THE LOVE SONG OF J. ALFRED PRUFROCK--TS Eliot
INTO: Imagine that you're thinking of going to a party where you'll have your only opportunity to interact with certain people who really interest you.. However, you won't really know anyone there, and you may be rejected. Record your indecision--list the reasons that enter your mind for going, and the reasons for not.
THROUGH: 1. As the poem begins, where is Prufrock?
2.What evidence is there that he is wandering through a wilderness?
3. Does he feel alive or dead in that wilderness? (Hint: To what is the evening compared?) Support your answer.
4.While he's in the streets, what does he say certain women are doing? Do they seem to feel alive in their environment? (Hint: Does he think that they're more focused on what they do--"come and go"--or on what they talk about--"Michelangelo"?)
5.Why does Prufrock say that a "yellow fog" surrounds him, and to what animal does he compare it? Does this metaphor imply that he understands his situation? Why/why not?
6. In the stanzas that follow (beginning with "And indeed there will be time") summarize how Prufrock goes back and forth in his desire to connect with those women. First, what kinds of changes ("decisions and revisions") does he think "there will be time" for? Why does he need time to "prepare a face", or to "murder and create"? How does he feel unsure of himself?
7.In the next stanza, however, Prufrock expresses his need to do something. For instance, how does he state that his life has been a routine--a formula? Does he seem to feel that the same is true of the lives of the people he's met? How can you tell this from the poem? Therefore, what does it seem he wants to do about it?
8. Then his attitude seems to shift ("And I have known the eyes"). How does he think other people react to him? Does that reaction encourage or discourage him from making contact with them? Do you think they really are reacting to him in this way?
9.Why does his attitude change in the next stanza ("And I have known the arms")?
10. In the stanza which begins, "Shall I say", what does he want to tell these women? But then, in the two lines "I should have been a pair of claws", does he seem to change his mind again? Why?
11.What fear would cause him to be "asleep, tired or...malinger" like the "afternoon" or "evening"?
12.In the stanza when he thinks, "And would it have been worth it, after all", what is he trying to convince the "resting" woman at the party that they have in common? What are the risks in doing that?
13.Some critics claim that this effort is unrealistic, that the only way that Prufrock is willing to "come back from the dead" is if he convinces these women that he is their Messiah, bringing them back from the dead as well. Do you think that he truly feels that human relationships require such effort, or is he just looking for an excuse to shut himself off from others? Justify your answer.
14.Then, Prufock denies that he's ambitious after all; on the contrary, he claims that he's really easy-going; satisfied with very little. How does he express this idea? Why do you think he needs to present himself this way?
15.When he "grows old" at the end of the poem, what concerns does Prufrock seem to have? Are these necessary concerns? Does he feel any more confident? Why/why not? What will happen when he hears "human voices"? Why do you think that will happen?

YOUR CONTEMPORARY COMP FINAL, SPRING 2012 (You may attach separate sheets, if you wish):
Compare two authors we've read: a) their use of language (interpersonal, ironic, parallelism, etc); b)how each author's ideas can be used; c)two other differences between them, and why those differences matter. Conclusion: Which of these authors’ perspectives do you most empathize with? Why?
To support your research on each author, use our text+ at least one outside source backed by verifiable research (ie NOT Wikepedia!) To be graded on a four point scale used in CAHSEE, multiplied by 10. (40)
2)Author's resume letter for a particular kind of job, in which s/he justifies why his/her ideas will help him/her satisfy the requirements for that job; or advertisement promoting his/her particular skill or a product in which s/he believes. Graded on a four point scale (believability detail, clarity of thought, imagination and form), multiplied by 10. (40)
3)Vocabulary: Paraphrase definitions to 10 “Words to Know”; identify whether a particular word is a noun, adjective, adverb or verb. Use words in a single paragraph about any topic .(20). TOTAL=100

