Tuesday, June 8, 2010
Suggested Further Reading
Suggested but Not Required Reading:
How to Read Literature Like a Professor---Thomas C. Foster
On Writing: A Memoir of the Craft--Stephen King
Life of Pi
Mini-Lesson: How to Create a Dialectical Journal
Mini-Lesson 3
How to Create a Dialectical Journal
DIALECTICAL JOURNALS
The term “Dialectic” means “the art or practice of arriving at the truth by using conversation involving question and answer.”
Think of your dialectical journal as a series of conversations with the texts we read during this course. The process is meant
to help you develop a better understanding of the texts we read. Use your journal to incorporate your personal responses to
the texts. You will find that it is a useful way to process what you are reading, prepare yourself for group discussion, and
gather textual evidence for your Literary Analysis assignments.
What is it? The journal is a double-entry process done while you read literature. It provides you with two columns which are in "dialogue" with one another, not only developing a method of critical reading but also encouraging habits of reflective questioning.
Why is it important? In the right-hand column, you "own" the new facts by putting them in your own words or by raising your own questions. Regular practice with the journal promotes high critical thinking and builds confidence individually and in group participation. The journal facilitates real learning in the sense that you are discovering your own meaningful connections, which do take longer but then they last longer than if you just took a test on the work.
By individually completing your journal, you will learn to read carefully, to record quotes you have evaluated as pertinent, to summarize, and to do most of your thinking by making valid connections which you can easily substantiate by referring to your specific notes.
Procedure:
STEP ONE: THE NEW NOTEBOOK
You will need to purchase a new SPIRAL notebook designated as your journal for the year - No exceptions to this. Please
put your name, the course, and Mrs. Marquino on the front cover in a clear hand. Neatness in this journal is absolutely essential. Your journal should be free of drawings and doodles, and must have good titles and clear demarcations. You will first do the reading and complete and journaling for Ishmael.
STEP TWO: PROCEDURE
As you read, choose passages (Quotation) that stands out to you and record them in the left-hand column of a T-chart (ALWAYS include page numbers).
In the right column, write your response to the text (ideas/insights, questions, reflections, and comments on each
passage)
Complete 3-4journal entries for each chapter in Ishmael
STEP THREE: CHOOSING PASSAGES FROM THE TEXT
Look for quotes that seem significant, powerful, thought provoking or puzzling. For example, you might record:
Effective &/or creative use of stylistic or literary devices
Passages that remind you of your own life or something you’ve seen before
Structural shifts or turns in the plot (for fiction)
A passage that makes you realize something you hadn’t seen before
Examples of patterns: recurring images, ideas, colors, symbols or motifs.
Passages with confusing language or unfamiliar vocabulary
Events you find surprising or confusing
Passages that illustrate a particular character or setting
STEP FOUR: RESPONDING TO THE TEXT
You can respond to the text in a variety of ways. The most important thing to remember is that your observations should be
specific and detailed. As an “APer”, your journal should be made up of 25% Basic Responses and 75% Higher Level
Responses
Basic Responses
Raise questions about the beliefs and values implied in the text
Give your personal reactions to the passage
Discuss the words, ideas, or actions of the author or character(s)
Tell what it reminds you of from your own experiences
Write about what it makes you think or feel
Agree or disagree with a character or the author
Higher Level Responses
Analyze the text for use of literary devices (tone, structure, style, imagery)
Make connections between different characters or events in the text
Make connections to a different text (or film, song, etc…)
Discuss the words, ideas, or actions of the author or character(s)
Consider an event or description from the perspective of a different character
Analyze a passage and its relationship to the story as a whole
• Vocabulary
Keep track of unfamiliar words you come across in your reading. Use college-rule notebook paper. Write down the word; look it up in your dictionary, and write the definition that fits the context. You should do this when you are annotating. Then, after each chapter do your dialectical entries. You will staple your journal and your vocabulary together. Write your name on the cover. Submit to M
How to Create a Dialectical Journal
DIALECTICAL JOURNALS
The term “Dialectic” means “the art or practice of arriving at the truth by using conversation involving question and answer.”
Think of your dialectical journal as a series of conversations with the texts we read during this course. The process is meant
to help you develop a better understanding of the texts we read. Use your journal to incorporate your personal responses to
the texts. You will find that it is a useful way to process what you are reading, prepare yourself for group discussion, and
gather textual evidence for your Literary Analysis assignments.
What is it? The journal is a double-entry process done while you read literature. It provides you with two columns which are in "dialogue" with one another, not only developing a method of critical reading but also encouraging habits of reflective questioning.
Why is it important? In the right-hand column, you "own" the new facts by putting them in your own words or by raising your own questions. Regular practice with the journal promotes high critical thinking and builds confidence individually and in group participation. The journal facilitates real learning in the sense that you are discovering your own meaningful connections, which do take longer but then they last longer than if you just took a test on the work.
By individually completing your journal, you will learn to read carefully, to record quotes you have evaluated as pertinent, to summarize, and to do most of your thinking by making valid connections which you can easily substantiate by referring to your specific notes.
