History United with Literature
in America
HULA
2009-2010
Ms. Stevens and Mr. Hoffman
Loudoun Valley High School
Purcellville, Virginia
History United with Literature in America
2009-2010
Table of Contents
Contents
Page(s)
HULA Course Description, Expectations, and Policies
Historic Periods and their Comparable Literature
Honor in our Learning Community
Avoiding Plagiarism
Taking Notes from Research Reading
Thesis: Really, not a scary word
Introductions and Conclusions
Quick and Easy MLA Guide
Sample Annotated Bibliography
American Lit: Essential Understandings & Guiding Questions
Literary Criticism
Reactive Reading
Rubric: Reactive Reading
Taking Notes in U.S. History
Rubric: Notebook Check
How to Précis
Sample Précis
Rubric: Précis
The Socratic Seminar
The Socratic Seminar Reflection
The Socratic Seminar Rubric
Guidelines for Written Seminars
Sample Written Seminar Point
Doing the DBQ
Rubric: Timed Writing
Instead of “He said,” try…
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History United with Literature in America
(HULA)
Course Description, Expectations, and Policies
Welcome to HULA! We’re looking forward to having an academically challenging and rewarding year
with each of you. Read below to learn more about our expectations and policies for the upcoming year.
Course Description:
Our goal is simple: to study American History and American Literature together—identifying the social,
political, economic, and cultural factors that contributed to creating a unique literary identity. This is
going to be an exciting class where we will be reading, thinking, interpreting, discussing, and writing
about our nation’s heritage.
Specifically pertaining to the AP US History portion of this class: The Advanced Placement United
States History course is designed to challenge students beyond the regular high school history class.
Please note: AP Courses are college level courses taken at the high school level for college credit. In
addition, the Advanced Placement program of the College Board permits each student the opportunity
to earn college credit for his or her course by taking the AP test in May. The test consists of eighty
multiple choice questions, one document-based question (DBQ), and two free response essays.
Also at the end of the year, students will take the 11th grade SOL tests; we will continue to work on
preparations for these assessments.
Textbooks:
AP US History: Boyer, Paul et al. The Enduring Vision, fifth edition. Boston:
Houghton Mifflin Company, 2004.
American Literature: Applebee, Arthur et al. The Language of Literature: American
Literature. Boston: McDougal Littell, 2000.
Other books, novels, and supplemental materials will also be used throughout the year. Students may
either borrow these materials from the English and Social Science Departments or, as many prefer,
may purchase the materials from any bookstore. More information will follow.
Required Materials:
Students should obtain all of the following materials to be used for HULA exclusively. All materials
should be brought to both classes every day.
 A three ring binder OR a multi-subject spiral notebook and folder
 A composition notebook
 Paper and writing utensils (blue or black ink only please)
 Highlighter and/or post it notes (for reactive reading—more on that later)
These materials are due in class by ___________________.
If you have a problem obtaining the materials, please see us, and we will work it out!
2
Assignments and Make-up Work:
All assignments are expected to be turned in on time.
 If a student is in school but not in class on a day that an assignment is due, he/she is still
expected to turn in the assignment.
 If a student is attending a school function, he/she is expected to turn in all work before leaving.
 If a student is absent on the day that a major assignment is due, he/she is expected to make
contact with the teacher to make arrangements for turning in the assignment. (phone or email)
It is essential that you stay up-to-date on your work. Furthermore, it is your responsibility to
complete make-up work in the event of an absence.
“Printer problems” are not exceptions to the late-work policy. Students should plan ahead, have plenty
of paper and ink, not wait until the night before to print, and have an electronic version in case he/she
needs to find a school computer to print the assignment. Assignments should not be printed off at the
beginning of class; work will be considered late if it is not ready for submission at the bell.
Grading Policy:
Students will be evaluated on the following: classwork and quizzes, journals, unit tests, presentations,
formal essays, class seminars, and content-area vocabulary. Grades will be given a point value and
will be based on the Loudoun County grading scale:
A+ = 98% - 100%
A = 93% - 97%
A- = 90% - 92%
B+ = 87% - 89%
B = 83% - 86%
B- = 80% - 82%
C+ = 77% - 79%
C = 73% - 76%
C- = 70% - 72%
D+ = 67% - 69%
D = 63% - 66%
D- = 60% - 62%
F = 59% and lower
Interim grades will be sent home each marking period.
So What Receives a Grade?
Homework:
Homework will almost exclusively consist of reading assignments, writing assignments, and preparation
for class seminars. It is the expectation that students arrive prepared for class each day with their
assignments complete. No late work is accepted without permission from that content teacher (granted
only due to family or personal emergency by seeing me personally or calling).
Tests and Quizzes:
Expect one at the end of each unit of study. For History, your tests will typically consist of three parts:
multiple choice questions, identification questions, and an essay. For Literature, your tests will typically
consists of two parts: passage identification/analysis and an essay. Students do not want to be absent
on test days, as there is a make up test. Quizzes will be given periodically.
Projects and Papers:
HULA is a writing intensive class. Expect that all writing needs to be word processed unless otherwise
specified. Details will follow.
Seminars:
A seminar is an in-class discussion; they will be both formal and informal. Your participation in both is
expected. You will be expected to work compatibly with all members of the class to share and gain
information.
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Plagiarism:
Plagiarism is using, stealing, or passing-off the ideas or words of another as one’s own. When using
someone’s ideas, one must credit the source. We will review and use proper MLA citations in our
writing and will discuss ways to avoid plagiarizing. Plagiarism will not be tolerated. If a student is ever
confused about plagiarizing, see me immediately. When in doubt, use citations! See the handout later
in this booklet to read more about plagiarism.
Extra Opportunities:
We will be periodically offering additional after-school activities to extend the in-school activities. These
opportunities may range from movies to field trips; all are optional—details to follow.
Additional Help:
Students who are experiencing academic difficulties are strongly encouraged to meet with us as soon
as possible. There is never a problem that cannot be solved as long as you are willing to work with us
to find a solution. If you require extra help, please do not hesitate to ask. You can find Ms. Stevens in
Room 133 or Mr. Hoffman in Room 131 by 8:00 nearly every morning. We are also both frequently
here after school as well.
