Literature: An Introduction to Fiction, Poetry, and Drama, 9 - Pearson

127 Pages·2005·0.49 MB·English

Literature: An Introduction to Fiction, Poetry, and Drama,
th
9 Edition © 2005 (Kennedy)
Correlated to:
North Carolina Standard Course of Study, Language Arts:
Advanced Placement (AP) Language and Composition,
-Literature and Composition, English III, and English IV
(Grades 9-12)

NORTH CAROLINA PAGE(S) WHERE TAUGHT
STANDARD COURSE OF STUDY (If submission is not a text, cite appropriate resource(s))
ADVANCED PLACEMENT ENGLISH LANGUAGE AND COMPOSITION
Students in Advanced Placement English Language and Composition will become skilled readers of prose written
in a variety of periods, disciplines, and rhetorical contexts and skilled writers who compose for a variety of
purposes. Both their writing and their reading should make students aware of the interactions among a writer’s
purposes, audience expectations, and subjects as well as the way generic conventions and the resources of
language contribute to effectiveness in writing.

Competency Goal 1: The learner will react to a variety of texts and media by drawing upon personal
experiences, readings, and observations.

1.01 Draw upon personal experiences, readings, and observations by:

• demonstrating an understanding of the differences The foundation of this objective can be found on pages:
between personal and objective responses to text. SE: Further Suggestions for Writing, (1, 3) 22, (3)
123, (1-4) 250, 287, (1) 813, (3) 1001, (3) 1091,
(1) 1136, (3, 4, 9) 1805, (3) 1892, (1-2) 1894;
Writing Assignment, 89, 211, 250, 279, 373, 473,
(3, 4) 474, 744, 809, 883; Questions, (3) 785, (6)
1331, (ACT V-6) 1602, (7) 1785
TR: Instructor's Resources with AP* Test Prep Guide-
Writing Critically, 9, 14, 37, 43, 48, 73, 75, 104,
148, 150, 156, 158, 173, 174, 194, 195, 212

• investigating connections between life and SE: Questions, (1) 233, (5) 242, (4) 247, (5) 248, (15)
literature. 336, (1) 390; Further Suggestions for Writing, (1-
3) 250, (3) 283, (1) 813, (4) 860, (2) 907, (3)
1001, (1) 1040, (3) 1356, (3, 9) 1805, (1, 3) 1891;
Writing Assignment, 836; General Questions, (6-
7) 1867
TR: Instructor’s Resources with AP* Test Prep Guide-
Writing Critically, 37, 48, 60, 62, 75, 80, 84, 90,
96, 104, 108, 114, 136, 152, 154, 156, 158, 162,
168, 194, 195, 204, 212

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
1
Literature: An Introduction to Fiction, Poetry, and Drama, 9th Edition © 2005 (Kennedy)
Correlated to:
North Carolina Standard Course of Study, Language Arts: Advanced Placement (AP) Language
and Composition, -Literature and Composition, English III, and English IV, (Grades 9-12)

NORTH CAROLINA PAGE(S) WHERE TAUGHT
STANDARD COURSE OF STUDY (If submission is not a text, cite appropriate resource(s))
1.02 Respond to a variety of texts and media by:

• defending, qualifying, or refuting the author’s SE: Questions, (1) 20, (1) 22, (8) 36, (2, 5) 109, (2)
position to create a variety of formal and informal 191, (4, 6) 269, (2) 727, (2) 740, (1) 753, (3) 793,
responses (e.g. journals, in-class writings, letters, (3) 795, (1, 3) 943, (1) 993, (1) 1005, (6) 1488;
memoirs, parodies). Further Suggestions for Writing, (1, 3) 22, (3) 90,
(3) 123, (2) 169, (3, 4, 5) 250, (1, 3-5) 283, 287,
(2, 4-8) 380, 474, (1) 775, (1) 813, (2, 3) 860, (2,
3) 906, 954, 973, (1) 1001, (1) 1023, (1, 2, 4)
1065, (3) 1091, 1136, (2, 4-6) 1498, (1, 2, 4, 7, 8)
1805, (1-3) 1892, 1894; Writing Assignment, 89,
123, 169, 211, 250, 279, 287, 373, 473, 474, 744,
775, 788, 809, 860, 883, 907, 953,
972, 996, 1023, 1090, 1351, 1799,
TR: Instructor's Resources with AP* Test Prep Guide-
Writing Critically, 65, 86, 102, 126, 133

