Course Description

Bring The Sound and the Fury to class so we can start working with it on Monday and Tuesday.  Go back to the earlier announcement for the semester exam review and use it for AP Exam review.  Continue to work on Bedford Reader assignments on the nights you have the books at home.  We will be selecting our final book soon.  You can check out the previous list in the 4th quarter folder.

Group 1: Psychological/Psychoanalytical
Group 2: Marxist/Economic Determinist
Group 3: Topical/Historical
Group 4:Archetypal/Symbolic/Mythic
Group 5: Moral/Intellectual
Group 6: Feminist/Gender


As you read The Sun Also Rises, keep your critical approach in mind.  Annotate your book as you see concrete details that will support a reading through your critical perspective.  If you don't have the handout explaining your critical perspectives at home,  you can do a little research on the Internet.  I have added several links to the right of the Fusion page.

I hope you are enjoying the snow!  If you want to get ahead so your return to school is less stressful, consider working on any of the following:

If possible, pick up a copy of Ernest Hemingway’s The Sun Also Rises and begin reading.  We will be focusing on six different critical perspectives as we read this text.  Each group will read from a different critical perspective: feminist, topical/historical, psychological/psychoanalytic, Marxist/economic determinist, archetypal/symbolic/mythic, and moral/intellectual.  You read about these in an article I distributed during first quarter.  The author discussed these critical perspectives as they relate to Hawthorne’s short story, “Young Goodman Brown.”  If you contact your group members, you can send me an email request for the perspective you prefer.  Send me a second choice in case another group is faster than you are.

Divide the second set of literary terms in your syllabus into six sections.  Assign them in order to each of the six groups.  Assign them to your group members, and ask someone to be the liaison (receive emails from group members and email total list to me).  Send me words, definitions, and examples.

Each group will also be responsible for reading a section of literary history background in your textbook.  I assigned this in one class but not the other. Group 1 will be responsible for Unit 1, Group 2 for Unit 2, etc.  Read the pages at the beginning of each Unit (before the actual story and poem selections) and take notes.  Later each group will be responsible for a presentation to the class, during which you will teach the class the important information from your section.

We will finish reading The Night Thoreau Spent in Jail whenever we return to class.  Remember to complete your responses to the quotes you picked out from the play.  You need 150 words minimum per quote in which you connect the quote to yourself personally and to today’s society.  I will collect this as soon as I see you at the beginning of class.  Be sure you can also show me that you started your character list with notes on what they stand for, what they believe in, and the roles they play.  I will check your progress on these, but I won’t collect them until after the quiz.  The list should help you prepare for the quiz, which will take place the day after we finish reading the play.

 

Of course reading and writing for pleasure, snowman building, and sledding are also encouraged!

 

A sample synthesis question (the one I showed you in class) can be found at the following address:  http://apcentral.collegeboard.com/apc/public/repository/ap05_englang_synthesi_46827.pdf 

 If you were finishing your test, you might not have gotten to see it in class.  You may come after school Monday or Tuesday, or you may find the question at the above link.  

 You are most prepared for this question because of the length of time we spent on the research paper.

 APLC Exam

• 1 55-minute Synthesis Essay (like research paper and DBQ)

To prepare for this essay, go to the following website and read the article, “Preparing for the Synthesis Question: Six Moves Toward Success”: http://apcentral.collegeboard.com/apc/members/courses/teachers_corner/51307.html

Remember you are formulating your own thesis in response to the question and supporting your thesis with material from the sources. You are not summarizing sources. Don’t forget to document your sources.

• 1 40-minute Passage Analysis Essay (like Civil War, Arthur Miller, and Gatsby Timed Writings—asks you to analyze devices and to explain how they communicate meaning).  

To prepare for this essay, study your literary terms from the recent test. You might also look at the future terms in your syllabus just to refresh you memory on the ones you know.  

Remember to consider the following on any passage analysis:
o The three appeals: Logos (logical or rational appeal), Pathos (Emotional appeal) and Ethos (Ethical appeal)
o SOAP (Subject, Occasion, Audience, Purpose; Go to the following website for additional help: http://sfhsenglish.com/English%20Handouts/SOAP.pdf) [Sometimes an “S” is added to make SOAPS. The final “S” indicates Speaker or Structure or Syntax.]
o Modes or Patterns of discourse to describe essay structure: Description, Narration, Cause & Effect, Classification, Definition, Comparison, Contrast, Exemplification, Evaluation
o When asked to write about Rhetorical Strategies & Devices, be sure to consider addressing Diction, Details, Figurative Language, Imagery, Symbolism, Tone, Syntax. Also consider how you can include any of the literary terms you know in your analysis of the passage.
o Be sure your thesis addresses both parts of the question: usually part is about tone, purpose, or meaning and part is about rhetorical strategies.

