ReviewReview

Guided ReadingsGuided Readings

• 99thth /10 /10thth grade? –”Century Quilt” – P. 81 grade? –”Century Quilt” – P. 81

• 1111thth grade – “Evening Hawk” – p. 82-83 grade – “Evening Hawk” – p. 82-83

• 1212thth grade –”Farewell” –pp. 84-86 grade –”Farewell” –pp. 84-86

• More prose: From The Street, pp. 131-133More prose: From The Street, pp. 131-133

??

Go to APCentralGo to APCentral

Locate a high student essay for each Locate a high student essay for each

passage and read the Commentary:passage and read the Commentary:

• 2010: Century Quilt” – P. 812010: Century Quilt” – P. 81

• 2006: “Evening Hawk” – p. 82-832006: “Evening Hawk” – p. 82-83

• 2009: ”Farewell” –pp. 84-862009: ”Farewell” –pp. 84-86

• 2009: From 2009: From The StreetThe Street, pp. 131-133, pp. 131-133

Survey more questions and do the chart on p. 12 Survey more questions and do the chart on p. 12

handoutshandouts

Topic 9: Taking Your Students to the Topic 9: Taking Your Students to the TopTop

Coaching to the NinesCoaching to the Nines

• Review descriptions of best AP writing (Notebook, Review descriptions of best AP writing (Notebook,

p. 194 and pp. 195-96)p. 194 and pp. 195-96)

• How can students learn to recognize and How can students learn to recognize and

demonstrate demonstrate diction, syntax, rhetoric of proof, diction, syntax, rhetoric of proof,

essentials of communicationessentials of communication??

• How can teachers help students learn from the How can teachers help students learn from the

best qualities of “high” essays?best qualities of “high” essays?

Coaching to the NinesCoaching to the Nines

• Turn to “The Great Scarf of Birds” p. 22.Turn to “The Great Scarf of Birds” p. 22.

• Review the poem and the prompt—Review the poem and the prompt—noticing the “How,” noticing the “How,” organization, diction, organization, diction, imageryimagery..

• Every AP questionEvery AP question requires recognition requires recognition and discussion of and discussion of complexitycomplexity, the “, the “tension tension of oppositesof opposites.”.”

• This writer connects This writer connects tonetone of essay of essay to to attitude of poem’s speakerattitude of poem’s speaker..

““The Great Scarf of Birds” Essay, The Great Scarf of Birds” Essay, pp. 23-24pp. 23-24

This writer builds on the tension of opposites:This writer builds on the tension of opposites:Recognizes Thematic OppositesRecognizes Thematic Opposites (Paragraph 1) (Paragraph 1)

– ““Leisurely, civilized”/ “tiresome and affected”Leisurely, civilized”/ “tiresome and affected”– ““overly civilized”/overly civilized”/ “affected and weary”“affected and weary”– ““not worth remembering”/”something to remember”not worth remembering”/”something to remember”

Builds Controlling IdeaBuilds Controlling Idea (Paragraphs 4 and 6) (Paragraphs 4 and 6)– ““Such profundities in the speaker’s own boredom and Such profundities in the speaker’s own boredom and

affected nature simply allow for the birds to become more affected nature simply allow for the birds to become more powerful…” (P 4)powerful…” (P 4)

– ““It takes a spectacular event to make the speaker find It takes a spectacular event to make the speaker find ‘something to remember’…” (P 6)‘something to remember’…” (P 6)

Connects to Literary TensionConnects to Literary Tension– Wordsworthian Nature vs. Modern Realism (Last paragraph)Wordsworthian Nature vs. Modern Realism (Last paragraph)

““The Great Scarf of Birds” The Great Scarf of Birds” (pp, 23-(pp, 23-24)24)

The writer use The writer use OrganizationOrganization to reinforce main idea? to reinforce main idea?

