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AP English Literature and Composition About the Advanced Placement ProgramThe Advanced Placement Program enables willing and academically prepared students to pursue college-level studies — with the opportunity to earn college credit, advanced placement, or both — while still in high school. AP Exams are given each year in May. Students who earn a qualifying score on an AP Exam are typically eligible to receive college credit and/or placement into advanced courses in college. Course Overview The AP English Literature and Composition course aligns to an introductory college-level literary analysis course. The course engages students in the close reading and critical analysis of imaginative literature to deepen their understanding of the ways writers use language to provide both meaning and pleasure. As they read, students consider a work’s structure, style, and themes, as well as its use of figurative language, imagery, symbolism, and tone. Writing assignments include expository, analytical, and argumentative essays that require students to analyze and interpret literary works.Course Content The course is designed to help students become skilled readers and writers through engagement with the following course requirements: Reading complex imaginative literature (fiction, drama, and poetry) appropriate for college-level studyWriting an interpretation of a piece of literature that is based on a careful observation of textual details, considering the work’s structure, style, and themes; the social and historical values it reflects and embodies; and such elements as the use of figurative language, imagery, symbolism, and tone Composing in several forms (e.g., narrative, expository, analytical, and argumentative essays) based on students’ analyses of literary texts Writing that proceeds through several stages or drafts, with revision aided by teacher and peers Writing informally (e.g., response journals, textual annotations, collaborative writing), which helps students better understand the texts they are reading Revising their work to develop a wide-ranging vocabulary used appropriately and effectively; a variety of sentence structures, including appropriate use of subordination and coordination; logical organization, enhanced by techniques such as repetition, transitions, and emphasis; a balance of generalization and specific, illustrative detail; and an effective use of rhetoric, including tone, voice, diction, and sentence structure. Source: Expectations Because we have significantly higher expectations at the AP level, our department has committed to having a summer assignment for this class. Please understand that this assignment is due in its entirety on the first day of the school year. Moreover, you should understand that the expectations for the completion of this assignment are high. This is a college-level class, and even this first assignment will be treated as such. Take some time; put in some effort; truly do your best. And finally, the grade on this assignment will be a major factor in your class grade for the first quarter; thus, not doing the assignment (and, consequently, receiving a 0) will negatively impact your grade from day one.Next, you need to make sure that you are committed to this level class for the entire school year. In-year schedule changes for individual students are highly discouraged and, most times, pragmatically next-to-impossible. Therefore, if you are not fully convinced that this is the correct placement for you, then you may want to consider a possible schedule change now, since later, there may be no other place for you. Finally, you need to recognize the magnitude that our department places on academic integrity concerning not only the summer assignment but also all assignments in the class throughout the school year. When we ask that a novel be read, then we fully expect you to read the entire novel. The use of Spark Notes, Cliffs’ Notes, or the like in place of interacting with the entire text is academically unethical and, therefore, unacceptable within this class. Plus, any hint of copying (or “using” or “borrowing” or “looking over”) another student’s homework in place of doing the assignment yourself is also unethical and unacceptable.Please make sure that you understand all of these expectations as you take on the class and the following assignment. Also, please feel free to contact me at robertar@ if you have any questions or concerns.2018 AP English Literature Summer Assignment*Due on the first day of class!