Happy Holidays

The per. 9 debate was slightly calmer than 4/5 but both sides presented balanced arguments. The ban side had a well-developed argument but could have focused more on the race issue rather than violence since they later admitted that violence wasn't important. I did think that the ban group handled the questions extremely well though. Each person was prepared and ready with a solid answer.
The keep group made an interesting case for the book being racist against white people but then lost the argument during the question round when it was pointed out that if it is racist at all it shouldn't be taught. Although the judges were split and it was a close decision the Ban group received the majority of the votes.
Nice work by everyone.
Enjoy your break!

And the winner is...

Wow, what a day we had! Well if nothing else you all have to admit that AP English is at least memorable. Before I announce the winner I want to say how impressed I am with all of you. I know the debate raises tensions and is just slightly uncomfortable but I think getting out of your comfort zone is necessary some times.
Recap of arguments:
The Ban side presented a well organized claim with some strong points. The highlights for this side were--easily influenced teens with both scientific backing and anecdotal, the uncomfortable nature of vulgar terms, Huck's seemingly lack of maturity in the end with Tom. The response to questions for this team was less prepared than the actual argument. The problem of reading this book without teacher guidance was never refuted and the comparison between video games and literature was proven to be tenuous at best. Some well answered questions were the fact that Huck does immoral things on his own and that in the end Huck seems to reject only parts of society not necessarily slavery as a whole.
The Keep side seemed a little less structured but still got in some good points. Their highlights included the natural evolution and history behind the infamous word, the impossibility of running from or changing history. One of the most effective points was that we can't avoid things simply because they are uncomfortable or we will never learn from them. The direct anti racist quotes from Twain were also quite convincing. This side also responded fairly well to the questions raised although there were few they had to field.
As I stated before this began, the debates are usually lost or won in the question round and that is how this one turned out. The unanimous decision by judges was that the Keep team was the winner by a hair.

Nice job everyone and I hope you are all still friends :o)

Debate Eve

Today was work day part two and the tension is mounting. The debate will be held in 4/5 tomorrow so make sure you come prepared and ready to start as soon as the bell rings.
Also I will be your head judge (bribing with treats is usually most effective) but I will have a few former students also weighing in.
Get some rest and come prepared to battle!!

Sorry I'm late

Ok, so I'm a little late on the posting today (or a little early I guess). Monday was just a debate work day so there wasn't much to report and yesterday was an in-class essay on Huck. Unfortunately, I'm a little flooded with papers right now so you most likely won't get your essays or poetry analysis back until after break.
Thank you to everyone who had their parents come to conferences last night. I realize the weather wasn't the best but I appreciate those parents that made it out.
Upcoming: Debate and extra credit letter for over break.

Poetry is weird

Today was the vocab test and then a light tasting of poetry. We read two fairly odd poems and looked at figuring out some deeper meaning. In class we concluded that the death of a toad is more than merely the death of a toad.
We briefly looked at some Em D. bird poetry and your assignment is to come up with a three to four sentence explanation of deeper meaning within that poem.
Upcoming: Poetry Analysis for Monday and then we begin Debate prep.
P.S. Someone remind me to talk about the extra credit option in class on Monday. I keep forgetting.

Huck Final Discussion

Today was a discussion day and overall I think it went pretty well. You all are getting much better at involving everyone. In general, I would like to see the discussion go a bit more in-depth. It might help to start referencing some specific passages and try to make some real world connections. One key passage that was never brought up was Huck's comment about the river boat accident (p. 213). When asked if anyone was hurt he says no and then follows it up with "killed a Nigger." What are readers to make of this type of comment coming from Huck at the end of the novel?

I would also be interested in your opinion on how much textual commentary you want from me. I try to keep it to a minimum, but if you think more would be helpful let me know.

MC Review

Today was a short day and we just went over the answers for the multiple-choice test. If you need more practice with the test let me know and I can give you some extra ones.
Tomorrow is the Huck discussion and then Friday is the vocab test that focuses mostly on poetry. The test is a written definition one again.

