https://owl.english.purdue.edu/owl/resource/572/03/
Check out Purdue OWL for some specific help with different elements of your writing. Do not hesitate to ask for help or for a peer to read it over!
Thursday, May 18, 2017
Monday, May 15, 2017
Narrowing Topic for Research
Ways to Narrow Down a Topic
How do I Know If My Topic Needs to be Narrowed?
Most students will have to narrow down their topic at least a little. The first clue is that your paper needs to be narrowed is simply the length required of you (a 10 minute presentation). You can't properly discuss "war" in 1,000 words, nor talk about orange rinds for 12 pages. Preliminary research also helps you determine whether or not you'll even need to refine your topic.The amount of resources is often a good guide. For example, if you knew that you didn't need more than six to eight references for your paper and there are over 50 books, that's a good sign to narrow your subject area to a more specific topic. Or, if you are writing a fifteen page paper and you can't find more than three sources, you will have to broaden your topic. 1
The other great guide, which is somewhat subjective, is the popularity of the subject area or topic itself. Consider how popular your topic is with the general public? In a college setting? With your fellow classmates? If your subject wouldn't be interesting to any of those audiences, you may want to reconsider your topic.
Narrowing a Topic
- First start out with a general topic. Take the topic and break it down into categories by asking the five W’s and H.
- Who?
- What?
- Where?
- When?
- Why?
- How?
- Now consider the following question areas to generate specific ideas to narrow down your topic.
- Problems faced?
- Problems overcome?
- Motives
- Effects on a group?
- Member group?
- Group affected?
- Group benefited?
- Group responsible for/paid for _____
- Finally, refine your ideas by by considering the S.O.C.R.A.P.R . model.
- S = Similarities
- O = Opposites
- C = Contrasts
- R = Relationships
- A = Anthropomorphisms [interpreting reality in terms of human values]
- P = Personifications [giving objects or descriptions human qualities]
- R = Repetition (has it been repeated or is it still continuously relevant? how so?
Tuesday, May 9, 2017
Mind Mapping
Go to this website:
https://www.mindmeister.com/
Create a login using your everyday email account, and a password you will easily remember.
Confirm your account, by going back to your email and clicking the link in your email. If you do not see the email, check your spam folder.
Then we can get started!
1. Choose a template that fits what you want your mind map to look like.
2. Label the Mind map as "AP Lit Thesis Theme or Topic"
3. Follow the tutorial to figure out the different functions.
4. Start Mapping!
https://www.mindmeister.com/
Create a login using your everyday email account, and a password you will easily remember.
Confirm your account, by going back to your email and clicking the link in your email. If you do not see the email, check your spam folder.
Then we can get started!
1. Choose a template that fits what you want your mind map to look like.
2. Label the Mind map as "AP Lit Thesis Theme or Topic"
3. Follow the tutorial to figure out the different functions.
4. Start Mapping!
Friday, April 21, 2017
AP Student Review Resources
Below are links to different resources to help you study for the exam outside of class.
Vocab:
https://quizlet.com/390627/ap-literature-terms-flash-cards/
Essays (sample prompts and responses from all the past exams):
http://apcentral.collegeboard.com/apc/members/exam/exam_information/2002.html
Use the multiple choice I provided to you, and we can check answers together on Monday, May 1st.
Happy studying!
Vocab:
https://quizlet.com/390627/ap-literature-terms-flash-cards/
Essays (sample prompts and responses from all the past exams):
http://apcentral.collegeboard.com/apc/members/exam/exam_information/2002.html
Use the multiple choice I provided to you, and we can check answers together on Monday, May 1st.
Happy studying!
Monday, April 10, 2017
Othello Act 3 Questions
|
1. At the beginning of 3.3 Othello is
completely in love with Desdemona. By the end of that scene, 480 lines later,
Othello is ready to murder her for having an affair with Cassio.
How have we gone from the first position to the second position so quickly?
How does Iago plant the idea of Desdemona's infidelity in Othello's mind, and
how does he make it grow?
|
|
2. What sort of person is Emilia, and what
seems to be the nature of her relationship with her husband Iago? How does
Desdemona's handkerchief come into play within that relationship between
Emilia and Iago?
|
Thursday, April 6, 2017
Othello Questions Act 1 & 2
Act 1:
1. How does Shakespeare present the world of Venice in the first act, and how does he construct the interactions of his central characters (Iago, Othello, and Desdemona) with that Venetian world and with each other? How are these interactions complicated by the fact that Othello is a Moor (and we'll have to puzzle out what exactly that means) and that Desdemona is a young women?
