AP ENGLISH LITERATURE
FLEX ASSIGNMENTS (OPTIONAL FOR SUMMER)
Flex: (Verb)


Flexible: (Adjective)

to bend something
to tighten (a muscle) by contraction

Flextime: (Noun)

an alternative work arrangement that allows a worker
to select his/her work schedule

capable of being bent, usually without breaking; easily
bent
allowing for different options, modifications, or
adaptations; adaptable: a flexible plan
willing or disposed to yield; pliable: a flexible
personality
What are FLEX Assignments?
 The word FLEX should give you an idea of what these assignments are: an opportunity for you to flex the muscle
between your ears and to create your own learning pathway based on your interests and needs.
 Yes, FLEX assignments are the AP Lit equivalent of the CHALLENGE assignments from AP Lang.
 Each semester, you will be responsible for accumulating 200 points from a list of possible assignments and
activities that will help you to develop your reading, writing, literary analysis, and thinking skills. There are also
activities that encourage cultural literacy, community involvement, and college preparedness.
 These assignments should not be completed at the last minute and should be polished pieces. If it is apparent
that they were hastily and half-heartedly done, the grade earned will reflect this.
 You may choose up to 100 points from this list to complete over the summer. Please do not repeat any one
activity unless it is noted that you may do so.
 DUE DATE: Remember that completing these FLEX assignments in the summer is optional. You may choose to
wait until the school year to start working on them, but you will be required to accumulate 100 points by
October 5th and 200 points by December 7th. You will turn your FLEX assignments in on these two dates, so keep
all of them together until then.
FLEX MENU OF OPTIONS
Online Literary Lecture (25 points)
1. Choose an online video lecture or podcast on a literary topic. You can find some suggestions below, but if you know
of others, you should include the source and link citation in your summary/review. I would love to add your sources
to my list.
 University of Oxford Podcast—English Faculty:
http://podcasts.ox.ac.uk/units/english-faculty
 100 Free Lectures that Will Make You a Better Writer:
http://www.onlineuniversities.com/blog/2009/03/100-free-lectures-that-will-make-you-a-better-writer/
 Big Ideas TVO Literature Lectures:
 http://bigideas.tvo.org/search/apachesolr_search?page=1&filters=tid%3A191%20im_domain_id%3A5
2. Take notes as you listen to the lecture. These notes are for you and will not be turned in.
3. Write a one page summary/review of the lecture (MLA format, typed, double-spaced). Start by introducing the title
of the lecture, the speaker, any known background information about the speaker, and the main subject matter of
the lecture.
4. Summarize the main points of the lecture with any major examples presented.
5. Include a review of the strengths and weaknesses of the lecture, as well as your opinion on the material presented.
Explain what you learned or what confused you and how the speaker’s presentation helped or hindered your
understanding of the topic.
Cultural Event (30 points)
1. Attend a literary event in the community. The following are some suggestions:
 Lecture at the Tattered Book Cover Bookstore
 A Play or Musical—Here are some local options:
 Arvada Center: http://arvadacenter.org/on-stage/2012-2013-theater-season-7
 Denver Center for the Performing Arts: http://www.denvercenter.org/buy-tickets/shows/shows.aspx
 Boulder, Colorado Shakespeare Festival: http://www.coloradoshakes.org/2012-summer-season
 Poetry Reading or Slam Poetry Competition
 Mercury Café: http://www.mercurycafe.com/poetry.html
2. Write a one-page summary/review of the event and your experience (MLA format, typed, double-spaced). Be sure
to start by introducing the event, the speaker/director, the venue/location, date, and your general impression of the
experience. You should include a summary/review of the subject matter, structure of the event, atmosphere,
speaker’s style, purpose, and audience engagement, costuming, staging, lighting, acting, and language. You only
need to refer to what is relevant to the event that you attended. Include strengths and weaknesses, as well as what
you learned and thought about the experience.
3. You may complete two activities from this category for the semester.
The PEN Award (5-30 points)
1. If you would like to try your hand at a little creative writing, this is the activity for you. There are several options for
what kind of creative writing you can do.
