Friday, August 10, 2012

Prompt #6, blog #3


In literature, as in real life, it’s rare to come across two or more people who have identical interpretations of the same text. Even if the text has an ending or particular area that largely is definite or ambiguous, there are several levels of readers of whom this extra level is lost on. Take, for example, this picture from Alice in Wonderland of the caterpillar upon his mushroom. In the classic story, one may interpret this illustration as having either a man’s face (with a pointy nose and chin) or an actual caterpillar’s face (with both front legs of the caterpillar being above his arms). As a child, I always defaulted to the humanoid face, although often thinking it odd; every few years I would again discover that this picture had the capabilities to represent him as a more proper caterpillar, and, at the age of each discovery, it became the gem of my reading. While we tend to illustrate stories in our minds when we read them (I, as a rule, tend to illustrate much less than others I know), this picture forces us to attend to how much humanity (vs. realism, although I hesitate to use such a word in relation to Alice in Wonderland) we like to assign the caterpillar.
When you’re trying to read a text for analysis, however, it’s much more likely that you’ll initially uncover this prized double-meaning. One done as subtly as the above illustration really encourages thought outside of the reading. The trick to dealing with ambiguity, I believe, has not so much to do with picking a certain direction the story should go but analyzing your initial reaction to a piece of largely ambiguous text, and approaching the many possibilities to search for meaning. Why am I able to react to the caterpillar as more or less human? Does defining him as either change my reading experience? Do I feel differently towards him as a character because of my interpretation? With the proper push, ambiguity can be very rewarding to the more analytical reader.

Prompt #4, blog #2


It’s fascinating how often nature repeats itself, especially so when we consider that two incidents that seem wholly individual yet nearly identical to each other can develop independently and be published nearly at the same time (such examples are found numerously in particle physics findings). We’ve all been in a situation in which two people have simultaneously cried out of some wholly individual epiphany or thought and have become shocked at their counterpart’s similar thought. My friends and I have, jokingly, deemed this imaginary place from which two or more people accidentally grab the same thought the “thought cloud.”
Permutations, like infinity, remain elusive to our brains and while we can’t even attempt to fathom the amount of variables that contribute to making, say, a language, a person, or even a book, much less the combinations that can result from those variables, there must come a point when something, somewhere repeats. Yet we keep adding variables to the equation. The same combination of genes could generate a wholly different person in the 1800’s and 2012, not least of all because we use computers and other forms of technology (and operate in a very different social system) that could not be imagined in the 1800’s. While I do believe that literature, like many other things, is often a new combination of essential basic components, I also feel it’s fair to acknowledge that new components are being added even daily. Foster addresses this way of building onto old basics by suggesting that all of being is part of “one story” and while I agree with him, I can’t help thinking he was a big fan of The NeverEnding Story.
When writing or reading a story, I believe it is best that one be able to embrace and search for allusions or structure, characters, et cetera that resemble those of another work. Like Foster notes, there’s a certain thrill in finding either an intentional or unintentional Easter Egg. The ability to participate in building on and refining the information we find valuable and immortalize in our texts is overwhelming and awe-inspiring. And having the opportunity to partake in a discussion of a topic both you and your counterpart are simultaneously inspired of is as equally initially intellectually stimulating as it is a mind-boggling concept of which to think.