1. How does Shakespeare present the world of Venice in the first act, and how does he construct the interactions of his central characters (Iago, Othello, and Desdemona) with that Venetian world and with each other? How are these interactions complicated by the fact that Othello is a Moor (and we'll have to puzzle out what exactly that means) and that Desdemona is a young women?
2.What
sort of person is Iago, as
he appears in act 1? Are you satisfied by the reasons he gives for hating
Othello? What is Iago’s relationship with Rodrigo?
3.What sort of language does Iago
use/ What sort of language does Othello use? What might be the significance of
this difference?
4.What themes are starting to emerge?
What examples/evidence do you have of these themes?
Act 2:
1. What sort of person is Cassio?
What happens to him, an
dhow does Iago plan to use the situation in his plan against Othello?
2.What more
do we learn about the nature of Iago in act 2? What is the effect of having him
share his thoughts and plans with us through his soliloquies? Pay attention to
the language used in Iago's soliloquies. What sorts of descriptive language
does he use? How does it contribute to the picture of Iago that Shakespeare is
drawing?
Friday, March 17, 2017
Spring Break Assignment
Link to play:
http://abs.kafkas.edu.tr/upload/225/Oedipus_the_King_Full_Text.pdf
Questions (use ACE):
1. The oracles had prophesied that Oedipus would kill his father and beget children by his mother. Is Oedipus therefore made to do these things? Is the play premised on the notion that Oedipus is bound or free--the puppet of fate or the creator of his own fate? or some of each?
2. Outline the actions presented on the stage: begin where the play begins, with the people turning to their king for relief from the plague, and disregard for the moment the revelation of incidents that preceded the play. Then summarize the antecedent actions as they are gradually revealed. In what ways are Oedipus's stage actions consistent with his prior actions? in what ways are they different?
3. What is Oedipus's primary motivation throughout the action of the play? What were his motives in actions prior to the play/ What character try to dissuade him from pursuing his purpose, and why do they do so? How do his subjects regard him?
4. Is any common pattern of behavior exhibited in Oedipus's encounters with Laios, with Teiresias, and with Kreon? Is there any justification for his anger with teiresias? for his suspicion of Kreon? why?
5. Oedipus's original question "Who killed Laios?" soon turns into the question "Who am I?" On the level of plot, the answer is "Son of Laios and lokaste, father's murderer. mother's husband." What is the answer at the level of character--that is, in psychological or philosophical sense who is Oedipus?
6. What philosophical issues are raised by kaste's judgement on the oracles (scene 2)? How does the chorus respond to her judgement? How does the play resolve these issues?
7. Why does he ask Kreon to drive him from Thebes? Does he feel that his fate has been just or unjust? Is his suffering, in fact, deserved? Partially deserved? undeserved?
8. There is a good deal in the play about seeing and blindness? What purpose does this serve? How is Oedipus contrasted with Theiresias? How does Oedipus at the beginning of the play contrast with Oedipus at the end? why is he blinding himself dramatically appropriate?
9. In what sense may Oedipus be regarded as a better man, though a less fortunate one, at the end of the play than at the beginning? What has he gained from his experience?
10. Some critics have suggested that Oedipus's answer to the Sphinx's riddle was incomplete-that the answer should been jot just man but Oedipus himself--and that Oedipus was as ignorant of the whole truth here as he is when he lays his curse in Scene 1 on the murder of Laios. Does this suggestion make sense? On how many legs does Oedipus walk at the end of the play?
11. If the answer to the Sphinx's riddle is not just man but Oedipus himself, may the answer to Oedipus's question "Who am I?" pertain not only to Oedipus but also to man, or at least to civilized Western man? What characteristics of Oedipus as an individual are also characteristics of man in the Western world? Is Sophocles writing only about Oedipus the king, or is he saying something about man's presumed place and his real place in the universe?
12. What purposes are served by the appearance of Antigone and Ismene in the Exodos?
13. What purposes does the chorus serve int he play? Whom does it speak for? Comment on the function of each of the four Odes.
