english department · english department summer projects 2016-2017 greetings, firebird! below, as...

ENGLISH DEPARTMENT SUMMER PROJECTS

2016-2017 Greetings, Firebird! Below, as you scroll down, you will find your grade-specific summer reading assignment, along with rubrics and other supporting material pertaining to the summer assignment for your grade level or class. The goal is to enrich your understanding of literature and to enhance your vocabulary, as well as to develop your ability to present and discuss the text or texts you have read. We look forward to meeting you in the Fall! Happy reading and a joyous summer, Doral Academy English Department

6th Grade

Text: Flipped by Wendelin Van Draanen Assignment: For the summer project, you are to prepare an effective

speech analyzing the question “Turning Points: What can you learn from

a turning point in life?” as related to the text or another aspect of the text

that you find more appealing and want to explore. First, read and

annotate the assigned text (see examples of annotations below). Make

sure to bring your hard copy of the annotated text with you the first day

of class.

As you read, prepare a presentation on your analysis of the assigned

text, using the attached rubrics to guide you in building the speech

(ACOVA) and presenting the speech (PVLEGS). The speech must be

approximately 4-5 minutes in duration - roughly 400-500 words.

The intended purpose of this task is to give you the opportunity to develop your speaking skills, as well

as to further expose you to literary analysis; the assessment will measure how well you interpret the

text and present your position to your audience. Keep in mind that success with this type of assignment

comes from the depth of the response, and not necessarily from breadth. This presentation will be

conducted in your Language Arts class at the beginning of the academic year.Your speech must be

typed, using a 12 Font character (either Times New Roman or Courier New), double spaced, flush left,

with 1 inch margins. Your heading must be at the upper left hand corner of the first page, as follows:

Name, Course, Period, Date, Teacher. Add a title if requested by your teacher. Please edit your work

carefully for spelling, punctuation, and other usage errors. Make sure to save a digital copy in the event

your teacher requires you to submit it via TurnItIn.com.

7th Grade

Text: Anything But Typical by Nora Raleigh Baskin

Assignment: For the summer project, you are to create a digital

visual presentation (PowerPoint, Prezi, etc.) for the novel. Your

presentation should include the following:

1. Theme of the novel.

2. Description of how figurative language contributes to theme, plot

development, and character throughout the novel (please see

figurative language list and examples below).

3. Diary Entries: Choose three (3) characters from the novel. Then,

write a diary entry from the point of view of each of these characters

answering the essential question, "What drives us to undertake a mission?" There should be a total of

three diary entries (one per character) and each entry should use textual evidence from the novel in

order to answer the essential question.

FIGURATIVE LANGUAGE

Alliteration: Repeated consonant sounds at the beginning of words.

“Peter Piper picked a peck of pickled peppers.”

Assonance: Repeated vowel sounds.

“The cat sat on the mat.”

Onomatopoeia: Words whose sound suggests its meaning.

“The bees buzzed.”

Imagery: Creating pictures for the senses (through, e.g., similes or metaphors).

“Fear was his constant companion.”

Metaphor: A figure of speech stating two things are similar.

“The book was a passport to adventure.”

Simile: A comparison using ‘like’ or ‘as.’

“She floated in like a cloud.”

Hyperbole: An extravagant exaggeration.

“My backpack weighs a ton!”

Personification: Giving human qualities to ideas and things.

“Her stomach growled.”

Allusion: A reference to a specific person, place, or thing.

“She is as pretty as the Mona Lisa.”

Symbol: Representation of something complex, general, or abstract.

“The Statue of Liberty symbolizes the democratic ideal.”

8th Grade

Text: Survivors: True Stories of Children of the Holocaust by Allan Zullo OR Maus Parts I and II by Art Spiegelman Assignment: For the summer project, you are to prepare an effective speech

analyzing the question “What can I learn about life from stories?” as related

to the text or another aspect of the text that you find more appealing and

want to explore. First, read and annotate the assigned text (see examples of

annotations below). Make sure to bring your hard copy of the annotated text

with you the first day of class.

As you read, prepare a presentation on your analysis of the assigned text,

using the attached rubrics to guide you in building the speech (ACOVA) and

presenting the speech (PVLEGS). The speech must be approximately 4-5

minutes in duration - roughly 400-500 words.

