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English IV Dual Credit Book Information
Fall 2007 English 1301
BOOKS IMMEDIATELY REQUIRED. You will need these books by the end of the first week of school.
Glenn, Cheryl. Making Sense: A Real-World Rhetorical Reader. 2nd ed. Boston: Bedford/St. Martin’s, 2005.
This is the same book I have used for the past 2 years of dual credit English at MHS, it's fine to purchase this book from one of my former students.
Kirszner, Laurie and Stephen Mandell. The Wadsworth Handbook. 8th ed. USA: Thompson Wadsworth, 2007.
This is a new edition and is slightly different from the 7th edition Wadsworth that was used for the past 2 years. The 7th edition's page numbers will be different than the 8th's if you choose to purchase this book from a former student.
The following books will need to be purchased from the MHS library after school begins or at a retail provider such as Barnes and Noble, Amazon.com, etc:
Friedman, Thomas. The World is Flat, Updated and Expanded: A Brief History of the Twenty-First Century.
New York: Farrar, Straus, and Giroux, 2006.
Shakespeare, William. Othello. Othello is also in the literature book you will purchase next semester for English 1302.
DO NOT check out a purple English IV literature book from the MHS book room. We will study literature during the 2nd semester.
Congrats to the Class of 2007.
It has been a pleasure to work with you this year.
1302 FINAL EXAM INFORMATION
See link on the right for Mrs. Dalloway essay quotes
Know titles and authors of your class period's poems
Know poetry terms and literary time period handout
I pasted the poetry terms and literary time periods below
It is a bit messy
Stanza quatrain couplet English Sonnetet paradox Imagery Metaphor simile Italian Sonnet
Octave Sestet refrain run-one line end-stopped line tercet/triplet
villanelle rhyme scheme onomatopoeia consonance caesurea
pure ryhme slant rhyme Alliteration carpe diem Emjambment
hyperbole diction syntax personification allusion
cacophony euphony eye rhyme imagery internal rhyme
irony denotation connotation
symbol meter verse
free verse closed form open form
narrative poem didactic poetry
concrete poetry found poetry
Poetry Essay
5 students per day will present their analysis to the class beginning on Monday April 30. Presentations will continue every day and should be completed by Friday, May 4. The essay is due on the day you present to the class.
At least 3 typed pages
Must have works cited page with only poem listed and dictionary if used
NO OUTSIDE SOURCES except for the dictionary.
Use present tense, active verbs. Avoid 1st and 2nd person.
Do not let any paragraph exceed one page.
When referencing specific words or short phrases from the poem, underline instead of using quotation marks.
Cite line numbers instead of page numbers to document the poem. Use slashes to indicate line breaks.
Explain what in your poem seems most essential to the entire work
Go line-by-line or stanza by stanza through your poem and discuss why certain words or phrases are important to the poem as a whole
Do not re-state or paraphrase the entire poem; summarize lines/stanzas only to prove a point and lead to an analytical conclusion
Chapter 27 has quotes from poets defining poetry. Use these quotes in your essay if needed to set up the introduction, conclusion, and/or transition from formalism to the 2nd critical perspective.
Setup of essay:
o Introduction: 1/4 to 1/2 page
1st Hook
2nd or 3rd Thesis
2nd or 3rd Give a brief overview/summary of the poem
o Formalist explication 1-2 pages
Themes, title
Irony, structure
Unity, paradox
o Transition statement into another perspective: Although images of death permeate the poem, a deconstructive approach to the poem can reveal opposite, yet equally valid interpretations.
o 2nd Critical approach/interpretation 1-2 pages
briefly define the perspective and justify its appropriateness
use textual support to arrive at different conclusions
answer questions from literary criticism handout
if using mythological or structuralism, comment on how you poem has a similar theme or structure or connection with as other poems, books, movies, or short stories
o Closing 1/4 to 1/2 page
Recap thesis/main argument
Draw a conclusion
Provide closure and make the reader go “aahh” or “wow”
Dalloway Essay Friday 4-13 and 4-16
1. select and read or print the Dalloway essay Passages on the right
2. read each passage: summarize events, explain connections to rest of novel, and decide which Virignia Woolf quote works best with the passage or the novel as a whole.