14. What does the final speech of the Choragos tell us about human life?
15. A central formal feature of the play is its use of dramatic irony. Point out the speeches by Oedipus, especially int he Prologue and Scene 1, that have a different or a larger meaning for the audience than for Oedipus himself. Sophocles's title literally translates "Oedipus the tyrant," but the word tyrant denoted a ruler who had earned his position through his own intelligence and strength rather than by inheritance--it was not a negative term. Given that, what ironies are suggested by Oedipus's title?
16. The plot of Oedipus Rex has been called done of the most perfect dramatic plots ever devised. Why is it admired? what are its outstanding characteristics?
http://abs.kafkas.edu.tr/upload/225/Oedipus_the_King_Full_Text.pdf
Questions (use ACE):
1. The oracles had prophesied that Oedipus would kill his father and beget children by his mother. Is Oedipus therefore made to do these things? Is the play premised on the notion that Oedipus is bound or free--the puppet of fate or the creator of his own fate? or some of each?
2. Outline the actions presented on the stage: begin where the play begins, with the people turning to their king for relief from the plague, and disregard for the moment the revelation of incidents that preceded the play. Then summarize the antecedent actions as they are gradually revealed. In what ways are Oedipus's stage actions consistent with his prior actions? in what ways are they different?
3. What is Oedipus's primary motivation throughout the action of the play? What were his motives in actions prior to the play/ What character try to dissuade him from pursuing his purpose, and why do they do so? How do his subjects regard him?
4. Is any common pattern of behavior exhibited in Oedipus's encounters with Laios, with Teiresias, and with Kreon? Is there any justification for his anger with teiresias? for his suspicion of Kreon? why?
5. Oedipus's original question "Who killed Laios?" soon turns into the question "Who am I?" On the level of plot, the answer is "Son of Laios and lokaste, father's murderer. mother's husband." What is the answer at the level of character--that is, in psychological or philosophical sense who is Oedipus?
6. What philosophical issues are raised by kaste's judgement on the oracles (scene 2)? How does the chorus respond to her judgement? How does the play resolve these issues?
7. Why does he ask Kreon to drive him from Thebes? Does he feel that his fate has been just or unjust? Is his suffering, in fact, deserved? Partially deserved? undeserved?
8. There is a good deal in the play about seeing and blindness? What purpose does this serve? How is Oedipus contrasted with Theiresias? How does Oedipus at the beginning of the play contrast with Oedipus at the end? why is he blinding himself dramatically appropriate?
9. In what sense may Oedipus be regarded as a better man, though a less fortunate one, at the end of the play than at the beginning? What has he gained from his experience?
10. Some critics have suggested that Oedipus's answer to the Sphinx's riddle was incomplete-that the answer should been jot just man but Oedipus himself--and that Oedipus was as ignorant of the whole truth here as he is when he lays his curse in Scene 1 on the murder of Laios. Does this suggestion make sense? On how many legs does Oedipus walk at the end of the play?
11. If the answer to the Sphinx's riddle is not just man but Oedipus himself, may the answer to Oedipus's question "Who am I?" pertain not only to Oedipus but also to man, or at least to civilized Western man? What characteristics of Oedipus as an individual are also characteristics of man in the Western world? Is Sophocles writing only about Oedipus the king, or is he saying something about man's presumed place and his real place in the universe?
12. What purposes are served by the appearance of Antigone and Ismene in the Exodos?
13. What purposes does the chorus serve int he play? Whom does it speak for? Comment on the function of each of the four Odes.
14. What does the final speech of the Choragos tell us about human life?
15. A central formal feature of the play is its use of dramatic irony. Point out the speeches by Oedipus, especially int he Prologue and Scene 1, that have a different or a larger meaning for the audience than for Oedipus himself. Sophocles's title literally translates "Oedipus the tyrant," but the word tyrant denoted a ruler who had earned his position through his own intelligence and strength rather than by inheritance--it was not a negative term. Given that, what ironies are suggested by Oedipus's title?
16. The plot of Oedipus Rex has been called done of the most perfect dramatic plots ever devised. Why is it admired? what are its outstanding characteristics?
