Short Stories You Might Enjoy

For those of you guys working on the short story project option, I have mined the textbook for things you may enjoy.

Here's a few:
A&P, John Updike
Sonny's Blues, James Baldwin
Everyday Use, Alice Walker
Cathedral, Raymond Carver
A Clean Well-Lighted Place, Ernest Hemingway
Saboteur, Ha Jin
Day of the Butterfly, Alice Munro
Harrison Bergeron, Kurt Vonnegut (SCIENCE FICTION!)
The Lottery, Shirley Jackson
No One's a Mystery, Elizabeth Talent
The One Who Walk Away From Omelas, Ursula Leguin (SCIENCE FICTION!)
Paul's Case, Willa Cather
Girl, Jamaica Kincaid
The Things They Carried, Tim O'Brien

Also, if you are doing the science fiction option, you simply have to read ""Repent Harlequin!" Cried the Ticktockman." It purely awesome on the awesomeness scale. I have multiple copies.

AP Lit Exam - Reviewing Major Works for the Free Response Essay

Before today and next Thursday, I need you to review the major works we read in class this year. The final essay will require that you apply one work of literary merit to a prompt or question. You must know the works well. Sparknotes gives a very comprehensive look at all aspects of each work.

Oedipus Rex - Make sure only to review the section for Oedipus the King. We didn't read the other two plays.
Frankenstein
Dorian Gray
Invisible Man

You may also use the works you read for the summer reading assignment, as well as the works you read for the independent reading project in December. Lastly, if you feel comfortable with a classic work you read in 11th grade, such as the novel The Great Gatsby or the play Othello, then brush up by reviewing those works also. If you are unsure whether or not it qualifies as being of "literary merit," check it against this list. As GI Joe says, or said at least, knowing is half the battle.

Lastly, here is a link to every free response question since 1970. Go through the most recent ones. Figure out what work you would use and how you would answer the question. Since this is a bloggedy type site, you probably will not be able to access it at school, so I have uploaded it to my google docs. Feel free to download and print (or copy and paste and print).

Mike O's Poetry Blog

Hey AP, here's the handout for commenting on Mike O's poetry blog.

One Shot Poems & Childhood 2.0

Our films are up (finally). Access my Uthtv channel at this link. Enjoy.

1913 Webster's Searchable Online Dictionary

Many modern dictionaries will omit definitions of words that are no longer common. A cool resource I found quite a few years ago is the ARTFL Project: 1913 Webster's Revised Unabridged Dictionary. This thing got me through many a Shakespeare paper, and I believe you will find it helpful, especially if your poem falls early in the packet. I'm also adding this to the sidebar for later reference.

Explication of "Schoolsville" - Billy Collins

I presented this explication of "Schoolsville" in class today.

“Schoolsville” depicts a teacher, most likely Collins, looking back and taking stock of his career. The poet imagines his place within this imaginary town, and his place in the universe is closely entwined with that of his students and profession (Editor's Note: I have described the speaker and occasion.).

Collins assumes a humorous tone towards his students and teaching, and this is achieved in a few different ways. First of all, the scene is he describes is absurd. He places his students in a variety of stereotypical situations based on exaggerated versions of their high school selves. The student who always aimed to please is a business owner and town leader. His description of him “always” having his hand up is a hyperbole. Another example of hyperbole is the description of the girl who “signed her papers in lipstick.” The girl did not really sign her paper in lipstick, but was so concerned with her appearance that it seemed like it. There are more exaggerations in the poem, such as the allusion to Hawthorne’s Scarlet Letter. Obviously this is taking it to the extreme. (Editor’s Note: In this paragraph I have described how the author uses hyperbole, an allusion and stereotypes to achieve a humorous tone.)

