Summer AP Literature Assignment #1

Transcription

1 **You have two Assignments! Be sure to read to the very end of this document for instructions on both** Summer AP Literature Assignment #1 You will need: A copy of Frankenstein by Mary Shelley and an active turnitin.com account. The page numbers below are taken from the Barnes & Noble Classic Edition ISBN: You will need to follow the instructions below to either create a turnitin.com account or simply join the AP Literature Class to turn in your completed assignment. Enrollment information for turnitin.com: Class ID: Enrollment password: faithwest17 Assignment: You will explore Frankenstein by analyzing key characters and themes. Read and ANNOTATE your book for important passages relating to character and themes. Below you will find 20 significant pieces of text from the novel. You will choose 15 of the 20 to complete a dialectical journal. In addition, you will find and complete analysis for 5 pieces of text of your choosing for a total of 20 entries. Please format your assignment as presented below when submitting. Remember that a good dialectal entry does not summarize the text, but rather gives an in-depth analysis of the text AND connects its significance to an overall theme within the novel. Be sure to review the example below and look over the helpful hints to assist you in completing your journal. This is due the first day of school and will be a quiz grade. Also, you will be completing an assignment the first day of class over the novel that will be your second quiz grade. Format and Text to choose from: Text 1. One man s life or death were but a small price to pay for the acquirement of the knowledge which I sought; for the dominion I should acquire and transmit over the elemental foes of our race. As I spoke, a dark gloom spread over my listener s countenance (23-24). 2. We called each other familiarly by the name of cousin. No word, no expression Brief Summary What is literally happening during this quote? This is the only place I should find summary and should be 1 to 2 sentences only. Analysis Analysis the importance of the text in relationship to the overall theme of the novel. This should not include summary but should examine the author s purpose, characters and themes. I have rarely encountered adequately analysis presented in less than 3-5 sentences. See the example and helpful hints below for further clarification.

2 could body forth the kind of relation in which she stood to me my more than sister, since till death she was to be mine only (31). 3. It was the secrets of heaven and earth that I desired to learn; and whether it was the outward substance of things, or the inner spirit of nature and the mysterious soul of man that occupied me, still my inquiries were directed to the metaphysical, or, in the highest since, the physical secrets of the world (33). 4. Life and death appeared to me ideal bounds, which I should first break through, and pour a torrent of light into our dark world (48). 5. but now that I had finished, the beauty of the dream vanished, and breathless horror and disgust filled my heart. Unable to endure the aspect of the being I had created, I rushed out of the room (51). 6. A flash of lightning illuminated the object, and discovered its shape plainly to me; its gigantic stature, the deformity of its aspect, more hideous than belongs to humanity, instantly informed me that it was the wretch, the filthy daemon, to who I had given life. What did he there? Could he be (I shuddered at the conception) the murderer of my brother? No sooner did the idea cross my imagination, than I became convinced of its truth Nothing in human shape could have destroyed that fair child. He was the murderer (68)! 7. Thus the poor sufferer tried to comfort others and herself. She indeed gained the resignation she desired. But I, the true murderer, felt the never-dying worm alive in my bosom, which allowed no hope or consolation (78). 8. Remember, that I am thy creature; I ought to be thy Adam; but I am rather the fallen angel, who thou drivest from joy for no misdeed. Everywhere I see bliss, from which I alone am irrevocably excluded. I was benevolent and good;

3 misery made me a fiend. Make me happy, and I shall again be virtuous (89). 9. For the first time, also, I felt what the duties of a creator towards his creature were, and that I ought to render him happy before I complained of his wickedness (91). 10. I saw no cause for their unhappiness; but I was deeply affected by it. If such lovely creatures were miserable, it was less strange that I, an imperfect and solitary being should be wretched. Yet why were these gently beings unhappy (99)? 11. My spirits were elevated by the enchanting appearance of nature; the past was blotted from my memory, the present was tranquil, and the future gilded by bright rays of home and anticipations of joy (103). 12. I cannot describe to you the agony that these reflections inflicted upon me: I tried to dispel them, but sorrow only increased with knowledge. Oh, that I had for ever remained in my native wood, nor known nor felt beyond the sensations of hunger, thirst and heat (107)! 13. At length the thought of you crossed my mind. I learned from you papers that you were my father, my creator; and to whom could I apply with more fitness than to him who had given me life (123)? 14. Suddenly, as I gazed on him, an idea seized me, that this little creature was unprejudiced and had lived too short a time to have imbibed a horror of deformity. If, therefore, I could seize him, and educate him as my companion and friend, I should not be so desolate in this peopled earth (126). 15. What I ask of you is reasonable and moderate; I demand a creature of another sex, but as hideous as myself; the gratification is small, but it is all that I can receive and it shall content me (130).

