AAPE (Awesome AP English): October 2012

Sunday, October 28, 2012

Monster Essay Citation Info...

So, you should have almost all of the information that you need to go to easybib.com and make your Works Cited page. Make sure that you delineate what's an interview, letter, etc., plug in the info, and easybib will do it for you.

The introduction to Beowulf that I gave you comes from the Norton Anthology of World Masterpieces Volume I. The Bloom critique comes from the Afterword of the 1965 Signet Publication of Frankenstein.

Paloma has correct citations for the Bloom critique, the Gardner letter, and the Heany interview--I'm sure that she wouldn't mind sharing them.

If you have any other questions, just send me a text.

Oh, don't forget to put your essays on turnitin.com AND bring my edit and your classmate's edit with you tomorrow to turn in with your final copy.

See you tomorrow!

Friday, October 12, 2012

Dear Mr. Bloom...

Your homework for the weekend is this:

1. Build a monster from scraps of dead bodies, mysteriously bring it to life, and attempt to assimilate it into the social realm and teach it the ways of the world. (Well, that last step is kinda optional...)

(Step 1 is a joke, Paloma...Put away your decapitated chickens, Exacto knives and duct tape.)

2. Read Bloom's essay on Frankenstein and make notes as you go--noting what you believe to be strong arguments and insights. (Please feel free to mark any weak or faulty arguments as well.)

3. Write (well, type) a response to Harold Bloom. This is a letter--not an essay--so you may use your own personal, colloquial voice. In your letter, I'd like to you use at least two quotes from the Bloom essay (make sure that you cite them correctly), but there is no need to quote from Shelly's novel--you must, however, use detail and focus on specific parts of the book in support of your ideas. In your response (which I imagine would take about two-three double-spaced pages), you should identify the points Bloom makes which you would like to discuss and then either add to his analysis or argue against it. We have discussed almost every facet of the novel: use that to your advantage. (Thursday's and Friday's discussions were SUPA interesting--I thought--and extremely enlightening; we got the chance to peer into some of the more nit-picky aspects....)

5. Complete your Frankenstein journal.

If you have any questions, please let me know. On Monday, please bring Beowulf, Grendel and Frankenstein to class with you. (And be prepared to start a monstrous paper...)

Thursday, October 11, 2012

10/11 Homework

Okay, so here are the two questions that I was talking about at the end of class. Remember, you don't need to write out fancy-shmancy answers--just notes will do.

· It’s easy to get caught up in Victor, the monster, and Walton; what is the meaning behind the roles of the ancillary characters: Justine, Elizabeth, Clerval, William, Victor’s professors (Krempe and Waldman) and the cottagers (Mr. DeLacey, Felix, Agatha, and Safie)? (You only have to focus on the character that you picked in class--Hanna, you have William.)

· Unlike when Gardner crafted Grendel, when creating her characters, Shelley employed many archetypes: the beautiful, innocent woman; the mad scientist; the orphan; the tragic hero; the faithful sidekick. These characters are not unique; as archetypes, their defining character traits have been used over and over in different pieces of literature. (We’ve already seen this proven true through the Prometheus, Paradise Lost, and “Mariner” connections.) What is the benefit in doing this? Why is the use of archetypes so applicable to her story and purpose? (This one's not about individual characters, but the group of characters as a whole.)

We'll discuss these tomorrow. Also, remember that I'm bringing pizza for lunch tomorrow--just bring whatever you'd like to drink.

Tuesday, October 2, 2012

Grendel chapter breakdown

Here's the breakdown again of who has what chapters:

Hanna: 4,6
Kaitlynn: 5,8
James: 7,9
Mikaylee: 1,12
Brandon: 2,3
Paloma: 10,11

Now, spend 15-20 minutes per chapter making notes about the following:

the major happenings of the chapter (both inside Grendel's brain and in the plot)
the characters involved in the chapter and their roles
if and when the format changes from prose to something else (play, poem, etc.)
any cool quotes?
ideas or themes exposed

I realize that by going to a website-that-shall-not-be-named, all of this would be made easy for you, but there's no need to compromise your nerd integrity...

Bring your notes in tomorrow for more mind-blowing discussion!!!

