Sunday, June 10, 2007
MLA Citations
MODERN LANGUAGE ASSOCIATION (MLA) IN-TEXT CITATIONS
Standard format: double quotation mark/quoted material/double quotation mark/left parenthesis/page number/right parenthesis/period
For example, when Jem and Scout are building their snowman, they “[cannot] wait for Atticus to come home for dinner” (71).
If the quote ends with a question mark or an exclamation point, put it inside the last quotation mark and put a period after the page citation.
For example, while discussing the group of men who want to hang Tom Robinson before the trial begins, Atticus says, “Every mob in every little Southern town is always made up of people you know—doesn’t say much for them, does it?” (160).
Use brackets when you alter words from the original quotation.
Actual text: Atticus “went to the court reporter and said something, nodded to Mr. Gilmer, and then went to Tom Robinson and whispered something to him” (214).
Your quote: For example, before leaving the courtroom Atticus “[goes] to the court reporter and [says] something, [nods] to Mr. Gilmer, and then [goes] to Tom Robinson and [whispers] something to him” (214).
Reminders:
1. Never put periods or commas immediately before the closing quotation mark.
2. Never write pg./p./pp., etc. inside the parentheses. The only think that can appear inside the parentheses are Arabic numbers.
3. Never put only the first quotation mark at the end of a line or the last quotation mark at the beginning of a line by itself.
4. Use a variety of transition words and sentence structures.
Standard format: double quotation mark/quoted material/double quotation mark/left parenthesis/page number/right parenthesis/period
For example, when Jem and Scout are building their snowman, they “[cannot] wait for Atticus to come home for dinner” (71).
If the quote ends with a question mark or an exclamation point, put it inside the last quotation mark and put a period after the page citation.
For example, while discussing the group of men who want to hang Tom Robinson before the trial begins, Atticus says, “Every mob in every little Southern town is always made up of people you know—doesn’t say much for them, does it?” (160).
Use brackets when you alter words from the original quotation.
Actual text: Atticus “went to the court reporter and said something, nodded to Mr. Gilmer, and then went to Tom Robinson and whispered something to him” (214).
Your quote: For example, before leaving the courtroom Atticus “[goes] to the court reporter and [says] something, [nods] to Mr. Gilmer, and then [goes] to Tom Robinson and [whispers] something to him” (214).
Reminders:
1. Never put periods or commas immediately before the closing quotation mark.
2. Never write pg./p./pp., etc. inside the parentheses. The only think that can appear inside the parentheses are Arabic numbers.
3. Never put only the first quotation mark at the end of a line or the last quotation mark at the beginning of a line by itself.
4. Use a variety of transition words and sentence structures.
Tips for Oral Presentations
When you are invited to present material to a group, whether it be within the classroom setting, a work-related environment, or any situation in which you will be evaluated on your performance, here are a few commonsense tips:
1. Do not ever chew gum, candy, or anything else during a presentation.
2. Avoid jewelry or clothing which could distract your audience’s attention from your material and your delivery. A conservative appearance is best, unless the subject of the presentation itself calls for a special uniform or costume.
3. Never wear a cap or hat unless it is part of a costume needed for your presentation.
4. Keep your hands away from your face and hair. Hold your hands at your side, in a relaxed posture, or lightly place your hands at the edge of the podium.
5. Stand up straight. Do not lean against the podium or appear to be supporting your weight against it.
6. Maintain as much eye contact with your audience as possible, although it is all right to glance at notes frequently and as needed.
7. As you plan your presentation, keep the requirements and time limitations in mind. Practice several times and commit as much of your presentation to memory as possible.
As a member of the audience, keep in mind that your classmate or co-worker deserves your full attention. You would like to have everyone’s full attention and respect when it is your turn to present.
Giving full attention to a speaker includes:
LOOKING AT HIM/HER AND MAINTAINING A COMFORTABLE LEVEL OF EYE CONTACT
SITTING AS STILL AS POSSIBLE
APPEARING TO LISTEN AND OFFERING SOME KIND OF NON-VERBAL ENCOURAGEMENT
Giving full attention to a speaker does not include:
TURNING THE PAGES OF A MAGAZINE OR BOOK
SHUFFLING THROUGH A STACK OF PAPERS OR A NOTEBOOK WHISPERING TO THE PERSON NEXT TO YOU
DIGGING AROUND IN YOUR PURSE OR BOOKSAG
SLEEPING OR GIVING THE IMPRESSION OF TOTAL BOREDOM
GAZING OUT OF THE WINDOW OR ANYWHERE BESIDES AT THE SPEAKER
If you must leave the room during oral presentations, try to wait until one speaker has finished and leave before the next speaker begins. It is extremely distracting to a speaker to have a member of the audience stand and walk around in the room when he or she is trying to concentrate on the delivery of the material. Obviously, emergency situations do arise, so if you must leave, be as discreet and quiet as possible.