Prompt #2, blog #1


                Rereading can be a great key to analyzing a piece of literature. It allows for a new emotional approach that has the possibility of either enhancing or detracting from a text. Most very accomplished books achieve multiple layers of analysis (while occasionally still achieving resonance and poetic structure as in Shakespeare). Personally, I prefer to reread texts after a length of time away from the book (like Stephen King suggests for written work in his book, On Writing) in order to reevaluate not only the book but also my responses. Often, as many previous blog posts have suggested, these books are our favorites or those most emotionally touching. Rereading can enhance our reading experience or alternatively diminish it.
                My expectations of an “accomplished” text, or book, can somewhat rival that of William Darcy’s accomplished lady (That is, witty, somewhat narcissistic, well accomplished in both allusions and intertextuality, humorous—in a self gratified way, eloquent language and structure, set in a complex world with characters and plot equally of depth and believable development and intelligence, etc) and as such, I really appreciate (and in some cases expect) a book that can withstand multiple rereading while the reader is still able to glean some new meaning or allusion previously undetected. We see such excellent texts in all that is written by Shakespeare, but also in the works of Douglas Adam and even Katie Bridges. In such works (and even in less well-composed texts), rereading phrases, paragraphs, or even an entire text for any of a variety of reasons (refreshment, for future allusion, reevaluation, etc) is a wonderful practice. Additionally, attempting to constantly call to memory books or texts you’ve read in the past really encourages such rereadings and more developed analyses. In my experience, rereading any amount of text can be infinitely helpful and should be encouraged. Yet the quality of the reread largely depends on the text subjected to said rereading.

Thursday, August 9, 2012

Prompt 3

I don't believe I have very much experience with sonnets. I'm sure I have read a handful of sonnets throughout my life, but I wouldn't be able to recollect them. The structure of a sonnet is basically written in stone, for the fact that it's more than likely always a square. This structure gives it stability and consistency throughout the reading. There's no adjustments the reader needs to make because of a curveball like change in the writing. If it did this, it would throw the reader off, especially an easily distracted reader like myself. This would hinder the effect the author is trying to create. It would generate an imbalance that one is just unable to correct. Authors know to stick with one structure during a story or an idea they are trying to convey. In How To Read Literature Like A Professor, Thomas C. Foster talks about the sonnet being, "the only poetic form the great majority of readers ever needs to know" (P. 22). He goes on to elaborate on this point by talking about how it is the one poetic form that is so general and so petite that it is the one form he would choose over any other form. I think he feels this way because, like I said earlier, a sonnet won't throw you a curveball. A sonnet is a sonnet, no matter what the author writes about or portrays, it stays the same. It won't change on you, it will stay loyal, and it usually sounds good when read aloud.

Prompt 2

I, personally, do not find myself to be a re-reader often, but I will reread on two occasions. One, if it is a favorite of mine or two, if I didn't catch the idea of the text the author was trying to get across. I believe everyone will reread in one of these occasions, but that's my reasoning. Rereading is not only for those who don't understand the text. Rereading one of your favorite books or a book you remember from your childhood doesn't mean you never understood them, it means you get enjoyment from them. A thrill, if you will, from being caught in the moment of the text. That breathtaking scene in which the main character struggles to survive, or chases after the solution to who took the last cookie. I'm more related to the audience captivated by the latter, but aren't we all? I mean, who doesn't want a cookie? In my experience, rereading has brought a rush of excitement through me, either in the form of remembering how amazing a piece of literature was, or in the fact that I was able to understand and comprehend the author's point in his/her writing. Such as, Harry Potter, which I know is mainstream, but I still love the books, and The Count of Monte Cristo. The way JK Rowling and Alexandre Dumas can suck you into the story and create suspense and feeling through their characters' hardships is excellent, in my opinion. In all, no, I don't think rereading is just for people who didn't understand it there first read through. I think it's also for those who enjoyed what they read. For those that enjoyed being challenged or thrilled or terrified by what they were reading and wanted to feel that way again.

Prompt 1

Literacy is a collection of arts brought together through the years consisting of information and events that have happened throughout history, along with fictions that have been established for the purpose of entertaining others. To be literate, in one aspect, is to have the ability to comprehend and utilize new information. A literate person has the ability to take facts from something, a story or a riddle or an article, and piece together the solution before it is given to them, or to create an argument towards the topic being spoken of. In today's society, there many people who can't read or write, only because they haven't been taught yet, but there are also many people who can read and write but cannot truly comprehend ideas from literature. Does that mean that these people should be classified as illiterate? I don't necessarily think so. As said by Alvin Toffler, "The illiterate of the 21st century will not be those who cannot read or write, but those who cannot learn, unlearn, and relearn." I agree with this statement. I believe an individuals greatest ability is to regain lost knowledge. I'm just rambling. Of course you will forget things. It's part of everyday life. But your ability to "relearn" those things, to regain that knowledge astounds me. Think about this for a second. What if Einstein had forgotten his equation and couldn't piece it together from his notes? Do you still think he would be as widely known? Of course not, because everyone would be unable to remember his name, his actions, his influence in the scientific field. We would have lost everything that happened in our history long withstanding because after we had learned it, we could have easily forgotten it.