Inherent in Collins’ humorous tone is a feeling of hopelessness. Although the speaker is describing the scene tongue in cheek (sarcastically), most of his characterizations of students are negative. Students are “sweat[ing] the final and, even after all these years writing “disorganized essays” and reading them aloud. They don’t walk with purpose but “zigzag”(diction). Collins compares the girl as “brushing her hair like a machine,” which suggests repetition and absence of feeling and emotion. The creative writing students have not found a purpose in life, and sit in a circle playing a “lute.” A student hands in a “term paper fifteen years late,” while others have trite questions about mundane things like double spacing. Even the one student who worked hard to achieve in high school, the hand raising pleaser, has been relegated to the job of clothing store owner and low level politician. No student has gone on to do great things, at least none that he mentions. (Editor’s Note: In this paragraph I have attempted to show that the tone is not simply humorous, but hopeless as well. This is achieved by the author’s characterization of his students, diction, a simile, and more hyperbole.)

It is too simple, however, to state that Collins dislikes his experience. He has nurtured his vision. He is not separate or condescending, because the speaker thinks himself just as absurd as his students. In the last two stanzas, the narrator shifts from talking about the students and starts to describe himself. His home is a stereotype of anywhere small town, USA. He lives in the traditional small village home, a “white colonial” at the corner of two streets that appear in every town across the country (Maple & Main). His house has ivy and a porch swing. However, this depiction of the picturesque existence of Schoolsville is disrupted by the action that sometimes takes place within the house. The speaker imagines himself as having lost his grip on reality, and is teaching to an absent audience. This image reinforces the hopelessness and absurdity of his actions. Not only is he teaching to no one, but he is doing things that carry negative connotation, such as lecturing, quizzing, and reprimanding. (Editor’s Note: In this paragraph I have described how the author shifts in the last two stanzas to describe his place, which helps convey the theme. He uses more stereotypes and imagery to characterize himself.)

This poem written mockingly, and probably does not reflect Collins’ consistent vision of the teaching profession. It more than likely captures him at a dark moment, and the poet used his usual humorous style to look back on his years teaching. This humorous tone and depiction of his students vs. his depiction of self helps helps cement the theme of the poem. Although the speaker has had little effect on his students, they certainly have made him lose his grasp on reality. (Editor’s Note: In this paragraph I try to tie it all together by capturing the theme of the poem in light of all of the devices. In the words of Ras the Exhorter, “This be my conclusion, mahn.”)

And here's my explication of Wilfred Owen's "Dulce et Decorum Est." This one is probably a little bit weaker, although it was easier to explicate.

In this poem Wilfred Owen is depicting the horrors of war. Owen died on the battlefield in World War I, so we can assume that he is the speaker. This is a poem of experience; the high level of imagery suggests that the poet experienced horrors such as this while at war. The theme of the poem is expressed in Latin in the title and repeated in the last two lines. Owen flatly says that people lie when they claim that it is sweet and fitting and honorable to die for your country.

Owen’s bitter tone starts off in the first stanza with his description of the conditions in which the soldiers lived. A typical soldier’s march is described. Owen employs multiple similes to describe the soldiers. The “old lie,” or romantic vision of war, would most likely depict jovial soldiers marching and chanting military songs. This scene is quite different. He describes the soldiers as “beggars under sacks” and “hags” and “drunk with fatigue.” All of these comparisons convey the wretched condition the soldiers are in. Owen’s bitterness is further conveyed by his description of the soldier’s movements. They are trudging “bent” and “knock-kneed,” “cursing.” They lack even boots and are marching “asleep.” These imagery suggests the pain and agony of the soldier experience. Beyond the relentless marching, they have to avoid seemingly sentient bombs. When the shells miss these soldiers the weapons seem “disappointed.” This detail, which is a peek inside the perception of the soldier, conveys the low level to which their spirits have sunk.

The horrific nature of war is further emphasized by the next final three stanzas. A soldier does not get his gas mask on in time to avoid mustard gas exposure, and is suffers its effects. Throughout the rest of the poem, this victim, this soldier, is described in inhuman ways. His body contorts as if “floundering like a man in fire or lime.” The author’s choice of the verb “floundering” calls to mind fish flopping on a deck, gasping for air. Later, Owen describes the grotesque effects of the gas on the soldier. His eyes “writhe,” a word usually reserved for snakes. His face is compared to a devil’s “sick of sin.” These inhuman comparisons continue. The noises emitted from the dying soldier are “obscene of cancer” and bitter as “the cud of vile, incurable sores.” The cancer comparison is obvious, and cud is the partially digested food a cow regurgitates for further chewing. These comparisons and descriptions are employed to further illustrate the graphic violence which disproves the ironic title of the poem.