• projecting his/her voice in reflective writing. SE: Questions, (15) 336; Further Suggestions for
Writing, (5) 22, (1, 3) 169, (1-3) 211, (1-3) 250,
(3) 283, (1) 813, (1, 4) 860, (1) 883, (1, 2) 907,
(3) 1001, 1040, (2) 1065, (1,3-5) 1356, (1) 1498,
(3, 4, 9) 1805 (1-3) 1891; Writing Assignment,
836; General Questions, (6-7) 1867
TR: Instructor’s Resources with AP* Test Prep Guide-
Writing Critically, 37, 48, 60, 62, 75, 80, 84, 90,
96, 104, 108, 114, 136, 152, 154, 156, 158, 162,
168, 194, 195, 204, 212

Competency Goal 2: The learner will use inquiry and research to inform an audience about complex
subjects.

2.01 Research and synthesize information by:

• investigating a variety of media sources. SE: Writing Assignment-Research Paper, 373;
Evaluating and Using Internet Sources, 2181-
2183

• evaluating validity and significance of SE: Writing Assignment-Research Paper, 373;
information. Evaluating and Using Internet Sources, 2181-
2183

• analyzing rhetorical functions of textual annotation The foundation of this objective can be found on pages:
and documentation. SE: Writing Assignment-Research Paper, 373;
Documenting Your Sources, 2185, 2187

• organizing information for clarity and SE: Outlining, 2122-2124; Writing a Research Paper-
effectiveness. Notecards, 2180-2181

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
2
Literature: An Introduction to Fiction, Poetry, and Drama, 9th Edition © 2005 (Kennedy)
Correlated to:
North Carolina Standard Course of Study, Language Arts: Advanced Placement (AP) Language
and Composition, -Literature and Composition, English III, and English IV, (Grades 9-12)

NORTH CAROLINA PAGE(S) WHERE TAUGHT
STANDARD COURSE OF STUDY (If submission is not a text, cite appropriate resource(s))
• demonstrating awareness of purpose, audience, The foundation of this objective can be found on pages:
and context. SE: Choosing an Appropriate Topic, 2121-2122

• documenting sources accurately. SE: Using Critical Sources and Maintaining
Academic Integrity, 2121; The Form of Your
Finished Paper, 2127; How to Quote a Poem,
2160-2162; How to Quote a Play, 2169-2170;
Writing a Research Paper- Notecards, 2181,
Photocopying, 2181, Acknowledging and
Documenting Sources, 2184-2193, Reference
Guide for Citations, 2194-2200

2.02 Respond to informational texts or media by:

• assessing the language, culture, structure, and
historical perspective of the text to explain insights
into language.

• explaining significant connections among the
speaker’s/author’s purpose, tone, biases, and the
message for the intended audience.

Competency Goal 3: The learner will create and sustain arguments based on readings, research,
observations and personal experiences.

3.01 Understand argumentative structure by:

• identifying the strengths of argumentative The foundation of this objective can be found on pages:
strategies and techniques. SE: Analyzing, 2135, 2138-2139, 2153-2154,
Comparing and Contrasting, 2142-2143, 2156-
2157; Formalist Criticism, 2202-2203;
Biographical Criticism, 2207-2208; Historical
Criticism, 2212-2213; Psychological Criticism,
2218-2219; Mythological Criticism, 2223;
Sociological Criticism, 2227-2228; Gender
Criticism, 2231-2232; Reader-Response
Criticism, 2235-2236; Deconstructionist
Criticism, 2240-2241

• recognizing common argumentative weaknesses The foundation of this objective can be found on pages:
such as logical fallacies, the misuse of classical Revising, 2126
appeals, and inadequate support.