The intended purpose of this task is to give you the opportunity to develop

your speaking skills, as well as to further expose you to literary analysis; the

assessment will measure how well you interpret the text and present your

position to your audience. Keep in mind that success with this type of

assignment comes from the depth of the response, and not necessarily from breadth. This presentation

will be conducted in your Language Arts class at the beginning of the

academic year.

Your speech must be typed, using a 12 Font character (either Times New

Roman or Courier New), double spaced, flush left, with 1 inch margins. Your

heading must be at the upper left hand corner of the first page, as follows:

Name, Course, Period, Date, Teacher. Add a title if requested by your teacher.

Please edit your work carefully for spelling, punctuation, and other usage

errors. Make sure to save a digital copy in the event your teacher requires you

to submit it via TurnItIn.com.

9th Grade

Text: The Kite Runner by Khlaled Hosseini OR

The Help by Kathryn Stockett OR

The Secret Life of Bees by Sue Monk Kidd

Assignment: Read ONE of the selected novels

for your grade level, analyze, interpret, and

prepare a children’s book version that

demonstrates your understanding of the text.

This project will be presented during the first two weeks of school.

Your children’s book version of the novel assigned should follow these requirements (see rubric, too):

• Present the plot of the novel you read and make it understandable for children.

• Ask yourself, “What was the MORAL of the story? What can children learn from this book? How

can I explain it in a way they can understand?”

• The book must have an inviting cover. You might choose either a key image or important

element for the cover. The title and the author of the novel must appear on the cover.

• The first page must include your name and ID number.

• The children’s book must contain 10 or more pages (combination of text and illustrations).

• The pages must be professional-looking/creative (consider typing it).

• The back cover of the book must contain a short, enticing summary originally created by YOU.

• Check for mistakes (i.e. spelling, grammar, capitalization).

• Make sure you are NOT just summarizing the book, but making it easy for kids to understand

and enjoy!

***FOLLOW THE RUBRIC ON THE NEXT PAGE, AND GOOD LUCK!***

9th Grade Summer Project Grading Rubric

***This Project will be worth THREE (3) grades in your English class ***

Component Points

Earned

Points

Possible

COVER includes the following (2 pts. each)

Name of book

Name of author

Illustration that portrays the main idea

6

FIRST PAGE (Title page) includes (2 pts. each)

Student’s name

Student id number

2

Book contains 10 or more pages

(MUST be a combination of text and illustrations)

10

PLACEMENT/DESIGN

(Illustrations should match text)

10

Book is PROFESSIONAL and CREATIVE looking

Uses appropriate paragraph structure, varied sentences, and effective

transitions

Uses precise, vivid, descriptive words

Demonstrates creativity and originality

10

BACK COVER includes a synopsis (summary) of the book ORIGINALLY

written by the student

10

STORY HAS BEEN ADAPTED appropriately for children

Reflects an understanding of the piece

Demonstrates a clear purpose and focus

Presents ideas and/or narrative events in a clear and logical order

Appropriate for the intended audience

10

OVERALL GRAMMAR & MECHANICS

(Includes spelling, capitalization, punctuation…etc.)

20

Project is NOT a summary of the original story

(In other words, it is a creative retelling of the original plot which focuses on

the MORAL of the story.)

20

TOTAL

10th Grade

Text: Fahrenheit 451 by Ray Bradbury

Assignment: For the summer project, you are to prepare an effective

speech analyzing the question “Fate and Free Will: Do we choose our own

destiny, or does it choose us?” as related to the text or another aspect of the

text that you find more appealing and want to explore. First, read and

annotate the assigned text (see examples of annotations below). Make sure

to bring your hard copy of the annotated text with you the first day of class.





The intended purpose of this task is to give you the opportunity to develop

your speaking skills, as well as to further expose you to literary analysis; the assessment will measure

how well you interpret the text and present your position to your audience. Keep in mind that success

with this type of assignment comes from the depth of the response, and not necessarily from breadth.

This presentation will be conducted in your Language Arts class at the beginning of the academic year.

Your speech must be typed, using a 12 Font character (either Times New Roman or Courier New),

double spaced, flush left, with 1 inch margins. Your heading must be at the upper left hand corner of the

first page, as follows: Name, Course, Period, Date, Teacher. Add a title if requested by your teacher.

Please edit your work carefully for spelling, punctuation, and other usage errors. Make sure to save a

digital copy in the event your teacher requires you to submit it via TurnItIn.com.

