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

127 Pages·2005·0.49 MB·English
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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 10

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