Both the English and Social Science Departments (both located in T-4) offer extra help during all study
halls through the core-area labs.
Contact Information:
School Phone: 540.751.2400
Ms. Stevens’s Email: Susan.Stevens@loudoun.k12.va.us
Mr. Hoffman’s Email: David.Hoffman@loudoun.k12.va.us
My signature below verifies that I have read and understand the HULA course description,
expectations, and policies.
Student Signature ____________________________________________________
Parent Signature _____________________________________________________
4
HULA
Historical Periods and their Comparable Literature
Ms. Stevens and Mr. Hoffman
Historical Period
Comparable Literature
Colonialism through Revolutionary War John Smith
Revolutionary War
Constitutional Period
Early Federalist Period
Waves of Change (Reform
Movements)
Civil War and Reconstruction
Gilded Age
Progressivism
World War I
1920’s and Great Depression
World War II
Domestic Policy since 1945
Foreign Policy since 1945
William Bradford
Anne Bradstreet poetry
Edward Taylor poetry
Jonathan Edwards
The Crucible
Hawthorne’s The Scarlet Letter
Thomas Jefferson
Ben Franklin’s Autobiography
Hector St. John De Crevecouer
Constitution
Ralph Waldo Emerson, “Self-Reliance” and “Nature”
Henry David Thoreau, Walden and “Civil
Disobedience”)
Jacobs, Incidents in the Life of a Slave Girl and
Douglass’s Narrative in the Life of Frederick Douglass
Walt Whitman poetry
Emily Dickinson poetry
Herman Melville short stories
Edgar Allen Poe short stories
Kate Chopin (The Awakening and other readings)
Upton Sinclair (selections)
Selected Realist poetry
The Sun also Rises (choice)
The Great Gatsby
Zora Neale Hurston
Harlem Renaissance Poetry (Hughes, Cullen, McKay)
The Chosen (choice)
Ceremony (choice)
Raisin in the Sun
Faulkner’s Sound and the Fury
Go Tell It on the Mountain (choice)
Catcher in the Rye (choice)
The Things They Carried (choice)
Ishmael (choice)
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Honor in our Learning Community
HULA—Stevens/Hoffman
In order to foster a strong and comfortable learning community, the following guidelines have
been established to define academic honesty.
Actions that are considered honest:
 Collaborative learning! Collaborative learning is great—when it’s part of the
assignment!
 Peer editing and reviewing. We will have plenty of opportunities to help each other in
this process. We encourage you to participate in these valuable activities!
 Working with other members of our learning community in workshops, seminars, and
discussions.
 Asking the teachers for help! We’re here to help you at any time!
 Using sources. We encourage you to use sources. We strongly encourage you to cite
them!
Actions that are considered dishonest:
 Plagiarism. Plagiarism is using someone else’s thoughts and ideas as your own. Don’t
do this!! This will result in a zero on your assignment! Also, be sure that you have
accurate source citations. We’ll show you how—it’s easier than making them up.
 Sharing the contents of a test or quiz with an absent student or a later class OR
receiving the contents of a test or quiz.
 Borrowing or lending papers, homework, projects, or any other assignments to copy or
gain ideas. “I just want to look at it. . .”—NO!
 Turning in another’s homework or paper as your own.
 Not participating or doing your part in workshops, seminars, and discussions.
 Feigning illness or exercising an unannounced or non-emergency early dismissal on the
day of a test. It’s amazing how many students have dentist appointments that they only
learned of at the last minute on test days!
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Avoiding Plagiarism
Remember: When in doubt, CITE!
Why cite your sources?
o To give your writing credibility. You show that you have gathered ideas from worthwhile
places.
o To help the reader. You enable the reader to go and check and read those sources if
he/she so wishes.
o To protect yourself from plagiarism. When you cite all your sources, no one can say that
you stole or copied ideas from someone else.
What counts as "other people's ideas"?
o
o
o
o
All words quoted directly from another source.
All ideas paraphrased from a source
All ideas borrowed from another source: statistics, graphs, charts.
All ideas or materials taken from the Internet
What doesn't count?
o You do not have to cite sources for knowledge that is generally known, like the dates of
famous events in history or the names of past Prime Ministers. Similarly, phrases like
the "Y2K problem" or "the generation gap" indicate concepts generally understood by
the public.
o Also, within your field, there may be terms which are "common knowledge" because
they are part of the knowledge shared by people in that field, like the "language
experience approach' for educators, or the term "Impressionism" for art enthusiasts.
o Knowing what to cite /not to cite is also affected by culture. In North America, readers
expect to be told where ideas come from. In other cultures there may be more shared
and collective understanding of certain ideas or even of memorized texts. For example,
a student may have had to memorize a text as part of his learning in a particular
subject. If he were to reproduce that text in his own country, he may feel he need not
give a source, since everyone who studied there (including the professor) would know
who wrote it. In North America, however, this is not the case and a North American
reader would expect to be told that author's name.
Ideas borrowed from Concordia University’s Student Learning Services
7
Taking Notes from Research Reading
Taking notes efficiently is essential to your sanity in facing the current wealth of information
available in print and electronic form. It is also a key part of writing well-focused and
coherently argued papers. Good note-taking strategies will help you read with more
understanding and also save time and frustration when you write your paper. These are the
three main principles:
1. KNOW WHAT KIND OF IDEAS YOU NEED TO RECORD
Focus your approach to the topic before you start detailed research. Then you will read with a purpose
in mind, and you will be able to sort out relevant ideas.
 Analyze your assignment sheet to be clear about just what you are going to do with your topic
and what your topic consists of.
 Review the commonly known facts about your topic and become aware of the range of thinking
and opinions on it. Review notes, if applicable.
 Make a preliminary list of major and minor research questions you would like to find in your
reading. These will guide your attention and may come in handy for search terms and labels for
notes.