11th Grade

Text: Slaughterhouse Five by Kurt Vonnegut

Assignment: For the summer project, you are to prepare an effective

speech analyzing how Vonnegut uses literary elements to explore ethics and

explaining how this contributes to the meaning of the work as a whole. Do

not merely summarize the plot. First, read and annotate the assigned text

(see examples of annotations below). Make sure to bring your hard copy of

the annotated text with you the first day of class.





The intended purpose of this task is to give you the opportunity to develop your speaking skills, as well

as to further expose you to literary analysis; the assessment will measure how well you interpret the

text and present your position to your audience. Keep in mind that success with this type of assignment

comes from the depth of the response, and not necessarily from breadth. This presentation will be

conducted in your Language Arts class at the beginning of the academic year.

Your speech must be typed, using a 12 Font character (either Times New Roman or Courier New),

double spaced, flush left, with 1 inch margins. Your heading must be at the upper left hand corner of the

first page, as follows: Name, Course, Period, Date, Teacher. Add a title if requested by your teacher.

Please edit your work carefully for spelling, punctuation, and other usage errors. Make sure to save a

digital copy in the event your teacher requires you to submit it via TurnItIn.com.

12th Grade – English IV & English IV Honors

Text: 1984 by George Orwell

Assignment: Please read the novel 1984 by George Orwell and

complete the study guide found below. In addition, reflect on today’s

world and cite five examples of how it may resemble the Orwellian

dystopia.

Short Answer Study Guide Questions for George Orwell’s 1984

One: I, II, III 1. Who is the main character? Describe the main character. 2. What is the setting of the novel? Give the country and the city. 3. What are the three slogans of the Party? Write them the way they are shown in the novel. 4. What does the caption on the posters say? 5. Name each of the Ministries and explain its function. Also include the Newspeak name for each ministry. 6. What date does the main character record? 7. Describe the two people the main character sees just before the Two Minutes Hate. Tell what he thinks of each of these people. 8. Explain the importance of Emmanuel Goldstein. Also describe the way his image looks. 9. Explain the importance of Big Brother. Also describe the way his image looks. 10. What crime does the main character commit? How does he do this? What is the punishment? 11. What is the telescreen and how is it used? 12. Describe thoughtcrime and give an example. One: IV, V, VI 1. What happens to the rewritten news articles after Winston puts them into the pneumatic tube? Why is this significant? 2. Winston thinks that what he is does is not forgery. What does he think it is? 3. What is Winston’s greatest pleasure in his life, and why is it so? 4. Describe the aim of Newspeak and how it works. 5. What is Syme’s observation about Winston’s appreciation of Newspeak? 6. Winston is at lunch when the message on the telescreen relates the good news about increases in production, including that the chocolate ration has been raised to twenty grams a week. What is Winston thinking as he hears this message? 7. What is facecrime? Give an example. 8. Who is looking at Winston during lunch? How does this affect him? 9. What is the aim of the Party with regard to male-female relationships and sex? 10. What is the Party’s policy on marriage, divorce, and children? One: VII, VIII 1. Where does Winston think hope lies? Why? 2. What is the Party belief about the proles?

3. Describe the one time that Winston held real evidence of an act of falsification. 4. What bothers Winston the most, along with the sense of nightmare? 5. What bothers Winston more than the thought that he might be a lunatic? 6. What is the heresy of heresies? Why is that terrifying to Winston? 7. For whom does Winston realize he is writing his diary? Why? 8. What is the final, most essential command of the Party? One: VII, VIII, continued 9. What does Winston write in his diary? 10. Describe what happens when Winston goes to the antique shop, and who he sees when he comes out. Two: I, II, III, IV 1. Describe what happens when the girl with the dark hair falls on the floor. 2. What does the note say? 3. How does Winston feel about the message on the note? 4. Describe their next meeting. 5. Describe their meeting in Victory Square. 6. What emotions does Winston feel at first when the girl put her arms around him? What emotion didn’t he feel? 7. What is the girl’s name? 8. Winston asks the girl what attracted her to him. What is her answer? 9. What does the girl tell Winston about her attitude toward the party? 10. Summarize Julia’s explanation of the meaning of the Party’s sexual puritanism. 11. According to Winston, how has the Party used the instinct of parenthood? 12. What does Winston do the next time he visits the little shop? Why? 13. What does Julia bring to their meeting? 14. How does Winston react when he sees the rat? Two: V, VI, VII, VIII 1. Who has vanished? 2. How has Winston changed since he started coming to the little room with Julia? 3. What do Winston and Julia realize about their relationship? 4. What does Winston realize from talking to Julia about things he remembers? 5. Describe the meeting between Winston and O’Brien. 6. What does Winston think this meeting means? 7. What does Winston tell Julia the real betrayal will be when they are caught? 8. How does Winston say they can beat the Party? 9. Describe the meeting between O’Brien, Julia, and Winston at O’Brien’s apartment. 10. What does O’Brien know that surprises Winston? Two: IX, X 1. Why is Winston working such long hours? 2. According to The Book, what is the aim of modern warfare (in accordance with the principles of doublethink)? 3. According to The Book, what is really going on with the war, and why? 4. While Winston is reading Chapter 1 of The Book, he stops for a minute. Why does he stop reading?

