Middlesex Questions

Posted: December 11, 2017 in Uncategorized

Your task, to be completed by Tuesday, December 19th, is to write three questions based on your reading of Middlesex.  The first should be comprehension based (bands 1 or 2 on the blooms-question-stems from class) the second should be application or analysis (bands 3 or 4) and the third should be synthesis or evaluation (bands 5 or 6).  Your questions must be entered into this survey before class on Tuesday, December 19th.

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Well, that’s interesting.

Posted: December 5, 2017 in Uncategorized

Every time I read Middlesex I find more . . . Christiane Volling won a lawsuit in 2009 for non-consensual surgery in which they removed her uterus and female reproductive organs because she had been raised as a boy until that point in her life.  She didn’t even find out what they did until 30 years later!  Sounds a lot like what almost happened to Cal!  More over here.

Las Salinas, Dominican Republic is also reported to have 1 in 90 people born with alpha 5 reductase deficiency (called guevedoces), just like Cal.  Check out this fascinating article on it from the BBC.

And then there’s Wallace Fard Muhammad, I mean, talk about an enigma who “escaped history”!

There’s really no end to the rabbit holes you could go down with this book.

Middlesex

Posted: November 28, 2017 in Uncategorized

Winner of the 2003 Pulitzer Prize, Middlesex by Jeffrey Eugenides originated from his
appreciation for the character of Tiresias from Greek mythology, who was turned into a woman for seven years by Hera and thus knew what it was like to be both sexes.  Middlesex explores nature vs. nurture, identity, and what it means to be classified as a man or a woman in modern society througmiddlesexh its protagonist Calliope (later Cal) who was born intersex due to a genetic mutation called 5 alpha reductase deficiency.  While this mutation is not unheard of, especially in interrelated families or small, isolated villages, the really interesting part here is that it was not treated at birth.  Calliope grew up socially as a girl, then when her intersexuality was discovered as a teenager, decided to become Cal and assimilate as a male rather than undergo surgery.  Just like Tiresias, Calliope is able to experience society both as a male, a female, and an other.  Much of the first third of the book occurs in flashback as we trace the emergence of this gene through the two previous generations, starting with Cal’s grandparents in Fascist Greece.   Then we get to the main event: Calliope’s development, first as a young girl with conflicting emotions and a quirky family in suburbia, next as a humiliated subject of medical inquiry and freak show exhibitionism, and finally as a man.  Middlesex combines contemporary writing and issues with literary symbolism and allusions to explore age old debates of gender constructs.

“When this story goes into the world, I may become the most famous hermaphrodite in history.

[ . . . ] I’ve got a male brain.  But I was raised as a girl.  If you were going to devise an experiment to measure the relative influences of nature versus nurture, you couldn’t come up with anything better than my life.”

There are some interesting insights in Oprah’s overview of the book, including an interview and Q & A with Eugenides.

A note on Book 1: many students comment on how gross it is that Lefty and Desdemona end up married despite being brother and sister.  And, yes, it is.  . . .  There is a lot in the book on the extremity of their circumstances that lead up to this, and it is a bit of an homage to the convoluted prophesies and plots of Greek mythology — just like we might want to scream at the page when Jocasta and Laius bind Oedipus’ feet; we want to scream at the page that there are other options here, too!  As one class said, “it’s not gross; it’s a metaphor.”  True.  In addition to the expository benefits for explaining Cal’s genetics, Eugenides uses the relationships of Lefty and Desdemona and Tessie and Milton as a metonymy for the immigrant experience in which many communities struggled to embrace American culture and created close-knit impenetrable little communities in America.  Many immigrant children found breaking out of these communities and traditions difficult: Italians married Italians, Greeks married Greeks, and many of the old world practices and village mentalities were not broken by a new world of opportunity and integration, but instead were exacerbated by it.

If, however, the content is still too offensive, I will allow you to read Pride and Prejudice instead.

