How to Read Literature & Summer Reading/Viewing Assignment. Assignment 1

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1 HL IB English I, Mr. Rhinehart and Ms. Hankins Summer Assignment You will find resources for this assignment, including the copy of the assignment itself, at Students and Parents or Guardians, Welcome to HL IB English: Literature A. The work is challenging, the expectations are high, and the environment is dynamic. We congratulate you for choosing to take on this rigorous curriculum, and we pledge to do all we can to assist you in achieving your goals this coming year. Assignment 1 Assignment 2 Assignment 3 The Three Assignments: How to Read Literature & Summer Reading/Viewing Assignment Short Story Analysis Response IB Learner Profile: An Introductory Letter to Mr. Rhinehart and Ms. Hankins Materials Needed: 1. Download this summer work packet from 2. Compose your responses in this packet. 3. Obtain a copy of How to Read Literature Like a Professor, by Thomas C. Foster. 4. Obtain a copy of your novel or play of choice, a copy of your poem of choice, and a copy of short story of your choice. 5. Pencils and various colors of pens. 6. Various colors of highlighters. Assignment 1 - How to Read Literature & Summer Reading/Viewing Assignment: Assignment 1 Context: Below is a reading inventory checklist of works novels, short stories, plays, poems, and even films deemed by several influential intellectuals and those in academia as canonical, or culturally important and worthy of serious study. At the very least, Thomas C. Foster, professor of literature and writing at the University of Michigan-Flint before retiring at the end of 2014, deems the following works important enough to prominently reference throughout his How to Read Literature Like a Professor. Like Foster and many other literary academics, the HL International Baccalaureate (IB) English: Literature A curriculum proscribes authors and texts it too deems canonical. You might see such a list like this and freak out, thinking you are expected to have read all of these works or have seen all of these plays and films. Relax. The list below reflects the experience of a professor at the end of his career. IB English will merely build the base upon which you will eventually build such a varied bibliography of cultural knowledge as the one below. IB English will do this by exploring how and why a text is worthy of study and, by examining, as Foster does in How to Read Literature, how there is essentially only one story and how every text is intertextually connected in various creative and original ways. IB English Literature A also aims to examine how texts are essentially metaphors in-of themselves as they are representative of their historical and cultural contexts. This will emphasize why it is important to accumulate such a list of literary references like the one below over your lifetime: it is representative of a reflective life that has pondered the meaning of what it means to be human within the context of deep cultural appreciation. Moreover, you will find you have been well-prepared for this course because you may have already read or viewed some of these works, either in class or on your own. Know that you are entering into IB English Literature A with a wider and more varied range of knowledge of important texts than you may realize. So it is helpful at this point to take an inventory of these works so you can take stock of what you ve read and seen before entering into IB English Literature A. Assignment 1 Directions: 1. Check in the appropriate column next to each work you have read or viewed and identify when you may have done so to the best of your knowledge. For example, many of you have read Franz Kafka s The Metamorphosis in tenth grade English class, so you would place a check in the designated column next to this work and declare you read it in 10 th grade. 2. Next chose one novel or play AND one poem from the list to view or read this summer that you have not already read. Please identify each of these three texts on the inventory form by checking the last column next to the work you ve selected to read or view. I will collect an annotated copy of both the novel and the poem, which you can simply staple to the back of this packet. 3. Third, read How to Read Literature like a Professor. 4. Finally, answer the Assignment 1 prompts at the end of the inventory (3 prompts). Title Genre Author Check if You ve Read Previously The Crying of Lot 49 novel Thomas Pynchon Adventures of Huckleberry Finn novel Mark Twain Lord of the Rings novel J.R.R. Tolkein Star Wars (Rated PG) movie George Lucus North by Northwest (Rated NA) movie Alfred Hitchcock Tom Jones (excerpt) novel Henry Fielding Cathedral S. STORY Raymond Carver Dinner at the Homesick Restaurant novel Anne Tyler When Did You Read (Approx. Grade Level)? Check the Work You ve Read or Viewed for This Assignment

