AP Notes

<body topmargin=0 leftmargin=0 marginheight=0 marginwidth=0> <table cellpadding=0 cellspacing=0 border=0 height="100%"><tr> <td valign="top" width=200 BGCOLOR="#FFFFFF" TEXT="#080000"> <bR> </td> <td valign="top" BGCOLOR="#FFFFFF" TEXT="#080000"> <div> <FONT SIZE="5" COLOR="#000000" FACE="Arial" ><B>Mr. Fleck's World of English</B></FONT>    |     <A HREF="index.htm" TARGET="_top" TITLE="Mr. Flecks World of English"><U>home</U></A></div> <div> <A HREF="id17.htm" TARGET="_top" TITLE="Meet Your Teacher"><U>Meet Your Teacher</U></A>   |   <A HREF="id18.htm" TARGET="_top" TITLE="Assignments"><U>Assignments</U></A>   |   <A HREF="id19.htm" TARGET="_top" TITLE="Related Links"><U>Related Links</U></A>   |   <A HREF="id20.htm" TARGET="_top" TITLE="Contact Me"><U>Contact Me</U></A>   |   <A HREF="id21.htm" TARGET="_top" TITLE="Myth Notes"><U>Myth Notes</U></A>   |   <A HREF="id22.htm" TARGET="_top" TITLE="Cinema Notes"><U>Cinema Notes</U></A>   |   <A HREF="id23.htm" TARGET="_top" TITLE="Cinema Review Sheets"><U>Cinema Review Sheets</U></A>   |   <A HREF="id24.htm" TARGET="_top" TITLE="Blank Review Sheet"><U>Blank Review Sheet</U></A>   |   <A HREF="id25.htm" TARGET="_top" TITLE="Effective Writing Notes"><U>Effective Writing Notes</U></A>   |   <A HREF="id26.htm" TARGET="_top" TITLE="Comp I Notes"><U>Comp I Notes</U></A>   |   <A HREF="id27.htm" TARGET="_top" TITLE="Speech Notes"><U>Speech Notes</U></A>   |   <B>AP Notes</B></div> <div> AP Notes</div> <div> <IMG SRC="056aaf20.jpg" border=0 width="170" height="242" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <bR> <div> Summer Reading List 2008-2009</div> <bR> <div> Hello!</div> <bR> <div> I hope this finds you anticipating a terrific summer.  You can bet <U>I'm</U> getting psyched about it; sure, there are many things that can aggravate you when you work in the field of education, but summer vacation isn't one of `em!</div> <bR> <div> In any case, you may have heard by now that I'll be teaching our AP Literature section for next year.  I look at this as an opportunity to learn something myself, and I'm hoping it'll be of benefit to you, too.  Granted, nobody can <I>really</I> fill the legendary Mr. Trzcinski's shoes, but I'm hoping that I can make my mark on the course nonetheless.</div> <bR> <div> I'm sure you've noted the above reference to a Summer Reading List.  Yup, we're playin' in the Big Leagues now.  I don't think that'll make you feel any better, what with work and the other summer activities you undoubtedly have planned, but-have I mentioned we're playing in the Big Leagues now?  So I've picked out ten works you should tackle this summer (as recommended by the College Board Advanced Placement program, which advises, “The AP English course in Literature and Composition should engage students in the careful reading and critical analysis of imaginative literature.  placeCityReading in an AP course should be both wide and deep”).  You'll need to have these read by September 5, 2007, since we'll be kicking off right away:</div> <bR> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Atwood, Margaret.  <I>The Handmaid's Tale</I></div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Dostoevsky, Fyodor.  <I>Crime and Punishment</I> (try to find the translation by Pevear and Volokhonsky</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Ibsen, Henrik.  <I>Hedda Gabler</I>.</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Malamud, Bernard.  <I>The Assistant.</I></div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Milton, John.  <I>Paradise Lost</I>.</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Wright, Richard.  <I>Native Son</I>.</div> <bR> <div> Of course, you'll be happy [!] to know that there'll be more reading during the course of the course (sorry; couldn't resist)….Have I mentioned we're playin' in the Big Leagues?</div> <bR> <div> Most of these works are available in fairly cheap paperback editions at my go-to resource: </div> <bR> <div> <A HREF="http://www.amazon.com" TARGET="_top" TITLE="http://www.amazon.com"><U><U>www.amazon.com</U></U></A></div> <bR> <div> However, if you find yourself in a mall or on some sort of `miracle mile,' you can probably grab all of `em at a Borders or a Barnes & Noble (good coffee, too).  And they still have libraries these days, right? <FONT SIZE="3" COLOR="#000000" FACE="Wingdings" >J</FONT></div> <bR> <div> Questions?  Feel free to contact me (e-mail is best): <FONT SIZE="2" COLOR="#0000FF" FACE="Arial" ><A HREF="mailto:fleckwil@libertyk12.org" TARGET="_top" TITLE="mailto:fleckwil@libertyk12.org"><U><U>fleckwil@libertyk12.org</U></U></A></FONT></div> <bR> <div> Again, please accept my wishes for a terrific summer, and I'll see you in the fall.</div> <bR> <div>                                                                                                   *   *   *</div> <div> SUMMER READING QUIZ/DISCUSSION DATES:</div> <bR> <div> NATIVE SON Quiz: 9/15 Discussion: 9/16</div> <div> HEDDA GABLER Q: 9/22 D: 9/23</div> <div> CRIME AND PUNISHMENT Q: 10/6 D: 10/7</div> <div> PARADISE LOST Q: 10/20 D: 10/21</div> <div> THE HANDMAID'S TALE Q: 10/27 D: 10/28</div> <div> THE ASSISTANT Q: 11/4 D: 11/6</div> <bR> <div>                                                                                                   *   *   *</div> <bR> <div> AP English Composition/Literature - Mr. Fleck</div> <div> Syllabus</div> <bR> <div> <B>Introduction</B> (from the College Board's AP Website): “An AP course in English Language, Composition, and Literature engages students in becoming skilled readers of prose and poetry written in a variety of periods, disciplines, and rhetorical contexts, and in becoming skilled writers who compose for a variety of purposes.  Both their writing and their reading should make students aware of the interactions among a writer's purposes, audience expectations, and subjects as well as the way generic conventions and the resources of language contribute to effectiveness in writing.”</div> <bR> <div> <B>Grade level(s) offered:</B> 11 (with recommendation) and 12</div> <div> <B>Instructor:</B> Mr. William J. Fleck</div> <div> Contact: <FONT SIZE="2" COLOR="#56529B" FACE="Arial" ><A HREF="mailto:fleckwil@libertyk12.org" TARGET="_top" TITLE="mailto:fleckwil@libertyk12.org"><U><U>fleckwil@libertyk12.org</U></U></A></FONT></div> <div> <B>Website</B> (updated weekly):</div> <div>  www.libertyk12.org/highschool/academics/eng/fleck/id18.htm</div> <div> <B>Credits:</B> 1.0 (1/2 per semester)</div> <div> <B>Prerequisites:</B> Honors 11 English is highly recommended, since it is expected that students enrolled in AP English Literature and Composition will take both of the AP English exams in May (check with your college to see what credits they offer for each or both tests).</div> <div> <B>Course Description:</B></div> <div> We will be closely analyzing literature from the point of view of the writer (as well as of the reader) to determine how literature affects readers, and in what ways.  We will provide the context of the literature in order to understand how literature fits into its own time as well as in our time. We will try to determine the qualities of great literature. </div> <bR> <div> In addition, our literary analysis will look at style and structure and a writer's diction, imagery, use of detail, language and syntax.  