2. Emulation: Write a poem emulating a form or a particular poet’s style; a short story emulating a narrative technique,
a unique setting, an author’s use of characterization through dialogue; or even a paragraph of strong description.
3. Adaptation/Re-telling: Write an alternate ending to a novel, play, or short story; a re-telling of a story from a
different character’s point of view; an adaptation of a classic in a modern setting; or a parody of a poem, story,
novel, or play.
4. Original Creation: Write a poem, flash fiction, or short story to develop your own idea, form, style, and technique.
5. You can earn up to 30 points in this category for the semester. Generally, a short poem will receive 5 points and a
short story can receive up to 30 points, depending on how developed it is.
6. At the end of the semester, we will hold the Becker PEN Award Competition, and you can choose to read your
creative piece (or an excerpt from it) in class. Students will vote for winners.
AP Multiple Choice Practice (5 points per passage/poem)
1. Download the 1999 AP English Literature Released Exam:
http://apcentral.collegeboard.com/pdfs/IN255168_99_EngLit_RE_for_web.pdf
2. Scroll down to page 23 in the PDF file (page 17 in the book) where Part I starts. This is the Multiple Choice section.
3. You will notice that the test is structured very similarly to the AP English Lang Exam. A passage or poem is followed
by a series of questions.
4. Label a piece of notebook paper “AP Multiple Choice Practice: 1999 Release Exam.” Then write Passage 1 and
answer Questions 1-13.
5. Now take the test. Write down your answers on your notebook paper.
6. There are 5 passages/poems total, and you may do as many of these as you choose. Just label “Passage #” before
each one that you complete.
7. Once you are finished taking the exam, scroll down to page 41 in the PDF file (page 35 in the actual book), and you
will find the answer key. Score your exam by marking each incorrect answer wrong and indicating the correct
answer. Write your score (number correct) at the top of your paper.
8. For each incorrect question, write an explanation of why you missed it and why the correct answer is correct.
9. You may earn up to a maximum of 25 points if you complete the entire exam.
ACT Reading and English Practice (5 points for 2 passages)
1. Go to the ACT Test Prep site: http://www.actstudent.org/sampletest/index.html.
2. Choose the Reading or English link depending on which test you want to practice. Click on one of the passages to
complete.
3. On a piece of notebook paper, label which test you are taking—Reading or English—and the Passage # you are
completing.
4. Take the test by writing your answer choices on your paper. Do not click on the answer choices so that you can see
how you do without help.
5. After you have completed the practice test, go back and score yourself by clicking on your answers. Write your score
(number correct) at the top of your paper.
6. Mark which ones you got wrong, and read the explanations as you go to figure out why you missed them.
7. For each incorrect question, write an explanation of why you missed it and why the correct answer is correct.
8. You may complete up to 20 points in this category (any combination of Reading and English passages).
Film Review (25 points)
1. Watch a film version of The Road, Their Eyes Were Watching God, or another book of literary merit that you have
read in the past.
 The Road should be easy to find, but Their Eyes Were Watching God will be more difficult, because it was a
made-for-TV movie. This movie will also be an option once the school year begins. I will arrange an afterschool showing for anyone who is interested.
 If you choose to watch a film based on a different literary work, please choose titles that are of “literary
merit.” If you are unsure if the film is appropriate for this assignment, feel free to e-mail/ask me.
2. Write a one-page review of the film (MLA format, typed, double-spaced). Analyze how the film adapts the book,
portrays characters, and captures the setting, mood, and themes. Be sure to mention strengths and weaknesses and
any interesting interpretations of or variations from the book.
Myth Adaptation Review (25 points)
1. Research a myth that a film or novel is based on. Then watch the film version (or read the book), paying close
attention to how the myth is adapted.
2. Write a one-page analysis/review of the film/book (MLA format, typed, double-spaced). Analyze how the
film/book adapts the myth, portrays characters, and captures themes. Be sure to include analysis of how the
myth adds depth to the film/book.
Suggestions:
 Chretien de Troyes’ Perceval and Terry Gilliam’s film The Fisher King
See the following website for information about the myth of the Fisher King
http://www.lib.rochester.edu/camelot/Fisherking/fkessay.htm
 Homer’s Odyssey and the Coen Brothers’ O Brother, Where Art Thou?
