Archive for February, 2019


Posted: February 19, 2019 in Uncategorized

Here are a few resources on Antigone from class: Antigone

And if you get behind or need to review the text, here’s the same translation we read in class, annotated!  Genius Antigone

And check out this Oedipal family bush everyone’s talking about.

Rosivach, Vincent J. “Theban Geneology.” Fairfield University.

You might also find articles such as “Hegel on Antigone”  useful.  Stay tuned as I’ll be posting more as we go.

In class we’re reviewing the play by outlining responses to Antigone prompts.  But one of the things that makes texts like this timeless is their applicability to our lives even now.  Many of us can read the same text at different times in our lives and find new takes on it.  Every time I read an article on a work we study, my eyes are opened a little wider to the breadth and possibilities the work offers.  Don’t worry, I won’t give you more literary criticism, but check out these two videos from England’s National Theatre before you revise your outlines.  Antigone, an introduction.  and Antigone: Creon and Haemon.  Spark any ideas you might add to your response?


Here’s the Power Point I shared in class: Syntax Terminology 2018

And here are some warm ups we’ll be working on: convoluted sentences,   Types of Sentences review,  Rhetorical Device Review Warm up

You can also view the terms by clicking below:


The Open Response

Posted: February 11, 2019 in Uncategorized

OK, maybe this is a stretch to show “thus conscience does make cowards of us all,” but, man, what a pic!

The third essay on the AP Lit Exam, known as the open response, is where you will write about a novel or play we studied in class.  Many students find this essay more palatable than the poetry and prose close reading essays and it’s the one that you can prepare for the most.  The key is to know your texts well and be able to write about them intelligently.  Remember to imagine your audience read the work, but read it about a year ago: you don’t need to give a full summary, but some reminders and recounting specific details that help your argument is key.  Then be sure to connect devices such as symbols or characters to a specific theme.  For example, you might talk about Fortinbras as a foil for Hamlet in order to highlight the relationship between thought and action, which is furthered by all those soliloquys showing how in modern man conscience acts as a governor to rash action . . . then you have selection of detail like killing Polonius instead of Claudius when acting rashly or the barbaric terms Hamlet uses to describe Claudius as compared to his father (“Hyperion to a satyr”), etc.


Photo by Dmitry Ratushny on Unsplash

Of course, you can use Fences, your bildungsroman novel, or your dystopia novel, too, and we’ll add a few more works to your repertoire before the exam.  You can check out all the previous prompts and think about what work, character or device, and theme you’d write about for each.  This is good practice because, while many students find the open response to be the easiest type of essay to write, pulling works and details out of thin air can be overwhelming.   And, to see examples of open response essays, check out College Board and scroll down to “Sample Responses Q3” for each year.   Organization and guidelines are similar to the poetry and prose essays, but here’s some notes just in case you need reminders: Organizational Strategies f0r the open ended question