3. In case you don't know where the passage occurs in the book, select this Mrs. Dalloway full text link:
4. After the page loads, push control F and type in the first sentence of the passage. It will take you to that exact sentence in the novel.
Mrs. Dalloway links to help you
JOURNAL list for rest of semester is posted
Very Good Link: Incorporating literary criticism into your analysis
SUPPORT for writing about literature
TOTALLY AWESOME SOURCE
Go the the Tomball databases, select Academic Search Premier, then use the drop down menu to change the database from Academic Search Premier to "Literary Reference Center" You'll have to scroll all the way to the bottom. You will probably find new sources there. Thanks to Jennifer Stanford for pointing this out.
See the 1302 Research Paper link on the right for everything you need to know about the paper
Literary Criticism link
RESEARCH PAPER LINKS
Tomball College Literature databases--use the #s on your ID to access
Magnolia High School databases
essay on good country people
bibliography of criticism on southern writers
lit crit and links via the Internet Public Library
Links to good literature websites
textbook site--has links
Google Scholar
other search engines to try
Storybites Author: Karen Bernardo Last Updated: April 2005
NOTE: the website asks that you e-mail Ms. Bernardo for permission to cite her essays; however, you don’t have to do this because I already asked her for you.
The Literature, Arts, & Medicine Database Sponsoring Organization: New York University
Author: scroll to the bottom and find “annotated by”
Date: scroll to bottom and find “last modified”
You can cite the “commentary” AND use the source info at the bottom to locate the source which is annotated.
http://findarticles.com/ Search by the title and/or author of your story
scan the title of each article in the search results, and take the time to go to the next page of results.
Edgar Allan Poe http://www.poedecoder.com/
Flannery O'Connor
here's a good study guide for "Barn Burning." It was created by a professor at Kansas State University
see English IV DC calendar on the right
We are currently reading short stories in the Kennedy textbook
Essay Checklist
1. Delete phrases such as: The reader can observe AND one can conlude
Your sentence speaks for itself. Be precise and exact--not wishy-washy.
2. Use present tense verbs to discuss the play. Eliminate be verbs where possible (am, is, are, was, were, be, being, been)
3. Italics/Underlining (use one or the other—not both)
4. Remove hyperlink from URL on works cited page
5. Works Cited
cite the play just like you would a bookInclude library name for databases:
cite your database source by listing the original publication info first, then the database info, including Tomball College Lib., the date of access,and the URL.
place a period at the end of each entry on the works cited page
6. Internal Documentation:
for the play: (3.1.5-10) means Act 3, scene 1, lines 5-10
for your database source use the last name. If no author is given, use the first word of the title: (James 2). (“Reading,” par 6).
7. Document quotes AND paraphrases
8. If you mention the author of your source in the sentence, say the full name the first time mentioned and then use name only after that.
9. Embedding Quotes
NO dropped quotes! direct quotes are NOT allowed to stand alone; they must be incorporated into a sentence
Use subordinating conjunctions/lead-in words (after, as, although, because, before, since, when while,
Use a variety of verbs to introduce quotes from the critic (explains, proposes, acknowledges, illustrates, observes, claims, argues, postulates, theorizes, admits, declares)
10. Balance ALL quotes with commentary—25% quotes, 75% paraphrases and commentary. Commentary means you ponder, analyze, and reflect. Commentary is the answer to “So what? Who Cares? What is your point? What does this mean? Why is it important?”