APE Syllabus 2012-13

Course Overview:

This course, designed for students of “superior ability and achievement,” provides the student with analytical experience, both oral and written, equivalent to two years of college English. A secondary purpose of the course is to prepare students for the National Advanced Placement Examination in English Literature and Composition. Because the course requires a significant amount of independent reading and writing, a high degree of maturity and self-discipline is required. The homework and reading load is significant. Here’s the deal, though: This class is AWESOME, and both the kids and myself gain SO much from it throughout the year. The time and hard work it takes—on both of our parts—is worth it! : )

Grading Policy:

1. The final semester grade is based upon the total number of points earned for the semester out of the total number of points possible.

2. Once points are totaled together, the final semester grade will be based on the following percentages (converted to a five-point scale):

A = 90 – 100%

B = 80 – 89.9%

C = 70 – 79.9%

D = 60 – 69.9%

F = 59.9% and below

Late Work and Absences:

All homework is expected to completed and turned in on time. All late work will be penalized 10% per day late (weekends and days we do not have school are included). Some clearly marked assignments will involve a large one-time penalty if turned in late.

Students will be able to make up assignments they missed while they were absent. Per the BEHS Student Handbook, for each day of absence, you will be granted one day of make-up time. However, if you are absent on the day an assignment is due, I will expect you to turn it in immediately upon your return to our classroom.

Behavior:

All students must show respect for other people, their ideas, and for property at all times. Disrespect of others will not be tolerated.

Attendance:

The class discussion is integral to this course, and cannot be recreated. If you are unavoidably absent, as happens to a student in a college-level course, you are responsible for finding out what work you missed and getting notes; contact me or arrange an appointment if you have questions.

Participation:

This is a vital part of any class, and particularly this one, which is primarily discussion-based. You will earn class participation points each week, the total of which is determined by your voluntary participation in class discussion, your cooperative attitude toward your colleagues and your work, and the consistent level of your preparation for class.

Intellectual Honesty:

Plagiarism is a serious offense and the English Department (especially Mrs. Dyer) does not take it lightly. On the college level, plagiarism has been grounds for dismissal from the institution. In this class, it will result in a zero for that assignment and a significant dent in the perpetrator’s reputation; personal integrity is inconsistent with plagiarism.

Plagiarism takes many forms: copying work from a friend, lifting quotations from a critic without giving credit, closely paraphrasing an authority without acknowledgment. But this issue of intellectual honesty is broader than these fairly narrow examples. THE PURPOSE OF THIS CLASS—and of all literature classes—THE PAPERS YOU WRITE, THE WORKS YOU READ, ANDTHE DISCUSSIONS IN WHICH YOU PARTAKE IS TO PROVIDE YOU WITH OPPORTUNITIES TO ENGAGE DIRECTLY AND PERSONALLY WITH THE IDEAS OF SOME OF OUR GREATEST WRITERS IN HOPES THAT THEY WILL STIMULATE YOUR OWN THOUGHTS AND UNDERSTANDINGS AS YOU CONNECT THE PAST WITH THE PRESENT AND THE FUTURE. Failing to do the assigned reading, copying a paper from another year, using Spark Notes or Cliff’s Notes as a substitute for reading the original all sabotage this purpose and are therefore utterly unacceptable.

Admittedly, some of the works that we read are extremely difficult to follow. If you read closely and are still confused, there’s no harm in looking up a summary in order to clarify what you read. Stay away from the analysis sections of these sites, though; reading that defeats the purpose for taking the class.

Teacher Support:

I have high expectations of my students, both academically and behaviorally. However, an important part of my job is to provide you the support and encouragement you need to be successful. Please accept my sincere invitation to see me out of class or contact me to discuss any questions or concerns you may have. I am available:

o during lunch Monday, Tuesday, Thursday and Friday

o after school until 3:00 Monday-Friday

o by text (460-1704) or email (christine.dyer@k12northstar.org) anytime (well, actually, until about 9:00pm with the texts…)

This is a VERY challenging class, and there will be times when you feel like you are drowning...there will also be times where you are SUPER excited about what you’ve discovered. I am here for you when either or both of these occasions occur—and anything in between. Ultimately, your success in this class depends on your ability to own of your education. You know what you do and don’t know— and you know what you need. Ask, ask, ask…

Parents/Guardians: Please email or call me to let me know that you have read over this syllabus, and please let me know if you have any questions. I can also email you a copy of the syllabus—just let me know if you’d like one.

AAPE (Awesome AP English)