Vocabulary study is important, and poetic explications will help to solidify vocabulary skills. </div> <bR> <div> Writing well about literature is a key component of the class. Students will keep a writing folder over the course of the year to document their improvement, and to engage themselves in thinking about their writing.<FONT SIZE="2" COLOR="#000000" FACE="Verdana" > </FONT></div> <bR> <div> <B>Course Outcomes: </B></div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">to give students the knowledge and skills they need to score a 3 or higher on the AP English Literature and Composition exam <I>and</I> the AP English Language and Composition exam.  It is required that all students take both AP exams in May. </div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">to promote students' imaginative abilities in reaction to literature </div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">to help students find and explain (through discussion and writing) what is of value in literature </div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">to understand the nature of literature in both an artistic sense and its historical context </div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">to revisit the purposes and strategies of analytical writing</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">to study vocabulary in the context of the literature and with college level word lists; to help students advance in vocabulary skills in order to cope with unfamiliar language<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <div> <B>Methods of Instruction: </B></div> <div> While there will be some lectures, discussion is the primary way in which students come to understand a particular work of fiction or poetry.  Discussions will be handled in both large and small groups, and will often be student led.  Cooperative learning groups will also used in this class.  There are projects/assignments to be done individually as well.</div> <div> <B>Resources/Texts: </B>(the following list contains a sampling of what we will attempt to tackle this year.  The list is not all-inclusive, and will vary from time to time).</div> <div> <I><IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">The Handmaid's Tale, </I>Margaret Atwood (summer reading) </div> <div> <I><IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">A Farewell to Arms,</I> Ernest Hemingway (summer reading)</div> <div> <I><IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">The Canterbury Tales</I>, (selected tales, including the Miller's Tale) Chaucer </div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Selections from <I>The Inferno</I>, Dante </div> <div> <I><IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">The Metamorphosis</I>, Kafka (Independent reading) </div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">place<I>Paradise Lost, </I>John Milton</div> <div> <I><IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Hedda Gabler</I>, Ibsen (summer reading)</div> <div> <I><IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">The Death of Ivan Ilych</I>, Tolstoy </div> <div> <I><IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Paul's Case</I>, Cather </div> <div> <I><IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Greenleaf</I>, O'Connor </div> <div> <I><IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">A Good Man is Hard to Find</I>, O'Connor </div> <div> <I><IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Good Country People</I>, O'Connor </div> <div> <I><IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Counterparts</I>, James Joyce </div> <div> <I><IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">In Our Time, </I>Hemingway </div> <div> <I><IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">The Importance of Being Earnest</I>, Wilde </div> <div> <I><IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">We Were the Mulvaneys,</I> Joyce Carol Oates (summer reading) </div> <div> <I><IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">1984</I>, Orwell </div> <div> <I><IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Wise Blood, </I>O'Connor</div> <div> <I><IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Native Son</I>, Wright (summer reading) </div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Shakespeare (selection will vary from year to year) </div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Various satirical selections </div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Various persuasive and argument texts </div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Cityplace<I>Reading and Writing From Literature 3</I><FONT SIZE="1" COLOR="#000000" FACE="Arial" ><I>rd</I></FONT><I> Edition</I>, Schwiebert, ed.</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Various Web Resources </div> <bR> <div> <B>Assessment: </B></div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Assessment is done primarily through essays (expect a lot of writing). </div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Some quizzes are given (expect frequent SAT-related vocabulary quizzes). </div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Knowledge of literary terms is tested. </div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Students are expected to be active participants in discussions.  </div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Sample AP exams are given from time to time (always announced). </div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Students will create and maintain a writing folder to help with self-assessment of writing. </div> <bR> <div> <B>Grading:</B></div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Grades are calculated using averages of assignments and a class participation grade.</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">AP Rubric for scoring essays</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">A Final Project is also required (as noted below)</div> <bR> <div> <B>Attendance:</B></div> <div> The Board of education has set a limit of 24 absences for year-long courses.  Any absence over the 24 limit must be made up in a timely matter (failure to do so will result in a denial of course credit).</div> <bR> <div> <B>Late Work</B></div> <bR> <div> Instructors will penalize students who hand in late work or late drafts of work.  Instructors will penalize 50% of the value of the assignment per class day that work (or drafts of work) is late.</div> <bR> <div> <B>Plagiarism</B></div> <div> The College Board and the LHS English Department take plagiarism seriously.  Students who hand in work not their own (either in whole or in part), or who fail to cite properly their sources, will receive a failing grade for the assignment, and will be denied college credit for the course.  Names of students guilty of plagiarism are reported to SCCC, and become part of your college record.</div> <div> <B>Final Project</B> (after the AP tests, through end of year)</div> <div>      Students suggest a project that meets at least two of the following</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Integrates the study of the literature/concepts/themes we have studied</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Is a new study of a text/concept </div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Requires all students to write/contribute </div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Is a collaborative or public performance   </div> <DIV ALIGN="LEFT"></DIV> <div> *   *   *</div> <bR> <div> AP English - Mr. Fleck</div> <div> Assignment #1: Activities Resume/Application Letter</div> <bR> <div> DIRECTIONS: A two-part assignment where you'll produce an actual resume you can use, and where you'll write a letter of application, "selling" yourself to a prospective college or employer.