 Sophocles’ Oedipus and Haruki Murakami’s Kafka on the Shore
Independent Reading (50 points)
1. Choose a novel from the FLEX Reading List on my website.
2. Read the novel and make annotations or take notes. Again, the annotations/notes are for your benefit. You will not
turn these in.
3. Complete the Literature Review handout for the novel. You can find this handout on my website under the Summer
Assignments tab. These are the same questions that you completed for the two summer novels.
Articles about Literature and Reading (15 points)
1. Read one of the following articles about literature and reading. Make annotations or take notes if it helps you.
2. Write a one-page (MLA format, typed, double-spaced) summary/review of the article. Introduce the article, the
author’s name, and the main claim of the article at the beginning of your summary. Then write a summary of the
article and a review of the strengths and weaknesses of the author’s main points. The review should also include
your opinion on the issues raised by the article.
http://crab.rutgers.edu/~goertzel/vargasllosa.htm
http://www.nytimes.com/2004/07/18/opinion/summer-reading-list-blues.html
http://www.nytimes.com/2007/06/03/books/review/Queenan-t.html
http://www.guardian.co.uk/books/booksblog/2008/feb/26/booksinyourinbox
http://www.danagioia.net/essays/ecpm.htm
http://www.motherjones.com/media/2010/01/death-of-literary-fiction-magazines-journals
http://www.nytimes.com/2008/01/13/books/review/Gee-t.html?pagewanted=all
Guide to Grammar and Writing (5-10 points)
1. The Guide to Grammar and Writing is an awesome website sponsored by the Capital Community College
Foundation. The purpose of using this website is to improve grammar, mechanics, organization, and vocabulary. You
probably already know what you need to work on, but throughout the year I might suggest specific skills or concepts
for you to practice through this website. For now, use the site to identify areas to practice and improve on.
2. Click on the following link: http://grammar.ccc.commnet.edu/grammar/. Once you are on the main page, do not go
directly to the quizzes. Instead, click on one of the three categories (drop down boxes) listed below. Then click on
one of the concepts or skills listed in one of the categories. There are so many to choose from, but here are some of
my suggestions based on reading many student essays:
Word and Sentence Level
Paragraph Level
Essay and Research Paper Level
Run-on Sentences
Commas
Fragments
Parallel Structures
Sentence Combining Skills
Tense/Pronoun Consistency
Paragraph Development
Sentence Variety
Building Your Vocabulary
Writing About Literature
Conclusions
Patterns of Organization
3. Once you choose your skill/concept, read through the information and examples. Then at the bottom of the page,
look for the quiz options. If there are quizzes listed, click on one and complete it. Sometimes there are multiple
quizzes (such as the Building Your Vocabulary page). You can do multiple quizzes for points if this is a skill you need
to work on.
4. After completing the quiz, use the grading function to review the correct or suggested answers. The grading function
is a little different for each exercise, but you are smart and will figure it out!
5. Next, you need to print your quiz. In order to save paper, feel free to copy and paste the page into a Word document
first and decrease the font and extra spacing. You can also delete any unnecessary parts, such as the directions or
graphics and any repeated answers given by the scoring program. Just make sure that the questions, your
answers/responses, and the title of the skill/concept appear so that I can see what you practiced/learned. Also, put
your name on the paper after you print it.
6. Some skills/concepts do not include quizzes, but I still want you to get some practice. Instead of taking a quiz, read
the material and examples; then write a practice paragraph demonstrating the skill or concept that you learned. Be
sure to include a title that identifies the skill/concept that you practiced.
7. Each quiz or practice paragraph is worth 5-10 points (depending on the length and complexity of the skill/concept).
You may earn up to 30 points in this category for the semester.
Passage Analysis: “Words, Words, Words!” (20 points/5 passages)
1. If you haven’t noticed, the idea of most of these FLEX assignments is to engage with WORDS and learn more about
life and the world around you through the literature that you read. For this assignment, you should always be
looking for interesting and powerful examples of WORDS that grab you, surprise you, or make you think. You should
be looking for HOW a writer or speaker says something, rather than WHAT is said.