Wednesday, August 1, 2012

How To Read Literature Like a Professor

Prompt #6

Where or how does ambiguity come into play in a reader's experience? Is ambiguity a roadblock to understanding or appreciating a text? Are the only satisfying outcomes definite? Discuss your thoughts.

Saturday, July 28, 2012

Important Reminder

Hello, Everyone,

Just a reminder that an email has gone out to you concerning documents that should be printed and read for the first week of school. It is your responsibility to access the emails and print any posted documents. The mail has attached documents and explanations of how they will be used. Printing and reading now will enable you to save time the first week and be aware of early expectations and assignments. If you do not receive this email by early next week, please notify either Ms. McElroy or me so we can clear up any email address problem we may have. All these docs will be posted on Edline, too,  as soon as our new rosters are activated. It is your job to check Edline regularly for messages, updates, and postings from us.

We hope you are as anxious as we are to meet all of you and begin our journey together this year...only two weeks left!
Mrs. Leach

Thursday, July 26, 2012

Prompt #4

King Solomon wrote, "There is nothing new under the sun." Foster applies this precept to his contention that all "writing and telling belong to one big story." Do you agree? How does this idea add to understanding and the richness of the reading experience?

Tuesday, July 24, 2012

Prompt #5

Discuss the significance of weather in text beyond its relationship to setting. Consider how weather is used to influence the other elements of fiction. What are some examples of the importance of weather in literature you have read?

Thursday, July 19, 2012

Prompt #3


In the book How to Read Literature like a Professor Foster claims that the sonnet is critical to the study of poetry for three reasons. One, the sonnet is very common in contrast with some other forms which require in-depth analysis to recognize their form. Two, the sonnet is well liked my both readers and poets. Three, it has an exact shape. Due to its form a sonnet is composed of parts. A Shakespearian sonnet divides up into four parts and other types of sonnets in two parts. The key with sonnets is simply that they must look like a square.  Personally I have always been exposed to sonnets and have always been rather fond of them. I cannot say I have studied them much when considering their form or wording. However, I did take a creative writing class where we had to write ten sonnets for our midterm. Apart from that I really have only read sonnets. My favorite sonnet would have to be Sonnet CVI by William Shakespeare.  The reason it has become my favorite is because of the lines “I see their antique pen would have express'd/ Even such a beauty as you master now,” and “They had not skill enough your worth to sing:/For we, which now behold these present days,/Have eyes to wonder, but lack tongues to praise.” The explanation is that it makes me realize it does not matter how many times we read works by people like Shakespeare because we cannot deliver them to their full potential. This sonnet makes me think and I believe a sonnet, or a poem in general, should always make you think. Shakespeare mastered the talent of evoking someone deep into the realm of ideas and out of reality.

Prompt #2


I must confess that I am a rereader. Sometimes I do it because I feel as if I missed something.  Examples are the book War and Peace and Crime and Punishment which I had to reread to get the full meaning. Yet, rereading does not always have to be because you did not understand something. There are times when I find myself rereading a paragraph either because I cannot believe what I am reading or because I really like the way it sounds. Then there are the times I read for pleasure. I have read Mythology (by Edith Hamilton) about seven times. I have also read the Iliad and the Odyssey about four times each mainly because I always see something I missed the times before. Rereading can be a chore at times but it can also be a pleasant experience. One tends to overlook a detail assuming it is not important and then upon rereading one realizes how vital that little detail was. Of course, knowing the ending can make rereading a bit dull at times but if you get absorbed you can always see something you missed. Most times, anyway. Every time I reread something I can pay more attention to the details rather than the outcome. It makes for a more relaxed reading and also for a more informative one too.  However, it is crucial that one goes back and rereads something they do not understand. There are times one must accept they are wrong and retrace their steps back to the place they made the mistake. One must also keep in mind that some things will never be clear no matter how many times one might reread. An example is whether Hamlet was really mad. This question has been asked for many decades and remains unanswered. Rereading can open doors one may not have seen before but also requires patience and a great deal of concentration.