</div> <bR> <div> <B>ACTIVITIES RESUME</B></div> <bR> <div> Guidance needs it, and it's a good skill to have anyway, so why not get a grade for it if you have to do it?  You see my point.</div> <bR> <div> "Uh," you say, "but I haven't done anything to put on it."</div> <bR> <div> Well, welcome to the world.  You're around 18, and school has taken up most of your life.  Okay.  So saying to a potential employer or college admission officer, "I really haven't done anything" is the way to impress them?  (If you think so, just lie down and die right now; you'll save the rest of us a few bucks).  Chances are, you've done more than you think you have.  <I>That's what this assignment is designed to show</I>.</div> <bR> <div> WHERE TO BEGIN</div> <bR> <div> Let's start simply: name and mailing address (can't get <I>that</I> wrong, right?), then how to contact you (phone number, e-mail if applicable):</div> <bR> <DIV ALIGN="LEFT"></DIV> <div> Rufus T. Firefly</div> <div> addressStreet123 Skidoo Avenue</div> <div> placeCityButtscratch, StateNY PostalCode12776</div> <div> (845) 362-4360</div> <div> <I>firefly123@yahoo.org</I></div> <bR> <div> NOW, THE FUN BEGINS</div> <bR> <div> Okay, I'm lying here.  It's not fun.  But selling yourself is a great skill to have.  So….</div> <bR> <div> What have you done?  THINK…."Do I….?"</div> <bR> <div> --play sports?  What?  Where?  How'd you do? (note even if you play only pick-up</div> <div>                          games)</div> <div> --play music?  What?  Where?  How'd you do? (note even if you sing only for fun)</div> <div> --work?  Where?  What did you do?  How'd it go?</div> <div> --participate in community activities?  Where?  What did you do?</div> <div> --participate in activities/clubs/charities (this can include religious stuff)</div> <div> --receive academic or other 'way to go' awards?</div> <bR> <div>      List all this stuff, and put the best face on it!  Hey, even getting shopping carts in the parking lot shows responsibility (so does babysitting, by the way, or cutting lawns).  The point is to make what you've done sound great--and to make it sound like you did great with it.</div> <bR> <div> FORMAT</div> <bR> <div> Any resume takes the format you want.  Word-processing programs usually have cookie-cutter formats, so feel free to use them.  Me?  I say 'top down' your resume--by that I mean start with the strongest area and work your way down.  Lots of job experience?  Start there.  Not much in the way of work, but lots of sports?  Start there.  Low grades, no job, but lots of community service/activities?  Start there.  You get the idea…..(and look at the sample for ideas).</div> <bR> <div> APPLICATION LETTER</div> <bR> <div> The secret's out….the reason Effective Writing is back is because seniors a few years ago wrote <I>horrible</I> college application essays, and it freaked out the powers that be.  If a college or an employer requests a letter, whatever it is you write <I>represents you</I>.  If it looks illiterate, they'll think <U>you're</U> illiterate.  If it's sloppy, or disorganized (or both), they'll think you're that way (and who can blame them?  Most of 'em wouldn't know you if they fell over you).  If, on the other hand, you write an interesting, neat, perfectly beautiful letter--one that emphasizes your best qualities--well, points to you, right?</div> <bR> <div> In other words, two students with an 83 average are applying for a spot in a college.  One's letter is so-so--sloppy, misspelled words, disorganized.  The other's is great--neat, organized, paragraphed and punctuated.</div> <bR> <div> Who gets in?</div> <bR> <div> See?</div> <bR> <div> Check out the sample below…..</div> <bR> <bR> <div> <B>FLASH!  Big MySpace.com/Employment News</B></div> <bR> <div> Fresh from the Curtis and Kuby Radio News Hour on WNBC (March 16, 2006)</div> <bR> <div> Employers are denying jobs to people who have things on myspace.com that they find objectionable!</div> <bR> <div> According to the Curtis and Kuby show, people are being turned down for jobs after potential employers see what they've posted on myspace.</div> <bR> <div> Objections: nudity</div> <div>                     language/sayings</div> <bR> <div> <I>Employers are now also "googling" those who apply</I>.</div> <bR> <div> According to Ron Kuby, an attorney, this is all perfectly legal.</div> <bR> <div> Question: Doesn't this violate first amendment rights?</div> <bR> <div> Kuby: No; the first amendment only acts as a check on <I>government</I>; it</div> <div>            doesn't apply to the private sector.</div> <bR> <div> Question: So employers can deny you a job based on your myspace postings?</div> <bR> <div> Kuby: Yeah, they can deny you a job based on almost anything except race,</div> <div>             religion, age, that sort of thing.</div> <bR> <div> Question: Can they check into your credit history?</div> <bR> <div> Kuby: No.</div> <bR> <div> Question: Well, what's the difference?</div> <bR> <div> Kuby: The difference is that your credit history, finances, that sort of thing, those</div> <div>             are <I>private</I>; once you post something on the internet, it becomes <I>public</I>.</div> <bR> <div> <B>Just so you know</B>…..</div> <bR> <div> AP - Mr. Fleck</div> <div> Sample College Application Letter (written from the perspective of my senior year)</div> <bR> <div> <I>Application Question: Tell us about yourself and tell us why you would make a good addition to the Communications program here at the Newhouse School [Syracuse University] of Communications.</I></div> <bR> <div> Mr. Robert Nickson, Dean of Admissions, Syracuse University</div> <bR> <div> Dear Mr. Nickson,</div> <div>  </div> <div>     My name is William J. (Bill) Fleck, and it is my pleasure to be considered for admission to your fine school.  Syracuse University </div> <bR> <div> enjoys a terrific reputation, and I have no doubt that I will greatly benefit from being a part of your Communications program.  To that end, </div> <bR> <div> please allow me to take this opportunity to tell you a little bit about myself.</div> <div>  </div> <div>     To begin with, I love movies.  Practically since birth, I've had an interest in not only the entertainment value of film, but also in how films </div> <bR> <div> communicate.  I'm very visual, and I discovered a talent for drawing before I was even potty trained.  Most of my drawings were of cartoon </div> <bR> <div> characters, and even before first grade, I'd decided I wanted to work for a studio like Disney or Warner Brothers.  I still draw to this day, </div> <bR> <div> storyboarding the films that I make (please see the attached examples).</div> <bR> <div>      A later interest in Abbott & Costello comedies and Universal horror films brought me to the idea of making my own movies.  My first film </div> <bR> <div> was a 3-dimensional animated remake of <U>King Kong</U> (which combined my love for animation with live action story-telling).  