• 1 approximately 40-minute Take-Home Essay (asks you to draw on your own experience, knowledge, understanding of literature, history, current events, popular culture, etc. to support your thesis)
To prepare for this essay, go to the following website and read the article, “The English Language Exam: Developing an Argument”: http://apcentral.collegeboard.com/apc/members/features/8495.html

 Question 3

(Suggested time—40 minutes) 
This question counts for one-third of the total essay section score.)

A weekly feature of The New York Times Magazine is a column by Randy Cohen called “The Ethicist,” in which people raise ethical questions to which Cohen provides answers. The question below is from the column that appeared on April 4, 2003.

At my high school, various clubs and organizations sponsor charity drives, asking students to bring in money, food, and clothing. Some teachers offer bonus points on tests and final averages as incentives to participate. Some parents believe that this sends a morally wrong message, undermining the value of charity as a selfless act. Is the exchange of donations for grades O.K.?

The practice of offering incentives for charitable acts is widespread, from school projects to fund drives by organizations such as public television stations, to federal income tax deductions for contributions to charities. In a well-written essay, develop a position on the ethics of offering incentives for charitable acts. Support your position with evidence from your reading, observation, and/or experience.

Stop

End of Exam

Argument- a form of discourse when reason is utilized to manipulate the audience’s ideas or beliefs

Diction- the writer’s, narrator’s or speaker’s choice of vocabulary. Diction is a part of the writer’s style and is unique. It might be described as formal or informal, plain or ornate, common or technical, abstract or concrete.

Aphorism: A concise and often witty statement of wisdom or opinion
 
Connotation: the implying or suggesting of an additional meaning for a word or phrase apart from the literal or main meaning

Analogy (n): a similarity between like features of two things, on which a comparison may be based:

Exposition (n): dialogue, description that gives the audience or reader the background of the characters and the present situation.

Biography: a biography is a from of nonfiction in which a writer tells the life story of another person.

Character: A character is a person or an animal that takes part in the action of a literary work. The main character in a literary work is the one on whom the work focuses. Major characters in a literary work include the main character and any other characters who play significant roles. A minor character is one who does not play a significant character. A round character is one who is complex and multifaceted, like a real person. A flat character is one who is one-dimensional. A dynamic character is one who changes in the course of a work. A static character is one who does not change in the course of a work.

Antagonist-a character or force in conflict with the main character, or protagonist.

Flashback-a section of a literary work in that interrupts the chronological presentation of events to relate an event from an earlier time.

Climax - arrangement of words, phrases or clauses in an order of
increasing importance.

Allusion - a passing or casual reference; an incidental mention of
something, either directly or by implication.

Anaphora: repetition of the same word of group of words at the beginnings of successive clauses

FOIL: A character that serves by contrast to highlight or emphasize opposing traits in another character. For instance, in the film Chasing Amy, the character Silent Bob is a foil for his partner, Jake, who is loquacious and foul-mouthed.

DENOTATION: The minimal, strict definition of a word as found in a dictionary, disregarding any historical or emotional connotation.

Classicalism: An approach to literature and the other arts that stresses reason, balance, clarity, ideal beauty, and orderly form in imitation of the arts of ancient Greece and Rome

Definition: the meaning of a word

Essay: a paper written to share a story, persuade, or inform

Allegory: The representation of abstract ideas or principles by characters, figures, or events in narrative, dramatic, or pictorial form.

Ambiguity: doubtfulness or uncertainty of meaning or intention; an unclear, indefinite, or equivocal word, expression, or meaning

Autobiography-a form of non-fiction in which a person tells his or her own life story.

Conflict- a struggle between oppossing forces. sometimes this struggle is internal, or within a character. at other times, this struggle is external, or between a character and an outside force. conflict is one of the primary elementsof narritive literature because of plots developed from conflicts.


25) Harlem Renaissance - a period in the 1920s when African-American achievements in art and music and literature flourished.

 

26) hyperbole - the use of an exaggerated term for the purpose of emphasis or heightened effect.

 

37) Oral Tradition – begins earlier in time, requires language but not a system of writing, based on memory and oral transmission, includes folklore, proverbs, chants, and ballads, uses strong rhythms and repetition to help memory, performer can vary presentation in response to audience, and material can change with each presentation, resulting in different versions.