• Attends to Linear Organization (Narrative Sequence)Attends to Linear Organization (Narrative Sequence)– ““begins” (Paragraph 1)begins” (Paragraph 1)– ““first centered on” (Paragraph 2)first centered on” (Paragraph 2)– ““As soon as” (Paragraph 3)As soon as” (Paragraph 3)– ““as the birds move nearer” (Paragraph 4)as the birds move nearer” (Paragraph 4)

• Uses Spatial Composition to Build OppositesUses Spatial Composition to Build Opposites– “…“…objects near to the earth” vs. ”raised to the sky” (P 2)objects near to the earth” vs. ”raised to the sky” (P 2)– ””golfing environment” (P3 ) vs. “sky” (Bible/science fiction) golfing environment” (P3 ) vs. “sky” (Bible/science fiction)

(P 2)(P 2)– ““man-made, industrial objects” vs. “the great scarf” (P5)man-made, industrial objects” vs. “the great scarf” (P5)

““The Great Scarf of Birds” The Great Scarf of Birds” (pp. 23-(pp. 23-24)24)What effect is created by the writer’s fluid integration of What effect is created by the writer’s fluid integration of

diction and imagery? diction and imagery?

• Diction and Tone: OppositesDiction and Tone: Opposites– ““It’s It’s quite interestingquite interesting . . ./ “playing golf at Cape Anne” (P 1) . . ./ “playing golf at Cape Anne” (P 1)– ““I I lazily looked aroundlazily looked around” (P 4) vs. “something to remember” (P 6)” (P 4) vs. “something to remember” (P 6)– Attitudes toward Nature: Romanticism vs. Realism (last Attitudes toward Nature: Romanticism vs. Realism (last

paragraph)paragraph)

• Figurative Language: OppositesFigurative Language: Opposites– From “apples and maples,” to “elms/sky” vases, then “flying From “apples and maples,” to “elms/sky” vases, then “flying

birds” (P 2)birds” (P 2)– Allusions to Bible and science fiction—”lofty and ethereal” (P 4)Allusions to Bible and science fiction—”lofty and ethereal” (P 4)– From “iron filings” to “ink-stains” to “lady’s scarf”—from earthly From “iron filings” to “ink-stains” to “lady’s scarf”—from earthly

to ethereal, though still man-made image (P 5)to ethereal, though still man-made image (P 5)

Activities Based on 8-9 Activities Based on 8-9 EssaysEssays• ““The Great Scarf of Birds” The Great Scarf of Birds”

– Look at questions on p. 24, bottom.Look at questions on p. 24, bottom.– What could your students learn from studying What could your students learn from studying

this student essay?this student essay?

• ““I Stand Here Ironing”I Stand Here Ironing” – Look at Sample NN, “I Stand Here Ironing,” pp. Look at Sample NN, “I Stand Here Ironing,” pp.

128-129. Does this writer address the 128-129. Does this writer address the complexity of the “what”—the mother’s complexity of the “what”—the mother’s character and attitude toward her daughter.character and attitude toward her daughter.

– What did you learn by analyzing Sample NN?What did you learn by analyzing Sample NN?

Does the writer address Does the writer address techniques? (“How”)techniques? (“How”)

•Resources of LanguageResources of Language– Metaphor, especially the ironMetaphor, especially the iron– Rhetorical questions/a questioning Rhetorical questions/a questioning

tonetone– Short, clipped sentencesShort, clipped sentences– Parallel structureParallel structure– RepetitionRepetition

Does the writer address Does the writer address techniques? techniques? (“How”)(“How”)

•Narrative TechniquesNarrative Techniques– Interior monologue/stream-of-Interior monologue/stream-of-

consciousnessconsciousness– First-person point of viewFirst-person point of view– DialogueDialogue– Flashbacks and time shiftsFlashbacks and time shifts

Does this writer see tension of Does this writer see tension of opposites? (“What”)opposites? (“What”)

• Examples that show mother’s Examples that show mother’s charactercharacter– ComplexityComplexity– AmbivalenceAmbivalence

• Examples that show mother’s Examples that show mother’s attitude toward daughterattitude toward daughter– ComplexityComplexity– AmbivalenceAmbivalence

What are the Qualities of Best What are the Qualities of Best Essays?Essays?““The last Night the She lived,” p. 197-200The last Night the She lived,” p. 197-200• Paragraph 1Paragraph 1—A throw away—A throw away• Paragraph 2Paragraph 2—Moves from awkwardness of —Moves from awkwardness of

“pathetic fallacy” to authenticity of “pathetic fallacy” to authenticity of “Italicized.”“Italicized.”