By the age of </div> <bR> <div> 12, I was writing, producing, directing, and (reluctantly) starring in my own films, with a great deal of help from my brother, my father, and </div> <bR> <div> those in the neighborhood.  Making ten amateur Super-8 sound films in all, I've learned a great deal about cinematography, editing, </div> <bR> <div> organization, acting, sound mixing, and make-up effects (I could easily devote my career to these alone).  My musical abilities (I play the </div> <bR> <div> trombone, keyboards, and some guitar) have also contributed to my films, as most of them feature original scores.</div> <bR> <div>      My first filmmaking influences were Merian C. Cooper (<U>King Kong</U>) and Alfred Hitchcock.  Thanks to the Universal horror films, I also </div> <bR> <div> admired James Whale and George Waggner (<U>The Wolf Man</U>).  Later influences include Steven Spielberg, John Carpenter, and Phillip </div> <bR> <div> Kaufman.  For story influences, I can think of none better than John Steinbeck (I made a film version of <U>Of Mice and Men</U> as an English </div> <bR> <div> class project), and, for make-up effects, both Jack Pierce and Rick Baker.</div> <bR> <div>      My latest effort, <I>The Successor </I>(submitted as my portfolio film) is my most ambitious, an hour-long original drama, featuring a cast of </div> <bR> <div> eleven, and shot over an 8-month period.  I feel the story is strong, and I feel that the gritty look to the film we were able to achieve makes </div> <bR> <div> it unique among amateur productions.  There are also three high-quality action scenes, which resulted in a great deal of bruising for yours </div> <bR> <div> truly (I now understand--after jumping off rooftops, diving over cars, and being really socked during fight scenes--the Hollywood need for </div> <bR> <div> stunt people).</div> <div>  </div> <div>     Directing films requires vision, organization, people skills, and a sense of humor.  I feel I have all of these qualities.  I like to joke and to </div> <bR> <div> laugh, but I'm capable of being very serious and motivated.  My grades in placePlaceNameEllenville PlaceTypeHigh School are solid (I'm </div> <bR> <div> graduating in the top 10%), and I believe my membership in the National Honor Society says something about my abilities.  My </div> <bR> <div> achievements in music (placePlaceNameAll PlaceTypeCounty and All State Bands) indicate my ability in artistic fields.  I'm willing to </div> <bR> <div> listen, to learn, and to work with people.  And, if being "a little loony" (as John Dykstra from the <U>Star Wars</U> effects team says) is an asset, I </div> <bR> <div> have that, too.  All of these qualities, I believe, make me an ideal candidate for the placePlaceNameNewhouse PlaceTypeSchool.</div> <bR> <div>      I look forward to meeting with you and to showing you <I>The Successor</I>.  I believe that, if offered the opportunity, I will make the most of </div> <bR> <div> my education at placeCitySyracuse and will make the institution proud.  I believe the future holds nothing but good things, and I look </div> <bR> <div> forward to placePlaceNameSyracuse PlaceTypeUniversity being a part of it.</div> <bR> <div>      Thank you.</div> <div>                                                                             *   *   *</div> <bR> <div> AP - Mr. Fleck</div> <div> Sample Activity Resume (written from the prospective of my senior year in high school)</div> <bR> <DIV ALIGN="LEFT"></DIV> <div> William J. Fleck</div> <div> addressStreet12 Park Street</div> <div> placeCityEllenville, StateNY PostalCode12458</div> <div> (914) 647-6299</div> <div> <I>fleckwil@libertyk12.org</I></div> <bR> <div> <U>Employment Record</U></div> <bR> <div> <B>Dates Employed                Employer                      Position Held           Type of Work</B></div> <bR> <div> 1979 - Present                 JCD Pharmacy               Stock Boy/Cashier     Customer Service</div> <bR> <div> 1976 - 1979         Independent Lawn Services             Maintenance     General Yard Work</div> <bR> <div> 1976                          Independent Cleaner                     Cleaner          Cleaned Old Houses</div> <bR> <DIV ALIGN="LEFT"></DIV> <div> <U>Trombone</U></div> <bR> <div> 4th - 6th grade - Elementary Band</div> <div> 5th - 10th grade - Jazz Ensemble II; All-County Band (9th, 10th grade)</div> <div> 9th - 12th grade - 1st trombone, High School Band; All-County Band (9th, 10th, 11th,</div> <div>                              12th)</div> <div> 11th - 12th grade - Jazz Ensemble; performed at NAJE festival in placeCitySt. Louis, StateMI; All-</div> <div>                                State Jazz Ensemble (alternate); featured soloist on "Jelly Roll,"</div> <div>                                "Woodchopper's Ball," and "Also Spake Zarathustra"</div> <bR> <DIV ALIGN="LEFT"></DIV> <div> <U>Sports</U></div> <bR> <div> 9th grade - back up catcher/outfielder, JV baseball team</div> <div> 12th grade - runner (cross-country), track team</div> <div> 8th - 9th grade - catcher, Ellenville Little League</div> <div> 10th grade - outfielder/catcher, Resnick's Cambridge Warehouse, Babe Ruth League</div> <div> 10th grade - assistant coach, Ellenville Little League (minor leagues)</div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <U>School - Related Extracurricular Activities</U></div> <bR> <div> 11th - 12th grade - Photography Club</div> <div> 11th grade - photographer for Jazz Ensemble Benefit Concert program</div> <div> 11th grade, 12th grade - Yearbook Art Editor</div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <U>Academic Honors and Awards</U></div> <bR> <div> 12th grade - inducted into the National Honor Society</div> <div> Honor Roll - 7th grade (3x), 8th (3x), 9th (3x), 10th (4x), 11th grade (3x)</div> <div> High Honor Roll - 12th grade (3x so far)</div> <div> 11th grade - selected to serve as school representative in PEN writing contest</div> <bR> <DIV ALIGN="LEFT"></DIV> <div> <U>Non-School Related Extracurricular Activities</U></div> <bR> <div> 5th - 10th grade - altar server, St. Mary's & St. Andrew's Catholic Church, placeCityEllenville StateNY</div> <div> 6th grade -Present - Independent Filmmaker, Empire Pictures (5 completed films so far;</div> <div>                                 currently shooting the original drama <I>The Successor</I>)</div> <bR> <DIV ALIGN="LEFT"></DIV> <div> <U>References</U></div> <bR> <div> Mr. Michael DelGaizo, social studies teacher, PlaceNameEllenville PlaceTypeHigh School, placeCityEllenville StateNY</div> <div> Mrs. Roberta Kelty, English teacher, placePlaceNameEllenville PlaceTypeHigh School</div> <div> Mr. Bruce Belanger, music teacher, placePlaceNameEllenville PlaceTypeHigh School</div> <div> Mr. Peter Stellato, music teacher, placePlaceNameEllenville PlaceTypeHigh School</div> <div> Mr. Robert Kleinman, Pharmacist/Owner, JCD Pharmacy, placeCityEllenville, StateNY</div> <div> Father Joseph Hamilton, St. Mary's & St. Andrew's Church, Ellenville</div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> *   *   *</div> <bR> <div> ENG AP - Mr. Fleck</div> <div> Study Questions For <U>Native Son</U></div> <bR> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Read the opening pages carefully.  How does the setting establish the mood and point of view of the novel?  