For this OPTIONAL assignment, using your work from "Miss Brill" or "Young Goodman Brown," choose whichever essay you scored lower on and revise it. If you earned the same score for both essays, it's up to you which one you'd like to revise. This work is due by the LATEST on Wednesday, 5/12, 3pm. If you could turn it in sooner, even better.
Please type your revision in the following format: Times New Roman, 12-point font, double-spaced. Check out my notes below. I'm so proud of all of you!
Here are some general notes I jotted down while reading
these essays:

 

Miss Brill: Loneliness is not a theme, nor is
isolation or alienation. These are thematic topics. What is the author saying
about these topics? I recommend referring to the AP Writing Guide under the
heading “Essay Writing” in Google Classroom Classwork.

 

Young Goodman Brown: There’s a tendency to write
chronologically, which too often summarizes. To leave the land of summary and
arrive at the island of analysis, ask yourself, “Why?” Brown is hysterical.
Why? Brown looks to the sky. Why? Answering this “why” will force you into an
interpretation.

Choose “setting” evidence.

What words contribute to tone?

Consider the importance of ambiguity.

Too much historical context without connection to the prompt.
Use the story itself for evidence.

I find topic sentences like “The story begins…” Your
topic sentence needs to introduce what you intend to analyze in that body
paragraph.

Write an essay for the following prompt:
Analyze the psychological portrait of Emily from William Faulkner's short story "A Rose for Emily." Address tone and theme and adhere to the rubric.

Please write an essay answering the following prompt:


How does the setting in Nathaniel Hawthorne's short story reflect Young Goodman Brown's character? As always, address tone and theme. Refer to the Prose Fiction Rubric. Write the essay you would want to read.


Handwrite your essay.
Brainstorm and outline.
Once you begin, write straight through.
Give yourself five minutes to edit.


Go forth and conquer!

Essay
Prompt:

Miss Brill never speaks in this short story. What effect does
this have on how you perceive her character? Relate her character to a major
theme of Katherine Mansfield’s short story in your explanation.

 

Thoughts & Questions to consider:

Miss Brill seems to live her life in her head, and the reader
hears her thoughts as carefully revealed through Mansfield’s use of limited
third-person point of view. Why do you think Miss Brill doesn’t speak to anyone
in the park? Explain in terms of Miss Brill’s longing for connection with
others.

 

Please write your essay on paper by hand. You are encouraged
to brainstorm and outline; however, once you start writing your essay, please
don’t stop until you finish. Spend no more than five minutes editing your work.


 

Adhere to the AP Essay Rubric for Prose Fiction.

 

Take pictures of your writing, upload them to a Word or
Google Document, and attach your work to this assignment.

 

Finally, don’t write what you think I want to read. Write
the essay that you would want to read.
You have your mission. Go forth and conquer!

Please write an analytical paragraph for Shakespeare’s Sonnet 18, “The Eagle,” and “Stopping by Woods on a Snowy Evening” (all found under Metrical Poems).

Address tone, figurative language, and theme in each. Your thesis should offer an interpretation of the poem.

Type your final drafts (Times New Roman, 12-point font, double-spaced) on a single Google Doc: Page 1 - Sonnet, Page 2, "The Eagle," Page 3, "Stopping by Woods on a Snowy Evening."

*On Page 1, indicate which analysis you would like graded, e.g., Please grade "The Eagle."

Refer to the AP Lit Essay Rubric (found under Essay Writing).

Write an analytical essay for Maya Angelou's poem "Caged Bird."

Select a character from Mary Shelley’s novel “Frankenstein” who is a villain. Then, in a well-organized essay, analyze the nature of the character’s villainy and show how it enhances meaning in the work. Do not merely summarize the plot.

Refer to the Scoring Rubric for Question 3: Literary Argument.

You have ten minutes to complete the quiz.

For multiple-choice questions, write the letter of the answer you think is most accurate. For short-answer, you don't need to write in complete sentences.

Create a google doc and attach your work to this assignment.

Time for Multiple-Choice practice.

Give yourself one hour (honor system).

Write your answers (legibly) on a sheet of paper.

When you finish, create a Google Doc to turn in your answers. You may type your answers or take a picture of your handwritten answers.

Once I've received your answers, I will send you the answer key.

My suggestion: Read quickly and answer quickly without deliberating too long on any question. With 55 questions and one hour to answer, you have a little over one minute to answer each question.

One hour.
Honor system.
Action!

P.S. Continue reading Mary Shelley's "Frankenstein." Carve out time to finish reading the novel by Thursday, 11/12.

How does this quote from Chapter 2 characterize Victor Frankenstein? Use STEAL and DIDLS. Feel free to use my notes.

"When we visited it the next morning, we found the tree shattered in a singular manner. It was not splintered by the shock, but entirely reduced to thin ribbons of wood. I never beheld anything so utterly destroyed."

