Comments on Act 1 scene 2

I feel that Miranda and her father Prospero haven’t had an open relationship if she never knew who she really was. It seems weird to me that he would hide something from his only daughter. Why would he need 5 women helping him raise her? Its not fair for her to have others raise her. Why after he tells Miranda this story that he is telling more lies and making more horrible plans? Prespero seems very deceitful and can seem to get Ariel to do whatever he wants her to despite what she has previously been through.
I am a bit confused as to who Ferdinand and Caliban is. While I read, I really thought they were the same person just with different names. As I kept reading I realized Prospero reminds me of Hamlet in the sense of telling lies, and seeing spirits and having to cover up for other things. Their seems to be many secrets and lies that have been hidden from Miranda, and Prospero seems to just want things his way because he got his power taken away by his brother.

Recurring themes that I noticed: Dominance, Power, Greed, Deceitfulness etc.
I am hoping the more we read into the Tempest that we will see the lies unravel and hopefully we get the full story of why they are on this island, and why Prospero is so power hungry and wanting everything his way. -Angela
Usually, I’m able to fall straight into one of Shakespeare’s plays. However, with the Tempest, I’m finding it increasingly hard to do just so. The first scene was easy to follow, and it was serious and tragic- two moods and themes that Shakespeare is known for entwining in most of his playwrights. I was intrigued up until Act One, Scene Two. The moment magic was mentioned in this play, Shakespeare lost me, as well as that tone of seriousness I’m so used to reading from him. When magic is involved (such as Prospero’s “magic” cloak, and Ariel, his Spirit servant), I simply fail to comprehend how such things could be taken seriously. Like other spectators, I can’t imagine Shakespeare writing this play. It sounds like a young girl’s fantasy…like say…Shakespeare’s own daughter’s fantasy? For example, when Prospero is able to simply freeze Ferdinand mid-sentence, and when Ferdinand and Miranda fall in love in, oh, I don’t know…? 5 seconds within meeting each other? It just seems so childish and unbelievable to me. It could be my lack of imagination, but this play is something along the lines of being absurd to me. However, with that being said, I do like Miranda’s character. Her loyalty to her father is most admirable, and I find myself relating to her more than the other characters. I’m not sure what direction this play is going to take, or even which characters are going to have an internal conflict- Rema

So far I'm very much intrigued by this story and captivated. With the help of the no fear shakespeare book, the plot is clearly laid out and to be honest could rival any work by the big time producers of our day such as Spielberg. The amount of imagination required to create this story and the thick plot it has is tremendous. The whole betrayal of Prospero by his brother Antonio and subsequenlty Prospero's conjuring of the storm to seize the throne again (atleast I think that's what he's going to do) is awesome. Adding to the realism of this (I know there's magic involved, but the play seems real) is the fact that when Prospero makes his daughter Miranda fall in love with Ferdinand, he even takes into account that he needs to make them value their love by creating a conflit that the two will be forced to solve and subsequently appreciate one another even more for. That's pure genius on the part of Shakespeare. A detail like that could make the difference between a play seeming altogether too perfect and a play seeming well written and realistic. The more realistic it is, the more relatable it is, and as such the more popular it will be. I can definitely say I can relate with this play and just the title alone invokes the image of my favorite painting in my head, the eruption of mount fuji by Katsushika Hokusai. -Anthony


After reading Act 1 Scene 2, I have gotten the sense that Prospero is an extremely powerful wizard. He was able to cast a storm in the ocean with the help of a pixie he freed. He also froze Ferdinand in an instant. My question is: if Prospero is such a powerful wizard, why does he not use his magic powers to build a boat or raft, calm the sea to travel back peacefully, and raise an army of pixies or whatever to retake his throne? It seems easy enough for a wizard.
To be honest, this play makes little sense to me. I understand what’s going on, but I don’t see the point. In fact it’s quite comical how certain things just happen in an instant. For example, Caliban just pops out of his cave and gets into an argument with Prospero, who threatens Caliban with cramps. I’m pretty sure Prospero could do better that. I’ll admit, I am enjoying this play, mainly because it has random moments of humor. - Sam

The Tempest: Links to full text

http://www.enotes.com/tempest-text
This version has a "translation" next to the original


http://shakespeare.mit.edu/tempest/full.html

Toni Morrison

Here's a link to Morrison's Nobel Prize speech:

http://gos.sbc.edu/m/morrisont.html

Looking Ahead: Week of December 1, 2009

This week we will discuss the ending of Beloved.

Your first draft/sketch of your Beloved papers are due Tuesday.
Monday we will further discuss the text and also discuss thesis statements.

Your final paper, due the week of December 8 should:
Be 4-5 pages typed.
12 pt font Times New Roman
Double-spaced (straight through. Please avoid triple-spacing between paragraphs)
Contain appropriate and direct references to the text.
Be formatted according to MLA standards
1" margins
Have a clear thesis statement and be organized.

You will be expected to meet with me regardng this paper.

Some of the topic we discussed were:
A deconstructionist approach in the text
The use of magical realism
The true identity of Beloved
Looking at the text through a feminist/psychological/new critical/ historical/ archetypal critical perspective.

Soon we will continue with our study of poetry with a focus on Odes and sonnets. We wil learn how to identify meter and rhythm in poetry and will embark on our study of Shakespeare.

Looking ahead: Week of November 16, 2009

By Monday you will have completed Part I of Beloved.

On Friday, we began to work in groups to explore the relevant literary elements and techniques.

This week, we will read poetry in addition to our discussion of the text.

This Thursday/part of Friday: practice multiple choice.

Monday, November 23 is our very special poetry installation! You should be working on this independent project.

The basics: select a poet and study that poet in depth. Become an expert! Then, decide how you will communicate your learnings. How will you represent that poet's work? How will you visualize common themes in their poems, or exemplify their message? Make sure your "space" included at least 5 poems. Your installation should have a take-away aspect-- a chance to leave us with an artifact/memory of that poet.

Week of November 2, 2009

For Wednesday; read, annotate, and create a double-entry journal for pp. 3-51 in the red book, or up to 42 in the Blue book.

For Thursday: Special presentation from The Poetry Center School's project!

Friday: Poetry test

You should also be working on your poetry installations. Study your poet and begin thinking about how you will represent them through visual form--including the take-away aspect.

Next Monday November 9!!! Trip to the 92nd Street Y!
You will be receiving permission slips on Wenesday.

Sojourner Truth: Ain't I a Woman 1851

http://www.fordham.edu/halsall/mod/sojtruth-woman.html

Reflections on group presentations for Heart of Darknes

Felice's Heart of Darkness presentation reflection -Although I was absent for most of the time that my group was preparing our presentation, I learned a great deal about the symbols of the book. For one, the river is a metaphor for the novella itself. Not only do many important scenes take place on the river, but the river symbolizes how smoothly the story is going. The story itself, I have learned is quite a dark one and therefore, things rarely went smoothly. Throughout the book, Marlow is discovering the harsh reality of how savage people really were at the time. What I do happen to find ironic is that Marlow got along so well with the cannibals. When you think of someone being a cannibal in this day and age, you automatically think of a savage. What civilized person eats other people? However, Marlow found it easiest to get along with them. Is it because the cannibals mostly kept to themselves? That part still confuses me a bit.It also upsets me that women are treated like children. I know it used to be a common perception, but I still am not certain as to why. Woman certainly strive in modern times. Why didn't men give women a chance to prove themselves? Women were never pure and innocent to begin with, whether men wanted to believe that or not.Another part that interested me was when the group that discussed the characters mentioned that Marlow and Kurtz foil each other. I had never looked at it that way before. I knew the main characteristics of both characters and that Marlow was more of a civilized man trying to fight the "urge" to become a savage, while Kurtz was a man who had given in to the savage demands. However, for some reason it never dawned on me to compare the two. They are honestly complete opposites, and through these presentations, I became further aware of it.


