Lowest Grade Dropped

Lowest grade in the Dialectical Journal/Quiz category has been dropped. If you are still below an 80, PLEASE make sure to submit all missing work plus lens paper by FRIDAY 5/26 to earn credit for the second term of this course.

UPDATE: SEE BELOW Lens Paper DUE FRIDAY MAY 26

All missing work is due by May 26. If you are struggling (see Pupilpath) and make up all your dialectical entries, reading responses, etc.

UPDATE:   If you have below an 80 average (I am almost done with grading all your work) you MUST complete the lens paper as well. That is due no later than May 26.
If your average is a 79. something, that's basically an 80. And an 80 in Lit is like a B+ in a regular English class...

LENS PAPER guidelines: please refer to LensPaperNotes document.
Share final paper plus LensPaperNotes with me, no need to print if you can't.
Please follow MLA style guidelines.
Papers should be a minimum of 5 typed pages, plus Works Cited page.

If you want feedback on your lens papers, please share the document with me and add a message asking for commentary.

If any other work is missing it is due on May 26 as well. Please adhere to deadlines.

IF YOU ARE READING THIS....

You should be sleeping.
Rest up.
Remember your stuff.
Go rock that exam.
#WJPSAPLit2017

AP Lit Exam Test Prep - Sat. 4/22 9-12

We will focus on multiple choice - timed work plus detailed review.
Please RSVP to shari.marks@wjps.org. I need an idea of how many students plan on attending.

Due Monday

Poetry Essay Group: Practice Sets 1 & 2 (Jane Eyre)
(See Multiple Choice Question Types notes below)
MC Group: Practice Sets 1 & 2 PLUS Practice Test 1 (The Awakening)

Lens Paper Draft due May 5.
The Importance of Being Earnest due May 15.

Multiple Choice Question Types:

Reading Comprehension

These are questions that test your ability to understand what the passage is saying. They don’t require you to do a lot of interpretation--you just need to know what is actually going on. You can identify these from words and phrases like “according to,” “asserting,” “mentioned,” and so on. Basically, words that point to a fairly concrete meaning. You can succeed on these questions by carefully reading of the text.

Think: What is the passage saying?

Inference

These questions ask you to infer something - a character or narrator’s opinion, an author’s intention, etc. - based on what is said in the passage. It will be something that isn’t stated directly or concretely, but that you can assume based on what is stated clearly in the passage. You can identify these questions from words like “infer,” and “imply.”  

The key to these questions is to not be tripped up by the fact that you are making an inference--there will be a best answer, and it will be the choice that is best supported by what is actually found in the passage.

THINK: What does the passage mean?

Identify and Interpret Figurative Language

These are questions in which you have to either identify what word or phrase is figurative language OR provide the meaning of a figurative phrase. You can identify these as they will either explicitly mention figurative language (or a figurative device like simile or metaphor) or will include a figurative language phrase in the question itself. The meaning of figurative language phrases can normally be determined by its context in the passage. Think: what is said around it? What is the phrase referring to?

Literary Technique

These questions involve identifying why an author does what they do: from using a particular phrase to repeating certain words, what techniques is the author using to construct the passage/poem and to what effect? You can identify these questions by words like “serves chiefly to,” “effect,” “evoke,” and “in order to.”

Think: SO WHAT? Why did the author use these particular words or this particular structure?

Character Analysis

These questions will ask you to describe something about a character. Look for words or phrases that ask you directly about characters’ attitudes, opinions, beliefs, or relationships with other characters.

These are more common in prose passages.

Think: What can I infer about the character based on 5 facets of characterization?

Overall Passage Questions

Some questions will ask you to identify or describe something about the passage/poem as a whole: its purpose, tone, genre, etc. You can identify these by phrases like “in the passage,” and “as a whole.”

THINK: What is the bigger picture message created by the smaller details?

Structure

Some questions will ask you about specific structural elements of the passage--a shift in tone, a digression, the specific form of a poem, etc. Often these questions will specify a part of the passage/poem and ask you to identify what that part is accomplishing.

THINK: Why are these shifts (structural, tonal, etc. ) important?

Grammar

Very occasionally you will be asked a specific grammar question, such as what word an adjective is modifying. Sometimes, about the meter of a poem (i.e. iambic pentameter). These questions are less about the literary artistry and more about a fluent command of the English language.

THINK: Grammar, mechanics, usage.

