My work: Here
Targets: ATL: R and R – ME; SC9 – ME; SC6 – DE; SC15 – ME; ATL: SML – ME
Feedback: “You’ve focused your writing narrow enough and include some good analysis. It is ironic that you chose stylistic features that are visible in the writing but not evident to a viewing audience of this play. How might your paper have struggled with that disparity? No works cited page. References to realism may warrant citation, as well.”
My comments: My score for SC6 was completely unexpected because I did not think I had to submit it to the formative dropbox considering that assignment was for peer-editing and it did not specify that it would be given any instructor feedback (if any was going to be given). I showed my partner my essay and worked off of that feedback that was on the same document.
My work: Page 5 of this doc
Rubric: SC1.1 – EE; SC1.2 – EE; SC3 – ME; SC8 – EE; SC14 – ME; SC15 – ME
My work: Pages 3-4 of this doc
SC2 – AE; SC12 – EE
Comments: “4 of 9 on the 9 point scale. ‘Blind’s Man’s Mark’ is a challenging poem. Keep in mind there is another opportunity to write on Question 1 in quarter 4. Written feedback is available on the hard document.” / “This is a challenging poem. You gave what you got: that desire was somehow undesirable to the speaker. However little analysis is given.”
Knowing what I know now, I would tell the person I was at the beginning of the year to work so much harder than I did. I was definitely unprepared for what I was about to endure in AP Lit; no one warned me about how many hours of work this class required. However, I think my undesirable grades at the beginning of the year pushed me to work harder towards the end of this semester. For example, with the U1: TPCASTT “Poetry” assignment, I got AE (3/8), which was obviously disappointing. So, I started putting more care and effort into my work, and as seen with a number of my U2 assignments, I got MEs, like SS Response (6/8). Towards the end of the semester, however, I got less motivated and more busy with college applications but still pushed myself to work hard for this class, which I think is evident with the U2 Dragon Notes video, in which I got MEs and EEs – this made me very happy. This class has been a rollercoaster for me, with unpredictable twists and turns, and climaxes and drops, but I believe I’ve come out of it as a stronger student. AP Lit has taught me that perseverance and self-motivation are two of the biggest factors when it comes to success. I hope to continue this journey I’m on through the second semester, and I hope there will be an upward trend with my work.
From this class. I’ve learned a lot about literature (obviously). Foster’s book gave me a number of things to look out for when reading, like biblical references and anything to do with colour. Though it seemed a bit distracting at first to be on the lookout for these devices rather than being simply engrossed in the story, over time recognising those things allowed me to have a deeper understanding of the literary piece. With the example of biblical references, finding those allusions gave me a better understanding of the setting and the mindset of the narrators and characters. As of now, I still would like to identify literary devices more often, like some of my classmates, when reading literary works, but it doesn’t come naturally to me. I usually like to read and just understand the plot, so it’s taken a while to get used to coming out of the story and analysing the writing. As for my own writing, since I’ve learned new ways authors can convey their ideas, I’ve been trying to incorporate that into my writing as well. It’s difficult for me to include literary devices in a way that seems natural and works with the flow of the piece, but hopefully, by the end of the year, I will improve upon that. Additionally, with the recent unit on “Hamlet”, I’ve really enjoyed applying my literature knowledge to a play, because it showed me a different way these literary devices can be used, and it was a fun piece to read as well. I said this at the beginning of the year and it seems to have come true; I hoped that this class would help me when reading play scripts to gain a better understanding of the character and the rest of the story. I know this came true because when I was reading the script for this semester’s play, I recognised that allusions and other subtle devices.
Unit 2: Are all stories “all one story” or rewarmed versions of one another?
As we learned from Foster’s book, the same storylines are used over and over again in literature, and the endings of stories have become quite predictable. How often does the protagonist lose or not get what they want? However, this doesn’t stop people from reading and writing these stories. I wouldn’t say all stories are “all one story” because there is variation, so I think most stories that are being written are just slightly different versions of each other. Of course, there are exceptions where the author goes completely against what’s expected, which is refreshing but uncommon. I hope those kinds of stories become more exposed so that everyone can experience something new. I wonder what makes people still read such archetypal stories even when they can basically predict the ending. I can’t quite put my finger on it, because I can’t think of a good reason as to why that is.
