APE 11-12: Literature and Composition

1. APE 11-12:Literature and Composition APE standard: Writing to understand: exploratory activities that enable students to discover what they think in the process of writing about their reading, including annotation, free writing, journal, and response /reaction papers. ,I

2. Past power points from class to help you… • Group responses to the activity on page 9: • The ways the two speakers’ expectations about readers • are similar: • 1) • 2) • Speaker’s beliefs about the value of literature: • 1) • 2)

3. Speaker’s use of playful humor: • 1) • 2) • NOTES: Page 10: what are the habits of mind that you need to cultivate to get the most out of a literary text: • Ambiguity – synonyms and the literary definition • Do 10,11,12 for homework: 10/3 for 10/4

4. Page 11: Activity: Two views on being a reader in collaborative group… Look at the prompt. Similarities and differences. How does that relate to compare and contrast? • Be candid with yourself and each other about discussing your own experiences as a reader.

5. In the following two poems, adults provide explanations for children. Read the poems carefully. • Then write an essay in which you compare and contrast the two poems, analyzing how each poet uses literary devices to make his point.

6. Approaching literature: Use the three step approach to discuss “Out, Out-”. • Discuss the approach after you read through extension on page 16. • Record notes that reflect the process and your understand of using it. • COURSE REQUIREMENT: • Writing informally to understand. • The three step approach to literature • Take informal notes on your processing “Out, Out” with the three step process. • Assessment…10/5 • After the closed book assessment, page 16. • Activity page 16: collaborative groups

7. ORJ dialogue • Did your use The Bedford glossary of literary terms to frame your analysis discussion ? Es muyimportante! • After listening to your partner(s) discussion of their analysis of the elements, record the name of the novel or drama, the author, and write down a theme you think your analysis would support. In addition, record which elements were the most revelatory to you in suggesting the theme you choose. • I do hope this made analysis more familiar. • RT: localized Your assessment of this ORJ chat in building your skills and confidence in analysis of the elements, figures of speech, etc. is… Reader response is not part of the discussion.

8. Elements of style: The course teaches students to write an interpretation of a piece of lit that is based on careful observation (remember notice, notice!), considering the works style, structure and themes. • 21-26 • Make sure you have good notes on these elements of style from both texts. Remember, the L and C text admits on page 21 that the definitions are brief introductions. A brief awareness of the element will not be adequate for the objective part of the test, nor the essays. • Notice the highly helpful questions on pages 23-24. • DO activity on page 24 in group.

9. Frequent opportunities for writing and re writing formal extended analyses. Writing to explain: students draw on textual details to explain and/or interpret the meaning of a literary text. • Study the sample analysis. Really. • Monday, we will do the activity on page 25 using the elements of style in relationship to the prompt. • Spend a few minutes analyzing the prompt. That should give you the purpose of your writing.

10. New terms: conceit • “ • A Valediction Forbidding Morning”

11. Special considerations for reading poetry closely, pg 26 in L and C – course requirement: structure and style • Rhyme • Meter • Form • Poetic syntax • Sound - • Again, look at the questions provided to you. Do you think they merit consideration?

12. The sounds of poetry • I know not a better poem to study for sound than Coleridge’s Rime of the Ancient Mariner. • So, please, grab a Bedford (ch 26)and record a literary definition for assonance, consonance, euphony, and cacophony. • You familiarity with the lit terms will inform your experience with the poem. • In addition, please record thoughtful notes on rhyme. That info is in chapter 26 as well. APE needs to wrap their heads around masculine and feminine rhyme, exact rhyme (exact rhyme is also called off, slant, and approximate rhyme. Class time Friday, 10/28 • Given the level of familiarity, I think it is your best interest to work on ch 26 in class, finishing whatever you could not finish in class on your own or with your collaborative group. • *** Please, do the LiterActive activity on page 863, print them off, and bring to class on Friday.

13. Homework from last Monday: Read the passage carefully andanalyze how style conveys this sense of Gatsby. What sense? Look at the prompt…The narrator of this American classic describes Jay as a person with “a great capacity for wonder.” Did your analysis of style focus on this? Otherwise, you missed the prompt. • In your Lit and Comp text, a brief intro to the elements of style begins on page 21… • Those elements include: • Diction: Careful word choice to convey PRECISE meaning is the central premise of diction. Therefore, as you analyze word choice, an APESTER needs to consider connotations and denotation because you, as you analyze diction, must consider a multiplicity of word meanings. • How do the connotations relate to the meaning of the piece? • Do connotations ever reveal yet another layer of meaning? Yes, sometimes connotations affect tone, as in formal or informal, slang, colloquial. • Diction can also be abstract or concrete. • How many of these did you analyze, discuss, and supply text?

14. Figurative language…How does style (figurative language) convey Jay’s capacity for wonder? • Language that is not LITERAL. • It expands or explains by comparing something to something else. • Metaphor • Personification • Analogy • Overstatement • Understatement • Paradox • Irony

15. How does style convey his sense of wonder? • Imagery – look, feel, smell, taste

16. Syntax conveying his sense of wonder? • Syntax= arrangement • The four kinds of sentences according to structure. • That is different from the four types based on purpose. • Simple: one ind clause and no dep • Compound: two or more ind • Complex: one ind and at least one sub • Complex compound: 2 or more ind and at least one dep • Cumulative • Periodic • He traditional word order (sub + v+ obj) can be inverted

17. Mood and tone – Do these elements of style convey his capacity for wonder? Tone is the speaker’s attitude toward the subject of the work. Mood is what we experience as a result of tone. That’s the def from L and C. Looking for The Bedford as well. Remember, the elements explanations are brief. In The Bedford, tone is described as “the author’s IMPLICIT attitude toward the reader or the people and places in a work as revealed by the elements” (Meyer 2144). Did your homework analyze these elements in light of the prompt? What is this? It is from your class… “The elements of style – diction, figurative language, imagery and syntax – work together in the excerpt from TGG to convey Gatsby as an individual capable of the rare capacity to live from a dream and the wonder it excites” (B).

18. Understanding style as related to sentence structure • A note on the way we classify sentences. • Sentences are classified by purpose. The terms we use are declarative, exclamatory, interrogative, and imperative. • Sentences are also classified by structure, and in that light, there are four kinds of sentences. Please, research and reckon with these for your analysis and explore modeling the patterns in your own writing.