Monday, March 6, 2017
Background on Julius Caesar
Read the following articles on Julius Caesar. Use evidence (direct quotes-ACE) from each article to answer the questions that follow.
http://www.eyewitnesstohistory.com/caesar.htm
http://www.eyewitnesstohistory.com/caesar2.htm
http://www.eyewitnesstohistory.com/caesar3.htm
1. What were Caesar’s good qualities/characteristics?
2. What were Caesar’s bad qualities/characteristics?
3. Who supported Caesar? and who was against Caesar?
4. How did Caesar justify his actions?
5. How does history portray Caesar?
6. At the point with what you know, whose side are you on? why?
7. What do you still want to know about Caesar? ancient roman politics?
-Do research (using reliable cites) to answer number.
* remember to post using an AP heading.
http://www.eyewitnesstohistory.com/caesar.htm
http://www.eyewitnesstohistory.com/caesar2.htm
http://www.eyewitnesstohistory.com/caesar3.htm
1. What were Caesar’s good qualities/characteristics?
2. What were Caesar’s bad qualities/characteristics?
3. Who supported Caesar? and who was against Caesar?
4. How did Caesar justify his actions?
5. How does history portray Caesar?
6. At the point with what you know, whose side are you on? why?
7. What do you still want to know about Caesar? ancient roman politics?
-Do research (using reliable cites) to answer number.
* remember to post using an AP heading.
Sunday, February 5, 2017
Introduction to Drama
Choose 2 topics from your 'What I want to know' category on your KWHL Chart from your Do Now. The topics you choose should be bigger picture questions that you can figure out the answer to via research. In your blog post you should include the following.
AP HEADING
1. First "What you want to know" topic.
-Why you are interested in learning more about this topic.
-What you learned about this topic.
-What sources you used to figure out this information.
2. Second 'What you want to know" topic.
-Why you are interested in learning more about this topic.
-What you learned about this topic.
-What sources you used to figure out this information.
You will share this information with the class and we will update the wall chart, so be prepared to share what you have learned whole group.
AP HEADING
1. First "What you want to know" topic.
-Why you are interested in learning more about this topic.
-What you learned about this topic.
-What sources you used to figure out this information.
2. Second 'What you want to know" topic.
-Why you are interested in learning more about this topic.
-What you learned about this topic.
-What sources you used to figure out this information.
You will share this information with the class and we will update the wall chart, so be prepared to share what you have learned whole group.
Tuesday, January 31, 2017
Resources for Literary Criticism and Poetry Sites
Citing Sources for Invisible Man & Poetry Project
Check out the follow cites for how structure your work cited for Invisible Man and Poetry Project.
Invisible Man Example:
https://owl.english.purdue.edu/owl/resource/747/08/
Invisible Man Example:
https://owl.english.purdue.edu/owl/resource/747/08/
Article in an Online-only Scholarly Journal
MLA requires a page range for articles that appear in Scholarly Journals. If the journal you are citing appears exclusively in an online format (i.e. there is no corresponding print publication) that does not make use of page numbers, indicate the URL or other location information.
Dolby, Nadine. “Research in Youth Culture and Policy: Current Conditions and Future Directions.” Social Work and Society: The International Online-Only Journal, vol. 6, no. 2, 2008, www.socwork.net/sws/article/view/60/362. Accessed 20 May 2009.
Poetry Project:
Arp, Thomas R., Greg Johnson, and Laurence Perrine."The Most Vital Thing in Life" by Theodore Roethke. (1986). Perrine's Literature. Structure, Sound and Sense. Boston, MA: Thomson/Wadsworth, 2006. Print.
Sample work cited pages:
Evaluating Poetry: 3 types of Verse
Welcome to your second blog post! Follow the steps below in order.
1. In addition to evaluation poetry based on the 3 questions we discussed yesterday, we also have to evaluate it for what it is and is meant to be (after all this is a part of purpose). What I mean by "what it is meant to be" is the type of poem it is that includes form (what we have discussed already) and verse (what we will research today.
2. Define verse for poetry do enough research so that you fully understand this term.
3. There are 3 different types of verse we will look into: didactic, sentimental, and rhetorical. Take notes in your notebook on the 3 types use this prezi to help, or other sources listed here for more information.
https://prezi.com/iqxdtxb9bvzo/chapter-15-sentimental-rhetorical-and-didactic-verse/
https://www.poetryfoundation.org/resources/learning/glossary-terms/detail/didactic-poetry
4. Find an example of each type of verse, explain the function the verse plays in the evaluation of each poem. This should like 3 different poems (with source included) and a brief explanation 2-3 sentences for each poem as to how the verse contributes to the purpose/function of the poem.