• Paragraph 3Paragraph 3–Notes metaphor: “Rooms”—the –Notes metaphor: “Rooms”—the boundary between living and deadboundary between living and dead

• Paragraph 4Paragraph 4–Emphasizes feelings of speaker –Emphasizes feelings of speaker (empathy), (empathy), notnot feelings of dying woman feelings of dying woman

• Paragraph 4Paragraph 4 –Interprets difficult line correctly, –Interprets difficult line correctly, “jealous on her behalf” “jealous on her behalf”

Qualities of Best EssaysQualities of Best Essays

““The last Night the She lived,” p. 197-200The last Night the She lived,” p. 197-200• Paragraph 5Paragraph 5—Diction: “a narrow time”; —Diction: “a narrow time”;

“jostled”“jostled”• Paragraph 6Paragraph 6—Imagery: the “Reed,” pictorial —Imagery: the “Reed,” pictorial

account of her dyingaccount of her dying• Paragraph 6Paragraph 6—Interpretation of difficult line: —Interpretation of difficult line:

“awful leisure” of life after loss; “Belief” must “awful leisure” of life after loss; “Belief” must “regulate” grief“regulate” grief

• Paragraph 7Paragraph 7–Summarizes by focusing on –Summarizes by focusing on speaker’s sequential stages of experience: speaker’s sequential stages of experience: empathy, understanding, acceptance empathy, understanding, acceptance

Qualities of Best EssaysQualities of Best Essays““Captain MacWhirr” (Conrad, p. 201-203)Captain MacWhirr” (Conrad, p. 201-203)Focus on opposites in a complex and ambiguous Focus on opposites in a complex and ambiguous

text:text:

Focus of QuestionFocus of Question– What?: “attitude of speaker toward MacWhirr”What?: “attitude of speaker toward MacWhirr”– How?: “techniques used to How?: “techniques used to definedefine MacWhirr’s character” MacWhirr’s character”

• Challenging Reading TaskChallenging Reading Task– MacWhirr’s characterization, p. 201, paragraphs 1 and 2.MacWhirr’s characterization, p. 201, paragraphs 1 and 2.

• Connection of Essay Writing and Close ReadingConnection of Essay Writing and Close Reading

Sample CCC, p. 203Sample CCC, p. 203• Paragraph 1Paragraph 1

– “…“…the author’s attitude...at first glance…does the author’s attitude...at first glance…does not seem very favorable.”not seem very favorable.”

– ““However, one sentence of the author’s, in lines However, one sentence of the author’s, in lines 17-19, turns the reader’s whole viewpoint 17-19, turns the reader’s whole viewpoint around.” around.”

• Paragraph 2: Quotation is the Crucial PointParagraph 2: Quotation is the Crucial Point““uninteresting” “actuality of bare existence” uninteresting” “actuality of bare existence”

vs.vs.

““their mysterious side”their mysterious side”

Sample CCC, p. 203Sample CCC, p. 203

Paragraph 3—Shows Paragraph 3—Shows Opposites/ComplexityOpposites/Complexity

• Character of MacWhirrCharacter of MacWhirr– In his “ordinariness lies his unusualness”In his “ordinariness lies his unusualness”– ““son of a petty grocer”/”ran away to sea”son of a petty grocer”/”ran away to sea”– ““irresponsive man”/”an act of God or Fate”irresponsive man”/”an act of God or Fate”– ““anti-romantic”/”exalted and slightly exotic”anti-romantic”/”exalted and slightly exotic”

• Attitude of SpeakerAttitude of Speaker– ““respectful”/ ”faintly amused”respectful”/ ”faintly amused”

Sample CCC, p. 203Sample CCC, p. 203Paragraph 4—Develops OppositesParagraph 4—Develops Opposites• Character of MacWhirr = ParadoxCharacter of MacWhirr = Paradox

– ““ordinary, irresponsive” / humor of ordinary, irresponsive” / humor of watchmaker with hammer and whipsawwatchmaker with hammer and whipsaw