Two: IX, X, continued 5. How is the current government different than any previous governments? What invention enables it to be like this? 6. Explain the organization of the Party. 7. Explain the concept of doublethink. 8. What is the one thing that Winston and Julia know they will never do together? 9. While Winston and Julia are in the room, he says, “We are the dead,” and Julia repeats the phrase. What happens next? 10. What does Winston discover about Mr. Charrington? Three: I, II 1. Where is Winston as this section of the novel opens? 2. What is Winston Smith’s number? 3. Who is brought into the cell with Winston and why does he think he is there? 4. Who is brought into the cell next and why? Who denounced him? How does he feel about the arrest? 5. What is the number of the room where the guards take some of the prisoners? How do many of them react to this? 6. Who comes into the room next? What does Winston discover about this person? 7. Describe what is happening to Winston in Three: II, and who is doing this. 8. What does O’Brien tell Winston about Big Brother, the Party, and the Brotherhood? 9. What is the last question that Winston asks O’Brien in Three: II? What is O’Brien’s answer? 10. Does Winston betray Julia in either of these chapters? Three: III, IV, V, VI 1. According to O’Brien, what are the three stages of Winston’s reintegration? 2. What does Winston find out about the Book? 3. Winston learns why the Party seeks power. What is the reason? 4. How has Winston changed physically during his imprisonment? What does he do after he sees himself in the mirror? 5. What is Winston’s answer when O’Brien asks, “Can you think of a single degradation that has not happened to you?” How does O’Brien respond? 6. While Winston is exercising himself in Crimestop, he calls out, “Julia1 Julia! Julia, my love! Julia!” What does this show about him? What happens to him as a result? Include his conversation in the room with O’Brien. 7. According to O’Brien, what is in Room 101 in general? What is this for Winston in particular? 8. Describe the scene with the cage. Tell what is in the cage. Tell the outcome of the scene. 9. Describe what happens when Winston and Julia meet after they have been released. Include the verse that Winston hears. 10. What is Winston thinking at the end of the novel? Appendix, Afterword 1. What is Newspeak and what is its purpose? 2. Explain what is in the A vocabulary of Newspeak. 3. What two things about the grammar of Newspeak are peculiar? 4. Explain what is in the B vocabulary of Newspeak. Give examples. 5.What aspect of the B vocabulary outweighs almost all others? 6. Explain what is in the C vocabulary of Newspeak. Who uses this part of the language? For what is there no word? Why?

7. According to the Afterword, what are the mood and warning expressed in the novel 1984? 8. With what real concept from the era around 1961 does Orwell connect the dictatorial society in 1984? 9. In the Afterword, what point about doublethink is made? 10. According to the Afterword, what warning is Orwell giving anyone who reads 1984?

AP English Language & Composition

Text: The Best American Essays of 2015 by Ariel Levy

Assignment: Congratulations on your decision to take Advanced

Placement English Language and Composition. This is a rewarding,

rigorous course that will enable you to develop your reading and writing

skills; of course, this course will require commitment and hard work. But

you are not alone: I, as your teacher, will guide you and help you to

excel; and you, as my student, will help me teach you what you need to

know to succeed. Together we will prepare for the AP test; together we

will do our best to succeed so that you may receive college credit. Yes,

we will work rigorously and diligently, but it will bring us great satisfaction and reward. Now, August is

just around the corner and the summer reading will help you get ready to succeed in May. (Please keep

in mind that attendance is critical. You must be in class to learn; any day you are absent is a day you

failed to learn something! This is not hyperbole but truth.)