38) Parable- A usually short fictitious story that illustrates a moral attitude or a religious principle

 42) Personification- A figure of speech in which a nonhuman subject is given human characteristics.

32) metaphor - a metaphor is a figure of speech in which one thing is spoken of as thought it were something else. the identification suggests a comparison between the two things that are identified, as in "death is a long sleep."
a mixed metaphor occurs when two metaphors are jumbled together. for example, thorns and rain are illogically mixed in "the thorns of life rained down on him."
a dead metaphor is one that has been overused and has become common expression, such as "the arm of the chair" or "nightfall."
 
33) motivation - a motivation is a reason that explains a character's thoughts, feelings, actions, or speech. characters are motivated by their values and by their wants, desires, dreams, wishes, and needs. sometimes the reasons for a character's actions are stated directly. at other times, the writer will just suggest a character's motivation.

27. Imagery: is language that evokes one or all of the five senses: seeing, hearing, tasting, smelling, touching

 

Example: “He struggled up to the surface and tried to cry out, but the wash from the speeding yacht slapped him in the face and the salt water in his open mouth made him gag."

 

 

39. Paradox: is like oxymoron in that both are built on contradictories, but paradox may not be a trope, because it involves not so much a “turn” of meaning in juxtaposed words as a “turn” of meaning in the whole statement.

 

Example: “Art is a form of lying in order to tell the truth.”

 

 

44. Plain style: An informal rhetorical term used to characterize speech or writing that is simple, direct, and unambiguous. In contrast to "grand" or "high" styles, the plain style does not rely heavily on figurative language and is commonly associated with the straightforward delivery of information.

 

Example: "I am disinclined to acquiesce to your request" is revealed to simply mean "No."

41) Pastoral- Poems that deal with rural setting, including shepherds and rustic life.

43) Persuasion- writing or speech that attempts to convince a reader to think or act in a particular way.

40) Parallel structure- repetition of grammatical structure.

28) Imagism- Imagism was a literary movement that flourished between 1912 and 1927. Led by Ezra Pound and Amy Lowell, the Imagist poets rejected nineteenth-century poetic forms and language. Instead they wrote short poems that used ordinary language and free verse to create sharp, exact, concentrated pictures.

29) Incongruity- Incongruity is the quality of being disagreeable; being unsuitable or inappropriate.

30) Irony- Irony is a contrast between what is stated and what is meant, or between what is expected to happen and what actually happens.

-use of a word in such a way as to convey an opposite to the literal meaning of the word.

Verbal Irony is a word or a phrase  that is used to suggest the opposite of its actual meaning.

Dramatic Irony is when there is a contradiction between what  character thinks and what the reader or audience knows.

Irony of Situation- an event occurs that contradicts the expectations of characters, of the reader, or of the audience.

Example: I’m so happy I have to take that test.

31) Local Color- local color is the use in a literary work of characters and details unique to a particular geographic area. It can be created by the use of dialect and by descriptions of customs, clothing, manners, attitudes, and landscapes. Local-color stories were especially popular after the Civil War, bringing readers the West of Bret Harte and the Mississippi River of Mark Twain.

 

23) FORESHADOWING: Suggesting, hinting, indicating, or showing what will occur later in a narrative. Foreshadowing often provides hints about what will happen next.

 

example: William Shakespeare's: Julius Caesar. The soothsayer warns of a specific date that the emperor will find himself in grave danger. "Beware the ides of March"

 

24) The Four forms of  Discourse are exposition, description, persuasion, narration.

 

34) Narrative: story told in fiction, non-fiction, poetry, or drama.
EX: The Great Gatsby is a narrative story.

35) Naturalism: literary movement among novelists at the end of the nineteenth century and during the early decades of the twentieth century.
EX: People who believed in naturalism viewed people as hapless victims of immutable natural laws.

36) Novel: long work of fiction
EX: The Great Gatsby is a novel.

 

 End of First Semester 2nd Period Schedule

Fri 1/8 Gatsby Ch. 7/Timed Writing
Tues. 1/12 Gatsby Final Day Ch’s 8/9 & Gatsby Quiz/Passage 7 MC Practice
Thurs. 1/14 Words of the Week Test
Tues. 1/19 Gatsby Timed Writing/Literary Terms Review
Thurs. 1/21 Literary Terms Test/ Exam Review
Mon. 1/25 Seminar Exam Review

EXAMS START 1/26
Take-Home Exam due on exam day

Woodbridge Senior High School Word of the Week

First Nine Weeks 2009-2010

Each week a new SAT word will be announced on the morning announcements. Each word will also be posted on the bulletin board in the main hallway and will be made available on the school Web Site. 