– Seems shallow vs. “mysterious side”Seems shallow vs. “mysterious side”– no flights of fancy but “enough imagination to no flights of fancy but “enough imagination to

go to sea”go to sea”

• Implications of His ConnectionsImplications of His Connections– What was parents’ role in his running away?What was parents’ role in his running away?– Humanized/made normal by reference to wifeHumanized/made normal by reference to wife

Qualities of Best EssaysQualities of Best Essays

From “Henry IV, Part 2,” p. 204From “Henry IV, Part 2,” p. 204

Scoring Guideline, p. 205Scoring Guideline, p. 205

• What:What: “King’s thoughts,” esp. “King’s thoughts,” esp. contrastcontrast

• How:How: How are diction, imagery, and How are diction, imagery, and syntax used to convey King’s “state syntax used to convey King’s “state of mind.”of mind.”

Qualities of Best EssaysQualities of Best EssaysStrong first sentence . . . P. 206Strong first sentence . . . P. 206Defines/qualifies Defines/qualifies howhow of prompt: of prompt:• ““high levelhigh level of diction” of diction”• ““formalformal syntax” syntax”• ““turbulentturbulent imagery” imagery”Defines/qualifies Defines/qualifies whawhat of prompt:t of prompt:• ““distraughtdistraught emotional state” emotional state”

Qualities of Best EssaysQualities of Best EssaysParagraph 1, p. 206Paragraph 1, p. 206• King’s state of mind: King’s state of mind: “driven to distraction” “driven to distraction”

“insomnia” “begs for sleep”“insomnia” “begs for sleep”• Diction and Syntax: Skillful integration of terms/textDiction and Syntax: Skillful integration of terms/text

– ““addressesaddresses sleep sleep formallformally,” “y,” “apostropheapostrophe and and rhetorical rhetorical questionquestion””

– ““uses uses dictiondiction” showing “desperation” and “respect”” showing “desperation” and “respect”– ““syntaxsyntax” is “” is “complexcomplex”; reflects “mounting hysteria””; reflects “mounting hysteria”– ““breathless breathless periodic sentenceperiodic sentence” heightens tension” heightens tension– ““King loses control,” “adopts “King loses control,” “adopts “accusatory toneaccusatory tone” and ” and

diction/syntaxdiction/syntax convey this attitude with “partial,” “rude” convey this attitude with “partial,” “rude” and “low”and “low”

– colloquialcolloquial use of “to boot” use of “to boot”• Figurative Language:Figurative Language:

– synechochesynechoche: ”Uneasy lies the head that wears a crown.”: ”Uneasy lies the head that wears a crown.”

Qualities of Best EssaysQualities of Best Essays

Paragraph 2, p. 206Paragraph 2, p. 206

Imagery: “Imagery: “mirrors King’s increasing mirrors King’s increasing turmoilturmoil””

• King “wistfully” wishes for sleep: King “wistfully” wishes for sleep: “steeping” suggests herbs, drugs“steeping” suggests herbs, drugs

• Comparison heightens sense of desire for Comparison heightens sense of desire for sleep: King’s “perfum’d chambers” vs. sleep: King’s “perfum’d chambers” vs. poor subjects’ “lowly pallets”poor subjects’ “lowly pallets”

Qualities of Best EssaysQualities of Best EssaysParagraph 2: Most effective imageParagraph 2: Most effective image

Imagery: “Imagery: “mirrors King’s increasing turmoilmirrors King’s increasing turmoil””

• ““sea-boy” in storm—Henry’s “emotions sea-boy” in storm—Henry’s “emotions begin to rise out of control”begin to rise out of control”

• King “demands why” boy sleeps “in an King “demands why” boy sleeps “in an hour so rude” while he cannot “in the hour so rude” while he cannot “in the calmest most stillest night” (irony, of calmest most stillest night” (irony, of course)course)

• Last paragraph—effective conclusion??Last paragraph—effective conclusion??

Qualities of Best EssaysQualities of Best Essays

Keats and Frost, “star” poems, p. Keats and Frost, “star” poems, p. 207ff207ff

• Classroom use: Intimidation? Classroom use: Intimidation? Challenge? Corrective?Challenge? Corrective?