2. DON’T WRITE TOO MUCH
Your essay must be an expression of your own thinking, not a patchwork of borrowed ideas. Plan,
therefore, to invest your research time in understanding your sources and integrating them into your
own thinking. Use your note cards or note sheets to record only ideas that are relevant to your focus
on the topic; try to summarize rather than copy out or paraphrase.
 Copy out exact words only when the ideas are memorably phrased or surprisingly expressed.
 Otherwise, compress ideas into your own words. Paraphrasing word by word is a waste of
time. Choose the most important ideas and write them down as labels or headings. Then fill in
with a few subpoints that explain or exemplify.
 Don’t depend on underlining and highlighting. Find your own words for notes in the margin (or
on sticky notes).
3. LABEL YOUR NOTES INTELLIGENTLY
Whether you use cards or pages for note-taking, take notes in a way that allows for later use.
 Save bother later by recording bibliographic information in a master list or computer file
when you begin looking at each source. Then you can quickly identify each note by the author’s
name and page number.
 Try as far as possible to put notes on separate cards or sheets. This will let you label the topic
of each note. Not only will that keep your notetaking focused, but it will also allow for grouping
and synthesizing of ideas later. It is especially satisfying to shuffle notes from various sources
and see how the changes create new ideas in your own thinking.
 Leave a large amount of space in your notes for comments of your own, questions and
reactions as you read, and second thoughts and cross-references when you look back at what
you’ve written. These comments can become a virtual first draft of your paper.
Ideas borrowed from Dr. Margaret Procter, Coordinator of Writing Support, University of Toronto
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Thesis: Really, not a scary word
What is a Thesis Statement?
 Your definition: ____________________________________________________________
____________________________________________________________________________________
 Group definition: ___________________________________________________________
____________________________________________________________________________________
 HULA definition: ___________________________________________________________
____________________________________________________________________________________
___________________________________________________________________________
Why have a Thesis Statement? ________________________________________________
___________________________________________________________________________
Where should this Thesis Statement be located? _________________________________
____________________________________________________________________________________
Characteristics of a simple Thesis Statement: ____________________________________
___________________________________________________________________________
___________________________________________________________________________
Characteristics of a complex Thesis Statement: __________________________________
___________________________________________________________________________
___________________________________________________________________________
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Introductions and Conclusions
The Introductory Paragraph:
A. naturally introduces your topic,
B. tells your reader something about your topic that will hook him/her into reading,
C. and leads to your thesis statement (last sentence of your introduction)
Types of Introductory Paragraphs
1. Definition: define a word that is significant to your paper.
2. Question: ask one or several questions related to your paper.
3. Incident: very short story related to your topic.
4. Direct Statement of Fact: an historically accurate statement or statistic related to your
topic.
5. Example: a typifying story that highlights your point.
6. Background Information: bring your readers up to speed on your topic.
7. Exploration of Commonly Known Ideas: remind the reader of related information which is
generally taken to be the truth, most readers would know the information, and it is connected
to your topic.
8. Quotation: a quotation from a figure in your paper or a quotation that reflects upon the
topic of your paper.
9. Startling Statement: an eye opening statistical piece of information related to your topic.
The Concluding Paragraph:
A. is your chance to have the last word on the subject,
B. can go beyond the confines of the assignment,
C. and gives your reader something to take away that will help him/her see things
differently or appreciate your topic in a relevant way.
Types of Concluding Paragraphs
1. Significance of Term: pairs with definition introductory paragraph; explains why your word
or term is important.
2. Repeating Thesis Idea: restate your thesis in several sentences.
3. Quotation: a quotation from a figure in your paper or a quote that reflects the topic of your
paper.
4. Summarization: restate the main points of your paper.
5. Call to Action: demand that your reader take action appropriate to your subject,
used mainly in persuasive paper.
If you get stuck with your concluding paragraph, play the "So What" Game.
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Quick-and-Easy MLA Guide
ONE BOOK WITH ONE AUTHOR:
Austen, Jane. Sense and Sensibility. New York: Penguin Books, 2003.
FICTION OR ESSAY FROM ANTHOLOGY
Garcia, Alex. “Reality Check.” Between Worlds. 4th ed. Ed. Susan Bachmann, et al. New York:
Pearson, 2004. 441-443.
Woolf, Virginia. “Shakespeare’s Sister.” A World of Ideas. 7th ed. Ed. Lee A. Jacobus. Boston:
Bedford Books, 2006. 764-776.
POEM FROM AN ANTHOLOGY
Blake, William. “The Chimney Sweeper.” Perrine’s Literature: Structure, Sound, and Sense. 8th ed. Ed.
Thomas Arp and Greg Johnson. Fort Worth, TX: Harcourt, 2002. 837.
PLAY FROM AN ANTHOLOGY
Williams, Tennessee. A Streetcar Named Desire. Norton Anthology of American Literature. Shorter 6th
ed. Ed. Nina Baym. New York: Norton, 2003. 2301-2363.
TRANSLATED WORK FROM ANTHOLOGY
Sophocles. Antigone. Tr. Robert Fagels. Norton Anthology of World Literature. 2nd ed. Eds. Sarah
Lawall and Maynard Mack. Volume A. New York: Norton, 2002. 658-693.
WORK FROM AN ACADEMIC JOURNAL
Academic Journal with Continuous Pagination
Nair, Supriya. “The Caribbean Unbound: Cross-Atlantic Discourses on Slavery and Race.” American
Literary History 14 (2002): 566-79.
Academic Journal with Separate Pagination
Andrews, William L. “Postmodern Southern Literature: Confessions of a Norton Anthologist.” Studies in
the Literary Imagination 35.1 (2002): 105-12.
WORKS FROM NEWSPAPERS OR POPULAR MAGAZINES
Monthly Magazine
Keizer, Garret. “How the Devil Falls in Love.” Harper’s Aug. 2002: 43-51.
Weekly Magazine
Klotowitz, Alex. “The Trenchcoat Robbers.” New Yorker 8 July 2002: 34-39.