2 Metamorphosis Franz Kafka Dracula novel Bram Stoker A Christmas Carol novel Charles Dickens Dr. Jekyll and Mr. Hyde novel Robert Louis Stevenson The Turn of the Screw novella Henry James Daisy Miller novel Henry James Tess. Story of the Durbervilles novel Thomas Hardy Hunger Artist novel Franz Kafka A Severed Head novels Iris Murdoch Going After Cacciato novel Tim O Brien The Overcoat S. STORY Nikolai Gogal The Overcoat II S. STORY T. Coraghessan Boyle Two More Gallants S. STORY William Trevor Beowulf poem Unknown Translation by Seamus Heany Grendel novel John Gardner Wise Children novel Angela Carter Much Ado About Nothing play William Shakespeare Rosencrantz and Guildenstern Are Dead play Tom Stoppard A Thousand Acres novel Jane Smiley The Lovesong of J. Alfred Prufrock poem T.S. Eliot Master Harold and the boys play Athol Fugard Araby S. STORY James Joyce The Sun Also Rises novel Ernest Hemingway Canterbury Tales poem Geoffrey Chaucer Holy Sonnets poems John Donne Why I Live at the P.O. S. STORY Eudora Welty Go Tell It on the Mountain S. STORY James Baldwin Pulp Fiction (Rated R) movie Quentin Tarantino East of Eden novel John Steinbeck The Gingerbread House S. STORY Robert Coover The Bloody Chamber S. STORIES Angela Carter Song of Solomon novel Toni Morrison Musee des Beaux Arts poem W. H. Auden Landscape with Fall of Icarus poem William Carlos Williams Omeros (based on Homer) novel Derek Walcott O Brother, Where Art Thou movie Joel and Ethan Coen (Rated PG-13) Ulysses novel James Joyce The Three Strangers S. STORY Thomas Hardy A Farewell to Arms novel Earnest Hemingway The Dead S. STORY James Joyce The Wasteland poem T.S. Eliot The Fish poem Elizabeth Bishop The Snow Man poem Wallace Stevens Out, Out poem Robert Frost The Fox novel D. H. Lawrence Barn Burning S. STORY William Faulkner Passage to India novel E.M. Forster The Bridge (poem sequence) poem Hart Crane The Road Not Taken poems Robert Frost Rip Van Winkle S. STORY Washington Irving Old Man and the Sea novella Earnest Hemingway A Very Old Man with Enormous Wings S. STORY Gabriel Garcia Marquez Satanic Verses novel Salmon Rushdie Portrait of an Artist as a Young Man novel James Joyce

3 Wild Swans at Coole poem William Butler Yeats Birches poem Robert Frost Janus S. STORY Ann Beattie Lady Chatterley s Lover novel D.H. Lawrence French Lieutenant s Woman novel John Fowles A Clockwork Orange novel Anthony Burgess Lolita novel Vladimir Nabokov Women in Love novel D.H. Lawrence Ordinary People novel Judith Guest Love Medicine novel Louise Erdrich The Horse Dealer s Daughter S. STORY D.H. Lawrence The Unicorn novel Iris Murdoch The Fall of the House of Usher S. STORY Edgar Allen Poe Bean Trees novel Barbara Kingsolver Heart of Darkness novel Joseph Conrad In Praise of Prairie poem Theodore Roethke Bogland poem Seamus Heaney In Praise of Limestone poem W.H. Auden The Snows of Kilimanjaro S. STORY Earnest Hemingway In Memory of W.B. Yeats poem W.H. Auden After Apple Picking poem Robert Frost The Rocking-Horse Winner S. STORY D.H. Lawrence Richard III play William Shakespeare Oedipus Rex play Sophocles The Hunchback of Notre Dame novel Victor Hugo Waiting for Godot play Samuel Beckett The Good Soldier novel Ford Madox Ford The Man of Adamant S. STORY Nathaniel Hawthorne Lord Jim novel Joseph Conrad Dubliners S. STORY James Joyce The Plague novel Albert Camus A Doll s House play Henrik Ibsen The Hours novel Michael Cunningham The Masque of the Red Death S. STORY Edgar Allen Poe Sonny s Blues S. STORY James Baldwin The Merchant of Venice play William Shakespeare The Importance of Being Earnest play Oscar Wilde Howard s End novel E.M. Forster The Bible and The Torah (generally Religious Texts Various Old Testament) The Quran Religious Text Various Prompt 1: Provide a structured annotated citation of your novel or play below... (Author) (Title) General Synopsis:

4 Discuss whether or not you agree or disagree with Foster s analysis/interpretation of your novel when he cites the novel as an example for some analytical principle in How to Read Literature Like a Professor. Discuss why you agree or do not agree, citing textual examples of your own from your novel: Prompt 2: Responding to your choice of poem: a) Researching the background of the poem, like who wrote it and when, will give you vital clues in understanding the poem. b) Read the poem at least three times is a good idea. Mark down all your thoughts either on the poem or on paper. c) For the summary, write a brief synopsis of the poem that explains what is literally happening in the poem AND asserts an interpretation. d) Classify the poem. Consider whether it is an epic, narrative, dramatic or descriptive poem. Epic poetry tends to be lengthy and contains vast universal themes, while a descriptive poem will describe a scene. Narrative poetry is written from the narrative viewpoint of a character. e) Continue bringing out the major themes or motifs of the poem and relate this to the type of language used. f) Identify imagery in the poem, such as the use of metaphors or similes to describe something in a unique way. Write down what effect this could have on readers.

