THE THINGS THEY CARRIED- WEB QUEST

The Things They Carried: Web Questions

www.juliusaplit.blogspot.com

***Answer the Following Questions on a Separate Sheet***

1.There is an epigraph at the beginning of the text.

a. What is an epigraph? How do writers use them?

b. This epigraph is a citation from John Ransom's Andersonville Diary. Go to the website below and answer the following questions: Who was he? What was Andersonville? What is the book about?

http://www.amazon.com/Ransoms-Andersonville-Diary-Bruce-Catton/dp/0425141462/ref=sr_1_1?ie=UTF8&s=books&qid=1237213843&sr=1-1

c. Given what you discover about the “Andersonville Diary” epigraph and what it introduces, what do you think is the purpose of it introducing The Things They Carried?
2."On the Rainy River" questions the American war in Vietnam, referring to a series of names and places. Look them up.
a. What was the USS Maddox?
b. Where is the Gulf of Tonkin and what is its relationship to the Vietnamese War?
c. Who was Ho Chi Minh?
d. What was SEATO? What were the Geneva Accords?
e. What was the Cold War and why are dominoes mentioned?
3. Browse the photos on the following websites. Warning: some photos are graphic. Choose any three photos and write: 1) a description of the photo, 2) the significance of the imagery in the photo, 3) the emotion or tone of the photo
a. Vietnam War Pix: On this site, browse the categories near the top. (Note: the “Hippies” category sometimes freezes).
www.vietnampix.com
b. Vietnam Gear (Photos arranged by category).
http://vietnamgear.com/gallery.aspx
4.At the end of "On the Rainy River," the narrator makes a kind of confession: "The day was cloudy. I passed through towns with familiar names, through the pine forests and down to the prairie, and then to Vietnam, where I was a soldier, and then home again. I survived, but it's not a happy ending. I was a coward. I went to the war" (p. 61). What does this mean?
5. Carefully read the following quote by author Tim O’Brien. Then write your personal reaction to the quote. For example, do you agree with O’Brien, or disagree? Explain your response.
"Good movies -- and good novels, too -- do not depend upon 'accurate portrayals.' Accuracy is irrelevant. Is the Mona Lisa an 'accurate' representation of the actual human model for the painting? Who knows? Who cares? It's a great piece of art. It moves us. It makes us wonder, makes us gape; finally makes us look inward at ourselves.”

Personal Statement Help

Writing the Personal Statement: Important TipsAnswer the questions that are asked
• If you are applying to several schools, you may find questions in each application that are somewhat similar.
• Don't be tempted to use the same statement for all applications. It is important to answer each question being asked, and if slightly different answers are needed, you should write separate statements. In every case, be sure your answer fits the question being asked.
Tell a story
• Think in terms of showing or demonstrating through concrete experience. One of the worst things you can do is to bore the admissions committee. If your statement is fresh, lively, and different, you'll be putting yourself ahead of the pack. If you distinguish yourself through your story, you will make yourself memorable.
Be specific
• Don't, for example, state that you would make an excellent doctor unless you can back it up with specific reasons. Your desire to become a lawyer, engineer, or whatever should be logical, the result of specific experience that is described in your statement. Your application should emerge as the logical conclusion to your story.
Find an angle
• If you're like most people, your life story lacks drama, so figuring out a way to make it interesting becomes the big challenge. Finding an angle or a "hook" is vital.
Concentrate on your opening paragraph
• The lead or opening paragraph is generally the most important. It is here that you grab the reader's attention or lose it. This paragraph becomes the framework for the rest of the statement.
Tell what you know
• The middle section of your essay might detail your interest and experience in your particular field, as well as some of your knowledge of the field. Too many people graduate with little or no knowledge of the nuts and bolts of the profession or field they hope to enter. Be as specific as you can in relating what you know about the field and use the language professionals use in conveying this information. Refer to experiences (work, research, etc.), classes, conversations with people in the field, books you've read, seminars you've attended, or any other source of specific information about the career you want and why you're suited to it. Since you will have to select what you include in your statement, the choices you make are often an indication of your judgment.
Don't include some subjects
• There are certain things best left out of personal statements. For example, references to experiences or accomplishments before high school are generally not a good idea. Don't mention potentially controversial subjects (for example, controversial religious or political issues).
Do some research, if needed
• If a school wants to know why you're applying to it rather than another school, do some research to find out what sets your choice apart from other universities or programs. If the school setting would provide an important geographical or cultural change for you, this might be a factor to mention.
Write well and correctly
• Be meticulous. Type and proofread your essay very carefully. Many admissions officers say that good written skills and command of correct use of language are important to them as they read these statements. Express yourself clearly and concisely. Adhere to stated word limits.
Avoid clichés
• A medical school applicant who writes that he is good at science and wants to help other people is not exactly expressing an original thought. Stay away from often-repeated or tired statements.


