How to Prepare for the Midyear Exam

Section 1: General Academic and Subject Specific Vocabulary
* Know and be able to apply the following vocabulary lists found here:

General Academic Vocabulary
* Adjectives to describe satirical/humorous/ironic/sarcastic tones
* Adjectives and verbs to discuss personal essays
* Lord of the Flies vocabulary

Subject Specific Vocabulary
* Vocabulary about vocabulary
* Vocabulary about sentences
* Vocabulary (and an acronym) about discourse
* Vocabulary about satire
* Vocabulary about personal narratives
* Vocabulary about Hamlet and Elizabethan Drama
* Vocabulary about Lord of the Flies and allegorical novels
* Additional vocabulary about rhetoric and argument

Study cards can be an effective learning strategy.
Quizlet and Study Blue are tools that your peers recommend.

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Section 2: Identifying Sentence Errors
* Study the SAT Identifying Sentence Errors handout and the How We Use Language: Style and Conventions (Semester One) handout.

* Review your own writing for common errors.
* Practice identifying sentence errors at the College Board website. Click here.


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Section 3: AP English Language rhetorical analysis multiple choice
* Study subject specific vocabulary (See above)
* Use multiple choice strategies (including reading questions before reading the passage, reading the passage and the questions actively, eliminating obviously wrong answers, learning from other questions in the section, choosing the best answer available) 
* Practice AP English Language multiple choice questions here (pages 18-34, answers on 34) 

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Section 4: AP English Language rhetorical analysis essay (Q2) 
* Review comments on your prior Q2 essays (both in class and take home): "On Seeing England for the First Time" (take home), "A Brief Study of the British" (in class), and Hamlet passage (in class).  
* Look at Q2 prompts, scoring guides, and sample responses here. 

Good luck!!!!! Or, "break a leg!" 

Self- and Peer-Assessment of Your William Golding letter

Lord of the Flies Expository Letter Writing Assignment

Imagine that you are William Golding. From his point of view write a letter to the students of Gloucester High School explaining how the character(s) you have focused on (Ralph, Piggy, Jack, Simon, Roger, Sam and Eric, the littluns, etc.) and the visual motif you have focused on (the island, shell, glasses, fire, rocks, pigs, the beast, the boys’ appearance, etc.) contribute to the meaning of the novel. You will write a single letter that will explain the significance of both the character and the motif. Circle the character and visual motif you have written about.

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Self/Peer Assessment: I expect that you self-assess your letter and that you have a classmate peer-assess the letter. The revision history and comments in Google Docs will provide evidence of the self- and peer-assessment. (For peer-assessment share the document with a peer.)

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Introduction. (The purpose of the introduction is to engage the reader with a big idea essential to the thesis and to let the reader know what the letter will be about.)

Find and comment on the opening big idea (also known as a theme or exploration of a question) relevant to the novel and to the world beyond the novel that leads into the rest of the essay.  (This opening big idea might include information about Golding’s life (World War II and/or teaching). It might also include your essential question. Give yourself and a peer feedback on this opening. How engaging is it? How relevant is it?

Find and comment on the transition between the big idea and the thesis.  Give your peer feedback on this transition.

Find and comment on the thesis statement or statements. This thesis is a clear, bold, insightful, nuanced, precise response to the prompt: How does Golding use a particular character and a particular motif (or symbol) to develop a theme (or meaning or a big idea or a response to an essential question)? There might be separate statements about the character and the motif , there might be a single statement involving both. Give yourself and a peer  feedback on this thesis. How clear is the thesis? How nuanced, insightful, and precise?  

In your draft the big idea, transition, and both parts of the thesis should be labeled and annotated.   

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Body Paragraphs. (The purpose of a body paragraph is to develop and support a part of the thesis.)

Figure out and comment on the organization of the paragraphs. (Is there a big lump of a paragraph about the character, followed by another big lump about the motif? Is Golding’s use of the character developed in a series of chronological paragraphs, followed by another series of another series of chronological paragraphs about the motif? Is the development of the character and motif blended together into a series of chronological paragraphs? Or, is there another organizational system at work.)

Identify and comment on the transitions between paragraphs.

Identify and comment on the statement at the beginning or near the beginning of each paragraph that indicates exactly what part of the thesis that paragraph will develop.  These statements are called “topic sentences” or “mini-theses” or “body points”. Is the topic sentence clear, nuanced, insightful, precise? In the rest of the paragraph has the writer kept the promise made in the topic sentence/mini-thesis/body point? Give yourself and a  peer feedback on the topic sentences/mini-theses/body points.  

