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AP Literature and Composition 2015-2016Mrs. Loux (jloux@) Summer ProjectCore Texts:The Oedipus Cycle by Sophocles (translated by Dudley Fitts and Robert Fitzgerald)Aristotle’s “Poetics” ()Resource Texts:Thomas Foster’s How to Read Literature Like a Professor ()Perrine’s Sound and Sense: An Introduction to PoetryStunk and White’s The Elements of Style ()______________________________________________________________________________PART I: Aristotle’s “Poetics”Directions: Read Aristotle’s “Poetics (Part I-Part XXVI) and take close reading notes. You can access the document via . Keep in mind the below questions and be prepared to discuss in class. What does Aristotle mean when he says “poetry is a mode of imitation”? What are the three differences/categories of imitation? Define each one.What are the most popular distinctions between tragedy and comedy?According to Aristotle, what qualities make a “perfect” tragic plot?Although the audience may be moved by pity, fear, and associated emotions, why might they also have a feeling of exhilaration and hope?Aristotle says, “Even without the aid of the eye, he who hears the tale told will thrill with horror and melt to pity at what takes Place. This is the impression we should receive from hearing the story of the Oedipus”. Did this happen for you as the reader?______________________________________________________________________________PART II: VocabularyDirections: Define the following vocabulary words using Aristotle’s text and any other scholarly online sources. Record the definitions and keep in your notebook.TragedyComedyMelodrama FarceImitationPrologosParadosEpisodesChoric OdeExodusSophoclesThird Actor/ChorusTragic HeroTragic FlawHuman FallibilityUnity of ActionUnity of TimeUnity of PlaceCrisis of feelingHubrisHamartia AnagnorisisPeripeteia PathosCatharsisThe best tragic plotsPlotComplicationDenouementChief charactersThoughtDictionSongSpectacleProtagonistDeus ex machinaSix characteristics of the archetypical tragic hero and storyPART III: How to Read Literature Like a Professor by Thomas Foster Directions: Read Chapter 5 and Chapter 22 from Thomas Foster’s text, How to Read Literature Like a Professor. Access these chapters online via or download them from our class website under “Class Handouts”. Make annotations on the two chapters and answer the below questions on a separate piece of paper or type your responses on the computer. Bring to class and be prepared to discuss!Chapter 5 “Now, Where Have I Seen Her Before?”What does Foster mean when he writes, “there is no such thing as a wholly original work of literature” (29)?Why does Foster say, “there is only one story” (32)? What is that story? How does T.S. Eliot explain this?In your own words, define “intertextuality” (34). How can Foster’s theory of “intertextuality” help us understand The Oedipus Cycle on a deeper and more analytic level?Give one example of how you can “connect the dots” between:The Oedipus Cycle and another piece of literature (Text-to-text connection)The Oedipus Cycle and our world today (Text-to-world connection)Chapter 22: “He’s Blind for a Reason, You Know”Why might a writer introduce a blind character in his or her story?In literature, what is just as challenging—but equally important—as finding answers?Describe Foster’s “Indiana Jones Principle” According to Foster and what you know about Oedipus, what did he acquire later in life? Why?________________________________________________________________________PART IV: EssayRead all three plays in the trilogy: The Oedipus Cycle (translated by Dudley Fitts and Robert Fitzgerald)One definition of madness is “mental delusion or the eccentric behavior arising from it.” However, Emily Dickenson’s poem offers a more philosophical interpretation of madness. Carefully close read the following Dickenson poem, using Perrine’s Sound and Sense as a guide for poetry analysis and apply the TPCASTT strategy: Much Madness is divinest Sense – To a discerning Eye --Much Sense -- the starkest Madness – 'Tis the Majority In this, as All, prevail --Assent -- and you are sane --Demur -- you're straightway dangerous – And handled with a Chain – The Prompt: Novelists and playwrights have often seen madness with a “discerning Eye.” In the Sophocles trilogy, the characters’ apparent madness or irrational behavior plays an important role. Think of their behavior in these plays in terms of Dickenson’s philosophical meaning of madness. Then write a well-organized essay in which you analyze how Sophocles’ “discerning eye” illustrates Dickenson’s of madness and explain how this madness or irrational behavior might be judged reasonable. Use The Elements of Style by Strunk and White as a resource for writing concisely and precisely. This text may be found online (). Submission:Essays are due via Google Docs no later than Monday, August 24 2014 at 11:59pm. Share a Google Doc FOLDER with mrslouxphs@. Title the folder with your first and last name (Ie: Jessica Loux). Inside the folder include your summer reading essay titled “Sophocles Summer Essay”.**Please be sure that you upload your essay as a GOOGLE DOC (not a Microsoft Word Document). This will allow me to comment and edit your paper directly on the document. Essay Rubric: Your essay will be scored using the AP Literature and Composition 9-point rubric. See descriptions of scores and numerical grade below.9-8 Superior papers are specific in their references, cogent in their definitions, and free of plot summary that is not relevant to the question. These essays need not be without flaws, but they demonstrate the writer's ability to discuss a literary work with insight and understanding and to control a wide range of the elements of effective composition. At all times they stay focused on the prompt, providing specific support--mostly through direct quotations--and connecting scholarly commentary to the overall meaning. 7-6 These papers are less thorough, less perceptive or less specific than 9-8 papers. They are well-written but with less maturity and control. While they demonstrate the writer's ability to analyze a literary work, they reveal a more limited understanding and less stylistic maturity than do the papers in the 9-8 range. 