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Advanced English II
Curriculum Guide
Note: The curriculum described below is not current. Revisions are coming....
Current summer reading/writing assignment is here.
Course Description
Additional prerequisite: submission of writing for review
This course is designed for students with a notably strong interest in literary study and writing and who have demonstrated that interest through commitment to intensive, accelerated work. The course introduces stu dents to English as a scholarly discipline featuring critical analysis and careful attention to language. As readers and writers, students consider literary texts from a variety of perspectives while they develop their own writing technique. Students confer with teachers about their writing in the Writing Center as well as in class. Students sharpen their information gathering skills and synthesize various opinions into an informed conclusion during a major research project that culminates in a word-processed paper. Summer work is assigned in connection with this course.
Course Overview
Advanced English II is a "pre-AP" course, the first course in the department for which students are grouped by demonstrated interest and ability. Students are recommended for the course as a result of a screening procedure that has two major components. First, students interested in taking the course respond to a writing prompt which allows teachers to assess their skills in interpreting metaphor. Second, English I teachers comment on student readiness to take on the demands of a more rigorous pre-AP course. We regard Advanced English II as the place where students can both begin to develop the skills in close reading and critical analysis that are the hallmark of the Advanced Placement courses in later years and can also assess whether they want to and ought to pursue AP English studies in the junior and senior years.
Three considerations go into the construction of the Advanced English II course: (1) preparing students in the skills of critical thinking, argumentation, documentation, and research that form the backbone of the sophomore curriculum for all students, (2) introducing concepts of literary analysis that will form the basis of AP Literature and Composition, and (3) introducing concepts of rhetorical and compositional strategies that will form the basis of AP Language and Composition.
Critical thinking, argumentation, documentation, and research
Making decisions based upon a rational process, supporting an opinion with thoughtful evidence, under standing another's viewpoint withoutor at least beforecriticizing it, discovering the principles and values that underlie basic issues in society: these are fundamental critical thinking skills that students need today to become full participants in the democratic process.
English II at Mt. Ararat attempts to address these needs in a concrete way. At the heart of the sophomore year is the "I-Search," a reference paper in which students draw on a variety of sources, including personal interviews, to articulate agreement and difference among viewpoints on an issue. Assignments in the first semester develop the skills needed to complete the I-Search successfully. Though many assignments are the same between Advanced and Academic English with respect to this aspect of the curriculum, Advanced English streamlines the "ramp" up to the I-Search, generally requiring fewer assignments and less structure to get students ready for the research process.
Introducing concepts of literary analysis
Literature in Advanced English II is organized into themes that address some of the key issues in Western
civilization, issues that are also familiar to students completing the second in a two-year required sequence of Ancient, Medieval, and Modern European History. The study of individual pieces of literature, however, is very much text-centered, and leads to the composition of thesis-based papers of literary analysis.
Introducing concepts of rhetorical and compositional strategies
Not all writing in Advanced English II is literary analysis, nor is all reading in the literary genres of fiction, drama, and poetry. In studying non-fiction and writing the personal essay, students develop an awareness of audience, purpose, rhetorical strategy, and style.
Course Components
I. Developing Skills for the I-Search
The centerpiece of English II is the "I-Search," the reference paper which occupies students for approxi mately one quarter of their sophomore English studies. Recognizing the complexity of skills needed to successfully complete this project, the curriculum for both Advanced and Academic English II structures a series of assignments throughout the first semester designed systematically to introduce and hone these skills, so that students will be ready to synthesize them when the I-Search comes due.