After having read Heart of Darkness and listening to two different presentations, as well as presenting my own, many aspects of the book have become more understandable to me. Starting with the setting, I can now better understand the significance of the many different settings where the story takes place. The Congo River, the many villages, as well as the ship itself are three of the most important places where action takes place in the book. In my opinion, the river is not only the most important aspect of the setting; it is a huge part of the symbolism of the story as well. The river represents a lot of things, including life, and its flowing action represents the fluidity of Marlow’s journey, whether it be smooth or bumpy, the river is the one to decide.
The two other presentations, theme and tone, are also very important as well. Themes and tone are obviously two aspects of literature that are necessary to write a successful story. Themes such as death, absurdity of evil, and the destruction of dreams are three of the many themes in this book, and each of them is important in their own way. The tone is important as well, as it plays into the mood of the book and helps further a readers understanding of just what they are reading. -Joshua


The first thing that hit me as I was reading the Heart of Darkness was that Marlow represented the typical Englishmen. He came across as a product of his environment, meaning he was narcissistic and prejudiced. In the first page, after he describes the scene of the Thames, he infers that Great Britain is the greatest nation in the world. (Very narcissistic indeed.) The majority of the G.B. thought this at the time; I suppose it was a result of the hysteria created by colonialism. Perhaps being exposed to different environments and people (or in this case savagery) created a sense of nationalism which led to the importance of remaining civil. This novel reminds me of various novels written by Oscar Wilde. (The importance of being Earnest and Lady Windermeres fan.) These two novels also seem to be a satire poking fun at how at the end of the Victorian era, people began to become more aware of how "uncivilized" they were becoming. This theme is also emphasized as Marlow is taken out of his initial environment and thrown into an environment that is "savage".The novel made me think a lot about how to define or determine a racist. If you only look at the surface of the novel sure you can argue that Marlow is a racist. However, much of his beliefs are products of his environment. It is rare to find some one who accepts and welcomes another race in away that is not biased in that time. This doesnt mean that that I dont think that Marlow is not a racist; I could easily debate both sides of the argument if necessary. Like Anthony, I have found bits of "humorous racism"- I dont have much to say about that either. Besides all of the above, the novel has made me think a lot about colonialism, (In the perspective of a South African and in understanding the motives of my country's "colonial masters".) Civilizing natives is just an excuse or a distraction from raping the natives of their natural resources and using the natives as "working mules". No examples of attempting to civilize the natives have been mentioned in the novel at all. Anyway, I have very strong political options of imperialism and colonialism. (I wont drag that into my response.) -Donnee


I wish I could say the presentations had a large impact on me- however, that would be a blatant lie. But they did, to a small degree, help point out certain aspects of the short story that I had failed to pay any attention to. For example, when my group saw that we had to find symbols for “the women” and the “river”, we all stared at each other blankly and said, “They described women in this novel?” We leafed through the book only to realize that there was a small, yet important description of how women are perceived.
Through these presentations I also learned that everyone has a different take on the novel and what certain things in the novel mean. Which (in all honesty) makes me dislike the book even more for its cryptic symbols. I felt that the group that discussed tone should have mentioned the famous quote, “Oh the horror! The horror!” The tone of that is dark, mysterious, and it irks me. It makes you wonder what Kurtz was horrified of. Was it the fact that he was dying? That he was caught? Or that he finally realized how much of a nutcase he was?

While reading Heart of Darkness I didn’t really notice the different aspects that had come up in the presentations. For instance, my group presented tone which I had never noticed had played a large role in how the book was formed and how the reader would interpret what Marlow was saying. I think the presentations helped me better understand what the frame story of Heart of Darkness really was. I think that the group who presented about setting really helped me understand why Marlow explained the savages and people around him the way he did.
All the presentations explained different points through the story I had trouble understanding. I think the settings presentation was most helpful because it expanded beyond what different things such as the river Marlow as traveling down was ironic because of the savages dying around the river and how water is supposed to signify purity. This presentation as well as my groups presentation about tone along with the presentation about settings were most important because they were both really about the structure of the story and helped explain more about what happened throughout the story in a more literal sense then in figurative as Marlow had explained. - Angela

Ebenezer's reflection on Heart of Darkness

After listening to the entire class speak on the text, I have understood Heart of Darkness in a new light. When each group explained a certain aspect of the novel, it heightened the meaning of the story even more. For example, I concluded after the reading that the tone was in a somber and downhearted manner. However, when my classmates presented their thoughts, they explained various forms of tone included my favorite being satirical. They even went back with good quotations to prove their point and their example convinced me that there was actually many aspects that I had missed. There were also other themes that were pointed out by other groups. One group in particular explained a situation where Marlow talks about the plight of women. Surprisingly enough, some questions that I had about the social circumstance were cleared up completely.
The most astonishing thing about the group presentations pertained to the actions of my own group. Despite our differences on how setting was used in Heart of Darkness, we managed to say most of our points in a strong and organized fashion. When we discussed setting, one individual talked about its application to the characters, another showed that a changing setting can illustrate the plight of colonization. In addition, there were other references to the Thames and Congo rivers. I learned so much from this experience and I hope it continues.
Samuel
While reading Heart of Darkness, the only part I originally found comical at best was the part involving the ignorant doctor. He was measuring Marlow’s head to see if it would shrink due to merely being in Africa. I found it both interesting and somewhat confusing that the use of racist and derogatory terms were comical in the 19th Century, according to the presentation on tone. When satire and irony was brought up for tone, I instantly thought of the cannibals that made up Marlow’s crew. I’m not sure the cannibals were really cannibals though. Is it possible that it was only the way that the whites had viewed them? Think about it, the whites threw the “cannibal’s” hippo meat off the boat, which was cruel, so it’s not like they were planning on eating each other.
It was also ironic that almost every single woman in the book was portrayed as naive. Marlow’s Aunt, really the only reason why he even got him the job, really believes that imperialism is a benefit for the native Africans. Kutz’s Intended believes that Kurtz was performing good deeds, while cheating on her. “Child-like” was a good word to describe the women in this book. They were blind to the evils of imperialism and treated like followers of the males. However, just because they are blind to the evil, it doesn’t exactly mean they are pure, just more evidence for their naiveté, in the book.
The group presentations greatly impacted my understanding of the text. "Heart of Darkness" is a very racist and cold book with a lot of detail and hidden ideas. Symbolism is one of the greatest literary devices Conrad uses and the group work made this more clear to me. My group worked on characterization. We discussed Kurtz, The women, Marlow, The Pilgrims, The Savages and The Manager. Something I found interesting is that my groups characterization of the Women and Black men (savages) is inter-connected to symbolism, which was discussed by Rema's group. At this point, women weren't even looked the same as men were. They were treated as objects only used to create happiness for men. Also, they were thought of as being nieve and stupid. The Black men, like the women, weren't treated as people as well. They were pushed around by the people who were trying to "civilize them." Racism and sexism are shown greatly here.Next, the presentations of tone and setting helped my understanding of the text. The setting changes as the ship moves from the inner station to the central station. The black skulls and drawings in Kurtz's inner station show the imperialism and how Kurtz was aiming for destrcution rather than helping like how he made it seem. Also, the fact that the ship left from London to Africa shows how London may have been superior. Sam's group helped me to understand the real impact of setting. Tone and setting are related because the setting helps to create that cold and earie tone. The tones include dramatic, painfull, and emotional. All together, the presentations helped me to get a hold of the story in a deeper way.-Justine


The biggest thing that the presentations helped to show me was Conrad's use of comedy in the story and more specifically, satire. His use of rascist elements in very blunt and ignorant tones drives home his points about Great Britains imperialism. He wasn't afraid to risk sounding like a rascist if it meant he'd get his point across that Africa isn't a place that makes people into savages, rather Africa is a place where anyone can be a savage and not think twice about it i.e. Kurtz. His tone is very condescending towards how the whites have established themselves in the region where Marlow visits in Africa, and you can tell Conrad has very ill feelings towards imperialism. For example, on the boat after the native attack, Marlow is very critical of the manager on board with him who during the attack nearly fainted upon seeing the dead man, but after the fight was boasting about how they had routed the enemy. This can be intepreted as being symbollic of how British imperialism worked. Anywhere the British went to, including Africa, they were feaful of the natives and their practices. However, once the British had established themselves there, they told the history of such events in a much different light by painting themselves as the victors and seemingly forgetting that they were the one's who were scared at first.