3.02 Create and sustain a response by:

• evaluating print and electronic research materials SE: Evaluating and Using Internet Sources, 2181-
to determine effectiveness and validity. 2183

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
3
Literature: An Introduction to Fiction, Poetry, and Drama, 9th Edition © 2005 (Kennedy)
Correlated to:
North Carolina Standard Course of Study, Language Arts: Advanced Placement (AP) Language
and Composition, -Literature and Composition, English III, and English IV, (Grades 9-12)

NORTH CAROLINA PAGE(S) WHERE TAUGHT
STANDARD COURSE OF STUDY (If submission is not a text, cite appropriate resource(s))
• producing expository and argumentative SE: Further Suggestions for Writing, (3) 22, (3) 90,
compositions that introduce, defend, qualify or (3) 123, (2) 169, (4, 5) 250, (1, 4, 5) 283, 287, (2-
refute a complex central idea. 8) 380, 474, (1) 775, (2, 3) 860, (2, 3) 906, 954,
973, (1) 1001, (1) 1023, 1065, (3) 1091, 1136, (2,
3) 1356, (2, 4-6) 1498, (2, 5, 6, 8) 1805, (1) 1890,
1894; Writing Assignment, 89, 123, 169, 211,
250, 279, 287, 373, 473, 474, 744, 775, 788, 809,
860, 883, 907, 953, 972, 996, 1023, 1090, 1351,
1799, 1894
TR: Instructor's Resources with AP* Test Prep Guide-
Writing Critically, 9, 14, 20, 37, 43, 48, 60, 62,
73, 75, 80, 84, 90, 96, 104, 108, 114, 136, 148,
150, 152, 154, 156, 158, 162, 173, 174, 168, 194,
195, 204, 212
The foundation of this objective can be found on pages:
SE: Evaluating a Story, 284-286; Writing Critically-
Know What You Are Judging, 286-287, How to
Begin Evaluating a Poem, 1089-90

• developing compositions with appropriate, specific The foundation of this objective can be found on pages:
evidence and cogent explanations. SE: Further Suggestions for Writing, (3) 22, (3) 123,
(2) 169, (4, 5) 250, (1, 4, 5) 283, 287, (2-8) 380,
474, (1) 775, (2, 3) 860, (2, 3) 906, 954, 973, (1)
1001, (1) 1023, 1065, (3) 1091, 1136, (2, 3) 1356,
(2, 4-6) 1498,
(2, 5, 6, 8) 1805, (1) 1890, 1894; Writing Assignment,
89, 123, 169, 211, 250, 279, 287, 373, 473, 474,
744, 775, 788, 809, 860, 883, 907, 953, 972, 996,
1023, 1090, 1351, 1799, 1894
TR: Instructor's Resources with AP* Test Prep Guide-
Writing Critically, 9, 14, 20, 37, 43, 48, 60, 62,
73, 75, 80, 84, 90, 96, 104, 108, 114, 136, 148,
150, 152, 154, 156, 158, 162, 173, 174, 168, 194,
195, 204, 212

Competency Goal 4: The learner will analyze prose written in a variety of periods, disciplines, and
rhetorical contexts.

4.01 Determine the author’s intent/argument by:

• identifying an author’s use of rhetorical strategies SE: Questions, (1, 3) 52, (1-6) 76, (2, 3, 5), 109, (4)
and devices and the extent to which they impact 121, (2-4) 167, (3, 4) 178, (3) 191, (4) 192, (3)
the development of the theme (e.g., selection of 233, (3) 247, (4) 269, (1-4) 277, (1, 4) 404, (2)
detail, tone, mood, style, attitude, point-of-view, 719, (1, 2) 726, (1) 729, 730, (1), 734, 740, (3)
syntax, organization, diction, voice). 795, (1, 3) 981, (1) 1011, (1) 1719; Tone and
Style, 170-174; Writing Assignment, 89-90, 211,
809; Be Style-Conscious, 210-211; Exercise-
Telling Tone, 741
TR: Instructor’s Resources with AP* Test Prep Guide,
29-32, 93, 106, 113, Writing Critically, 171