1. Do not ever chew gum, candy, or anything else during a presentation.
2. Avoid jewelry or clothing which could distract your audience’s attention from your material and your delivery. A conservative appearance is best, unless the subject of the presentation itself calls for a special uniform or costume.
3. Never wear a cap or hat unless it is part of a costume needed for your presentation.
4. Keep your hands away from your face and hair. Hold your hands at your side, in a relaxed posture, or lightly place your hands at the edge of the podium.
5. Stand up straight. Do not lean against the podium or appear to be supporting your weight against it.
6. Maintain as much eye contact with your audience as possible, although it is all right to glance at notes frequently and as needed.
7. As you plan your presentation, keep the requirements and time limitations in mind. Practice several times and commit as much of your presentation to memory as possible.
As a member of the audience, keep in mind that your classmate or co-worker deserves your full attention. You would like to have everyone’s full attention and respect when it is your turn to present.
Giving full attention to a speaker includes:
LOOKING AT HIM/HER AND MAINTAINING A COMFORTABLE LEVEL OF EYE CONTACT
SITTING AS STILL AS POSSIBLE
APPEARING TO LISTEN AND OFFERING SOME KIND OF NON-VERBAL ENCOURAGEMENT
Giving full attention to a speaker does not include:
TURNING THE PAGES OF A MAGAZINE OR BOOK
SHUFFLING THROUGH A STACK OF PAPERS OR A NOTEBOOK WHISPERING TO THE PERSON NEXT TO YOU
DIGGING AROUND IN YOUR PURSE OR BOOKSAG
SLEEPING OR GIVING THE IMPRESSION OF TOTAL BOREDOM
GAZING OUT OF THE WINDOW OR ANYWHERE BESIDES AT THE SPEAKER
If you must leave the room during oral presentations, try to wait until one speaker has finished and leave before the next speaker begins. It is extremely distracting to a speaker to have a member of the audience stand and walk around in the room when he or she is trying to concentrate on the delivery of the material. Obviously, emergency situations do arise, so if you must leave, be as discreet and quiet as possible.
Reading Cards
Students will maintain a reading card for all of the major works that they read while in AP English. Students should be thorough and include as much information as possible, but should also be original—each student’s card should be different. You will keep this card collection to review the works of literature that you have read prior to taking the AP exams during the junior and senior year.
Front of Card:
Name, Class, Number
Title:
Author:
Settings:
Main Characters: (Name a few words to identify them)
Plot Summary: (No more than three sentences)
Back of Card:
Symbols: (What they are and what you think they mean)
Themes: (Expect at least 2 - this is a topic, plus an opinion. EX: Not just "war," but "War produces close friendship.")
Point of View:
Structure: (Does it have flashbacks; it is a story within a story; is it a series of episodes, etc.)
Quotes: (See if a few stand out. It's wise to put the chapter and page number so we can review them)
Front of Card:
Name, Class, Number
Title:
Author:
Settings:
Main Characters: (Name a few words to identify them)
Plot Summary: (No more than three sentences)
Back of Card:
Symbols: (What they are and what you think they mean)
Themes: (Expect at least 2 - this is a topic, plus an opinion. EX: Not just "war," but "War produces close friendship.")
Point of View:
Structure: (Does it have flashbacks; it is a story within a story; is it a series of episodes, etc.)
Quotes: (See if a few stand out. It's wise to put the chapter and page number so we can review them)
What is Annotating?
ANNOTATING simply means marking the page as you read with comments and/or notes.
The principle reason you should annotate your books is to aid in understanding. When important passages occur, mark them so that thy can be easily located when it comes time to write an essay or respond to the book. Marking key ideas will enable you to discuss the reading with more support, evidence, and/or proof than if you rely on memory.
ANNOTATING MAY INCLUDE:
Highlighting key words, phrases, or sentences
Writing questions or comments in the margins
Bracketing important ideas or passages
Connecting ideas with lines or arrows
Highlighting passages that are important to understanding the work
Circling or highlighting words that are unfamiliar
SPECIFIC ITEMS FOR ANNOTATION MIGHT INCLUDE:
Character description
Literary elements (symbolism, theme, foreshadowing, etc.)