Emily Dickinson and TS Eliot had certain notable similarities and differences. In both the form and content of Dickinson's poems, (the ones that follow as well as others we will read by her), as well as in Eliot's "Prufrock", they show that they are trying but failing to fully understand the "rhyme and reason" of life. However, the differences: Emily writes as if she is not the central character in her own life--she detaches herself from her own experiences; she observes herself feeling things as if she were an object. By contrast, Eliot's narrator Prufrock seems to think every event in the world is somehow affecting him directly--as if he were the central character in the lives of others. In a dialogue or in a correspondence through letters, they will try to synthesize their conflicting ideas about certain events (Which of their poems would each author connect to a particular situation that an individual teenager might face; or that people in this city, this state, this country or in the world in general might encounter?); as well as about what it means to be truly independent.

Dickinson seems to want to be an object, or an
outside observer, not fully taking part in many of her own
real experiences. It might even be said that
she “haunts” her own life , like a
ghost. Can you find
evidence of this in her poetry?

Tell all the Truth but tell it slant--
Success in Circuit lies
Too bright for our infirm Delight
The Truth's superb surprise

As Lightning to the Children eased
With explanation kind
The Truth must dazzle gradually
Or every man be blind-- c.1868


I would not paint--a picture--
I'd rather be the One



Its bright impossibility
To dwell--delicious--on.
And wonder how the fingers feel
Whose rare--celestial--stir--
Evokes so sweet a Torment--
Such sumptuous--Despair--

I would not talk, like Cornets
I'd rather be the One
Raised softly to the Ceilings--
And out, and easy on--
Through Villages of Ether--

Myself endured Balloon
By but a lip of Metal--
The pier to my Pontoon-

Nor would I be a Poet
It's finer--own the Ear--
Enamored--impotent--content--
The License to revere,
A privilege so awful
What would the Dower be,
Had I the Art to stun myself
With Bolts of Melody! c.1862


This World is not Conclusion.
A Species stands beyond--
Invisible, as Music--
But positive, as Sound--
It beckons, and it baffles--
Philosophy--dont know--
And through a Riddle, at the last--
Sagacity, must go--
To guess it, puzzles scholars--
To gain it, Men have borne
Contempt of Generations
And Crucifixion, shown--
Faith slips--and laughs, and rallies--
Blushes, if any see--
Plucks at a twig of Evidence--
And asks a Vane, the way--
Much Gesture, from the Pulpit--
Strong Hallelujahs roll--
Narcotics cannot still the Tooth
That nibbles at the soul-- c.1862


The Bustle in a House
The Morning after Death
Is solemnest of industries
Enacted upon Earth--

The sweeping up the Heart
and putting Love away
we shall not want to use again
Until Eternity. c.1890


Much Madness is divinest Sense--
To a discerning Eye--
Much Sense--the starkest Madness--
'Tis the Majority
In this, as All, prevail--
Assent--and you are sane--
Demur--you're straightaway dangerous--
And handled with a Chain-- c.1862

EMILY AND ELIOT’S EMAILS (A PAIR GROUP ASSIGNMENT)


In at least six emails (ghostwritten by you), Emily Dickinson and TS Eliot each connect at least three images in their poetry either to certain contemporary adult and teenaged experiences, or to particular events in the news (5 points/image; 30 points total); then,each comment on the associations made by the other, as well as discuss how they react to each other’s personalities (5 points each; total 10). Finally, they decide whether they can and should synthesize (combine) their ideas in any way (5 points each; total 10). For an extra 10 points (60 points total), write your own email to them which answers this question: Do either of these authors know what you’re going through?
:

THE RAVEN (lines 1-48):
Match each of the first eight stanzas to the inner monologue below that is implied by that stanza. Make sure to identify the words, phrases, and tone in that stanza that imply the monologue you chose. (Note: Tone is created not only by the words, but also by the rhythm used. This rhythm is produced mainly by the repetition of certain sounds, such as through alliteration and rhyme) When these eight expressions are put in the correct order, they will tell the story of what’s going on in the narrator’s mind:

1. "Someone--or something--at the door is interrupting my daydreams...it's starting to scare me!"

