AP English Language 2015-2016

The AP English Language and Composition course is designed to enable students to become skilled readers and writers in diverse genres and modes of composition. As stated in the Advanced Placement Course Description, the purpose of the Language and Composition course is “to enable students to read complex texts with understanding and to write papers of sufficient richness and complexity to communicate effectively with mature readers” (The College Board, May 2007, May 2008, p.6).

Monday, February 28, 2011

Gloria Naylor and others--the N-Word matters

Discuss readings.

http://www.byseanferrell.com/2011/01/why_the_n-word_matters.html

Homework:

Look over the poetry project handout. Think about what poet you would like to read and present to the class. Work on essays for Wednesday.

Wednesday, February 16, 2011

Huckleberry Finn/ Critical Approach paper

You will be writing a 4-5 pp. paper (exclusive of works cited page) on Mark Twain’s Huckleberry Finn using a literary critical approach of your choosing. The following details should help you to plan and meet deadlines:

**Due Date -- the paper will be due Wednesday, March 2, 2011.

Use Times New Roman, 12 point font, double-spaced.

**Form -- Use the MLA format for writing literary papers.

How to Write an Interpretive Essay: The Basics Article by Trent Lorcher

Use the following guidelines for teaching how to write an interpretive essay or how to write a literary analysis:

The introduction must introduce the literary work, capture the reader's attention, and include a clearly written thesis statement that contains the literary interpretation.
The body of the essay must support the thesis statement through evidence--facts, examples, summaries--and commentary--opinions, analysis, interpretation, insight.
The conclusion summarizes the interpretation and allows the writer to draw attention to the most important aspects of the analysis.

An 'A' essay does the following:

identifies the author, title, and gives a brief summary of the literary work.
provides a clear interpretation of the author's message and purpose.
provides details, quotations, and other evidence to support the interpretation.

Drafting and Revising

When teaching how to write a literary analysis or interpretive essay, emphasize the following:

Reread the literary work several times. This seems logical to teachers. It's not logical for students. Read through the first time to get a feel for the work. Reread and look for passages and ideas that stand out or have special meaning.
Before drafting, brainstorm possible interpretations. A good strategy is to write annotations as you read.
Discuss the interpretation with others who have read the work. As a teacher, it's important to have class discussions on works being analyzed.
Make sure you have a clear answer to the following questions as you write or revise:

What is the main point of the essay? This main point should be clearly identified in the thesis statement.
What evidence best supports the interpretation?
Are there any points that should be added to clarify the interpretation?
Is there any superfluous evidence that could be deleted?

Common Pitfalls of Literary Analysis

Following are the most common errors with literary analysis:

Writing a Summary: No matter how many times you emphasize that you do not want a summary, you'll still get them. The only way to eliminate this error is to model analysis and give really low grades to students who summarize rather than analyze.
Listing Facts: A close relative of the summary is listing facts. It's also called the, "I'll list as many facts as I can about this literary work and hope the teacher doesn't grade it very closely" syndrome. Explain that listing facts without explaining how the fact supports the thesis statement or why that fact is important is useless.
Having No Evidence: At the other end of the bad analysis spectrum is the no evidence analysis. It consists of nothing but conjecture.

Using literary quotations

http://writing.wisc.edu/Handbook/QuoLiterature.html

Use the guidelines below to learn how to use literary quotations.

For further information you may wish to see Quoting, Paraphrasing, and Acknowledging Sources, or you
may wish take the Writing Center class entitled Literary Analysis?: No Problem!.

Incorporating Quotations

· As you choose quotations for a literary analysis, remember the purpose of quoting.

· Your paper develops an argument about what the author of the text is doing--how the text "works."

· You use quotations to support this argument; that is, you select, present, and discuss material from the text specifically to "prove" your point--to make your case--in much the same way a lawyer brings evidence before a jury.

· Quoting for any other purpose is counterproductive.

Punctuating and Indenting Quotations

For the most part, you must reproduce the spelling, capitalization, and internal punctuation of the original exactly.

The following alterations are acceptable:

Changing the closing punctuation

You may alter the closing punctuation of a quotation in order to incorporate it into a sentence of your own:

"Books are not life," Lawrence emphasized.

Commas and periods go inside the closing quotation marks; the other punctuation marks go outside.

Lawrence insisted that books "are not life"; however, he wrote exultantly about the power of the novel.

Why does Lawrence need to point out that "Books are not life"?