Figurative language (similes, metaphors, personification, etc.)
Plot elements (setting, mood, conflict, etc.)
Diction (effective or unusual word choice)
Vocabulary words
HOW TO ANNOTATE A TEXT:
HIGHLIGHTING/UNDERLINING-This stands out from the page and allows you to scan a page quickly for information. Be careful not to mark too much—if everything is marked, then nothing becomes important!
BRACKETS [ ]-If several lines seem important, place a bracket around the passage, then highlight or underline only key phrases within the bracketed area. This will draw attention to the passage without cluttering it with too many highlighted or underlined sentences.
ASTERISKS *-This indicates something unusual, special, or important. Multiple asterisks indicate a stronger degree of importance.
MARGINAL NOTES- Making notes in the margin allows you to: ask questions, label literary elements, summarize critical elements, explain ideas, make a comment, and/or identify characters.
The principle reason you should annotate your books is to aid in understanding. When important passages occur, mark them so that thy can be easily located when it comes time to write an essay or respond to the book. Marking key ideas will enable you to discuss the reading with more support, evidence, and/or proof than if you rely on memory.
ANNOTATING MAY INCLUDE:
Highlighting key words, phrases, or sentences
Writing questions or comments in the margins
Bracketing important ideas or passages
Connecting ideas with lines or arrows
Highlighting passages that are important to understanding the work
Circling or highlighting words that are unfamiliar
SPECIFIC ITEMS FOR ANNOTATION MIGHT INCLUDE:
Character description
Literary elements (symbolism, theme, foreshadowing, etc.)
Figurative language (similes, metaphors, personification, etc.)
Plot elements (setting, mood, conflict, etc.)
Diction (effective or unusual word choice)
Vocabulary words
HOW TO ANNOTATE A TEXT:
HIGHLIGHTING/UNDERLINING-This stands out from the page and allows you to scan a page quickly for information. Be careful not to mark too much—if everything is marked, then nothing becomes important!
BRACKETS [ ]-If several lines seem important, place a bracket around the passage, then highlight or underline only key phrases within the bracketed area. This will draw attention to the passage without cluttering it with too many highlighted or underlined sentences.
ASTERISKS *-This indicates something unusual, special, or important. Multiple asterisks indicate a stronger degree of importance.
MARGINAL NOTES- Making notes in the margin allows you to: ask questions, label literary elements, summarize critical elements, explain ideas, make a comment, and/or identify characters.
Example of a Dialectical Entry
To Kill a Mockingbird Reading Log Entry
Quotations from the Text Commentary/Responses to the Text
1. “ ‘He might have hurt me a little,’ Atticus conceded, ‘but son, you’ll understand folks a little better when you’re older. A mob’s always made up of people, no matter what. Mr. Cunningham was part of a mob last night, but he was still a man…So, it took an eight-year-old child to bring ‘em to their senses didn’t it?’” (159-160)
1. The tone here is matter-of-fact. Atticus admits that Mr. Cunningham could have harmed him, but he explains that Mr. Cunningham’s actions were not entirely his own; he was influenced by the crowd as is common for many people. It takes Scout recognizing him and talking to him to make Mr. Cunningham realize that what he is doing is wrong.
Reading Logs Should:
Be thoughtful, insightful, and original
Show understanding of the characters, setting, themes, and the WORK AS A WHOLE
Be thorough and complete
Each commentary entry must be 3-5 sentences and written in the present tense
Quotations should feature proper punctuation and the page reference in parentheses as above
Quotations from the Text Commentary/Responses to the Text
1. “ ‘He might have hurt me a little,’ Atticus conceded, ‘but son, you’ll understand folks a little better when you’re older. A mob’s always made up of people, no matter what. Mr. Cunningham was part of a mob last night, but he was still a man…So, it took an eight-year-old child to bring ‘em to their senses didn’t it?’” (159-160)
1. The tone here is matter-of-fact. Atticus admits that Mr. Cunningham could have harmed him, but he explains that Mr. Cunningham’s actions were not entirely his own; he was influenced by the crowd as is common for many people. It takes Scout recognizing him and talking to him to make Mr. Cunningham realize that what he is doing is wrong.
