Friday, December 11, 2015

Resources for studying Inferno


For years Yale has been the center of Dante scholarship, and has had a great deal of influence in the field. I studied Dante under a Yale Dante scholar, and the resources that you will find here are unparalleled.

I encourage you to explore the illustrations, summaries and meditations found at the Yale cite. The link to the meditations may be found here: https://dantesthedivinecomedy.wordpress.com/ideas/meditations-on-the-divine-comedy/

Thursday, December 10, 2015

Class on Wednesday and Thursday

  • I assigned the first three cantos of Dante's Inferno. There are extra copies in C246. Please obtain a copy and read it if you were absent. Students also need to read the notes on each canto.
  • Before reading the cantos, we used "The Virtual Tour of Hell" to understand the structure and plot of Dante's hell. The resource can be found here: http://foxtwin.com/inferno/

Wednesday, December 2, 2015

Resources for MLA

Wednesday, November 25, 2015

Homework

In a well written and carefully considered paragraph, explain the answer to your question. Be sure to make your research question clear. Also, use internal citation in your paragraph.

Have a great Thanksgiving!

Monday, November 23, 2015

Wednesday, November 18, 2015

An essay on Kafka that may help some of you get started

http://www.upenn.edu/nso/prp/met/breckman_lecture.html

What's due next?

  • Be sure to be working on "evolving" your working question. In a typed paragraph, articulate your "evolved" research question, with an explanation of why this is a question worthy of research. In addition, I would like you to identify the sources that you have been working with, and the sources that you plan to read.

Monday, November 16, 2015

Our research

We have been working in the library with Ms. McAndrews to evolve our initial research question into a question that connects not only to the text, but to the reader and the world as well. We have been calling these "dense" questions."

Continue reading within the sources that you have been introduced to. On Thursday (block 4) and on Friday (block1) you will be asked to write your question and to turn it in for my review.

Wednesday, November 4, 2015

TED talk to view for homework

Watch the following TED talk : https://www.ted.com/talks/julian_baggini_is_there_a_real_you?language=en

Take notes on the following questions:

1. What is the speaker's thesis?



2. What evidence does he give to support his thesis?




3. What are the implications of his thesis?

Thursday, October 29, 2015

Homework

  • Be sure to read Kafka's Metamorphosis. Block 1 is due 11/2 and Block 4 due 11/3.
  • Please write three questions/ideas that you would like to discuss.

Tuesday, October 27, 2015

This Week

  • We will be performing scenes from No Exit (10/28 block 1 and 10/29 block 4).
  • We took a quiz on existentialism 10/27 block 4 and 10/26 block 1.
Please remember that you have FIVE school days in which to make up a quiz. Quizzes can be found in the ERC. After five days the quiz will be a 0.

Link to electronic copy of Metamorphosis: https://ebooks.adelaide.edu.au/k/kafka/franz/metamorphosis/

Thursday, October 22, 2015

Block 1 Assignment for Monday 10/26

  • In class we took notes on the theory of existentialism.
  • Then I asked groups to chose a page to two pages of No Exit that clearly illustrates existentialism and its tenets.
  • The group, with line coaches, will perform the text they have chosen (with props, action, blocking etc....) in a way that clearly illustrates the group's interpretation of the scene's importance to existential principles.
  • There will be a quiz on existentialism on Monday. Please be sure to bring your notes on existentialism to class on Monday.
1. Pages 12-14 (Patrick, Darius, Lesley, Joy, Anna)
2. 10-12 (Kim, Bethany, Ashley, Rachel, Marie)
3. 14-15 (Daniela, Megan, Marika, Rose, Jamie)
4  26-27 (Noah, Spencer, Dan, Kimber, Goose)

Friday, October 16, 2015

Sartre: Human All Too Human BBC documentary

Watch the documentary for homework: https://www.youtube.com/watch?v=4G4R_iAZWbQ

Please take notes on the following points as you watch the documentary:


1.      What is existentialism as Sartre defines it.

 

2.      What forces were responsible for the birth of existentialism?

 


3.      What are the similarities between critical theory and existentialism?
 
 
4. What questions do you have about existentialism?


Tuesday, October 6, 2015

Presentation Rubric


Quality
Excellent
   
Very good
 
                 Good
         
                 Fair  
Poor      
Content-
 
 
 
 
The presentation conveys an insightful understanding of the subject matter. The visuals and mode of presentation deepen the audience’s understanding of the content. The material and presentation are appropriate for the audience. The examples from Sleeping Beauty clarify the theory and how its applied.
 