 Personal Statements: What You Need to Know about Your Readers
One rule in writing an essay is to keep your target readers in mind. The rule becomes even more important when writing personal statements. To get into the school of your choice, it is necessary for you to convince your readers that you are a student deserving of a slot in the enrollment list. Below are what you should know about them. Take time to find out more about your readers to come up with an effective admission essay.
-The admissions panel doesn’t have much time to make sense out of your essay…
Because numerous students file their applications in one school, there are also numerous application forms to read and analyze. Included in the application requirements is a personal statement, one for each student. That leaves the panel member just a few minutes to quickly read through each essay. For that reason, make your personal statement straight to the point and concise. Avoid including riddles, metaphors, and too many topics. That way, you can help the reader make sense of your essay.
-They easily get bored…
Many personal statements are written without creativity and some are even cliches. These get panel members bored easily. Prevent this from happening by making your personal essay stand out. Start with a catchy introduction and keep the essay interesting but honest until the end. Doing so can help you be remembered for being a notable writer.
-They don’t get to the bottom of the page unless it interests them…
Sad but true, many readers of personal statements stop reading to the end of essays especially if they are dull. So aside from keeping your readers interested in your essay, make it unique by telling them what they want to know from the start. That way, if they have to quit reading by the middle of the essay, you already have given them what they wanted.

www.examplesofpersonalstatements.com

THE FISH ANALYSIS AND NOTES

1. Go to the following website for an interactive study guide on “The Fish:”
http://bcs.bedfordstmartins.com/virtualit/poetry/fish_elements.html
2. Look at the left side of the screen within the green box. Read the “Elements of Poetry” tab carefully.
3. Click on the following literary elements: Diction, Image, Irony, Simile, Symbol, and Tone
4. For each, after clicking on the term, click on “Complete Exercise.”
5. THEN, carefully read each of the samples and TAKE NOTES on analysis that is helpful to you, gets your attention, or heightens your understanding of the poem. Notes on only one sample per exercise is acceptable.

SYLLABUS 2011-2012

WORLD LANGUAGE HIGH SCHOOL
COURSE SYLLABUS
2011-2012
ADVANCED PLACEMENT ENGLISH LITERATURE AND COMPOSITION

Instructor
Mr. Julius
Email: ajulius@cps.edu
Phone: (773) 535-4334
Web Blog: www.juliusaplit.blogspot.com

Supplies Needed

-Each of the following supplies must be brought to class every day. Each item should be for this class only:
o Binder/Folder
o Notebook
o Pen
o book or reading for the day

Course Description and Assignments

Reading

The most important requirement for this course is that students read every assignment. Assignments must be read with care and absolutely on time. Students who are not used to the amount of reading in this course will need to plan ahead, read ahead, and begin assignments will plenty of time. Please do not plan to read novels or even poetry at the last minute. Not having read assignment on time will be a devastating negative move for your grade and your experience in this course. Students should closely follow their reading calendars. The class blog will be another useful tool for students, as it will be updated with reading tips, guiding questions and ideas, and literary links.

Writing

This course is designed to teach college-level writing through the study of works of literary merit, and follows the requirements of the College Board’s AP course description. This class will act as a kind of workshop in which you will study literature through many lenses and produce well thought-out, meaningful literary criticism. We will write several formal pieces per quarter, all of which will target some aspect of writing, such as structure and style. Your writing will be kept in a portfolio which will serve as your own personal collection of close reading and analysis.

The types of writing in the course will include writing to learn, and writing your own critical pieces. All critical writing will ask you to evaluate the effective of a literary piece, and to effectively explain your analysis to a reader audience.

Many of your writing pieces will be revised, some more than once. Each revision will concentrate on a specific aspect of writing style and/or structure, so that they are worthy of a polished AP portfolio. Students will use a variety of feedback from the instructor, such as individual written feedback, whole-class general feedback on common struggles and strengths, collective feedback on an overhead projector, and constructive peer review. All in all, there are high expectations for timely work, careful reading, and participation in discussions and collaborative learning.

Each student will write several short critical papers, analyzing prose, poetry, drama, and literary criticism. Creative writing will involve some short poetry and drama. Students will also use research and criticism to write at least two long papers. All papers will be assigned with a handout description and/or rubric, and most will need to be appropriately typed and formatted, all information of which will be dispersed to students ahead of time. Final drafts of papers are expected on the due date, during the class period.

Quizzes, Exams, In-Class Writings

On occasion, we will have essay and short answer response exams that will ask students to synthesize their understanding and their work. Many will be structured like the AP English Literature exam, which will be taken in May 2010 by all students. Most quizzes will be announced, and will be short in length. Their main purpose is to account for the reading and to engage an idea I will have previously asked you to pay close attention to. In-class writings will mimic the AP English Literature Exam in order to prepare you for the exam. Many of the in-class writings will serve as a quiz grade.