Within each paragraph you need supporting evidence (including direct quotations) to illustrate how Golding uses the character and motif to develop a theme. Identify and comment on the supporting evidence. Is the evidence specific? Is it relevant? Is it thorough—or has the writer neglected significant, relevant parts of the text? Is the evidence integrated into the writer’s own sentences or is there an over-reliance on block quoting? Mark the evidence. Comment as necessary. Give yourself and your  peer feedback on the evidence.  

Development: Here is the heart of this writing task. You need to explain clearly and convincingly how the evidence supports your thesis. Identify and comment on the explanations. Is each piece of supporting evidence connected to the thesis? Is each explanation clear? Is each explanation focused on supporting and developing the thesis? Is each explanation accurate? Is each explanation thoroughly developed? Is each explanation convincingly developed? Is each explanation nuanced? Mark the explanation. Comment as necessary. Give yourself and you  peer feedback on the explanation.  

Notes on advanced writing:

Has the writer shown that changes in the character and changes in the motif/symbol contribute to the development of the theme/idea/response to the question? Or, has the writer treated the character and motif/symbol as static? If you're unsure look at the evidence. Is it all from one part of the book? Is it organized chronologically to show change and development as the book progresses?]

Has the writer explained nuances by looking closely at particular language choices in key passages? (Ralph "cradles" the shell as a father cradles a vulnerable child; Ralph's child, the democratic order, is near death, and Ralph, no longer the childish optimist of the first two chapters, wants to prevent its death.) Or, has the writer relied exclusively on broad, general statements about the character and/or motif? (E.g. The conch shell represents order and here is a quotation that shows that the conch shell represents order.)

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Conclusion. (The purpose of the conclusion is to drive home the point of the letter and to drive home the significance of that point.) Find and comment on the conclusion. Does the writer return to the letter’s central thesis? Does the letter return to the fundamental, essential big idea, which is important both within the novel and beyond the novel? Have you skillfully woven the big idea together with your thesis? Mark where you see the big idea and the thesis in the conclusion. Comment as necessary. Give yourself and your peer feedback on the conclusion.  

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Style. Comment on the letter’s style. Has the writer created logical transitions between the paragraphs? Has the writer written in first person from William Golding’s point of view? Has the writer tried to incorporate elements of William Golding’s writing style (varied sentence structure, formal word choices, somber tone)? Comment on the particular elements  Has the writer incorporated elements of William Golding’s experiences? What words has the writer used from the Lord of the Flies vocabulary list? Self: Comment as necessary. Peer: Give your peer feedback on the style.  

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English Language and Letter Writing Conventions. Comment on the writer’s use of conventions. Does the letter have any run-on sentences, incomplete sentences, or homophone errors? Where? Does the letter include an appropriate opening salutation and an appropriate closing? Find and comment.  Does the letter use appropriate letter writing spacing? (Do you think an informal or business format is more appropriate?)  Does the letter use appropriate quotation conventions? Does the letter observe other capitalization, punctuation, usage, and grammar conventions? Ask questions if you have them. Self: Edit as necessary. Peer: Give your peer feedback on the use of conventions.  

Finally…

Look over the self and peer assessment comments.

Read the essay aloud using a one-foot voice.

Revise and proofread your letter accordingly. (The letter should embody the best writing you are currently capable of producing.)

A final draft is due by class time Friday, January 24. (If this presents a problem email me immediately.)
Turn in a hard copy of the final draft.
You can show the self- and peer-assessment either in the shared document or by handing in a hard coy.

Lord of the Flies End-of-Unit Assessments

(1) Lord of the Flies Vocabulary quiz
Make study cards.
The quiz is on Friday, January 17.

(2) Lord of the Flies Characters, motif, events, and lenses quiz
Study reading checks, your own reading notes, and lens notes.
The quiz is on Tuesday, January 21.

(3) Lord of the Flies Analysis of a character and visual motif (symbol)
A complete draft must be shared with me by class time on Wednesday, January 22.
Revisions will be accepted until Friday, January 24 at midnight.
Final draft is due by class time on Friday, January 24. (See me if this presents a problem.)

Imagine that you are William Golding. From his point of view write a letter to the students of Gloucester High School explaining how Golding develops a particular character* and a particular visual motif to explore an essential question about the human condition**. You will write a single letter explaining Golding's use of both the character and the motif. (Remember that in the letter you will pretend to be Golding.)

Support your explanation of the character’s and the motif’s significance by citing places in the novel where you, as Golding the author, use the character to develop the novel’s meaning and specific places where you, as Golding, use the motif to develop the novel’s meaning**. Make sure you thoroughly and insightfully explain how the parts -- the particular uses of the character(s) & object(s) -- contribute to the meaning of the novel as a whole**.

* Or, pair of characters (Sam and Eric) or group of characters (littluns)

**Think of "explore an essential question about the human condition" as a different way of saying "develop a theme" or "develop the novel's meaning." Make sure the essential question is one that you think is central (or essential or fundamental) to the novel.]