Reading Logs Should:
Be thoughtful, insightful, and original
Show understanding of the characters, setting, themes, and the WORK AS A WHOLE
Be thorough and complete
Each commentary entry must be 3-5 sentences and written in the present tense
Quotations should feature proper punctuation and the page reference in parentheses as above
The Reading Response Log - Dialectical Journal
The Reading Log
(Aka. Reading Response Journal/Dialectical Journal/Double-Entry Journal)
A reading log is an effective way to keep a record of your reading responses-positive or negative, sure or unsure. It offers a change to respond personally, to ask questions, wonder, predict, or reflect on the characters, events, literary elements, or language of a text. Do not summarize! Instead, record your textual observations.
Instructions for keeping a reading log are as follows:
Use notebook paper (one-side only) or you may type it
Must have two columns (divide the page in 1/2)
Title the column on the left “Quotations from the Text”
Title the column on the right “Commentary/Responses to the Text”
Responses may start:
“The imagery reveals…”
“The setting gives the effect of…”
“The author seems to feel…”
“The tone of this part is…”
“The character(s) feel(s)…”
“This is ironic because…”
“The detail seems effective/out of place/important because…”
“An interesting word/phrase/sentence/thought is…”
“This reminds me of…”
“Something I notice/appreciate/don’t appreciate/wonder about is…”
Or you may start with something else you feel is appropriate
Generally each response should be 3-5 sentences and should include your analysis of the literary techniques present in the quotations, the author’s attitude, purpose or tone, and relation to personal experience.
Show me that you have read the entire book by responding to the novel from the first to the last page. You must a total of 20 entries (or at least one per chapter-which ever is more).
Make sure that you note the page number for the quotes.
Your journal will be used to determine your comprehension of the text. Be sure that your responses are thorough and that you complete the journal for all chapters of the book.
Please remember that these log are not meant to be personal diaries. They are meant to be read by others and should related only to the assigned material. You will be sharing your journals in class, so keep this in mind as you write. When sharing you will have the opportunity to confirm, clarify, and modify your responses through discussion. You will also find that your journals can be helpful in writing literary analysis of the text.
(Aka. Reading Response Journal/Dialectical Journal/Double-Entry Journal)
A reading log is an effective way to keep a record of your reading responses-positive or negative, sure or unsure. It offers a change to respond personally, to ask questions, wonder, predict, or reflect on the characters, events, literary elements, or language of a text. Do not summarize! Instead, record your textual observations.
Instructions for keeping a reading log are as follows:
Use notebook paper (one-side only) or you may type it
Must have two columns (divide the page in 1/2)
Title the column on the left “Quotations from the Text”
Title the column on the right “Commentary/Responses to the Text”
Responses may start:
“The imagery reveals…”
“The setting gives the effect of…”
“The author seems to feel…”
“The tone of this part is…”
“The character(s) feel(s)…”
“This is ironic because…”
“The detail seems effective/out of place/important because…”
“An interesting word/phrase/sentence/thought is…”
“This reminds me of…”
“Something I notice/appreciate/don’t appreciate/wonder about is…”
Or you may start with something else you feel is appropriate
Generally each response should be 3-5 sentences and should include your analysis of the literary techniques present in the quotations, the author’s attitude, purpose or tone, and relation to personal experience.
Show me that you have read the entire book by responding to the novel from the first to the last page. You must a total of 20 entries (or at least one per chapter-which ever is more).
Make sure that you note the page number for the quotes.
Your journal will be used to determine your comprehension of the text. Be sure that your responses are thorough and that you complete the journal for all chapters of the book.
Please remember that these log are not meant to be personal diaries. They are meant to be read by others and should related only to the assigned material. You will be sharing your journals in class, so keep this in mind as you write. When sharing you will have the opportunity to confirm, clarify, and modify your responses through discussion. You will also find that your journals can be helpful in writing literary analysis of the text.