Pay special attention to the obvious symbolism involving the killing of the rat.</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">What is the predominant attitude in the novel toward race and race relations?  Is it the conventional attitude?</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Describe Bigger Thomas.</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Why do you think the book is called <U>Native Son</U>?</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">How would you describe how Bigger feels about the act of murder?  Why do you think he feels the way he does?</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">What is the attitude communicated by the author to you about religion?  About Communism?  About the CityplaceDaltons' charity work?</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Is it thematically inevitable and necessary that Bigger must die?</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Is Bigger a tragic hero (be able to explain what you mean by tragic)?</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Be able to discuss Max's long interview with Bigger.</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Pay attention to Wright's style, particularly the effect of the stream-of-consciousness device he employs throughout.  Be able to discuss how it propels the story forward, and how it emphasizes theme and attitude.</div> <bR> <div>                                                                                     *   *   *</div> <bR> <div> 013f<FONT SIZE="3" COLOR="#000000" FACE="Arial" >ENG AP - Mr. Fleck</FONT></div> <div> Sample AP Lit Exam Vocabulary Sheet</div> <bR> <div> The following words/terms appear on the sample AP Lit Exam I distributed to the class.  What are they (or what do they mean)?</div> <bR> <div> VOCABULARY</div> <bR> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">pretentious</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">elusive</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Metaphysical</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">whimsical</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">symbolic</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">pedantic</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">affinity</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">proximity</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">correlation</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">analogous</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">ostentatious</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">pedagogy</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">surreptitious</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">grandeur</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">superficial</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">mediocre</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">archaic</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">superfluous</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">overzealous</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">disconcerting</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">perplexing</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">inconsequential</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">elation</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">trepidation</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">myopic</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">conundrum</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">paradoxical</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">pragmatic</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">laconic</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">languid</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">apathetic</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">congenial</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">regenerative</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">cyclical</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">dismay</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Sabbatarianism</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">objectivity</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">sardonic</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">condemnation</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">jaded</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">servile</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">uxorious</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">tyrannical</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">feudalism</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">craven</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">depraved</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">dubious</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">antagonist</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">effusive</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">subjective</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">terse</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">epigrammatic</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">seminarist</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">diverse</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">unscrupulous</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">propriety</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">lecherous</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">amorous</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">demeanor</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">ambivalence</div> <bR> <bR> <bR> <div> LITERARY TERMS</div> <bR> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">hyperbole</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">metaphor</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">onomatopoeia</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">simile</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">parody</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">apostrophe</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">imagery</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">repetition</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">allusion</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">diction</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">paradox</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">doggerel</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">enjambment</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">mixed metaphor</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">stanza</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">irony</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">metonym</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">zeugma</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">personification</div> <bR> <DIV ALIGN="LEFT"></DIV> <div> *   *   *</div> <bR> <div> ENG AP - Mr. Fleck <FONT SIZE="2" COLOR="#000000" FACE="Arial" >(with thanks to SUNY Professor Ann Trensky)</FONT></div> <div> <U>The Handmaid's Tale</U> Study Questions</div> <bR> <div> STUDY QUESTIONS</div> <bR> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Gilead is a fictitious, futuristic society.  