*279400129541Essential Questions: How does an author develop his or her views on the relationship between personal identity and culture? How does an author use character development, literary devices, and other narrative techniques to reveal these views?00Essential Questions: How does an author develop his or her views on the relationship between personal identity and culture? How does an author use character development, literary devices, and other narrative techniques to reveal these views?Directions (to be completed in this order): You are to get a copy of One Flew Over the Cuckoo’s Nest by Ken Kesey. There are numerous avenues as to how you can get a copy:Check it out from Shadle’s bookroom.Check it out from a local library.Buy your own hard copy from a bookstore or online (not required).Download it to your electronic device. You are to read the entire novel while keeping a triple-entry journal that should look like the following:Chapter and page #QuotationSignificant Commentary (as to the importance of this quotation)This triple-entry journaling should include your notations on the following:Plot observations and/or questions,Character observations and/or questions,Narrative techniques utilized (e.g., setting, atmosphere, organization, suspense, foreshadowing, etc.),Literary devices noticed (e.g., motifs, metaphors, juxtaposition, symbolism, diction, imagery, irony, etc.). *You must have at least 1 quotation per chapter. (Please understand that is a minimum, not a suggestion.)At the end of your triple-entry journal, write out in a single sentence what you believe to be Kesey’s theme. (Hint: What is the overall message about humanity that Kesey is trying to get across?)You will then write/type answers to 4 questions. You should choose 1 question from each category (characters, plot, point of view, and literary devices) from the “READ-THINK-TALK” page in this packet. Please note that answers should never be single words or single sentences. This is a collegiate-level class, and all answers need to display collegiate-level effort, collegiate-level textual support, and collegiate-level analysis. Take some time to show that you have thought about these questions in depth and that you have interacted with that text on a significant level. USE SPECIFIC EXAMPLES FROM THE TEXT TO SUPPORT ALL ANSWERS.Look over the “Discussion Questions” page. We will be using those to guide our in-class discussions and even our ICWs within the first weeks of the new school year.Annotations RubricIdentifying your quotesChapter, page, speaker, quote, and commentary are clearly and consistently labeled. The frequency of your commentsThe reader demonstrates sophisticated awareness that all parts of the novel are significant to understanding of the text as a whole. Entries are very frequent and are recorded throughout the novel. No sizeable section is overlooked. The quality of your commentsThe reader focuses his/her reading on the development of character and his/her self-discovery. The reader reveals complex analysis by using multiple and varied reading strategies (analyzing literary devices, asking questions, predicting, determining importance, making connections, interpreting the author’s motifs etc.) These responses demonstrate thorough understanding and interpretation of text as a whole.Writing RubricEvaluationDescriptorsEffective(8-9)Responds to the prompt clearly, directly, and fully; approaches the text analytically, supports a coherent thesis with evidence from the text, and explains how the evidence illustrates and reinforces its thesis; employs subtlety in its use of the text and the style is fluent and flexible; is free of mechanical and grammatical errorsAdequate(6-7)Responds to the assignment clearly and directly but with less development; demonstrates a good understanding of the text and supports its thesis with appropriate textual evidence; uses the text competently; is clear with few (if any) grammatical and mechanical errors.Inconsistent(5)Addresses the assigned topic intelligently but does not answer it fully and specifically; is characterized by a good but general grasp of the text; employs textual evidence sparingly or offers evidence without attaching it to the thesis; is clear and organized but somewhat formulaic; may be marred by grammatical and mechanical errors.Inadequate(3-4)Fails in some important way to fulfill the demands of the prompt; may not address part of the assignment, may fail to provide minimal textual support for its thesis, or may base its analysis on a misreading of the text; is uneven in development with lapses in organization, clarity, grammar, and mechanics.Unsuccessful(1-2)Commonly combines two or more serious failures: it may not address the actual assignment, it may indicate a serious misreading of the text, it may not offer textual evidence or may use it in a way that suggests a failure to understand the text, or it may be unclear, badly written, or unacceptably brief; is usually marked by egregious errors in grammar and conventions; is generally devoid of applicable content.READ-THINK-TALK-5803901102360CHARACTERS00CHARACTERS-6457957230110LITERARY DEVICES00LITERARY DEVICES-5953115535612POINT OF VIEW00POINT OF VIEW-3171823544887PLOT00PLOT? Are the characters convincing? Do they come alive for you? How would you describe them — as sympathetic, likeable, thoughtful, intelligent, innocent, naive, strong or weak? Something else?? Do you identify with any characters? Are you able to look at events in the book through their eyes—even if you don’t like or approve of them? Do they remind you of people in