The presentation is informative and correct.
 
There are inaccuracies in the content of the material.  The presentation is redundant.
Written Work
 
 
 
 
The “cheat sheet” conveys the critical ideas in a clear, and concise manner that is easy to understand, and is true to the complexity of the task.
 
The “cheat sheet” covers the important ideas of the theory.
 
The “cheat sheet” is basic.
 
Coherence
 
 
 
The presentation is logically organized.  The organization enhances the meaning.
 
The structure is unified.
 
The organization is confused and or redundant.
Presentation Qualities
 
 
 
 
 
The presenters use voice, tone, body language etc. to engage the audience.
 
The presentation uses many of the qualities of good presentation; however there are places where the audience could be more engaged.
 
The audience finds the presentation difficult to follow. The presenters read to the audience.
Questions
 
 
 
 
 
Questions are skillfully elicited and answered.
 
Questions are answered with clear and correct responses.
 
The group finds it difficult to answer questions.

 

Tuesday, September 29, 2015

Presentation assignment


Advanced Placement Literature and Composition                                        Name

Introduction to Literacy Theory Assignment

30 point presentation/notes assignment

 

 

An Introduction to Theories of Reading

 

      The purpose of this assignment is to introduce you to a variety of the theories of reading that have influenced people’s reading and understanding. You have most likely been influenced by many of the ideas connected to these theories, but you probably don’t know the names and the implications of some of these ideas.

    You will need to cover the following:

 

  • The history of the theory. Include what is relevant to understand the theoretical underpinnings of the theory.
  • What these theorists believe, and how they understand the purpose of reading and writing.
  • How the tenets of the theory are applied to a text (We are using Sleeping Beauty as our common text). New Historicists will need to choose a text in addition to Sleeping Beauty. Be sure to be thorough here. This is where your classmates should understand how to apply the theory.
  • The implications of this theory for us (our class).  This part should consider how the text would affect other readings. Including readings of texts that are not in written form.

 

Step 1.  You and your group need to discuss the theory and compile notes pertaining to the questions listed above.

 

Step 2.  You will reread Sleeping Beauty and practice your theoretical approach on the text.

 

Step 3. You will organize and create your presentation for the class.  Be sure to write a “cheat sheet” to the theory so that your classmates can refer to it when they study.

 

     Your presentation will be graded on the following:

 

·       The depth of understanding of the theory

·       The quality and completeness of the interpretation of the text

·       The clarity and educational value of the presentation

·       How well the group works together and shares the presentation

 

 

     You may use the overhead, the Elmo, Googledocs, or a flash drive to present. Be sure to check and double-check the technology to ensure it works before class begins. I can not postpone or cancel presentations as a result of technological failures—so you might want to have a back up plan.

 

    
Students who are absent on the day they are to present must complete an alternative assignment within one week of the presentation date, or they will receive a zero for the assignment. See me for details.

 

 

Presentation topic: ___________________________________

 

 

 

Presentation group: ____________________________________

 

 

 

 
Presentation date:  ______

Homework for 10/1 (Block 4) and 9/30 (Block 1)

  • Be sure to come to class having carefully studied the reading that you were assigned to. Your time in class is limited, so you don't want to spend a lot of time on comprehended the reading. That isn't to say that you can't clarify issues and questions.

Sunday, September 27, 2015

Block 4 Reading Assignment Literary Theory

  • Sorry not to post earlier....technological issues.
  • Psychoanalytic Criticism experts: Dilip, Aparna, Jillian, Fareena, Patrick, Audrey, Priyanka
  • Feminist Criticism experts: Allana, Claire, Jeff, Min Gon, Jessica, Julia
  • Marxist Criticism experts: Valerie, Molly, Rachel, Jon, Kees, Joe, Haley
  • New Historicists: Noah, Gabby, Zoe, Deirdre, Julia, Ian, Davya
Remember these readings are in your packet!

