family
Russian Politics
Religion/Faith
Gender Roles
Social Class

Chapter 1 - Stepan has been having an affair and has been caught (poor boy).  THEMES: Family/Gender Roles/Love

Chapter 2 - Stepan believes he has the right to have an affair since he is a man, handsome, and his wife is getting old.  Why is she even mad at him?  THEMES: Same as above

Chapter 3: Stepan reading papers/business THEMES: Social Class

Chapter 4: Dolly and Stepan talk.  Dolly is packing.  Themes: See chapter 1

Chapter 5: Stepan at work.  Learn that he got his job through family connections.  This is how Russian society works.  We also learn why people like Stepan.  THEMES: Politics/Social Class
Enter: Levin

Chapter 6: Discussion of Oblonsky's in-laws (the Shcherbatskys - Dolly, Natalie, and Kitty).   Levin has come to Moscow to see Kitty. 

Chapter 7: Debate between Kozishev and a professor about how people understand the world.

Chapter 8: Russian Politics - Kozishev doesn't believe that Russians can ever use government right or well.

Chapter 9: Levin and Kitty.  Learn that Levin is a good skater.  Kitty doesn't want to give Levin the wrong impression.  Levin gets the cold shoulder.  Kitty's mother says, "On Thursday we are home, as always."  Also learn that Levin enjoys living in the country. 

Anna Karenina:

Overview:

Tolstoy's depiction of women

For a character list go HERE

Anna Karenina

Okay - so you need to post something that interests you (something of importance) about each night's chapters (I'd suggest every chapter, but as long as you post something every night you'll be okay).  Remember: you are preparing yourself for the AP test in May.  We will also be looking at different theories of literary criticism as you read.

Examples from Zoe's blog:

CHAPTER 31

Back in those days, people would die from any old infection, like pink eye or the common cold. They didn’t know how it spread, whether it be through touch, air, or contact with blood. When Charley gets sick, Esther offers to take care of her one-on-one not letting anyone else come in contact with her, which is all the more heroic because she will almost inevitably become sick as well. Basically, this is a strange offer to make, and it supports the theme of Duty as it pertains to Esther and her need to take care of Charley.

CHAPTER 32

Krook spontaneously combusts at the end of this chapter. This is terrible because Krook was supposed to hand over the letters Snagsby is supposed to give to Lady Dedlock over to Weevle, from whom Guppy will steal them. Back when this book came out, Dickens was mocked for his use of combustion because it seemed so improbable, but his only defense was that he thought it could happen.

CHAPTER 33

Krook, the storeowner who combusted was actually Mrs. Smallweed’s brother! This means the Smallweeds will inherit all of Krook’s property, since he has no other living relations. But in addition to the property, they will also inherit all of the documents in Krook’s office (which might include the letters).

READING SCHEDULE:

11/28 The Sun Also Rises TEST

11/29 Part I chapters I-V

11/30 Part I chapters V1- VII

12/1 Part I VIII- XI

12/2 Part I XII - XIV

12/3 Part I XV-XIX

12/4 Part I XX - XXIII

12/5 Part I XXIV - XXVIII

12/6 Part I XXIX - XXXIII

12/7 Part I XXXIV - End of PART I

12/8 Part 2 I-V

12/9 Part 2 VI - VIII

12/10 Part 2 IX - XIV

12/11 Part 2 XV - XVII

12/12 Part 2 XVIII - XXII

12/13  Part 2 XXIII - XXV

12/14 Part 2 XXVI - XXX

12/15 Part 2 XXXI - XXXIV

12/16 Part 2 XXXV - End of Part 2

12/17 Part 3 I - IV

12/18 Review/Study for FINAL

12/19 TEST

12/20 - 1/9/2017 Finish Parts 3 and 4

1/10 - 1/20 Part 5

1/21 - 2/2 Part 6

2/3 - 2/10 Part 7

2/11 - 2/14 Part 8

BLACK FRIDAY

Note: What we will be working on next is The Sun Also Rises.  You will read it and prepare to talk a AP timed-test on it (this will be your final - we'll take it when you get back from Thanksgiving Break).  You have your choice from the questions below:


In some works of literature, a character who appears briefly, or does not appear at all, is a significant presence. Choose a novel or play of literary merit and write an essay in which you show how such a character functions in the work. You may wish to discuss how the character affects action, theme, or the development of other characters. Avoid plot summary.