         

Week	SAT Term, Definition, Sentence
1	harbinger  n. [ hrbinjər ]  a sign of, forerunner ·       When I see crocuses in my garden it brings a smile to my face because it is a harbinger of spring and warmer weather is right around the corner.
2	tedium  n.   [ tdee əm ] boredom ·       I made a list of games we could play in the car so that the tedium of a   long car trip would not get to us
3	venerated  v.  [ vénnə ràyt ]   respected, admired ·       The Indian tribe venerated their ancestors.
4	zealous  adj. [ zélləss ]  eager, enthusiastic ·       She was so zealous in her desire to please that she often worked right through her lunch break.
5	belligerent  [ bə líjjərənt ] adj.   hostile, harsh ·       The belligerent group had to be restrained from breaking into     the president's office
6	eccentric [ ik séntrik, ek séntrik ] adj.   odd, strange ·       The old man was so eccentric that they were told not to "trick or treat" at his house.

 

 

 

 

 

7	labyrinth  [ lábbərìnth ] n.    maze ·       They went into the labyrinth at the amusement park and couldn't find their way out.
8	quandary  [ kwóndəree, kwóndree ] n.   a state of perplexity or uncertainty; a predicament.  ·       The traveler was in a quandary after he lost his map and wallet.
9	sagacious  [ sə gáyshəss ] adj.   wise, shrewd ·       His sagacious abilities made us listen when it came time to invest our money in the stock market.
10	capricious  adj.  [ kə príshəss, kə prshəss ] indecisive, fickle ·       Her capricious nature made it hard for her to move up the      corporate ladder.

Second Nine Weeks Word of the Week

1.     querulous  adj.  [ kwérrələss, kwérryələss ]  inclined to complain

The querulous child complained when his mom wouldn’t buy him ice cream.

2.     decorous   [ dékərəss, di káwrəss ] adj.   proper, polite, well-mannered

His decorous behavior made it easy for us to enjoy his company.

3.     insipid  [ in síppid ] adj.   dull, uninteresting, boring

She did not have many friends because of her insipid personality.

4.     mandate  [ mán dàyt ] n.  order

It is a state mandate that students take four years of a foreign language.

5.     ravenous  [ rávvənəss ] adj.   hungry, starving

The ravenous bears totally destroyed the campsite looking for food.

6.     temperate  [ témprət, témpərət ] adj.   moderate, mild gentle

His temperate reaction during this tragedy helped to keep the others calm and focused.

7.     elated  [ i láyt ] adj.   overjoyed, very happy

He was elated when he won the scholarship to the prestigious university

8.     notorious [ nō táwree əss, nə táwree əss ] adj.   well-known, usually for a bad quality or reason

The notorious criminal was finally caught with the help of very alert bank employees.

9.     obstinate  [ óbstinət ] adj.   stubborn

The little boy was obstinate about eating pizza; nothing could be said to convince him to eat anything else.

10. unscrupulous [ un skrpyələss ] adj.   dishonest

She was fired from her job because of her unscrupulous behavior at work.

Third  Nine Weeks Words of the Week

 

1.      wax  [ waks ] adj.   increase, grow

She was able to wax her bank account because she saved a lot of money

    2. adulation  n.[ àjjəláysh'n ] praise, respect, worship

She was received with such adulation that they gave her a   standing ovation.

3.      demonstrative  adj.  [ dimónstrətiv ] characterized by the open expression of emotion.

    The couple was very demonstrative, holding hands every chance they had.

 

4.       refined  adj.  [ rifnd ] polite, well-bred

All the teachers enjoyed having such refined students in their classes.

  

    5. virtuoso  n.  [ vùrchooṓssō, vùrchooṓzō ]  an expert

He was a virtuoso when it came to playing the piano.

6. brevity  n.  [ brévvətee ]  conciseness, shortness

We were thrilled with the brevity of all of the speeches, which gave us more time to enjoy all of the day’s festivities.

7.      denigrate  v.[ dénnigràyt ] to put down verbally, criticize

They tried to denigrate the image of the rock star but no one believed them.

8.      heinous  adj.  [ háynəss ]  horrible, disgusting

The heinous crimes in the park made us all very nervous

9.       meticulous  adj.  [ mətíkyələss ]  very careful, paying attention to details.