Daily Newspaper
Moberg, David. “The Accidental Environmentalist.” Chicago Tribune 24 Sept. 2002, Sec. 2: 1.
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SOURCES VIEWED OR HEARD
Film
My Big Fat Greek Wedding. Dir. Joel Zwick. IFC, 2002.
Musical Composition
Puccini, Giacomo. Turandot.
Interview—conducted by yourself
Chappell, Fred. Personal interview. 16 Aug. 2004.
Interview—conducted by someone else
Harryhausen, Ray. Interview with Terry Gross. Fresh Air. National Public Radio. WHYY,
Philadelphia. 6 Jan. 2003.
WORKS FROM THE WORLD WIDE WEB
All Electronic citations should include all of the following pieces of information IF THEY ARE
AVAILABLE AND RELEVANT. Information that is not given on a web page can be omitted from the
citation:
1. The Author of the site or article on the site
2. The title of the document
3. The date that the information was first posted
4. Information about previous print
publication
5. Information about electronic publication
6. The date the information was accessed
7. The URL
An Entire Web Site
American Transcendentalism: An Online Travel Guide. Ed. Linda Tate. 2003. 3 September 2004
<http://www.shepherd.edu/transweb>.
An Article Originally Posted to a Web Site
Plotz, David. “The Cure for Sinophobia.” Slate 4 June 1999. 4 June 1999
<http://www.slate.com/StrangeBedfellow/99-06-03/StrangeBedfellow.asp>.
An Online Encyclopedia
"Fir." World Book: Online Reference Center. 22 Jul 2008, World Book, Inc. 2004.
<http://www.worldbookonline.com>
WORK FROM AN ELECTRONIC LIBRARY DATABASE
The first date is the posting date. The second date is the date you accessed the posting.
MacMullen, Jackie. “Stop the Inanity.” Sports Illustrated. 2 Nov. 1998: 89. Ebsco Host. Online.
Academic Search FullTEXT Elite. 17 Nov. 1998.
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Ima Student
English 11 Honors
Mr. Hoffman
April 5, 2008
Annotated Bibliography: Percy Bysshe Shelley
Edwards, Bruce L. “Ozymandias.” Shelley: A Collection of Critical Essays. Ed. George M.
Ridenhour. Englewood Cliffs: Salem Press, 1992. 13-29.
In his article on “Ozymandias,” Edwards analyzes the diverse subjects of meter, form,
rhyme scheme, themes, and connotations in this Romantic period poem. Initially, Edwards points
out the octave and sestet of the Italian sonnet structure. He posits that the octave displays the
irony of the statue’s fate, while the sestet proclaims the “fate of vainglorious men” (14). He further
defines the sonnet’s irony through the condition of both the statue and surrounding landscape.
The closing scene prompts the onlooker to “contemplate his own mortality” (16).
Interpreting the sonnet form and the poet’s themes, Edwards differentiates between the
classic form and Shelley’s variation which underlines the ironic, surprising imagery of the statue’s
shattered face. The critic determines that Shelley’s imagery connotes “singular loneliness and
fragmented solitude” (20). Prompting sober self-examination by each individual, the poem warns
against narcissism and pride as its major theme. [count: 144]
Note: there is space left on this page, but not enough for the entry and two lines of text, so the
page break is used to start on a new page.
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Fogle, Richard Harter. “The Abstractness of Shelley.” Master Poets Online. Johns Hopkins
University English Dept. Oct 2004. 30 March 2006.
<http://www.johnshopkinsuniversity.edu/english/shelley.htm>.
Fogle explores the abstractness of the artist and its effect on his work, comparing Shelley
and Keats. Asserting that Shelley interprets the natural world to reflect his own perceptions and
will, he shows that Shelley manipulates time in several poems to highlight “his opposition to vanity.”
Fogle views the poet’s work as a search for Truth through “vitally metaphorical” language, often
combining abstract and concrete images. Fogle also compares Shelley to Shakespeare in that both
rely heavily on the classical mythological allusions to add concreteness to their poetry.
Symbolism also reflects Shelley’s abstract nature, achieving “depth and universality” while
focusing on the relationship between the finite and infinite. This juxtaposition remains the prominent
setting for his works. Shelley’s images are not “lifeless pawns in a game of philosophic chess”
according to the critic, but rather responses to the poetic spirit. [count: 140]
A few notes:
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Remember that an annotated bibliography is A bibliography in which each citation is followed by
an annotation containing a brief descriptive and/or evaluative summary, synopsis, or abstract.
You should have a clear focus/thesis for your annotation.
Remove hyperlinks from your url in angle brackets by right clicking ON the link and choosing
“remove hyperlink” from the choices in the box. This turns blue type into black.
Note the word count by highlighting ONLY the text of your summary, excluding the bib entry,
then clicking on “tools” and choosing “word count.” Then follow the example to type the number
in at the end of your summary.
Articles from the Online Databases are “reprinted” articles, and you should be sure to indicate
that in your bib entry. Follow MLA guide for Electronic Library Database.
Cite page numbers in parentheticals for print (not online) articles.
This sample is typed in MLA format, margins, header, 12 pt font. Use it as a guide for font size
and margins.
These sample text entries are samples from another teacher who changed details in the bib
entries to provide two distinct source types for your instruction.
Notice the use of stronger active verbs, and the small number (1) of be verbs. Active verbs
make the writing much more vibrant. Work at this!
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American Literature: Essential Understandings and Guiding Questions
Essential Understandings
o Literature reflects the history of a people and enriches its culture.
o Particular conventions and characteristics define literary genres.
o Effective readers, writers, and speakers engage actively with text to create meaning.
o
Effective readers, writers, and speakers master the subtleties of text and language.
Guiding Questions
o What is an American?
o How does American literature create conceptions of the American experience and
identity?
o How do authors reflect the dynamics of society?
o What is American literature?
o What are its distinctive voices and styles?
o How do social and political issues influence the American literary record?
o How do place and time shape literature and our understanding of it?
o How do the characteristics of a particular genre affect the expression of ideas?