2. The world is your source. Consider WORDS in newspapers, magazines, novels, movies, online sources,
advertisements, artwork, or songs. Look for brief passages to quote that demonstrate the writer’s/speaker’s use of
imagery, figurative language, unique word choice and expressions, contrast, irony, rhetorical questions, or sound
devices such as alliteration or onomatopoeia.
3. Record at least 10 passages of WORDS that speak to you in your reading. Record the source (title, author, and where
you found it), the passage/quote, and an explanation of why you chose these WORDS, what you noticed, and what
you liked about the passage. Your explanation needs to be approximately 100 words.
4. You may earn 20 points for every 5 passages you find, up to a maximum of 40 points (or 10 passages). The example
below demonstrates two different types of passages—from a short story and a song.
Sample Passages:
* Note that these explanations go beyond the 100-word requirement, but are given to show possibilities of what to
observe about the language techniques used. This is the level of analysis expected at the end of the year.
1.
Source/Title/Author: Song: “A Comet Appears” by James Mercer of the Shins; from the album Wincing the Night Away
Passage/Quote:
One hand on this wily comet,
Take a drink just to give me some weight,
Some uberman I'd make,
I'm barely a vapor
They shone a chlorine light on,
A host of individual sins,
Let's carve my aging face off,
Fetch us a knife,
Start with my eyes,
Down so the lines,
Form a grimacing smile,
Close your eyes to corral a virtue,
Is this fooling anyone else?
Never worked so long and hard,
To cement a failure.
Explanation: The song suggests the struggle to maintain a sense of purpose or meaning in
this world. The metaphor that opens the song—the “wily comet”—reveals the deceptive
nature of the meaning of life that continually evades the speaker as he struggles to hang on
to some significance to his life. The cynical, sarcastic tone of the line “Some ubermann I’d
make. . .” suggests the speaker’s self-deprecating awareness of just how insignificant his
life is. Überman is an allusion to Friedrich Nietzsche’s idea of the Übermensch, or superhuman, first introduced in his book Thus Spoke Zarathustra, which urges humans to define
a new set of values for themselves independent of a divinity in order to give supreme
importance to life in this world, rather than an afterlife. But the speaker knows he is not
that, as he compares himself metaphorically to a vapor, because he feels so empty and
lonely that a light shines right through him and his sins are clearly seen. He feels
transparent because he wears a metaphorical mask, suggested by his reference to carving
his face off. The oxymoron of the “grimacing smile” that he carves reflects his conflicted
experience of pretending to be happy in life. He asks the rhetorical question, but knows
the answer that he is fooling nobody, because he has struggled so hard and only
“cemented” or metaphorically guaranteed his failure at feeling fulfilled. The irony in the
last two lines reveals the futility of working so hard only to fail.
2. Source/Title/Author: Short Story: “A Dog’s Life” by Mark Strand; from the anthology Sudden Fiction
Passage/Quote: “He was sorry he had told her so much. He felt ashamed. He hoped she would understand his having been a dog
was not his choice, that such aberrations are born of necessity and are not lamentable. At times, the fury of a man’s humanity will
find its finest manifestation in amazing alterations of expectedness” (Strand 108).
Explanation: This story is about a man who breaks a secret to his girlfriend that he used to “be a dog” in his former life. She is upset
and becomes jealous thinking about all the girl dogs from his past. I love Strand’s pacing and his word choice. The story winds down
to this strong simple sentence, “He felt ashamed,” which suggests the simple truth of why he never told his girlfriend in the first
place about his past. The word “aberrations” contrasts with “choice” suggesting that this was just a different turn of events and such
changes are a “necessity” that humans must experience as part of life. The final sentence of the passage reveals Strand’s point
through very strong and intentional word choice. Passion, or “fury,” is expressed at its best, its “finest manifestation,” when people
embrace and accept the changes and abnormalities of life as something to be expected. Strand’s wording beautifully and precisely
captures this idea as the main character ironically realizes the true nature of humanity through his past experience of being a dog.