your own life? Or yourself?? Are characters developed psychologically and emotionally? Do you have access to their inner thoughts and motivations? Or do you know them mostly through dialogue and action?? Do any characters change or grow by the end of the story? Do they come to view the world and their relationship to it differently?? Is the story plot-driven, moving briskly from event to event? Or is it character-driven, moving more slowly, delving into characters' inner-lives?? What is the story’s central conflict—character vs. character...vs. society...or vs. nature (external)? Or an emotional struggle within the character (internal)? How does the conflict create tension?? Is the plot chronological? Or does it veer back and forth between past and present?? Is the ending a surprise or predictable? Does the end unfold naturally? Or is it forced, heavy handed, or manipulative? Is the ending satisfying, or would you prefer a different ending?? Who tells the story—a character (1st-person narrator)? Or an unidentified voice outside the story (3rd-person narrator)? Does one person narrate—or are there shifting points of view?? What does the narrator know? Is the narrator privy to the inner-life of one or more of the characters...or none? What does the narrator let you know?? What about theme—the larger meanings behind the work? What ideas does the author explore? What is he or she trying to say?? Symbols intensify meaning. Can you identify any in the book—people, actions, or objects that stand for something greater than themselves?? What about irony—a different outcome, or reality, than expected. Irony mimics real life: the opposite happens from what we desire or intend...unintended consequences.(Read-Think-Talk by LitLovers. Please feel free to use, online or off, with attribution. Thanks.)One Flew Over the Cuckoo's Nest (Kesey)—Discussion Questions 1. In what way is Kesey's novel representative of the 1960s? (You might want to do a little research into the era.) The book, issued in 1962, is nearly 50 years old. Are the thematic concerns of Cuckoo's Nest still relevant today, do they speak to the 21st century, or are they outdated?2. Cuckoo's Nest centers around a classic plot device—the introduction of disorder into an ordered environment. How does Randle McMurphy destabilize the psychiatric ward? First, discuss how "order" is maintained...who enforces it...and what form "order" takes. Then talk about what happens when McMurphy enters the story.3. Was Chief Bromden mentally insane when he was committed to the hospital 10 years ago? How does he appear when we first meet him? What is the cause of his hallucinatory fog—his medications or his paranoia or...?4. Trace the change in Bromden that occurs over the course of the novel. What does he come to understand about himself? Why he has he presented himself as "deaf and dumb"? Why does he believe he has lost his once prodigious strength? What effect does McMurphy have on him?5. At one point, Bromden pleads with the reader to believe him. He says, "But it's the truth even if it didn't happen." What does he mean—how can something be true if it's not based in reality?6. Is McMurphy crazy? Under what circumstances does he enter the hospital ward? What does McMurphy represent symbolically? Can he be seen as a Christ figure, one who sacrifices himself for the good of others? 7. What is Dr. Spivey's theory of the Therapeutic Community, and how does McMurphy challenge it? What does he mean when he compares the process to a flock of chickens?8. As a follow-up to Question 4, what does Nurse Ratched represent? What's funny, by the way, about her name? Talk about her ability to disguise her true "hideous self,” which she shows readily to Bromden and the aides, from the patients. Bromden sees her as a combine and nicknames her "Big Nurse." What are the implications of those words?9. How does Ratched maintain power over her patients?10. How does Ratched eventually gain control over McMurphy? Why does he gradually submit to her—and why does the newly subdued McMurphy confuse the other patients? What has he become to them?11. Talk about the fishing trip that McMurphy arranges for the inmates. What does McMurphy teach the other patients about being on the outside? What's the symbolic significance of the fishing expedition?12. Why doesn't McMurphy escape from the ward the night that Billy has his "date" with Candy?13. Ultimately, Ratched loses her hold over the ward. Why?14. What is this novel about? What dichotomy is being suggested by Ratched and the hospital vs. the patients? Good vs. evil? Power & authority vs. freedom? Repression vs. expression? Women vs. men? The machine vs. nature? Other?15. Why does Bromden narrate rather than McMurphy?16. Ultimately, how does Ken Kesey challenge societal notions of sanity and insanity? Who is sick, according to Kesey?17. Who is the book's hero? Why?18. What is the title's significance?(Questions by LitLovers. Please feel free to use them, online or off, with attribution. Thanks.) ................
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