Friday, September 30, 2011
Diction
We continued our analysis of diction today. Students received a worksheet which can be accessed here. We applied some of these adjectives to the passages that students received yesterday, which can be found here.
Thursday, September 29, 2011
Diction
Today we read sample passages in an effort to strengthen the students' analysis of diction. Students spent time brainstorming appropriate adjectives to describe the diction of each passage. This study will continue over the next few days. Students also received a copy of The Handmaid's Tale. They are to read the first 100 pages by next Thursday.
Wednesday, September 28, 2011
Essays
Students received their passage analysis essays today. We then looked at samples of their writing and discussed how to improve them.
Here is the handout of samples:
In the passage, uses literary devices such as diction, imagery, and figurative language to generate a clear image of the character Quoyle.
The author spends a great deal of time referring back to Quoyle’s past to help explain why Quoyle is so dreary as an adult.
Certain diction such as “Eyes the color of plastic” and “brimming with grief and thwarted love” give examples of the sadness Quoyle faces day after day.
Yet a lack of an appealing outward shell is not Quoyle’s only fault. The author describes the man as having a montage of failures that had been shown to “multiply like an explosion of virulent cells.” These included the inability to swim, speak clearly, sit up straight, get up in the morning, have a good attitude, or have ambition or ability.
The diction makes the passage dreary and pitiful.
Referring back to the industrial revolution of the 1800s, cities were slums of poverty, disease, and death. “Hoovervilles” of the 30s during the “Great Depression” were representations of city-life, being that of sadness and helplessness.
Finally, the exaggeration of loneliness adds suspense-where is this passage leading to?
The author of this passage uses very descriptive words to express the torment that is Quoyle’s life.
The use of figurative language in “the father saw other failures multiply like an explosion of virulent cells,” demonstrates the extreme feelings of Quoyle’s father towards him, while also using imagery to reinforce that point.
This passage contains many examples of excellent diction, and imagery that provide a clear and concise picture of the character, Quoyle.
This sentence forms the image of a teenager in college….
Had the author chosen any other word than “stumbled” the image depicted of Quoyle would have changed drastically.
I can only assume that his grotesque appearance and deformities made other students mock him, and all he did was ignore it.
Here is the handout of samples:
In the passage, uses literary devices such as diction, imagery, and figurative language to generate a clear image of the character Quoyle.
The author spends a great deal of time referring back to Quoyle’s past to help explain why Quoyle is so dreary as an adult.
Certain diction such as “Eyes the color of plastic” and “brimming with grief and thwarted love” give examples of the sadness Quoyle faces day after day.
Yet a lack of an appealing outward shell is not Quoyle’s only fault. The author describes the man as having a montage of failures that had been shown to “multiply like an explosion of virulent cells.” These included the inability to swim, speak clearly, sit up straight, get up in the morning, have a good attitude, or have ambition or ability.
The diction makes the passage dreary and pitiful.
Referring back to the industrial revolution of the 1800s, cities were slums of poverty, disease, and death. “Hoovervilles” of the 30s during the “Great Depression” were representations of city-life, being that of sadness and helplessness.
Finally, the exaggeration of loneliness adds suspense-where is this passage leading to?
The author of this passage uses very descriptive words to express the torment that is Quoyle’s life.
The use of figurative language in “the father saw other failures multiply like an explosion of virulent cells,” demonstrates the extreme feelings of Quoyle’s father towards him, while also using imagery to reinforce that point.
This passage contains many examples of excellent diction, and imagery that provide a clear and concise picture of the character, Quoyle.
This sentence forms the image of a teenager in college….
Had the author chosen any other word than “stumbled” the image depicted of Quoyle would have changed drastically.
I can only assume that his grotesque appearance and deformities made other students mock him, and all he did was ignore it.
Monday, September 26, 2011
Friday, September 23, 2011
blogs
Today the students began setting up their AP lit blogs. Here are the instructions:
Setting up your blog.
1. Go to www.blogger.com
2. Click Create Your Blog Now
3. Provide your email address
• Create a password that you will not forget
• Choose a name-it should not be your actual name (choose a fake name)
4. Choose any template you like
5. Choose an address
6. Click the Settings tab
7. Click the Email tab
8. In the Blogsend Address window type in klimasthocles@gmail.com
Requirements:
• You must have 1 blog per novel. This will be your on-going journal covering all of the works we read this year
• Each blog must contain the following
a. Analysis of a topic/theme/symbol/argument/etc. of your choice
b. Your favorite line/quote/passage along with an explanation and analysis
c. Your thoughts on the novel. This can be a review or casual commentary. Why did you like/dislike the work?
d. You must comment on at least 2 of your classmates’ blogs for each marking period.
e. Your blog should reflect your personality. Make it your own.
f. *you can upload images/videos. They should relate to the work you are posting about.
g. Provide me with your blog address and screen name
Setting up your blog.