• College Board Comment, p. 210College Board Comment, p. 210

Sharing WritingSharing Writing• Find a partner in the room with whom you Find a partner in the room with whom you

wish to share your writing. (Your 2011 wish to share your writing. (Your 2011 Exam Exam Study GuideStudy Guide and/or your essay on and/or your essay on Question 1, 2, or 3.)Question 1, 2, or 3.)

• Share and read each other’s writing.Share and read each other’s writing.

• Make only positive statements about a Make only positive statements about a peer’s writing. (Silence also peer’s writing. (Silence also communicates.)communicates.)

Evaluate Your WorkEvaluate Your WorkDoes the Study GuideDoes the Study Guide . . . . . .

1.1. Give attention to the HOW, WHAT, WHY of the prompt?Give attention to the HOW, WHAT, WHY of the prompt?

2.2. Ask students to read closely, analyze, make notes, and underline Ask students to read closely, analyze, make notes, and underline

key examples?key examples?

3.3. Ask students to identify devices, apply their definitions to the Ask students to identify devices, apply their definitions to the

text, and interpret their effect?text, and interpret their effect?

4.4. Ask students to identify and state the main ideas and themes?Ask students to identify and state the main ideas and themes?

5.5. Lead the student through logical steps of analysis toward a Lead the student through logical steps of analysis toward a

response to the prompt?response to the prompt?

6.6. Prepare students for writing the prompt on the Question you Prepare students for writing the prompt on the Question you

chose?chose?

Go online for Scoring Guides for 2011 Exam. Evaluate Go online for Scoring Guides for 2011 Exam. Evaluate

essaysessays..

How will you help students How will you help students improve their writing?improve their writing?

• What have you learned with What have you learned with partners?partners?

• What have you learned from student What have you learned from student essays?essays?

• What are your questions? Best What are your questions? Best insights?insights?

Building ConnectionsBuilding Connections

Making ConnectionsMaking Connections

• Your Unit Themes and Curricular Your Unit Themes and Curricular OverviewsOverviews

• Your responses to textbook themes: Your responses to textbook themes: Literature and CompositionLiterature and Composition

Building ConnectionsBuilding ConnectionsMaking ConnectionsMaking Connections• Elaboration on Enloe Themes (p.8)Elaboration on Enloe Themes (p.8)• Connecting Unit Themes & AP Tasks (p. Connecting Unit Themes & AP Tasks (p.

211)211)• Integrating creative writing: Jago, p.605 Integrating creative writing: Jago, p.605

and Notebook, p. 212and Notebook, p. 212

Duke University TIP AP* Duke University TIP AP* ManualManual• Write or call for information Write or call for information

(Identify yourself as my Institute participant; ask (Identify yourself as my Institute participant; ask for discount.)for discount.)

• Two Syllabi ModelsTwo Syllabi Models– Genre ApproachGenre Approach– British Lit: Texts and TraditionsBritish Lit: Texts and Traditions

(4 Codes)(4 Codes)• Study GuidesStudy Guides

Beowulf, R & G Are Dead, Henry IV, part 1, Saint Beowulf, R & G Are Dead, Henry IV, part 1, Saint Joan, Canterbury Tales: Prologue, Links, Joan, Canterbury Tales: Prologue, Links, Selected Tales, Jane Eyre, King Lear, Dubliners, Selected Tales, Jane Eyre, King Lear, Dubliners, A Portrait of the Artist as a Young ManA Portrait of the Artist as a Young Man

Building ConnectionsBuilding ConnectionsGroup CollaborationGroup Collaboration: Instruction and : Instruction and

CurriculumCurriculum

• Your new ideas, insights, and Your new ideas, insights, and understandings about how to help understandings about how to help students build skillsstudents build skills

• A new instructional plan you will A new instructional plan you will implementimplement

• Revisions to your instructional planRevisions to your instructional plan

• Themes you will integrate into courseThemes you will integrate into course

Good Luck and Thanks!Good Luck and Thanks!

Contact me atContact me atshumble@nc.rr.com

Event Code: 3031106062Event Code: 3031106062Session Code: 04Session Code: 04Consultant Code: 2265Consultant Code: 2265