2."Could it be Lenore who's calling me? Why won't she tell me?"

3."Maybe I'm putting too much into this...I shouldn't take this bird so seriously!"

4."I'm so tired..I need to distract myself to keep awake."

5."I shouldn't get so freaked out..I need to calm down! There must be a natural explanation for what's going on."

6."I'm trying to read in order to not think about Lenore, because thinking about her only brings back bad memories."

7."This dirty little bird is looking down at me! He appears to be judging me!! Why should I feel guilty?

8."If I act strong, I'll get whom (or what)ever it is out there to reveal themself to me."


Now, match each of the last ten stanzas (lines 49-108) to one of these expressions:

1. "Perhaps someone else is suffering like I am, and the Raven is expressing that torment!"

2."I'm perplexed!"

3."I know that I'll soon be abandoned by whomever the Raven represents, just as other people have abandoned me!"

4. "As I try to figure it all out, I can't help thinking of Lenore."

5."I don't want to ask you any more questions! I'm sick of you!"

6."My sorrow will never end!"

7."The Raven is a sign from Heaven, and I've been chosen to receive it!"

8. "Will you tell me if Lenore is at peace?"

9."I know now that you're not G-d--you may be of the Devil-- so can you please stop cursing me with this bad memory?"

10. If you represent G-d, I'm begging you to relieve me from this obsession with Lenore!"


Next, write a one page story, or create a comic strip, in which an individual goes through the same trajectory of emotions as the narrator of The Raven: depression to loneliness to fear to curiosity, etc.

This script must be at least two pages, typed, double spaced, 12 point Courier font.



“HARLEM RENAISSANCE” GROUP PROJECT (For groups up to 5 people)

What would each of the following five African American writers influenced by the Renaissance say, think or do in a stressful situation related to one of these areas of contemporary life: education, film, music, TV, sports, fashion, politics, science, advertising, parenthood?

--" Zora Hurston", an artistic man or woman who tries to use the conflicts in his/her life to either create new ideas or to recreate his/her own personality; A major weakness: His/her dedication to his/her self-improvement might lead detractors to accuse him/her of being self-absorbed, even disloyal.

--"James Baldwin", an artistic type who, like the Zora individual, uses his/her confrontations with others to develop his/her own individuality; unlike "Zora", and more like a conscientious educator, "Baldwin" focuses on analyzing, or breaking down his own misconceptions or self-deceptions. as well as those of others, that stand in the way of an individual's mental and spiritual development. A major weakness: Because he/she tends to analyze everyone, he/she may be perceived as always finding fault and therefore may anger many whom he is trying to help.

--"Martin Luther King", a natural coach/organizer who is ready, willing and able to examine the strengths of various individuals, who may be opposing each other, in order to use them to serve "the greater good." A major weakness: Opponents may accuse him of trivializing important differences between people by putting them together in the interests of his project.

--"Malcolm X", a passionate leader who motivates individuals and groups to do "whatever it takes" to either get what they want or to keep what they have. A major weakness: He/she may be accused of being too extreme; too superficial in his/her idea of what true success is all about (is it just a matter of defeating an opponent?) and perhaps worst of all, willing to sink to the level of his/her opponents and therefore no more worthy of respect or attention than they are.

.-"Langston Hughes" thoroughly explores his roots in an attempt to gain a deeper understanding of the world. Weakness: His/her compulsion to deal with the new by reliving old feelings and attitudes.

For instance, in a stressful situation like a high school under some threat (gang violence, losing their accreditation due to low test scores, etc), someone with King’s perspective and personality could play the Principal, trying to reconcile conflicts among various people in the school..If, as Principal, King is the protagonist; Zora Hurston could be represented as an individualistic English teacher whom King would continually battle on school policy; James Baldwin’s viewpoint and attitude could be expressed by the school psychologist; Malcolm X could be an angry teacher’s union representative who gets involved in the school’s politics; Langston Hughes’ values could be embodied by a parent of a student who was a former pupil himself, dealing with how much the school has changed since he was a teenager (“Chatsworth High was never Chatsworth High to me”)

To help script what each character would say or do in the “stressful situation” you’ve chosen:
1)Paraphrase two main ideas from this person’s writing (6 pts--3 pts/paraphrase, based on believability, imagination and detail)
2) Describe specifically how s/he might use each idea in dealing with this situation.
(6pts—2 pts each for the believability, imagination and detail with which each idea is included in your play).