Procedure:
STEP ONE: THE NEW NOTEBOOK
You will need to purchase a new SPIRAL notebook designated as your journal for the year - No exceptions to this. Please
put your name, the course, and Mrs. Marquino on the front cover in a clear hand. Neatness in this journal is absolutely essential. Your journal should be free of drawings and doodles, and must have good titles and clear demarcations. You will first do the reading and complete and journaling for Ishmael.
STEP TWO: PROCEDURE
As you read, choose passages (Quotation) that stands out to you and record them in the left-hand column of a T-chart (ALWAYS include page numbers).
In the right column, write your response to the text (ideas/insights, questions, reflections, and comments on each
passage)
Complete 3-4journal entries for each chapter in Ishmael
STEP THREE: CHOOSING PASSAGES FROM THE TEXT
Look for quotes that seem significant, powerful, thought provoking or puzzling. For example, you might record:
Effective &/or creative use of stylistic or literary devices
Passages that remind you of your own life or something you’ve seen before
Structural shifts or turns in the plot (for fiction)
A passage that makes you realize something you hadn’t seen before
Examples of patterns: recurring images, ideas, colors, symbols or motifs.
Passages with confusing language or unfamiliar vocabulary
Events you find surprising or confusing
Passages that illustrate a particular character or setting
STEP FOUR: RESPONDING TO THE TEXT
You can respond to the text in a variety of ways. The most important thing to remember is that your observations should be
specific and detailed. As an “APer”, your journal should be made up of 25% Basic Responses and 75% Higher Level
Responses
Basic Responses
Raise questions about the beliefs and values implied in the text
Give your personal reactions to the passage
Discuss the words, ideas, or actions of the author or character(s)
Tell what it reminds you of from your own experiences
Write about what it makes you think or feel
Agree or disagree with a character or the author
Higher Level Responses
Analyze the text for use of literary devices (tone, structure, style, imagery)
Make connections between different characters or events in the text
Make connections to a different text (or film, song, etc…)
Discuss the words, ideas, or actions of the author or character(s)
Consider an event or description from the perspective of a different character
Analyze a passage and its relationship to the story as a whole
• Vocabulary
Keep track of unfamiliar words you come across in your reading. Use college-rule notebook paper. Write down the word; look it up in your dictionary, and write the definition that fits the context. You should do this when you are annotating. Then, after each chapter do your dialectical entries. You will staple your journal and your vocabulary together. Write your name on the cover. Submit to M
Things you Might Annotate
Things you Might Annotate…..
1. . major characters (check spelling), their roles in the story and relationship
summarize what drives them (motivation)
2. . minor characters you might like to remember
3. roles and relationships any foils?
4. setting (time and place)
5. plot :summarize it briefly at the end of important sections; chart the exposition, rising action, climax, turning point, denouement, etc. note key conflicts that propel the plot
6. themes, big ideas (list and comment briefly on at least three)
7. describe at least three key scenes and why they are important
8. discuss the ending—is it open-ended or neatly resolved? what do the characters learn, how do they change?
9. narrative point of view—describe it and note how it contributes to meaning/impact
10. writing style—describe and offer at least two specific examples
11. note key symbols, motifs, and / or images—how do they contribute to meaning?
• symbol: a person, image, word, object, color, idea, action, event, etc. that evokes meanings beyond the literal
• motif: a recurring, unifying element (image, symbol, character type, action, phrase, etc.)
• image: a word, phrase, or figure of speech that appeals to the senses
12. patterns (what goes with what, what contrasts with what?)—these might involve images, characters, events, etc.
13. copy out at least three memorable quotes, noting page number if relevant, speaker, and
Context
Some more……..things to consider…..
title, author, date (also what period of American Literature it falls into)
list of main characters and role they play
list of main places/brief description
list of significant critical and/or essential events/problems that occur throughout book
social/political/philosophical agenda(s) of author: why was this book written? what insight into human nature or the human condition does this book offer? (think THEMES)
list any major short significant quotations-make them easy to remember
brief synopsis of ending & how author achieved closure
1. . major characters (check spelling), their roles in the story and relationship
summarize what drives them (motivation)
2. . minor characters you might like to remember
3. roles and relationships any foils?
4. setting (time and place)
5. plot :summarize it briefly at the end of important sections; chart the exposition, rising action, climax, turning point, denouement, etc. note key conflicts that propel the plot
6. themes, big ideas (list and comment briefly on at least three)
7. describe at least three key scenes and why they are important
8. discuss the ending—is it open-ended or neatly resolved? what do the characters learn, how do they change?
9. narrative point of view—describe it and note how it contributes to meaning/impact
10. writing style—describe and offer at least two specific examples
11. note key symbols, motifs, and / or images—how do they contribute to meaning?
• symbol: a person, image, word, object, color, idea, action, event, etc. that evokes meanings beyond the literal
• motif: a recurring, unifying element (image, symbol, character type, action, phrase, etc.)
• image: a word, phrase, or figure of speech that appeals to the senses
12. patterns (what goes with what, what contrasts with what?)—these might involve images, characters, events, etc.