Biblical and Mythological Allusions (15 points/5 allusions)
1. On my website, find the “Biblical and Mythological Allusions” document. Read through the document to identify
examples of these allusions.
2. Look for examples of these allusions in your daily life, literature, the news, music, pop culture, advertisements, Web
pages, TV, movies, and art.
3. Create a chart to collect your allusions. Identify each allusion, the source, title, author, a quote or description, and
the purpose or meaning of the allusion in the example.
4. See the example below for how to complete your Allusion Chart.
5. You may earn 15 points for every 5 allusions, up to a maximum of 30 points (or 10 allusions).
Allusion Example
Source/Quote/Description
Odysseus and the Sirens
The original myth tells of Odysseus’
desire to hear the song of the Sirens
because of its beauty and passion. He
ordered his men to tie him to the
mast of his ship while they passed by
the island so that he would be able to
hear the song but not escape. The
other men plugged their ears with
wax so they wouldn’t be lured away.
Poem: “Siren Song” by Margaret Atwood
Excerpt: Stanzas 1-2
Icarus and Daedalus
Daedalus, the brilliant designer of the
Labyrinth at Crete, was imprisoned
with his son, Icarus, because of his
knowledge. He made wings secured
by wax for them to escape, and when
Icarus flew to close to the sun, the
wax melted and Icarus fell to his
death.
Painting: Landscape with the Fall of Icarus by
Pieter Bruegel the Elder
http://www.bouwman.com/netherlands/Landsc
ape.html
The painting, in reference to Ovid’s version of
the myth, shows a ploughman, shepherd, and
angler doing their work near the Mediterranean
Sea, while they are oblivious to Icarus who has
fallen from the sky. The painting shows his legs
sticking up out of the sea.
“This is the one song everyone
would like to learn:
the song that is irresistible:
the song that forces men
to leap overboard in squadrons
even though they see the beached skulls”
Meaning/Purpose
In this poem, Atwood reverses the
myth of the Sirens by speaking from
one Siren’s perspective. She tells how
she is trapped by her powers that lure
men to their deaths. This is not a
power that she enjoys because it
prevents her from ever getting close to
anyone. The poem uses the Siren to
reveal the misunderstanding that also
develops in human relationships
between men and women.
By showing the ploughman, shepherd,
and fisherman so engaged in their work
that they miss the death of young
Icarus, the painting seems to suggest
that life just keeps going on, despite
the tragic events that occur around us.
Poetry Reflection (20 points)
1. Find a poem from one of the following websites to read:
 Poetry 180: http://www.loc.gov/poetry/180/p180-list.html
 Poetry Daily: http://poems.com/archive.php?month=6&sortby=poemID
2. Copy and paste the poem into a document. Be sure to include the title and poet’s name.
3. Write a one page (MLA format, typed, double-spaced) explication and reflection of the poem. An explication is an
explanation of what the poem is about and how the poet conveys this. Be sure to analyze what techniques the poet
uses, as well as a personal reflection of what the poem means to you.
4. For examples of explications, read the “Poet’s Picks” on the Poetry Daily site. Be sure to scroll down past the poem
to see the explication of the poem: http://poems.com/special_features/poets_picks_2011.php
5. Feel free to repeat this assignment for a total of 40 points for the semester.
Hero’s Journey Analysis (20 points)
1. Find a book or movie that reflects the Hero’s Journey pattern/archetype.
2. Write a one-page (MLA format, typed, double spaced) analysis of how the Hero’s Journey appears in the book or
movie and how it contributes to theme. Be sure to identify the stages according to Joseph Campbell’s original
Hero’s Journey or Christopher Vogler’s adapted version for screenwriting.
ART, MUSIC, and TECHNOLOGY
If you are looking for options to bring out your inner Van Gogh or Bill Gates, then read on:
Artistic Expression of Literature (10-30 points)
1.
2.
3.
4.
Choose a poem from the two links listed under the Poetry Reflection option above or one that we cover in class, or find a strong
passage from something you are reading that inspires you visually.
Copy and paste or type the poem/passage into a Word document and print it. You will attach this to your artwork.