- Separating fact from opinion
- Paraphrasing
- Representing fairly and accurately the point of view of a text (as clearly separate from the student's own point of view)
- Understanding and representing more than one side of an issue
- Articulating the differences between different points of view on an issue
- Exploring an issue by creating scenarios, making analogies, and identifying underlying principles
- Using quotations effectively and correctly to support an idea
- Structuring paragraphs (and papers) to shape an argument rather than present facts
- Citing sources correctly in a text and in the Works Cited
- Arranging, planning, and carrying out taped interviews as a source of information
- Developing telephone skills appropriate to interviewing
- Using CD-Rom and on-line sources in the school library to locate appropriate materials
- Using bibliographic and reference materials in print to locate appropriate materials
- Using microfiche and microfilm
- Taking notes effectively from print sources and audio tapes
- Organizing notes to make a coherent structure or outline
- Using the ClarisWorks outline program and word-processing capabilities
- Developing self-awareness through journals of one's research and writing process
- Using journals or freewrites to discover and explore one's own thinking
- Drawing conclusions or making decisions about an issue after gathering and examining evidence
- Speaking in front of a group
Though the actual assignments may differ from teacher to teacher, the intent is to isolate skills, where possible, so that students can focus their attention, and then practice their accumulating skills with more and more complex tasks. For example, an assignment early in the year might ask students to make a decision about a controversial issue based only on a minimal amount of evidence (see "The Twin Problem" in appen dix). Later, students would be asked to perform a similar task but with a greater body of evidence (and conflicting opinion) to draw on, or with the additional requirement of using quotations from the evidence to support their points. Still later, students might be required to find their own sources of evidence rather than work with those supplied by the teacher. (See "BCT" or "Vietnam Paper" in appendix.) Similarly, students might at first use relatively simple texts, such as school or local newspaper articles or editorials, to practice the task of representing fairly and accurately the point of view of a text. Later they deal with more difficult texts (the Greenhaven Press Opposing Viewpoints series is an excellent source) and the more complex task of articulating the differences between different points of view on an issue. A typical mid-term examine asks students to read two articles with opposing viewpoints, summarize each, articulate the main differences, and draw some conclusions. (See "1994-5 Midyear Exam" in appendix.)
The culmination of this skill-building is the I-Search paper (see appendix) completed during the second semester. For this assignment, students draw on a variety of sources, including personal interviews, and must demonstrate a dialectical process which articulates and perhaps resolves the differences among view points on an issue. The "I" of the I-Search paper is that personal element, beginning with the selection of a topic, when students need to explain how their choice of topics will make a personal difference in their lives, and extending to students' journals, which record and reflect on their experiences as learners over the I-Search process. Students follow a calendar of incremental steps which guide them through a deliberate, rational process of locating sources, collecting information, consolidating ideas, and then reporting the results. Students complete the I-Search process by reporting on their topics in formal speeches to their classmates.
In some versions of the course, the I-Search is followed up with a "Science Paper," designed to demonstrate to students that, while essential research tasks are similar across all disciplines, different disciplines have developed different styles and formats for reporting on research.
As with other courses in the English Department, Advanced English II places great emphasis on writing and recognizes that students gain the most when they can work one-on-one with a teacher. Specific assignments central to the course require conferences with a Writing Center teacher, and students are encouraged to make use of that resource even where it is not mandatory.
Frequently, Writing Center teachers are "signed out" to be brought into the classroom or the Computer Center to work with students.
II. Reading and the Study of Literature and Thematic Units
In many ways, the study of literature in both Academic and Advanced English II is consonant with the work done on the I-Search paper. That is, much of the work is analytical and systematic in its approach to build ing interpretive skills. Students focus on such skills as identifying thematic issues in a text, locating and using quoted evidence to support their readings of a text, recognizing patterns and finding meaning in those patterns, comparing genres, and relating thematic concerns of a text to issues in their own lives and culture. Advanced English II, however, presupposes that its students come into the course as skilled and willing readers, ready to develop new levels of sophistication in their interpretation of texts.
Texts and assignments differ from teacher to teacher, but share goals and objectives. The study of literature for this course is often organized in thematic units, some of which are described in the section which follows. Some of these units dovetail with concepts introduced to students in the two-year Ancient, Medieval, and Modern European History sequence; others connect students to ways of thinking about texts that are part of the culture of Advanced Placement English.
Moral Development & The Problem of Evil
What is the basis for moral choice? How have humans throughout history explained the nature of good and evil? What does current thinking in psychology say about the development of moral reasoning?