This course requires that you purchase texts. The first text you will purchase is the summer reading,

which is available at local booksellers and at internet bookstores. The coursework may demand that we

refer to this text throughout the year; thus having your own copy to annotate and highlight will be

necessary. You must only purchase paperback or hardcover books (not Kindle or ebook) as you will be

required to submit written annotations. Often, you can purchase these books at a discount at used

bookstores.

Kindly read and annotate the assigned text (see examples of appropriate annotations below). Let me

reiterate: your text should be fully annotated. (I urge you to read these works carefully and in their

entirety, becoming intimate with each text.)

Summer reading is due the First Day You Arrive to Class.

During the first week of class, be prepared to write convincing arguments that respond to questions

regarding the summer reading. Please heed the following warning: Do not rely on Cliff’s Notes, Spark

Notes, Pink Monkey, E Notes, etc. as a total preparation because doing so will result in limited,

inauthentic, unconvincing papers.

Best,

Your AP English Language instructor

P.S. Seniors have an additional summer assignment: Identify and research eight colleges/universities of

interest. Use Doral’s www.naviance.com/. Develop a Google doc to accumulate all pertinent data. Then,

write three application letters that address/respond to former questions/prompts from three schools (a

dream, a maybe, and a for sure school.) Students: Assist one another in this assignment.

AP English Literature & Composition

Welcome to AP English Literature and Composition

AP English Literature and Composition is designed to parallel a first year college literature and composition class.

As a consequence, the level of work and study required will be rigorous and demanding. You will study in-depth a

range of literary works reflective of a college curriculum. Through the course work you will develop a deep,

focused, sophisticated, and dynamic critical voice that will serve you well in all your university level work.

It is expected that you come to the class with a strong background in academic writing and have a high level of

proficiency in organization and mechanics. This course will hone those skills as well as develop your ability to write

for a specific audience and purpose. Initially, your essays will be analyzed and deconstructed to develop and

improve your style to become a more effective writer. However, as you write and respond to cold reads, the AP style

essay will become second nature to you, and you will begin to respond to literary writing intelligently, quickly, and

articulately with fewer and less egregious errors.

As the course is also explicitly designed to prepare you for the AP English Literature

and Composition exam in May, each student is expected to take the test.

The following text is required for the summer and the school year:

1) RESOURCE TEXT: How to Read Literature Like a Professor (Thomas

Foster) – this book will be a go-to book throughout the year. It is essential to

have this book on the first day of class.

You must choose ONE other text from the list below to accommodate the above text:

2) CLASSIC/LITERARY TEXT: All the King’s Men (Robert Penn Warren)

3) CONTEMPORARY/COMMERICAL TEXT: How Sweet It Is! (Thane

Rosenbaum)

Books 2 and 3 are fictional novels dealing with the nature of politics and man’s

desire for power. Warren’s book is a classic and is often taught in election years.

Additionally, Rosenbaum’s book is a new release (2015) and is set in Miami

during both the Republican & Democratic conventions. Luckily for us, this is

an election year and both the Democratic and Republican conventions will take

place in late July (just before school starts).

Assignment - Complete ALL Three Tasks:

TASK #1: Read and Complete a Reading Record (see attached) for one of the novels (All the King’s the

Men OR How Sweet It Is!)

TASK #2: You will find enclosed “Writing Assignments for How to Read Literature Like Professor.”

Select and thoroughly complete ten assignments from the list. Please type your responses (12 point font,

double-spaced), and title each response as noted on the assignments page, keeping them in sequential

order.

TASK #3: Choose one AP Prompt from the List of AP Prompts (see below) and write a 300 word essay.

READING RECORD (FOR TASK #1)

In order to keep a record of your reading and to concisely summarize important information for use on the

AP test you will need to keep an accurate Reading Record. Reading Records should be typed and include

the following information:

Title:

Author:

Genre:

Setting (the where, when and social/cultural context) and significance (if any)

Point of View and significance (if any)

Atmosphere – the mood or feeling of the piece

Tone – the reflection of the writer’s attitude, manner, mood and moral outlook – tone may be friendly,

detached, pompous, officious, intimate, bantering and so forth.

Protagonist – the principal character that typically changes through the course of the work.

Antagonist – the character/ force against which the protagonist is pitted. The antagonist may be another

character, something in nature of society, or even an internal force within the protagonist.

External Conflict – the struggle that occurs when a character is pitted against an outside force, such as

another character, a physical obstacle, or an aspect of nature or society.