The other big thing these presentations helped me with was the symbolism of the book. To be honest, Ididn't even look for single symbol in the story nor read it in anysort of analytical manner. So when several groups began saying the river was a symbol for a variety of things it deepend my understanding of the book. I took the river as being just that, a river. It was Malows way in, and Kurtz's way out. However, that river could also be symbolic of imperialism, the process of going from being civil to being savage, the conquest of Africa, the subjugation of peoples and more. The list goes on for everything it could represent as well as other symbols in the book such as the boat itself. The boat could be a symbol for the introdcution of new technologies to "undisocovered" regions as well as a place of refuge that represeneted part of Britain herself and her "civility". Afterall, as i recall while on the boat, none of the cannibals ate one another as MArlow pointed out in a cheeky manner. Overall these presentations helped me gain a better understanding of Conrad's use of symbolism in HoD and his use of satire to make fun of imperialism. -Anthony M
Heart of Darkness Reflection:

For the two days of the heart of darkness presentations with our group mates, I honestly learned about other specific features of the book when we were conducting our own presentation and listening to others. I think it was helpful to me and I hope others, I enjoyed this task, it got everyone more involved and everyone came out of it or at least myself came out of it with a better knowledge and understanding of the book, and some of the details I may have overlooked or skipped when I was reading. I truly never knew there was so much to any book, from this class alone I have been able to understand and go a step deeper as to what the author is truly trying to convey to the reader, through classroom discussions I’ve learned so much. This project alone helped me build a better understanding for heart of darkness, I liked the group work and having everyone contribute a bit, I also learned a significant amount more rather than doing an individual paper on reflecting on only my opinions and feelings. I liked doing this; I think we as a class should do this more often, its highly enjoyable and very rewarding.-Briana

After finishing Joseph Conrad's Heart Of Darkness, I felt a little confused and had a variety of questions. In some parts of the novel, I was puzzled and unaware of what was happening in the following scenes. The group presentations helped a lot with my understanding of the story. I understand now some of the basic themes, tones, and symbols used throughout the story. However, as helpful as the group presentations were, I believe that more can be done in the future to help us understand a novel better. I think we could benefit from in-class discussions. Yes, we did one or two discussions on Heart Of Darkness, but it didn’t feel like enough. I’m hoping that with our next book, we could have a few more discussions. -Justin

Upcoming assignments: Week of October 19

Dear Students,
This week we will be culminating our discussion of Heart of Darkness with literary elements group presentations. You will also be submitting your final draft of your free-response essays on Friday.

In addition, your "final draft" of your personal essays are due Wednesday.

This week we are also beginning our exploration of poetry!!!! We will be studying the poetry of Moore, T. S. Eliot, John Donne, Nikki Giovanni, Robert Frost, Shakepeare, Robert Browning, among others. We will discuss ways to understand poetry, including lessons on form, rhythm, meter, and the like.

"A poem begins as a lump in the throat, a sense of wrong, a homesickness, a lovesickness. It finds the thought and the thought finds the words. "
-Robert Frost (1875-1963) American Poet.

Vocabulary for week of October 12, 2009

Also remember to study the next ten Greek and Latin roots (Aud-Chrom)

Vocabulary from Grace
1. Torpor- (n.) a. A state of physical or mental inactivity, lethargy b. apathy, dullnessCrime and Punishment, p.68
2. Scofflaw- (n.) a person who flouts the law, especially laws that are not strictly enforcedCrime and Punishment, p.113
3. Ambiguity- (n.) the quality of being open to more than one interpretation; inexactedness
4. Morbid- (adj.) a. Abnormal and unhealthy interest in disturbing and unpleasant subjects, especially death b. Grisly, gruesome Crime and Punishment, p.54
5. Paroxysm- (n.) a sudden attck or outburst of a violent emotion or activityCrime and Punishment, p.378

Updates and looking ahead!

We will be completing our readings and discussion of Heart of Darkness next week. The unit will culminate with group presentations on various literary elements and techniques.

Friday, October 9th, the students will be assigned a practice free-response essay topic, which they will use to analyze Heart of Darkness.

Next Friday, the students will have a Greek and Latin roots quiz and vocabulary quiz. This will include the words posted on this blog following this update. This will include Grace's and Justin's vocabulary list.

We will be studying Theme 2 of our syllabus! Varieties of Love: We will be studying various poems in conjunction with the text Beloved by Toni Morrison.

Assignments Week of October 5, 2009

Read part II of Heart of Darkness and journal on your reading

Crime and Punishment papers are due Thursday

Friday, you will have a test on Heart of Darkness only. Next week you will have a vocabulary and roots test.

Next Wednesday October 14, 2009 Final draft of college essay (single-spaced).

Theme for English B--by Langston Hughes

http://www.poets.org/viewmedia.php/prmMID/15614

Summer reading assignment: Crime and Punishment journal #1-- Donnee

I've heard that a lot of students think that Crime and Punishment is a boring novel, but I beg to differ. I love the genre of the novel. Suspense, murder and poverty is one of the best recipes to a brilliant novel. BUT the much of the novel seemed uneccisary and seemed to drag. As soon as i started to read it, I immediately thought of Edgar Allen Poe's The Tel tale heart. I must agree with every one that most of the dialog was very dull.I had to drink tuns of coffee in order to stay focused and get through certain chapters of the book. Besides that I wanted more diction! Throughout the book I was anticipating the pawn broker's murder. I thought to myself, "Will Raskolnikov actually commit the murder? or will his "cowardice" take control him." Once he finally committed the murder, I was so disappointed. I thought to myself "Is that it?" Throughout the begining of the book, the murder was all Raskolnikov could think about, and now the author gives us this! I felt no suspense, no disgust, no fear. Infact it was nothing a real discription of a murder should be like. I.E. In The Tell Tale Heart, Edgar allen poe was much more gruesome in the discription of the actual murder. The protaganist chopped up the old man's body un into tiny pieces. Sure it's disgusting to read, but thats what makes a good murder. If Raskolnikov was really as crazy as many readers think he is, he could have been capable of a much more gruesome murder.

Literary Elements and techniques presentation: Justin's vocabulary list

Crime and Punishment vocabulary words

1) Downtrodden- (adj.) Tyrannized over or controlled; oppressed; trampled upon. (p.1)

2) Loquacious- ( adj.) Very talkative; talking freely (mainly a tendency); characterized as constant talking. (unaware which page the word is on)

3) Physiognomy- (n.) The face or countenance (mainly an index to a character); an art of determining character or personal features of the body, mostly the face. (p. 142)

4) Venomously- (adj.) Furious, ferocious, enraged; of or pertaining to an impression or action. (p.146)

5) Licentiousness- (adj.) Unrestrained by law or general morality; immoral; when going beyond limits and not following the rules. (p.151)

Assignments for the week of September 28, 2009

First drafts of Crime and Punishment essays are due Tuesday.

Work on your literary elements presentations.

Study Greek and Latin roots and vocabulary for a quiz on Friday, October 9- Aud-Chrom. This will also include vocabulary words from Heart of Darkness, and questions on the text.

We will be continuing with the practice multiple choice AP examination on Tuesday.

Second drafts of college essays are due Friday--these will be graded essay assignments

We will be moving forward in the syllabus in the next week or so and doing various texts as we approach our next major work-- Heart of Darkness.

Final drafts of Crime and Punishment papers are due Wednesday, October 7.