This unit begins with the study of works of literature that say something meaningful about good and evil in
the nature of human personality and then extends into a historical overview of the "problem of evil" and an examination of current research in moral development; finally it provides opportunity for students to com ment on ethical choices.
Dr. Jekyll and Mr. Hyde and Lord of the Flies have been used as texts that are explicitly concerned with the problem of evil. Sophomores can readily grasp the major themes of the books, yet careful attention to textual detail yields a rich and complex understand of the themes and how they are developed. Lord of the Flies in particular, as a highly schematic book, lends itself to close reading. Using these novels, students can be introduced to the skills of writing text-based critical analysis in a series of structured assignments that culminate in a thesis paper.
Along with the study of the novels, the unit, through lectures and discussions, presents a historical survey of how religion, philosophy, psychology, and biology have historically addressed the question of whether human beings are innately evil and must be taught morality by external authority, or whether they are innately good but corrupted from their original innocence by society. This survey is brought up to the late twentieth century with a brief study of the work in moral development done by Kohlberg and Gilligan as well as a survey of some of the most recent research in this field.
Finally, students apply the concepts of the unit in writing about ethical issues outside of the world of litera ture. In one assignment they assume the position of a doctor making and defending a difficult decision in medical ethics. The final assignment invites students to write, using dependent authorship, an essay on an issue in ethics of their own choice.
Materials:
Stevenson Dr. Jekyll and Mr. Hyde
Golding Lord of the Flies
Stein Ethics and Other Liabilities: Essays
Moral Development theories of Kohlberg and Gilligan
Wright "The Biology of Violence"
Nucci "Neither Saint Nor Savage"
"The Twin Problem"
"Ethics" essay
Gender
How have different historical and cultural contexts defined the roles of men and women? Is there a biological as well as a cultural basis for gender roles? How can the study of literature of the past sensitize us to gender issues today? What is the role of gender in contemporary American society?
The common literary work in this unit for all Advanced English II sections is Taming of the Shrew. Study of this Shakespeare play centers on a comparison of several productions and on the ways differences in these productions offer different interpretations of the gender conflicts between Katerina and Petruchio. Other texts vary from teacher to teacher, and from year to year.
Materials:
Shakespeare Taming of the Shrew
Hull Islanders
Chaucer The Wife of Bath's Tale
Bronte Jane Eyre
Gibbons Ellen Foster
news and feature articles about gender role and accounts of research in this field
"Strong Women in Fiction" a list of out-of-class reading
Films:
- Taming of the Shrew (Taylor-Burton version)
- Taming of the Shrew (American Conservatory Theater)
- Taming of the Shrew (BBC Production with John Cleese)
- Kiss Me Petruchio
- The Prime of Miss Jean Brodie
- Rosie the Riveter
From the Scientific Revolution to the Dystopian Future
How did the scientific revolution alter our concepts of knowledge, meaning and the place of man in the cosmos? How have our views of science and technology altered in the 400 years since Galileo? What does the genre of dystopian science fiction teach us about the dilemmas created by technology?
Building on a context developed in the Modern European History course, this unit raises issues about what made the scientific revolution "revolutionary" and how the scientific world view has come to be the domi nant way of thinking about ourselves and our place in nature. Readings in science fiction build a common definition of "dystopia" and examine the ways in which science fiction novels create futures which function as warnings about problems in the contemporary world.
Materials:
Brecht The Life of Galileo
Bradbury Fahrenheit 451
Huxley Brave New World
Bronowski Ascent of Man
Moyers A World of Ideas
news and feature articles about current issues in the problems of science and technology, such as genetic engineering and stresses on the natural environment.
Films:
Bladerunner
Brazil
Short Fiction
This unit will help students develop and understanding and appreciation for short fiction and for literary analysis. In addition to the study of short fiction for its thematic value, students become more aware of language, style, point of view, and structure as they read and respond to a variety of challenging texts written by a broad selection of American and world authors. They will also become aware of the short story as a literary genre unique from the novel, the poem, the essay, and the play.
