Table Of Content

Literature & Composition Reading (cid:129) Writing (cid:129) Thinking Carol Jago Santa Monica High School, California Renée H. Shea Bowie State University, Maryland Lawrence Scanlon Brewster High School, New York Robin Dissin Aufses Lycée Français de New York Bedford/St. Martin’s Boston (cid:129) New York JJAAGG__8888006633__0000__FFMM__pppp__ii--xxxxxxvviiiiii..iinnddii ii 44//2299//1100 1122::0066::1122 PPMM For Bedford/St. Martin’s Developmental Editor: Nathan Odell Senior Production Editor: Bill Imbornoni Production Supervisor: Jennifer Peterson Marketing Manager: Daniel McDonough Art Director: Lucy Krikorian Text Design: Linda M. Robertson Copy Editor: Jamie Thaman Indexer: Kirsten Kite Photo Research: Helane Prottas Cover Design: Donna Dennison Cover Art: The Phillips Collection, Washington, D.C. Composition: Glyph International Printing and Binding: Worldcolor/Taunton President: Joan E. Feinberg Editorial Director: Denise B. Wydra Editor in Chief: Karen S. Henry Director of Development: Erica T. Appel Director of Marketing: Karen R. Soeltz Director of Editing, Design, and Production: Susan W. Brown Assistant Director of Editing, Design, and Production: Elise S. Kaiser Managing Editor: Shuli Traub Library of Congress Control Number: 2010925397 Copyright © 2011 by Bedford/St. Martin’s All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, except as may be expressly permitted by the applicable copyright statutes or in writing by the Publisher. Manufactured in the United States of America. 2 3 4 5 6 15 14 13 12 11 10 For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116 (617-399-4000) ISBN-10: 0-312-38806-3 ISBN-13: 978-0-312-38806-5 Acknowledgments Acknowledgments and copyrights appear at the back of the book on pages 1510–1517, which constitute an extension of the copyright page. It is a violation of the law to reproduce these selections by any means whatsoever without the written permission of the copyright holder. JJAAGG__8888006633__0000__FFMM__pppp__ii--xxxxxxvviiiiii..iinnddiiii iiii 1111//2233//1100 88::2299::0033 PPMM To Michael and James Jago Bertha Vogelsang Bahn Kate and Michael Aufses Alison, Lindsay, Maura, & Kaitlin, and to Mary-Grace JJAAGG__8888006633__0000__FFMM__pppp__ii--xxxxxxvviiiiii..iinnddiiiiii iiiiii 44//2299//1100 1122::0066::1133 PPMM This page left intentionally left blank JJAAGG__8888006633__0000__FFMM__pppp__ii--xxxxxxvviiiiii..iinnddiivv iivv 44//2299//1100 1122::0066::1133 PPMM About the Authors Carol Jago taught AP Literature and was department chair at Santa Monica High School for thirty-two years. She has served on the AP Literature Development Committee and as a content advisor on AP Central. She is the author of many books, includ- ing With Rigor for All: Teaching the Classics to Contemporary Students; Beyond Standards: Excellence in the High School Eng- lish Classroom; and four titles in the NCTE High School Litera- ture series. In 2010, Carol is the president of NCTE and an advisor for the Common Core State Standards Initiative. Renée H. Shea is professor of English and Modern Languages at Bowie State University and former Director of Composition. She is coauthor of The Language of Composition: Reading (cid:129) Writing (cid:129) Rhetoric and two titles in the NCTE High School Literature series on Amy Tan and Zora Neale Hurston. She has been a reader and question leader for both AP Literature and Language readings. Lawrence Scanlon taught at Brewster High School for more than thirty years. Over the last fi fteen years he has been a reader and question leader for the AP Language exam. As a College Board consultant in the U.S. and abroad, he has conducted AP workshops in both Language and Literature, as well as serving on the AP Language Development Committee. Larry is coauthor of The Language of Composition: Reading (cid:129) Writing (cid:129) Rhetoric and has published articles for the College Board and elsewhere on composition and curriculum. Robin Dissin Aufses is director of English Studies at Lycée Français de New York. She is coauthor of The Language of Com- position: Reading (cid:129) Writing (cid:129) Rhetoric. Robin also has published articles for the College Board on the novelist Chang Rae Lee and the novel All the King’s Men. v JJAAGG__8888006633__0000__FFMM__pppp__ii--xxxxxxvviiiiii..iinnddvv vv 44//2299//1100 1122::0066::1133 PPMM This page left intentionally left blank JJAAGG__8888006633__0000__FFMM__pppp__ii--xxxxxxvviiiiii..iinnddiivv iivv 44//2299//1100 1122::0066::1133 PPMM Preface W hy read literature? To many of us, that question seems as strange as ask- ing “why breathe?” Literature has been part of our life, family, school, and community for as long as we can remember. Of course, there are those who argue that what today’s students need is preparation for the “real world,” but in the push for practical university and workplace preparedness we sometimes overlook the importance of educating students’ imaginations. Literature offers windows to worlds outside students’ experience as well as mirrors onto the world they already know. Literature also prepares students for the personal challenges and moral dilemmas they are likely to face. How better to refl ect on the demands of contemporary life than to study William Wordsworth’s “The World Is Too Much with Us” alongside Nathalie Handal’s “Caribe in Nueva York”? And does not the proffered wisdom of William Shakespeare, Emily Dickinson, Seamus Heaney, and Rita Dove provide important preparation for surviving and thriving in this complex world? Literary analysis is an intellectual discipline that hones students’ thinking by requiring them to probe a text deeply and analyze the means that writers employ to achieve their effects. Along with preparing students for the rigors of an * Advanced Placement exam, learning how to analyze text and articulate a per- spective prepares students for life, both in academia and in the workplace. This preparation and exploration are what we hope to achieve in Literature & Compo- sition by specifi cally targeting the skills and habits of mind that are the keys to success in an Advanced Placement Literature course. Features of the Book The opening chapters introduce strategies and scaffolding that guide students toward deep reading of diffi cult texts