Sunday, April 22, 2018

Reading and prepping over break

. . . "Prepping" as in "preparing," not "dressing in polo shirts and pastels like a preppie/prepster."

Just clarifying.

So hey: You're to finish the novel over break. For those who missed class Thursday but didn't check in with me on Friday (or who weren't here on Friday), there's a link at right for the sheet to help walk you through the remaining sections of Beloved. If you missed class Wednesday or Thursday, you really ought to talk with someone about what we discussed regarding the nature of the character Beloved.

I'll additionally post some links to the AP Lit. site (though you can track those down just as easily as I can). Finally, I'll fix the link to the list of open-ended AP prompts. (As of this bright Sunday morning, I have yet to do all that, but I'll get to those tasks shortly.)

Enjoy your break. The weather in Syracuse has chosen the perfect time to at last find spring.

Friday, April 6, 2018

BELOVED for Monday/Tuesday

As noted on the calendar, read to p. 100. We've established some motifs for the earliest section, and this will continue to be important throughout the novel. For Monday/Tuesday, pick two of these motifs and write a paragraph (for each motif) about how each is employed on pp. 46-100.

memory/repressing memory

Monday, February 26, 2018

In-class writing

Next time, as I said in class, we'll have a timed AP-style essay question. (We'll talk, first, about expectations.) I did hand out the existing prompts earlier in the year, but for your convenience:

Thursday, February 22, 2018

Plague assignment

The challenge for me was to provide questions about The Plague that don't give away too much about the book's final events. I think you'll agree that this is a good solution, providing you with something to think about both while you're reading and after you complete the novel.

Type up (12 pt., serif font, double space) for the day you return:

Consider the discussion we had about the motifs that run through the novel. Choose any three motifs and, for each motif, write a paragraph about how each is associated with the conclusion of the novel. For example, say you picked "friendship"; how is that motif significant as the novel wraps up, and what does that motif ultimately mean for the novel thematically? Other motifs the classes listed included isolation, plague, death, walls/gates, freedom, secrets, numbers, storytelling, time, Truth, family, and suffering. (There were a few others as well. You're welcome to choose anything you believe to be a significant motif.)

In addition, please read this brief essay by Charleen Adams, a broadly educated scientist whose life and studies may provide some additional real-world context for considering Dr. Rieux:

See you in a few days!

PS: I heard birds this morning. They have heard rumors of spring.

Tuesday, January 23, 2018

The Black Walnut Tree

For Wednesday/Thursday, draft (by hand or on computer) an AP-style essay about the poem in response to the prompt. I'll want to look at your opening paragraphs (and maybe share with the class the ones that seem to be on the right track). We'll discuss your experience with this as well as your opinion of the undiscussed sample essay(s).

Monday, January 8, 2018

Robert Frost reading/writing

Welcome back . . . again!

For Wednesday/Thursday: Read, in the anthology, the Frost poems "Mending Wall" and "Birches." Type: 1. A paraphrase of each poem. 2. For each poem, identify where (line numbers) you see/hear shifts in focus or tone occur.

We'll discuss!