Schedule for Biblical Allusions
Sept 3-7
Book of Ruth (Bible)
The Tower of Babel (Genesis 11)
Sept 10-14
Cain and Abel (Genesis Chapter 4)
Sept 17-21
Noah and the Flood (Genesis Chapters 6-9)
Sept 24-28
The Garden of Eden (Genesis Chapters 1-3)
Oct 1-5
Destruction of Sodom &Gomorrha (Gen.8-19)
Oct 8-12
Abraham and Isaac (Genesis 21-22)
Jason and the Golden Fleece
Oct 15-19
Jacob and Esau (Genesis 25)
Oct 22-26
Joseph, and the coat of many colors (Gen 37)
The Birth of Christ (Luke 1-2)
Oct 29 – Nov 2
Jesus and Lazarus (John 11)
Fishers of Men parable (Mark 1)
Nov 5-9
The Death of John the Baptist (Mark 6)
Pilate and Jesus (Matt.27)
Agony of Christ (Mark 14)
Nov 21-30 – Holiday
Dec 3-7
Samson and the Philistines (Judges 13-16)
Dec 10-14
Rescue of the Child Moses (Exodus 1-2)
The Burning Bush (Exodus 3)
Jan 7-11
The Passover (Exodus 12)
Passage through the Red Sea (Exodus 14)
Book of Ruth (Bible)
The Tower of Babel (Genesis 11)
Sept 10-14
Cain and Abel (Genesis Chapter 4)
Sept 17-21
Noah and the Flood (Genesis Chapters 6-9)
Sept 24-28
The Garden of Eden (Genesis Chapters 1-3)
Oct 1-5
Destruction of Sodom &Gomorrha (Gen.8-19)
Oct 8-12
Abraham and Isaac (Genesis 21-22)
Jason and the Golden Fleece
Oct 15-19
Jacob and Esau (Genesis 25)
Oct 22-26
Joseph, and the coat of many colors (Gen 37)
The Birth of Christ (Luke 1-2)
Oct 29 – Nov 2
Jesus and Lazarus (John 11)
Fishers of Men parable (Mark 1)
Nov 5-9
The Death of John the Baptist (Mark 6)
Pilate and Jesus (Matt.27)
Agony of Christ (Mark 14)
Nov 21-30 – Holiday
Dec 3-7
Samson and the Philistines (Judges 13-16)
Dec 10-14
Rescue of the Child Moses (Exodus 1-2)
The Burning Bush (Exodus 3)
Jan 7-11
The Passover (Exodus 12)
Passage through the Red Sea (Exodus 14)
Grading Rubric Biblical Allusions
15 Points (A+)-An awesome card! Filled with thoughtful commentary using extensive evidence. Satisfies all the requirements and more. You really taught me something about this piece.
13 Points (A)-A good card. Satisfies all requirements. Effective and thoughtful analysis of plot. Responsible commentary of the piece.
12 Points (B)-A fair card. Thin on word requirements. Over-simplified analysis and commentary on theme. Lacks evidence.
10 Points (C)-A poor card. Shows lack of effort and thought. A "lazy" card.
7 Points (F)-A mockery of Advanced Placement (AP) work.
13 Points (A)-A good card. Satisfies all requirements. Effective and thoughtful analysis of plot. Responsible commentary of the piece.
12 Points (B)-A fair card. Thin on word requirements. Over-simplified analysis and commentary on theme. Lacks evidence.
10 Points (C)-A poor card. Shows lack of effort and thought. A "lazy" card.
7 Points (F)-A mockery of Advanced Placement (AP) work.
Biblical Allusions
Allusion-(noun) an implied or indirect reference to another literary work or event in history in literature. [Webster's Collegiate]
Two basic sources from which writers, especially poets, draw allusions and metaphors are the Bible and the ancient classical writings (mainly Greek and Roman). Knowledge of the characters and stories contained in the Bible and in the body of myths and legends will add appreciably to the enjoyment of good literature of all kinds. From the very beginning of the literary canon, writers have borrowed characters, plots, and themes from these sources.
Requirements:
Every week you are required to read the assigned literary work. On Friday, you will submit documentation of your reading that contains the following:
* Name of story and Source (King James Version as the primary source)
* Your work must be handwritten in blue or black ink
* 150 word summary of the story
* A 50-word commentary on sources of conflict (plot) and their significance
Two basic sources from which writers, especially poets, draw allusions and metaphors are the Bible and the ancient classical writings (mainly Greek and Roman). Knowledge of the characters and stories contained in the Bible and in the body of myths and legends will add appreciably to the enjoyment of good literature of all kinds. From the very beginning of the literary canon, writers have borrowed characters, plots, and themes from these sources.
Requirements:
Every week you are required to read the assigned literary work. On Friday, you will submit documentation of your reading that contains the following:
* Name of story and Source (King James Version as the primary source)
* Your work must be handwritten in blue or black ink
* 150 word summary of the story
* A 50-word commentary on sources of conflict (plot) and their significance
Dialectical Journal
Dialectic: “The art or practice of arriving at the truth by using conversation involving question and answer.”
Format:
• Divide the paper in half
• Label the left side “Text” and the right side “Comments.”
• The “Text” side should be used for reading notes, direct quotes, summaries, lists, images, etc., always accompanied by page numbers.
• The “Comments” side is where you record your corresponding comments. Record your reactions, ideas, comments, inferences, questions, etc.