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Special considerations because you're writing as Golding...

(1) Consider what Golding has said about his mankind and his novel.

When thinking about Golding’s point of view and Golding’s purpose in constructing the novel, consider some statements Golding has made about the novel.

“I believe that man suffers from an appalling ignorance of his own nature.”

“The theme (of Lord of the Flies) is an attempt to trace the defects of society back to the defects of human nature. The moral is that the shape of society must depend on the ethical mature of the individual and not on any political system however apparently logical or respectable.”

For more of Golding's views you'll find his Nobel Lecture at nobelprize.org.

(2) Consider Golding's life.
The following is an excerpt from the Nobel Prize website. (Golding won the Nobel Prize in Literature in 1983.)

"Taught at Bishop Wordsworth's School, Salisbury. Joined the Royal Navy in 1940 and spent six years afloat, except for seven months in New York and six months helping Lord Cherwell at the Naval Research Establishment. He saw action against battleships (at the sinking of the Bismarck), submarines and aircraft. Finished as Lieutenant in command of a rocket ship. He was present off the French coast for the D-Day invasion, and later at the island of Walcheren. After the war he returned to teaching [until 1962], and began to write again. Lord of the Flies, his first novel, was published in 1954."

You have additional biographical notes here.

(3) Consider Golding's writing style, particularly his syntax and diction. 

Use sentence structures and word choices characteristic of Golding’s way of writing. (In other words, identify and mimic a few sentence structures used by Golding. Also, use words from the vocabulary list!

Lord of the Flies Chapters 10-12

By class time on Tuesday, January 14, read and take notes on chapters ten, eleven, and twelve of Lord of the Flies.

Take notes on the following characters and visual motifs (symbols) in relation to the essential questions below them:

Significant recurring characters (as determined by last year's students) Piggy Simon Jack Ralph Roger Sam and Eric Robert, Maurice, Bill Littluns: boy with mulberry birthmark, Johnny, Percival, Henry Take notes on how the characters are first introduced, how they are described, what they say,  what they think, what they do, what others say about them. What conflicts--internal and external--are the characters involved in? How do the characters change, evolve, develop? How might the descriptions, actions, thoughts, changes be allegorical (symbolic)? What does all of this have to do with the big questions about human existence that the novel explores?

Significant visual motifs (as determined by last year's students) * Glasses/specs * Butterflies (and/or maybe other small creatures) * Fire * Conch/shell * Pigs/boar/sow/Lord of the Flies * Places on the island (places of power, Simon's place, the "scar")  * Vegetation on the island: creepers, candle buds * Painted faces/mask * Other aspects of the boys' appearance: hair, clothing * Shelters/hut * Rock * Stick sharpened at both ends *Beast(s)/monster(s) Take notes on how the visual motifs are first introduced, how they are described, how they are used, what characters say about them, what characters think about them. (Notice the motifs in the chapter titles!) What conflicts--internal and external--are the motifs involved in?  How do the visual motifs change, evolve, develop? How might the descriptions, uses, and thoughts about the motifs be allegorical (symbolic)? What does all of this have to do with the big questions about human existence that the novel explores?

Essential questions William Golding said, "I believe man suffers from an appalling ignorance of his own nature." What is human nature (in your view, in Golding's view)? If we are ignorant of our own nature as Golding claims, what effect does that ignorance have on lives (your life, the lives in the novel)? Can we replace ignorance with understanding? How? (What does your experience suggest? What does the novel suggest?) William Golding wrote that the theme of Lord of the Flies "is an attempt to trace back the defects of society to the defects of human nature...the shape of society must depend on the ethical nature of the individual and not on any political system." What does Golding mean by "defects in society" and "defects in human nature"? How do defects in our nature create defects in our civilization? (Consider the world outside the novel and inside the novel.) What can be done about these defects? (What do you think? What does the novel suggest?) Key words/concepts to use to create your own essential question: fear / control / reason / charisma / intuition / impulse / cruelty / kindness / needs / desires / hope / pessimism / extroversion / introversion / power / responsibility / violence / isolation / connection / ignorance / understanding / order / chaos [I took these words from the discussion we had about the O'Maley experiment added a few of my own]

3. Be prepared for a simple quiz about setting, plot, characters, and visual motifs (symbols) in relation to themes. (Chapter titles can be very helpful to organize your thoughts about the book.)

4. Prepare for a Socratic Seminar. Do the following and share it with me in a document entitled "LotF Socratic Seminar chapters 10-12". Plagiarism (copying or paraphrasing other people's ideas) will result in a zero on this assignment. 

• Choose an essential question from above that Lord of the Flies addresses or use the words above to create an essential question of your own. 