Create an artistic expression of the poem or passage. This needs to be a polished piece on white copy or drawing paper, not a
quick stick figure sketch. Feel free to be creative. Create a collage to reflect the sense imagery from a poem, a detailed drawing
of a vivid setting, or a character sketch. One unit we will cover in class is about characterization, and we will look at law
enforcement sketches of famous characters to see how they interpret characterization from the text. See the following link for
examples of this: http://thecomposites.tumblr.com/
You may accumulate up to 30 points in this category, which may be earned from one well-done masterpiece or several “works
in progress.” For example, Ms. Becker’s artwork would always fall in the “works in progress” category.
Musical Expression of Literature (10-30 points)
1.
2.
3.
4.
Choose a poem from the two links listed under the Poetry Reflection option above or one that we cover in class, or choose a
piece of literature that you have read for class, for an independent assignment, or even on your own at some time in the past.
Write a song/musical composition inspired by the poem or piece of literature.
The song needs to either be recorded and played or performed for the class, and a typed copy of your lyrics needs to be
submitted. You also need to be prepared to briefly explain how you were inspired by the literature and how you incorporated it
into your music.
You may accumulate up to 30 points in this category, which may be earned from one stellar performance or several attempts
that fall more in the jingle category.
The following songs demonstrate how musical artists have adapted, been inspired by, or even simply referred to great works of
literature in their music. Notice how some incorporate the language of the original literature, while others simply allude to it. A few
of the songs include links for you to listen to as examples.
Songs
“Ramble On” by Led Zeppelin
“Banana Company” by Radiohead
“2+2=5” by Radiohead
“1984” by David Bowie
“Annabel Lee” by Stevie Nicks
“Xanadu” by Rush
“Don’t Stand So Close to Me” by Sting
“Wuthering Heights” by Kate Bush
“Home at Last” by Steely Dan
“Killing an Arab” by The Cure
“Richard Cory” by Paul Simon
Literary Reference
The Lord of the Rings by J.R.R. Tolkien
One Hundred Years of Solitude by Gabriel Garcia Marquez
1984 by George Orwell
1984 by George Orwell
“Annabel Lee” by E.A. Poe
“Kubla Khan” by S.T. Coleridge
Lolita by Vladimir Nabokov
Wuthering Heights by Emily Bronte
Odyssey by Homer
The Stranger by Albert Camus
“Richard Cory” by Edwin Arlington Robinson
Be a Blogger (+5 to any assignment)
1.
2.
For any of the assignments above that require a one-page summary/review or a reflection, you may choose to create a blog to
write these. You may write one or as many of these assignments on your blog as you choose. You may want to start an ongoing
blog that you use as your space to complete all of these types of FLEX assignments.
You should submit a link to your blog via Schoology http://www.schoology.com/group/14875915/discussion under the Blogger
discussion thread so that other students may read it.
3.
4.
You will earn the same number of points as noted above + 5 for each type of assignment. For example, if you write a Film
Review, you will receive 25 points + 5 = 30 for this assignment.
Below are some places to consider using: WordPress.com; Blog.com; Blogger.com ; Blogr.com; Blogster.com; Bravenet.com;
Squarespace.com; Tumblr.com; Weebly.com; Xanga.com; Zoomshare.com.
Poem Prezi (20 points) or Book Prezi (50 points)
1.
2.
3.
4.
Choose one of the poems from the two sites listed for the Poem Reflection assignment or one that we discussed in class, or read
a book from the FLEX Independent Book List and take notes/annotations as you read.
Create a Prezi of the poem or book. A Poem Prezi needs to first present the poem and then break the poem down to explicate
its techniques and meaning. A Book Prezi should present all the elements listed on the Literature Review handout, though the
Prezi version will include more graphics rather than verbal analysis. You can find the Literature Review handout under the
Summer Reading tab on my website.
Be sure to give your Prezi a title that characterizes your interpretation of the literature that you are presenting. This will help
when you post your Prezi.
You should submit a link to your Prezi via Schoology http://www.schoology.com/group/14875915/discussion under either the
Poem or Book Prezi discussion thread so that other students may view it.