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Literary Criticism
Formalist Criticism (New Criticism)
Literature is a distinctive art that uses the resources of language to shape experience, communicate
meaning, and express emotion. Other issues do not come into play. Focus on literary elements
including plot, character, setting, diction, imagery, structure, and point of view.
Biographical Criticism
Important and useful information can be gained by knowing about a writer’s life. Focus on the author’s
life experiences, his or her difficulties in creating the text, and/or the relationship of that information to
the text.
Historical Criticism
Every text is a product of its time and place. Focus on background information necessary for
understanding how a text was perceived in its time and how a text reflects ideas and attitudes of the
time in which it was written.
Psychological Criticism
Literature is a revelation of the author’s mind and personality. Focus on how a text reflects its writer’s
consciousness and mental world or on why a writer behaved in a particular way.
Marxist Criticism
Literary works should not be isolated from the social contexts to which they were written. Focus on the
values of the society in which it was written and how those values are reflected in literary works.
Emphasis on economic issues expressed in a text as reflective of the society in which it was produced.
Feminist Criticism
Literary works should not be isolated from the social contexts in which they were written. Focus on the
values of society in which it was written and how those values are reflected in literary works. Emphasis
on power and gender issues expressed in a text as reflective of the society in which it was produced.
Reader-Response Criticism
Literary meaning resides in the text, the reader, and the space between the two. Focus on intellectual
and emotional responses to texts, process rather than product, and changes in interpretation over time.
Archetypal/Mythological Criticism
Literature often addresses universal stories, including basic patterns of human action and experience.
Focus on typical literary characters, traditional plot structures, and universal symbols.
Structural Criticism
The organization of a literary work contributes to its meaning. Focus on plot, sections, repetition,
contrast, and sound as well as syntactical and semantic patterns.
Deconstructive Criticism
Literature can be unraveled and dismantled because language is inherently unstable. Focus on
opposition, differences, contradictions, and ambiguity to determine that the meaning of the text is
indefinable.
16
Getting through the Tough stuff with Reactive Reading
Here’s the scenario: You’ve been assigned to read a chapter of history (or science, or computer math,
or anything). You open the book to the proper section and begin to read. Time elapses. You realize
you read the entire chapter and yet you can’t remember anything that you’ve just read!
Sound familiar? It’s easy to read without your mind totally engaged, especially when you’re assigned
technical reading, such as history, science, philosophy, etc. It also gets difficult when it comes time to
study for a test but you’re not sure what reading passages to study.
That’s where REACTIVE READING comes into play! REACTIVE READING is a marking system
perfected by generations of successful high school and college students. It is not necessarily fun,
however it will help you to a) keep your mind on what you’re reading, b) help you to remember key
passages and important points, and c) make it much easier to study the book as you approach test
time.
How do I do this?
First, it is important that you’re reading with a question in mind to focus your marking. It may be
a question that Ms. Stevens provides, although more often than not, it will be the questions at the
beginning of each section in the book.
Next, look at all of the section headings and paragraph titles and turn them into questions. You
will be marking parts of the paragraph that answer those questions.
IF YOU PLAN TO PURCHASE YOUR BOOK:
1. Highlight or underline the complete passages that are crucial enough that you will reread them
before a test. DO NOT MARK MORE THAN 1/3-1/2 OF ANY PAGE!!! It is also important that
you are picky about what you highlight. NEVER MARK AS YOU ARE READING-- READ A
PARAGRAPH, THEN GO BACK TO MARK!
2. Add written comments (known as margin comments) to the side or bottom of page to help make
sense of what you read. These usually summarize the paragraph in a few words and help you
find a passage when you’re writing an essay or studying. Also use comments to add analysis
and make connections between different passages.
3. When you encounter lists in the reading that you feel are important, number them 1,2,3, etc for
easy memorization before a test.
IF YOU PLAN TO RETURN YOUR BOOK AT THE END OF THE YEAR:
1. Your “marking” will be done using post-it notes.
2. Make several comments for each pages, in ink, as pencil smears in books.
3. Write out lists that you feel merit note or will be important for studying later.
4. Start the most important margin comment for each spread (two pages).
5. You may also chose to outline your reading (see “how to outline” for directions).
A few things to keep in mind about REACTIVE READING:
o Read with a question in mind-- read headlines carefully.
o Read before marking- you will then be choosier about what you read.
o Never mark more than 1/3-1/2 of your page.
o This is a system that should evolve into a system that works for you! You can add your
own twists as needed so it helps you understand what you’re reading and helps you
save time when you’re reviewing.
17
A. P. American History, Stevens: REACTIVE READING CHECK
Pages checked:
Date:
___________________________________________________________________
_____ Your assigned reading is complete; you are up-to-date!
_____ Your reading is not complete. A high indication of poor performance on the A.P.
American History exam is failure to keep up with the reading. Take action now!
Pages missing _________________________________________
_____ Your highlighting is appropriate:
_____ intelligent choices for marking
_____ amount marked about right (approx. 1/3 to 1/2)
_____ Your highlighting has problems:
_____ insufficient amount marked on average--you are being too picky--crucial
items are being ignored
_____ too much marked--you are marking almost everything! Process your
reading carefully and choose!
Your starring system to denote the most crucial passages (and thus provide a quick review of
your reading before moving on) is:
_____ on target
_____ missing (-5)
_____ not used throughout
_____ being used instead of margin comments
Your margin comments, designed to force you to both think about and process your reading
and provide yourself with useful study aids, is:
_____ on target--good job!
_____ missing (-19)
_____ superficially, insufficiently, or inconsistently done
_____ periodic base-of-page syntheses are also recommended
_____ use margin comments as well as base-of-page syntheses
18
Taking Notes in U.S. History Class
In your history classes, we will be taking notes in outline form. Outlining helps you organize
information and ideas in a concise and logical fashion. Taking notes in outlines as you write
enables you to concentrate on the most important details.
Advantages:
1. It’s easy, once you see the pattern of how to do it.
2. It forces you to pay attention and stay alert.
3. It makes studying for test much easier!
How to Do It:
First, Label each new Unit with the title provided on the syllabus.