Assignment for week of September 21, 2009

A Streetcar Named Desire papers are due.
Work on literary elements presentations for this week.
Monday we will continue our discussion of "Parsley" and learn about the form of a villanelle poem.

Thursday: Vocabulary from Crime and Punishment and Greek and Latin roots test (ag-aster). C&P review assignments should be emailed to me by this day as well.

We will also discuss Dostoevsky's theories as relevant to Crime and Punishment.

C&P essays will be assigned.

Practice M/C AP exam discussion and diagnostic Friday continuing Tuesday.

A brief note: The first drafts of your essays were wonderful. I was truly inspired by what you shared. I have set up a schedule in our classroom. I will make myself available period 4 all week and Tuesday after school to confer individually with you regarding them. We will discuss such issues as grammar, sentence structure, and organization of ideas. I look forward to meeting with you all.

Crime and Punshment: Maggie

CONFLICTS


MAN VS SELF
· During the whole novel Raskolnikov’s main conflict is whether he should admit to the crime that he committed. Raskolnikov has two personalities, one of which is brought out by poverty and egoism (the murderer). The other side is inspired by the love of others and his inner goodness (his desire to help others).

Raskolnikov helps the drunk girl get home (p 48)
Raskolnikov leaves money for Marmeladov’s family (p 27)
Raskolnikov gave most of the money his mother sent to him, to Katerina, for Marmeladov’s funeral (p 185)

· In the opening section of the novel, Raskolnikov was in conflict with himself. He wondered if he should kill Alyona, but it was not until after he overhears the conversation the student and officer are having that he made the decision that if Alyona died, it would make the world a better place. (p.65-66)


MAN VS SOCIETY
· Razumikhin lives in poverty and tries to change his place in society. (p 51)


INTERNAL CONFLICT
· Raskolnikov has a strained relationship with his mother. The conversation on pages 222-240 is very superficial. The conversation was only about Raskolnikov and their past. Raskolnikov’s mother was also glad to leave after the conversation ended. (p 240)


MAN VS NATURE
· Social Darwinism is a theory that states that only the strongest and fittest can survive in the world. Alyona and Lizaveta Ivanovna both perish because they are not able to defend themselves from Raskolnikov.


MAN VS MAN
· Petrovich and Raskolnikov both have conflicts with one another. For example, in the scene where Petrovich accused Sonya of stealing the money, Raskolnikov was there to ruin his plans. Raskolnikov stepped in to be the “superman” that he thought himself to be (p 401). Another example would be Petrovich, who is bitter that Raskolnikov’s sister broke off her engagement with him.

Crime and Punishment vocabulary: Claryliz

Vexation (noun): the act of vexing; the state of being vexed; irritation; annoyance; something that vexes; a cause of annoyance; nuisance (Crime and Punishment, p.76)

Trifle (noun): something of little value, substance, or importance (Crime and Punishment, p.80)

(verb): to talk in a jesting or mocking manner or with intent to delude or mislead; to treat someone or something as unimportant (Crime and Punishment, p.80)

Portentous (adjective): eliciting amazement or wonder: prodigious; being a grave or serious matter; self-consciously solemn or important: pompous (Crime and Punishment, p.81)

Deduce (verb): to determine by deduction; specifically: to infer from a general principle; to trace the course of (Crime and Punishment, p.260)

Tirade (noun): a protracted speech usually marked by intemperate, vituperative, or harshly censorious language (Crime and Punishment, p.261)

Crime and Punishment presentation: Ebenezer

ROLES FOR AP LITERATURE CLASS: CRIME and PUNISHMENT

What is ...

Allusion?
A reference to or representation of, a place, event, literary work, myth, or work of art, either directly or by implication.

Symbolism?
A practice of representing things by means of symbols or by attributing meanings to objects, events, or relationships.

There are several religious elements within Dostoevsky’s novel. For instance, they can show up through the form of biblical references. On page 328, Sonya is reading the story of Lazarus to Raskolinkov.

In this passage, the author alludes to specific chapters in the bible to illustrate an important point. According to the Gospel of John, Lazarus was dead when Jesus came to Bethany. After four days of his death, Jesus resurrects this man back to life. This allusion could refer to Raskolnikov’s progression throughout the story. He is spiritually dead based on the crimes he committed; and is hoping for an opportunity to change for the better.

Religion can also embody the form of objects. For example, Sonya gives Raskolinkov a cross at the end of chapter IV in Part 5. On page 422, Sonya says: “We’ll go to suffer together, and we’ll bear the cross together! ...”

Symbolically the cross must represent self sacrifice and commitment. Jesus Christ for example, bears himself on the cross in an effort to eliminate sin from his people. Raskolinkov is essentially doing the same thing. He is sacrificing what he believed in the past, in hopes of eliminating his past sin. In addition, the cross could also symbolize the commitment between Sonya and our protagonist.

Crime and Punishment vocabulary: Justine

Guffaw - noun - a loud unrestrained burst of laughter (pg, 25)
Hasten - verb - to move or act with haste ; proceed with haste; hurry (pg. 7)
Disconcert- verb - to throw into disorder or confusion; rearrange (pg. 7)
Damsel - noun - a young woman or girl; a maiden. Originally one of gentle or noble birth (pg. 7)Foreboding - noun - a prediction; portent (pg. 10)

Crime and Punishment Review assignments

Reviewing Crime and Punishment

Chapters: Foreword: xii – xx
Title: Genesis of Crime and Punishment
Plot Summary: This part of the novel explains how Dostoevsky developed the novel Crime and Punishment. Dostoevsky originally planned on writing two separate novels. One would be about drunkards and the other one would be about “the psychological account of a crime.” Dostoevsky ended up combining these two ideas into one novel. In the foreword, it explains how Dostoevsky developed his theme of Nihilism, the idea of superman, Christianity, and poverty. We also learn that Dostoevsky based most of the novel on actual events that were occurring during the time he wrote the novel. The foreword also explains the meanings of the names in the novel. Each name had a certain translation that related to the character.Key quotation: “There were now three plots instead of one; and we begin to see something of Dostoevsky’s method of composition in this juxtaposition….”

Part I: Chapter I
In this chapter, we’re introduced to a few characters. The main character, Raskolnikov, is portrayed as a poor college student who’s barely able to make money. Alyona Ivanovna is a little old woman, making a living as a pawnbroker. Chapter one discusses the first time these two characters meet. Raskolnikov wants to sell her a silver watch for more than what she thinks it’s worth. When she names her price for the watch, he takes it and walks off angrily. The chapter ends with Raskolnikov making his way into a bar.* * *

If this chapter were given a title, I would probably name it “The Meeting.” This title has various meanings for this chapter. It’s here where the reader gets a first glimpse of Raskolnikov. Also, the title refers to parts of the plot. A quote that stands out to me is, “I wonder, what are people so afraid of? A new step, their own word, that’s what I’m afraid of…” The quote is talking about how moving on can be fearful. This is very significant to the rest of the book because it conflicts with what Raskolnikov wants to do next. Whenever he’s in a situation, he’s afraid to proceed because he feels he might do something wrong. Much of this fear is observed in the murder scene. All and all, the quote reflects Raskolnikov throughout the story.