Select a moment or scene in a novel, epic poem, or play that you find especially memorable. Write an essay in which you identify the line or the passage, explain its relationship to the work in which it is found, and analyze the reasons for its effectiveness.

Choose a complex and important character in a novel or a play of recognized literary merit who might on the basis of the character's actions alone be considered evil or immoral. In a well-organized essay, explain both how and why the full presentation of the character in the work makes us react more sympathetically than we otherwise might. Avoid plot summary.

An effective literary work does not merely stop or cease; it concludes. In the view of some critics, a work that does not provide the pleasure of significant closure has terminated with an artistic fault. A satisfactory ending is not, however, always conclusive in every sense; significant closure may require the reader to abide with or adjust to ambiguity and uncertainty. In an essay, discuss the ending of a novel or play of acknowledged literary merit. Explain precisely how and why the ending appropriately or inappropriately concludes the work. Do not merely summarize the plot.

Friday

Okay - unless there is a lot of opposition, I want to forgo the quiz today and 1) Talk briefly about the opening of The Sun Also Rises, and the continue with our discussion of the multiple choice questions.

Everyone - please turn in your essays (if you haven't done so).  There are only a couple of you who are not done.  Note - most of you did finish on Monday or Tuesday.

The Sun Also Rises

Characters - so far

Robert Cohn - Jewish, exile (?), symbolism with him (?)
Jake (Jacob) Barnes - think of Jacob's ladder
Brett - the first flapper (according to Jake)

Make sure you post your answers to "The Big Two-Hearted River" on you blog.  They are due.

Prose Question

Note the author’s use of such elements as diction, syntax, imagery, and figurative language. Analyze how the author’s use of language generates a vivid impression of Nick Adams as a character.

Thursday

Today - we will

1) Set-up SHMOOP accounts.  Yes, I have a SHMOOP classroom for you.  Actually, there are some good review material (particularly MC) on Shmoop.

2) We are going to walk through (or begin to walk through) a multiple choice test.

Homework:

Begin The Sun Also Rises

or review "Big Two-Hearted River" for an AP quiz (tomorrow!) 

Wednesday

Today we will finish reading "Big Two-Hearted River"

Homework for Thursday:



Today we will finish the story and discuss it.  You might even have some time to work on the following questions:

Questions for "Big Two-Hearted River":

1) This story is arguable about WWI. How so? (Hint: Think about the title, the landscape, the tone, and the main characters actions in the story). Pick out some devices and discuss how they reinforce this WWI idea.

2) Why would this story be a good introduction to The Sun Also Rises?

3) What is the theme of this story?

4) Discuss tone in part 1 and part II.  What is it?  How is it different?   How did you determine it?

5) Look at syntax.  What can we learn from Hemingway's syntax (look at the sentences and pick out 3-4 to discuss).

Also - begin to think about the following (I would outline it):

Note the author’s use of such elements as diction, syntax, imagery, and figurative language. Analyze how the author’s use of language generates a vivid impression of Nick Adams as a character.

Big Two-Hearted River

Today we will finish reading "Big Two-Hearted River"

Homework for Thursday:


Questions for "Big Two-Hearted River":

1) This story is arguable about WWI. How so? (Hint: Think about the title, the landscape, the tone, and the main characters actions in the story). Pick out some devices and discuss how they reinforce this WWI idea.

2) Why would this story be a good introduction to The Sun Also Rises?

3) What is the theme of this story?

4) Discuss tone in part 1 and part II.  What is it?  How is it different?   How did you determine it?

5) Look at syntax.  What can we learn from Hemingway's syntax (look at the sentences and pick out 3-4 to discuss).