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
4
Literature: An Introduction to Fiction, Poetry, and Drama, 9th Edition © 2005 (Kennedy)
Correlated to:
North Carolina Standard Course of Study, Language Arts: Advanced Placement (AP) Language
and Composition, -Literature and Composition, English III, and English IV, (Grades 9-12)

NORTH CAROLINA PAGE(S) WHERE TAUGHT
STANDARD COURSE OF STUDY (If submission is not a text, cite appropriate resource(s))
• explaining the effectiveness of the author’s use of SE: Questions, (4) 86, (2, 5) 109, (3) 178, (3) 191, (1)
language for the intended audience. 404, (1) 711, (1) 722, (7) 740, (2) 765, (1) 766,
(2) 769, (3) 817, (2) 900, (4) 929; Tone and Style,
170-174; Be Style-Conscious-Diction, 210-211;
Diction, 751; Exercise: Different Kinds of
English, 770; Writing Assignment, 744, 775;
Writing Critically-How Much Difference Does a
Word Make, 774; Further Suggestions for
Writing, (1) 775
TR: Instructor's Resources with AP* Test Prep Guide,
52-53, 83-84, 93-94, Close Reading Suggestions,
97-98, 113-124, Writing Critically, 77, 84, 87, 89,
94, 107, 111, 115

4.02 Analyze the effectiveness of the author’s intent/argument by:

• evaluating the author’s rhetorical purpose. SE: Questions, (1) 233, (5) 734, (5) 753, (3) 755, (1)
765, (3) 793, (4) 981, (1) 1005; Further
Suggestions for Writing, (4) 474 (2) 748;
Information for Experiment, 748; Writing
Assignment, 1023; Suggestions for Writing, (4)
1065
TR: Instructor's Resources with AP* Test Prep Guide-
Close Reading Suggestions, 32, Writing
Critically, 71
The foundation of this objective can be found on pages:
SE: Writing Assignment, 1023; Further Suggestions
for Writing, (1) 1023
The foundation of this objective can be found on pages:
SE: William Faulkner, 29, 178; James Baldwin, 53;
James Baldwin on Writing, 87-89; Alice Walker,
102; Raymond Carver, 109-110; Kate Chopin,
127; Jack London, 132; T. Coraghesson Boyle,
143-144; Amy Tan, 152; Guy de Maupassant,
193-194; Stephen Crane, 215; William Faulkner,
29; James Baldwin, 53; James Baldwin on
Writing, 87-89; Alice Walker, 102; Writer’s
Perspective-Kurt Vonnegut, Jr. on Writing, 248,
Adrienne Rich on Writing, 714, Wilfred Owen,
743, Lewis Carroll on Writing, 773-774, Richard
Wilbur on Writing, 787-788, Ezra Pound on
Writing, 807, T. S. Eliot on Writing, 881-882,
Walt Whitman on Writing, 952, Arthur Miller on
Drama, 1969-1972; John Steinbeck, 253-254;
Franz Kafka, 336-337; Edgar Allan Poe, 381-382;
Flannery O’Connor, 415-416; Charlotte Perkins
Gilman, 571-572; Poetry and Personal Identity,
1002-1003; John Millington Synge, 1323; Henrik
Ibsen, 1809; Tennessee Williams, 1972-1973

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
5
Literature: An Introduction to Fiction, Poetry, and Drama, 9th Edition © 2005 (Kennedy)
Correlated to:
North Carolina Standard Course of Study, Language Arts: Advanced Placement (AP) Language
and Composition, -Literature and Composition, English III, and English IV, (Grades 9-12)

NORTH CAROLINA PAGE(S) WHERE TAUGHT
STANDARD COURSE OF STUDY (If submission is not a text, cite appropriate resource(s))
• synthesizing connections between text and SE: Questions, (1) 233, (5) 734, (3) 736, (1) 739, (1)
historical and cultural context. 765; Suggestions for Writing, (4) 1065
TR: Instructor's Resources with AP* Test Prep Guide-
Writing Critically, 25, 28, 60, 62, 91, 175, Close
Reading Suggestion, 32, 152, 185