Cool Opportunity For Aspiring Writers

Break Work Due 4/19

Read the remainder of How to Read Literature Like a Professor.
Choose min. 8 chapters.
Write one entry for each chapter you choose to read.
Make a copy of the form and share it with me, allowing me to "comment".
Dialectical Journal Form

HW Week of 3/27

Monday: Read/annotate "Shakespeare's Characters: Shylock". Write in dialectical journal (trope).
Tuesday: Read/annotate "Shakespeare's Characters: Antonio". Write in dialectical journal (trope). Study for Act 1 Quiz Wednesday.
Wednesday: Dialectical Journal #1 (Act 1, Scenes 1-3) due Friday. Copy and rename Dialectical Journal Form document: MOV1_yourname. Share and print.
Thursday:  Write in dialectical journal (trope). Pre-read the poem "The Photos" by Diane Wakoski". Timed poetry essay Friday.
Friday (due Tuesday): Watch TEDX "Hip Hop & Shakespeare: Akala at TEDxAldeburgh". Read/annotate "Sonnet 18".

Note: Poetry Trip: BAM's Word.Sound.Power Monday April 3. If you are interested in ordering pizza for lunch when we return (sometime around 7/8th period), please let me know so I can get approval. I will get prices if there is enough interest.

Note: Lens Paper Draft due Monday April 17. Paper due date to be announced.

HW Due Fri. 3/24

Write in dialectical journal: How does your envelope trope show up in what we read today? (Act 1, Scene 1)? Use evidence (textual details) and analysis (your thoughts) in a double-entry journal format.

Read/annotate or take detailed notes: Close Male Friendship: New Readings of The Merchant of Venice. See "questions to consider for discussion" at end of excerpt. Answer them briefly and be prepared to discuss.

HW Due Wed. 3/22

Read and take notes: An Introduction to Shakespeare's Comedies (note the hallmarks of Shakespeare's Comedies)
Quick Lit Terms & Shakespeare's Comedy Hallmarks Quiz Wed.

Terms Reviewed in class Monday 3/20:

Pun: A play on words that are either identical in sound (homonyms) or very similar in sound, but are sharply diverse in meaning. Shakespeare often uses a special type of pun - the equivoque - the use of a single word or phrase which has two disparate meanings, in a context which makes both meanings equally relevant.

Malapropism: the conspicuous and unintended violation of standard diction or grammar that mistakenly uses a word in place of another that it resembles; the effect is usually comic.

Bathos: (coined by poet Alexander Pope) an abrupt turn from the serious and poetic to the mundane and silly. Similar to an anticlimax, it shocks the audience with its unexpected shift.

Due Mon.

Due Monday: Read in Folger Library edition of "The Merchant of Venice" - "Reading Shakespeare's Language"; "The Merchant of Venice"; "An Introduction to This Text"; and "Characters in This Play". Take notes!

NOTE: We will continue to work on Timed Writing: Poetry on Tuesday (I will be out of school that day). Everyone will get a chance to revise/finish the essay they wrote on Friday.
If you missed the "Those Winter Sundays" thesis review (Thursday), you must come to B20 during lunch or see me in room 355 during 8th period for an overview. You must bring your own thesis for feedback. You can write the essay in class on Tuesday with everyone who started it on Friday, and get a second day to finish it the next 1st period you have advisory.

Timed Writing Tomorrow!

Open Question 1 Practice: Poetry Essay
Be there, and be on time. Timer starts when bell rings.

HW Due Thurs. 3/16

Due Thursday: Write a thesis for the poem, "Those Winter Sundays".
Address the prompt: How does the poet use literary devices/techniques to convey the speaker's complex attitude towards his father?
If you want to go further (suggested), create an outline for writing an essay about this poem.

Read the poem here: https://www.poets.org/poetsorg/poem/those-winter-sundays
Annotate for Facts, Interpretation, and Theme. Identify poetic and other literary devices Hayden uses to convey his complex attitude towards his father. Pay attention to noting shifts in tone, extended metaphor, symbolism, imagery, and other devices from the first stanza, to the second, to the third.

Read some ideas for analysis here: http://www.modernamericanpoetry.org/criticism/daniel-landau-robert-hayden%E2%80%99s-those-winter-sundays-child%E2%80%99s-memory

Due Monday: Read in Folger Library edition of "The Merchant of Venice" - "Reading Shakespeare's Language"; "The Merchant of Venice"; "An Introduction to This Text"; and "Characters in This Play". Take notes!