Using the slash when quoting poetry

When quoting lines of poetry up to three lines long (which are not indented, see Indenting quotations), separate one line of poetry from another with a slash mark (see examples in Incorporating Quotations into Sentences).

Using Ellipsis Points for Omitted Material

If for the sake of brevity you wish to omit material from a quoted passage, use ellipsis points (three spaced periods) to indicate the omission.

(See this sample paragraph http://writing.wisc.edu/Handbook/QuoLitEmphasizing.html - sample. The writer quoted only those portions of the original sentences that related to the point of the analysis.)

Using Square Brackets when Altering Material

When quoting, you may alter grammatical forms such as the tense of a verb or the person of a pronoun so that the quotation conforms grammatically to your own prose; indicate these alterations by placing square brackets around the changed form.

In the following quotation "her" replaces the "your" of the original so that the quote fits the point of view of the paper (third person):

When he hears Cordelia's answer, Lear seems surprised, but not dumbfounded. He advises her to "mend [her] speech a little." He had expected her to praise him the most; but compared to her sisters', her remarks seem almost insulting (1.1.95).

Indenting Quotations

Prose or verse quotations less than four lines long are not indented. For quotations of this length, use the patterns described above.

Indent "longer" quotations in a block about ten spaces in from the left margin; when a quotation is indented, quotation marks are not used.

The MLA Handbook (1995) recommends that indented quotations be double-spaced, but many instructors prefer them single-spaced. The meaning of "longer" varies slightly from one style system to another, but a general rule is to indent quotations that are more than two (or three) lines of verse or three (or four) lines of prose.

Indent dialogue between characters in a play. Place the speaker's name before the speech quoted:

CAESAR: Et tu, Brute! Then, fall, Caesar!

CINNA: Liberty! Freedom! Tyranny is dead! (3.1.77-78)

For more information see Quoting, Paraphrasing, and Acknowledging Sources - How to Quote a Source.

Emphasizing Your Ideas

What to include in literary analysis

Take a look at this sample paragraph. It includes 3 basic kinds of materials:

1. statements expressing the student's own ideas about the relationship Woolf is creating;

2. data or evidence from the text in summarized, paraphrased, and quoted form; and

3. discussion of how the data support the writer's interpretation.

The quotations are used in accordance with the writer's purpose, i.e. to show how the development of Mrs. Ramsey's feelings indicates something about her personality.

Should I quote?

Quoting is only one of several ways to present textual material as evidence.

You can also refer to textual data, summarize, and paraphrase. You will often want merely to refer or point to passages (as in the third sentence in the sample paragraph) that contribute to your argument.

In other cases you will want to paraphrase, i.e. "translate" the original into your own words, again instead of quoting. Summarize or paraphrase when it is not so much the language of the text that justifies your position, but the substance or content.

Quote selectively

Similarly, after you have decided that you do want to use material in quoted form, quote only the portions of the text specifically relevant to your point.

Think of the text in terms of units--words, phrases, sentences, and groups of sentences (paragraphs, stanzas)--and use only the units you need.

If it is particular words or phrases that "prove" your point, you do not need to quote the sentences they appear in; rather, incorporate the words and phrases into sentences expressing your own ideas.

Maintaining Clarity and Readability

Introduce your quotations

Introduce a quotation either by indicating what it is intended to show or by naming its source, or both.

For non-narrative poetry, it's customary to attribute quotations to "the speaker"; for a story with a narrator, to "the narrator."

For plays, novels, and other works with characters, identify characters as you quote them.

Do not use two quotations in a row, without intervening material of your own.

For further information see Quoting, Paraphrasing, and Acknowledging Sources - How to Quote a Source.

Pay attention to verb tense

Tense is a tricky issue. It's customary in literary analysis to use the present tense; it is at the present time that you (and your reader) are looking at the text.

But events in a narrative or drama take place in a time sequence. You will often need to use a past tense to refer to events that took place before the moment you are presently discussing:

Documenting Quotations

Follow your course instructor's guidelines for documenting sources. If your instructor hasn't told you which system to use to document sources, ask.

Keep in mind that when you are writing a paper about the same text and quoting from the same edition that everyone else in the class is, instructors will often allow you to use informal documentation. In this case just include the page number in parentheses after the quotation or reference to the text. To be sure, though, you should ask your course instructor.

The documentation style used in this pages is that presented in the 1995 MLA Handbook, but other style systems are commonly used. The Writing Center has information about the rules of documentation in general and about a number of the most common systems, such as APA, APSA, CBE, Chicago/Turabian, MLA, and Numbered References.