I. Daily Topic-- ie: The Gettysburg Campaign-- provided daily in your syllabus.
A. Major Idea 1-- Ideas should be descriptive-- you’ll hear these in lectures, read them
in outside excerpts, or see them as major headlines in your book reading.
1. Subtopic-- breaks down the major ideas into more workable components
a. Detail 1-- describes, explains, supports the subtopic-- not intended to
be wordy, but descriptive
b. Detail 2-- ditto
c. Detail 3—ditto
i. Microscopic detail, if necessary
2. Subtopic 2-- Different topic, same format as subtopic 1
B. Major Idea 2
Tips:
 Indent each line approximately ½ inch to the right to break down each component. The
idea is to give yourself a visual when you change topics, which break down subject and
makes studying much easier!
 If an idea doesn’t fit onto one line, make sure that you indent accordingly when you
continue on the next line.
 The idea is not to see how much you can write, but rather how descriptive you can be.
19
Notebook Feedback
Materials:
_____ Get a spiral bound notebook or binder—there should be no loose papers
_____ Use black or blue ink—makes for easier reading when studying later!
_____ This notebook should be used for history notes only
Format:
_____ Date each page
_____ Number each page so I can refer to them if I see problems
_____ This notebook should be a continual outline except for where you have
I.
drawings/charts—no empty spaces or starting new pages
A.
_____ In some places you’ve stopped outlining
B.
1.
_____ Use outline form—See example provided
2.
_____ Incorrect order in outline—See handout and memorize these
a.
i.
____ Start a new Topic for each major change of ideas
_____ Do not breakdown a subpoint into only one point—add some detail
Content:
_____ You’re on target—keep it up!
_____ You appear to be taking dictation; be selective in the details you note
_____ Your notes don’t explain things or provide examples—both of which will help you recall
class activities before a test.
_____ You notes have only included what was on the blackboard; strive to listen carefully and
jot down important details from class discussions.
_____ Some notes are missing. When you’re absent, be sure to borrow notes as soon as
possible so your outline doesn’t get disorganized
_____ you seem to be re-outlining your notes—save time by doing it the first time around!
20
Précis
Boiling down articles into key components
Here’s the scenario: You’ve had to read a bunch of articles for a particular class, haunted by
the threat that “they will be on the test.” As the test date approaches, you realize there’s no
time to reread each article. What ever will you do?
Have no fear students! That’s where précis come in. A précis is a summary of an article,
broken down into easy components, which enable you to study them later.
Format:
1. Bibliographic information. Goes at the top of the page.
Last, first. “Chapter Title.” Book. City: Publisher, Year.
OR
Last, First. “Article Title.” Publication. Volume, Number. Date. Pages.
2. Thesis
o The thesis of the article is the most critical in understanding the author’s Point of View
(POV).
o It should summarize the author’s main central point.
o It should be boiled down into ONE sentence.
o It should be set up into situation/consequence form (cause/effect).
3. Supporting Details
o Designed to help you remember the “meat” of the article.
o You should have 4-6 full length supporting sentences that directly support the thesis of
the article.
o List and number them
o Should not been quotations from article, but rather your summarization of the article.
4. Other details
o In total, each précis should only be ½ to 1 page long.
o You will place each précis in your history notebook by starting them on the LAST page
of your notebook, and working toward the front (this is in opposition to your notes,
which will run front to back).
21
Sample Précis
Beard, Charles S. “Preface.” An Economic Interpretation of the Constitution of
the United States. New York: The Free Press, 1913.
Thesis: Because the nature of the men attending the Constitutional Conventionwealthy, land owning elite, the Constitution became an economic
document that served the best interests of those writing it.
1. This document differed from the Articles of Confederation in that it addressed the
previously neglected areas of trade, money, shipping, and manufacturing.
2. People without property were excluded from ratifying the document.
3. The Constitution was ratified by only 12% of the male population, due to suffrage
restrictions.
4. The framers were only thinking of themselves; they ALL had financial interests at stake.
Please note:
1. Good bibliographic format
2. Thesis in cause/effect format
3. Four support sentences that relate back to thesis.
4. Précis can be handwritten, in ink of course!
22
Précis Feedback
_____ You have all précis complete
1.
2.
3.
4.
5.
_____ Several are missing, including:
Format:
_____ Remember to include:
_____ Author
_____ Book
_____ Article Title
______ Place your précis in back of your notebook, working forward as your class notes work
backward
Content:
Theses
_____ Your theses are mostly on target
_____ in proper situation/consequence form
____ You are having problems with your theses
_____ They are not really getting to the gist of each article _______________________
_____ They are not in situation/consequence form (Because of _______,
_____ occurred)
Details:
_____ Provide an excellent overview
_____ are thorough enough to be used when writing an essay
_____ contains 4-6 details
_____ Support your theses
_____ too few (4-6 recommended)
_____ too many
_____ Support too vague
_____ not numbered for easier studying
_____ do not support your thesis
23
The Socratic Seminar
Background Information:
The Socratic method of teaching is based on Socrates' theory that it is more important to enable
students to think for themselves than to merely fill their heads with "right" answers. Therefore, he
regularly engaged his pupils in dialogues by responding to their questions with questions, instead of
answers. This process encourages divergent thinking rather than convergent.
Students are given opportunities to "examine" a common piece of text, whether it is in the form of a
novel, poem, art print, or piece of music. After "reading" the common text "like a love letter", openended questions are posed.
Open-ended questions allow students to think critically, analyze multiple meanings in text, and express
ideas with clarity and confidence. After all, a certain degree of emotional safety is felt by participants
when they understand that this format is based on dialogue and not discussion/debate.
Dialogue is exploratory and involves the suspension of biases and prejudices.
Discussion/debate is a transfer of information designed to win an argument and bring
closure. Americans are great at discussion/debate. We do not dialogue well. However, once
teachers and students learn to dialogue, they find that the ability to ask meaningful
questions that stimulate thoughtful interchanges of ideas is more important than "the
answer."