5 Safe and “plastic,” superficiality characterizes these essays. Discussion of meaning may be formulaic, mechanical, or inadequately related to the chosen details. Typically, these essays reveal simplistic thinking and/or immature writing. They usually demonstrate inconsistent control over the elements of composition and are not as well conceived, organized, or developed as the upper half papers. However, the writing is sufficient to convey the writer's ideas, stays mostly focused on the prompt, and contains at least some effort to produce analysis, direct or indirect. 4-3 Discussion is likely to be unpersuasive, perfunctory, underdeveloped or misguided. The meaning they deduce may be inaccurate or insubstantial and not clearly related to the question. Part of the question may be omitted altogether. The writing may convey the writer's ideas, but it reveals weak control over such elements as diction, organization, syntax or grammar. Typically, these essays contain significant misinterpretations of the question or the work they discuss; they may also contain little, if any, supporting evidence, and practice paraphrase and plot summary at the expense of analysis. 2-1 These essays compound the weakness of essays in the 4-3 range and are frequently unacceptably brief. They are poorly written on several counts, including many distracting errors in grammar and mechanics. Although the writer may have made some effort.9=958=907=856=805=754=703=652=601=550=50PART V: Poetry Close Reading Directions: ?Choose five poems from the following list and annotate each of them. You must choose at least one from each category. ?Answer the questions for EACH of the poems you choose. ?Read the poem more than once BEFORE you begin analysis. ?Challenge yourself! Select poems of different lengths, time periods and authors; the higher the category, the more challenging the poems become.Category 1:“As I Walked Out One Evening” –W.H. Auden“They Flee From Me” –Thomas Wyatt“Do Not Go Gentle Into That Good Night” –Dylan Thomas“Because I Could Not Stop For Death” –Emily Dickinson “There Are Birds Here” –Jamaal May“Testimonial” –Rita Dove “A Display of Macarel” –Mark Doty“Carnival” –Rebecca Lindenberg “To the Desert” –Benjamin Alire Saenz “The Death of Allegory” –Billy Collins “How I Discovered Poetry” –Marilyn Nelson“In the Waiting Room” –Elizabeth Bishop“Siren Song” –Margaret Atwood“Mending Wall” –Robert Frost“Safe in their Alabaster Chamber” –Emily DickinsonCategory 2: “somewhere i have never travelled, gladly beyond” - e e cummings “Poem about People” - Robert Pinsky“And Soul” - Eavan Boland“The Lost Land” - Eavan Boland“Camouflaging the Chimera” - Yusef Komunyakaa“Pride” - Yusef Komunyakaa“The Universe as Primal Scream” - Tracy K. Smith“Banneker” - Rita Dove“Beat! Beat! Drums!” - Walt Whitman“To His Coy Mistress” –Andrew Marvell“Sunday Morning” –Wallace Steve“How We Made a New Art on Old Ground” - Eavan BolandCategory 3:“The War Horse” - Eavan Boland“Duende” - Tracy K. Smith“I Am Waiting” - Lawrence Ferlinghetti“Ode on a Grecian Urn” –John Keats“The Love Song of Alfred J. Prufrock” –T.S. Eliot“Ulysses” –Alfred Lord TennysonQuestions for close reading: Analyze the TITLE of the poem. ?Is it symbolic? ?Descriptive? ?Ironic? Why do you think the author chose this title? ?How does it relate to the overall poem?PARAPHRASE the poem. ?Provide a brief summary in your own words. ?What is the poem about? ?Are there any conflicts? Is there a SETTING? ?If so, how does the author make use of the setting?Analyze the FIGURATIVE LANGUAGE in the poem. (ie: simile, metaphor, personification, imagery). ?How does the author use these elements to convey meaning?Does the poem use ALLUSIONS? How does the use of other works of literature relate to or add to the meaning of the poem?Identify the TONE in the poem. ?What is the author’s attitude toward the subject matter?Is there a SHIFT in the poem? A change in tone, point of view, speaker, meaning? How does the shift relate to the overall meaning?Read the poem out loud. ?How does the SOUND contribute to the meaning? ?Does the RHYTHM affect the meaning of the poem?Identify the THEME of the poem. ?What is the overall message? What does the author expect the reader to learn or experience from the poem? Is there a historical (world event, period of time) or cultural (gender, race, class) aspect? How does the poem make YOU feel? ? CategoryLimited Proficiency50-59Partially Proficient60-69Proficient70-79Above Proficient80-89Highly Proficient90-100AnnotationNo annotation for the majority of the poemLimited annotation of the poemBasic annotation of the poem. Some major elements included, but some missingClear and specific annotation; all major elements coveredAnalytical annotation, including questions that facilitate discussion and analysis of the poem IdentificationIdentifies little to no boldfaced elements in questionsIdentifies some but ignores or misses manyIdentifies many with some level of detailIdentifies most elements thoroughly Identifies all bold faced elements thoroughlyAnalysisProvides little to no explanation/ interpretation of identified elementsProvides limited or partial explanation, often with varying levels of misinterpretationProvides sufficient and mostly accurate analysis of many elementsAccurately explains and interprets most elements of the textGives thorough, precise, and accurate analysis of almost all identifiable elementsInsightMakes no connections beyond the textAttempts connections beyond the text but lacks full understandingFew connections and limited understanding beyond the textMakes connections and shows some understanding beyond the textExtends understanding and connections beyond the textOverall ComprehensionShows a lack of comprehension or misinterprets message of the textShows limited comprehension of the text; primarily on a literal levelShows comprehension of the text with some evidence of figurate/connotative meaningShows comprehension of the text with evidence of understanding and limited understanding of connotative meaningShows command of comprehension with evidence of accurate interpretation and connotative meaningSubmission:Close reading and questions are due in YOUR Google Doc folder NO LATER than Tuesday, September 1, 2015 by 11:59PM. **Please be sure that you upload your close readings and questions responses as a GOOGLE DOC (not a Microsoft Word Document). 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