Complex; Compound; Simple (Action)

Utterly: completely
Utterly destroyed: redundant; superfluous
The tree is a metaphor for Frankenstein.

I've made some edits to the instructions.

Using DIDLS and STEAL, work through the following excerpt from Chapter 4 and write 1-2 pages of original, interpretive character analysis of Victor Frankenstein that ties into the meaning of the work as a whole:

Pg. 49 "As I applied so closely..." to Pg. 54 (the end of the top paragraph) "...I began."

Format: Times New Roman, 12-point font, double spaced, 1-inch margins.

Materials: Mary Shelley's "Frankenstein"; Diction, Tone & Syntax; Tone Word Bank & DIDLS; I am also including my work from Thursday's class, which offers a semicolon analysis.

Big Idea: Character 1a

*Plan to finish reading Mary Shelley's "Frankenstein" by Thursday, November 12, 2020.

Create a Google Doc and attach it to this assignment. For each group of questions from Mary Shelley's "Frankenstein" (Chs. 6-8, Chs. 9-10, etc.), write an analytical paragraph. Your responses need to reflect your interpretation and venture beyond mere summary. Think about the questions in terms of metaphors and symbols. Refer to Big Ideas and Enduring Understandings.

Remember the following:
1. Write in the present tense.
2. Avoid first-person pronouns: I, me, my, myself, and we.
3. Topic sentences need to offer an opinion.
4. Integrate evidence directly into your writing, e.g., Frankenstein's "longing to penetrate the secrets of nature" reveals both a child-like wonder of the world as well as a predatory predilection to impose his will upon forces beyond his control.
5. "Suggest" is one of the most useful all-purpose analytical verbs.
6. Refer to the author as part of your reasoning.
7. Look closely at the author's language to discern the meaning.
7. Avoid words like "basically," "essentially," and "clearly."
8. Avoid the analytical verb "prove."
9. Do you vary your sentence structure? (Short simple sentences? Longer compound sentences? Complex sentences? Parallel construction?)
10. Develop a line of reasoning that elucidates your meaning to the reader. You, the scholar, need to explain and teach the reader.
11. Create a concluding sentence which both wraps up the paragraph as well as offers further food for thought.
12. Big words do not equal big ideas.
13. Read your work aloud. How can you convey the same idea using fewer words?
14. Formatting: Times New Roman, 12-point font, double spaced.

Chapters 6 – 8:
What is Victor’s responsibility to his own creation? What are the consequences of his neglect?

Chapters 9 – 10:
What is the effect of nature on Frankenstein’s mood? How does the creature’s appearance contrast with his intellect?

Chapters 11 – 12:
How does the creature learn about the social significance of family? How does the creature’s response to nature show his resemblance to Frankenstein?

Chapters 13 – 14:
How do Felix, Agatha, De Lacey, Frankenstein, and the creature have varied experience as “outsiders”? How do Felix and Frankenstein contrast as characters?

Please read "The Rime of the Ancient Mariner" by Samuel Taylor Coleridge (originally published in 1798). Write a one-page analysis exploring the meaning of the work as a whole. You may choose to approach your writing by characterizing the Mariner or interpreting the Albatross.

Give yourself plenty of time to read the poem. Read with compassion. Remember to include a thesis statement, evidence, and reasoning. Write in present tense. Do not simply summarize the poem. Avoid generalizations and assumptions. How do the pieces relate to the whole? What is Coleridge trying to do? What do you notice (as it relates to the text)? What do you wonder (as it relates to the text)?

1. A topic sentence needs to express an opinion.
2. Refer to the author.
3. The word "suggests" is one of the most useful all-purpose analytical verbs.

Format:
1. Times New Roman
2. 12-point font
3. Double-spaced
(Why eat up writing space for a four-line double-spaced heading?)

Keep a-goin'.

Create a Google Doc and attach it to this assignment.
Responses to Chapters 1 – 5 are due on Monday, 10/5, 9am.

Chapters 1 & 2: How do these early passages foreshadow the novel’s tragic events?
1. What history of Victor Frankenstein does the reader learn in Chapter 1?
2. What type of knowledge intrigued Frankenstein as a child? His friend Henry Clerval?
3. Why does Frankenstein wish to make such a discovery?
4. Read the last line of Chapter 2. Do you agree? Disagree? Why?

Chapters 3 – 5: How does Henry serve as a foil to Victor? How does Victor’s pursuit of
knowledge isolate him?
Chapter 3
1. To what central question does Frankenstein seek an answer?

Chapter 4
1. What is Frankenstein’s warning?
2. How does the tone begin to shift?
3. Why does Frankenstein stay away from Geneva for so long? How does this signal a possible
larger problem?
4. Describe Frankenstein’s condition as he works on the creature. What might the effect of this be?