while fostering an understanding of key literary terms and analytical techniques. We understand that high school teachers are in the classroom every single day, and with that in mind we designed these opening chapters to be highly instruc- tional and activity-oriented. *AP and Advanced Placement Program are registered trademarks of the College Entrance Exam- ination Board, which was not involved in the publication of and does not endorse this product. vii JJAAGG__8888006633__0000__FFMM__pppp__ii--xxxxxxvviiiiii..iinnddvviiii vviiii 44//2299//1100 1122::0066::1133 PPMM viii PREFACE (cid:129) Chapter 1, “Thinking about Literature,” introduces the study of literature and the approaches and habits of mind that lead to both insightful analysis and enjoyment. (cid:129) Chapter 2, “Close Reading: Analyzing Poetry and Passages of Fiction,” introduces students to close reading strategies that reveal how the elements of style create meaning in fi ction and poetry. Students are also introduced to the process of writing a close analysis, and a comparison and contrast of two poems. (cid:129) C hapter 3, “The Big Picture: Analyzing Fiction and Drama,” teaches students to analyze the major elements of fi ction and drama and then discuss them thoughtfully in an interpretive essay. (cid:129) Chapter 4, “Entering the Conversation,” guides students through the process of using multiple texts to write about literary, cultural, and historical issues. These approaches to reading and writing are revisited repeatedly in the subse- quent thematic chapters through the discussion and close reading questions that follow each piece of literature, as well as in the Conversation, Student Writing, and Writer’s Craft sections at the end of each thematic chapter. The literature in this book is organized thematically to foster classroom conversation and promote connections between and among texts. The themes in this book — Home and Family, Identity and Culture, Love and Relationships, Conformity and Rebellion, Art and the Artist, Tradition and Progress, and War and Peace — are those our students have found engaging, and they can easily be adapted for use with longer works of literature. We know from our own experience, as well as from research such as the National Endowment for the Humanities “Reading at Risk” report, that many students today are not reading poetry, fi ction, and drama with the same enthusiasm as previous generations; however, students remain interested in big questions — social, political, eco- nomic, aesthetic, and literary. The thematic arrangement of this book offers them the opportunity to consider such questions through the eyes of William Shake- speare and Naomi Shihab Nye, Homer and Walt Whitman, Franz Kafka and Gwendolyn Brooks, whose literary texts offer compelling perspectives on complex human issues. As students grapple with these issues, they read the literature closely and even reread one text in light of another. Each thematic chapter includes a wide variety of classic and contemporary fi ction, poetry, drama, nonfi ction, and visual texts that are rich, rigorous, and appealing to sixteen- to eighteen-year-olds. A Classic Text and a Modern Text of signifi cant literary merit begin and anchor each thematic chapter. These works invite students to delve deeply into the theme, JJAAGG__8888006633__0000__FFMM__pppp__ii--xxxxxxvviiiiii..iinnddvviiiiii vviiiiii 44//2299//1100 1122::0066::1144 PPMM PREFACE ix forming a foundation for interpreting the stories and poems in the rest of the chapter. The Classic Texts challenge students to read literature from an earlier time, written for a very different audience, with syntax and vocabulary that may be unfamiliar. These Classic Texts, which include such works as Heart of Dark- ness, Hamlet, and The Importance of Being Earnest, enlarge students’ background knowledge by offering windows into other times and other worlds. The Modern Texts range from selections written by late twentieth-century writers, such as James Baldwin and Flannery O’Connor, to pieces written by celebrated contemporary authors such as Edwidge Danticat and Jhumpa Lahiri. The Classic and Modern Texts are followed by a collection of short stories and poems that span the ages, drawing from diverse authors who offer varying interpretations of the chapter’s theme. Bridging the old and new emphasizes that many questions and issues — about the nature of war, or the role of the artist, for example — have captivated and puzzled humanity through the ages and across cultures. Contemporary literary voices such as Billy Collins, Sandra Cisneros, and Sherman Alexie are living proof that these issues continue to be vital. Probing questions after each selection guide students’ reading and scaffold their emerging interpretation of the works. The Classic and Modern Texts are followed by these types of questions: (cid:129) Questions for Discussion invite students to investigate the text, probing the work for meaning, and direct students’ attention to important ideas in the story, poem, or play. (cid:129) Questions on Style and Structure get students to focus on the technical and artistic aspects of the work. Responding to these questions will help students begin to analyze the tools writers employ to achieve an effect and prepare them for the kinds of essay and multiple-choice questions they will face on exams. (cid:129) Suggestions for Writing offer students multiple opportunities to use writing to explore their developing understanding of a text. In every set of writing suggestions, students are offered one or more questions resembling those on the AP exam, and in some cases students are asked to try their hand at the techniques the author has used. Other selections in the book are accompanied by Exploring the Text questions that call for close careful reading and ask students to discuss and interpret the work. These questions allow students to practice what they have learned in the opening chapters and to broaden their experience of literature. Suggestions for Writing at the end of each chapter are prompts for longer writing projects. Most require the use of multiple literary sources — an important skill in college classes. JJAAGG__8888006633__0000__FFMM__pppp__ii--xxxxxxvviiiiii..iinnddiixx iixx 44//2299//1100 1122::0066::1144 PPMM