Also - begin to think about the following:

Note the author’s use of such elements as diction, syntax, imagery, and figurative language. Analyze how the author’s use of language generates a vivid impression of Nick Adams as a character.

I might give you the a couple paragraphs around the "black grasshoppers" or something in Part 2.

READING SCHEDULE (suggested) for The Sun Also Rises

11/16 – Chapters 1 -2

11/17 – Chapters 3-4

11/18 –Chapters 5 -6

11/19—Chapters 7-8

11/20 – Chapters 9-10

11/21 – Chapters 11-12

11/22 – Chapters 13

11/23 --Chapters 14-15

11/24 --Chapters 16-17

11/25-- Chapters 18

11/26 – Chapters 19

11/27 -- prep for Test
11/28 -- TEST on Book  

BIg Two-Hearted River

Next week we are going to read the short story "Big Two-Hearted River" and discuss it's meaning and syntax, and look a section of it for a PROSE PASSAGE AP PROMPT.

We will also talk about Multiple Choice questions.




Questions for "Big Two-Hearted River":

1) This story is arguable about WWI. How so? (Hint: Think about the title, the landscape, the tone, and the main characters actions in the story). Pick out some devices and discuss how they reinforce this WWI idea.

2) Why would this story be a good introduction to The Sun Also Rises?

3) What is the theme of this story?

4) Discuss tone in part 1 and part II.  What is it?  How is it different?   How did you determine it?

5) Look at syntax.  What can we learn from Hemingway's syntax (look at the sentences and pick out 3-4 to discuss).


We will also begin THE SUN ALSO RISES (note this book needs to be finished when you return from Thanksgiving Break).  You do not need to record anything for this novel (but I suggest you mark it).

Note: What we will be working on next is The Sun Also Rises.  You will read it and prepare to talk a AP timed-test on it (this will be your final - we'll take it when you get back from Volleyball regions).  One of the questions below will be the test:


In some works of literature, a character who appears briefly, or does not appear at all, is a significant presence. Choose a novel or play of literary merit and write an essay in which you show how such a character functions in the work. You may wish to discuss how the character affects action, theme, or the development of other characters. Avoid plot summary.

Select a moment or scene in a novel, epic poem, or play that you find especially memorable. Write an essay in which you identify the line or the passage, explain its relationship to the work in which it is found, and analyze the reasons for its effectiveness.

Choose a complex and important character in a novel or a play of recognized literary merit who might on the basis of the character's actions alone be considered evil or immoral. In a well-organized essay, explain both how and why the full presentation of the character in the work makes us react more sympathetically than we otherwise might. Avoid plot summary.

An effective literary work does not merely stop or cease; it concludes. In the view of some critics, a work that does not provide the pleasure of significant closure has terminated with an artistic fault. A satisfactory ending is not, however, always conclusive in every sense; significant closure may require the reader to abide with or adjust to ambiguity and uncertainty. In an essay, discuss the ending of a novel or play of acknowledged literary merit. Explain precisely how and why the ending appropriately or inappropriately concludes the work. Do not merely summarize the plot.

GRADES

A 9-Point Rubric for writing about literature (based on AP scoring rubrics used to grade AP essays in June)

An 8-9 essay responds to the prompt clearly, directly, and fully. This paper approaches the text analytically, supports a coherent thesis with evidence from the text, and explains how the evidence illustrates and reinforces its thesis. The essay employs subtlety in its use of the text and the writer’s style is fluent and flexible. It is also free of mechanical and grammatical errors.

A 6-7 essay responds to the assignment clearly and directly but with less development than an 8-9 paper. It demonstrates a good understanding of the text and supports its thesis with appropriate textual evidence. While its approach is analytical, the analysis is less precise than in the 8-9 essay, and its use of the text is competent but not subtle. The writing in this paper is forceful and clear with few if any grammatical and mechanical errors.

A 5 essay addresses the assigned topic intelligently but does not answer it fully and

Specifically.  It is characterized by a good but general grasp of the text using the text to frame an apt response to the prompt. It may employ textual evidence sparingly or offer evidence without attaching it to the thesis. The essay is clear and organized but may be somewhat mechanical. The paper may also be marred by grammatical and mechanical errors.