Finally, the poet destroys the myth of romantic accomplishments on the battlefield by personalizing the experience and challenging the legions of people who still proclaim high military honor and glory. He addresses his reader directly, and bitterly mocks these people. Obviously a person who enthusiastically sells this notion of war is ridiculous, and anyone who exploits the natural tendency towards adventure that children and teenagers exhibit is pathetic.
Owens lived and died in the trenches of World War I. In “Dulce” he describes vividly and graphically the horrors of war in order to mock purporters of this lingering myth.

AP Lit: Death of a Salesman Update

We will no longer be reading Death of a Salesman. I've thought about it, and there just isn't enough time to jam in another work before the exam. We wouldn't be able to give it due diligence.

Instead, we are going give more attention to exam preparation. To any of you who started the play, I apologize.

Poetry Professor Handouts

Here are the handouts for the Poetry Professor Project:





And here's the schedule for presentations:

Introduction to the Poetry Project

Over the next few weeks, you guys will be in charge of presenting a poem to the class. You are going to analyze the poem for the class, and then lead a discussion. A poem and a date will be assigned to you. This work will count towards the 4th quarter.

Here are your responsibilities for this project:

• present your analysis of a poem to the class & lead discussion (5-7 minutes)(200 pts.)
• keep a poetry journal of responses to each poem (27 in all, checked at different points, handed in after the last presentation)
  
• annotate each poem (due daily)

Poetry Order

Introduction to Death of a Salesman

This week we will be beginning Death of a Salesman. It appears in your textbook.

Reading Schedule:
Act I (pgs. 1898 -1930) - By March 4th
Act II & Requiem (pgs. 1930-1969) - By March 18th

This play will give allow us to revisit tragedy. However, instead of viewing the fall of a great character, we will witness the arc in a character who represents the common man.

End of Invisible Man Discussion ?'s, etc.

Today in class you are answering discussion questions in groups. Click here for the discussion questions. Each student must hand in their own answer sheet, and these are due tomorrow.

Also, I modeled a rubric based on the one the College Board has devised for the 1996 free response question. You can find it here. I will hand back your essays tomorrow. They have been corrected, I just want to underline some things on your respective rubrics.

* * * * * * * * *
Grace, I want you to visit Sparknotes.com and read up on The Color Purple in order to augment your reading of the text. That way you'll get the sophisticated evidence for that novel too.

Jeanette, sorry, but Harvard students have yet to comprise a Sparknotes entry for No-No Boy. I'm going to try to sign you into a database to do some searching around for good stuff.

Existential Journey Chart

Today in class you will be working in pairs to complete this existential journey chart.

McKinley Reading Initiative (for E4 & AP Lit)

What if all of McKinley read Barack Obama's Dreams from my Father? It's an interesting question. I'm devoting some extra credit points to help find out the answer. The details are below.


To get to our school's Obama blog, click here.

AP Lit: Blindness Motif Power Point Presentation

Here's a word document of the powerpoint presentation from last week. When you see a theme, symbol, image, action, or object repeated througout a book, which seems to have significance to the overall meaning of the work, underline and jot down the quotes so you can refer to them later.

Click here to access the Google doc version of the powerpoint.

Scholarship Opportunities February

I just received a new sheet of scholarships from guidance. Take a look. If you see one that you are interested, Google it, and make sure to talk to guidance for any other information you need. Click on each to enlarge.

AP Lit: Booker T. Washington & Tuskegee Institute

Today in class we read the text of Booker T. Washington's speech at the opening of the Atlanta Exposition. Booker T. Washington founded Tuskegee Institute, a college Ralph Ellison attended and depicts in the first few chapters. In case you missed the speech, it can be found here:

AP Lit: Homework 2/20

Today in class we took a quiz on chapter two (no makeups!) Everyone needs to make sure they keep up on the reading, as this is a thick book and a thick book (pages & symbolism).

For tonight, I just want you to write a half page explaining the doctor's affect on the narrator. How does the doctor in chapter three (the golden day) describe the narrator? What is the doctor's opinion about Mr. Norton and the school in particular.