Huck Finnish

Today we took a quiz on the second half of Huck and briefly discussed some key aspects of the final. There was also the use of some fancy words like dues ex machina and buldensroman. The initial prep was set for the Great Huck Debate (I can't wait to see you all in action).
We also talked about the Blackberry essay and went over some general tips. I'm also posting a sample of a strong essay (see below) with the actual corrector commentary.
Upcoming: Discussion on Thursday and Vocab Test Friday

In Seamus Heaney’s poem “Blackberry-Picking,” the use of juicy diction, clear and vivid imagery, slant rime and conversational rhythm, along with casual form illustrate the poet’s message that childhood experience of picking berries holds a deeper metaphor for life; that is, childish hopes continue to exist despite the also continual slap of reality.

The casual and childish hopefulness in the poem is clearly embodied in the conversational tone, forced by the irregular sentence structure found within the rhythm and the slant rime usage throughout the work. By organizing sentences in such a way that perpetuate variances of stressed and unstressed syllables, the narrative tale of berry- picking is seen in a casual light. The additional use of slant rime or all rime (“sweet / it” 5-6) also adds to the elimination of the sing – song feel that so often causes distraction of the reader in other poems. The poems form in an AABB… rime scheme separated into almost rhyming couplets keeps a sense of organized structure throughout.

The use of descriptive consonant – filled diction is as juicy as the blackberries in the story; this description adds not only to the literal childish experience of berry – picking but also to the adult acknowledgement of the significance of the experience. The clear imagery of the berries’ “flesh” (5) sweetened “like thickened wine” (6) brings vivid images and striking comparisons between the berry flesh and human flesh filled with “summer’s blood” (6). The fact that the memory of the adult, reflecting back upon the childhood experience is so strong as to remember all of the “milk cans, pea tins, [and] jam pots” (9) provides an additional link through repetitive diction to the metaphor that is to come. Imagery is also solidified through such literary elements as consonance “trekked and picked” (12) alliteration “big dark blobs burned” (14), and personification as it is “hunger” (8) that sent the children out to gather all of the berries.

Through the childhood experience of gathering berries, the speaker uses literary elements to show the deeper metaphor for idealistic hope and its survival despite realistic confinements. The structure of the poem, by separation the initial tale of the berry picking into 8 couplets and the reflection upon the formation and not into four couplets indicates the speaker’s belief that the childish, innocent hope for sweetness and goodness continues on. This is paradoxically established further in the speaker’s description of “all the lovely

canfuls smelt of rot” (23) as the hopes of sweet, lovely blackberries are destroyed by the inevitable natural decay of what was sweet and good in the berries. This grim picture of the natural decay and destruction of the things we cherish enough to go search after even “where briars scratched” (10) and when “our hands were peppered / with thorn pricks” (15-16), presents a depressing image of the world around us. We sacrifice for the “lust for / picking” (7-8) and are yet deemed the fruits of our labor. This destruction of what people materialistically search for, however, does offer hope. Although the human possessions do not keep forever, the hope that nature’s goodness will continue on is mirrored in the childish hope that the berries will keep despite the knowledge that the berries themselves will not. More important than actually saving the berries then, is the value placed on nature and the triumph in the berry – pick. The fact that the berries were picked every year despite the knowledge that they would spoil is the finishing touch on the role that hope has in our society.

The ideals of natural preservation, although tainted by inevitable decay of what is worked for, are perpetuated not by the physical salvation of nature’s goods, but by the internal value that is placed on nature. In “Blackberry Picking,” the adult reflection upon the childhood innocence of that hope is reflected poignantly by the lush descriptions and imagery of a memory that in some way, rings true to us all.

Commentary on Essay Score = 8

Doubtless there are other essays that convey the poem’s meaning in a more compelling fashion than this essay manages – or that supply fuller readings of the rich imagery and diction found in “Blackberry-Picking.” However, this is one whale of an essay! So much information is provided by this lengthy piece that it seems perverse to fault the essay because of a vexing omission or dubious assertion (“casual form,” for instance?). The expertise as well as the ambition of the writer is apparent from the outset with the sophisticated technical observations about syntax, rhyme, and meter. If these comments do not hold up to scrutiny in their entirety, we forgive the lapses and credit the attempt, amazed at what the writer has accomplished! (Dissection of sound effects simply does not occur in other essays to any appreciable extent.) Similarly, we overlook the several errors in writing: the subject-verb disagreement in the first sentence, for example, or the awkward syntax that results a time or two when the student tries to combine specific examples with commentary.