Watch this video for Wed., 3/15

HW Due Tomorrow: Watch this video for an introduction to the poetry task on the AP Lit & Comp Exam. AP Lit Poetry Overview

Preview for AP Lit & Comp Poetry Essay Writing. This will be reviewed in class tomorrow.
As we discussed in class, the poetry prompts ask students to recognize how literary devices contribute to a poem's larger message. Refer to our poetic terms.
Poetry Prompt How-Tos:

• Read prompt CAREFULLY. Take a minute to identify key words/paraphrase what is being asked of you. If you misunderstand the prompt, the essay will not help you pass the test.
• Read poem, annotate while reading. Mark up for facts (literary devices), themes, key ideas.
• Identify how the poem evolves (beginning, middle, end). How does the extended metaphor begin, continue, and end?
• Write a brief outline (in 3 minutes or less). Write a thesis and how you will prove it with text evidence and analysis.
• Write.

1. Avoid long, involved introductions. Get to the point with a well-crafted thesis that addresses the prompt.
2. Directly quote the poem, early and often. Use the text to prove your thesis and each point you make.
3. Vary language (diction) and sentence structure and punctuation (syntax).
4. Use appropriate and stylized transitions to move from thought to thought, paragraph to paragraph.
5. Do not generalize. Be as specific as possible. Avoid vague language. The AP Reader will not have a chance to ask you, "what did you mean?" or "can you be more specific?".
6. Write in PRESENT TENSE and maintain it throughout the essay. Watch GRAMMAR, SPELLING, PUNCTUATION, USAGE, etc. Errors will bring your score down.
7. Make sure you are addressing: "so what?" "and how?" "why?"
8. Don't worry about a conclusion, you just usually end up repeating yourself. 
9. Go back over your essay quickly to check for and correct mistakes, clarify vague ideas, etc.
10. The AP Reader understands this is a timed essay and that you are writing about a passage you may not have seen before, and answering a prompt you didn't plan for in advance of the test. They are also looking for what you do RIGHT. Give them lots of reasons to give you points!

Here is a sample poetry prompt, with sample answers and College Board rationale as to why they were scored as they were:
2006 Poetry Prompt (page 2 of document)
2006 AP Poetry Prompt Scoring Rubric
2006 Poetry Essay Sample Papers and Scores 

Lens Paper Due 4/17

Jane Eyre/Charlotte Bronte Lens Paper due 4/17.
PLEASE NOTE:
I am available in B20 everyday at lunch to assist you with thesis, etc.
You cannot write a strong paper without a strong thesis. Everyone who has not seen me already and received guidance on a thesis must come to B20 during lunch if you would like me to help you construct a strong thesis. We will reserve some days in class before the due date to work on the paper. Dates will be announced soon. On the given dates, bring in a printed copy of your outline and latest draft. We may or may not have laptops when working in class.

Paper guidelines:
1. You must complete every section of LensPaperNotes and share it with me via Google Drive. Allow me to "comment".
2. Evidence Organizer must be completed. You must use a minimum of 5 scholarly resources to provide context to your lens and support your thesis. You must use a minimum of 6 references from Jane Eyre (direct quotes) (total 11 minimum entries in Evidence Organizer).
3. Use this comprehensive guide to Writing a Literary Analysis Paper. (Bucks.edu) Your paper must be a minimum of 5 typed pages, not including Works Cited page.
4. All papers must be in MLA format. Please use this comprehensive guide to MLA formatting and citation from Purdue Online Writing Lab.
5. All papers must be shared with me via Google Drive (final paper should be a separate document from LensPaperNotes). Please allow me to "comment".
6. This College Board AP Research Paper Rubric will be used to score your paper. Points will be assigned to each category, and scores will be calculated using our standard 0-9 rubric. You will receive a print copy of the final rubric soon. You can refer to this digital version during the writing process.

Due Friday 3/10, Due Monday 3/13

Friday, 3/10: Social Media Project. Late projects will receive a penalty (no projects accepted after Mon. 3/13). If you have completed the social media posts online, you must PRINT your work. If you used a template, please email me a copy of the work and/or share on Drive AND print.

Monday, 3/13: Independent Reading Response: Rebecca or The Turn of the Screw - follow AP Reading Response Choice Board directions! Please print AND share your work.