Prompt #1




Literacy can be said to be the state of being literate, especially the ability to read and write. It can also be described as a person's acquired education or a person’s own knowledge about an individual subject or field. Then there are people like Foster who describe literacy as being able to see words for more than what they appear to be on a page. To become literate one must study and work hard to become literate in all definitions of the word. One must study the history of a language, the meaning behind words, and in some cases the people behind them. A literate person is one who knows the meaning behind words and effect they are meant to have upon the reader. Textbooks can teach you a lot but they cannot teach you everything. Words are to felt, loved, studied, and appreciated not tossed aside at a whim. A literate person is knowledgeable, and wise because of all they have studied. In many cases being literate makes your thought more complicated and more concrete. In a perfect world a literate person would want to show and teach others so that they too can become literate. As we all know this is not a perfect world. When a literate person reads they do not see just what is in the lines but what is between them. They see the little minute details which remain invisible to others. Literacy is being able to feel the words instead of see them.  

Tuesday, July 3, 2012

Prompt #1


Literacy has two meanings: the state/quality of being able to read and write, and to have knowledge of a particular field.  So literally, a literate person is one who can read and write.  However, there is always more than the dictionary, dry-cut meaning; In How to Read Literature Like a Professor, Foster states there is a “language of reading”, meaning there is more to literacy than just understanding words put together.  There are certain patterns, underlying meanings, symbols, and knowledge of history a literate person knows that enables them to see more than the words on the page.  From what I’ve picked up from my own personal experience and reading How to Read Literature Like a Professor, I figure the best way to become a literate person, other than being fluent in at least one language and being able to read and write, is to have a vast knowledge of history and of events going on in present day.  Many symbols come from historic events or beliefs, such as the Cross from Christianity.  Most writers write about what is going on around them, meaning the reader must know what was going on around the author during his/her time to understand their work.  These authors, who are literate people, understand the importance of keeping up with current events and being able to form opinions about them.  Their work is usually their opinions on what is going on around them.  So, in a nutshell, literate people understand the importance of history, have their own educated opinions on current events, and are not afraid to speak their opinion through writing. 

Prompt #2


I am a rereader.  There are times when I don’t understand a passage, chapter, or even a whole book if I don’t reread.  I don’t know if it’s because I read too fast for me to do any serious processing or if I just miss what’s important the first time around.  But I reread for other reasons.  Sometimes people reread for pleasure.  I’ve reread almost all of the books in the Redwall series simply because I love the books, and there are over ten books, every book at least 300 pages, in that series.  There are also passages I reread because they’ve moved me in some way: frighten, enlighten, sadden, anger, frustrate, confuse, elate.  Near the end of the book Grapes of Wrath, there was a short passage which paralleled the rotting of unpicked/dropped fruit to dying people.  It actually scared me to read it, but I reread it multiple times before I moved on.  Don’t think this is strange; how many times did your parents reread the headlines that said, “Twin Towers Destroyed” in unreal fear?  Or the people in 1912 in shock when they read the headlines in the papers, “Titanic Goes Down”?  I also reread to check written work.  This may sound pointless to bring up since this is obvious, but it is also a very important point.  Count how many times you reread your blog and posts.  I’ve already reread this blog at least five times before this sentence, and I’m going to reread it at least one more time before I post it.  We probably reread without even thinking about it; we just don’t think of it as analytical class-work when we reread our favorite passage in a book or reread something weird on a billboard or magazine.  Rereading is very important, and will be even more as we move on to more advanced Language Arts classes such as AP Literature. 