13. copy out at least three memorable quotes, noting page number if relevant, speaker, and
Context
Some more……..things to consider…..
title, author, date (also what period of American Literature it falls into)
list of main characters and role they play
list of main places/brief description
list of significant critical and/or essential events/problems that occur throughout book
social/political/philosophical agenda(s) of author: why was this book written? what insight into human nature or the human condition does this book offer? (think THEMES)
list any major short significant quotations-make them easy to remember
brief synopsis of ending & how author achieved closure
Min-Lesson: Literary Terms to Know
Mini-Lesson 2
Terms of Literature
In order to have intelligent conversations about literature and annotate accordingly, readers must have a basic understanding of the language of literature. Before you come to class, be sure you know these terms and can recognize examples of each of these terms, and tell the difference between closely related terms. We will be working with a few of these closely and more analytically throughout the year. Be prepared to do well on a test.
• prose
• fiction
• short story
• novel
• plot
• exposition, conflict, crisis/climax,
• resolution
• conflict
• protagonist
• antagonist
• foil
• internal/external
• person vs. person, nature, society,
• technology/machine, supernatural, self, etc.
• character
• static/developing (dynamic) character
• round/flat character
• direct presentation of character
• indirect presentation of character
character's words & thoughts
character's appearance
character's actions
view of other character(s)
• setting/atmosphere
• point of view
• first person
• second person (rarely used)
• third person limited
• third person omniscient
• objective point of view
• theme
• tone
• symbolism
• allegory
• metaphor/simile
• irony : verbal, dramatic, situational
• suspense
• foreshadowing
• flashback
• poetry
• narrative poetry
dramatic poetry
epic poetry
lyric poetry
sonnet
ballad
haiku
figurative language
foot
metaphor/simile
personification
onomatopoeia
hyperbole
alliteration
assonance
consonance
rhyme
approximate or slant rhyme
exact rhyme
rhythm/meter
iambic pentameter
blank verse
free verse
stanza
couplets
refrain
drama
stage directions
dialogue
monologue
soliloquy
aside
pun
prologue
epilogue
nonfiction
biography/autobiography
personal essay
journals/letters
essay (expository)
narrative, descriptive, persuasive, etc.
epic
epic hero
epic simile
myth/mythology
satire
idiom
fable
parable
jargon
denotation
connotation
subjectivity
objectivity
Terms of Literature
In order to have intelligent conversations about literature and annotate accordingly, readers must have a basic understanding of the language of literature. Before you come to class, be sure you know these terms and can recognize examples of each of these terms, and tell the difference between closely related terms. We will be working with a few of these closely and more analytically throughout the year. Be prepared to do well on a test.
• prose
• fiction
• short story
• novel
• plot
• exposition, conflict, crisis/climax,
• resolution
• conflict
• protagonist
• antagonist
• foil
• internal/external
• person vs. person, nature, society,
• technology/machine, supernatural, self, etc.
• character
• static/developing (dynamic) character
• round/flat character
• direct presentation of character
• indirect presentation of character
character's words & thoughts
character's appearance
character's actions
view of other character(s)
• setting/atmosphere
• point of view
• first person
• second person (rarely used)
• third person limited
• third person omniscient
• objective point of view
• theme
• tone
• symbolism
• allegory
• metaphor/simile
• irony : verbal, dramatic, situational
• suspense
• foreshadowing
• flashback
• poetry
• narrative poetry
dramatic poetry
epic poetry
lyric poetry
sonnet
ballad
haiku
figurative language
foot
metaphor/simile
personification
onomatopoeia
hyperbole
alliteration
assonance
consonance
rhyme
approximate or slant rhyme
exact rhyme
rhythm/meter
iambic pentameter
blank verse
free verse
stanza
couplets
refrain
drama
stage directions
dialogue
monologue
soliloquy
aside
pun
prologue
epilogue
nonfiction
biography/autobiography
personal essay
journals/letters
essay (expository)
narrative, descriptive, persuasive, etc.
epic
epic hero
epic simile
myth/mythology
satire
idiom
fable
parable
jargon
denotation
connotation
subjectivity
objectivity
Mini-Lessons: Annotating A Text
Mini-lesson 1
How to Annotate Literature
Every text is a lazy machine asking the reader to do some of its work.
--- novelist Umberto Eco
• Use a pen so you can make circles, brackets, and notes. If you like highlighters, use one for key passages, but don’t get carried away and don’t only highlight.
• Look for patterns and label them (motifs, diction, symbols, images, behavior, whatever). (See back side for a complete list of things you might mark)
• Mark passages that seem to jump out at you because they suggest an important idea or theme—or for any other reason (an arresting figure of speech or image, an intriguing sentence pattern, a striking example of foreshadowing, a key moment in the plot, a bit of dialogue that reveals character, clues about the setting, etc.). Write your reactions in the margins to those things you marked
• Mark things that puzzle, intrigue, please or displease you. Ask questions, make comments—talk back to the text.
• At the ends of chapters or sections, write a bulleted list of key plot events. This not only forces you to think about what happened, see the novel as a whole, and identify patterns, but you create a convenient record of the whole plot.
• Circle words you want to learn or words that jump out at you for some reason. If you don’t want to stop reading, guess, then look the word up and jot down a relevant meaning later. You need not write out a full dictionary definition; it is often helpful to put the relevant meaning in your own words. If SAT prep has dampened your enthusiasm, rediscover the joy of adding to your “word hoard,” as the Beowulf poet calls it.
• The Harvard College Library has posted an excellent guide to annotation, “Interrogating Texts: Six Reading Habits to Develop in Your First Year at Harvard.”