A 3-4 essay fails in some important way to fulfill the demands of the prompt. It may not address part of the assignment, fail to provide minimal textual support for its thesis, or base its analysis on a misreading of some part of the text. This essay may present one or more incisive insights among others of less value. The writing may be similarly uneven in development with lapses in organization, clarity, grammar, and mechanics.

A 1-2 essay commonly combines two or more serious failures. It may not address the actual assignment; it may indicate a serious misreading of the text; it may not offer textual evidence or may use it in a way that suggests a failure to understand the text; it may be unclear, badly written, or unacceptably brief. The style of this paper is usually marked by egregious errors. Occasionally a paper in this range is smoothly written but devoid of content.

 

Grade conversion

9 = A+.

8 = A

7 = A-

6 = B +

5 = B

4 =C

3 =D

1-2 = NP

What's Coming Up

Next week we are going to read the short story "Big Two-Hearted River" and discuss it's meaning and syntax, and look a section of it for a PROSE PASSAGE AP PROMPT.

We will also talk about Multiple Choice questions.




Questions for "Big Two-Hearted River":

1) This story is arguable about WWI. How so? (Hint: Think about the title, the landscape, the tone, and the main characters actions in the story). Pick out some devices and discuss how they reinforce this WWI idea.

2) Why would this story be a good introduction to The Sun Also Rises?

3) What is the theme of this story?

4) Discuss tone in part 1 and part II.  What is it?  How is it different?   How did you determine it?

5) Look at syntax.  What can we learn from Hemingway's syntax (look at the sentences and pick out 3-4 to discuss).


We will also begin THE SUN ALSO RISES (note this book needs to be finished when you return from Thanksgiving Break).  You do not need to record anything for this novel (but I suggest you mark it).

Note: What we will be working on next is The Sun Also Rises.  You will read it and prepare to talk a AP timed-test on it (this will be your final - we'll take it when you get back from Volleyball regions).  One of the questions below will be the test:


In some works of literature, a character who appears briefly, or does not appear at all, is a significant presence. Choose a novel or play of literary merit and write an essay in which you show how such a character functions in the work. You may wish to discuss how the character affects action, theme, or the development of other characters. Avoid plot summary.

Select a moment or scene in a novel, epic poem, or play that you find especially memorable. Write an essay in which you identify the line or the passage, explain its relationship to the work in which it is found, and analyze the reasons for its effectiveness.

Choose a complex and important character in a novel or a play of recognized literary merit who might on the basis of the character's actions alone be considered evil or immoral. In a well-organized essay, explain both how and why the full presentation of the character in the work makes us react more sympathetically than we otherwise might. Avoid plot summary.

An effective literary work does not merely stop or cease; it concludes. In the view of some critics, a work that does not provide the pleasure of significant closure has terminated with an artistic fault. A satisfactory ending is not, however, always conclusive in every sense; significant closure may require the reader to abide with or adjust to ambiguity and uncertainty. In an essay, discuss the ending of a novel or play of acknowledged literary merit. Explain precisely how and why the ending appropriately or inappropriately concludes the work. Do not merely summarize the plot.

Monday

You should be on essay #7 today!

Tuesday

One last important note: FOR EACH SECTION, make sure that you connect your commentary both to DIRECT TEXT EXAMPLES (always cited with the correct page number!) as well as to the NOVEL AS A WHOLE. Only papers that accomplish this will receive an “A” grade.

1. THE AUTHOR AND HER/HIS TIMES: Biographical and historical information pertinent to the novel. What important family, community, national, and world events helped inform this material? Do not provide an exhaustive biography; merely provide those details that can be directly linked to the novel in a manner that is convincing. This is one of the few sections that will require some outside research, so please remember to cite your source(s).

2. FORM/STRUCTURE, PLOT: How is the novel organized and what techniques are used? Discuss techniques such as sequencing, multiple, complex, or simple plot, foreshadowing, chapter choices. Then, provide a BRIEF outline of the events of the plot (no more than 200 words). For some modern novels, the plot may be difficult to describe succinctly – but try to do it anyway. When you discuss structure, remember that you need to discuss the effect of the intentional internal arrangement of parts.

