AP English Language & Composition 2013-2014 Outside Reading Novel
Total Page：16
File Type：pdf, Size：1020Kb
AP English Language & Composition 2013-2014 Outside Reading Novel (ORN) Long-Form Project Theme: The (Unattainable) American Dream The goal of this class is to open up your horizons through writing and reading. With that in mind, you will be conducting four outside reading novel projects throughout the year. The texts that I have chosen span a wide range of literary and time periods. They also appear on the list of recommended reading in relation to the AP Exam (Language and Literature) that are used in multiple choice readings or for the essay portion. NOTE: You are not required to purchase these books. Check with Amazon.com, Bookman’s, Half Price Books, or even the local library for reasonably priced copies of each of the titles below. THE COMMONALITY OF THESE TEXTS: Since its founding in 1776, the United States has been classified as the land of liberty and prosperity. Starting with the basic wants and desires of owning land, to its modern day implication of achieving great success, the notion of the “American Dream” has always been linked to the notion of promise and possibility. Often overlooked is how the American Dream is also rooted with insatiability and avarice. In your outside reading, you will be examining and critiquing the American Dream and how “life, liberty, and the pursuit of happiness” can have an impact on anyone’s life (positive or negative). ASSIGNMENT: (1) You will read the four fiction/drama/non-fiction works below as indicated by the timeframe listed. You will do this project solely as an individual ; however, the class population will be reading these works at the same time as you which allows support and collaboration. There will be a discussion board available at our Blackboard site, as well as days in class in which we will discuss various concepts of the American Dream in its pragmatic state. • September 3 – October 16: Fences by August Wilson: In this 1983 drama, Wilson examines race relationships and the evolving experience of being a minority in America during the 1950s. The family being examined struggles with keeping some concepts on the other side of the fence, but also protecting certain things on the inside of the fence. • October 21 – December 13 : Nickel and Dimed: On (Not) Getting By in America by Barbara Ehrenreich: In this 2001 non-fiction undercover journalist novel, Ehrenreich sets out to investigate the impact of the 1996 welfare reform act on the “working poor” in the United States. • January 13 – February 28: Death of a Salesman , by Arthur Miller: In this 1949 drama, Miller examines the unstable Loman’s. Willy Loman (the father) is unable to cope with his failed career, and his failed parenting with his sons. The play also focuses in on Willy’s two boys, Happy and Biff. • March 3 – April 17 : The Crucible , by Arthur Miller: In this drama, Miller examines the life of those in Salem, Massachusetts during the height of the Salem Witch Trials. The play focuses on an unlikely adulterer, his faithful wife, and his vindictive ex-lover. (2) During the time frame listed, you will read the specific novel. Be aware of your monthly agenda, as there might be reading checks throughout. (3) At the conclusion of the reading, you will: a. Submit a long-form analysis (per text) similar to the work you completed with your summer break assignment. You do not complete all ten sections as you would have before. See the chart below. To ensure academic integrity, a turnitin.com submission (with a penalty for late submissions) will be followed. b. Complete either a timed write (as an individual or within small groups) or an AP-style multiple choice exam. There will also be a days in class devoted to seminars in order to better understand the novel. GRADING: • NOTE: Your grade is based on individual efforts only. LONG-FORM REQUIREMENTS / TEST OR TIMED WRITE: Use the follow guidelines when completing your long-form. Fences: The Great Gatsby: Death of a Salesman: The Crucible: TIMED WRITE TEST TEST TEST 1. Author and His/Her Times 1. Author and His/Her Times 1. Author and His/Her Times 1. Author and His/Her Times 2. Form/Structure/Plot 2. Point of View 2. Form/Structure/Plot 2. Form/Structure/Plot 3. Diction 3. Diction 3. Tone 3. Diction 4. Tone 4. Symbolism/Allegorical Function 4. Symbolism/Allegorical Function 4. Tone 5. Symbolism/Allegorical Function 5. Tone 5. Ironic Devices 5. Ironic Devices 6. Works Cited 6. Works Cited 6. Works Cited 6. Works Cited LONG FORM ANALYSIS THE AUTHOR(S) AND HIS/HER TIMES: a) Birth and death dates – no sentence required. If he/she is still alive, indicate this with the phrase “present.” b) Explain any biographical information important to the understanding of the novel as a whole – you are expected to do outside research from beyond the novel/play in order to fully relate the novel to the author’s life. Consider how the author’s life may have influenced the work, or how the novel’s publication advanced his/her career. • NOTE: This section requires some outside research and appropriately documented parenthetical documentation . Remember to cite any time you summarize, paraphrase or direct quote! You will include a works cited as part of the long-form outline (not as a separate page!). FORM, STRUCTURE, AND PLOT: a) How is the text organized? Explain the effect/purpose of such an organization? How does it impact the story overall? b) Discuss the following techniques, and explain their role/function in the text: chronological order of events, foreshadowing, parallel events POINT OF VIEW (NARRATIVE PERSPECTIVE): a) Is the text written in first ("I), second ("you") or third ('he/she") person point of view? Identify who the voice is, if one can be identified. What evidence do you have to support your answer? b) If the text is in first person, is he/she the protagonist or an observer? If in third person, is he/she omniscient (knowing everything), limited omniscient (knowing one character most often), or objective (no subjective commentary by the narrator)? What function does this serve? c) Is it written in present or past tense? Explain the function/purpose of this. Consider the text as a whole. d) Explain what effect the author achieves with the point of view and what is his/her purpose? Relate your assertion to the text as an overall work. DICTION: a) Analyze the author’s word choice. Is the language plain? Flowery? Concise? Strong? Be as specific as possible. o Provide AT LEAST THREE direct quotations to support your answer. You should explain how each of your examples supports your response with in-depth analysis over your rationale. You should choose three quotations from different parts of the novel to demonstrate an overall understanding of the novel. b) Explain how the diction of the overall piece indicates social status, education, and region of the characters and potentially the author as well. If necessary, include a sample from the text in order to support your answer. c) Explain how distinct the dialogue is from character to character throughout the text. What is the function of varying voices within text? It is recommended that you include examples of varying characters to show varying dialects. SYMBOLISM/ALLEGORICAL FUNCTION: a) Discuss whether or not the novel is highly symbolic or if it is more allegorical (having hidden meaning that transcends the literal sense of a text). o What function does symbolism seem to serve in the novel? Or What function do the allegories serve in the novel? o Use AT LEAST THREE direct quotations from the text to support your observations. Explain how the quotations support your assertion about symbolism and/or allegory? b) Take into consideration the title of the work you are focused on. What function does the title serve with this work? IRONIC DEVICES: a) For ONLY THREE of the FIVE devices below, directly quote specific examples AND explain their specific purpose . You cannot repeat devices. o verbal irony o situational irony o dramatic irony o oxymoron o euphemism (the act or an example of substituting a mild, indirect, or vague term for one considered harsh/blunt) TONE: a) Explain the text’s tone by using AT LEAST THREE direct quotations (identify specifically what you plan to analyze from the list below). In your explanation, observe how the author creates tone to affect one of the following: plot, diction, syntax, imagery, and figurative devices WORKS CITED: Attach a properly MLA formatted works cited of CREDIBLE outside sources you used or referenced. This does not have to be on a separate page. • NOTE: “Wikipedia” is NEVER an acceptable source. The credibility and validity of your sources will be examined and scrutinized by your instructor. • NOTE 2: Your Works Cited should be included with your analysis. Do not make it a separate page. Consolidate your own paper and watch the page limit. .