5 g) Write about the overall tone of the poem and the narrative perspective. Decide if the poem is funny or serious. Question if it is written from the perspective of a character in the poem or from the poet's viewpoint. Ask if the poet talking directly to the reader or to somebody else. h) Finally, include a conclusion to your summary by pulling together all that you have learned about the poem and make an interpretive statement. POEM TITLE: POET: YEAR PUBLISHED:

6 Prompt 3 As a student of literature who has now read How to Read Literature Like a Professor, along with some of the texts referenced by Thomas C. Foster, you should have some definite opinions about the definition and value of literature, as well as its place in our educational system and in life. Please respond to one of the prompts below. Your argument will be supported by your own knowledge of various texts you have read prior to this assignment (see your inventory checklist above), your reading and viewing of your choice of novel, poem, and film for this assignment; and your reading of Foster s How to Read Literature Like a Professor: What causes a work of literature to be valuable enough to be read and analyzed by students? What defines literary merit? Should literature be considered an art form, like music or visual art? 5. What separates literature from trade fiction? Can young adult literature really be considered literature? How much of the school curriculum should be devoted to reading and study fiction and poetry? 8. Is the literary cannon a valid guide to school curriculum?

7 Assignment 2 SHORT STORY Analysis Response: From the reading inventory list above, choose one short story you have not read prior to this assignment. Cite the short story and its author below. Then write a well-developed essay in which you analyze the impact of the setting/environment and plot has on the development of character development or analyze the effect that characters have on the development of setting and plot. You may wish to consider to analyze how three of the following literary devices effect the development of setting and plot or characterization. Tone Imagery Selection of detail Foreshadowing Point of view Allegory Archetype Climax/Denouement Conflict Foil Irony metaphor Symbol Syntax Imagery Language Theme Novel Title: Author: Passage Page # s

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9 Assignment 3 - IB Learner Profile: An Introduction to Mr. Rhinehart and Ms. Hankins: Successful students are proactive learners. They reflect upon their intellectual growth by evaluating their strengths and by revising their study strategies in order to overcome weaknesses. As an introduction to the requirements of IB English, please study the IB Learner Profile and take the IB Inventory below questionnaire. And then compose or design a response that demonstrates how you are an open-minded, knowledgeable, risktaking, principled, reflective, balanced, inquisitive, and caring thinker who communicates skillfully and creatively. Respond in a creative and unique way. Responses need to be 500 words or less or no more than one 8.5X11 piece of paper. General examples of types of responses include letters, essays, creative nonfiction, poetry, mind maps, collages, and so on Be prepared to share something from your response on the first day of school. Due to the nature of this assignment and what we are looking for, teachers are limited in how they may assist you. Issues of revision and editing are appropriate to address with your teacher. Unfortunately, teachers are unable to offer suggestions that may influence your ideas or how you should present them, and they are unable to validate your ideas as good or bad. This is your expression, so trust in it. Consider your response as a demonstration of your willingness to be a risk-taker, as defined below. IB Learner Profile

10 IB Learner Profile: Self Assessment Identify to which degree you demonstrate the attributes of the IB Learner Profile by circling 1-5, 1 being never, 2-rarely, 3-sometimes, 4- often and 5-always. 1. Inquirer: I develop my natural curiosity. I acquire the skills necessary to conduct inquiry and research and show independence in learning. I actively enjoy learning. 2. Knowledgeable: I explore concepts, ideas and issues that have local and global significance. In so doing, I acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. 3. Thinker: I exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. 4. Communicator: I understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. I work effectively and willingly with others. 5. Principled: I act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. I take responsibility for my own actions. 6. Open-minded: I understand and appreciate my own culture, and is open to the perspectives, values and traditions of others. I seek and evaluate various points of view, and is willing to grow from the experience. 7. Caring: I show empathy, compassion and respect towards others. I have a personal commitment to service, and act to make a positive difference in the lives of others and to the environment. 8. Risk-taker: I approach unfamiliar situations and uncertainty with courage, and have the independence of spirit to explore new roles, ideas and strategies. I am brave and articulate in defending my beliefs. 9. Balanced: I understand the importance of intellectual, physical and emotional balance to achieve personal well-being for myself and others. 10. Reflective: I give thoughtful consideration to my own learning and experience. I am able to assess and understand my strengths and limitations in order to support my learning and personal development. If you have any questions or concerns regarding work contained in this packet, do not hesitate to Mr. Rhinehart or Ms. Hankins: Mr. Rhinehart s address is matthew.rhinehart@jefferson.kyschools.us Ms. Hankins address is stephanie.hankins@jefferson.kyschools.us. Have a great summer!