Thursday, September 24, 2015

Homework for 9/28 and 9/29

  • Be sure to begin reading the section of Beginning Theory that was assigned to you and your group in class. You should annotate and summarize the subsections in the same way that you did for the "Liberal Humanism" chapter. Be sure to read carefully!

Monday, September 21, 2015

Block 1 and Block 4 Homework for 9/23 and 9/24

  • Be sure to revise your college essay. Staple the peer review sheet with a draft and your revised copy. This is due on 9/23 (block 1) and 9/24 (block 4)
  • Be sure to also read the chapter on Liberal Humanism in the Peter Barry packet. You need to write a summary of each of the subheadings, as well as write specific questions in the margins of the reading. Come to class prepared to work closely with the reading.

Thursday, September 17, 2015

On Thursday or Friday!

  • During block1 on Thursday and block 4 on Friday we will peer review your college essay.
  • I will assign a significant reading when I see you next week (Monday or Tuesday, depending on your block). I cannot link this reading assignment. If you will be absent, please see me for the reading, or pop into C246. The reading is on the table and is titled "Introduction to Literary Theory"

Thursday, September 10, 2015

Block 1 Reminders and Homework

Be sure to bring in your three copies of a Common App essay draft. We will be sharing these essays in small peer review groups.

 I do want you to bring in a DRAFT, and NOT an essay that you or an advisor have polished. Remember we are learning about writing and process.

If you would like, you can email me your draft and we will use it in class on Tuesday. I promise you will receive lots of positive, encouraging advice if you allow us to read your essay.

Tuesday, September 8, 2015

Common Application draft assignment

Today in class we wrote a Where I Come From prose poem in order to generate ideas for our first draft. Your homework assignment is to write a draft based on the Common Application's first essay prompt. Hopefully, the work we did in class helped you generate some helpful ideas.

Please remember to draft with pen and paper (or pencil) and be sure to lock your inner editor in a closet. The draft should be complete. There is a link to the Common App essay cite below. Happy Writing!

https://appsupport.commonapp.org/link/portal/33011/33013/article/1694/2014-15-common-application-essay-prompts

Monday, June 8, 2015

Final Updates!!! Important!!!

The final exam plays will be performed Wednesday and Thursday. You CANNOT be absent either day without the danger that you will miss your performance and be forced to do an alternative project for you final exam.


Please remember that you must have copies (including one for me!) of your play ready to go on Wednesday. We will meet in the Little Theater.

You must attend on both Wednesday and Thursday in order to receive full credit for your exam, as there is a 10 point component to the final that will be completed at the end of the exam on Thursday.

If you are completing and individual project, it is due on the exam date of June 11. The final exam much include a works cited page and internal citation, as you are required to use outside sources. Failure to include these pieces will result in a failing grade. Please remember that all aspects of the Academic Integrity Policy of Niskayuna High School apply to your final exam projects.

Tuesday, May 26, 2015

For Thursday

Please bring the materials you need to work on the final exam. We will discuss Part III of Beloved on next Monday.

Thursday, May 21, 2015

Reminders!!! And a link to Sean dancing :)

  • If you haven't already, please declare your plans for the final by posting on the final exam post.
  • We will discuss section II next class (Tuesday), and the remainder of the book must be read by next Thursday.
  • Sean dancing....enjoy! http://youtu.be/MhOTm-9Jlqg

Wednesday, May 6, 2015

Final exam for 12 H


And, one last thing….

Over the course of this year we have read about men turning into bugs, people stuck in hells with gauche furniture, coins endlessly coming up heads, and the problem with mothers marrying uncles, to name just a few of the situations we have encountered. While some anonymous sage has commented that “truth is stranger than fiction,” it is difficult to imagine a world stranger than some of those that we have encountered in the fictional plays, poems and dramas that we have read.

            As strange as these stories are, the purpose of stories is to speak to us and to our experience. No one knows when story telling (or literature) began, but it is safe to say that as soon as men and women emerged from the primordial muck, storytelling was not far behind. In ninth grade you read The Odyssey, a story that predates our own language and a story that is still being read, albeit sometimes grudgingly, by people around the world. And we are still telling stories. In fact, we are obsessed by stories: stories in novels; stories in children’s books; stories on the evening news; stories in movies; and blogs, as well as the stories we pass around the dinner table, the locker room and the cafeteria.  