Participants in a Socratic Seminar respond to one another with respect by carefully listening instead
of interrupting. Students are encouraged to "paraphrase" essential elements of another's ideas before
responding, either in support of or in disagreement. Members of the dialogue look each other in the
"eyes" and use each other’s names. This simple act of socialization reinforces appropriate behaviors
and promotes team building.
Types of Questions:
World Connection Question:
Write a question connecting the text to the real world.
Example: If you were given only 24 hours to pack your most precious belongings in a back
pack and to get ready to leave your home town, what might you pack? (after reading the first 30
pages of NIGHT).
Close-Ended Question:
Write a question about the text that will help everyone in the class come to an agreement about
events or characters in the text. This question usually has a "correct" answer.
Example: What happened to Hester Prynne's husband that she was left alone in Boston
without family? (after the first 4 chapters of The Scarlet Letter)
24
Open-Ended Question:
Write an insightful question about the text that will require proof and group discussion and
"construction of logic" to discover or explore the answer to the question.
Example: Why did Gene hesitate to reveal the truth about the accident to Finny that first day in
the infirmary? (after mid-point of A Separate Peace)
Universal Theme/Core Question:
Write a question dealing with a theme(s) of the text that will encourage group discussion about
the universality of the text.
Example: After reading John Gardner's GRENDEL, can you pick out its existential elements?
Literary Analysis Question:
Write a question dealing with HOW an author chose to compose a literary piece. How did the
author manipulate point of view, characterization, poetic form, archetypal hero patterns, for
example?
Example: In Mama Flora’s Family, why is it important that the story is told through flashback?
Guidelines for Participants:
1. Refer to the text or your prepared notes when needed during the discussion. A seminar is not a
test of memory.
2. Do not participate if you are not prepared. A seminar should not be a bull session.
3. Ask questions for clarification.
4. Stick to the point currently under discussion; make notes about ideas you want to come back to.
5. Don’t raise hands; take turns speaking.
6. Listen carefully.
7. Speak loudly and clearly.
8. Talk to each other, not just to the leader or the teacher.
25
Discuss ideas rather than criticizing other’s personal opinions. You can disagree without being
disagreeable.
Socratic Seminar Reflection
Name
Seminar #
Text Title(s):
Author(s):
Opening Question(s):
1. Summary of key ideas:
2. Reaction: Identify what someone said; write down his/her comment. React to his/her
statement.
3. Explain how the Seminar influenced your thinking about the topic or the text(s).
26
4. Socratic Connections: Identify and explain a connection to . . .
another writer/poet
commercial
experience you had
your choices . . . .
news article
Photograph/painting
observation
movie
TV show
another culture
song
person you know
famous/infamous person
Explain your connection fully:
5. Self Assessment
Taking a position on a question
Using evidence to support a position or presenting factual information
Drawing another person into the discussion
Asking a clarifying question or moving the discussion along
Highlighting and marking the text with questions/commentary
5
5
5
5
5
4
4
4
4
4
3
3
3
3
3
2
2
2
2
2
1
1
1
1
1
Identify a personal goal for the next seminar:
Identify a group goal and how you would be willing to contribute to it:
--------------------------------------------------------------------------------------------------------------------Teacher Comments:
27
Socratic Seminar Rubric:
“A” Level Participant
Participant offers enough solid analysis, without prompting, to move the
conversation forward.
Participant, through her comments, demonstrates a deep knowledge of the
text and the question.
Participant has come to the seminar prepared, with notes and a
marked/annotated text.
Participant, through her comments, shows that she is actively listening to
other participants.
Participant offers clarification and/or follow-up that extends the
conversation.
“B” Level Participant
Participant’s remarks often refer back to specific parts of the text.
Participant offers solid analysis without prompting.
Through comments, participant demonstrates a good knowledge of the text
and the question.
Participant has come to the seminar prepared, with notes and a
marked/annotated text.
“C” Level Participant
Participant shows that he/she is actively listening to others and offers
clarification and/or follow-up.
Participant offers some analysis, but needs prompting from the seminar
leader.
Through comments, participant demonstrates a general knowledge of the
text and question.
Participant is less prepared, with few notes and no marked/annotated text.
Participant is actively listening to others, but does not offer clarification
and/or follow-up to others’ comments.
“D” or “F” Level Participant
Participant relies more upon his or her opinion, and less on the text to drive
her comments .
Participant offers little commentary.
Participant comes to the seminar ill-prepared with little understanding of the
text and question.
Participant does not listen to others, offers no commentary to further the
discussion.
Participant distracts the group by interrupting other speakers or by offering
off topic questions and comments.
Participant ignores the discussion and its participants.
28
Guidelines for Written Seminars
In HULA
Rationale: During class discussions, it can be difficult to jump in with your valid point when
your eager classmates also have ideas that they want to share. By the time it’s your turn, the
topic have often changed and you might not get to say what you wanted to contribute. For shy
students, it can be a challenge just to address the class.
By writing out planned “points”, or contributions you plan to make to the seminar, it assures the
teacher that you ready to participate and ensures that you get a good grade… if you carefully
prepared.
1) To start, read with a particular question(s) in mind. It is usually provided on your syllabus.
2) Create 4-6 thesis statements that answer the question. Each point should be able to stand
alone in its ability to answer the seminar question(s). You will number and underline each
thesis statement.
3) After each statement, write at least two paragraphs of support that help to prove your
point.
4) Each point should be referenced parenthetically, with one or more sources. Use the
sources recommended by your teacher, unless otherwise specified. You should not utilize
online resources for this type of assignment without the express permission of your teacher.
5) These should be word processed.
6) Each student is expected to contribute to the seminar. After the discussion, you will turn in
your prepared points. Your Seminar grade is derived from both your written and oral
contributions.
29
Sample Written Seminar Point
(The Question: What did the American Colonies have in common by 1770?)