• critiquing the use of literary devices (e.g., The foundation of this objective can be found on pages:
figurative language, irony, imagery). SE: Irony, 192-193, 731-733; Questions, (4, 5) 200,
(6, 9) 209, (3) 734, (1, 2) 735, (4) 736, (2) 737,
(1) 737, (6) 740, (3) 741, (2) 793, (4) 797, (5)
798, (1) 816, (6) 1433; Further Suggestions for
Writing, (4) 211, (1) 813, (2) 836; Imagery, 791;
Analyzing Images, 808; Metaphor and Simile,
817-818; Exercise: Detecting Irony, 738, What Is
Similar, 823-824; Writing Critically-How
Metaphors Enlarge a Poem’s Meaning, 835-836
TR: Instructor’s Resources with AP* Test Prep Guide;
Key Literary Element, 25-26, 27, 90-91, 110-111,
Close Reading Suggestion, 25-26, 28, 91, 111,
Writing Critically, 111-112

Competency Goal 5: The learner will develop a deeper understanding of representative literature with a
specific emphasis on non-fiction.

5.01 Explore texts by:

• making connections between text and personal
experience.

• making connections and extending comparisons
between features of different pieces of print and
non-print text (fiction, non-fiction, poetry, drama,
film).

5.02 Analyze the author’s rhetorical strategies and linguistic choices by:

• understanding the author’s intent.

• recognizing the author’s rhetorical style.

• identifying the author’s audience.

• evaluating the effectiveness of such choices.

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
6
Literature: An Introduction to Fiction, Poetry, and Drama, 9th Edition © 2005 (Kennedy)
Correlated to:
North Carolina Standard Course of Study, Language Arts: Advanced Placement (AP) Language
and Composition, -Literature and Composition, English III, and English IV, (Grades 9-12)

NORTH CAROLINA PAGE(S) WHERE TAUGHT
STANDARD COURSE OF STUDY (If submission is not a text, cite appropriate resource(s))
Competency Goal 6: The learner will demonstrate understanding and mastery of standard written English
and exhibit stylistic maturity.

6.01 Demonstrate an understanding of the conventions of language by:

• employing appropriate grammar and mechanics. The foundation of this objective can be found on pages:
SE: Revising (7) 2126; Using Spell-Check and
Grammar-Check Programs, 2127-2129

• revising writing to enhance voice and style, The foundation of this objective can be found on pages:
sentence variety, subtlety of meaning, and tone in SE: Revising, 2125-2126
consideration of questions being addressed,
purpose, audience, and genres.

6.02 Exhibit stylistic maturity by:

• using an effective writing process. The foundation of this objective can be found on pages:
SE: Outlining, 2122-2124; Drafting and Revising, Or
Creativity vs. Analysis, 2124-2126; Writing
About a Story-Explicating, 2130-2131, 2134-
2135, Analyzing, 2135, 2138-2139, Comparing
and Contrasting, 2142-2143; Writing About a
Poem-Explicating2148, 2152-2153, Analyzing,
2153-2154, Comparing and Contrasting, 2156-
2157; Writing About a Play-Method, 2167-2169,
Writing a Card Report, 2170-2171, Reviewing a
Play, 2174-2175; Writing a Research Paper-How
to Get Started, 2179-2180, Notecards, 2180-2181

• utilizing a variety of sentence structures. The foundation of this objective can be found on pages:
SE: Revising, (5) 2126

• incorporating clear transitions. The foundation of this objective can be found on pages:
SE: Revising (2, 7) 2126

• developing and appropriately using a wide-ranging The foundation of this objective can be found on pages:
vocabulary. SE: Glossary of Literary Terms, G1-G34; Index of
Literary Terms

• controlling rhetorical devices effectively,
including tone, voice, and diction.