Proposal:

A good essay template helps the writer get organized by allowing for a free flow of ideas. A usual outline looks like this

Introduction – This gives a general background to the essay topic and tells the readers why it is significant to deal with it.
Thesis statement – It is a statement or declaration that is elaborated in the body part of the essay.
Body – The body of the essay argues, proves, or discusses your point(s). It generally is divided into paragraphs, separate for each major point, and supporting information for the same.
Conclusion – Here you summarize and reinforce the main points discussed.

An essay outline template is a predefined framework for constructing your academic essay. It is supposed to help the writer logically arrange their own ideas. The main list of items to include in most templates are:

The introduction, which should grab the interest of readers with the first sentence. The importance of the essay topic and an overview of it should come next. If the essay is comparative or persuasive, a brief statement about the different views of the subject matter comes next.
An optional section for providing a background for the subject matter may be included next.
The body, which presents the writers opinions with their supporting ideas.
The conclusion, which is usually a reaffirmation of the essay introduction.

The structure of an essay outline template depends on the writing style. You should have good templates for all writing styles. If this option is not available to you, you will be able to find brief samples of good essay templates on the internet.

As stated, the body of the essay outline template is the portion that can be troublesome to create. Here is a tip for making essay bodies: The overview in the introduction should contain broad statements about the main points, usually three, to be discussed. The writer should have two or three supporting statements for each of them. Here is one way to present the body:

Body

Argument 1

Elaborate on your first argument.
Support your stand. Insert a logical link to second argument.

Argument 2

Elaborate on your second argument.
Support your stand. Insert a logical link to third argument.

Argument 3

Elaborate on your third argument.
Support your stand.

Monday, February 14, 2011

Additional Links for Mark Twain, Huckleberry Finn, American Realism

http://www.csustan.edu/english/reuben/pal/chap5/twain.html
http://www.csustan.edu/english/reuben/pal/chap5/twain.html#study
ht tp://www.csustan.edu/english/reuben/pal/chap5/5intro.html#techniques

Discussion questions Huckleberry Finn

1. The Widow Douglas and her sister, Miss Watson, are both trying to “sivilize” Huck. Compare and contrast their attitudes toward Huck. What method does each one use in her efforts to turn him into a “respectable” citizen? How do those methods differ? How are they the same? Cite examples from the novel to support your argument.

2. Analyze the scene where Huck flips the spider into the candle. Why does he feel that this would bring him bad luck? How does this scene foreshadow superstition in the novel? Support your answer with examples from the novel.

3. Twain chooses a 13-year-old boy as narrator for his novel. In what way does this help to accomplish Twain’s purpose? Discuss the ways in which a young, innocent narrator can make a profound statement about the hypocrisy of his society. Explain your answer.

Chapters 2-3
1. Although Huck Finn and Tom Sawyer are presented as contrasting characters in the novel, they are alike in many ways. Compare and contrast the characters of Huck and Tom, giving examples from the novel to support your argument.

2. Analyze Jim’s idea that he has been ridden around the world by witches. Why was he proud? Were the slaves the only ones who believed Jim’s story? Does Huck believe it? Explain your answer.

3. Analyze the role of respectability in Tom Sawyer’s supposedly lawless gang. Why is it mandatory for each member to have a respectable family? Examine the idea that Huck, who has had more experience with breaking the law than any of the others, comes close to being excluded from the gang.

Chapters 4-5
1. Superstition is a recurring theme in the novel. Analyze Twain’s satiric treatment of the hairball scene. Examine the answers Huck receives about his life. How does Jim keep the hairball’s comments believable?

2. Analyze the relationship of Huck and his father. In what ways was he different from the ideal? How did this influence Huck’s feelings about society as a whole? Explain your reasoning.

3. Analyze Judge Thatcher’s reactions to Huck’s request to take his money. Why did the judge exchange one dollar for six-thousand dollars? Was he cheating Huck? Explain your answer.

Chapters 6-7
1. Huck seems to adapt to almost any situation. He has become accustomed to civilized life with the Widow Douglas. Later he finds life in the woods carefree and easy. Analyze the character of Huck. Discuss possible reasons for his adaptability to different situations. Use examples from the novel to support your argument.

2. In the novel Pap does not appear to be a civilized man. Discuss ways in which he does, however, fit into the larger society. Does he compare to the Widow Douglas in any way? Explain your answer.