The student proceeds with a stunning level of analytical command. A commitment to using details to illustrate points is obvious, and the writer has impressive facility with the vocabulary appropriate to literary criticism. Furthermore, the essay reflects an innate sensitivity to the speaker’s tone by suggesting the complex tensions between enthusiasm and disappointment, joy and pain, life and death that persist throughout “Blackberry-Picking.” The writer notes the separation between the two parts of the poem as a function of form and content – the second segment brings overwhelming confirmation of the appalling futility of the effort to “hoard” the berries. However, he or she understands that the language that describes the boy’s eager blackberry-picking experiences in the first section incorporates the seasoned reaction of the adult: disappointment is inherent in the boyish hope the young writer describes with such conviction.

Ever when the student lacks precision in an explanation, he or she does not superimpose “higher meanings” upon the literal images and actions of the poem but renders meaning as integral to the language and various poetic elements that create and convey it. In sum, both the poet and the young critic who writes so ably about Heaney’s artistry view with compassion the ongoing nature of the human struggle to stay the unstayable. The student’s full embrace of the joy and exuberance conveyed in the blackberry struggle is inspiring evidence of his or her own youthful enthusiasm for life – and for poetry. The mature regard for the natural law of decline and death is similarly impressive. Imagine what he or she might do with a second – or third – draft of this essay!

Work Day

Today was just a work day for the poetry project. Just a reminder that if you are reading this you better be finished with Huck.
Upcoming: Poetry Analysis due Monday and tomorrow you get the "Blackberry" essays back...

Huck Discussion (essay)

The classes were reversed today so I'll just focus on the Huck discussion. Overall an excellent discussion for both groups. Everyone spoke at least once! Still need to get a little better at passing the ball to people who don't speak as much instead of always giving preference to the same people.
I will attach some of the notes I have on the discussions and just a warning about the ending--it will drive a lot of you crazy (but not as bad as Turn of the Screw).
Upcoming: MC for Monday and Huck for Tuesday.

Huck Finn Discussion Notes

Violence—very graphic images, Tom’s games, feud, Boggs, Huck’s beatings (7 deaths by first half)

Religion hypocrisy—slave owners, praying, killing neighbors,

Romantic ideals—Tom’s schemes, Huck mimics with realism (fake death, robbers, feud, fake identity, prison break)

Education—Tom (imagination, formal) versus Huck (logic, street)

Portrayal of Jim—superstitious, takes care of Huck, loyal, logical (hairball, king solermun, French)

Power issues between Huck and Jim, does Huck care for Jim? (he seems to forget about him a lot)

Alcoholism—how many times does it show up

Portrayal of women—clever, discover Huck’s lies

Signs of Huck maturing—scene with Buck, decision about Jim

Reliable narrator?—13 year old boy

Symbolism of the river

What is Twain’s purpose in writing this novel? Remember it was published in 1898

Role of identity—King and the Duke, Huck’s constant changes

Portrayal of slavery—is it realistic, romanticized?

Why would this book be banned? Are the reasons different in 1900 vs. 2000?

Paper Notes

Nothing super exciting today. We spent the hour going over the writing tips from the Turn of the Screw papers. If you want a copy of the tips they should be posted under the essay section of the site by the end of the day tomorrow.
Upcoming: Finish Huck for Tuesday and the multiple-choice for Monday.