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
7
Literature: An Introduction to Fiction, Poetry, and Drama, 9th Edition © 2005 (Kennedy)
Correlated to:
North Carolina Standard Course of Study, Language Arts: Advanced Placement (AP) Language
and Composition, -Literature and Composition, English III, and English IV, (Grades 9-12)

NORTH CAROLINA PAGE(S) WHERE TAUGHT
STANDARD COURSE OF STUDY (If submission is not a text, cite appropriate resource(s))
ADVANCED PLACEMENT ENGLISH LITERATURE AND COMPOSITION
Students in Advanced Placement English Literature and Composition will engage in the careful reading and
critical analysis of imaginative literature. Through the close reading of selected texts, students should deepen
their understanding of the ways writers use language to provide both meaning and pleasure to their readers. As
they read, students should consider a work’s structure, style, and themes as well as such smaller-scale elements
as the use of figurative language, imagery, symbolism, and tone.

Competency Goal 1: The learner will reflect on and express reactions to print and non-print resources.

1.01 Compose reflective texts to:

• express an understanding of complex thoughts and SE: Questions, (15) 336; Further Suggestions for
feelings. Writing, (5) 22, (1, 3) 169, (1-3) 211, (1-3) 250,
(3) 283, (1) 813, (1, 4) 860, (1) 883, (1, 2) 907,
(3) 1001, 1040, (2) 1065, (1,3-5) 1356, (1) 1498,
(3, 9) 1805 (1-3) 1891; Writing Assignment, 836;
General Questions, (6-7) 1867
TR: Instructor’s Resources with AP* Test Prep Guide-
Writing Critically, 37, 48, 60, 62, 75, 80, 84, 90,
96, 104, 108, 114, 136, 152, 154, 156, 158, 162,
168, 194, 195, 204, 212

• convey a sense of social, historical, political, SE: Questions, (15) 336; Further Suggestions for
philosophical, and/or stylistic implications. Writing, (1, 3) 169, (1-3) 211, (1-3) 250, (3)
1001, 1040, (5) 1356

• articulate his/her own values and preferences with SE: Tone and Style, 170-174; Writing Critically-Be
respect to both the style and substance of other Style Conscious, 210-211; Further Suggestions
individuals. for Writing, (1-3) 211

1.02 Respond to resources to

• demonstrate an understanding of cultural, TR: Instructor's Resources with AP* Test Prep Guide-
historical, and/or social implications with Writing Critically, 175
precision, sensitivity, energy, and imagination.

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
8
Literature: An Introduction to Fiction, Poetry, and Drama, 9th Edition © 2005 (Kennedy)
Correlated to:
North Carolina Standard Course of Study, Language Arts: Advanced Placement (AP) Language
and Composition, -Literature and Composition, English III, and English IV, (Grades 9-12)

NORTH CAROLINA PAGE(S) WHERE TAUGHT
STANDARD COURSE OF STUDY (If submission is not a text, cite appropriate resource(s))
• discern comparisons and contrasts among texts SE: Further Suggestions for Writing, (2, 3, 7) 380, (5)
that propose different ideas. 283, (1) 287, (2, 7) 380, (2) 474, (5) 748, (2) 860;
Writing Critically-How One Story Illuminates
Another, 473; Compare, 1139, 1142, 1143, 1146,
1147, 1148, 1150, 1152, 1153, 1154, 1156, 1157,
1159, 1160, 1161, 1162, 1163, 1165, 1166, 1167,
1168, 1172, 1174, 1176, 1177, 1178, 1179, 1180,
1181, 1183, 1184, 1186, 1187, 1189, 1191, 1192,
1193, 1194, 1195, 1196, 1197, 1199, 1200, 1202,
1203, 1204, 1205, 1206, 1207, 1209, 1211, 1212,
1213, 1214, 1215, 1216, 1217, 1218, 1219, 1220,
1221, 1222, 1224, 1226, 1227, 1229, 1230, 1231,
1232, 1234, 1238, 1239, 1242, 1244, 1245, 1247,
1248, 1249, 1250, 1252, 1253, 1254, 1258, 1259,
1261, 1262, 1263, 1264, 1265, 1266, 1267, 1268;
Suggestions for Writing, 2143-2146, 2163-2166,
2176-2178
TR: Instructor's Resources with AP* Test Prep Guide-
Writing Critically, 5, 10, 12, 14, 16, 18, 20, 21,
28, 32, 34, 35, 37, 44, 46, 50, 54, 56, 65, 67, 71,
74