These points will be multiplied by the number of individuals you involve in the situation. (60 possible points)

You will establish who will be the protagonist, the “star” of the play, who or what will be his/her major obstacle, and how s/he will interact with each of the other four characters under these trying circumstances. How might the actions of these other characters pull the protagonist in opposite directions? For instance, if this main character is:
1) a leader, what situation or behavior on the part of those other people might make him/her want to be more of a follower? Or vice-versa?
2) a thinker, what behavior would compel him/her to be more aggressive? Or, vice-versa?
3)selfish, what situation would make him/her more noble? Or vice-versa?
4)sensible, what situation would make him/her more emotional? Or vice-versa?
(6 pts for each inner conflict, multiplied by the number of individuals specifically involved, using detail=30 possible points)

How will your main character overcome this inner conflict? (10 pts)

TOTAL= 100 points

“It is the innocence that constitutes the crime." --James Baldwin, Letter to My Nephew

Baldwin's "Letter to My Nephew"

As you read Baldwin’s letter, identify exactly whom he is criticizing, other than white racists. Specifically, answer these questions:

1)What is the name of Baldwin’s nephew, the recipient of this letter? What might be the significance of this fact?
2) Does this “nephew”, whom Baldwin calls “truculent”, represent a certain group of people? If so, which group? (Hint: Which civil rights leader might be their role model?)

3) What “holy” person does Baldwin also mention in the first paragraph? Does this other individual also represent a larger group? If so, which group? How does Baldwin compare his nephew’s experiences to those of this other person?

4) When was the letter written? How does that relate to what he’s trying to say?

5) What does Baldwin and this nephew seem to agree is a problem?

6) However, of what problem does Baldwin suggest this nephew is unaware? How has this problem helped to cause marginalization of civil rights leaders? (Marginalization To relegate or confine to a lower social standing)

7) What kind of approach does Baldwin feel is necessary to correct the problem that he sees? What type of individual does he say solves the problem by the way he or she lives their life?

Next, interpret what you’ve read:

8) According to Baldwin, in what ways are racists, and haters in general, innocent of the real world? That is, in what ways do they not understand, nor do they even want to understand, reality? Why can’t they “handle the truth”?

9) In what way are these haters harmed by their intentional innocence, their ignorance?

10) Therefore, since these haters truly are innocent of their own evil attitudes, since they are afraid of reality, like many children are, does Baldwin feel that the victims of their attitudes are responsible for helping to free them from this ignorance? If so, in what way? HINT: To support your answer, paraphrase the passage he quotes from the New Testament. (3 pts each answer; total 30)

After Reading (20 pts): Imagine that, 30 years from now, the 47 year-old version of you is giving you as a teenager insight on a subject about which the teenaged you is concerned. Then, the older “you” will describe the events that gave him/her this insight.
How is “innocence of reality” part of the problem?

Create an autobiographical essay, "How Does My Uniqueness Affect Me?" using as a model "How It Feels to Be Colored Me", by Zora Hurston

A) SUMMARIZE each section of her autobiography (each section is one to three paragraphs in length). Each summary must show how Zora answers a particular autobiographical question.(Three points per summary).

For instance, in the first paragraph, Zora answers this question--"In what way are you unique?"-- by explaining how her attitude about herself differs from the attitude that African-Americans of her time have about themselves.
In your own words, what does she imply is the difference between her attitude and theirs?

Now, summarize how Hurston answers each of the following questions in later sections of her autobiography :

2. When did you first realize that you were unique? Was it a good or bad experience?

3. When you became a teenager, did your attitude about your uniqueness change? Why?

4.How do you feel about your uniqueness now? Explain..