Part I: Chapter II – To Pity or to Forgive –
Raskolnikov meets Marmeladov at a bar, who begins to tell him a story of the misery his family goes through. He explains to Rasko about how his wife is extremely sick, and how Sonya tries her hardest to support the family + his drinking habits, even to the point of prostituting herself. The participation of the rest of the pub in the conversation leads to them finally returning to Marmeladov’s place. Faced with the poverty they live in, Raskolnikov flees in relief after Katerina scolds her husband for having spent all the money, and chases Raskolnikov away.
Quote (Page 23) Why pity me you say? Yes! There’s nothing to pity me for!... do you think, that this bottle of yours brought me sweetness? Sorrow, sorrow I sought at its bottom… tasted it and found it…”

Part I: Chapter III -
The Letter
Key quotation: “Although Pyotr Petrovich has been so good as to take upon himself part of the cost of our trip to the capital- that is he has volunteered to pay for the delivery of our luggage and the bid trunk (somehow through his acquaintances)… ”
Summary: Raskolnikov gets a letter from his mother which talks about Dunya being harassed by her employer (Mr. Svidriguilov), Dunya being branded as a tramp by everyone (Mrs. Svidriguilov spread the rumors), and how Dunya’s name became cleared (when Mrs. Svidriguilov, saw the letter Dunya wrote to her employer saying she would not tolerate that kind of behavior, she went around and told everyone that Dunya was not a tramp). The mother also talks about Dunya’s engagement with Pyotr Petrovich, who doesn’t care if Dunya is from the working class or if she doesn’t have a dowry.

Part I: Chapter III -
It’s all just a dream, Or is it? Plot Summary: This is the morning after Raskolnikov was introduced to Marmeladov and his family, He awakes to a room he despises and his day already starts off rather joyless. Nastasya (the maid) brings Raskolnikov breakfast along with daunting message from his landlady telling him she wants to evict him. Along with his breakfast Nastasya brings him a letter from his mother regarding his sister Dunya and the fact that her reputation was nearly ruined and she was no longer is able to support him, but that she found her “savior” and how she’s getting engaged and hopefully her husband will be able to help Raskolnikov. Reading the letter “face filled with tears” his mindset transformed from upset to violent he went out and walked through the streets of St. Petersburg “talking aloud to himself” being mistaken for drunk.
Quote: “He laid his head on his skinny, bedraggled pillow and thought, thought for a long time. His heart was beating violently, and the thoughts surged violently”

Part I: Chapter V -
To Do or Not To DoPlot SummaryIn this part of the book, we encounter Rasklinkov talking to himself of whether or not he should talk to Razumkin. After getting a drink on his way back home, he falls asleep on a grass and dreams of a childhood memory in which he witnesses a mane being beaten to death by its owner, who insists that she gallops. Rasklinkov awakens in sweat and fear; on his way home, he goes through the Haymarket where he overhears Lizaveta state that she will be out of the house between six and seven the following day, leaving the pawnbroker Alyona Ivanovna home alone.

Title I have titled this part of the book “To Do or Not To Do” because in the reading we encounter several characters who are in argument with each other over different things. The inspiration for this title is from William Shakespeare’s “Hamlet” in which Prince Hamlet contemplates whether he should kill or spare his uncle whom he believes is responsible for the death of his father. Similar to Hamlet, Rasklinkov debates whether or not he should talk to Razumkin but decides not to for the moment. When he awakens from his dream, he couldn’t believe that he wanted to commit such an evil deed as killing another human being with an axe but then again is inspired to kill when he overhears a conversation Lizaveta was having with a trades man about coming back the next day between six and seven. This window of opportunity seemed perfect for Rasklinkov who was eager to find a chance to have the old lady by herself. Lizaveta is also a perfect example of the title for she is also debating with herself whether she should come back the next day at the designated time and risk getting a beating by her half-sister. Overall the title is perfect for this part of the book and even the whole book in general because these internal conflicts drive the characters to behave, act and rationalize in a certain way.

Key-Quotation“I knew very well I could never endure it, so why have I been tormenting myself all this while?” - Rasklinkov

This is a very important quotation that actually fit’s the title of the reading. Rasklinkov says this quote after waking up from a dream in which he saw a mane being beaten to death by its owner. The owner of the mane beats the mane to death by using a metal shaft while a spectator shouts “Take an axe to her! Finish her off fast.” The metal shaft resembled the axe that Rasklinkov was determined to use to kill Alyona Ivanovna. This might be some sort of an indication that what Rasklinkov plans might have an outcome that similar to the mane’s. When waking up from the dream, Rasklinkov was prepared to call off the murder. This quote definitely explains the extent of the effect the dream has had on Rasklinkov.

Part I: Chapter VII - The Ironic Murder
This chapter begins with Raskolnikov knocking on the door of Alyona Ivanovna's apartment. She doesn't know that he has come to her on such short notice to kill her, so the reader already has a sense of suspense starting this chapter. It goes on to reveal every single thought or emotion that Raskolnikov feels throughout the adrenaline rush of killing two people. His plan is a success, she has fallen for the fake "sliver case" and instead gets murdered and robbed. The surprise of Lizaveta appearing was a nice dramatic scene in this chapter, not knowing what to do Raskolnikov panics and kills her too. We see the flaws in his plan and what his state of mind was throughout the entire act. The sense of feeling as if you are the main character is achieved wonderfully in this chapter. The chapter ends with Raskolnikov almost getting caught with the two dead bodies and collapsing on his coach.

Quote: "He felt himself becoming flustered, almost frightened, so frightened that it seemed if she were to look at him like that, without saying a word, for another half minute, he would run away from her." (75)Title Name: Obscure Experience

Part II: Chapter II
A more delirious and confused side of Raskolnikov is revealed. He has just killed the Ivanovna sisters and keeps on checking himself to make sure he didn’t leave anything behind at the crime scene. In his mind, Raskolnikov is questioning himself about the previous events while walking around town half-concious. He finds himself at Razumikhin’s house, who offers him some money and soon after moves on. He then reaches home only to find the landlady being beaten by the police chief’s assistant. Raskolnikov later asks Nastasya why the assistant beat up the landlady. She’s surprised by his question, and tells him that it never happened. Raskolnikov was having a delusion. This chapter relates much to the quote found in chapter one. Therefore, I see this chapter being called “Fear and Delusion.” Much of Raskolnikov’s mental illness and fears are depicted here. He’s hardly concious as he’s walking through the town and he’s having delusions. He’s also very paranoid, which explains why he keeps on checking himself. The quote I find fasacinating from this chapter is, “I’ve tormented and tortured myself, without knowing myself what I’m doing… and yesterday, and the day before yesterday…” This is the moment where I see Raskolnikov realizing that he’s just committed a horrible crime. I think he knew at first he had done something wrong, but it didn’t occur to him at first how bad the crime was. This is the first time we see a more human side of Raskolnikov, which is ironic since he just murdered the Ivanovna sisters.

Part II: Chapter III Raskolinkov is up one morning and realizes the many individuals that are always around him. Along with Nastasya and Razumikhin, he receives a money statement from his mother. This is supposed to help him with some basic living need. The mental state of Raskolinkov is questionable; which is why Razumikhin assumes the role of caretaker in this chapter.

Part II: Chapter V -
“Suspicious Behavior”
Reasoning for the title: Raskolnikov is clearly showing dramatic responses to the conversation throughout the chapter. By the end of the chapter, even the other characters have begun to notice it and become suspicious of Raskolnikov.

Summary: Raskolnikov meets Luzhin, the fiancé of Dunya, for the first time, and automatically despises him. Raskolnikov is reeling from the affects of his murders and lies sick on the couch. While doing so, Zossimov and Razumikhin are discussing what kind of person the murderer was, clearly agitating Raskolnikov. After tolerating the conversation for a while, Raskolnikov throws everyone out of the apartment and after being kicked out, Razumikhin, Zossimov and Natasya realize that Raskolnikov is not merely sick, but acting extremely strange. “… Of course I noticed it! He gets interested, frightened. He got frightened the very day of his illness…” (pg 153) This quote spoken by Razumikhin is significant because as the reader, we realize that the other characters are starting to put the pieces of the puzzle together and that Raskolnikov’s hidden secrets may be discovered..

Part III: Chapter I - The Meeting
Key quotation: “‘Listen, sister,’ he repeated to her back, summoning a last effort, ‘I’m not raving; this marriage is a vile thing. Maybe I’m vile myself but you mustn’t… one is enough… and though I maybe vile, I will not regard such a sister as a sister.’”