Internal Conflict – the struggle that takes place within a character.

Protagonist’s Epiphany/Insight into the world ( if any)

Climax

Other Significant Characters and their Roles (e.g. confidant to the protagonist, comic relief, character

foil, etc.) A foil is a character that provides a striking contrast to another character. By using a foil, a

writer calls attention to certain traits possessed by a main character or simply enhances a character by

contrast.

Significant Literary Devices (irony, symbol, figurative language, etc.) and their effect (development of

theme, character, tone, atmosphere, etc.)

Style – Select textual evidence of the author’s style and write a paragraph discussion of the effect

created.

Major Theme – Theme is the central idea or message in a work of literature. Theme should not be

confused with subject or what the work is about. Rather, theme is a perception about life or human nature

shared with the reader. One way to discover the theme of a work is to think about what happens to the

central characters. The importance of those events, stated in terms that apply to all human beings, is often

the theme. A theme statement contains both a subject and a verb.

Minor Themes

Select three particularly memorable or significant quotes (You will not only have to include it in your

reading record, but you will also need to memorize it. Be prepared to recite it on demand.)

WRITING ASSIGNMENTS FOR

HOW TO READ LITERATURE LIKE A PROFESSOR

BY THOMAS C. FOSTER

(EACH SECTION OF THE BOOK HAS AN ASSIGNMENT)

ASSIGNMENT #1: Introduction: How’d He Do That?

How do memory, symbol, and pattern affect the reading of literature? How does the recognition of

patterns make it easier to read complicated literature? Discuss a time when your appreciation of a literary

work was enhanced by understanding symbol or pattern.

Required Length: .5 pg.

ASSIGNMENT #2: Chapter 1 – Every Trip Is a Quest (Except When It’s Not)

List the five aspects of the QUEST and then apply them to something you have read (or viewed) in the

form used on pages 3-5.


ASSIGNMENT #3: Chapter 2 – Nice to Eat with You: Acts of Communion

Choose a meal from a literary work and apply the ideas of Chapter 2 to this literary depiction.


ASSIGNMENT #4: Chapter 3 – Nice to Eat You: Acts of Vampires

What are the essentials of the Vampire story? Apply this to a literary work you have read or viewed.


ASSIGNMENT #5: Chapter 4 – If It’s Square, It’s a Sonnet

Select three sonnets and show which form they are. Discuss how their content reflects the form. (Submit

the copies of the sonnets, marked to show your analysis).

Required Length: 1 paragraph/sonnet (~5 sentences each)

ASSIGNMENT #6: Chapter 5 – Now, Where Have I Seen Her Before?

Define intertextuality. Discuss three examples that have helped you in reading specific works.


ASSIGNMENT #7: Chapter 6 – When in Doubt, It’s from Shakespeare…

Discuss a work that you are familiar with that alludes to or reflects Shakespeare. Show how the author

uses this connection thematically. Read pages 44-46 carefully. In these pages, Foster shows how Fugard

reflects Shakespeare through both plot and theme. In your discussion, focus on theme.


ASSIGNMENT #8: Chapter 7 - …Or the Bible

Read “Araby” (available online). Discuss Biblical allusions that Foster does not mention. Look at the

example of the “two great jars.” Be creative and imaginative in these connections.


ASSIGNMENT #9: Chapter 8 – Hanseldee and Greteldum

Think of a work of literature that reflects a fairy tale. Discuss the parallels. Does it create irony or

deepen appreciation?


ASSIGNMENT #10: Chapter 9 – It’s Greek to Me

Write a free verse poem derived or inspired by characters or situations from Greek mythology. Be

prepared for share your poem with the class.

Required Length: Not applicable

ASSIGNMENT #11: Chapter 10 – It’s More Than Just Rain or Snow

Discuss the importance of weather in a specific literary work, not in terms of plot.


ASSIGNMENT #12: Interlude – Does He Mean That

Chapter 11 - …More Than It’s Gonna Hurt You: Concerning Violence

Present examples of the two kinds of violence found in literature. Show how the effects are different.


ASSIGNMENT #13: Chapter 12 – Is That a Symbol?

Use the process described on page 106, and investigate the symbolism of the fence in “Araby.”

(Mangan’s sister stands behind it.)


ASSIGNMENT #14: Chapter 13 – It’s All Political

Assume that Foster is right and “it is all political.” Use his criteria to show that one of the major works

assigned to you as a freshman is political.