1. Farming, in its different methods, served as a source of income and sustenance.
The Chesapeake and Carolina cultures developed agriculture for cash crops. Large
plantations took advantage of the abundant land. Indigo, tobacco, and rice supplied cash
crops which effectively supported life in the lower colonies. Large farms could trade their cash
crop profits for anything they didn’t choose to produce at home. They also produced food to
achieve a degree of self-sufficiency.
The New England culture began with small farms. These farms produced enough to
support a family. As the population increased, New Englanders turned to other business
ventures, such as shipping, however, a significant number of people still depended on the
farms.
Blum 62
Davidson 25
Harrower 46, 52-53
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Doing the DBQ…
So what exactly IS a DBQ?
A DBQ is also known by its longer name, Document-Based Question. It is used on the National
AP Test to ascertain how much knowledge you already have on a topic and how well you can apply
historical documents to create a bang-up essay. While it sounds somewhat complicated, the DBQ can
be mastered with a bit of practice AND a good understanding of the directions!
The standard time allotted is one hour: fifteen minutes to plan and forty-five to write.
1) READ AND MARK THE QUESTION! Circle key dates, box in key names and places and find
decide what are they really asking. Some common themes to these questions are compare/contrast,
catalyst and response, and change over time.
2) FORMULATE YOUR THESIS/INTRODUCTORY PARAGRAPH.. Do this as if you were writing the
essay without the documents. What would your thesis be—you can also hone it later.
3) BRAINSTORM.
 DO NOT look at the documents! Cover them up with a clean sheet of paper.
 Write down all historical knowledge pertaining to the question.
 Free list all events, people, laws, wars, etc.
 Go back and reread the questions. Consult the list you’ve created and circle 4-5 key ideas that
hold the question together.
4) ORGANIZE! Outline your essay, again, as if you didn’t have the documents. Think of a logical
order for your ideas
5) NOW YOU MAY LOOK AT YOUR DOCUMENTS!
 Skim read them
 Select five-six that support your thesis and your arguments.
 Don’t use a document if you don’t understand it or if you have to force it to fit in a supporting
paragraph.
 Documents are used to support the essay that you’ve planned, NOT to be the focus of your
essay.
6) WRITE! You should have a solid interesting opening paragraph that provide basic historical
knowledge AND your thesis, several supporting paragraphs that are ENHANCED by the documents,
and a stellar conclusion that is not simply a rehashing of your essay but rather a synthesis and
historical impact of the topic on history.
AVOID:
 Using documents just because you feel you have to use them all (you don’t).
 Using documents in the order in which they appear in the packet.
 Relying solely on the documents to write your essay.
 Quoting extensively from the documents (it indicates you don’t understand them).
31
Rubric: Timed Writing
Timed writings are graded holistically; however, an essay that is full of grammatical or
mechanical errors will not be scored higher than a 2.
9
These essays are exceptionally well written, show unusual insight into the topic, are
very well organized, and support assertions with appropriate examples. They remain
focused on all aspects of the topic and present a unique writer’s voice.
8
These essays are very well written, show clear understanding of and focus on the topic,
are well organized, and usually support assertions with appropriate examples. They
focus on all aspects of the topic and show a writer’s voice. They may have a few
mechanical errors, but only very minor ones.
7-6
These essays are well written, show an understanding of the topic, and remain focused
on almost all aspects of it. A few assertions may lack specific examples, but the
argument is clearly made. The writer’s voice is somewhat less mature than that of an 89 essay, but it is still evident. There may be a few errors in mechanics, but only minor
ones.
5
These essays are for the most part well written, and usually remain focused on the
topic, but they fail to deal with all aspects of the topic. The assertions that are made
may be somewhat vague in relation to the topic or a bit superficial in nature. The
supporting examples may be missing occasionally or not well related to the topic. There
seems to be some evidence of a writer’s voice, but not one of a unique nature. These
essays are usually characterized by some minor errors in mechanics.
4-3
These essays have some problems with organization and coherence, tend to wander
from the topic in places, and deal only with one or two aspects of the topic, or with all
aspects in only a superficial manner. The assertions that are made are too general in
nature and are often unsupported by relevant examples. The writing demonstrates
weak control of mechanics, and a writer’s voice is lacking or inconsistent.
2
These essays fail to focus on the topic clearly, stray repeatedly from the topic, or simply
restate the topic without any analysis. There is poor organization and focus in the
writing, and the few assertions are generally unsupported. The writing is characterized
by errors in mechanics and grammar.
1
These essays fail to deal with the topic, lack organization and coherence, and/or contain
many distracting mechanical and grammatical errors.
32
Instead of “He said,” try…
accused
acknowledged
added
ad-libbed
admitted
addressed
advised
advocated
affirmed
agreed
alleged
announced
argued
articulated
asked
assented
asserted
assured
attested
avowed
babbled
balked
bantered
barked
beckoned
begged
blasted
blubbered
blurted
boasted
bragged
cackled
called
charged
chided
claimed
commanded
commented
complained
conceded
conclude
concurred
confessed
confided
contended
contested
continued
contradicted
corrected
counseled
countered
debated
decided
declared
declined
decreed
demanded
denied
denounced
described
dictated
directed
disclosed
divulged
echoed
elaborated
enjoined
entreated
enunciated
equivocated
exclaimed
exhorted
explained
granted
held
hesitated
hinted
imparted
implored
indicated
inferred
informed
inquired
insisted
insinuated
interrupted
interrogated
interjected
intimated
lamented
lectured
maintained
mentioned
narrated
noted
objected
observed
ordered
petitioned
pleaded
pointed out
preached
predicted
proclaimed
pronounced
proposed
protested
proved
queried
questioned
quibbled
quipped
quoted
ranted
read
reasoned
rebutted
recited
recognized
recounted
refuted
regretted
reiterated
rejoined
related
remarked
reminded
remonstrated
repeated
reported
replied
reprimanded
requested
responded
revealed
ruled
scoffed
specified
spoke
stated
stipulated
submitted
suggested
supplicated
supposed
swore
talked
testified
thanked
thought
told
translated
urged
uttered
vowed
warned
wondered
33