            Many writers and thinkers have developed reasons why stories, both fictional and non-fictional, are so instrumental to peoples’ lives. And there are numerous theories (among them Marxist, Feminist, New Critical, Post-colonial etc…) that attempt to explain why stories are so important and what they provide for us individually and culturally.

            In class, we’ve articulated some of the questions that are encompassed by the study of literary theory, and they include, but are not limited to, the following:

 

  • Why do we read?
  • Why do we write?
  • How should we find meaning in text? Where in the text do we find meaning?
  • What is “literature”?
  • What makes a text valuable? Worthy of being read, valued and studied?
  • Does or how does identity influence reading? Writing?
  • Does culture influence our reading? How?
  • Does the meaning of texts change?
  • How does language work? What are its limitations?
  • Is there relationship between texts and “real life”?  If so, what is it?
  • What is the relationship between texts and our identity? (both individual identity and cultural identity?
  • How do the genre and the structure of the text affect meaning?
  • What is real?
  • What is true?
  • Who am I?
  • Who’s there?
  • What’s the purpose?

 

 

 

Project 1

The first response option is an analytical paper in which you do the following:

  • Develop your own theory of the purpose of literature. You should draw from your own experience as well as the experience of writers, theorists and thinkers. At least one of the sources that you discuss in your paper should be your outside reading for fourth quarter. For example, Thoreau in his chapter “Reading” has a theory of literature, and the theorist Robert Scholes expresses his own theory in his book Textual Power. Toni Morrison, Plath, and T.S.Eliot and many other writers have written on this topic. There are a wide variety of books in the library written by writers on writing. I can help you with suggestions, or you could simply find a several essays about the purpose of literature from writers you respect and develop your theory from these essays.
  • Then, you would support your view of the value and purpose of literature using examples from pieces that we have read this year, and from pieces that you have read on your own.
  • The final paper would be about 5-8 pages in length and include a final annotated works consulted page.

OR

 

The second response is a small group assignment, which would require you to write and perform an original drama. The drama should put people and characters that we have met in class in dialogue with each other in order to ponder a question that has been central to the course. For example, Sartre, Gregor, Hamlet and Virgil might be put in a dramatic situation that forces them to consider the feasibility of free will, or the purpose of literature. Groups can be as large as four people, but no longer. All group members are required to participate in both the writing and the acting, failure to participate in both aspects of the exam will result in a failing grade for the exam.

 

The creative piece would be about fifteen pages in length, and it must include a one to two page discussion of why you have chosen the characters, situation, issues and setting. The drama should allow you to “talk back” to the literature you’ve studied this year, in much the same way that “Prufrock” talks back to Hamlet, and “The Dead” and Heart of Darkness talk back to Dante, who in turn talks back to Virgil.

 

 

Grading

Your paper will be graded on the quality of your analysis of the literature, your insight, development and the quality of the writing. The paper is due on June _____.

 

Performances will be scheduled for the final week of classes and for the final exam period. This is your final examination grade. No late papers will be accepted.  If a group member is absent for the presentation the entire group will need to schedule a performance time during exam week to make up the final exam work.

 

Post your Beloved questions (reading assignment part 1) here

Thursday, April 23, 2015

Homework for the weekend

Remember to finish reading Rosencrantz and Guildenstern are Dead for Monday. Have a nice weekend!

Thursday, April 16, 2015

Homework for Friday

On Friday we will complete our discussion of "Love song". Please remember that this will be a third quarter grade. If you are absent please be sure that you speak to me and make up the assignment ASAP.

Saturday, April 11, 2015

The Love Song of J. Alfred Prufrock

http://www.poetryfoundation.org/poetrymagazine/poem/173476

There is an audio file in the link above

The Love Song of J. Alfred Prufrock

By T. S. Eliot
S’io credesse che mia risposta fosse
A persona che mai tornasse al mondo,
Questa fiamma staria senza piu scosse.
Ma percioche giammai di questo fondo
Non torno vivo alcun, s’i’odo il vero,
Senza tema d’infamia ti rispondo.
Let us go then, you and I,
When the evening is spread out against the sky
Like a patient etherized upon a table;
Let us go, through certain half-deserted streets,
The muttering retreats
Of restless nights in one-night cheap hotels
And sawdust restaurants with oyster-shells:
Streets that follow like a tedious argument
Of insidious intent
To lead you to an overwhelming question ...
Oh, do not ask, “What is it?”
Let us go and make our visit.