How real and contemporary is it?  Come to class prepared to argue either that a) that we're heading <I>toward</I> a Gilead-like society, or, b) that we're heading <I>away</I> from a Gilead-like society (and be prepared to argue citing examples of incidents or characters from the book).</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">What are the implications of the memories about women in the pre-Gilead society (such as Offred's memories about her mother)?  Are the women really to blame for causing the current state of society?</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">What is the reason for the organized attack in “salvaging” (XIV)?</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Is there anything about placeGilead that you'd say is <I>good</I>?</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">What is the significance of the “Historical Notes” for the meaning of the novel?</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Explain the power structure in placeGilead.  How similar is it to our historical past?</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">This has been called a “cautionary tale.”  What's it cautioning us about?</div> <bR> <DIV ALIGN="LEFT"></DIV> <div> *   *   *</div> <bR> <div> AP - Mr. Fleck</div> <div> Reading Comprehension</div> <bR> <div> <B>GENERAL GUIDELINES</B></div> <bR> <div> From the AP's Website:</div> <bR> <div> Study Skills: placeCityReading</div> <bR> <div> In an AP English course, you may feel you have never been given so much to read. AP English demands plenty of serious reading, and you might be tempted to "speed-read." You may try to scan paragraphs and pages as fast as you can while hunting for main ideas. In a word: Don't. First, main ideas usually aren't quickly accessible from "speed-reading" complex texts.</div> <div> Also, if you race through good writing, you are likely to miss the subtlety and complexity. A paragraph of text by Frederick Douglass or Joyce Carol Oates, a poem by W.H. Auden, or a play by Shakespeare cannot be appreciated -- or even minimally understood -- without careful, often-repeated readings.</div> <div> In reading your AP assignments, keep in mind to: </div> <div> <IMG BORDER="0" SRC="Symb075c00b700b400000000.png" HEIGHT="12" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Read slowly </div> <div> <IMG BORDER="0" SRC="Symb075c00b700b400000000.png" HEIGHT="12" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Reread complex and important sentences </div> <div> <IMG BORDER="0" SRC="Symb075c00b700b400000000.png" HEIGHT="12" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Ask yourself often, "What does this sentence, paragraph, speech, stanza, or chapter mean?" </div> <div> <B>Make Your CityplaceReading Efficient</B></div> <bR> <div> How can you balance the careful reading AP English requires with your demanding chemistry and calculus workloads, plus get in play practice, soccer games, and whatever else you've got on your busy schedule? We've compiled some helpful tips to make your AP reading more efficient, fun, and productive. </div> <div> <B>Get a head start. </B></div> <bR> <div> Obtain copies of as many assigned texts as you can. Then you won't waste time searching for a text when you absolutely need it. </div> <div> <B>Preview important reading assignments. </B></div> <bR> <div> By previewing, you carefully note: </div> <div> <IMG BORDER="0" SRC="Symb075c00b700b400000000.png" HEIGHT="12" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Exact title </div> <div> <IMG BORDER="0" SRC="Symb075c00b700b400000000.png" HEIGHT="12" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Author's name </div> <div> <IMG BORDER="0" SRC="Symb075c00b700b400000000.png" HEIGHT="12" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Table of contents </div> <div> <IMG BORDER="0" SRC="Symb075c00b700b400000000.png" HEIGHT="12" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Preface or introduction; this section often states the author's purpose and themes </div> <div> <IMG BORDER="0" SRC="Symb075c00b700b400000000.png" HEIGHT="12" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">In essays and certain types of prose, the final paragraph(s). </div> <div> <B>Pause to consider the author's principal ideas and the material the author uses to support them. </B></div> <bR> <div> Such ideas may be fairly easy to identify in writings of critical essayists or journalists, but much more subtle in the works of someone like Virginia Woolf or Emily Dickinson. </div> <div> <B>Know the context of a piece of writing. </B></div> <bR> <div> This technique will help you read with greater understanding and better recollection. A knowledge of the period in which the authors lived and wrote enhances your understanding of what they have tried to say and how well they succeeded. When you read John Steinbeck's <I>The Grapes of Wrath</I>, find other sources to learn about the difficult conditions for migrant laborers in placeStateCalifornia in the 1930s. </div> <div> <B>Read text aloud</B></div> <bR> <div> Slow down when you are having trouble with poetry or complex prose passages, and read them aloud. placeCityReading aloud may help you to understand the tone of the poem or passage. </div> <div> <B>Reread difficult material to help you understand it. </B></div> <bR> <div> Complex issues and elegant expression are not always easily understood or appreciated on a first reading. </div> <div> <B>Form the habit of consulting your dictionary, thesaurus, encyclopedia, or atlas. </B></div> <bR> <div> Through such resources, you'll discover the precise meanings of words as well as knowledge about the content of what you are reading. Similar resources are available online or as computer software. </div> <div> To understand and appreciate much of English and American literature, <I>you should have some acquaintance with the major themes of Judaic and Christian religious traditions</I> and <I>with Greek and Roman mythology</I>. These religious concepts and stories have influenced and informed first English and then American literary traditions from the Middle Ages through modern times.</div> <div> As you study Literature and Composition, you should study extensively several representative works from various genres and periods from the Renaissance forward. You are advised to concentrate on works of recognized literary merit, worthy of scrutiny because of their richness of thought and language.</div> <bR> <div> <B>SOME STARTEGIES TO IMPROVE READING COMPREHENSION</B></div> <div> (These are suggestions that might help you.)