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Chiz Web > AP English > Background Notes, Etc. > APSummer08  

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"Like a soul-devouring Sphynx..."
AP Summer '08

Flatland: An Introduction

My Flatland Section!

 . . . and in my nightly visions the mysterious precept, “Upward, not Northward,” haunts me like a soul-devouring Sphinx.

-Abbott

A few points to watch for as you read:

 

·         Structure

o       The first half is mostly essay/exposition; the second half is “story.”  Why would Abbott set it up this way?

o       Think, too, of it as a genre:  not merely fiction, but journal/confessional.  What does this do to your understanding of Square’s motives?

·         Narration

o       Most narrators of novels are ironic in that they do not see the entire picture. What is Square failing to understand that readers do understand?

o       How are readers the same as or different from Square?

·         Victorian Style

o       Victorians, proper as they are, don’t always write openly or frankly.  The full meaning of the text is suggested or intimated instead.  Where does Square intimate a larger idea than he says honestly?

 

Flatland Essay Assignment for July

Choose one of these approaches or prompts on which to base a 2-3-page essay.  See the guidelines for literary analysis for style and format considerations.

 

Deadline:  The essay should be submitted by e-mail or postmarked by August 12.

 

 

EVALUATION:

Prompt One:  Abbott uses allusion on his original title page, in his preface to the second edition, and on the title page for Parts I & II of the novel.  Discuss the meaning of one of Abbott’s references and its importance to establishing the theme of the novel (hint:  search in Shakespeare).

 

Prompt Two:  Abbott works to promote credibility over credulity.  Illustrate how Abbott’s descriptions of the two-dimensional universe in the novel work toward achieving this goal. (Definitely read the Flatland introduction on the previous page carefully!

 

Prompt Three:  Describe the effectiveness of Abbott’s use of satire in the novel, noting in particular at least one of these elements:  tone, language choice, symbol, irony.

 

INTERPRETATION:

 

Prompt Four:   Abbott uses allegory to achieve a level of meaning more far-reaching than the prosaic romance he labels it.  Forward one potential allegorical interpretation of the novel and support its validity (how Abbott makes it clear we should read it this way).

 

Prompt Five: Abbott calls Flatland “a romance of many dimensions.”  In one sense, the symbols in the novel have a multivocal aspect, speaking more than one meaning at a time.  Choose one symbol from the novel to explain its many-dimensional meanings.  

 

 

 Summer Letter Introduction

                         

W

 

elcome to AP Lit!  As many of you know, we begin our journey with the odd and amusing (but frighteningly provocative) Flatland by Edwin Abbott.   I’ve included some quick info to get you thinking about the read (written itself at a level to challenge a bit).   Also this summer find some vocabulary work (critical to AP), grammar (agghhh!), and your second (August) reading.

I’m still in the process of designing reading lists and the like for the course, building on those from your Lit. of the Western World courses or AP Language.  If you have ideas about writings/authors/periods/styles we should look at, I’m open to suggestions via e-mail (MrChiz@comcast.net).  I want the course to be driven by you as much as me.  I’ll have several works that we’ll tackle together (some which I know well and some that will be as new to me as to you!).  You will also choose several projects to pursue on your own.  Be thinking . . . .

 

Things To Do List:

·        Turn in the contact information form along with a UserName and Password for web work this summer (Do this before June 12, okay?)

·        Read Flatland

·        Post on our online discussion boards through August 5

·        Read a novel from our list in August

·        Write the Flatland essay by August 12

·        Complete the poetry exercise by August 15

·        Complete the vocabulary experiment by Sept. 2 (below)

·        Write the August reading response by Sept. 2 (below)

·        Optionally come to the August workshops on Flatland essay-writing and poetry

 Due First Day of School

 

Second Reading Response Paper:  August Assignment:

 

            Write a one-page typed (double-spaced) response to the novel you’ve read, noting in particular one or two ideas from the reading which personally caught your attention or made you pause.  The response should be visceral, emotive, but not overly informal in style. 

            The response may be positive, negative, neutral, ambivalent.   It should be thoughtful, but not overly analytical.  (“This novel is boring” is valueless, but “Turgenev’s juxtaposition of love and manners compels” is equally out of line!)

The limit is one typed page.  Do not write more!  (*fiendish laugh*)  Due September 2.

                                                                      

 

 

 

Your Vocabulary Assignment for August.  Due September 2 in class

 

1)      Get into the habit of marking in your books.  Circle and annotate words and ideas, especially connotations of words.

2)      Amaze Your Friends!   Choose an esoteric word you’ve discovered this summer (maybe esoteric is a good choice).  Deliberately use this word in front of three different groups of people of varying intimacy:  strangers, acquaintances, distant family, friends, close family, boyfriends/girlfriends.   Monitor their reactions.  Write an informal one page summary of the responses with conclusions from the experiment.

 

 


Summer Reading

Second Reading Selection (August)

 

In addition to Flatland, choose one (or more!) readings from this list.

 

How to Choose: Choose a reading you have never done before. Many of these are taught in earlier classes, but for a reason: you should know them. My goal here is to broaden your reading experience, not repeat it. Try to choose an author who is new to you or a type of story that is different from your previous reading experiences.

 

Note on film versions: There are several film versions of these readings. The AP test does not recognize film adaptations as valid sources and viewing the films without doing the reading will not aid your work at all--many AP questions are based upon the writing techniques of the author, not the plot! Nevertheless, I also recognize that films can enhance or destroy the reading experience. I've offered recommendations should you wish to watch a film in addition to the reading!