• understand the ways writers use language to The foundation of this objective can be found on pages:
provide both meaning and pleasure for their SE: Questions, (4) 86, (2, 5) 109, (3) 178, (3) 191, (1)
readers. 404, (1) 711, (1) 722, (7) 740, (1) 766, (2) 769,
(2) 900, (4) 929; Tone and Style, 170-174; Be
Style-Conscious-Diction, 210-211; Diction, 751;
Exercise: Different Kinds of English, 770;
Writing Assignment, 744, 775; Writing Critically-
How Much Difference Does a Word Make, 774;
Further Suggestions for Writing, (1) 775
TR: Instructor’s Resources with AP* Test Prep Guide-
Key Literary Elements, 22, 83-84, 86, 93, 97, 115, 178-
179, Close Reading Suggestions, 24-25, 52-53,
86-87, 97-98, 115, 179, Writing Critically, 26, 54,
84, 87, 94, 98, 115, 117, 179

• recognize features of the author’s use of language SE: Further Suggestions for Writing, (3) 283
and how the reader relates these features to his/her
own writing.

• examine his/her own response in light of peers’ SE: Writing Assignment, 716
responses.

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
9
Literature: An Introduction to Fiction, Poetry, and Drama, 9th Edition © 2005 (Kennedy)
Correlated to:
North Carolina Standard Course of Study, Language Arts: Advanced Placement (AP) Language
and Composition, -Literature and Composition, English III, and English IV, (Grades 9-12)

NORTH CAROLINA PAGE(S) WHERE TAUGHT
STANDARD COURSE OF STUDY (If submission is not a text, cite appropriate resource(s))
Competency Goal 2: The learner will inform an audience by exploring literature to explain its artistry and
its underlying social and cultural values.

2.01 Locate, process, and comprehend texts that:

• explain themes, issues, and concepts in order to SE: Questions, (5) 167, (8, 9) 233, (5) 242, (1) 247,
relate complex issues from a variety of historical, (8) 262, (4) 404, (4) 707, (4) 736, (5) 798, (4)
stylistic, and critical stances. 1065, (12) 1317; Theme, 212-214; Writing
Critically-Setting the Theme, 249; Writing
Assignment, 250, 473; Further Suggestions for
Writing, (4, 5) 250, (1) 283; Writing Critically-
How One Story Illuminates Another, 473;
Exercise: Telling Tone, 741
TR: Instructor’s Resources with AP* Test Prep Guide-
Writing Critically, 4, 8, 16, 30, 32, 43, 114, 194,
203

• examine significant comparisons and similarities SE: Writing Critically-How One Story Illuminates
among texts that propose different ideas related to Another, 473; Writing Assignment, 473
similar concepts. Further Suggestions for Writing, on Flannery
O’Connor, (2) 474
TR: Instructor's Resources with AP* Test Prep Guide-
Writing Critically, 46, 73

2.02 Analyze the artistry of various works of literature by:

• recognizing historical context in terms of the The foundation of this objective can be found on pages:
evolution of language and literature. SE: Word Choice and Word Order, 759

• examining literary techniques such as style, SE: Questions, (2), 109, (3) 178, (3) 191, (4) 192, (1)
syntax, diction, figurative language, tone, purpose, 404, (2) 719, (1) 722, (4) 829, (1, 2) 830, 833;
and audience. Tone and Style, 170-174; Be Style-Conscious,
210-211;
Writing Assignment, 211, 744; Tone, 717; Paying
Attention to the Obvious, 744; Writing Critically-
How Metaphors Enlarge a Poem’s Meaning, 835-
836;
Further Suggestions for Writing, (5) 748, (1) 775, (1)
789, (1) 813, 836, (2) 1356
TR: Instructor's Resources with AP* Test Prep Guide-
Key Literary Element, 22, 23-24, 52, 83, 86, 93, 101,
110-111, 113, 115, 178-179,
Close Reading Suggestions, 52-53, 83-84, 86-87, 93-
94, 101, 111, 113, 115, 179,
Writing Critically, 23, 54, 58, 84, 87, 94, 111, 115, 179

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology
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