Friday, June 15, 2012

Prompt #3


I’ve not read many sonnets.  To be honest, having to read sonnets or Shakespeare frustrates me for one main reason; for the life of me, I can never identify sonnets, especially in any of Shakespeare’s plays!  I know they’re in there, and they aren’t hiding!  I think reading the section on the “square” form has helped me with this problem – reflecting on some of the line lengths in Hamlet, I now can identify a few.  No, I do NOT have a favorite, although I believe Christina Rossetti’s sonnet in the book was beautifully written, and I might pick a Shakespearean one – if I ever find one.  Foster considers sonnets to be important because they appear the most often, are recognizable to most readers, and are easy to spot (apparently) because of their “square” shape.  He goes on about the “form” of this type of poem; since the form is so structured and small, the message(s) have to be squished in with few, well-intentioned words.  A major plot or story can’t be accomplished through a sonnet because of its short length, but an important shift of an idea/mood could be well executed because of its two parts – the octave and six lines, or some variation of this.  Foster also says the form itself – the line lengths, rhyme schemes, sentence structure, iambic pentameter (or something – um - better), Petrarch or Shakespearean or any other variation – brings its own meaning to the poem other than what is written.  This makes sense – why would one choose one variation over the other, or to even write in such a structured, short form over writing an epic?  Because every detail when you write with that much importance on an issue, idea, or feeling, matters.

Thursday, June 7, 2012

How To Read Literature Like A Professor

Prompt 3

The sonnet form has been prized since the English Renaissance. Why does Foster consider its study critical to the study of poetry? How does the structure impact its effect? What is your familiarity with sonnets? Do have a favorite? Why?

Tuesday, May 29, 2012

How To Read Literature Like a Professor

Prompt 2
Are you normally a rereader? Is rereading only for those who don't understand the text on the first reading? What is your experience with rereading and its importance?

How To Read Literature Like a Professor



Prompt 1
What is literacy? What does it mean to be a literate person? How does one become literate? What does a literate person do, know, think?



Hello, Everyone,
Now that you're thinking about literacy and your role as a reader, we'll be posting prompts on Professor once a week. Feel free to write your thoughts, experiences, and questions to the prompts as well as responses to your colleagues' comments. We hope you are enjoying How to Read Literature Like a Professor and the jumpstart it gives to academic reading. Blog away!







Thursday, May 17, 2012

WELCOME 2012-2013 AP LITTERS!

WELCOME ALL 2012-2013 AP LITTERS!

You have been invited to a secure, academic Blog.  We will use this Blog throughout the year for various readings and discussions.  We are so glad all of you have signed up for the challenge and the joy that is AP Literature.  We begin, as we begin all things--with reading and writing....

I have copied here the Blog Assignment (a portion of the Summer Reading/Pre-Requisite Reading).  You should already have all of this information, along with the rest of the Summer Reading and Writing Assignments.  You received this in your AP Language class, the mail, or at the Banquet.  Books are available at the school if you need a copy. 

As you begin your work, please remember that this is an intellectual environment where members are given academic courtesy and respect.  Maintain an open mind as you read, write, and comment.  Our task is always first to understand.  The blog is a forum for discussion more so than debate. 

BLOG ASSIGNMENT:    How To Read Literature Like a Professor by Thomas Foster.
Assignment:  Create 3 POSTS (250 words each) and 5 COMMENTS (100 words each).  Your 3 posts will relate to prompts we create.  Your comments will be made directly to other students' posts.  We will be posting the prompts for you to consider over the next week. 
·         Blog posts and comments must be posted no later than FRIDAY, AUGUST 10 6:00 PM for instructor comments.  In addition, you need to print a hard copy of your posts/comments to be turned in on the first day of school with the other written assignments as well.

Amy L. McElroy:      522-6314; amcelroy@access.k12.wv.us; amy.mcelroy1@gmail.com
Sheila B. Leach:        529-7600; sleach@access.k12.wv.us, sbleach7@gmail.com
                                                                                                                    

ENJOY!!!