3. Huck wishes Tom Sawyer were with him to add some “fancy touches” to his plan of escape. Discuss the difference between Huck’s scheme of faking his death and the attack on the “A-rabs” and “Spaniards” in Chapter 3. Cite examples from the novel to support your ideas.

Chapters 8-9
1. Huck’s most poetic language is prompted by a severe thunderstorm on the island. Discuss the reasons for this. In what way does the storm inspire him? Why is he not afraid of the storm? Use examples from the novel to support your argument.

2. If Huck keeps Jim’s secret of his escape, people will call him a “low-down Abolitionist.” In what way are those words more effective when spoken by a young narrator? Explain the irony in Huck’s statement. What is Twain’s message about the hypocritical values of his society? Explain your answer with examples from the novel.

3. Miss Watson could sell Jim for eight hundred dollars. He, therefore, feels rich because he owns himself. Explain Twain’s use of satire in Jim’s statement . What was Twain’s attitude toward slavery in this passage? Explain your answer.

Chapters 10-11
1. Huck’s growing concern for Jim’s welfare is evident in many ways. Discuss the events where this concern is reflected in Huck’s behavior. In what ways does he protect Jim from danger? Cite examples from the novel to support your argument.

2. Huck’s ability to tell a story in order to get himself out of a “tight” situation is one of his greatest strengths. How does this apply to his encounter with Mrs. Judith Loftus? What does he do when she realizes he is a boy? Explain your answer.

3. When Huck curls up the snake at the foot of Jim’s blanket, he does not tell Jim that he has done it. What is his reason for keeping his little joke a secret? What lesson does Huck learn from it? How would Jim have felt if Huck would have told the truth? Discuss your answer.

Chapters 12-13
1. Huck’s journey on the river is filled with adventures, but it is also a symbolic journey. What does his journey symbolize? How does his relationship with Jim tie in to the symbolism? Compare the symbolism of the shore to that of the river. Use examples from the novel to support your view.

2. The Adventures of Huckleberry Finn is often referred to as the embodiment of mythological characteristics. In what way does the journey down the river represent these characteristics? How is Huck’s escape from society and his love for the natural world of the river incorporated into this idea? Explain your answer.

3. Twain uses satire to expose people’s ability to rationalize their wrongdoings. In what way does Twain employ that device in the incident where Huck “lifts chickens” and “borrows watermelons”? What do the words “lifts” and “borrows” connote? Give examples from the novel to support your argument.

Chapters 14-15
1. The relationship between Huck and Jim is brought into focus in these chapters. How does their frightening separation in the fog draw them closer together? How do they feel about each other at this point in the novel? Give examples from the novel to support your viewpoint.

2. Huck and Jim carry on a lengthy conversation about royalty. In what way does Twain satirize royalty in these chapters? What is Jim’s opinion of King Solomon? Why does he feel that way? Give examples from the novel to support your argument.

Chapters 16-17
1. Huck makes a moral decision concerning Jim’s freedom in Chapter 16. How does this decision affect Huck as a character in the novel? Discuss the first time in the novel that he made a decision to help Jim escape to freedom. How did the decision affect him then? Cite examples from the novel to support your view.

2. There is irony in the statement Jim makes about stealing his children. In what way is it ironic that Jim’s children belong to someone else? Why did Huck feel it was morally wrong for Jim to claim his children as his own? Give examples from the novel to support your argument.

3. Critics believe Twain stopped writing the novel for a few years after he finished Chapter 16. Why would this have been a difficult place for Twain to continue? How does the setting of the novel change at this point? Explain your answer.

Chapters 18-19
1. Harney Shepherdson and Miss Sophia are victims of the feud between the Grangerfords and the Shepherdsons. Compare and contrast their conflict with that of Shakespeare’s Romeo and Juliet. In what way was their situation the same? How was it different? Was Huck sympathetic with the young couple? Give examples from the novel to support your argument.

2. Twain employs satire throughout the novel to speak out against the hypocrisy and corruption in his society. In what way is the church service, attended by the Grangerfords and the Shepherdsons, an attack on the religion of Twain’s day? How does the hog incident add to the satire? Explain your answer.

3. In these chapters life on the raft is contrasted sharply with the violence and bloodshed Huck has recently encountered on the shore. How does this contrast bring out the theme of freedom in the novel? How does Huck feel about life on the raft? How does Jim feel? Use examples from the novel to support your viewpoint.