• Choose a character that Golding uses to explore the question. [It is often very rewarding to write about the less obvious characters.]
• Find two or more passages in the novel in which Golding uses the development of the character to explore the question. Include page numbers.
• Further prepare for the discussion by explaining how Golding uses the character to explore the question in each passage.

• Choose a visual motif that Golding uses to explore the question. [It is often very rewarding to write about the less obvious visual motifs.]
• Find two or more passages in the novel in which Golding uses the development of the visual motif to explore the question. Include page numbers.
• Further prepare for the discussion by explaining how Golding uses the visual motif to explore the question in each passage.

Lord of the Flies Chapters 7-9

1. Add to your "LotF O'Maley Experiment" document by writing about what is happening in the school a week into being trapped there. When writing transpose a character and (version of) a symbol from Lord of the Flies into O'Maley. You can write from a third-person objective point of view, the first-person point of view of the character from Lord of the Flies, or the first-person point of view of the eighth grade version of yourself.

2. By class time on Friday, January 10, read and take notes on chapters seven, eight, and nine of Lord of the Flies.

Take notes on the following characters and visual motifs (symbols) in relation to the essential questions below them:

Significant recurring characters (as determined by last year's students) Piggy Simon Jack Ralph Roger Sam and Eric Robert, Maurice, Bill Littluns: boy with mulberry birthmark, Johnny, Percival, Henry Take notes on how the characters are first introduced, how they are described, what they say,  what they think, what they do, what others say about them. What conflicts--internal and external--are the characters involved in? How do the characters change, evolve, develop? How might the descriptions, actions, thoughts, changes be allegorical (symbolic)? What does all of this have to do with the big questions about human existence that the novel explores?

Significant visual motifs (as determined by last year's students) * Glasses/specs * Butterflies (and/or maybe other small creatures) * Fire * Conch/shell * Pigs/boar/sow/Lord of the Flies * Places on the island (places of power, Simon's place, the "scar")  * Vegetation on the island: creepers, candle buds * Painted faces/mask * Other aspects of the boys' appearance: hair, clothing * Shelters/hut * Rock * Stick sharpened at both ends *Beast(s)/monster(s) Take notes on how the visual motifs are first introduced, how they are described, how they are used, what characters say about them, what characters think about them. (Notice the motifs in the chapter titles!) What conflicts--internal and external--are the motifs involved in?  How do the visual motifs change, evolve, develop? How might the descriptions, uses, and thoughts about the motifs be allegorical (symbolic)? What does all of this have to do with the big questions about human existence that the novel explores?

Essential questions William Golding said, "I believe man suffers from an appalling ignorance of his own nature." What is human nature (in your view, in Golding's view)? If we are ignorant of our own nature as Golding claims, what effect does that ignorance have on lives (your life, the lives in the novel)? Can we replace ignorance with understanding? How? (What does your experience suggest? What does the novel suggest?) William Golding wrote that the theme of Lord of the Flies "is an attempt to trace back the defects of society to the defects of human nature...the shape of society must depend on the ethical nature of the individual and not on any political system." What does Golding mean by "defects in society" and "defects in human nature"? How do defects in our nature create defects in our civilization? (Consider the world outside the novel and inside the novel.) What can be done about these defects? (What do you think? What does the novel suggest?) Key words/concepts to use to create your own essential question: fear / control / reason / charisma / intuition / impulse / cruelty / kindness / needs / desires / hope / pessimism / extroversion / introversion / power / responsibility / violence / isolation / connection / ignorance / understanding / order / chaos [I took these words from the discussion we had about the O'Maley experiment added a few of my own]

3. Be prepared for a simple quiz about setting, plot, characters, and visual motifs (symbols) in relation to themes. (Chapter titles can be very helpful to organize your thoughts about the book.)

4. Prepare for a Socratic Seminar. Do the following and share it with me in a document entitled "LotF Socratic Seminar chapters 7-9". Plagiarism (copying or paraphrasing other people's ideas) will result in a zero on this assignment. 

• Choose an essential question from above that Lord of the Flies addresses or use the words above to create an essential question of your own. 

• Choose a character that Golding uses to explore the question. [It is often very rewarding to write about the less obvious characters.]
• Find two or more passages in the novel in which Golding uses the development of the character to explore the question. Include page numbers.
• Further prepare for the discussion by explaining how Golding uses the character to explore the question in each passage.

• Choose a visual motif that Golding uses to explore the question. [It is often very rewarding to write about the less obvious visual motifs.]
• Find two or more passages in the novel in which Golding uses the development of the visual motif to explore the question. Include page numbers.
• Further prepare for the discussion by explaining how Golding uses the visual motif to explore the question in each passage.