Summary: Raskolnikov meets his mother and Dunya for the first time in three years. Raskolnikov tells Dunya to and her engagement with Pyotr Petrovich and he also says that she is only marrying Pyotr Petrovich for his sake. Raskolnikov then tells his mother, Dunya, and Razumikhin to leave him alone, so they leave but reluctantly. When Razumikhin walks Dunya and her mother to the place there are staying at he kept on assuring them that he will look after Raskolnikov. An interesting situation also turns up Razumikhin starts to take an interest in Dunya.

Part III: Chapter II – More than just a letter
Razumikhin wakes up with feelings emotions that are associated with Dunya. When he visits this woman and her mother, he learns about Luzhin’s letter. In the letter, Dunya’s fiancé states that he doesn’t want to see Raskolinkov because of his rude actions towards him. Razumikhin remains helpful to Dunya and Pulcheria; while finding time to assist Raskolnikov’s recovery.
Key Quotation Page 211

Part III: Chapter III – Dunechka’s Fire
This chapter starts off with Raskolnikov setting aside his internal conflicts (aftermath of the murders) in hopes to be polite to his family, Razuhmikin and Zossimov. He begins to apologize sternly to his mother, for not having visited earlier, and for having used her money to aid Sonya and her mother. As the conversation persists, Dunya continuously crosses whatever Raskolnikov in a very harsh sibling-like way. (Almost exactly what you’d expect from a younger sister with her older brother) Finally she breaks out saying she’s is marrying for her personal purpose only, and by inviting Raskolnikov to a dinner, Luzhin’s reaction should change nothing if he really cares for her. Quote (Page 230):(talking about the watch) “Ah look at the size of it__ almost too big for a lady.”Dunya: “I like it like that.”

Part IV: Chapter I – Forgiveness
Plot SummaryIn this part of the reading, Rasklinkov wakes from his sleep to see a shadow standing above him, after attempting to ignore this person as a dream but is forced to accept the reality that the shadow is an actual person named Arkady Ivanovich Svidrigailov. Svidrigailov claims to have arrived in Petersburg to proclaim his love to Dunya and that he is willing to give her 10,000 rubles if she calls off the wedding she is planning to partake in with Luzhin, whom Svidrigailov claims is related to. Rasklinkov is very defensive as he talks to Svidrigailov and continues to be skeptical about the purpose of Svidrigailov’s visit. In addition to the 10,000 rubles, Svidrigailov claims that his late wife has left Dunya another 3,000 rubles in her will thus increasing the suspicion Rasklinkov has of Svidrigailov. I have titled this part of the reading “Forgiveness” because of the fact the only reason that Svidrigailov has arrived and is talking to Rasklinkov is to help him gain the acceptance of Dunya. I feel sympathy for Svidrigailov because he has been hurt a lot. In his story to Rasklinkov, he claims to have been a slave and that his wife took advantage of him. Svidrigailov doesn’t hide the fact that he has love for Dunya and this love is to blame for the forgiveness he is looking for. Svidrigailov is an interesting character whom we encounter as being weak, lost and alone in this world. He has lost everything and only looks to gain one thing and that is to gain the forgiveness of Dunya whom he claims he has hurt when she was working at his house. Man came from dust and he is destined to return to dust according to the bible. Svidrigailov is getting older and I assume that before he goes to the next life, he wants to rid himself of sins and the most important is forgiveness.

Key Quotation“Could you not somehow avoid asking any questions about sister or mentioning her name? I don’t understand how you even dare to utter her name in my presence, if you are indeed Svidrigailov.” - RasklinkovThis is a perfect quotation that proves that Rasklinkov still cares about his sister regardless of what she has done in the past. He has wasted all the money that she was acquiring through prostitution and now through the upcoming marriage with Luzhin. Rasklinkov appreciates everything his sister has done for him and the family and regardless of how low he might have went, he still has the ability to defend his sister. As a brother, it is normal for Rasklinkov to treat a person who confesses his love for his sister in a disrespectful tone and attitude. It is also understandable that Rasklinkov defends his sister after her name has been diminished while working at Svidrigailov’s house.

Part IV: Chapter II - “Love cannot be bought, but you sure can try.”
Reasoning for the title: Luzhin wants to marry Dunya because she is poor and he wants her to feel indebted to her. But he never really stood a chance with Dunya as long as Raskolnikov was there to ruin it. So in a way, the marriage was over before it even started and Luzhin’s money was no longer of any importance to Dunya. Summary: Raskolnikov is informed that a couple characters, Porfiry Petrovich and Zamyotov now believe that he is the culprit behind the murders. Luzhin basically gets into an argument with the Raskolnikov family. After all the characters meet, the Raskolnikov family, Razumikhin and Luzhin (and a few others), Luzhin begins to spread rumors he has heard about Svidrigaylov, the beginning of a conversation that goes horribly wrong for Luzhin. He inevitably fails to win over Dunya, mainly due to Raskolnikov’s extreme dislike of him and also because he is a pompous jerk. “…You’ve got nothing to do with it, so spit on them; we’ll have a laugh on them afterwards…” (pg 295) This quote has importance, for one because it shows how much Raskolnikov’s friends cared about him, and he still became a murderer. And two, because it was another mind game that started to take its toll on Raskolnikov. He becomes worried what his friend will think, and of course what will happen to him next. This is also important because it foreshadows the event in which Razumikhin discovers the truth about Raskolnikov.

Part IV: Chapter III This chapter begins with Pyotr going on about how he can not believe Dunya has ended their engagement. He comes off very conceited and narcissistic, and this negativity makes the reader happy that Dunya isn't with a jerk like him. The chapter quickly changes from Pyotr's point of view to the omniscient point of view. A conversation is introduced between Dunya, Pulcheria, Razumikhin, Raskolnikov and his mother about the break- up and what they were going to do next. Raskolnikov like always isn't speaking...just listening and appearing very anti-social. From there the intelligent side of Raumikhin is showed through his brilliant plan on how to make money, its during his discussion of his idea where Raskolnikov feels so unattached to his surroundings that he chooses to leave and not knowingly makes a scene. He offends his mother and sister and leaves them thinking he is suffering from an illnes.
Quote: "Its not as if you were burying me or saying good-bye forever,.....though, who knows, maybe this is the last time we'll see each other."(312)

Part IV, chapter 6

In this scene, Raskolnikov is essentially in the middle of possibly confessing to the murder when suddenly a man by the name of Nikolay comes and confesses. This saves Raskolnikov even though Porfiry Petrovitch doesn’t necessarily believe Nikolay. As result of this, Raskolnikov feels he has successfully gotten away with the murders because all blame has been removed from him, and he looks forward to getting on with his life. He thinks he truly has committed a crime without punishment.
Potential title: “Moving on is a simple thing, what it leaves behind is hard”
Key Quote: “Knowing his nervous temperament and from the first glance seeing through him, Porfiry, though playing a bold game, was bound to win.”