5.Have previous generations influenced your attitude about your uniqueness? How?

6. Do you feel more comfortable being an outsider, of whom people don't expect much-- because they don't think of you as a success--or as an insider, who is expected to live up to the group's standards (and have a lot to lose if you don't)?

7. When you are surrounded by people who think and/or act alike, and you're the one who is different, do you maintain your individuality? If so,how?

8. At those times when you are not different than most--when you are part of the majority in most ways--and someone who is totally different tries to join your group, do you try to communicate with him/her? Does your own uniqueness help you to relate to this person as an "outsider"? Describe, using specifics, what happens, or what you imagine would happen, if you tried to bring this stranger into your group.

9. How do you think and act when you're alone? Is that when your true "strangeness" comes out?

10.Do you agree that, in a better world, our individuality should be appreciated by people who know us as well as by people who have merely seen us from afar? If so, explain why; if not, how would you modify this idea?


C) ANALYZE: As part of your summaries of how Zora answers each question, identify: a)the tone she uses in this response. b)the literary devices (metaphor, imagery, kinesthetic, musical, logical, intrapersonal or interpersonal style) she uses to communicate that particular tone. How do some of these devices work together? (For instance, how are some of her metaphors also visual imagery? Or, how does she use imagery that is also musical as well as intrapersonal?)
NOTE:She answers one of these questions using all of these devices; identify which question she answers this way, and show evidence of how she uses each device, and your score doubles!

D) ADAPT: Write an autobiographical essay discussing something in your personality that's unique --a unique view of the world; a unique experience that has Influenced you during your childhood, your pre-teenage years and your life currently. Your essay must ANSWER THE QUESTIONS Zora answered. MAKE SURE TO SHOW how one answer flows into another!

Hughes, "When the Negro Was in Vogue", (Lang of Lit, p. 933)

As we read:
Find parallelism, paradox, words or phrases that have an emotional impact (a connotation) in this essay.
After we read, answer these questions:
1)What is the central thesis--the main idea--of this essay?
2)What tone does Hughes use to support that opinion?
3) How does he use irony, parallelism, and connotations to support that opinion?
4) What facts does he use to support his opinion?
5)Does he express an opinion in the way he presents any of those facts?
6) Based on your answers, does Hughes' style of writing make his central thesis concincing ? Why/why not?

Individually:
Use a certain tone, irony, paradox, parallelism, words/phrases with connotations and Hughes' visual style to "blog" on a particular culture --a particular world--with which you are familiar. You may present this blog in either written form (minimum three paragraphs), or as a cartoon strip/storyboard accompanied by captions.

WHITMAN (not WHITEMAN) WORKSHEET

OBJECTIVES: Students will read Whitman poems, recognize parallelism, tone and point of view, and be able to write a creative adaptation of one of these works. What’s more, the pupil should be able to compare and contrast Whitman’s poetry to that of two African-American poets influenced by the Harlem Renaissance, using evidence in a clear, believable, imaginative manner.

DAY ONE
Definitions: 1)Parallelism: a repetition of a certain word, phrase or sentence structure in order to connect unrelated ideas. Sample: “I will work hard to improve the economy, as I will strive to get us out of Afghanistan.” 2) Tone: Attitude of author towards a subject (shown by diction, choice of details or direct statement). Sample: serious, humorous, sarcastic, respectful, etc.
Quote: “We see things not as they are, but as we are.”—Kurt Vonnegut, Cat’s Cradle


Guided Practice: Read poems I HEAR AMERICA SINGING and I SIT AND LOOK OUT aloud and discuss what you noticed when you read.
1)What parallelism is represented? 2)What tone is represented in each poem? 3) What does the quote above mean? How does it describe what’s going on in these poems? That is, to what degree does Whitman represent the people he writes about, as opposed to his own world view? (For instance, examine I HEAR as if it were advertising, even propaganda. What might have Whitman been trying to sell us, and why?) Furthermore, why are these questions important to your appreciation of these poems?