4 16. I felt as if I had committed some great crime, the consciousness of which haunted me. I was guiltless, but I had indeed drawn down a horrible curse upon my head, as mortal as that of crime (144). 17. Remember that I have the power; you believe yourself miserable, but I can make you so wretched that the light of day will be hateful to you. You are my creator, but I am your master obey (149)! 18. The cup of life was poisoned for ever; and although the sun shone upon me as upon the happy and gay of heart, I saw around me nothing but a dense and frightful darkness, penetrated by no light but the glimmer of two eyes that glared upon me (162). 19. A fiend had snatched from me every hope of future happiness; no creature had ever been so miserable as I was; so frightful an event is single in the history of man (175). 20. Seek happiness in tranquility and avoid ambition, even if it be only the apparently innocent one distinguishing yourself in science and discoveries. Yet why do I say this? I have myself been blasted in these hopes, yet another may succeed (192). Example: (the following examples are from Harper Lee s To Kill a Mockingbird) Text Brief Summary Analysis You never really understand a person until you consider things from his point of view until you climb into his skin and walk around in it (39). Atticus and Scout are having a discussion about Scout s school day and the way the teacher had told her she had been taught incorrectly. Scout is questioning her understanding of Maycomb and its people. Her new teacher has made her feel like the things she has learned at home, like reading and writing, are wrong and this seems to be an idea that keeps coming up in her life that children don t know the correct way to do things or that children should behave in a certain way. Scout is

5 Your father s right, she said. Mockingbirds don t do one thing but make music for us to enjoy but sing their hearts out for us. That s why it s a sin to kill a mockingbird (119). Scout had never heard her father say anything was a sin so she asked her neighbor Miss Maudie about it. troubled by the teacher s remarks and this is the first time in the novel we see that Scout is starting to look at the world a little less innocently. Atticus is teaching her a valuable lesson that even if one doesn t agree or understand a person s point of view (like her teacher or the Ewell boys), she needs to consider things from their perspective before making rash conclusions. This is an important life lesson for Scout as she starts to mature over the summer. The mockingbird is a symbol of innocence throughout the novel. The idea that the mockingbird does nothing but provide beauty for the world will echo the idea the kids will begin to see in other characters such as Boo Radley or Tom Robinson. They learn that the most innocent are often misunderstood or mistreated because they are different in societies eyes. For instance, Boo Radley gives the children small trinkets, mends Jem s pants, and ultimately saves their lives, but he is seen as a monster, a crazed man who never leaves his house. In Tom s case, he is an innocent black man who is accused of a heinous crime only because of the color of his skin. He was kind and helpful to his accuser and she used him as a scapegoat when she feared trouble in her life. Both characters are innocent and yet the town of Maycomb kills them with its judgmental and cruel

6 If there's just one kind of folks, why can't they get along with each other? If they're all alike, why do they go out of their way to despise each other? Scout, I think I'm beginning to understand something. I think I'm beginning to understand why Boo Radley's stayed shut up in the house all this time. It's because he wants to stay inside (304). Jem is coming out of his sulking and sums up his thoughts to Scout about what has been on his mind since the trial s verdict and what he has learned over the summer. humanity. The children learn this lesson over the summer and it leads to their maturing and seeing the world differently. Jem has matured over the summer and profoundly realizes that people are not kind to each other and are not treated as equals. He no longer sees the world as fair, but he begins to understand that man treats man very unfairly. He has witnessed this with his encounters with Boo Radley, the trail with Tom Robinson, the town s people against his father, and even his experience with Dolphus Raymond. All of these people are wrongly judged or persecuted and Jem know understands that the world is unfair. He has begun to understand that it would be very difficult for Boo Radley to live happily in Maycomb now that he understands man s inhumanity to man a little better. Helpful Hints for Analysis: Consider the following questions: 1. What does this text reveal about a character s growth or a relationship to another character in the novel? 2. What overall theme does this text relate? What is the author s purpose in making this connection to the theme (what does he want you to take away from it)? 3. Has your character undergone a change of some kind? Has his attitude changed? Has his feelings towards another character(s)? Consider what caused these changes and why this is important to the overall idea of the novel? Themes/Motifs to consider while reading: Man vs man Man vs self Man vs nature Nature vs nurture Revenge/Forgiveness Science vs God The pursuit of knowledge (and its costs) Love Parent/child relationship Friendship