My father is very meticulous when it comes to balancing his checkbook

 

 

 

 

 

The next Eddas Coffee House is plugged in. The band will be announced soon. It takes place in the lower cafeteria between 6 and 9:30 p.m. Cost is $5 for admission or $4 if you are performing or displaying artwork. Please sign up in the Eddas room--preferably by January 15th. Coffee and refreshments will be on sale at the coffee house. 

 Each class day please bring in a new revision of your research paper. During class we will be working with peer reviews, rubric scoring, and assembly lines for correcting documentation and formatting errors. Before Thanksgiving, print out an extra copy of your paper to give to me. Write your name, email address, and cell phone on the top of the paper in case I need to reach you with information that can't wait until after the holiday. Currently the final deadline is Dec. 1 and 2. If this changes, I will let you know before Thanksgiving.

 If you missed class or were unprepared for class, you should complete the following with a partner from your English class.  You can do this at home or after school in my room or in the library, but you must spend at least one hour doing it.
1) Read each other's draft for the big ideas.
2) Read "Madman, Architect, Carpenter, Judge" and talk to your partner about what kind of feedback you are ready for.
3) Reread the partner's paper with a pen in your hand and ask questions in the margin.
4) Answer the Self Evaluation Questions on P. 17 of the syllabus about your paper.
5) Answer the Peer Evaluation Questions on p. 17 of the syllabus about your partner's paper.
6) With your partner, get out three highlighters.  Together, highlight assertions (thesis and topic sentences) in one color, concrete details in a second color, and commentary in a third color.  Discuss what you are highlighting and agree which color is appropriate for each sentence of your paper.  
7) Discuss your peer evaluations and your next steps for your paper.
8) Turn all of this in to Mrs. Hailey for full credit if you were absent and part credit if you were unprepared for class.

We have continued with the seminars on CiR.  We will have one more next class, and we will take a quiz on the book.  I will cover the last two chapters next week.   If you haven't earned many participation points for the discussions of other seminars, you could do a DEN for the chapters you're missing or write a response about the significance of the chapters if you want. 

 

For the research paper, we have a typed introductory paragraph due next class.  The hook should follow one of the types of introductions from p. 15 of your syllabus (but not inquisitive) or some other creative approach.  The thesis should be the last sentence of your introduction.  Between the hook and the thesis you should provide the most necessary background information.  Remember if you have a lot of "statement of fact" to include, you might need to detail that in the second paragraph.

 You will also have an opportunity to take a retest for the Writing Process Quiz if you stay after school Thursday, Friday, or Monday.  I will be in the computer lab on Thursday to help anyone who is behind.  Any student who is at school and is behind on research paper steps should go to the library after school.

 

Do you know a band? Are you a member of a band? Then submit a request to play at the Eddas Coffee House!

Currently looking for a band for the January 20th Coffee House.

Eddas 2010 Spirography can be ordered now for $10!  The cost when it arrives in June will be $12.

Eddas 2009 Qualia is still on sale!

Cost Now Reduced to $10

Purchase in the Eddas room or outside the cafeteria when sales are set up.

 

We will be in the computer lab working on a "dump draft" and an outline following the classical argument.  We'll start by writing for 15-20 minutes without notes in response to the following overall questions:  What do you believe about your topic?  Write as if you are trying to convince someone who doesn't know much about your topic to take your position on the topic.  Write as fast as you can without stopping.  If your fingers slow down and want to stop, then write I don't know what to write next until you think of something better.  Include whatever facts or approximate facts you remember, but don't worry if they are accurate at this time.

 

Once you do that, print it, and read it over.  Highlight the most important ideas you find in your writing.  Compare these ideas to the arguments you wrote on your first outline.  Should you add more arguments?  Should you revise your thesis?  Should you group your arguments in a different way?  If your thesis is three pronged, do those three prongs represent the best three subtopics or arguments to support your thesis?  Think about these questions as you move to the next outline step.

 

Type the word Outline at the top of a page.  Type the word Thesis followed by a colon (:) Type a revised thesis.  Then begin an outline based on the five parts of classical discourse:

I Introduction

A. Hook (Ingratiate yourself with your audience and catch their attention.):

B. Thesis (Inform readers of your perspective/point of view/arguable point on your topic in a single declarative sentence.)

II. Statement of Fact (Background Information, Definition of Terms and/or Criteria, Explanation of the Problem  (Will all of this fit in the introductory paragraph between your hook and your thesis?  Or will your paper require a second paragraph that expands the Statement of Fact?