Part IV New Beginnings

At the very beginning of this chapter Svidrigailov appears unexpectedly in Raskolnikov’s room where he tried to prove to Raskolnikov that he is the better suited man to marry Dunya. In addition to his bizarre approach, Svidrigailov tries to provide an explanation as to why he was rude to Dunya when she was the servant in his house. In the next part, Raskolnikov and Razumikhin met up with his sister, mother and Luzhin (his sister’s fiancé). Luzhin proves to be a rudely arrogant man who offends everyone there and as readers we get a glimpse of what role he would be playing in the novel’s sub-plot (the love story of Dunya and Razumikhin) as Dunya decided to break off her engagement with him. In addition at the very end of this chapter Raskolnikov leaves his family in the care of Razumikhin, a trustworthy friend, and there is a change from his previous self-absorbed characteristics. “in fact, I’m not particularly interested in anyone’s opinion and therefore why not be a vulgar fellow for a while” pg 284

Part V: Chapter III
Title: The Accusation
The chapter starts with a fight going on between Katerina and the landlady, when Luzhin appears. Katerina immediately seeks his help against the landlady, but he instead brushes her off and and goes to Sonya, accusing her of stealing a 100 ruble bank note from him. Katerina rushes to Sonya's defense, saying that Sonya would sooner give him money than take from him, and that he was free to search Sonya's pockets for the money. However, Lebezyatnikov soon interferes, actually accusing Luzhin of planting the money on Sonya, and argument which is soon joined in by Raskolnikov, who explains that Luzhin was most likely trying to embarass Raskolnikov because of his association with Sonya (Raskolnikov previously quarrelled with Luzhin about Dunya). Luzhin, then cowed, insults both Raskolnikov and Lebezyatnikov and leaves. After his departure, Katerina and the landlady continue their fight, and the Marmeladovs are ultimately evicted from their home.
Quote: p. 397 'The cries of the poor, consumptive, bereaved Katerina Ivanovna seemed to produce a strong effect on the public. There was so much pathos, so much suffering in her withered, consumptive face, contorted by pain, in her withered lips flecked with blood, in her hoarsely crying voice, in her sobbing, so much like a child's, in her trusting, childlike and at the same time desperate plea for defense, that they all seemed moved to pity the unfortunate woman.'

Part V: IV Confession
This is the chapter where Raskolnikov confesses his crime to Sonya. At first Sonya assumes that he committed the crime dude to his poverty and the temptation of getting the money from Alyona, the old lady. However, Raskolnikov soon reveals to Sonya his reasoning behind the crime, his superman theory. Moreover, Sonya was able to use her religion to unburden Raskolnikov from his guilt when she convinces him to confess.“I only killed a louse, Sonya a useless, nasty, pernicious louse.”

Part V: IV
Title: Honesty is the Best Policy
Summary:The scene opens up at Sonya’s place. The main idea of this chapter is that Raskolnikov confesses his crimes (mercilessly killing Alyona Ivanova, and Sonya’s friend (and Alyona Ivanova’s sister) Lizaveta) to Sonya. Sonya is shocked at first, but is quick to forgive, and comfort Raskolnikov. She tells him the story of Lazarus, and asks Raskolnikov to turn himself in if he wishes to have peace with God. Raskolnikov obliges, and Sonya gives him a wooden cross for hope.

Part VI, chapter 2
In this scene Porfiry Petrovitch visits Raskolnikov it his lodging and tries to get him to confess about the murders. Porfiry uses bait such as “mitigation of sentence” to try an entice Raskolnikov into confessing. In the end Petrovitch is totally convinced Raskolnikov is the killer because of how he reacts to the idea, and the partial confession he presents. Overall Petrovitch helps us to visualize Raskolnikov’s guilt.
Potential title: Innocent Until Proven Guilty
Key Quote: “Seek and ye shall find” -Porfiry Petrovitch

Part VI: Chapter III
Title: The Threat
Svidrigailov is found by Raskolnikov at a cafe being entertained in the backroom by a singer. Raskolnikov banters around with Svidrigailov for a while, before finally becoming wound up and perturbed. Raskolnikov threatens to kill Svidrigailov if he tries to force his will upon Dunya, especially if he uses the information he has about Raskolnikov. Svidrigailov begins to discuss his life and women, including some comments that make Raskolnikov find him 'depraved.' Svidrigailov just laughs at him, and makes Raskolnikov sit back down when he gets up to leave by mentioning raskolnikov's sister, Dunya.

Part VI: V
Title:Through Force Nothing is Truly Achieved
Quote: “‘So you don’t love me?’… ‘Never!’ whispered Dunya…A moment of terrible, mute struggle passed in Svidrigailov’s soul.” P. 497.
Summary:Raskolnikov was deceived in believing that Svidrigailov was going to leave to the Islands, and refused to follow him. Therefore, Dunya was gullible enough to believe Svidrigailov’s letter and followed him to his apartment. Here he tells her about the murder, and that her brother could be saved if she would accept to love him. However, once Dunya says she will never love him, he lets her go.

Part VI: VI Title: A Journey to the New world Plot summary: Svidrigailov commits suicide with Dunya’s gun. But before that visits Sonya giving her a 3 thousand dollar-ruble bond assuring her that her family will be just fine, then telling her with that money she must use to it bring Raskolnikov to Siberia. After that he visits his fiancés family house and gives them fifteen thousand rubles, he tells them he’s going away but does not tell them where, after leaving finds a young girl out in the cold takes her in, then that next morning takes his own life. Quote: “oi, dat’s not allowed its de wrong place! Achilles roused himself, his pupils widening more and more. Svidrigailov pulled the trigger”

Epilogue II
Title:The Revival
Quote: “How it happened he himself did not know, but suddenly it was as if something lifted him and flung him down at her feet. He wept and embraced her knees…Infinite happiness lit up in her eyes; she understood, and for her there was no longer any doubt that he loved her, loved her infinitely, and that at last the moment had come….” P. 549.
Summary:Raskolnikov seemed to be living a superficial suffering, where he did not see the purpose of it or why he was enduring it. For him his crime was only a bundle and something without meaning. However, after realizing what Sonya meant to him, and realizing how much he loved her, he saw the purpose of life. Raskolnikov along with Sonya waited patiently for the next seven years that would bring them happiness.

Assignments due: Week of 9/14

Here is a list of assignments due:

1. College app essay first drafts are due Friday. Please select a topic from the Common Application (you can find the link on this blog).
2. You should be working on your literary elements presentations.
3. Tonight: Imagine you are Raskolnikov's therapist. Write a journal entry about your observations.
4. Streetcar paper rewrites will be due with previous drafts Monday.
5. Quiz next week on Greek and Latin roots and C&P vocabulary (will be posted shortly).

Next week: Practice AP practice test (m/c)

Crime and Punishment essay will be assigned soon.

A brief note about upcoming assignments

Hello AP Lit and Comp students,
Just a brief note-- students should be working on their Crime and Punishment literary term presentations.
Also, a first draft of the college application essay is due Friday. This will receive an essay grade.
Crime and Punishment Review assignments will be moved to Thursday, the 24th-- students who did not receive their assignments will be assigned their sections tomorrow.
Looking ahead: We will be discussing themes and character development in Crime and Punishment. Friday we will be reading a Rita Dove poem titled "Parsley".
Next week you will take a practice AP multiple choice exam. You will also be assigned your major Crime and Punishment paper topics. For this paper, I hope to meet with you individually to work on specific writing skills.
You will also soon have a quiz on Greek and Latin roots and vocabulary so far (including the vocabulary from your classmates' presentations).
We will also engage in critical study of Dostoevsky's political and social views, and analyze the text through a structuralist and archetypal perspective.

In-class work for week of 9/14/09

This week we will continue our study of Crime and Punishment, and begin our literary elements presentations. We will also work on our college application essays. Monday, September 14 we will be discussing a fabulous short story titled "The Lottery." We will discuss relevant literary elements and practice doing a close reading of the text. We will also look at this text in juxtaposition with Crime and Punishment, and some of the lager questions and themes arising in both. We will begin to discuss a larger issue regarding the role of literature as social commentary.

We will also begin to discuss the multiple choice section of the AP exam.

Looking ahead: College application 1st drafts will be due next week. Practice multiple choice test and analysis.

Syllabus 2009-2010

“If the literature we are reading does not awaken us, why then do we read it? A literary work must be an ice-axe to break the frozen sea inside us.”— Franz Kafka, 1904

Course objectives:
This course is designed to engage students in close reading and critical analysis of literature. This course will build upon previous knowledge and literary experience while increasing their exposure to, and understanding of, various works of literature. This course will expose students to various texts drawn from multiple genres, periods, and cultures. The students will develop their close reading skills at three levels: experience, interpretation, and evaluation.
By this year, you have studied English as a subject for three years of high school and two years of junior high school. You’ve learned valuable skills. Like all of your previous courses in English, this one will build on what you’ve mastered in the subject. There are some very important points of emphasis in this course that make it unique and particularly challenging. To put it simply, the purpose of an AP English course is to teach you two major skills that are interrelated: close-textual analysis, and critical analysis.