Chapters 20-21
1. In the novel Huck continually tells stories to get himself out of tight situations. Why doesn’t this bother Huck’s conscience? In what way is Huck forced to tell a lie? Is Huck morally wrong in doing so? Defend your argument with examples from the novel.

2. It is during a natural phenomenon such as a thunderstorm that Huck uses his most artistic language. Discuss Huck’s feeling about the thunderstorm. Why is he not afraid of the storm? How does this symbolize his life on the river as opposed to life on the shore? Explain your answer.

3. There are many examples of gullibility in the novel. In what way does Twain satirize the gullibility of the people at the camp meeting? How does the king trick them into taking up a collection? Why do they believe him? Support your argument.

Chapters 22-23
1. Twain is satirizing the lynch mob in these chapters. In what way can the individuals in a mob be seen as cowards? Discuss the psychology of a lynch mob. Why is Sherburn successful in breaking up the mob? Cite examples from the novel to support your argument.

2. Through the characters of the duke and the king, Twain is satirizing royalty. What qualities in a king would make him a “rapscallion?” How does Huck’s reference to kings throughout history prove his point? Explain your answer.

3. The relationship between Huck and Jim is growing deeper as the novel progresses. How is Jim’s humanity expressed through the eyes of Huck? How does Jim feel about Huck? How can Huck tell? Explain your answer.

Chapters 24-25
1. In these chapters Twain satirizes the gullibility of the townspeople who believe an imposter like the king, but, ironically, do not believe Dr. Robinson. Write an essay comparing the gullibility of the townspeople to people in today’s world. In what ways are people gullible? What makes them gullible? Explain your answer.

2. Huck has become more critical of the duke and the king than he was in preceding chapters. Why has this change taken place in his character? Explain Huck’s moral development as it relates to previous chapters in the novel. Cite examples from the novel to support your argument.

3. The ultimate sacrifice in the eyes of the townspeople is when the king and the duke give the Wilks girls the whole six thousand dollars. Why do they give it away? What is their motive? What do they hope to gain? Support your argument with examples from the novel.

Chapters 26-27
1. The king and the duke have been involved in several fraudulent schemes along the river. Compare and contrast the Wilks episode to The Royal Nonesuch in the last town. Why does Huck take action against the frauds in the Wilks episode? Why was he merely an observer in The Royal Nonesuch? How do they compare? How are they different? Use examples from the novel to support your argument.

2. The two frauds have supposedly been duped through their sale of the slaves. In what way do the king and the duke judge the slaves by their own standards? In what way do they think the slaves have played a game in order to get away with the money? Defend your argument with examples from the novel.

3. The separation of families through the selling of slaves is a recurrent theme in the novel. What is Twain’s attitude about this controversial issue? Cite at least two examples from the novel that deal with the separation of families and point out the way in which Twain satirizes the issue.

Chapters 28-29
1. The novel is filled with examples of stories Huck tells when he is in a tight situation. In Chapter 28 he decides that truth is better than lies, however. Why does he have a change of heart in this chapter? How does Huck feel about Mary Jane? Does he trust her with the truth? Does he ever lie to her? Why does he depend on lies to get through difficult situations? Cite examples from the novel to support your argument.

2. Throughout the course of the novel, Twain uses descriptions of thunderstorms. Compare and contrast the description of the thunderstorm in Chapter 29 with descriptions in other parts of the novel. How are they the same? How is this one different? Cite examples from the novel to support your argument.

3. Mary Jane is one of Huck’s favorite people in the novel. What qualities does she possess that makes Huck fond of her? How is she different from her sisters? Explain your answer.

Chapters 30-31
1. Huck makes his ultimate moral decision in Chapter 31 of the novel. What is Twain satirizing in this episode? Explain Huck’s natural morality as opposed to society’s morality. Use examples from the novel to support your answer.

2. Twain sheds a slightly different light on the duke in these chapters. What is different about the actions of the duke? How does this make us feel about him? Is the duke less evil than the king? Explain your answer.

3. Huck faces a moral decision to help Jim escape in three different epiodes of the novel. Explain each dilemma and describe how it affects Huck’s development as a character. Cite examples from the novel to support your argument.

Chapters 32-33
1. Twain paints a bleak, depressing picture of the Phelps Plantation. Compare and contrast Huck’s view of life on the plantation to life on the raft. In what way is his view affected by his recent loss of Jim? Cite examples from the novel to support your argument.

2. Huck is shocked when Tom Sawyer tells him he will help steal Jim out of slavery. What does Tom know about Jim and how does that affect his decision? How does Huck view Tom as a member of society? How does he view himself? Support your answer with examples from the novel.