3. POINT OF VIEW/ PERSPECTIVE: From what vantage point does the reader receive the information? Is the perspective reliable, or is it highly subjective? How are important ideas received? Is there an agenda that the narrator seems to have, either consciously or subconsciously? Does the perspective shift, and if so, to what end? Are characters explicit in their dialog, or does on omniscient narrator fill the reader in concerning the larger issues? Why is the perspective used particularly effective for this novel?

4. CHARACTER: Are each of the characters highly developed, or is most of the writing devoted to one character? Do you learn about them through what is not included in the text? How is character revealed for the most part? Is through what they say? What they do? What they wear? What they think? The people with whom they associate? What the narrator says about them? How complex are the people that you meet? Describe the central characters including what you find out about their names, ages, physical descriptions, personalities, functions in the novel – in other words, the responses to the questions asked in the preceding sentence. Also include one short quotation that reveals their character, and explain why the quote reveals character.


5. SETTING: Where and when does the novel occur? How many locations are described? Are there connections between the setting(s) and character(s)? How is the atmosphere described? Are there any important settings that contrast or parallel each other? Why is this setting so effective in supporting the ideas in the novel as a whole? Conversely, if the setting is ambiguous, what details seem most important and what is the effect of the ambiguity? Why is this story best told in this setting? When discussing setting, remember that it does not only mean the geographical location (topography, scenery) but also the cultural backdrop, social context, and the artificial environment (rooms, buildings, cities, towns) as well.

6. THEME: Identify one major theme (a central or controlling idea) and explicate the theme using specific moments from the text, either paraphrased or directly quoted. What is the abstract concept being addressed and what is the evaluation of that concept through the text? Are there any “universal” truths are revealed, supported, or challenged by this theme? Be aware that a theme cannot be expressed in a single word, and with complex works of literary merit the elucidation of a theme requires a full paragraph or more. Also note that the theme is rarely stated explicitly, but rather is implicit. Remember that a theme has TWO (2) PARTS: An abstract concept AND the author’s commentary on or evaluation of that concept through the text.

7. CRITICAL REVIEW: Find one critical review (not a Cliffs Notes or similar source) of you novel and offer your opinion of the critic’s analysis in two or three paragraphs. Attach a copy of the critical review to your paper, and cite it directly. When expressing your response to the review, be specific in your discussion. If you agree, then explain why and carry the argument beyond what the critic pointed out. If you disagree, provide support for your position from the text.

8. DICTION/SYNTAX: Analyze the novelist’s word choice. Is the language high or formal, neutral, informal? Does the novelist employ slang(faddish words)? Colloquialisms (nonstandard regional ways of using language(like someone from Boston asking where you “paah-ked yeh caaah”)? Jargon (language associated with a particular trade)? Dialect (think Tom Sawyer)? Is the language plain? Flowery? Concise? Vulgar? Dense? Elevated? Select a passage that illustrates your observations and discuss this passage directly.

10. TONE: What is the author’s attitude towards the subject of the novel? Discuss how the author creates the tone you identified through a variety of vehicles including plot, characterization, setting, and anything else that contributes to tone. Use specific text examples to support your findings.

11. TITLE: Why is this title so appropriate for the novel? Does it have literal or symbolic significance? Does it actually appear in the novel, and if so, what is the situation? Is the title an allusion, and if so, why would the title include this allusion? Does the title implicitly connect to the theme of the work?

12. MEMORABLE QUOTE: Choose and type out one quotation that you believe to be significant or noteworthy. Please explain your choice. Is it an especially moving moment? Is it especially well-written? Why does this quote stand out for you?

13. PERSONAL RESPONSE: What did you enjoy about the novel and why? What did you not enjoy about the novel and why? Are you eager to read another novel by this author? Would you recommend this novel to a friend? Make a case for either adding the novel to the AP curriculum, or give reasons why it should not be a part of this course.