Requirements:
• The dialectical journal should be kept on lined, loose-leaf paper and written in ink, or typewritten. Write on one side of the paper only. Make sure your name and the section of the reading is listed at the top of each page. You must have 4 separate entries
• A completed dialectical journal should be brought to class each day a reading assignment is due.
• When should you write things down?
• Certain details seem important to you.
• You have an epiphany.
• You learn something significant about a character.
• You recognize a pattern (overlapping images, repetitions of idea, details, etc.)
• You agree or disagree with something a character says.
• You find an interesting or potentially significant quotation.
• You learn something important about a character.
• You notice something important or relevant about the writer’s style.
• You notice effective use of literary devices.
Format:
• Divide the paper in half
• Label the left side “Text” and the right side “Comments.”
• The “Text” side should be used for reading notes, direct quotes, summaries, lists, images, etc., always accompanied by page numbers.
• The “Comments” side is where you record your corresponding comments. Record your reactions, ideas, comments, inferences, questions, etc.
Requirements:
• The dialectical journal should be kept on lined, loose-leaf paper and written in ink, or typewritten. Write on one side of the paper only. Make sure your name and the section of the reading is listed at the top of each page. You must have 4 separate entries
• A completed dialectical journal should be brought to class each day a reading assignment is due.
• When should you write things down?
• Certain details seem important to you.
• You have an epiphany.
• You learn something significant about a character.
• You recognize a pattern (overlapping images, repetitions of idea, details, etc.)
• You agree or disagree with something a character says.
• You find an interesting or potentially significant quotation.
• You learn something important about a character.
• You notice something important or relevant about the writer’s style.
• You notice effective use of literary devices.
Daily Class Journals - 10 Timed Essays
There will be daily journals written in the first 10 minutes of every class. You are required to write for the entire time. On the last day of the week you are to choose one entry that you like the best or that you see the most room for expansion and develop it into a free-written essay. All entries will be graded for completion; the free-written essay will be graded for mastery.
Handwritten work MUST be written with blue or black ink on loose-leaf paper. You may only write on one side of the paper.
Suggestions for Development of AP Essay
Address the prompt thoroughly
Give a brief introduction with thesis idea
Demonstrate knowledge of the text
Show mature expression with vocabulary and structure with college level skill and clarity
Stay on-topic throughout
Demonstrate a sense of movement toward a conclusion (transitions)
Provide a clincher
Use creative thinking
Tips for Timed Writing
1. Read the prompt carefully.
Identify the abstract concept that is the focus of the prompt.
Identify any concrete device(s) the prompt specifies or suggests you use.
2. Read the passage for understanding.
Ask yourself who, what, when, where, why questions if necessary.
Keep the prompt in mid when you read.
3. Reread and mark the passage.
Focus on concrete devices that create the abstract.
Jot notes in the margins as you read. These notes may be all of the prewriting you have time to do.
4. Your thesis should directly reflect the prompt.
Do not be afraid to state the obvious.
Be clear as to the approach that you are taking and the concepts that you intend to prove.
5. Focus on your commentary.
Your insight and understanding of the literature, as well as how you make the connections called for in the prompt are what the grader will look for.
Be sure to organize your ideas logically.
6. Your conclusion must be worth reading.
Do not just repeat with your have already said.
Your conclusion should reflect an understanding of the passage and the question.
Use a thematic statement, but avoid moralizing and absolute words.
Note: When responding to an open-ended prompt, be sure to choose a novel that is of literary merit and that you thoroughly understand. Be sure to address all parts of the prompt and to plan out your response before beginning to writing. Remember that the works offered as suggestions are surely good choices for your response. Also, remember that you should not merely retell the story, but rather explain the relevance to the open-ended prompt.
Handwritten work MUST be written with blue or black ink on loose-leaf paper. You may only write on one side of the paper.
Suggestions for Development of AP Essay
Address the prompt thoroughly
Give a brief introduction with thesis idea
Demonstrate knowledge of the text
Show mature expression with vocabulary and structure with college level skill and clarity
Stay on-topic throughout
Demonstrate a sense of movement toward a conclusion (transitions)
Provide a clincher
Use creative thinking
Tips for Timed Writing
1. Read the prompt carefully.
Identify the abstract concept that is the focus of the prompt.
Identify any concrete device(s) the prompt specifies or suggests you use.
2. Read the passage for understanding.
Ask yourself who, what, when, where, why questions if necessary.