Chapter 5
1. What is Frankenstein’s reaction to the animation of his creature?
2. Why does the creature come to Frankenstein’s bed?
3. Observe the gothic setting – the darkness, late nights, thunderstorms, etc. What is the effect?

Instructions:
The questions are arranged in chronological order.
The corresponding Letter or Chapter accompanies each question.
Please choose the most accurate answer to each question.

Create a Google Doc and attach it to this assignment.

Responses to #1 – 7 are due on Monday, 9/28, 9am.

Letters 1 – 4: What is Walton’s perception of Victor?

1. Discuss the epistolary style of presenting the novel.
2. What does Robert Walton hope to discover?
3. Characterize Walton. What are some of his strengths and weaknesses?
4. What does Walton do to prepare for his journey?
5. Notice and begin to formulate an analysis of the ice imagery.
6. How is Walton and the stranger’s relationship developing? What is important to Walton?
7. Of what does the stranger warn Walton?

My Beautiful Scholars,

Please create a Google Doc, attach it to this assignment, and turn in your essay by the end of class. You can find the prompt and text below.

You have your mission. Go forth and conquer!

Prompt: Write an untimed essay analyzing how the organization of “For Julia, In the Deep Water and the use of concrete details reveal both the literal and metaphorical meaning of John N. Morris’ poem. How do these meanings relate to the title?

Now that we’ve taken our time with Katharine Brush’s “Birthday Party,” let’s analyze sample essays from the 2005 AP English Literature and Composition Exam.

*Important: Please do not complete this assignment until you have turned in your “Birthday Party” Essays: Take 1 & 2.

This post includes two attachments:
1. Birthday Party Sample Essays
2. AP Lit Simplified Rubric

I. Let’s start with 1. Birthday Party Sample Essays:

This assignment is due by this Thursday, 9/3, 9am.
1. Read the ASSIGNMENT on Page 1.
2. Read the OLD grading rubric on Page 2.
3. Read the sample essays from Pgs. 3 – 7

II. On to 2. AP Lit Simplified Rubric:

This is the CURRENT grading rubric that I will use to grade your work. We will be working with this rubric all year long. Start studying it. For “Birthday Party,” refer to Question 2: Prose Fiction Argument. Row A refers to Thesis. Row B refers to Evidence AND Commentary. Row C refers to Sophistication.

In addition to the 0 – 9 score you assign to each sample essay from the OLD grading rubric, please include a score reflective of the CURRENT grading rubric. For example, your scoring will look like this:

Sample X: 7:1-3-0

• 7 refers to the OLD rubric.
• The three numbers refer to the CURRENT rubric:
o 1 = defensible thesis statement (it’s all or nothing)
o 3 = fulfills all the criteria (heading towards a 4)
o 0 = does not meet the criteria
• For the time being, focus on Thesis and Evidence AND Commentary.

Analyzing scholar work is a wonderful way to learn. If you have any questions, please reach out. I will reveal the scores for the sample essays based on the OLD rubric in class on Thursday, 9/3 (scores based on the CURRENT rubric are unavailable).

I am so proud of all of you, my beautiful scholars. For this Thursday’s class, we will discuss “For Julia, In the Deep Water” by John N. Morris. Friendly reminder: I will make name cards of everyone in class to facilitate more robust discussion.

You have your mission, my beautiful scholars. Go forth and conquer!

~ZM

Write an essay in which you show how the author uses literary devices to achieve her purpose. Spend no more than ten minutes planning and no more than one hour writing your essay.

Complete a line-by-line breakdown (like what I did for Langston Hughes’ “Island”) of what you notice and what you wonder for the poem “For Julia, In the Deep Water” by John N. Morris.

Write an essay in which you show how the author uses literary devices to achieve her purpose. Spend no more than ten minutes planning and no more than one hour writing your essay.

Write an essay analyzing how Langston Hughes uses literary devices that contribute to the meaning of the work as a whole for his poem "Island." Spend no more than ten minutes for planning and no more than one hour writing your essay.

Analyze how Langston Hughes uses literary devices that contribute to the meaning of the work as a whole for his poem "Island."

This assignment is due on the first day of class in the fall semester. Not doing it jeopardizes your enrollment in AP English 12. Make sure that all of your work is your own original work.

This assignment is due on the first day of class in the fall semester. Not doing it jeopardizes your enrollment in AP English 12. Make sure that all of your work is your own original work.

Hello everyone and thank you for your interest in taking AP English Literature and Composition for the 2020 - 2021 school year. Using the attached PDF as a template, please create a Google Doc as part of the application process. This application is due, by the latest, on Friday, May 29, at 3:00pm. Thank you. ~Zachary M. Medway

Good morning.
The attachment includes the prompt and the passage.
Create a Google Doc and attach it to this assignment.
Turn in your work by 10:00am.
You have your mission. Go forth and conquer!