Required Reading : (http://hcl.harvard.edu/research/guides/lamont_handouts/interrogatingtexts.html
How to Annotate Literature
Every text is a lazy machine asking the reader to do some of its work.
--- novelist Umberto Eco
• Use a pen so you can make circles, brackets, and notes. If you like highlighters, use one for key passages, but don’t get carried away and don’t only highlight.
• Look for patterns and label them (motifs, diction, symbols, images, behavior, whatever). (See back side for a complete list of things you might mark)
• Mark passages that seem to jump out at you because they suggest an important idea or theme—or for any other reason (an arresting figure of speech or image, an intriguing sentence pattern, a striking example of foreshadowing, a key moment in the plot, a bit of dialogue that reveals character, clues about the setting, etc.). Write your reactions in the margins to those things you marked
• Mark things that puzzle, intrigue, please or displease you. Ask questions, make comments—talk back to the text.
• At the ends of chapters or sections, write a bulleted list of key plot events. This not only forces you to think about what happened, see the novel as a whole, and identify patterns, but you create a convenient record of the whole plot.
• Circle words you want to learn or words that jump out at you for some reason. If you don’t want to stop reading, guess, then look the word up and jot down a relevant meaning later. You need not write out a full dictionary definition; it is often helpful to put the relevant meaning in your own words. If SAT prep has dampened your enthusiasm, rediscover the joy of adding to your “word hoard,” as the Beowulf poet calls it.
• The Harvard College Library has posted an excellent guide to annotation, “Interrogating Texts: Six Reading Habits to Develop in Your First Year at Harvard.”
Required Reading : (http://hcl.harvard.edu/research/guides/lamont_handouts/interrogatingtexts.html
Ishmael Detailed Assignments
Ishmael
A Summer Reading Experience
Assignment:
Read Text
Annotate Text (graded)
Create a Dialectical Journal/Vocabulary (graded)
Prepare to write 1st in-class essay second week of school (Graded)
Prepare to have an opinion on the ideas for discussion second week of school (Graded)
Due:
First Week of School
Ishmael
English III Honors—American Literature
Our American history has been marked by important cultural and sociological changes. In Junior American Literature and composition, we will trace American values and changes to those values through the voices and narratives of a variety of significant authors. These authors speak of revolution, love, war, equality, social justice, and personal change. As students explore these author’s voices, they will become skilled readers of texts written in a variety of periods, disciplines, and rhetorical contexts. In addition, they will find their own voice and become skilled writers who can compose for a variety of purposes.
Each semester of English III Honors, we will focus on a key question that is derived from the literature we read. The question for first semester is “What are the core values of American culture and how is American Literature a reflection of core those values?” This is an exploration of American culture, American Letters, and You as an American contributor. The summer read delves into these questions; in fact, Quinn’s novel is an insightful analysis of our current society and culture and a perfect reflection of American consciousness. It encourages readers to evaluate themselves and our role in life. It has some strong opinions; in turn, I want you to have a dialogue with these ideas and reach even stronger conclusions about the author’s points and purpose. This might be good one to read with your parents and have an open discussion at home..
****************************************************************************
1) Before you Read: (Be sure you have reviewed the Mini-Lesson on Dialectical Journals)
In your dialectical journal, make a list of 4-5 core values of American culture you deem most important. Provide a brief explanation for each before you begin recording other information.
2) As you Read: Annotate the Text, and complete your Dialectical Journal
Annotation/Vocabulary: You will be turning in your book with its annotations on the first day of class along with your dialectical journal and vocabulary list. I will use the scoring methods in your mini-lessons to assign a grade. While reading, remember you’re preparing to write 1 excellent essay in class in the first couple days of school, so, when you annotate, take notes on information that relates to the essay as well as other observations you make. If you don’t usually take notes while you read, this is a great opportunity to develop a new life skill. Seriously. So, remember when you finish each chapter or two, consider the question below and decide how the text addresses it through the pages you’ve read. Annotate these notes in the margins or at the end of the chapter. For a reminder on annotation see the mini-lesson on annotation. Some of these annotations could be lengthened in a discussion in the dialectical journal Also, while you read, keep track of vocabulary terms you do not know; look them up, write the definitions in your own words. This will be attached to the back of your dialectical journal..
What core values of American culture (that we currently possess) are criticized in the novel Ishmael? Is Quinn’s argument effective?
Dialectical Journal: Keep a journal or log of significant passages as you annotate and read the novel. I would annotate as you read and then complete your dialectical entries (3-4) after every chapter. Copy the quote down using proper MLA format and provide an explanation of what this quote means and why it is important. For more information on how to set up a dialectical journal, what goes in them, etc., refer to mini-lesson on dialectical journaling.
Note: Break the novel into manageable sections before you begin, and portion your progress through July so that you don’t have to read too much of the book in too short a time. Not planning makes the book harder to understand and less meaningful, and your writing about the book will suffer measurably (you’ll lose points).
3) After you Read:
Refer back to your dialectical journal and reflect on the values you listed. You will be writing a literary analysis in class (on the first or second class period) that answers the question
What core values of American culture (that we currently possess) are criticized in the novel Ishmael? Is Quinn’s argument effective?