In the room the women come and go
Talking of Michelangelo.

The yellow fog that rubs its back upon the window-panes,
The yellow smoke that rubs its muzzle on the window-panes,
Licked its tongue into the corners of the evening,
Lingered upon the pools that stand in drains,
Let fall upon its back the soot that falls from chimneys,
Slipped by the terrace, made a sudden leap,
And seeing that it was a soft October night,
Curled once about the house, and fell asleep.

And indeed there will be time
For the yellow smoke that slides along the street,
Rubbing its back upon the window-panes;
There will be time, there will be time
To prepare a face to meet the faces that you meet;
There will be time to murder and create,
And time for all the works and days of hands
That lift and drop a question on your plate;
Time for you and time for me,
And time yet for a hundred indecisions,
And for a hundred visions and revisions,
Before the taking of a toast and tea.

In the room the women come and go
Talking of Michelangelo.

And indeed there will be time
To wonder, “Do I dare?” and, “Do I dare?”
Time to turn back and descend the stair,
With a bald spot in the middle of my hair —
(They will say: “How his hair is growing thin!”)
My morning coat, my collar mounting firmly to the chin,
My necktie rich and modest, but asserted by a simple pin —
(They will say: “But how his arms and legs are thin!”)
Do I dare
Disturb the universe?
In a minute there is time
For decisions and revisions which a minute will reverse.

For I have known them all already, known them all:
Have known the evenings, mornings, afternoons,
I have measured out my life with coffee spoons;
I know the voices dying with a dying fall
Beneath the music from a farther room.
               So how should I presume?

And I have known the eyes already, known them all—
The eyes that fix you in a formulated phrase,
And when I am formulated, sprawling on a pin,
When I am pinned and wriggling on the wall,
Then how should I begin
To spit out all the butt-ends of my days and ways?
               And how should I presume?

And I have known the arms already, known them all—
Arms that are braceleted and white and bare
(But in the lamplight, downed with light brown hair!)
Is it perfume from a dress
That makes me so digress?
Arms that lie along a table, or wrap about a shawl.
               And should I then presume?
               And how should I begin?

Shall I say, I have gone at dusk through narrow streets
And watched the smoke that rises from the pipes
Of lonely men in shirt-sleeves, leaning out of windows? ...

I should have been a pair of ragged claws
Scuttling across the floors of silent seas.

And the afternoon, the evening, sleeps so peacefully!
Smoothed by long fingers,
Asleep ... tired ... or it malingers,
Stretched on the floor, here beside you and me.
Should I, after tea and cakes and ices,
Have the strength to force the moment to its crisis?
But though I have wept and fasted, wept and prayed,
Though I have seen my head (grown slightly bald) brought in upon a platter,
I am no prophet — and here’s no great matter;
I have seen the moment of my greatness flicker,
And I have seen the eternal Footman hold my coat, and snicker,
And in short, I was afraid.

And would it have been worth it, after all,
After the cups, the marmalade, the tea,
Among the porcelain, among some talk of you and me,
Would it have been worth while,
To have bitten off the matter with a smile,
To have squeezed the universe into a ball
To roll it towards some overwhelming question,
To say: “I am Lazarus, come from the dead,
Come back to tell you all, I shall tell you all”—
If one, settling a pillow by her head
               Should say: “That is not what I meant at all;
               That is not it, at all.”

And would it have been worth it, after all,
Would it have been worth while,
After the sunsets and the dooryards and the sprinkled streets,
After the novels, after the teacups, after the skirts that trail along the floor—
And this, and so much more?—
It is impossible to say just what I mean!
But as if a magic lantern threw the nerves in patterns on a screen:
Would it have been worth while
If one, settling a pillow or throwing off a shawl,
And turning toward the window, should say:
               “That is not it at all,
               That is not what I meant, at all.”

No! I am not Prince Hamlet, nor was meant to be;
Am an attendant lord, one that will do
To swell a progress, start a scene or two,
Advise the prince; no doubt, an easy tool,
Deferential, glad to be of use,
Politic, cautious, and meticulous;
Full of high sentence, but a bit obtuse;
At times, indeed, almost ridiculous—
Almost, at times, the Fool.