Day of Shame

I almost forgot to post today.
Okay per. 4/5 did an in-class essay today because I was grumpy. On a serious note, I really was disappointed to see so many people not complete an assignment. If you are struggling for a legitimate reason please come talk to me. I want the class to beneficial for everyone and if there is something that needs to be changed I'm willing to do what I can. If it is simply an issue of procrastination or lack of motivation that needs to be solved pretty quickly.
As for the essay, it was the poetry one so I think there was some pain felt all around. Interesting side note, that dang Blackberry essay was one I had to write for the actual test. I specifically remember hating it then so I feel your pain.
Per. 9 had a higher rate of reading completion (granted they have a much smaller class) so they did the discussion today. It was a little slow at first but some interesting ideas were raised at the end. I will hold off on posting the discussion notes until after the 4/5 discussion.
Upcoming work: Finish Huck for 12/9 (spend 30 mins. a night)
Multiple-choice due 12/8

Huckarrific

Today we took a reading check quiz on the first half of Huck Finn. Sadly it looks like several people did not complete the reading. Please make sure you get caught up. It isn't very enjoyable to discuss a book you haven't read. I attempted to just give a few ideas about the novel but of course barely even touched on everything I wanted to say.
I also forgot to pass out the new MC test so you all have that to look forward to tomorrow.
Here are some general notes to think about in regards to the novel. This would also be some good stuff to discuss tomorrow.

• Violence—very graphic images, Tom’s games, feud, Boggs, Huck’s beatings (7 deaths by first half)
• Religion hypocrisy—slave owners, praying, killing neighbors,
• Romantic ideals—Tom’s schemes, Huck mimics with realism (fake death, robbers, feud, fake identity, prison break)
• Education—Tom (imagination, formal) versus Huck (logic, street)
• Portrayal of Jim—superstitious, takes care of Huck, loyal, logical (hairball, king solermun, French)
• Alcoholism—how many times does it show up
• Portrayal of women—clever, discover Huck’s lies
• Signs of Huck maturing—scene with Buck,

Creepy Poetry

Today we read a slightly disturbing poem by Robert Browning (I know he's not an American author but you have to admit the poem was worth the switch) and a individual practice poem about Keats. The easiest way to work with poetry is just to dive in and get your hands dirty. Poems should be read multiple times and you should try to interact with them in whatever way you can--even if you relate them to weird suicide-cults. On a classroom note, the class is also far more enjoyable if you get your hands dirty and participate. I swear if you say something completely wrong or absurd I will only laugh for a few minutes :0)
Upcoming: Papers due tomorrow. I was really pleased to see so many people come in for help. Bueno!
Don't forget to read Huckalicious

P.S. Does anyone read these or am I wasting my time? I have no "followers" or comments...sad.

Helen Poetry

Today we looked at the AP poetry essay.
Main things to keep in mind:

• answer the prompt in a clear specific thesis
• read the poem(s) at least three times
• look at structure, word choice, images, symbols to get yourself started

The first week in December will be a time poetry essay in class so if anyone would like to write the Helen one for practice I would be happy to score it for you :o)

Upcoming Work: Papers due Wednesday. If you haven't talked to me about your paper I highly suggest that you do so. Remember you have to answer the "so what."

Poetry Taste

Friday we had our first taste of poetry. Tip of the day--don't let poetry intimidate you. It isn't supposed to make sense on the first reading, just give it a few reads and keep an open mind. By the way the title of the poem was Mushrooms by Sylvia Plath. I think one group cheated.

Okay so here is my paper on Turn of the Screw. Sorry I tried to keep it under three pages but I went just a little bit over. This was done quickly so don't be too harsh but it should help you get an idea of what a straight analysis paper looks like. Also notice the correct formating for everything.