Independent Work: Answer these questions in a short paragraph, to be turned in today. Also, briefly describe what you learned today.


DAY TWO
1)Compare these two poems: a) How do their tones differ? b)How do the views expressed in these two poems differ--is one the perception and the other the reality? Or does one communicate the public image of these people and the other convey their inner feelings? Give evidence to support each answer.


2) Write a creative adaptation (imitation) of either of these poems.
Guided Practice: To begin adapting this poem, which words in the first line would you change? Which words would you keep to allow the reader to recognize what you’re imitating?








DAY THREE

1) Read, compare parallelism and tone in Whitman’s poetry to that of Langston Hughes.
A)Complete the chart comparing "I HEAR.." with Hughes' "LET AMERICA BE AMERICA AGAIN".

B)Write a two-paragraph essay explaining how Whitman and Hughes are each, in their own way, promoting American democratic ideals while at the same time criticizing American reality (you must use quotes from both poets to make your points in order to receive credit!)..


2) In the analysis of Hughes’ “LET AMERICA..”, paraphrase two of the author’s main points, as well as two details she used to support each of those points .Do you agree with her opinions? Why/why not?.What evidence from your own experience could you use to support your opinion, either agreeing or disagreeing with her? (Finish for homework)


DAY FOUR

What is the central paradox expressed in Whitman's "SONG OF MYSELF"? How does the parallelism in the poem express that paradox? Does Hughes express this same paradox in "Let America"? Why/Why not?

To answer each of those questions, first answer these:
1)Why are certain words or phrases repeated: I; born here; it may be; what do you think has become of...

2)What is "the grass"? Explain some of the answers that Whitman gives: "the flag of my disposition"; "the handkerchief of the Lord"; "a uniform hieroglyphic"; "the beautiful uncut hair of graves". In what way does Whitman view himself and the rest of humanity as being like "the grass"? How does Whitman's freestyle reinforce this connection to nature?

3)What does Whitman mean when he says "nothing collapses" and that "to die is different from what any one supposed" and "luckier"?

4) Compare/contrast how Whitman, Hughes, Emerson, Thoreau and Nikki Giovanni (REVOLUTIONARY DREAMS, p.1145) promote the idea of being “natural”,

INTO WALDEN: Select five ideas you have paraphrased from text. Show how each of those ideas are useful in dealing with a different stressful situation in life: a preadolescent "crisis"; high school work; dating; getting into college; finding a job; getting fired; giving birth; being a parent; divorce; aging; dying.

Paraphrase various ideas in the text of WALDEN; describe a real situation that exemplifies each idea

PAST DUE: Relate ideas of how to be an individual at work, socializing, alone, and in class to ideas in the Transcendental compositions (3pts per connection). To get points you must show how a Transcendentalist idea helps express what it means to be an individual in each situation.

AS A CLASS:Paraphrase in a complete sentence, aphorisms in SELF-RELIANCE.
IN PAIRS:In what ways do each of these aphorisms matter in a specific area of contemporary life (education, film, music, TV, sports, fashion, politics, science, advertising,etc)? Represent how each aphorism might be expressed in one of those areas of life.
INDIVIDUALLY: Finish worksheet, "After Reading Self-Reliance"

Analyze, both in class and individually, six compositions that discuss Transcendental ideas, in oreder to fit them in an imaginary conversation between you and the authors of at least two of these works.
SAY: Paraphrase a phrase or a short passage from each composition, that you feel expresses what it means to be an individual.(One point per paraphrase)
MEAN: What does this idea mean? How does it relate to individuality? (Two points for explaining each idea)
MATTER: Why does this idea matter to you or to one of the two authors in the conversation you're writing ? Present evidence from that character's experience that would show why that idea is importatnt to him/her. (Three points for showing this idea's importance to a particular character; three more points for expressing another character's evaluation of that idea)

You may complete this conversation on your own, or with a partner

If you gain 8 points or more in this manner, you get excused from one upcoming assignment worth 4 points or less