HW Due Tues. 3/7

Study for Quick Lit Terms Set #1 - Poetry Edition

1. Euphemism: The use of a soft indirect expression instead of one that is harsh or unpleasantly direct. For example ‘pass away’ as opposed to ‘die’
2. Extended Metaphor: A comparison between two unlike things that continues throughout a series of lines in a poem.
3. Hyperbole: A type of figurative language that depends on intentional overstatement.
4. Imagery: Poetic technique that touches upon the images and senses that the reader already knows.
5. Quatrain: A stanza or poem of four lines.
6. Tone: An attitude of a poet toward a subject or an audience, which is generally conveyed through diction.

QUIZ TOMORROW on SET #1 ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^:)

Copy these terms and definitions into the Lit Terms section of your notebook. We will review them tomorrow in class.

1. Foot:  A measurement in poetry that usually contains one stressed syllable and at least one unstressed syllable.
2. Iambic Pentameter: Most common type of meter in English poetry, with 5 iambic feet per line. (style of most of Shakespeare’s plays)
3. Octave: A verse form consisting of eight lines of iambic pentameter. Most common rhyme scheme is abba abba.
4. Sestet: The last 6 lines of a sonnet.
5. Enjambment: From the French word for “to straddle”, the continuation of a sentence from one line or couplet into the next.

HW Due Mon.3/6

Read and annotate "Because I Could Not Stop For Death" by Emily Dickinson.
https://www.poets.org/poetsorg/poem/because-i-could-not-stop-death-479
Read and annotate "The Figure a Poem Makes" by Robert Frost.
http://www.mrbauld.com/frostfig.html
Complete thesis statements for Lens Paper. Commit to one and make sure it's included in LensPaperNotes.
Work on outline for paper.

HW Due Fri. 3/3

Write at least 2 versions of an AP level thesis. Use the notes in the post below, including lens-specific questions, checklists, and litmus test questions.
Be prepared to discuss your thesis with me in conference and/or share your thesis with a peer for feedback. You need a strong working thesis (open to revision, but not severe change) to begin outlining your paper.

Preparing to Write a Thesis

Your paper must not state the obvious! It needs to prove to your reader that you offer extraordinary insight into Charlotte Bronte and Jane Eyre in terms of the selected lens. See notes below to begin crafting a thesis statement, the driving force/backbone of your research/analysis work.

Some points to consider as you create a thesis:

Biographical Criticism: What should the reader know and understand about the author to deeply know and understand her work/ What does the literary work tell us about its author?

Historical Criticism: What historical information (context) is necessary for the reader to fully understand the literary work? What insights does the literary work give us into history - of the author's times, the history of an era, or of current history?

Psychological Criticism: What can this literary work teach us about the workings of the mind and behavior? What is the psychological appeal to readers? What psychological issues does the text explore? What can the text reveal about the psychology of its author, her society, or our society?

Feminist Criticism: Are women fairly and fully represented in this work? Does gender stereotyping or silencing affect the overall effectiveness of the work? How does the work's treatment of sexual roles/relationships and ideas of masculinity and femininity affirm or contend with our notions? society's notions?

Marxist Criticism: How do class struggles contribute to the meaning and effectiveness of the text? How do the author's representations of social class, material wealth, money, possessions, status, power, politics, labor roles, etc. represent the historical time period or our own time period? How do social, cultural, and historical conditions contribute to the overall meaning of the text?

Formalist Criticism: What are the strengths of the text's craft? How do literary structures and devices such as diction, syntax, symbolism, tone, point-of-view, motifs, irony, allusion, atmosphere, etc. support the text's meaning and effectiveness?
(Gillespie)

Thesis Checklist:

A thesis GUIDES YOUR ANALYSIS and FOCUSES and ORGANIZES your paper.

A strong thesis is:

• Clearly written (does not mean basic!)
• Specific
• Limited in scope
• Offers a distinct perspective or interpretation on a subject/text/author (UNC Writing Center)

Does my thesis pass the “So what?” test? If a reader’s first response is likely to  be “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.

Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning. (Syracuse City Schools)

HW Due Thurs. 3/2

Continue to work on Lens Paper.
Follow directions on LensPaperNotes (if you have not shared it with me yet, that's a big problem> I am checking your progress and helping you pace your project).

DUE DATE: April 19. NO LATE PAPERS ACCEPTED. You will work on this paper while we continue with our other units. We will reserve some days to conference once your drafts are done. Please follow mini-deadlines.