Keep the prompt in mid when you read.
3. Reread and mark the passage.
Focus on concrete devices that create the abstract.
Jot notes in the margins as you read. These notes may be all of the prewriting you have time to do.
4. Your thesis should directly reflect the prompt.
Do not be afraid to state the obvious.
Be clear as to the approach that you are taking and the concepts that you intend to prove.
5. Focus on your commentary.
Your insight and understanding of the literature, as well as how you make the connections called for in the prompt are what the grader will look for.
Be sure to organize your ideas logically.
6. Your conclusion must be worth reading.
Do not just repeat with your have already said.
Your conclusion should reflect an understanding of the passage and the question.
Use a thematic statement, but avoid moralizing and absolute words.
Note: When responding to an open-ended prompt, be sure to choose a novel that is of literary merit and that you thoroughly understand. Be sure to address all parts of the prompt and to plan out your response before beginning to writing. Remember that the works offered as suggestions are surely good choices for your response. Also, remember that you should not merely retell the story, but rather explain the relevance to the open-ended prompt.
Paper Revisions
Paper revisions are allowed up to 2 weeks after the original due date. Turn in your 1st paper, a self-evaluation sheet, and the new paper revised. Your new paper must contain revisions other than my corrections, i.e. if you just put in the missing commas that I already marked for you that will not count as a revision.
Extra Credit
I do give extra credit for extra work, that is work that goes above and beyond the requirement. There will only be 2 extra credit assignments worth 25 pts. throughout the each quarter.
When To Discuss Your Grade
When is the Appropriate Time to Discuss Grades?
In the middle of class during a lecture? The minute before class? During another class period where I am teaching? Sadly, the answer to all of these questions is a resounding NO!
You may discuss your grade during: prep period or after school
(I am available until 3:00 p.m. for meetings.)
In the middle of class during a lecture? The minute before class? During another class period where I am teaching? Sadly, the answer to all of these questions is a resounding NO!
You may discuss your grade during: prep period or after school
(I am available until 3:00 p.m. for meetings.)
How I Grade
Grading Criteria:
Daily Work/Homework - 10%
AP Essays/Quizzes - 30%
Tests/Exams - 40%
Journals - 20%
AP Rubrics Scales will be utilized throughout the year.
All work NOT turned in will be marked as a 0.
Late Work: I will not accept late work past the unit test under any circumstances.
Late daily work will be worth 50% of its original value.
Late papers will be docked 1/3rd letter grade for each day late.
Make-Up Tests/Quizzes
All make-up tests and quizzes must be taken with me either during my prep time. If other arrangements must be made, you may be able to take your test in the library or the office at an arranged time.
There are NO re-takes of tests or quizzes.
Daily Work/Homework - 10%
AP Essays/Quizzes - 30%
Tests/Exams - 40%
Journals - 20%
AP Rubrics Scales will be utilized throughout the year.
All work NOT turned in will be marked as a 0.
Late Work: I will not accept late work past the unit test under any circumstances.
Late daily work will be worth 50% of its original value.
Late papers will be docked 1/3rd letter grade for each day late.
Make-Up Tests/Quizzes
All make-up tests and quizzes must be taken with me either during my prep time. If other arrangements must be made, you may be able to take your test in the library or the office at an arranged time.
There are NO re-takes of tests or quizzes.
Reading List
Below are the selections of novels, plays, fiction, non-fiction, radio recording, and films we plan to cover. Each will require journal writings, quizzes, a final test, and literary analysis papers. To order books via the internet and download the complete text go to any of the following sites.
➢ Gutenberg.org
➢ ccel.org (Christian Classics Ethereal Library)
➢ Bartleyby.com
➢ Spy.org
You are expected to purchase your own copy of books or “text” so you may make notes in the margins, annotate, and highlight any part you wish.
(I will inform you approximately one month in advance so that you may purchase, check-out at the library, buy the e-book, or download these texts. Please note that this list is NOT chronological.)
1. Macbeth, William Shakespeare
2. Paradise Lost, John Milton
3. The Importance of Being Earnest, Oscar Wilde
4. The Death of Ivan Ilynch, Leo Tolstoy
5. 1984, George Orwell
6. Raisin in the Sun, Lorraine Hansberry
7. The Time Machine, H.G. Wells - (film)
8. Moby Dick, Herman Melville
9. The Bible – Biblical Allusions Workshop
➢ Gutenberg.org
➢ ccel.org (Christian Classics Ethereal Library)
➢ Bartleyby.com
➢ Spy.org
You are expected to purchase your own copy of books or “text” so you may make notes in the margins, annotate, and highlight any part you wish.