I grow old ... I grow old ...
I shall wear the bottoms of my trousers rolled.

Shall I part my hair behind?   Do I dare to eat a peach?
I shall wear white flannel trousers, and walk upon the beach.
I have heard the mermaids singing, each to each.

I do not think that they will sing to me.

I have seen them riding seaward on the waves
Combing the white hair of the waves blown back
When the wind blows the water white and black.
We have lingered in the chambers of the sea
By sea-girls wreathed with seaweed red and brown
Till human voices wake us, and we drown.
Source: Poetry (June 1915).

Thursday, March 26, 2015

Please share!

I want to take some time in class and examine how Hamlet has been translated into popular culture. Several of you (Sean :) have already shared video clips, cartoons, etc... that show how pop culture has imagined Hamlet. Please post below any others that you find (there may be something in it for you!)

Attendance!

  • Please remember that you are responsible for all missed work and for making up the quizzes in a timely manner. You are also responsible for missed notes.
  • If you are in school on the day I give a quiz or a paper and you are not in class, I do expect that you see me THAT day.
  • Obviously, most of you are extremely responsible and excellent about letting me know about absences and about quickly making up missed work; this message is NOT for you :) 

Thursday, March 19, 2015

Hamlet soliloquy response paper



Directions: Write a one to two page (preferably typed paper in which you respond to one of the following prompts. Be sure to use textual details and analysis of the details to support you claims. Due Tuesday :)

1. What is the root of Hamlet's problems?
2. Does Hamlet change over the course of Act1-Act III or is he mostly static?
3. Does Hamlet perceive what others are unable to perceive, or is his perception faulty?

Saturday, March 14, 2015

Homework for Tuesday

  • If you were absent on Friday, please make sure to stop by the ERC and make up your Hamlet quiz.  Please do so by Wednesday.
  • Be sure to prepare your soliloquy for the activity on Tuesday.
  • Act IV is due on Thursday
  • Act V is due the following Tuesday
  • Remember, I reserve the right to give an unannounced quiz :)

Tuesday, March 3, 2015

NY Times articles

These are worth reading: https://www.google.com/search?q=ny+times+how+we+learn+to+kill&ie=utf-8&oe=utf-8

http://www.nytimes.com/2015/03/01/style/bringing-a-daughter-back-from-the-brink-with-poems.html

Homework for Thursday

  • Be sure to read Act I, scene i and Act I, scene ii
  • Concentrate your attention on Claudius in scene ii (who is this guy?, what is his character?, what are his motivations?) and on determining what we can discern about Hamlet (with particular attention to his soliloquy)
  • If you are interested, Amazon has a 2.99 download of the full Branagh version of Hamlet. It's fabulous and if you watch and read the closed captioning, you have an excellent method of reading and understanding the play at your disposal.

Monday, March 2, 2015

Thursday, February 12, 2015

For break

Be sure you complete your first synthesis piece and the annotated bib for your sampling paper for the Monday we return. The final copy of the paper is due the Friday we return.

Wednesday, January 14, 2015

Schedule for Heart of Darkness

Part I due on Friday 1/16
Part II due Wednesday 1/21
Part III due Friday 1/23

Don't be surprised if there are some quick reading quizzes before the end of the quarter :)

Link to the BBC documentary on youtube

We watched this documentary and took notes

www.youtube.com/watch?v=Aeu1z7Gfasg

Thursday, January 8, 2015

The Questions we've decided to discuss for "The Dead"

1. Why is Gabriel so uncomfortable with the women in the story?
2. What's the significance of the motif of song and singers in the story?
3. Mr. Brown's significance?
4. Significance of the horse story Gabriel tells?
5. Details about the food? What's the significance?
6. B'Artell Darcy's significance?
7. Why does Miss Ivors leave?
8. Gabriel's relationship to Ireland and to the Irish?
9. Significance of the snow?
10. Significance of West?
11. What does the end mean?
12. Why is the dialogue so disjointed among the speakers.
13. How does Gabriel construct his identity? How do others' see him and how does he see himself?
14. What's the significance of the title?
15. What are the connections to Dante?
16. What's the significance of the white and the dark?
17. Why are there eyes everywhere?