Click the more tag below for assignments and more information

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swing-for-the-fences-vinyl-wall-designWe’re reading August Wilson’s classic, Fences in class.  (Quiz November 27th) Here’s a PDF of the script in case you fall behind: fences 

As we read, you’ll need to look up allusions (given to you in class on November 8th) and jot down some notes on that allusion in your notebook.  Be prepared to tell the class about your findings and how they might add a layer of meaning to the play.

We’ll be talking a lot about symbolism, so you’ll want to review figurative language: Figurative Language and Characterization (quiz December 4th) and if you’re a little rusty on your drama terms, I have those too: Drama Terms.  

In Act 1, Scene 3 we’ll compare James Earl Jones’ interpretation of the  “How come you ain’t never liked me?” scene with Denzel Washington’s:

You can check out a few more scenes from Broadway’s 2010 revival here.

Here’s the symbols and theme worksheet  from class and some notes: Fences Themes

There’s a bunch of criticism you might find helpful in interpreting the play.  After we’re done reading, you’ll be assigned one of the following to read and present to the class: Baseball as History and Myth in August Wilson’s FencesWife as MediatorWalking around Fences, or Wrestling Jacob.  You’ll have to answer these questions: criticism-questions

 

Attacking the AP Lit Open Prompt

Posted: November 3, 2017 in Uncategorized

Well, Ms. Vile, you did ask me what Disney movies I like . . .

A few reminders from class on the AP Open Prompt: remember to

  • articulate theme, not just subject
  • answer all parts of the prompt
  • SHOW more than tell
  • analyze, don’t summarize

Click the more tag for tips from AP readers and some sample themes

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Grammar!

Posted: October 31, 2017 in Grammar and Mechanics, Uncategorized

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Here’s the punctuation packet we’re currently working on in class: English 12 AP Punctuation Review Packet

One of the things many of you have expressed frustration over is grammar and punctuation.  Conversely, some are probably sick of going over what you already know, but that’s OK, you’ll live :).

The more pressing matter is the frustration over the fact that you have been in school for 13 years and have never really gone over the rules.  (Yes, there are rules!  It’s not just you get it or you don’t.)

I remember this frustration myself as I had little to no dedicated grammar instruction in school, didn’t understand when I got things wrong, and didn’t even know there were rules until I taught myself this stuff in my twenties.  Insert facepalm: “you mean you don’t just go by what sounds write and put comas where there is a paws?”  Steven Pinker and the whole language movement is to blame.  The theory is that we learn language intuitively, by ear.  But that’s predicated on the false assumption that we are around people who speak proper English all the time and spelling and homophones are logical.  “But spelling don’t make no sense cause some of it is reminisent of middle english while some is modernized tha peeple that rote the first grammer and spelling books didn’t create no patterns either dey jus did wat dey felt like.”  So, um, yeah, that’s what whole language writing looks like.  I’ll leave the rest of that digression for another day though.

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Click the more tag for class notes and, well, more — more resources and more plagiarized memes (is that an oxymoron?)

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The Bluest Eye

Posted: October 4, 2017 in Uncategorized

The introductory PowerPoint based on Morrison’s afterward can be found here: The Bluest Eye

Remember, you will need to annotate this one for a grade.  Keep your eyes open for patterns and motifs such as those outlined in the PowerPoint.

The story originated from an experience in which a little girl Morrison knew wanted blue eyes and Morrison found herself hating the girl, not the society that convinced her of this narrow conception of beauty.  This book is a way of exploring where these concepts of beauty and ugly come from and the racial contempt encapsulated in such an anecdote as this.   Use this information to help guide you in your annotations as you decode the text.  Morrison uses a lot of the structuralist stuff we talked about from How to Read Literature Like a Professor, so be on the lookout for those patterns, too.

This is also a very emotive text.  Another GREAT annotation idea is to jot down the emotion you are feeling at each anecdote or episode — do you pity and sympathize with the character?  Are you angry at them?  Or are you content, happy, jocular . . . Then try to figure out HOW Morrison evokes those emotions in the reader and WHY you think she does this?  How does it help her purpose or theme?

There’s an audiobook of Morrison herself reading The Bluest Eye on youtube which you might find a helpful tool too.  Stay tuned for more. . .