2012 AP Prompt #3 Link

http://apcentral.collegeboard.com/apc/public/repository/ap2012_frq_eng_language.pdf

For Journal #22. :)

I Have a Dream

In AP English Language, the students had an assignment to write an "I Have a Dream" speech. They were able to use whatever tone they wished. We were not poking any fun at the speech, which is amazing, but we were trying to imitate some of Dr. Martin Luther King, Jr.'s rhetorical strategies. Some were serious and some were funny, but everyone tried to use repetition, allusion, and metaphor to rally their audience to a cause. I thought it would be fun to share mine, which was trying to rally people to root for the Los Angeles Lakers, even though they hate them. It was a fun class. The AP students are wonderful hard workers.

https://docs.google.com/open?id=0B-suvwxfUfn8WmpVTDRrQjkxcms

AP Free Response #1 (2002) - Lincoln's Speech

http://www.collegeboard.com/prod_downloads/ap/students/english/eng_lang_frq_02.pdf

1984 Essay Topics - Due November 2 (B Day) or November 5 (A Day)

1. Erich Fromm, in the "Afterword" in the Signet Classic edition of 1984, states:

"George Orwell's 1984 is the expression of a mood, and it is a warning. The mood it expresses is that of near despair about the future of man, and the warning is that unless the course of history changes, men all over the world will lose their most human qualities, will become soulless automatons and will not even be aware of it." (p. 313)

What specifically is the warning about? Cite examples from the book that highlight Fromm's concerns.

2. In 1984 the Party is able to generate enthusiasm for war, no matter the enemy or the local conditions. What methods does it use to build support for war and how do the citizens respond? What does this suggest about human behavior?
3. How is Julia characterized? In what ways is she different from Winston? What are her major interests and concerns? Why is she willing to rebel against the Party?
4. One of the most frightening aspects of 1984 is "Newspeak," the systematic deterioration of language as a medium of truth, e.g. "War is Peace," "Freedom is Slavery." Why do the people in the novel accept these so-called truths? How are they used as tools to manipulate opinion and reinforce the total dominance of the state? Can you find examples in our own day of the corruption of language as a dependable reflection of reality?
5. Would Winston have been better off not challenging the party and keeping his rebellious thoughts to himself in order to preserve his personal safety and dignity? In the face of totalitarian rule, is it better to dissent in silence and close one's eyes to atrocities and excesses in order to survive? Is there any way he might have succeeded in challenging the party? Explain your point of view using Winston and Julia's experiences.
6. Some of the surveillance technologies that appear in 1984 are now realities that we take for granted, such as closed circuit television cameras and GPS devices. Discuss the use of technology to control public and private behavior in 1984 and in the present. What limits do you think should be placed on the use of technology to avoid the kind of totalitarian excesses represented in 1984?
7. In what ways are current governments similar to the government Orwell imagined in 1984. This topic should not be an excuse to bash government but to thoughtfully consider what aspects of it are most reminiscent of the totalitarian Party in the novel.
8. The conclusion of 1984 is decidedly bleak. Winston has been completely broken and purged of his rebellious mind and instincts. Analyze what Orwell’s purpose was in having the novel end this way. Was it effective?
9. Compare and contrast a character from 1984 and a character from Fahrenheit 451. (Consider: Winston and Montag, Julia and Mildred, Beatty and O’Brien.) What purpose do the characters serve in their respective novels? What similarities and differences are there in what they represent? (This prompt will require a strong knowledge of the events in Fahrenheit 451. Copies can be checked out again if necessary.)
10. Another topic that you make up and APPROVE WITH ME FIRST.

Creative 1984 PROJECT - Due November 6 (B Day) or November 7 (A Day)

Do something creative based off of the novel. What part really spoke to you/disturbed you/intrigued you? You could rewrite “1985” as “1984.” You could continue your short story about a peripheral character from the novel. You could create an article in Newspeak that Winston would have to change. You could create an entry we didn’t see from Winston’s journal. You could draw or paint a picture of the two minutes’ hate. You could create a poem. In every case, you need at least a paragraph explanation of why this intrigued you and what you were trying to accomplish with your “project.” The responsibility is all on you. The grade is all up to you. Have grand ambition or don’t but live with your choice.

Entertainment Weekly Grades 12 New Young Adult Novels

http://www.ew.com/ew/gallery/0,,20609141_20634454,00.html

Check it out to find some new suggestions.

AP Lang Narrative Prompt

Write about a time when you did something really repellant, ridiculous, unintelligent, or mean-spirited. Why did you do it? What were the reactions of others? What did you learn about yourself? Looking back on the event, what can you understand about it in retrospect? This is still a narrative essay, so try to think deeply and avoid easy clichés. Often, we learn the most about ourselves by seeing how we behave when we are at our worst. What positives can you also glean from the experience? While you are expected to look critically at yourself, don’t fall victim to demonizing your former self in order to vaunt up your current self. Try to be fair and analytical, honest and even-handed. Good luck.