Due Tomorrow: Read and annotate at least one literary criticism that fits with your lens. It does not need to be of Jane Eyre, but it does need to provide you with a sense of style and organization that you like. This will help you think of ways to write your own paper. Complete the "notes" section of LensPaperNotes. Complete "Stylistic Noticings" section to keep track of diction, syntax, structure, voice, use of evidence, analysis style, etc. Make note of ways in which you could borrow what works in terms of writing and apply it to your own paper.

HW Due Wed. 3/1

Follow directions on LensPaperNotes document. By tomorrow (Wed.) you should:
1. Create accounts on as many scholarly websites as necessary.
2. Research your lens - gather as much background info as necessary to understand the lens. Do not read criticism of Jane Eyre. You are gathering info on the lens and the school of criticism to help give you context and help you plan your paper.
3. Complete the notes section. Include citation info (you can format into MLA style later). You will be inserting more detailed notes into the evidence organizer later.

Please make sure your document is titled properly and is shared with me BEFORE period 2 tomorrow. I will be checking your documents. Allow me to "comment".

Lens Paper Writing Guide

On Tuesday, we will use laptops in class to begin the Charlotte Bronte/Jane Eyre literary lens papers.
Copy the document, LensPaperNotes to your Google Drive and share it with me (shari.marks@wjps.org). Please allow me to "comment".

Call for Student Poetry and Art ($$$ involved)

Seeking Submissions of Student Art and Poems We're looking for art and poems by our Fellows' students to publish in our May 2nd "Show Teachers the Love!" program. We'll pay students $25 for accepted work. Extra points if the art or poem relates to teachers or school, but that's not necessary. Artwork black and white only drawings, portraits, abstracts, photos, cartoons submit as a JPG, PNG, or TIFF file (must be at least 300 dpi) Poetry poems should be no more than 25 lines you must submit as Microsoft Word document Submit artwork or poetry here. The deadline for submissions is Monday, March 13th . If your student's work is selected, you will be invited as our guest to "Show Teachers the Love!"

The Lenses of Literature; HW Due 2/27

Choose your lens by tomorrow start of class by posting your name on one of the LIT CRIT charts. Find instances of your lens in your past readings (chapters 1-19).

Biographical Criticism: Considering literature in light of its author’s life. There is an implied truth that there is a direct relationship between the author’s life and his or her writing. Authors embed their own experiences into their plots and characters. If readers understand an author deeply, then they can understand their products deeply. (Gillesspie 2010)

Historical Criticism: Literature is a product of the author’s historical circumstances. Readers who look at text through an historical lens are considering the times in which the author lived and wrote - politically, socially, economically, military, scientific, intellectual.  (Gillesspie 2010)

Psychological Criticism: Analyzing the human mind and behavior of literary characters and/or their author. (Gillesspie 2010)

Feminist Criticism: A close, critical look at the female experience - characters and authors - in a patriarchal society. (Gillesspie 2010)

Formalist Criticism: A critical investigation into the formal elements of literature - diction, syntax, literary techniques with an eye on assessing how the work of literature achieves the noted effects. (Gillesspie 2010)

Marxist Criticism: Based on the theories of Karl Marx and philosopher Georg Wilhelm Friedrich Hegel, this school concerns itself with class differences, economic and otherwise, as well as the implications and complications of the capitalist system: "Marxism attempts to reveal the ways in which our socioeconomic system is the ultimate source of our experience" (Tyson 277).

Due Monday 2/27: Complete Jane Eyre. Minimum 20 pages of dialectical journal entries.

Plan for the week of 2/13

For Monday and Tuesday: You have to complete reading Jane Eyre through Chapter 19. Complete dialectical journal entries. They will be collected at the END of the reading. Keep up or you will be swamped. You will have additional reading to do this week and over break, with more journal entries to come.
PLEASE BRING YOUR BOOK AND ENTRIES TO CLASS EACH DAY.
Tomorrow, we will begin planning for the lens paper. You will choose a lens and sit in groups based on your lens. You will then discuss what has been read thus far and how your lens can be applied to the reading.

For Wednesday: See rubrics tab at top or see link under rubric title. Please print a copy of AP Lit & Comp Open Question 3 Generic Rubric.
If you completed your essay on a laptop, please PRINT your essay and bring it in on Wednesday. We will be reviewing the rubric, and you will use my comments and your own reflection to score your own essays, then compare your grades with mine (assume I am the "expert reader").

For Thursday and Friday: We will read and analyze a short story and make comparisons to Jane Eyre.