11. Use literary elements to discuss the play where applicable.
Protagonist, antagonist, flat/round character
Conflict (man vs man, nature, society, himself
Paradox and Irony (verbal, situational, dramatic)
Symbol, theme, motif, image
Follow these rules
o No paragraph should exceed 1 full page
o All paragraphs should be at least 1/3 page
o Every paragraph should have at least 1 direct quote from your story or a critic to support your observation or argument.
o Never end a paragraph with a quote unless it is in the conclusion paragraph
o Be precise and strong with language usage. Avoid seems, perhaps, could, can, would, should
o Avoid boring transition words like “first, next, then, finally, in conclusion”
Using QUOTES: The How, When, and Why of Quotations
Note: I copied, pasted, and slightly adapted this information from <http://www.writingcenter.pdx.edu/printables/MLA_handout.pdf>
1. Your own words should clearly dominate. You are in control, not your sources. If you rely heavily on other people’s words, then you are not writing the paper; they are.
2. Use a variety of sources. If you rely too much on one source, your reader may as well go directly to that source instead of reading your paper.
3. Choose your quotations carefully and for specific reasons. Reasons to quote:Later reference--You plan to discuss the quotation; Memorable language—It is so eloquently put that you must use the actual words. Authority--You feel the need to bolster your argument. Accuracy--You have tried several times to paraphrase an authority but have been unable to do so. Brevity--You have tried to paraphrase and end up with twice as many words as the original.
4. Cite a source and page number for each quotation and paraphrase. Unless the information is common knowledge, you must cite quotations and paraphrases.
5. Avoid plagiarism. Carefully and keep track of where you found your material.
6. Paraphrasing is more than substituting noun or verb synonyms; it involves changes in sentence structure.
7. Always use your own words between quotations. Provide your reader with links between quotations. Never use quotations back to back without your own linking words.
8. Make sure that your reader knows where your words end and another person’s words or ideas begin, as shown in the following examples:
Example One:
According to Annie Dillard in An American Childhood, adolescence made her realize how adults had died to themselves through self-consciousness and caused her to question whether she too would lose forever the “passion peculiar to children” (225).
Example Two:
Dillard’s adolescent turmoil caused her to question whether she must lose the “passion peculiar to children” as she matured (225).
Example Three:
One writer focuses on the “passion peculiar to children” in her exploration of adolescence (Dillard 225).
10. Select the right verb and tense. Don’t overuse “says” or “states.” Here are some alternatives: adds, admits, agrees, alleges, argues, asserts, claims, compares, concludes, contends, contrasts, declares, deduces, defines, demonstrates, disagrees, establishes, explains, finds, grants, holds, implies, includes, infers, juxtaposes, maintains, mentions, notes, observes, points out, posits, proposes, provides, reports, reveals, shows, speculates, stresses, suggests, supposes, thinks, views, volunteers.
Tense is a complex issue. For the most part, use present tense to discuss a text. Use past tense to trace history
11. Put prose quotations in running text when they are four lines or fewer. When there are more than four lines, indent and block them 10 spaces from the left margin. Block/long quotations should be double-spaced but not enclosed in quotation marks.
12. At times change the position of your quotations to provide variety in your sentences.Remember that quotations can appear in different positions.
At the beginning:
“What is known can seldom be immediately told, and when it might be told it is no longer known,” says Johnson on the subject of biography (116).
At the end:
In the Life of Addison, Johnson further acknowledges the biographer’s difficulties: “What is known can seldom be immediately told, and when it might be told it is no longer known” (116).
In the middle:
About biography, Johnson says that “what is known can seldom be immediately told, and when it might be told it is no longer known” thus expressing both his discretion and his desire for intimate knowledge which led to interviews with the servants of his subjects (116).
Split up:
“What is known,” says Johnson about biography, “can seldom be immediately told, and when it might be told it is no longer known” (116).
14. Scan the entire paper to make sure that you are not quoting too much. If necessary, revise the paper to quote less and paraphrase more. If you notice long chunks of indented quotations, then you need to revise. If within the text your voice seems to have been drowned by the voices of your sources, consider working harder to paraphrase
your sources. Remember that this is your paper and the professor wants to hear your voice sorting out the literature and thinking through the issues, not just the voices of those published in the field. For every sentence that is quoted directly, you need 2 to 3 sentences of commentary.
A primer for college writing
Daily poems
plagiarism turotial
Credible Websites on Othello
on writing. . .
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