 

1.      Margaret Atwood, Alias Grace.  Contemporary Canadian novel about a woman who is imprisoned for murder but doesn't recall the crime.  Insightful character development and a bit of a mystery, the story of 19th century asylums is based on a true account.  Though written in 1996, Atwood adopts the style of a Victorian writer!  No film version exists.

 

2.      Ray Bradbury, Something Wicked This Way Comes.  Evil vs. innocence in this modern fantasy, an American novel written with Bradbury's famous poetic narration, sampling the temptation of mankind. A 1983 Disney film version is "semi-okay."

 

3.      Emily Bronte, Wuthering Heights.  This Bronte sister’s only work is a powerful British novel, a Victorian love story of thwarted love and destruction, rejection and love triangles.  Several film versions, none of which I’ve seen! Heathcliff is one of Britain’s all-time most famous characters. Online text:  http://www.gutenberg.org/etext/768

 

4.      Anthony Burgess, A Clockwork Orange. The most disturbing reading on this list, a British novel, is a futuristic morality tale of a battle between society and socio-paths. If we could win, should we? Caution: extreme violence, rape, language, and disturbing images (Don't read these warnings as encouragement to choose this one, okay?). The 1971 film, rated R, is equally distressing; the anti-hero lead is played by a young Malcolm McDowell.

 

5.      Albert Camus, The Stranger. [Recommended if you have not read a Kafka novel.]  French existentialist novel of a man who attends his mother’s funeral, is arrested for murder, and is persecuted for not crying.  Absurdism and darkness prevail.  I know only of a 1967 Italian film version, no subtitles.

 

6.      Kate Chopin, The Awakening.  One of the first American novels of feminism, the story is of extra-marital love and miscegenation (another good vocabulary word!)—it was criticized and essentially buried for years, but was rediscovered in the 1960s.  Note, just to understand Chopin’s nuance, how the protagonist is dressed throughout the work.  The 1980 film of this title is about a mummy that possesses an archaeologist’s daughter—don’t rent it by mistake!J Online text: http://www.gutenberg.org/etext/160

 

7.      Joseph Heller, Catch-22.  Contemporary American novel of humorous absurdism.  Yossarian is a WW2 pilot and anti-hero, seeking to avoid combat and death at all costs: “Everybody wants to kill me.”  Amoral but principled, Yossarian reveals the horror of war through comedy.  The film version is a classic, but not remotely as successful as the novel.

 

8.      Gabriel Garcia Marquez, Chronicle of a Death Foretold.   Hispanic novel of a village trapped in guilt for allowing murder.  Multiple versions of the story are uncovered, none satisfying the questions posed by the narrator.  Film versions are slow, slow, slow, but the novel is fascinating.

 

9.             Toni Morrison, Sula. [Recommended if you did not read The Bluest Eye.] This is an American novel by one of the most important African-American writers. It follows the friendship of two girls from childhood to death, one taking a road of conformity, the other of rebellion. But when black conformity means remaining disempowered, where can one find dignity? The novel covers topics of sex, race, and love, and contains some graphic sections. There is no film version that I know of.

 

10. Chaim Potok, The Chosen.  Jewish American story of two boys in 1940s New York who are friends but then divided in faith and reason over the founding of Israel.  Fine writing, good story, and wonderful exploration of the scholarship of Judaism. The 1987 film version fails to reveal the depth of the characters and skirts over the beautiful nuances of the Jewish faith.

 

11. Shakespeare, Hamlet.  [Recommended if you’ve read only Romeo & Juliet from Shakespeare.] The Bard’s great work of fathers, incest, power, and revenge.  Dig mostly at Hamlet’s complex motivations for his acts.  Film versions abound, and most agree that the 1948 Olivier version is best, the 1990 Mel Gibson version is overwrought, and the 1964 Christopher Plummer version is potent with indecision. with Online text: http://www.gutenberg.org/etext/1524

 

12. Sophocles, Oedipus Rex and Antigone.  [Recommended if you did not take LWW.]  These two Greek plays by Sophocles, the first and third of a trilogy, trace the tragedies of Thebes, from a fated king who ironically pushes to find a murderer to a daughter who stands by the gods even if it means her death.  Tragedy, thy name is Greece. Bad film versions abound.  For Oedipus, consider the 1967 Christopher Plummer version or the 1984 TV film.  Antigone is harder, but look at the 1984 TV film. Online text: http://www.gutenberg.org/etext/31

 

13. Kurt Vonnegut, Slaughterhouse-Five.  Written in 1969, this is one of the American sci-fi writer’s masterworks about a the WWII fire-bombing of Dresden and a time-traveling man who encounters aliens and attempts to change the world.  The characters struggle to be human in the face of powerful forces.  The British film version is marginally okay, but can hardly capture the power of Vonnegut’s broken plotlines and alienation and absurdity.

 

14. Oscar Wilde, Picture of Dorian Gray. [Recommended if you did not take LWW.]  British novel of 1890.  Grisly and witty story of a man whose evil is buried beneath beauty.  Philosophical horror, enjoy the underlying themes of Faust and homosexuality, as well!  A 1945 film version won an Oscar or two, and there are several TV series which played on its themes. Online text: http://www.gutenberg.org/etext/174