A

B

C

Etc.

III. Refutation (How will you refute the opposition’s arguments?  Will you offer any concessions? (accept that the opponent is right to some extent about anything?  Will you address all refutation early in your paper, or will you address different points as you proceed through your paper?

A

B

C

Etc.

IV. Affirmation (What are your major arguments in support of your thesis?  How will you support each of your arguments with evidence from your research?

A

B

C

D

Etc.

 

V. Conclusion

A. Remind readers of your major arguments

B. Reflect on the significance of ideas in your paper.

C. Relate out to your audience.

 

 

 The Great Gatsby Responses & DEN’s for Class Discussion
The entire collection of responses & DEN’s should be submitted on the Chapter 9 due date. We do insist that you write each assignment as you finish each chapter. Do not read the entire novel and then do all the assignments. Double-Entry Notebook assignments must include 10-12 items with commentary & page #’s. You should rank items according to the strategy of the literary seismograph. Response assignments should be a minimum of 300 words. Embed brief quotes from the text in your responses.

Chapter 1 DEN w/ seismograph numbers
Chapter 2 Discuss the ideas of breeding and social class in chapter 2.
Chapter 3 Discuss the development of Nick’s perception of Gatsby in chapter 3
Chapter 4 DEN w/ seismograph numbers
Chapter 5 Analyze the passage at the end of chapter 5 that begins with “As I went over to say goodbye,” and goes to the end of the chapter. Draft an essay that explains the significance of the passage in relation to major themes in the novel and describes the stylistic techniques Fitzgerald uses to get his point across. Remember to integrate your discussion of theme and techniques rather than addressing them separately. Since this is an AP practice assignment, try to limit your time to 40 minutes.
Chapter 6 Discuss how this chapter sheds light on Gatsby’s character.
Chapter 7 DEN w/ seismograph numbers
Chapter 8 DEN w/ seismograph numbers
Chapter 9 In Gatsby, Nick makes the observation that “No amount of fire or freshness can challenge what a man will store up in his ghostly heart.” In other words, reality can never measure up to the dreams we create for ourselves. Drawing on your own reading, observation, or experience to develop your position, defend, challenge or qualify Nick’s assertion.

OCR Set 1
The article for the first in-class response will be provided in class. You will write a longer response, more like an in-class essay, in 40-60 minutes, depending on time available. Dates will vary for each class.

OCR Set 2 
 Entry: Romanticism – After reading “Thanatopisis” and “The Raven,” identify the meter in which the poems are written and discuss the effect of this choice on the reader. The text will help you if you need a review of meter. Also discuss any other sound devices (alliteration, assonance, consonance, rhyme, slant rhyme, onomatopoeia, etc.) you notice in the poems. Additionally, all three of these authors are part of the Romantic movement. Review the definition of “Romanticism” from the notes you took in the first quarter and discuss how these authors’ works embody aspects of that definition. Consider each of the characteristics of Romanticism mentioned in the textbooks.
o Bryant: “Thanatopsis” [277] (150 words min.)
o Poe [gold 450-453]: “The Raven” [330] (150 words min.)

 Entry: Henry David Thoreau—During his life Thoreau wrote a great deal about individuality, society, and nature. Drawing on your own knowledge and experience, write a carefully reasoned essay defending, challenging or qualifying one of Thoreau’s quotes below:
o Any man more right than his neighbor constitutes a majority of one.—Civil Disobedience
o It takes two to speak the truth, one to speak and another to hear.—A Week on the Concord and Merrimack Rivers
o The perception of beauty is a moral test.—Journal. June 21, 1852
o That man is richest whose pleasures are the cheapest.—Journal, March 11, 1856
o Public opinion is a weak tyrant compared with our own private opinion. What a man thinks of himself, that is which determines, or rather indicates, his fate.—Walden. I, Economy
o Beware of all enterprises that require new clothes.—Walden. I, Economy
o There are a thousand hacking at the branches of evil to one who is striking at the root.—Walden. I, Economy
o To be awake is to be alive—Walden. II, Where I lived, and What I lived For
o Rather than love, than money, than fame, give me truth.—Walden. XVIII, Conclusion
 Entry: Transcendentalism—Read the following, and be prepared to write an in-class response.
o Emerson: “Self-Reliance” [online; see Documents]
o Thoreau
 from “Civil Disobedience” [416]
 from Walden [406]

APLC Course Syllabus & Handbook--Everything You Wanted to Know about AP Language & Composition