**Your literary analysis should contain a thesis that answers this question and highlights three values as your three main points. It may help to pre-write after you finish the novel so it is fresh when I ask you to write it in class. While this novel is frequently summarized and annotated on the internet, using the internet (or using printed “Reading Aides” like Cliff’s Notes, etc.) instead of or as a supplement to reading, on this assignment, is willful cheating in addition to laziness and chicanery. Don’t do it. If something you read in the novel doesn’t make sense, email me and ask for help. Remember, this course is about the evolution of you and your ideas; So, I need your ideas. I don’t care about what others on the Internet say.
**You NEED at least two pieces of textual evidence from Ishmael to support each of your main points (six total).
**See rubric for grading criteria
** Do not be afraid; I am interested in your ideas, not failing you. This is an exercise in encouraging you to think freely and write freely without the fear of failure. It also gives me an idea of what you can do as an individual and as a class. If you fall into the in progress stage, no big deal (as long as you did the best you could) As with all honors students, I expect that if you don’t succeed, try, try again! Here’s how I will score your in-class write on the first or second day of class: For your in-class write, you may use your book, but that’s it.
Rubric:
A: The Tutor: Ready to be Challenged
• Extraordinary, original ideas.
• Interesting and thought-provoking
• Provides an unconventional yet supported interpretation
• Organized, thesis, answers prompt, and supports with 6 textual references
• Analytical, not summary
• Does not state the obvious but rather the not so obvious
B: Getting There But I will Get Better
• Original Ideas but may state the obvious
• Organized, thesis, answers prompt, and supports with 4 textual references
• Analytical, not summary
C: In Progress but Willing to Learn
• States the obvious
• Makes an attempt to organize and generate a thesis
• Sporadic support
• Provides more summary than analysis
• Not real interesting
A Summer Reading Experience
Assignment:
Read Text
Annotate Text (graded)
Create a Dialectical Journal/Vocabulary (graded)
Prepare to write 1st in-class essay second week of school (Graded)
Prepare to have an opinion on the ideas for discussion second week of school (Graded)
Due:
First Week of School
Ishmael
English III Honors—American Literature
Our American history has been marked by important cultural and sociological changes. In Junior American Literature and composition, we will trace American values and changes to those values through the voices and narratives of a variety of significant authors. These authors speak of revolution, love, war, equality, social justice, and personal change. As students explore these author’s voices, they will become skilled readers of texts written in a variety of periods, disciplines, and rhetorical contexts. In addition, they will find their own voice and become skilled writers who can compose for a variety of purposes.
Each semester of English III Honors, we will focus on a key question that is derived from the literature we read. The question for first semester is “What are the core values of American culture and how is American Literature a reflection of core those values?” This is an exploration of American culture, American Letters, and You as an American contributor. The summer read delves into these questions; in fact, Quinn’s novel is an insightful analysis of our current society and culture and a perfect reflection of American consciousness. It encourages readers to evaluate themselves and our role in life. It has some strong opinions; in turn, I want you to have a dialogue with these ideas and reach even stronger conclusions about the author’s points and purpose. This might be good one to read with your parents and have an open discussion at home..
****************************************************************************
1) Before you Read: (Be sure you have reviewed the Mini-Lesson on Dialectical Journals)
In your dialectical journal, make a list of 4-5 core values of American culture you deem most important. Provide a brief explanation for each before you begin recording other information.
2) As you Read: Annotate the Text, and complete your Dialectical Journal
Annotation/Vocabulary: You will be turning in your book with its annotations on the first day of class along with your dialectical journal and vocabulary list. I will use the scoring methods in your mini-lessons to assign a grade. While reading, remember you’re preparing to write 1 excellent essay in class in the first couple days of school, so, when you annotate, take notes on information that relates to the essay as well as other observations you make. If you don’t usually take notes while you read, this is a great opportunity to develop a new life skill. Seriously. So, remember when you finish each chapter or two, consider the question below and decide how the text addresses it through the pages you’ve read. Annotate these notes in the margins or at the end of the chapter. For a reminder on annotation see the mini-lesson on annotation. Some of these annotations could be lengthened in a discussion in the dialectical journal Also, while you read, keep track of vocabulary terms you do not know; look them up, write the definitions in your own words. This will be attached to the back of your dialectical journal..
What core values of American culture (that we currently possess) are criticized in the novel Ishmael? Is Quinn’s argument effective?
Dialectical Journal: Keep a journal or log of significant passages as you annotate and read the novel. I would annotate as you read and then complete your dialectical entries (3-4) after every chapter. Copy the quote down using proper MLA format and provide an explanation of what this quote means and why it is important. For more information on how to set up a dialectical journal, what goes in them, etc., refer to mini-lesson on dialectical journaling.
Note: Break the novel into manageable sections before you begin, and portion your progress through July so that you don’t have to read too much of the book in too short a time. Not planning makes the book harder to understand and less meaningful, and your writing about the book will suffer measurably (you’ll lose points).
3) After you Read:
Refer back to your dialectical journal and reflect on the values you listed. You will be writing a literary analysis in class (on the first or second class period) that answers the question
What core values of American culture (that we currently possess) are criticized in the novel Ishmael? Is Quinn’s argument effective?