3. Jim acts as an informant in the case of the king and duke’s Royal Nonesuch show. In what way is justice being done? Why do you think Jim is seen in a different light in this section of the novel? Do his actions seem believable? Defend your argument with examples from the novel.

Chapters 34-35
1. The contrasting personalities of Huck and Tom provide the reader with the satiric humor in these chapters. In what way do their personalities contrast? How are Tom’s romantic notions brought out in the plan to free Jim? How does Huck disagree? Cite examples from the novel to support your argument.

2. Tom and Huck disagree on the idea of stealing and borrowing. What does Huck call borrowing? What does Tom consider stealing? When does Tom consider stealing all right? When is it wrong? Support your argument with quotes from the novel.

3. In this section of the novel Tom already knows that Jim has been freed by Miss Watson. In view of this fact, how do you interpret his actions in the plan of escape? Is Tom unusually cruel to Jim by making him wait unnecessarily? Why doesn’t he tell Huck and Jim? Explain your answer.

Chapters 36-37
1. Two different types of morality are demonstrated in the novel. Contrast Huck’s morality with Tom’s. How are they different? Explain the origins of each of the boys’ sense of morality? Cite examples from the novel to support your argument.

2. Twain often satirizes the religious sensibilities of his day through the characters in the novel. In what way is he satirizing Uncle Silas’s prayers with Jim? Do you feel Uncle Silas is being kind to Jim? Why does Jim feel his kindness? Explain your answer.

Chapters 38-39
1. Jim is taken out of his prison to help Huck and Tom with the grindstone. In what way is this humorous incident ironic? Why does Jim go back to his prison? Why doesn’t he leave while he has the chance? Why don’t the boys help him to escape? Explain your answer.

2. Tom often prescribes cruel treatment for Jim in order to carry out his elaborate plan of escape. How does one account for his lack of sensitivity to Jim’s feelings? Is Tom a cruel person? How does Tom treat other people in the novel? Cite examples from the novel to support your argument.

3. Tom works on a coat of arms for Jim. Does he have sufficient knowledge of this subject? Is his knowledge limited? Why doesn’t he give Huck the definitions of “fess” and “bar sinister”? Support your answer with examples from the novel.

Chapters 40-41
1. Jim unselfishly gives up his freedom so they can get a doctor for Tom. Does this act seem consistent with Jim’s character? Why does he do it? Describe one other instance in the novel where Jim is unselfish. Cite examples from the novel to support your argument.

2. Tom is happy when they reach the raft in spite of the fact that he has a bullet in his leg. Why is he happy? Why doesn’t he want to see a doctor? What instructions does Tom give Huck about the doctor? How is this a part of Tom’s plan of escape? Explain your answer with examples from the novel.

3. Huck invents stories throughout the novel to get himself out of tight situations. Is Huck’s story to the doctor as believable as his stories have been in the past? Does the doctor doubt Huck? Are there any flaws in his story. Use examples from the novel to support your argument.

Chapters 42-43
1. Jim is often referred to as a noble character in the novel. In what way is his nobility shown in the last few chapters. How does he show courage by helping the doctor? Why does he do it? What price does he pay? Support your answer with examples from the novel.

2. The men who are attending to Jim want to hang him as an example to other slaves who might attempt to escape. Why do they decide against it? How does this incident satirize the morality of the men? Cite examples from the novel to explain your answer.

3. At the end of the novel Huck wants to escape so Aunt Sally will not try to “sivilize” him. How has the meaning of the word “sivilize” changed for Huck? In what way has Huck grown as a character in the novel? Give examples from the novel to support your argument.

Map of Huck's journey

Friday, February 11, 2011

Week of 2/7-2/11

Monday---Work on Writing Essay #2 ---

Mark Twain "Fenimore Cooper's Literary Offenses"

Tuesday and Wednesday--Review how to write an analytical essay

Thursday---Discuss key scenes in Huckleberry Finn

Friday--Read "The WarPrayer"

Work on Glencoe packets/discussion questions

Read to Ch. 32 for Monday!

Thursday, February 3, 2011

Huckleberry Finn

Link to Jon Stewart:

http://www.huffingtonpost.com/2011/01/12/jon-stewart-takes-on-huck_n_807921.html

Discussion questions in groups CH. 1-16

FRIDAY: Multiple choice packets due! Read to Ch. 24 for Monday-pg. 132