Kristin Meister
Ms. Meister
AP English
November 22

Manipulating the Norm: Gender Power Issues in The Turn of the Screw

Superficially, Henry James’s The Turn of the Screw seems to reinforce the status quo of American literature as male, whereby men are viewed as having power over women leaving women to become mere objects. James creates a nameless female protagonist whose story is told through the guise of a male narrator. She becomes an object viewed by Douglas’s audience and is used simply as means for the master on Harley Street to avoid being bothered by his charges. She is then set up as naïve and love-struck, willing to do just about anything, including risking her own sanity, for the sake of keeping the master undisturbed. However, on closer examination, James actually creates a novella that subverts the traditional idea of men having power over women as it is the governess who has the final word in her story, not the male Douglas, and it is the male heir Miles who becomes the scapegoat leaving the governess free, “awfully clever and nice” (24).
James’s unfinished frame tale creates frustration and confusion but his experiment with form also draws attention to what has largely been left unconscious. Through Douglas’s initial telling of the governess’s story she is reduced to a nameless object that they all raptly listen about rather than listen to. While at the start, Douglas does have power over the governess’s story, in the end it is the governess who has the final word and Douglas, who disappears after only the first seven pages, is never to be heard from again. James relinquishes power to the governess and allows her to participate as there is no need to return to the male voice once she takes over. Furthermore, as the governess does remain nameless throughout her own narrative this hardly is a power issues as both the master on Harley Street and the narrator remain nameless as well.
In addition to his manipulation of form, James also uses the content of his story to portray patriarchal ideals but only as a means of later subverting them. The governess is described as “the youngest of several daughters of a poor country parson” implying inexperience and naiveté (26). The weak female stereotype is further developed as Douglas reveals, “She was in love” with the unobtainable master on Harley Street (24). Her youth, inexperience, and blatant desire to the please the master set her up to be the traditional sacrificial scapegoat in which the purified survivor is the husband/male. However, James twists the patriarchal content in the end when he gives power to the governess and spares her from the enactment of man’s power over woman. In the end, as with the frame structure, it is the female governess who has usurped the power from the males around her. Instead of becoming the sacrificial scapegoat it is Miles, the male heir, who becomes sacrificed and the governess who remains the cleansed survivor. Furthermore, she both fulfills her role as a female and rises above it as she leaves the master “disburdened, delighted […] thanking her for the sacrifice” (29). The question of who profits, and how are crucial to understanding sexual power issues and in this sense it becomes clear that James is giving power to the females as it is Miles who pays the cost but the governess who “already felt rewarded” and Flora, who is now the heir, who profit (29).
Along with a restructuring of the typical gendered scapegoat, James also inverts the power roles associated with looking . Women are frequently seen as passive lookers and males are active. While there is pleasure in being looked at, the passive object is usually at a disadvantage. In a traditional sense the governess is an object viewed by both the guests and the ghosts of Quint and Jessel. This lack of power is further revealed through her first encounter with Quint as “he never took his eyes from [her]” and “even as he turned away still markedly fixed” her (41). In this case, it is clearly Quint who is the active male subjecting the governess to a controlling gaze in the same way that Douglas subjects her story to the scrutiny of his audience. Yet, once again while James superficially appears to be following the status quo, he is in fact inverting it. While the governess is being looked at she does gains some power in the sense that it is her story that entertains the guests and she clearly hold some sway over Douglas as he admits “I liked her extremely” (24). With Quint and Jessel the governess has some initial power in the fact that she is the only one capable of both seeing and being seen by the ghosts, besides the children who are themselves still questionable as to what they are able to see.
The governess gains even more power with each sighting as she is no longer passively viewed but instead becomes an active viewer herself. This reversal beings with only her second sighting of Quint as she is able to watch him “through the glass and across the room” and observes that “it was not for [her] he had come” (44). The governess’s new active role is again emphasized with her encounter with Jessel across the lake. In this instance, with her active looking the governess “became aware that on the other side of the Sea of Azof [they] had an interested spectator” (54). Through her acquired power of adopting the active/male role the governess is able to see what Mrs. Grose, the passive/female cannot—that they children “They know—it’s too monstrous: they know, they know!” (55). Furthermore, at Mrs. Grosse’s incredulity, the governess can only reply “I was there—I saw with my eyes” confirming her power as an active viewer (56). The governess’s final stance of power comes in the standoff with Quint as she tries to save Miles from his Quint’s “view like a sentinel before a prison” (116). In a final act of active viewing, the governess denies Quint his power and pleasure in looking as she shields Miles from his view and forces the presence to “move and shift its posture” until finally “the air was clear” (116-117). In this way the governess is able to reverse the roles of passive/female and active/male as she denies Quint the power of his gaze and instead forces him to be the object of her gaze.
Through his distortion of traditional male dominated structures and ideas, James is able to not only draw attention to the inequality of men’s power over women but he also uses the same devices to subvert this binary opposition. Through a distortion of the assumed patriarchal order the governess is able to adopt male characteristics in order to wrest back some of the power initially taken from her. Whether consciously or unconsciously James’s unfinished frame, disturbing death of Miles, and the disappearance of Quint’s ghost all point to a hidden power within the governess allowing her to survive long after her weaker male counterparts.