ASSIGNMENT #15: Chapter 14 – Yes, She’s a Christ Figure, Too

Apply the criteria on page 119 to a major character in a significant literary work. Try to choose a

character that will have many matches. This is a particularly apt tool for analyzing film – for example,

Star Wars, Cool Hand Luke, Excalibur, Malcolm X, Braveheart, Spartacus, Gladiator and Ben-Hur.


ASSIGNMENT #16: Chapter 15 – Flights of Fancy

Select a literary work in which flight signifies escape or freedom. Explain in detail.


ASSIGNMENT #17: Chapter 16 – It’s All About Sex…

Chapter 17 - …Except the Sex

OK… the sex chapters. The key idea from this chapter is that “scenes in which sex is coded rather than

explicit can work at multiple levels and sometimes be more intense than literal depictions” (141). In other

words, sex is often suggested with much more art and effort than it is described, and, if the author is doing

his job, it reflects and creates theme or character. Choose a novel or movie in which sex is suggested, but

not described, and discuss how the relationship is suggested and how this implication affects the theme or

develops characterization.


ASSIGNMENT #18: Chapter 18 – If She Comes Up, It’s Baptism

Think of a “baptism scene” from a significant literary work. How was the character different after the

experience? Discuss.


ASSIGNMENT #19: Chapter 19 – Geography Matters…

Discuss at least four different aspects of a specific literary work that Foster would classify under

“geography.”


ASSIGNMENT #20: Chapter 20 - …So Does Season

Find a poem that mentions a specific season. Then discuss how the poet uses the season in a meaningful,

traditional, or unusual way. (submit a copy of the poem with your analysis.)


ASSIGNMENT #21: Interlude – One Story

Write your own definition for archetype. Then identify an archetypal story and apply it to a literary work

with which you are familiar.


ASSIGNMENT #22: Chapter 21 – Marked for Greatness

Figure out Harry Potter’s scar. If you aren’t familiar with Harry Potter, select another character with a

physical imperfection and analyze its implications for characterization.


ASSIGNMENT #23: Chapter 22 – He’s Blind for a Reason, You Know

Chapter 23 – It’s Never Just Heart Disease…

Chapter 24 - …And Rarely Just Illness

Recall two characters who die of a disease in a literary work. Consider how these deaths reflect the

“principles governing the use of disease in literature” (215-217). Discuss the effectiveness of the death as

a related to plot, theme, or symbolism.


ASSIGNMENT #24: Chapter 25 – Don’t Read with Your Eyes

After reading Chapter 25, choose a scene or episode from a novel, play, or epic written before the

twentieth century. Contrast how it could be viewed by a reader from the twenty-first century with how it

might be viewed by a contemporary reader. Focus on specific assumptions that the author makes,

assumptions that would not make it in this century.


ASSIGNMENT #25: Chapter 26 – Is He Serious? And Other Ironies

Select an ironic literary work and explain the multivocal nature of the irony in the work.


ASSIGNMENT #26: Chapter 27 – A Test Case

Read “The Garden Party” by Katherine Mansfield, the short story starting on page 245. Complete the

exercise on pages 265-266, following the directions exactly. Then compare your writing with the three

examples. How did you do? What does the essay that follows comparing Laura with Persephone add to

your appreciation of Mansfield’s story?


ASSIGNMENT #27: Envoi

Choose a motif not discussed in this book (as the horse reference on page 280) and note its appearance in

three or four different works. What does this idea seem to signify?


AP PROMPTS (For TASK #3)

1987: Some novels and plays seem to advocate changes in social or political attitudes or in traditions.

Choose such a novel or play and note briefly the particular attitudes or traditions that the author

apparently wishes to modify. Then analyze the techniques the author uses to influence the reader’s or

audience’s views.

2009: Many works of literature deal with political or social issues. Choose a novel or play that focuses on

a political or social issue. Then write an essay in which you analyze how the author uses literary elements

to explore this issue and explain how the issue contributes to the meaning of the work as a whole. Do not

merely summarize the plot.

2015: In literary works, cruelty often functions as a crucial motivation or a major social or political factor.

Select a novel, play, or epic poem in which acts of cruelty are important to the theme. Then write a well-

developed essay analyzing how cruelty functions in the work as a whole and what the cruelty reveals

about the perpetrator and/or victim.

english department · english department summer projects 2016-2017 greetings, firebird! below, as...

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