**Your literary analysis should contain a thesis that answers this question and highlights three values as your three main points. It may help to pre-write after you finish the novel so it is fresh when I ask you to write it in class. While this novel is frequently summarized and annotated on the internet, using the internet (or using printed “Reading Aides” like Cliff’s Notes, etc.) instead of or as a supplement to reading, on this assignment, is willful cheating in addition to laziness and chicanery. Don’t do it. If something you read in the novel doesn’t make sense, email me and ask for help. Remember, this course is about the evolution of you and your ideas; So, I need your ideas. I don’t care about what others on the Internet say.
**You NEED at least two pieces of textual evidence from Ishmael to support each of your main points (six total).
**See rubric for grading criteria
** Do not be afraid; I am interested in your ideas, not failing you. This is an exercise in encouraging you to think freely and write freely without the fear of failure. It also gives me an idea of what you can do as an individual and as a class. If you fall into the in progress stage, no big deal (as long as you did the best you could) As with all honors students, I expect that if you don’t succeed, try, try again! Here’s how I will score your in-class write on the first or second day of class: For your in-class write, you may use your book, but that’s it.
Rubric:
A: The Tutor: Ready to be Challenged
• Extraordinary, original ideas.
• Interesting and thought-provoking
• Provides an unconventional yet supported interpretation
• Organized, thesis, answers prompt, and supports with 6 textual references
• Analytical, not summary
• Does not state the obvious but rather the not so obvious
B: Getting There But I will Get Better
• Original Ideas but may state the obvious
• Organized, thesis, answers prompt, and supports with 4 textual references
• Analytical, not summary
C: In Progress but Willing to Learn
• States the obvious
• Makes an attempt to organize and generate a thesis
• Sporadic support
• Provides more summary than analysis
• Not real interesting
Ishmael Overview
Ishmael Reviews (Barnesandnoble.com)
From the Publisher
The narrator of this extraordinary tale is a man in search for truth. He answers an ad in a local newspaper from a teacher looking for serious pupils, only to find himself alone in an abandoned office with a full-grown gorilla who is nibbling delicately on a slender branch. "You are the teacher?" he asks incredulously. "I am the teacher," the gorilla replies. Ishmael is a creature of immense wisdom and he has a story to tell, one that no other human being has ever heard. It is a story that extends backward and forward over the lifespan of the earth from the birth of time to a future there is still time save. Like all great teachers, Ishmael refuses to make the lesson easy; he demands the final illumination to come from within ourselves. Is it man's destiny to rule the world? Or is it a higher destiny possible for him— one more wonderful than he has ever imagined?
Publishers Weekly
Quinn ( Dreamer ) won the Turner Tomorrow Award's half-million-dollar first prize for this fascinating and odd book--not a novel by any conventional definition--which was written 13 years ago but could not find a publisher. The unnamed narrator is a disillusioned modern writer who answers a personal ad (``Teacher seeks pupil. . . . Apply in person.'') and thereby meets a wise, learned gorilla named Ishmael that can communicate telepathically. The bulk of the book consists entirely of philosophical dialogues between gorilla and man, on the model of Plato's Republic. Through Ishmael, Quinn offers a wide-ranging if highly general examination of the history of our civilization, illuminating the assumptions and philosophies at the heart of many global problems. Despite some gross oversimplifications, Quinn's ideas are fairly convincing; it's hard not to agree that unrestrained population growth and an obsession with conquest and control of the environment are among the key issues of our times. Quinn also traces these problems back to the agricultural revolution and offers a provocative rereading of the biblical stories of Genesis. Though hardly any plot to speak of lies behind this long dialogue, Quinn's smooth style and his intriguing proposals should hold the attention of readers interested in the daunting dilemmas that beset our planet. 50,000 first printing; major ad/promo. (Jan.)
Library Journal
Winner of the Turner Tomorrow Fellowship, a literary competition intended to foster works of fiction that present positive solutions to global problems, this book offers proof that good ideas do not necessarily equal good literature. Ishmael, a gorilla rescued from a traveling show who has learned to reason and communicate, uses these skills to educate himself in human history and culture. Through a series of philosophical conversations with the unnamed narrator, a disillusioned Sixties idealist, Ishmael lays out a theory of what has gone wrong with human civilization and how to correct it, a theory based on the tenet that humanity belongs to the planet rather than vice versa. While the message is an important one, Quinn rarely goes beyond a didactic exposition of his argument, never quite succeeding in transforming idea into art. Despite this, heavy publicity should create demand. Previewed in Prepub Alert, LJ 10/15/91.-- Lawrence Rungren, Bedford Free P.L., Mass.
From the Publisher
The narrator of this extraordinary tale is a man in search for truth. He answers an ad in a local newspaper from a teacher looking for serious pupils, only to find himself alone in an abandoned office with a full-grown gorilla who is nibbling delicately on a slender branch. "You are the teacher?" he asks incredulously. "I am the teacher," the gorilla replies. Ishmael is a creature of immense wisdom and he has a story to tell, one that no other human being has ever heard. It is a story that extends backward and forward over the lifespan of the earth from the birth of time to a future there is still time save. Like all great teachers, Ishmael refuses to make the lesson easy; he demands the final illumination to come from within ourselves. Is it man's destiny to rule the world? Or is it a higher destiny possible for him— one more wonderful than he has ever imagined?