Sorry I forgot

Wednesday in class we finished up presentations and talked about satire. If you missed the War Prayer by Twain I highly suggest you read it online.
Thursday we did peer editing with the outlines. It went okay but we need to get better at really giving some helpful feedback. With the outlines I looked at the number one thing I noticed was still some trouble with organization and people missing the "so what" question. Remember to come in and see me if you want help. I will also write a paper myself this weekend and post on this blog so you have a sample of what I'm looking for.
Upcoming work: Paper due 11/26
Huck Finny finish 1 through 22 for 12/1

Presentations

We had some very "interesting" presentations today and there was also a new set of vocab dealing with poetry.
Remember outlines are due Thursday. The more complete your outline the easier it will be to write your final paper. Also don't forget to bring two copies of your outline.
(Hannah if you are reading this you can email me a copy of your outline if you would like some feedback).

Test Day

Took the fourth vocab test today and then gave students a chance for revenge. After the test, students had a chance to do anonymous evaluations of me and then there was some final work time on the presentations.
Upcoming: Outline 11/14 (see yesterday's post)

Work Day Part Two

Today was just a work day and I'm looking forward to some engaging presentations.
Upcoming Work: Big Vocab Test tomorrow.
Full Outline 1-2 pages typed (2 copies) 11/20

Oops

I forgot to post yesterday but it was just a group work day so nothing super exciting was missed.
Today we went over the first official multiple-choice test and scores were amazingly high. Maybe too high....
We also talked about the Turn of the Screw paper and decided the outline would be due next Thursday with the paper due 11/26. Main tip for the paper is to come up with a "defendable" claim that you actually believe in. It is much easier to write a paper on something that you agree with.
Thanks goes to girl Sam today for keeping me on my toes and asking some good questions about how you can tell if something really has a purpose. If you are ever confused or disagree don't be afraid to ask (despite the reaction of the class).
Upcoming Stuff: Vocab test Friday--its a doozy!

The Turn Continues

Today The Crucible papers were passed back. The main areas of concern were lack of strong organization and support. Main Tip: Don't be afraid to come talk to me about your papers. If you got a C or lower you should be bringing me drafts to look at.
Discussion Overview: Still debating about if the Governess is mad or if the ghosts are real. I think both sides can be supported but you have to go back and look at the text for proof.
Hopefully some things will be cleared up during the presentations next week. It should help once we look at some specific passages.
Upcoming Work: Multiple-choice for Wednesday and start thinking of your paper topics.

Turn of the Screw

Well we answered some questions about the novel but we created more. I hope I at least wet your appetite for more. We will discuss it a lot more next week. We also took a reading check quiz.
Upcoming Work: Multiple-choice test next Wednesday!

Best Friend Day

Today everyone in class got a new best friend (Rhetorical Diagram) and we practiced analyzing some essays. Remember for all essays you must read the prompt carefully.
Upcoming Work: Finish the novel.

Battle of the Classes

Today we had a multiple-choice competition between the massive 4/5 and the underdogs per. 9
In a surprising upset per. 9 beat 4/5 by one question. It was also interesting to watch class interactions.
Upcoming work: Finish Turn of the Screw by Thursday!

"It's tha 1st of tha month"

Today was another fun filled day in AP English (at least for me). The infamous Crucible papers were turned in with an estimating correcting time of 14 hours!
We got new seats--always exciting and the first real AP test was given out due 11/12
Then we ended the hour with a wonderfully helpful analysis cheat sheet. Since I can't figure out how to attach documents on her you will just have to go to my website to print it out or be daring and speak to me in person.
Finally, I'm testing to see if anyone even reads these... so if you are reading this and are the first person to tell me where the above song lyrics come from a free late voucher awaits you!

Oct. 31st Happy Halloween

Today in class the Singer essays were passed back and we looked at some sample essays and discussed what needed to be fixed. We then practiced our critical thinking skills with a power point presentation.
Upcoming Work: Crucible Paper due Monday