English 10H Reading Journal Explanation

During your reading of Fahrenheit 451, you need to keep a reading journal in your class journal. I don't care too much if you do it as a table or do each different part on a different page or even just write it all as paragraphs. You just need to make sure that you include all the parts that I ask for. I'm not going to require a specific amount of writing or a specific structure because I trust you all to write down enough and think enough about the novel.

The things that need to be included in your reading journal: "Themes" - write down various themes you think are prevalent in the novel and how they are shown in it; "Words/Definitions" - as you run across words you don't know, write them down and then look up and write down their definitions; "Author Choices" - as you run across interesting ways that Bradbury writes, jot them down and then consider why he wrote that way - this could be metaphors or interesting similes or odd descriptions. The point is to NOT just move past them because they're different. Consider WHY he wrote that way; "Inner Voice" - this is the most important category to me, honestly. Write down what you're thinking as you read. This can be comments about the characters or about the plot or just about your enjoyment of the novel. It should be the internal conversation that you have in your head as you read. Let that all out! :)

One thing that is optional, but I would consider doing, is writing down the pages or chapters you are referencing when you write in your reading journal. It might be nice if we want to look later or as you try to organize your journal, but you don't HAVE to.

PLEASE EMAIL ME IF YOU HAVE ANY QUESTIONS. Take the responsibility to read the book by Monday, September 17th and complete your reading journal as you go along. Thank you.

AP LANGUAGE VOCABULARY

https://docs.google.com/a/alpinedistrict.org/document/d/11hFZpzI3AloTDp9D3gW0KNqW4uAIlVsbvatYHZxkIwI/edit?hl=en_US

Words of the Day

1. Exuberant: effusively and almost uninhibitedly enthusiastic; lavishly abundant:

2. Ruck: a large number or quantity; mass.

3. Vilify: to speak ill of; defame; slander.

4. Autonomous: self-governing; independent; subject to its own laws only.

5. Destitute: without means of subsistence; lacking food, clothing, and shelter.

6. Ubiquitous: existing or being everywhere, especially at the same time; omnipresent:

7. Unctuous: characterized by excessive piousness or moralistic fervor, especially in an affected manner; excessively smooth, suave, or smug.

8. Supercilious: haughtily disdainful or contemptuous, as a person or a facial expression.

9. Vicarious: performed, exercised, received, or suffered in place of another:

10. Rakish: like a rake; dissolute; charming, dapper, dashing (like an angle)

11. Effusive: unduly demonstrative; lacking reserve:

12. Truculent: fierce; cruel; savagely brutal

13. Redolent: having a pleasant odor; fragrant.

odorous or smelling (usually followed by of ): redolent of garlic.

suggestive; reminiscent (usually followed by of ):

14. Commensurate: having the same measure; of equal extent or duration.

15. Pervade: To become spread throughout all parts of.

GATSBY PROMPTS

Your final essay in this class will be on The Great Gatsby. The book is rich with themes and, as such, your essay should be mature and have depth. As well, your writing should be very high quality.

What you will be graded on:

1.      Your thesis -Is it clear and specific? Does it lead your paper?

2.      Address of the prompt - Do you answer the questions? Is it focused?

3.      Your discussion of the book - Do you show insight about Gatsby’s themes? Do you misunderstand things?

4.      Your organization - Is everything logically placed? Does it flow well?

5.      Your in-text citations -Are they correct for MLA format?

6.      Your grammar

Prompts:

1.      What makes someone “great”? Discuss how the attributes or qualities you discuss apply to Jay Gatsby. Then, lead into a discussion whether or not Gatsby is indeed “great”?

2.     Similar to #1, discuss whether or not the title of the novel is meant to be taken literally or ironically. How do you know? What evidence does Fitzgerald give either way?

3.     How does The Great Gatsby symbolically take on the idea of the “American Dream”? Looking at the possible symbols, what is Fitzgerald’s take/opinion on the American Dream? Does he believe in it? How do we know?

4.     Discuss, in depth, the positive and negative effects of chasing after our dreams, using The Great Gatsby as the guide for your discussion. What characters are affected by chasing after their dreams positively and negatively? What do we learn from them? Do you have personal experiences to bring into the discussion as well?

5.     How can you apply Gatsby to yourself? Do you feel its themes are universal?  What did you learn from it or what did it help you understand? As an extension of these questions, why do you think the novel is considered a classic?

6.     After reading the book, if you have a question/prompt you want to address, please ask Mr. Durham. If you do not clear your prompt with Mr. Durham, you will have to redo your essay.