<FONT SIZE="2" COLOR="#000000" FACE="Verdana" > </FONT></div> <div> <IMG BORDER="0" SRC="Wing0a7300a800c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Read the first question <I>before</I> you begin reading the passage. By doing so, you can read more actively-with an eye out for the information you need. </div> <div> <IMG BORDER="0" SRC="Wing0a7300a800c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Never confirm your answer to a question until you've read the entire passage. Information relevant to a question can appear anywhere in the passage. </div> <div> <IMG BORDER="0" SRC="Wing0a7300a800c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Using your pencil and scratch paper, jot down a rough outline as you read. It will help you locate relevant details quickly as you answer the questions, and minimize vertical scrolling and re-reading. </div> <div> <IMG BORDER="0" SRC="Wing0a7300a800c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Don't be overly concerned with details (dates, examples, and lists) as you read; instead, jot down in outline form where these details are located in the passage so you can locate them quickly as needed to respond to the questions. </div> <div> <IMG BORDER="0" SRC="Wing0a7300a800c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">After reading the entire passage, take about 15 seconds to sum it up in one sentence-in the form of a rough thesis statement. Doing so is well worth the effort, because you'll be able to answer some Reading Comprehension questions with nothing more than the thesis in mind. </div> <div> <IMG BORDER="0" SRC="Wing0a7300a800c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">No matter what type of question you're dealing with, eliminate any answer choice that runs contrary to the passage's overall thesis. </div> <div> <IMG BORDER="0" SRC="Wing0a7300a800c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Be on the lookout for answer choices that provide information supported by the passage but not responsive to the question. This is one of the test-makers' favorite wrong-answer ploys. </div> <div> <IMG BORDER="0" SRC="Wing0a7300a800c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">If the author of the passage adopts a position, or stance, on an issue, but discusses other viewpoints as well in the passage, be on the lookout for answer choices that confuse the author's viewpoint with the viewpoints of others. This is another common wrong-answer ploy. </div> <div> <IMG BORDER="0" SRC="Wing0a7300a800c800000000.png" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Be on the lookout for wrong answer choices that provide information not mentioned in the passage-yet another common wrong-answer ploy. These wrong answer choices can be tempting, because it's remarkably easy to assume that you overlooked the information as you read the passage.</div> <bR> <div> <B>A STRATEGY FROM CliffsNotes</B></div> <bR> <div> <I>Admit it; we ALL know these guys!  Here's what they have to say about the CityplaceReading Comprehension part of the AP Exam:</I></div> <bR> <div> In the multiple-choice section of the AP English and Composition exam, you'll first read a passage, followed by the questions to answer. Many who take the AP exam don't achieve their best scores because they spend too much time dwelling on hard questions, leaving insufficient time to answer the easy questions they can get right. Don't let this happen to you. Use the following system to mark your answer sheet.</div> <div> For each passage and its set of questions: </div> <div> Answer easy questions immediately.</div> <div> <IMG BORDER="0" SRC="Symb075c00b700b400000000.png" HEIGHT="12" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">On more difficult questions, take advantage of being able to mark in your test booklet.  As you eliminate an incorrect answer choice from consideration, mark it out in your question booklet.</div> <div> <IMG BORDER="0" SRC="Symb075c00b700b400000000.png" HEIGHT="12" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">You could even mark some choices with question marks, signifying that they may be possible answers. This technique will help you avoid reconsidering those choices you've already eliminated and will help you narrow the possible answers. If you've managed to eliminate two or more answers from consideration but still are not sure of the answer, mark a guess answer at this point. If you wish to reconsider these guess answers before you go on to the next set, you'll be able to identify them from the marks you've made eliminating wrong answers.</div> <div> <IMG BORDER="0" SRC="Symb075c00b700b400000000.png" HEIGHT="12" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">On questions you find very difficult - those on which you cannot eliminate wrong answers, leave the answer blank (but be careful to mark your next answer in the right place on the answer sheet), put a checkmark in the margin next to the question, and go on. Sometimes, consideration of other questions in the set suddenly sheds light on the questions you left blank, and you can then quickly return to it and choose an answer.</div> <div> <I>Note: You don't have to erase the marks you make in your test booklet. However, don't make extraneous marks on your answer sheet because in machine scoring, such marks can be counted as wrong answers. </I></div> <div> <B>Here are some more suggestions for forming a plan of attack on each passage and set of questions: </B></div> <div> First, skim the questions which follow the passage (do not read the choices at this time).</div> <div> Begin reading the passage as quickly as possible without losing comprehension. Read quickly but actively, marking the few important key points in each paragraph (don't overmark).</div> <div> Answer the questions which follow the passage without spending too much time on any difficult questions. Take guesses when you can eliminate two or more wrong answers.</div> <div> Mark extremely difficult, "no-guess" questions with a check so that you can quickly return to them.</div> <div> Repeat this process with each passage.</div> <div> Barbara V. Swovelin <I>English Language and Composition, 3rd Edition</I>. 5 Dec 2007</div> <div> <http://www.cliffsnotes.com/WileyCDA/Section/id-305363,articleId-31663.html>.</div> <bR> <div> How to Pass the Advanced Placement Literature Exam</div> <div> By <B>Ashley Sinatra</B> </div> <bR> <div> <I>Note:</I> <I>Ashley Sinatra is a freelance writer living in placeStateCalifornia. She uses writing as her way to learn and experience life. She has a blooming blog that gives advice to writers, both new and seasoned. Many of the points she makes in this article are valid.</I></div> <bR> <div> For students in high school, advanced placement classes mean taking one less college class when they graduate. It also means hard work and hard preparation to pass the test. Advanced Placement Literature is no exception. Here are a few tips to help you pass the AP Literature exam. </div> <bR> <div> <B>Invest in Practice Books:</B> Just like in sports or hobbies, the key to becoming better at something is to practice and practice some more. There are several books available that are filled with past AP Literature tests. I suggest investing in 2-3. The best ones available are from CliffsNotes and Princeton Review. Depending on when you start to study for the exam, it is easy to fit in a test once a week and complete the book in a couple of months. When you take the test, just don not circle answers. Read thoroughly through each passage and question. Also, when you complete a test, take extra time to go through the right answers. Usually the practice books explain why each answer is its correct letter. Taking the time to do this will help you spot out your flaws and improve on later tests. </div> <bR> <div> <B>Read:</B> One in AP Literature should think that reading to prepare for the test would be logical. Do not just read the books your teacher assigns you. Aim to read a book on your own once a week or once every other week. Do not just skim the book either, read it in depth, with a pencil in