Publishers Weekly
Quinn ( Dreamer ) won the Turner Tomorrow Award's half-million-dollar first prize for this fascinating and odd book--not a novel by any conventional definition--which was written 13 years ago but could not find a publisher. The unnamed narrator is a disillusioned modern writer who answers a personal ad (``Teacher seeks pupil. . . . Apply in person.'') and thereby meets a wise, learned gorilla named Ishmael that can communicate telepathically. The bulk of the book consists entirely of philosophical dialogues between gorilla and man, on the model of Plato's Republic. Through Ishmael, Quinn offers a wide-ranging if highly general examination of the history of our civilization, illuminating the assumptions and philosophies at the heart of many global problems. Despite some gross oversimplifications, Quinn's ideas are fairly convincing; it's hard not to agree that unrestrained population growth and an obsession with conquest and control of the environment are among the key issues of our times. Quinn also traces these problems back to the agricultural revolution and offers a provocative rereading of the biblical stories of Genesis. Though hardly any plot to speak of lies behind this long dialogue, Quinn's smooth style and his intriguing proposals should hold the attention of readers interested in the daunting dilemmas that beset our planet. 50,000 first printing; major ad/promo. (Jan.)
Library Journal
Winner of the Turner Tomorrow Fellowship, a literary competition intended to foster works of fiction that present positive solutions to global problems, this book offers proof that good ideas do not necessarily equal good literature. Ishmael, a gorilla rescued from a traveling show who has learned to reason and communicate, uses these skills to educate himself in human history and culture. Through a series of philosophical conversations with the unnamed narrator, a disillusioned Sixties idealist, Ishmael lays out a theory of what has gone wrong with human civilization and how to correct it, a theory based on the tenet that humanity belongs to the planet rather than vice versa. While the message is an important one, Quinn rarely goes beyond a didactic exposition of his argument, never quite succeeding in transforming idea into art. Despite this, heavy publicity should create demand. Previewed in Prepub Alert, LJ 10/15/91.-- Lawrence Rungren, Bedford Free P.L., Mass.
Summer Reading Assignment Snapshot
Summer Reading Assignment Snapshot
How do I get Started?
1. Read everything in this packet, underlining important notes, assignments, etc.
2. Get yourself on a reading schedule; set deadlines for yourself. You should read everyday.
3. Purchase or check out at the town library Ishmael and You are free to purchase e-books online. You will need a paper copy because you will write on it or in it. IPhone applications of the text won’t work.
4. Read the mini-lessons information and look up anything you don’t know; Call me or Google it….In fact, if there is anything you don’t know, always take the initiative to look it up. The pursuit of knowledge is a given in this course.
5. Begin Ishmael, complete Dialectical Journal and vocabulary log, and prepare for in-class essay assessment (July 11th -August)
6. Anticipate a scored formal discussion on the second day of class: This discussion will ask you to refer to the text specifically and pull outside resources. So keep in mind what you might want to bring up during our exchange of ideas and evaluation of this novel. Some of you will like it, some wont. That’s okay! As long as you have an opinion and can substantiate it. These discussions will jumpstart our first unit: What is American Literature and What is American Reality?
Assignment Overview: Texts are in bold; assessments for a grade are indented
• Mini-lessons: Annotating a Text; Dialectical Journaling; Literary Terms to
Know and recognize;
• (July 11th –August) Class Common Read: Ishmael
1. Annotated Text, Dialectical Journal with vocabulary (due first
week of School)
2. in-class essay response (written in-class first Week of School)
3. In-class discussion (second/third class period)
How do I get Started?
1. Read everything in this packet, underlining important notes, assignments, etc.
2. Get yourself on a reading schedule; set deadlines for yourself. You should read everyday.
3. Purchase or check out at the town library Ishmael and You are free to purchase e-books online. You will need a paper copy because you will write on it or in it. IPhone applications of the text won’t work.
4. Read the mini-lessons information and look up anything you don’t know; Call me or Google it….In fact, if there is anything you don’t know, always take the initiative to look it up. The pursuit of knowledge is a given in this course.
5. Begin Ishmael, complete Dialectical Journal and vocabulary log, and prepare for in-class essay assessment (July 11th -August)
6. Anticipate a scored formal discussion on the second day of class: This discussion will ask you to refer to the text specifically and pull outside resources. So keep in mind what you might want to bring up during our exchange of ideas and evaluation of this novel. Some of you will like it, some wont. That’s okay! As long as you have an opinion and can substantiate it. These discussions will jumpstart our first unit: What is American Literature and What is American Reality?
Assignment Overview: Texts are in bold; assessments for a grade are indented
• Mini-lessons: Annotating a Text; Dialectical Journaling; Literary Terms to
Know and recognize;
• (July 11th –August) Class Common Read: Ishmael
1. Annotated Text, Dialectical Journal with vocabulary (due first
week of School)
2. in-class essay response (written in-class first Week of School)
3. In-class discussion (second/third class period)
Summer Reading Letter
Honors Literature Summer Reading
2010-2011
http://shshonorsenglish.blogspot.com
Dear Scholars,
You have chosen a challenging but rewarding path. I commend you for your courage, for your dedication to progress, and for your willingness to be great. This is a class for students with intellectual curiosity and a strong work ethic. Many great minds have walked this path and many have left great imprints on this community and on our society. I am hoping you will be one of those “legacy people.” I am more than happy you have made such a commitment to yourself and the future. Welcome to the fraternity of Great SHS minds: Welcome to the Honors English III Program.