5. Connect yesterday to today: how does the type of verse contribute to the level of merit of a poem? This poem is based upon the information you gathered today and yesterday. Use evidence to support your opinion.
*You can read critics/poets opinion on the topic here: https://www.poetryfoundation.org/poetrymagazine/articles/detail/68755
6. Read through 2 of your peer's posts. Any additional information they have and you missed add to your own notes. then respond to their answer to task #5. Feel free to respectively disagree, and push each other's thinking on the evaluation of poetry.
1. In addition to evaluation poetry based on the 3 questions we discussed yesterday, we also have to evaluate it for what it is and is meant to be (after all this is a part of purpose). What I mean by "what it is meant to be" is the type of poem it is that includes form (what we have discussed already) and verse (what we will research today.
2. Define verse for poetry do enough research so that you fully understand this term.
3. There are 3 different types of verse we will look into: didactic, sentimental, and rhetorical. Take notes in your notebook on the 3 types use this prezi to help, or other sources listed here for more information.
https://prezi.com/iqxdtxb9bvzo/chapter-15-sentimental-rhetorical-and-didactic-verse/
https://www.poetryfoundation.org/resources/learning/glossary-terms/detail/didactic-poetry
4. Find an example of each type of verse, explain the function the verse plays in the evaluation of each poem. This should like 3 different poems (with source included) and a brief explanation 2-3 sentences for each poem as to how the verse contributes to the purpose/function of the poem.
5. Connect yesterday to today: how does the type of verse contribute to the level of merit of a poem? This poem is based upon the information you gathered today and yesterday. Use evidence to support your opinion.
*You can read critics/poets opinion on the topic here: https://www.poetryfoundation.org/poetrymagazine/articles/detail/68755
6. Read through 2 of your peer's posts. Any additional information they have and you missed add to your own notes. then respond to their answer to task #5. Feel free to respectively disagree, and push each other's thinking on the evaluation of poetry.
Sunday, January 29, 2017
Invisible Man Socratic Seminar 21-23 cont.
Here are some questions I thought could continue the discussion from Friday, however feel free to pose other questions and reply to each other's comments.
1. Discuss the narrator’s “eulogy” for Tod Clifton. What were the most significant, or poignant, parts of the speech? In what way did Clifton’s death act as a catalyst for a major shift in the narrator’s life?
2. Discuss the different character's view on race relations and how to promote the agenda of equality. Which do you think will be most effective, why?
3. Make connections to our society today, what is the next step in terms of fighting the inequity in our country? What do you think Invisible Man would do today?
Resources: Here are some links to ways you can get involved now as a catalyst for change in your community, but also on a more national level. Let me know if you have any questions or want more information.
http://www.showingupforracialjustice.org/
http://www.aclu-in.org/resources/25-events
1. Discuss the narrator’s “eulogy” for Tod Clifton. What were the most significant, or poignant, parts of the speech? In what way did Clifton’s death act as a catalyst for a major shift in the narrator’s life?
2. Discuss the different character's view on race relations and how to promote the agenda of equality. Which do you think will be most effective, why?
3. Make connections to our society today, what is the next step in terms of fighting the inequity in our country? What do you think Invisible Man would do today?
Resources: Here are some links to ways you can get involved now as a catalyst for change in your community, but also on a more national level. Let me know if you have any questions or want more information.
http://www.showingupforracialjustice.org/
http://www.aclu-in.org/resources/25-events
Sunday, January 22, 2017
Form Practice
Follow the link below:
Choose two different forms to research from the list in the above link. Your reply should look as follows:
Name
AP Literature
Ms. Nicholson
23 January 2017
1. Form type #1 and definition
2. Poem example and source
3. How the form is used to reinforce meaning in the poetry example.
1. Form type #2 and definition
2. Poem example and source
3. How the form is used to reinforce meaning in the poetry example.
_________________________________________________________________________________
Then choose Stanzaic, Fixed or Continuous Form. Write your own poem that follows your chosen form. Then write a 3-5 sentence explanation as to why you chose this form and explain how it is used to reinforce the meaning of your poem.
*You must comment on 2 others poems and offer your own insight into how they used the form.
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