A couple of examples of “predictable” and “unpredictable” stories from this Short Story unit are “Where I’m Calling From” by Raymond Carver and “The Story of an Hour” by Kate Chopin, respectively. In the former, it’s predictable that the narrator goes through this whole journey of being a recovering alcoholic, and in the end, decides to better himself. The latter has an unexpected twist at the end when the main character’s husband is actually alive and she dies. Both stories were interesting to read, regardless of whether the ending was expected. I think what makes any story entertaining, predictable or not, is the writing; usually, the predictability doesn’t become a big factor when the story is well-written.
My work: https://docs.google.com/document/d/1waoF85mPxy2iYhggzCa46sTz8avviAQCAjQtWVKfJtg/edit?usp=sharing
Rubric: SC3: AE; SC6: AE; SC13: AE
Comments: Heather, There is presently a misalignment between the thrust of the prompt and the message you are exploring. While symbolism and allusions can be key elements of style, you should also be sure that your analysis is showing how they are tools for the reader to understand the “effects of idealization” and “sense of adventure”. Nov. 26 deadline for any further draft. Perhaps a consult first would be good.
Video link: (will ask teammates to send it)
Rubric: SC1.1: ME, SC 1.2: ME; SC4 – Observation of details: EE; SC4 – Interpreting values: ME; CCSS.ELA-Literacy.SL.11-12.4: ME; CCSS.ELA-Literacy.SL.11-12.5: ME; ATL:SML: ME; ATL:COLL: EE; ATL:RR: EE
Comments: Heather, thank you for the clear self-assessment responses. The pdf you uploaded is helpful. You reference other notes, I think, could you give me those or a live link to the google doc? I’m especially interested in seeing evidence of the close reading and insights related to the s/c/historical values. (Done) To the group: The scope of your video actually goes quite wide: into the summary, writing style, point of view, etc. in addition to the cultural/historical/social values around drinking. I would have liked those portions to be developed more for the audience. How do Carver’s choices about his character’s avoidance for example reflect on a greater social value? How does living in a drinking culture come to play?
My work: The cultural value of “Girl” is that females have been allotted particular standards that they are expected to live up to. Minimal context is provided, however, the piece showcases the relationship between a mother and daughter. Throughout the piece, the mother imposes what she believes are appropriate behaviours for girls onto her daughter, which are what she learned as she was growing up. This demonstrates how cultural characteristics are passed through generations. The mother overbearingly gives beneficial and detrimental instructions; for example, “…this is how to make good medicine for a cold…” versus “…this is how to hem a dress when you see the hem coming down and so to prevent yourself from looking like the slut I know you are so bent on becoming…” As the mother consistently brings up the idea of her daughter becoming a “slut”, it displays how rigid these rules are, not only for mothers to say to daughters but for all females in general. It shows the intolerance society has for a woman’s behaviour if it does not correlate with what is expected of them. Additionally, this piece can be seen as the mother echoing the discrimination she experienced when she was younger and putting her daughter in the same situation. This effectively illustrates the destructive features of our society, and how parents can pass on disastrous directions.
Rubric: SC4: ME, SC15: ME
Comments: Pointing out the rigidity of the culture towards its expectations on girls is good. The piece meanders a bit; could tighten the focus.
A Global Topic
So much depends
the rain that
the sun that
the trees that
the fuels that
Rubric: SC11: ME; ATL: EE; EQ Share Poetry: ME
My work: Page 2 of https://docs.google.com/document/d/18I-d3JS3O02SUzqudbnnezcKvLZawI97tGC2z9enM3k/edit?usp=sharing
Rubric: Understand: ME; Interpret: ME; Text complexity: ME
Comments: “The final part of your thesis is especially strong “as he competes in the mushing world championship”. Here you are precise and accurate regarding what is being dramatized. What you’ve marked to explore that is less discerning.”