Due tomorrow.

AP Lit: Invisible Man Project Sheet

Hey there. Here's the project sheet for The Invisible Man. Although the project isn't due until March 16th, I'd start working on it now, as most options require that you synthesize or analyze throughout the novel. (Click on the picture to enlarge.)

A sweet resource for this project may be Invisible Man Online. It has tons of stuff about tons of stuff related to the novel.

For those of you who choose the ballad option, I will be posting examples and links to assist you in using this genre.

For those of you who are choosing the symbolism route (either the paper or the posters), here are two nice charts of symbols as they relate to theme, etc. I nabbbed them from the Invisible Man Online site. Enjoy.

AP Lit: Louis Armstrong

In case you missed it, we did a little quizzy thingy in class today. We also discussed the homework, and talked and wrote a little bit about Louis Armstrong's "Black and Blue."

Here's Armstrong, and text of the song.

(from http://www.photos12-vintage.com/images/FRN03049_122.jpg)

Black and Blue
- Louis Armstrong

Cold empty bed...springs hurt my head
Feels like ole ned...wished I was dead
What did I do...to be so black and blue

Even the mouse...ran from my house
They laugh at you...and all that you do
What did I do...to be so black and blue

Im white...inside...but, that dont help my case
Thats life...cant hide...what is in my face

How would it end...aint got a friend
My only sin...is in my skin
What did I do...to be so black and blue

(instrumental break)

How would it end...i aint got a friend
My only sin...is in my skin
What did I do...to be so black and blue

(from http://www.lyricsfreak.com/l/louis+armstrong/black+blue_20085352.html)

In your journal, explore either the author’s words or the musical things you hear going on. Try to describe the sounds you hear. May you focus on:
• the instruments
• the structure
• Armstrong’s voice
• the mood of the song
• or…if you’re a wimp (☺), just focus on the words

From Sparknotes.com

Ellison works blues and jazz—specifically that of Louis Armstrong—into the novel to complement the narrator’s quest to define himself. Because jazz depends on the improvisational talents of individual soloists and because it developed primarily among African-American musicians, it serves as an elegant and apt metaphor for the black struggle for individuality in American society. It also makes an appropriate soundtrack, as it were, for a novel about the search for such individuality. Armstrong, widely considered the most important soloist in the history of jazz, almost single-handedly transformed jazz—which originally evolved as a collective, ensemble-based music—into a medium for individual expression in which a soloist stood out from a larger band.

In the Prologue, the narrator listens specifically to Armstrong’s “(What Did I Do to Be So) Black and Blue.” This track relates directly to Invisible Man on a thematic level, as it represents one of jazz’s earliest attempts to make an open commentary on the subject of racism. Fats Waller originally wrote the song for a musical comedy in which a dark-skinned black woman would sing it as a lament, ruing her lighter-skinned lover’s loss of interest in her. Later, however, Armstrong transformed the piece into a direct commentary on the hardships faced by blacks in a racist white society. Like Invisible Man, the song’s lyrics emphasize the conflict between the singer/speaker’s inner feelings and the outer identity imposed on him by society. The narrator listens to Armstrong sing that he feels “white inside” and that “my only sin / is in my skin.” By placing this song in the background of his story without directly commenting on it, Ellison provides subtle reinforcement for the novel’s central tension between white racism against blacks and the black struggle for individuality.

AP Lit: Invisible Man Homework

Hello folks...for tomorrow:

In the prologue, we meet the narrator, the invisible man (x). What can you tell about him? More specifically, cite two character traits evident in the prologue and explain them.

For each, make sure to:
Say it (Topic Sentence)
Show it (Textual Details)
Explain it (Your Commentary)

Also, today in class we did the following:

• Listened to Louis Armstrong's "Black and Blue" (we'll discuss it further tomorrow)
• watched a video gamish version of the prologue that I purloined from YouTube (if you'd like to see it again, do a search for "invisble man ellison" and it's like the second or third entry. I'd embed it here but I can't access it through school.
• Read the beginning of the prologue in class in preparation for tomorrow's discussion.
• Lastly, we discussed the overall structure of Invisible Man. See the illustration below to compare the major works we have discussed so far this year.