As they engage in close reading of each short story, students are expected to keep a reader response journal of their personal responses to the text which enables them to explore the themes and rhetorical strategies used by the author. These journal responses often provide the focus for class discussion as students share their response in an effort to build upon their understanding and critical appreciation of the text. The response journal also is a place where the student explores ideas and analyzes the literature as he/she develops analyti cal papers.
Through lectures, discussions, and in-class writings the students will learn the definitions of terms that are key to literary analysis such as theme, plot, setting, point of view, characterization, style, tone, symbolism, imagery, conflict, and denouement.
Evaluation of student understanding of short fiction may take a variety of approaches at the teacher's discretion. Final assignments may include essays of analysis of individual stories, comparison/contrast of two stories, the creation of a new text by dependent authorship, or an original short story.
Materials:
Cassill, ed. The Norton Anthology of Short Fiction
Adventures in Appreciation, Harcourt, Brace, Jovanovich
The Chocolate War by Robert Cormier
The Chocolate War can be taught on a variety of academic levels. The uncomplicated plot offers an honest story for inexperienced readers and the mature reader should be able to hear echoes of "Prufrock" on its pages.The study of the novel can range from the use of factual
type questions to the discussion of more difficult issues.
Language Study and Literary Technique
- use of images, figurative language, allusion,simile, metaphor and personification
- colorful and violent tone of the language
- point of view and changes in viewpoint
- character development
- use of symbol
- Plot-what happens?
- language study
- use of irony, flashback,paradox
- literary references-Hamlet, Prufrock, John the Baptist
- epiphany
- vocabulary and word study
- Pairs Carter/Archie Jerry/Goober Obie/Archie Archie/Brother Leon
- Expectations of characters
Themes or topics of discussion
- Hero/anti-hero/underground hero
- Leadership/abuse of power/corruption
- The world as a dangerous place
- Manipulation/betrayal/trust
- Journey from adolescence to maturity
- Loneliness
- Self image
- Youth subculture
- Athletics/competition/football
- Intimidation
- Education/co-education/public and private schools
- Teacher/coach roles
- Father/son relationship
- Friendship
- Villains in literature
- Rules
- Control
Scenes From the novel
- standout scenes
- scenes in a "war"
- scenes of "playing ball"
- scenes where minor characters are key
Other books,stories, poems and films to use with the novel
A Separate Peace
I Am The Cheese
The Love Song of J.Alfred Prufrock
Hamlet
Lord of the Flies
War related pieces-assorted titles
My Bodyguard
Various critical appraisals of the author from Contemporary Literary Criticism
Poetry
"I asked a poet friend one time what it was that poets did and he thought awhile and then he told me, 'They extend the language.'" Kurt Vonnegut
Any discussion, analysis, and the writing of poetry should "extend the language." Poems are written for a variety of purposes and produce a wide range of responses. A discussion of poetry should not follow any rigid set of rules or standards. Poems should be discussed with an open-ness of mind and a willingness to explore and examine poetry from many different view points. Teachers and students read, discuss and write poetry with a constant view of"extending the language".
Creative writing, thinking, reading
The creative process is not orderly. It follows impulse. It goes beyond the normal. It must be nourished. Writing and thinking and reading assignments which challenge, which make students explore and which encourage experimentation must stimulate the creative nature of students.
Readings
- The Double Helix
The Ascent of Man
The Day The Universe Changed
Writing assignments
Your Childhood Enemy
Dream Town or City
You The Contradiction
Perfect and Vile Characters
Issues You Can't Decide
Tough Choices
I'm Afraid Of...
Invent A Game
Writing and Research
Monologue Assignment. Write a monologue which explores an artist's life.
Discuss the process of creation. Show the artist at a certain age and focus on
the creative force.
Summer Reading
Students are required to read To Kill a Mockingbird by Harper Lee and view the classic film starring Gregory Peck. Students also are required to keep a response journal of personal, analytical, and critical insights and reactions. The response journal is the basis for initial class discussions at the beginning of the school year culminating in a final analytical paper.
Core Assignments
Teachers select, revise, and invent particular core assignments in conjunction with the above curriculum units. The following pages include examples of these core assignments and, when applicable, their rubrics. Assignments and additional illustrative material are presented by units.
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