AP English Literature Exam

All students are expected to take the exam, which is a course requirement. The exam is scheduled for Thursday, May 6th, 2010 at 8 a.m. Throughout the year, students will be familiarized with the exam structure and what it takes to be successful on the exam. In-class writings will be a frequent strong indicator of student preparedness for the exam.

Class Participation

Because this course is designed as a college-level literature study course, class participation is necessary and will be graded. All students are expected to contribute to discussion. Although some students are more vocal than others, traditionally non-vocal students can still receive a very good grade for class participation if they express something meaningful or insightful when they choose to speak. All students are encouraged to speak in class, and all students are expected to show respect in all literary argument and discussion

Binder and Journal

All students should have a binder and journal for this course exclusively. It is important element of being an organized, successful student in a challenging course.

Tardiness

All students are expected to be on time. As AP students, seniors, and young adults, chronic tardies are unacceptable. Multiple tardies will be result in a negative grade in the participation section below. The proper consequences according to school and campus policy will be followed.

---Tardy Policy:

1. Sign in when you come in late, or when told to do so.
2. After 3 tardies, a call home home will be placed
3. After 3 tardies, your grade will be dropped by up to 15 points in the Class Participation and Policy grade
4. Note: In the last few years, some of my students have failed the class in part because of this. See me after school for details.


Grading Scale

Letter Grade Numerical Average
A 100-90
B 89-80
C 79-70
D 69-60
F 59 & below

Literary Works
-These are some of the works that we will study in this course, although this list is subject to change.

Death of a Salesman, Arthur Miller
Their Eyes Were Watching God, Zora Neale Hurston
Goblin Market, Christina Rossetti
Oedipus the King, Sophocles
Macbeth, William Shakespeare
Paradise Lost, John Milton
The Inferno, Dante
The Piano Lesson, August Wilson
The Stranger, Albert Camus
The Things They Carried, Tim O’Brien
Waiting for Godot, Samuel Beckett
How to Read Literature Like a Professor, Thomas C. Foster
Various short stories
Poetry weekly
Various works of visual art, film, and music


 BY BEING IN THE ROOM OR ACCESSING THE BLOG, YOU HAVE READ AND UNDERSTAND THE COURSE OVERVIEW AND STANDARDS IN THIS SYLLABUS.

Samuel Beckett and the Theater of the Absurd

-Theater of the Absurd:
-Read and take notes.

http://www.wisegeek.com/what-is-theater-of-the-absurd.htm

-Samuel Beckett:
-Skim through and jot down important points about this author.

http://en.wikipedia.org/wiki/Samuel_Beckett

MY SCHOOL, MY VOICE SURVEY

-Copy and paste the link below into the address box.
-Read the questions carefully and respond accurately and honestly.

http://research.cps.k12.il.us/MyVoice

The Things They Carried: Web Questions

***Answer the Following Questions on a Separate Sheet***

1.Read the epigraph at the beginning of the text of The Things They Carried.

a. What is an epigraph? How do writers use them?

b. This epigraph is a citation from John Ransom's Andersonville Diary. Go to the website below and answer the following questions: Who was he? What was Andersonville? What is the book about?

http://www.amazon.com/Ransoms-Andersonville-Diary-Bruce-Catton/dp/0425141462/ref=sr_1_1?ie=UTF8&s=books&qid=1237213843&sr=1-1

c. Given what you discover about the “Andersonville Diary” epigraph and what it introduces, what do you think is the purpose of it introducing The Things They Carried?



2."On the Rainy River" questions the American war in Vietnam, referring to a series of names and places. Look them up.



a. What was the USS Maddox?
b. Where is the Gulf of Tonkin and what is its relationship to the Vietnamese War?
c. Who was Ho Chi Minh?
d. What was SEATO? What were the Geneva Accords?
e. What was the Cold War and why are dominoes mentioned?



3. Browse the photos on the following websites. Warning: some photos are graphic. Choose any three photos and write: 1) a description of the photo, 2) the significance of the imagery in the photo, 3) the emotion or tone of the photo



a. Vietnam War Pix: On this site, browse the categories near the top. (Note: the “Hippies” category sometimes freezes).
http://www.vietnampix.com/



b. Vietnam Gear (Photos arranged by category).
http://vietnamgear.com/gallery.aspx



4.At the end of "On the Rainy River," the narrator makes a kind of confession: "The day was cloudy. I passed through towns with familiar names, through the pine forests and down to the prairie, and then to Vietnam, where I was a soldier, and then home again. I survived, but it's not a happy ending. I was a coward. I went to the war" (p. 61). What does this mean?



5. Carefully read the following quote by author Tim O’Brien. Then write your personal reaction to the quote. For example, do you agree with O’Brien, or disagree? Explain your response.



"Good movies -- and good novels, too -- do not depend upon 'accurate portrayals.' Accuracy is irrelevant. Is the Mona Lisa an 'accurate' representation of the actual human model for the painting? Who knows? Who cares? It's a great piece of art. It moves us. It makes us wonder, makes us gape; finally makes us look inward at ourselves."