This week we watched a ted talk in class . The speaker discusses how at an art gallery we may not like all of the art on display. You might not feel a deep connection with every piece we see, and that's okay. She stated that we are selective in most other things in life ,what clothes we pick to wear , the food we eat the music we listen to etc. So why shouldn't we be selective with the art we look at. Being selective also applies to what types of books we read. We are not going to connect with every book we pick up and decided to read . It's just a fact,but it's okay that you don't you shouldn't because every book although some are more similar to each other than others are different. The imagery was also a topic in class this week. We learned about different types of imagery while discussing Emily Dickinson poem I Felt a Funeral in my Brain. Most imagery is thought to be visual at least in the eyes of the reader but in the eyes of the speaker, there are different ways to use imagery . I alway saw imagery as visual I mean it's in the name image imagination. Image equaled mental imagination of something. I never thought to look at it through the eyes of the speaker when looking into poetery.
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:This week we worked on our comparative group essays. Later in the week we discussed how to per edidit a work and the were paired up with another group to share our rough drafts. Part of learning how to peer edit that is different the in previous years is the we are not looking at spelling and grammar mistakes but instead we are looking to see if the essay makes sense and if it flows in a way that in understandable to the reader. We learned how the brain functions and how each side works left for logic. Often times when I am writing I know what I am trying to say so it is easy to understand , but when I go back and read through my work I do not always catch the parts that are a pit confusing. I have also notice that working on a group essay the other members of the group also work as a peer edit. My group and I broke our essay into portions by picking three chapters from how to read a book like a professor and then having each person write about how the two summer reading books apply to there chapter. Miss Josephine gave some examples on what to ask the writers and what to be looking for in the writing. Other things that can help to peer edit can be found at this link:http://writing2.richmond.edu/writing/wweb/peeredit.html This week we began our work on our summer reading essay. I have never done a group essay before. On one side I expected it to go by faster because there is less work per individual. I have come to realize that that is probably no the case. It is difficult for three people who likely have different interpretations of the books to write an essay that flows smoothly. In the past week we work with the poem The Eagle I found that the fact the poem was a short poem made it more difficult at the end of the week to write the timed essay. There were so many different options on what the poem "meant" and what the eagle represented that were far more in-depth than I had originally taken the poem to mean. The idea surrounding what a word or phrase mean Individually did not alway make sense when put back into the poem. I also had difficulty in understanding what the questions about the poem during the week were asking me to do. It was also a little confusing when using both the essay prompt and the second link that described how to write the response to the original prompt. I have decided that it might have been better if I had answered the original prompt and the proceeded to elaborate on my answers and create a thesis from it at the end instead of at the beginning. The first protection of the Prezi in this link helps to explain how to better understand an essay prompt for poetry that will be on the AP exam. https://prezi.com/hsvfd3whs7xs/how-to-dissect-essay-prompts-for-the-ap-lit-exam/ Being the firs week of school there was not a large amount of actual material learned. However, the structure of how we are going to learn in this class was more of the main topic of this week. There are some elements that are very similar to other high school English classes. For example, I had to create a weekly page for my sophomore English class. There are the same basic outlines of an English class where you read a book ,write about it and then discuss it with others in the class. I do feel that the discussion in the class will be different than in previous years because were looking to discuss a different angle of the literature . I also believe that there will be more personal writing involved along with structured writing work. There is also the matter of a more selective option for SSR books, which makes it feel more like a class assigned book than a personal SSR book . I already have a personal list of books I have been wanting to get through that I had to put on hold for the summer books which I will have to wait a little longer to get to them. The first book I chose should not be too difficult to get through because I've been wanting to reread it and see what else I can pick up from it that I might have missed when I read it almost a year and a half ago. I not as confident in what I will pick for my next book , but I will have more time to decide on that one. One thing I have noticed about the list of books Is that all of them are over a decade old. I mean sure the college board must be happy with their choices and I'm not saying they should change the whole list every year but there must be something that was written in the past ten years that would be appropriate. I found a link to a website that has many of the titles that are on our reading list and gives a short summary of each book. It does include however a few books that are not on the list but that I agree are still good choices such as The Great Gatsby. This list can be found at https://www.albert.io/blog/ultimate-ap-english-literature-reading-list/ .I am interested to see what the actual class book will involve and the types of discussions we will have as a class about them. |
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March 2017
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