7 Turinitin.com Help Here are a couple of video links that will walk you through how to either create an account or how to enroll in a new class. Creating a NEW account: Enrolling in my class (you already have a login in to turnitin.com): Summer AP Literature Assignment #2 Assignment: The following is a list of frequently used AP Literature Vocabulary. You will need to know these words in order to answer AP Literature Multiple Choice questions and also to identify parts of writing and style on the AP Timed Writing sections. You may want to look up examples in text as you read over this summer to really familiarize yourself with these words and/or concepts. You will have a quiz on Wednesday, August 24, Absolute a word free from limitations of qualifications Allegory a literary work in which characters, objects, or actions represent abstractions Alliteration the repetition of initial sounds in successive or neighboring words Allusion a reference to something literary, mythological, or historical that the author assumes the reader will recognize Anaphora the repetition of works of phrases at the beginning of a consecutive lines or sentences Aphorism a concise statement that expresses succinctly a general truth or idea, often using rhyme or balance Apostrophe a figure of speech in which one directly addresses an absent or imaginary person, or some abstraction Asyndeton a construction in which elements are presented in a series without conjunctions Chiasmus a statement consisting of two parallel parts in which the second part is structurally reversed Colloquialism informal words or expressions not usually acceptable in formal writing Conceit a fanciful, particularly clever extended metaphor Didactic having the primary purpose of teaching or instructing Dissonance harsh, inharmonious, or discordant sounds Elegy a formal poem presenting a meditation on death or another solemn theme Ellipsis the omission of a word or phrase which is grammatically necessary but can be deduced from the context Epigram a brief, pithy, and often paradoxical saying Epithet a term used to point out a characteristic of a person. Homeric epithets are often compound adjectives that become an almost formulaic part of a name. Homily a sermon, or a moralistic lecture Idiom an expression in a given language that cannot be understood from the literal meaning of the words in the expression; or, a regional speech or dialect. Invective an intensely vehement, highly emotional verbal attack Juxtaposition placing two elements side by side to present a comparison or contrast

8 Limerick a light verse consisting of five lines of regular rhythm in which the first, second, and fifth lines (each consisting of three feet) rhyme, and the second and third lines (each consisting of two feet) rhyme. Litotes a type of understatement in which an idea is expressed by negating its opposite Malapropism the mistaken substitution of one work for another word that sounds similar Maxim a concise statement, often offering advice; an adage Metonymy substituting the name of one object for another object closely associated with it Motif a standard theme, element, or dramatic situation that recurs in various works Non Sequitur an inference that does not follow logically from the premises (literally, does not follow ) Paradox an apparently contradictory statement that actually contains some truth Parallelism the use of corresponding grammatical or syntactical forms Parenthetical a comment that interrupts the immediate subject, often to qualify or explain Pedantic characterized by an excessive display of learning or scholarship Polysyndeton the use, for rhetorical effect, of more conjunctions than is necessary or natural Solecism nonstandard grammatical usage; a violation of grammatical rules Surrealism an artistic movement emphasizing the imagination and characterized by incongruous juxtapositions and lack of conscious control Syllepsis a construction in which one word is used in two different senses Syllogism a three-part deductive argument in which a conclusion is based on a major premise and a minor premise Synecdoche using one part of an object to represent the entire object Synesthesia describing one kind of sensation in terms of another (ex: a sweet sound) Tautology needless repetition which adds no meaning or understanding Tragedy a work in which the protagonist is engaged in a significant struggle and which ends in ruin or destruction Trite over used or hackneyed Understatement the deliberate representation of something as lesser in magnitude than it actually is; a deliberate under- emphasis Vernacular the everyday speech of a particular country or region, often involving nonstandard usage