HW Due Mon. 2/13

Due Monday 2/13: Read and annotate Jane Eyre to end of chapter 19.
Write minimum of 5 pages in dialectical journals focusing on Bronte's use of literary techniques. Follow guidelines from 12 Steps to Explication de Texte

Jane Eyre quiz tomorrow Chapters 1-10.

UPDATE: Timed Essay Tuesday; Plan for this week

Monday: Pick your activity: read and annotate Jane Eyre, complete dialectical journals, or plan for the essay.
Tuesday: In-class essay (timed). Those who receive additional time can use it period 4 in B20.
Wednesday: Intro to Jane Eyre, discussion.
Thursday: Close reading Jane Eyre chapter to be determined.
Friday: In-class reading/dialectical journal entries.

HW Due Mon. Feb. 6

Read the background to reading Jane Eyre:
JANE EYRE: PENGUIN BOOKS USA

Read and annotate Jane Eyre to chapter 9 (p. 70 in Norton Critical Edition). Pay special attention to Bronte's use of literary techniques. Track her use of literary techniques in your dialectical journals (5 pages minimum for first reading assignment).

HW Due Tues. Jan. 31

On loose leaf: Write an introduction to the Open Question (AP English Literature and Composition, 2015) using the prompt and our thematic ideas below it, or another thematic idea you come up with independently. You are writing ONLY about Medea. 

Question 3 (Suggested time—40 minutes. This question counts as one-third of the total essay section score.)
In literary works, cruelty often functions as a crucial motivation or a major social or political factor. Select a novel, play, or epic poem in which acts of cruelty are important to the theme. Then write a well-developed essay analyzing how cruelty functions in the work as a whole and what the cruelty reveals about the perpetrator and/or victim. You may select a work from the list below or another work of equal literary merit. Do not merely summarize the plot. 

Suggested Text List (YOU WILL BE WRITING ABOUT MEDEA)
Beloved A Bend in the River Billy Budd Black Boy Catch-22 Cat’s Eye The Crucible Frankenstein A Gesture Life Great Expectations Heart of Darkness Invisible Man The Kite Runner The Last of the Mohicans Lord of the Flies Mansfield Park Medea The Merchant of Venice Night The Odyssey Oliver Twist One Flew Over the Cuckoo’s Nest Othello The Red Badge of Courage The Scarlet Letter Sister Carrie Sophie’s Choice Tess of the d’Urbervilles To Kill a Mockingbird Who’s Afraid of Virginia Woolf? Wuthering Heights
STOP END OF EXAM

Themes:

1. Cruelty contributes to the downfall of the hero.
2. Medea’s cruelty through the play reveals that she is not a character to empathize with, and is sadistic and spiteful.
3. Lack of empathy results in acts of cruelty.
4. If there is thin line between love and hate, then revenge is the marginal factor.
5. When blind passion is illuminated, the object of affection becomes the recipient of revenge.
6. Impulse overcomes priorities of love and family.
7. Cruelty reveals the truth masked in revenge.
8. Wounded pride leads to cruel vengeance.
9. Cruelty is the exploitation of a victim’s weakness as means to justify the perpetrator’s weakness.
10. When driven by cruel intentions, an individual loses his or her humanity.

Dialectical Journals: Reading/Explication de Texte Due Friday 1/20

Read and annotate "Medea and the Tragedy of Revenge" by Anne Burnett (University of Chicago Press).
You do not need to print, a copy will be provided to you soon. Begin to read online.
Your dialectical journals will be returned to you shortly. You must produce 10 full pages of response to this scholarly article. As we perform Medea, make connections to your understanding of the play.

Important notes for dialectical journal entries:

1. Date and title each page of your dialectical journal. The title should correspond with the text or texts that you are reading. 
2. Your journal must be divided into two columns.
3. Left column is for text evidence. You can use evidence from the scholarly article and from the play. Please indicate page and/or line numbers with the direct text evidence.
4. Right column is for response. "Refer to the 12 Steps to Explication de Texte" handout for ideas.  (you must be logged into WJPS email to open this document). DO NOT SUMMARIZE THE TEXT EVIDENCE. You must use evidence from the entire documents. Please do not just concentrate on one section. You have to prove that you read, understood, and responded in an AP-level manner to the whole documents. 
5. Journals are due on Friday 1/20 at the start of class. Please do not leave these for the last minute. You are receiving ample time to complete this, and do it well.