With enrollment in this course comes a responsibility: a responsibility to the self. Your self-reliance should avoid plagiarism, should inspire you to press on, and should be celebrated for independent successes. For those students who become excited about the pursuit of knowledge and for those students who have found the transformational power of knowledge through experience, this is a class created by you for you.
You come with excellent recommendations from Ms. James. She finds you to be a proactive, “go get ‘em” crew. And, with that, you and I will have a successful journey through the mind’s of some Great American Writers and their great American works. We will seek to learn, to challenge, and to experiment with these ideas, in hopes that the knowledge gained from them will shape the evolution of our minds and our lives. Knowledge is not power if you merely have it: it is power only if you do something with it. And, we, will seek to put their words into our actions.
The summer reading program is an essential feature of the Honors English Program. The reading selection will get us started immediately the first week of school and will prepare you for other expectations, units, and events to come. From the beginning, you need to be prepared to take this class very seriously. So, you must complete the summer reading to remain enrolled in Honors English; it is not optional. The work I have selected for this summer session represents the consciousness of The American philosopher and through the main characters reflects the very essence of American culture and concerns: woven within Ishmael’s fabric of philosophy emerges a deep discussion with the American Self and questions what it means to change the world. So, close knowledge of this selection, along with the methods by which you read it, will inevitably improve your chance of success not only in the first weeks of school but also in this year-long class.
Throughout June and July, you will review mini-lessons in preparation for the summer reading unit. These min-lessons either review the knowledge I expect you to already have or will help provide you with the knowledge you need for this course and for the summer reading. Following your mini-lesson, you will begin our Class Read: Ishmael. Daniel Quinn's first book, Ishmael, won the Turner Tomorrow Fellowship, a prize for fiction presenting creative and positive solutions to global problems. He is also the author of Providence, The Story of B, and My Ishmael.
On the back of this handout, you will find an overview of the units, the assignments, and due dates related to Ishmael. Again, please read everything very carefully. In fact, always read anything I give you very carefully: skimming does not work in this course. Throughout this process, you may have questions; please feel free to contact me via text messaging, e-mail, or phone. I will also provide this information on our class blogspot. The address is found at the top of this letter. Good Luck and Happy Thinking;
Kindest Regards,
2010-2011
http://shshonorsenglish.blogspot.com
Dear Scholars,
You have chosen a challenging but rewarding path. I commend you for your courage, for your dedication to progress, and for your willingness to be great. This is a class for students with intellectual curiosity and a strong work ethic. Many great minds have walked this path and many have left great imprints on this community and on our society. I am hoping you will be one of those “legacy people.” I am more than happy you have made such a commitment to yourself and the future. Welcome to the fraternity of Great SHS minds: Welcome to the Honors English III Program.
With enrollment in this course comes a responsibility: a responsibility to the self. Your self-reliance should avoid plagiarism, should inspire you to press on, and should be celebrated for independent successes. For those students who become excited about the pursuit of knowledge and for those students who have found the transformational power of knowledge through experience, this is a class created by you for you.
You come with excellent recommendations from Ms. James. She finds you to be a proactive, “go get ‘em” crew. And, with that, you and I will have a successful journey through the mind’s of some Great American Writers and their great American works. We will seek to learn, to challenge, and to experiment with these ideas, in hopes that the knowledge gained from them will shape the evolution of our minds and our lives. Knowledge is not power if you merely have it: it is power only if you do something with it. And, we, will seek to put their words into our actions.
The summer reading program is an essential feature of the Honors English Program. The reading selection will get us started immediately the first week of school and will prepare you for other expectations, units, and events to come. From the beginning, you need to be prepared to take this class very seriously. So, you must complete the summer reading to remain enrolled in Honors English; it is not optional. The work I have selected for this summer session represents the consciousness of The American philosopher and through the main characters reflects the very essence of American culture and concerns: woven within Ishmael’s fabric of philosophy emerges a deep discussion with the American Self and questions what it means to change the world. So, close knowledge of this selection, along with the methods by which you read it, will inevitably improve your chance of success not only in the first weeks of school but also in this year-long class.
Throughout June and July, you will review mini-lessons in preparation for the summer reading unit. These min-lessons either review the knowledge I expect you to already have or will help provide you with the knowledge you need for this course and for the summer reading. Following your mini-lesson, you will begin our Class Read: Ishmael. Daniel Quinn's first book, Ishmael, won the Turner Tomorrow Fellowship, a prize for fiction presenting creative and positive solutions to global problems. He is also the author of Providence, The Story of B, and My Ishmael.
On the back of this handout, you will find an overview of the units, the assignments, and due dates related to Ishmael. Again, please read everything very carefully. In fact, always read anything I give you very carefully: skimming does not work in this course. Throughout this process, you may have questions; please feel free to contact me via text messaging, e-mail, or phone. I will also provide this information on our class blogspot. The address is found at the top of this letter. Good Luck and Happy Thinking;
Kindest Regards,
Sunday, June 6, 2010
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