(I will inform you approximately one month in advance so that you may purchase, check-out at the library, buy the e-book, or download these texts. Please note that this list is NOT chronological.)
1. Macbeth, William Shakespeare
2. Paradise Lost, John Milton
3. The Importance of Being Earnest, Oscar Wilde
4. The Death of Ivan Ilynch, Leo Tolstoy
5. 1984, George Orwell
6. Raisin in the Sun, Lorraine Hansberry
7. The Time Machine, H.G. Wells - (film)
8. Moby Dick, Herman Melville
9. The Bible – Biblical Allusions Workshop
Rules and Guidelines
Class Rules and Guidelines
• Be in your seat BEFORE the bell rings.
• I will take role EVERY day. You will lose daily points for being late or for unexcused absenses.
• Treat each other with respect. I will do the same.
• If you have an issue with me, discuss it at an appropriate time.
• No food, drink, or gum in the classroom.
• Stay with me, mentally and physically until the bell rings.
• I will enforce the rules in the student handbook regarding cell phones, electronic equipment, tardies, dress code, etc.
• Be in your seat BEFORE the bell rings.
• I will take role EVERY day. You will lose daily points for being late or for unexcused absenses.
• Treat each other with respect. I will do the same.
• If you have an issue with me, discuss it at an appropriate time.
• No food, drink, or gum in the classroom.
• Stay with me, mentally and physically until the bell rings.
• I will enforce the rules in the student handbook regarding cell phones, electronic equipment, tardies, dress code, etc.
2007-2008 AP Syllabus
Instructor: Ms. Katherine Wheeler
Phone: 234-6508 (office)
Email: teacherwheeler@gmail.com
Blog-site URL: mba-ap-english.blogspot.com - AP English Literature and Composition
Course Philosophy
This class is designed for students to acquire the necessary skills and knowledge to pass the Advanced Placement English Literature and Composition test and prepare them to succeed in college.
Class Expectations:
I expect this to be a class of scholars interested in the study of language. Webster’s Dictionary defines scholarly as, “characteristics suited to learned persons.” This is what I expect of all of us; to behave as learned persons, to delve into issues as learned persons, and to approach ideas with a thirst for knowledge.
I will do my best to provide a challenge and an atmosphere conducive to becoming the scholar that you wish to be. Erich Fromm wrote, “The root word of education in e-ducere, literally, to lead forth, or to bring out something which is potentially present.” I will try to educate you. I will provide you with the raw materials. I will ask you questions that require thought. I will give you reading materials that will give you more questions. I will give you a forum for you to explore these questions as scholars and with scholars.
You are all already successful students and realize that the success or reward of hard work does not come in the form of a letter grade but the growth that you gain from the class. I feel very fortunate to watch you grow in your appreciation of literature, your study of writing and your search for the “ungraspable phantom of life.” (Melville)
Qualities for Success
In order to achieve this goal the course will be fast paced and require extensive reading and writing. Be prepared for 1-2 hours of reading and writing homework a night.
Phone: 234-6508 (office)
Email: teacherwheeler@gmail.com
Blog-site URL: mba-ap-english.blogspot.com - AP English Literature and Composition
Course Philosophy
This class is designed for students to acquire the necessary skills and knowledge to pass the Advanced Placement English Literature and Composition test and prepare them to succeed in college.
Class Expectations:
I expect this to be a class of scholars interested in the study of language. Webster’s Dictionary defines scholarly as, “characteristics suited to learned persons.” This is what I expect of all of us; to behave as learned persons, to delve into issues as learned persons, and to approach ideas with a thirst for knowledge.
I will do my best to provide a challenge and an atmosphere conducive to becoming the scholar that you wish to be. Erich Fromm wrote, “The root word of education in e-ducere, literally, to lead forth, or to bring out something which is potentially present.” I will try to educate you. I will provide you with the raw materials. I will ask you questions that require thought. I will give you reading materials that will give you more questions. I will give you a forum for you to explore these questions as scholars and with scholars.
You are all already successful students and realize that the success or reward of hard work does not come in the form of a letter grade but the growth that you gain from the class. I feel very fortunate to watch you grow in your appreciation of literature, your study of writing and your search for the “ungraspable phantom of life.” (Melville)
Qualities for Success
In order to achieve this goal the course will be fast paced and require extensive reading and writing. Be prepared for 1-2 hours of reading and writing homework a night.
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