hand. placeCityReading with a pencil or pen in your hand, so that you are ready to take notes, will help you observe the material better. Look up AP Literature Reading Lists from other schools online. I personally suggest reading anything of Shakespeare, Dickens, The Inferno, Our Eyes Were Watching God, and some poetry. Also a good thing to do after you read a book is to make a flash card of it. On the flash card include small summary, main characters, the theme, and any significant metaphors or allusions. Knowing who wrote the book would also be a good thing to know. Since you may read anywhere from ten to forty books before your test, it is good to have a quick refresher a few weeks before the test. </div> <bR> <div> <B>Learn English Terms:</B> Do you know what syntax, diction, allusion, and hyperbole mean? If you do, that is great. If not, starting asking Webster. These are only a few terms that can be found in questions or passages. Understanding all the English terms well will cut down on any confusion during the test. Also learning more vocabulary and how to use it correctly will benefit you. Improving your vocabulary is easy if you read a lot. </div> <bR> <div> <B>Other Tips:</B> When you go in to the AP Literature test, try to be as relaxed as possible. The more stressed you are the more likely you will do poorly. Also, on the multiple choice selections, read through the questions before reading the passage. It will help you pick up the answers faster. Also, while reading the passage, it will help if you mouth the words as you read. </div> <bR> <div> Taking the AP Literature test is hard. Refrain from studying the night before. You will only stress yourself out more. On the day of the test, eat a breakfast full of protein, fruit, and carbohydrates. This will help you wake up and get your brain going a little bit faster. Bring plenty of sharpened pencils, erasers, and pens. Do your best. Once the test is done, breath easy. Since you will not get your results until summer, try to forget about it until then. </div> <bR> <bR> <div>                                                                                                                       *   *   *</div> <bR> <div> AP English - Mr. Fleck</div> <div> Cracking AP/SAT Multiple Choice Questions (<U>The Princeton Review: Cracking the AP English Exam</U>)</div> <bR> <div> Yeah, I'm paraphrasing…..</div> <bR> <div> “You may break the seal and begin the test.”  Once you hear those words, <I>what you know</I> isn't going to change.  But <I>how you take the test</I> can make all the difference.  Basically,</div> <bR> <div> You must manage a limited amount of time well.</div> <div> You must guess wisely and aggressively.</div> <bR> <div> <B>HAVE A PLAN</B></div> <bR> <div> A plan let's you stop worrying about how things are going and gets you to concentrate on the thing that matters:  earning points.</div> <bR> <div> Remember….</div> <bR> <div> You're reading to answer questions.  That's the point.</div> <div> placeCityReading for a test is different from normal reading.  You have limited time; take that into account.</div> <div> You can re-read whenever you want, and you should go back to the passage to answer questions.</div> <bR> <div> <B>THE PLAN</B></div> <bR> <div> <B>Note the time and the number of passages</B>.  Generally, you're dealing with 4 or 5 passages in 60 minutes.  Average: 12-15 minutes per passage.  If you go over 15 on the first one, you know you have to speed up-but not enough to where you'll make stupid mistakes.</div> <div> <B>Pick a passage to do first</B>. Unlike the SAT, <I>AP Exams don't always follow the easiest-to-hardest progression</I>.  Know what you're good at, and do those passages first, saving time for the tougher stuff.</div> <div> <B>Pick a passage to do last….or to skip</B>.  Know what you're bad at.  This is a key safety device; if you run out of time, you're in good shape because you probably would have gotten a lot of these questions wrong anyway.</div> <div> <B>Work the passage</B>.  Preview the questions (optional).  Skim the passage (read first, last sentences of paragraphs to see what it's about (here may be where you decide if this is something you're good or bad at.  Order the passages accordingly).</div> <div> <B>NOW, go back and read</B>.  Read carefully.  Read for the main idea.  Don't panic if you don't understand some words or sentences.  Don't bother to look for a topic sentence, particularly in poems.  AP test writers know that trick and avoid picking those passages.  If a title is provided, consider it.</div> <div> <B>Answer the questions in the order you choose, using POE</B>.  </div> <bR> <div> <B>WHEN SKIPPING A PASSAGE IS AN OPTION</B></div> <bR> <div> placePrinceton: “Yes, we are suggesting that many of you skip a passage and gain five minutes of time on each passage you <I>do</I> attempt…Essentially, some students will skip a passage whether they want to or not-they won't get to the last passage.”</div> <bR> <bR> <div> <I>You Can Skip A Passage And Still Get A Good Score</I></div> <bR> <div> While it's not easy to get a 5 by skipping a passage (though not impossible), a 4 is very possible even with a “passage-skip.”  It calls for excellent essays and accurate answers on the questions you <I>do</I> attempt.</div> <bR> <div> <B>GUESSING AGGRESSIVELY</B></div> <bR> <div> It all comes down to points.  More points = higher score.  Simple.  </div> <bR> <div> <I>The Guessing Penalty Should Be Called the “Guessing Bonus”</I></div> <bR> <div> You can't get points if you don't answer questions.  If you answer only safe questions, you won't get many points.  DON'T THINK OF BLANKS AS NO-PENALTY; THINK OF BLANKS AS MINUS ONE POINT.  Do you have an inkling about what the right answer might be?  GUESS.  You may not know enough to be comfortable, but you don't have to be comfortable-you have to guess.</div> <bR> <div> placePrinceton rule: Did you read the passage, the question, and the answer choices?  Then answer the question!</div> <bR> <div> <B>GUESSING WITH POE</B></div> <bR> <div> Easy questions: those you know</div> <div> Hard questions: anything not immediately obvious</div> <bR> <div> ETS is good at picking out passages students will have trouble with, and writing appealing wrong answers.</div> <bR> <div> <I>SOME POE PRINCIPLES</I></div> <bR> <div> Eliminate answers you know are wrong</div> <div> Eliminate half-right answers</div> <div> Eliminate answers with extreme language</div> <div> Don't leave a question you've worked on blank…ever</div> <bR> <bR> <bR> <div> <B>READING POETRY</B></div> <bR> <div> You <I>will</I> see poetry on the AP Literature and Composition Exam; you <I>may</I> see poetry on the AP Language and Composition Exam.</div> <bR> <div> Preview the questions (if that helps you).</div> <div> Read the poem twice before you try to answer the questions.</div> <div> The first read is to get the words in your head; you want a basic sense of what's going on, but you don't want to get a fixed idea before you finish it.</div> <div> The second read should be phrase by phrase; focus on a simple understanding.  Ignore line breaks; read senses, not lines; emphasize punctuation.</div> <div> Be prepared for long thoughts-ideas that develop over several lines.</div> <bR> <DIV ALIGN="LEFT"></DIV> <div> *   *   *</div> <bR> <bR> <bR> <bR> <bR> <bR> <bR> </td> </tr></table></body>