1. Go to www.blogger.com
2. Click Create Your Blog Now
3. Provide your email address
• Create a password that you will not forget
• Choose a name-it should not be your actual name (choose a fake name)
4. Choose any template you like
5. Choose an address
6. Click the Settings tab
7. Click the Email tab
8. In the Blogsend Address window type in klimasthocles@gmail.com
Requirements:
• You must have 1 blog per novel. This will be your on-going journal covering all of the works we read this year
• Each blog must contain the following
a. Analysis of a topic/theme/symbol/argument/etc. of your choice
b. Your favorite line/quote/passage along with an explanation and analysis
c. Your thoughts on the novel. This can be a review or casual commentary. Why did you like/dislike the work?
d. You must comment on at least 2 of your classmates’ blogs for each marking period.
e. Your blog should reflect your personality. Make it your own.
f. *you can upload images/videos. They should relate to the work you are posting about.
g. Provide me with your blog address and screen name
Thursday, September 22, 2011
Wednesday, September 21, 2011
MC
Today we continued working on some multiple choice practice tests. Students also received the following project which is due Wednesday 9/28:
We
10pts
Complete both of the following tasks:
1. Ode to OneState:
You are to compose a poem either in honor of OneState, The Benefactor, or the beauty of mathematics. The poem must be of a nature that if a Guardian were to read it, you would not face the machine as a result. The structure and style of the poem must also be consistent with the style and structure of OneState.
Requirements:
• The poem must rhyme
• The poem must have an even number of stanzas (minimum of 4)
• The lines should be approximately the same length (you don’t want any lines longer than the rest; that would be chaos!).
• It must speak of your subject in a very loving manner
• 8 ½ X 11
• Typed
2. Poem of Rebellion:
You are to compose a poem of a rebellious nature. This does not necessarily mean it has to be about rebellion. In OneState, writing from inspiration IS rebellion. You may choose the subject and follow any style you like. Make it as chaotic as possible. In other words, you want to be headed for the machine because of this one.
Requirements:
• Any structure is acceptable
• The paper should look chaotic. If D-503 were to read it, it should drive him nuts.
• Similar in length to the first poem.
We
10pts
Complete both of the following tasks:
1. Ode to OneState:
You are to compose a poem either in honor of OneState, The Benefactor, or the beauty of mathematics. The poem must be of a nature that if a Guardian were to read it, you would not face the machine as a result. The structure and style of the poem must also be consistent with the style and structure of OneState.
Requirements:
• The poem must rhyme
• The poem must have an even number of stanzas (minimum of 4)
• The lines should be approximately the same length (you don’t want any lines longer than the rest; that would be chaos!).
• It must speak of your subject in a very loving manner
• 8 ½ X 11
• Typed
2. Poem of Rebellion:
You are to compose a poem of a rebellious nature. This does not necessarily mean it has to be about rebellion. In OneState, writing from inspiration IS rebellion. You may choose the subject and follow any style you like. Make it as chaotic as possible. In other words, you want to be headed for the machine because of this one.
Requirements:
• Any structure is acceptable
• The paper should look chaotic. If D-503 were to read it, it should drive him nuts.
• Similar in length to the first poem.
Friday, September 16, 2011
Week 1
This week students have been exposed to the prose passage and multiple choice tasks. Students are also currently reading the novel We which must be completed by Thursday 9/22. Students are required to select a passage from the novel for our discussion on Thursday. Students also must complete the following project by Tuesday 9/20:
You will be given a literary term to teach to the rest of the class. You will NOT, however, be presenting this term. You must create some type of poster/collage that contains the following:
Definition
Example
Reason for use-what could an author accomplish by using this device
Images representative of the device
Analogy
Anaphora
Aphorism
Apostrophe
Archetype
Cacophony
Caesura
Chiasmus
Connotation
Denotation
Doppelganger
Euphemism
Euphony
Foil
Juxtaposition
Malapropism
Metonymy
Paradox
Pathetic Fallacy
Portmanteau
Spoonerism
Synecdoche
Understatement
You will be given a literary term to teach to the rest of the class. You will NOT, however, be presenting this term. You must create some type of poster/collage that contains the following:
Definition
Example
Reason for use-what could an author accomplish by using this device
Images representative of the device
Analogy
Anaphora
Aphorism
Apostrophe
Archetype
Cacophony
Caesura
Chiasmus
Connotation
Denotation
Doppelganger
Euphemism
Euphony
Foil
Juxtaposition
Malapropism
Metonymy
Paradox
Pathetic Fallacy
Portmanteau
Spoonerism
Synecdoche
Understatement
Tuesday, September 6, 2011
Welcome
Welcome to AP Literature. I hope everyone had an enjoyable summer. We will discuss the summer reading during our first week back in school. Due to scheduling issues, I will need some time to organize the presentations regarding Introduction to the Bible.
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