Close textual analysis
Thoreau said, “Literature was meant to be read the way it was written.” Writers take a long time to create well-crafted sentences, paragraphs, and stories. Close-textual analysis is the practice of taking our time, as readers, to look in detail at what the author did (whether on purpose, or unintentionally). We will learn strategies to explain and analyze the methods that writers take.

Critical Analysis
By the end of this course, you will think critically about all the texts you encounter. You will have a stronger understanding of the various manners in which a text can be analyzed (Freudian, reader-response, archetypal, neo-classical, historical, etc.). You will create your own critical analysis of the texts as well as master the art of defending your own interpretation in a clear, cogent analytical essay.
Each week, our five class periods will include time for each of the following:• In-depth discussion of the literary works we are reading (the majority of our time)• Presentations and discussions on the reading led by you and your peers• Informal reader’s response writing• Vocabulary development• Lessons on writing conventions and strategies, based on the class’ developing needs • Time for one-on-one conferencing about your writing and revision of your writing• Introduction of new literary terminology and critical methodologies

Our Readings
For each text, we will examine:• Our own experiences and interpretations of the text• Literary elements within each text (character, tone, theme, setting, etc.), both those that are universal and those that are specific to each genre • The author’s writing style, use of figurative language, and rhetorical strategies• How culture, time period, the author’s background, and literary period influence the piece• Critical methodologies that can be used to analyze this text (feminist, Marxist, structuralist, etc.)

Your reading assignments will be the most important assignments you complete all year. The class is based upon our discussions of the reading, and it is imperative that you be prepared for each day’s discussion. We will focus on active reading strategies to help you read productively and in a sophisticated manner.For each novel-length text, each of you will be assigned one literary element to focus on in your reading (the elements will rotate throughout the year). For example, you might be in charge of tracking themes in A Streetcar Named Desire. You should be prepared to comment on how the author is using that literary element, have questions for the class based on the themes you see emerging, or have marked a significant passage for us to analyze in class. You will be called on at least once per week to share what you’ve noticed about your literary element in the text we’re working on (but you’re encouraged to volunteer to share much more often). You are expected to take notes on your literary element while you are reading at home so that you will be prepared to share in class.

Our main readings for the year Crime and Punishment, Fyodor Dostoevsky
Heart of Darkness, Joseph Conrad
Emma, Jane Austen
As I Lay Dying, William Faulkner
The Tempest, William Shakespeare
Beloved, Toni Morrison
The Turn of the Screw, Henry James
A Streetcar Named Desire, Tennessee Williams
Lots of poetry by British and American writers, 16th century to the present, including Keats, Wordsworth, Stevens, Moore, Dove, Cummings, Eliot, Marvell, Donne, Nye, Neruda, CollinsShort stories and essays by Jorge Luis Borges, James Joyce, Sandra Cisneros, Barbara Kingsolver, Chinua Achebe, Ralph Ellison, Ernest Hemingway, Jhumpa Lahiri, Nathan Englander, James Baldwin, Edwidge DanticatMany of our short stories, poems, sample essays, and reference materials will come from
The Bedford Introduction to Literature, edited by Michael Meyer

Writing Assignments
Reader’s Response Journal, Blog, and Creative Writing Throughout the year, you will engage in informal writing during class time, focused mainly on journaling in your reader’s response journals. These assignments will frequently be shared with your peers to allow you to explore ideas together and develop your responses more fully. Informal writing assignments will also aid your fluency and help you practice the writing skills we are studying on a daily basis.We will be developing an internet-based conversation around our texts on our class blog, which will allow us to read and comment on each other’s responses. There will also be occasional creative writing exercises and journaling assignments done in class, usually in order to develop an understanding of a particular literary technique by using it ourselves.

Timed in-class essays and essays written outside of class: A Three-Week Cycle For most of the year, you will be writing on a three-week cycle. In the first week of the cycle, you will complete a timed, in-class writing response similar in form to the questions on the AP Exam. During the second week, you will write rough drafts for an essay relating to the literature we are reading. Based upon writing conferences with me, peer response, and your own careful revision, you will spend the third week revising and editing your paper to turn a final draft in at the end of that week. Final drafts of essays should be typed in 12-point Times New Roman font. You should turn in all rough drafts with your final draft so that you have a record of your writing process. Your essays will be collected into a writing portfolio which we will use for assessment and reflection on your progress. Take note: Before you turn in any draft—even a rough draft or a timed in-class essay—you must read over your draft for careless errors, awkward or unclear sentence structure, or omissions. A draft turned in to me with obvious careless errors will be handed right back to you.

Research Projects
In addition, you will be completing two research projects during the year. One will involve background research on the author, time period, and literary “school” of one of the texts we will be reading. You will write up the information in an essay and present it to the class. For the second research project, you will read at least two critical essays on a text and will write a paper responding to those critical essays. These will take the place of the out-of-class essays in two of the essay cycles (so don’t worry; you will not be writing two papers at the same time).
Evaluating Writing As a class, we will create a rubric for effective persuasive writing which will be used to grade your work. I will help you develop your writing in the following areas:• Developing a thesis • Logical organization (especially transitions, introductions, and conclusions)• Balancing generalizations with specific supportive detail and evaluating which examples and quotations best develop the thesis• Rhetorical strategies that can be used to persuade the reader (controlling tone, use of a consistent voice, creating emphasis through parallelism and antithesis)• Vocabulary use and word choice, including an awareness of denotative and connotative meanings and of register• Variety in sentence structure (including subordinate and coordinate constructions)• Writing conventions (grammar, punctuation, etc.) • Developing your own voice as a writer utilizing diction and tone
Reflection and Goal-SettingAfter you turn in each essay, you will save it in your portfolio and complete a reflection on it, evaluating it based on our rubric and writing a brief narrative about the strengths and weaknesses displayed in your piece. You will then set your own writing goals for the next essay cycle.

Schedule
Notes:1. For each major text, one student will be assigned to research the author, context, and literary period of the work and present that information to the class before we read.2. Every out of class essay will include class time for one-on-one conferencing, peer review, and revision in class.
Pre-Summer Institute Assignment: Read A Streetcar Named Desire and Crime and Punishment. Complete three reader’s response blog posts for each book (six total) and comment on four other students’ posts for each book (eight total).
Introduction to Close Reading—Summer Institute 1 week
A Streetcar Named Desire, Tennessee Williams
Introduction to the course and to active reading strategies (annotation, questioning, connections, predictions, strategies for encountering difficult texts) Supporting texts: Freud case studyThemes include: fantasy vs. reality, cleansing, light vs. dark, sexuality, dependence, the pastLiterary Elements in Focus: elements of drama, tone, symbolism Critical Lens: psychoanalytic, feministWriting Skills Minilessons: creating a rubric for assessing writing; the qualities of excellent writing; the thesisAssessment: baseline practice AP essay on the play
Theme 1: The Limits of the Human Experience 5 weeks
Essential Questions:What are the limits of empathy? Can one human being truly understand another? Can one human being judge another?What is the function of law/convention/societal standards? Do they encourage morality?To what extent are we or should we be bound by law or society’s standards?
Crime and Punishment, Fyodor DostoevskySupporting texts: poetry by Mark Strand, William Blake, Rita Dove Themes include: redemption, suffering, alienation, the Superman, guilt and innocenceLiterary Elements in Focus: character, plot, symbolism, suspenseCritical Lens: structuralist criticism/ archetypal criticismWriting Skills Minilessons: developing a thesis and selecting evidence to support itAssessment: out of class essay
Heart of Darkness, Joseph Conrad
Supporting texts: Chinua Achebe; “The Lottery” Shirley Jackson

Themes include: Imperialism, the Other, honesty vs. hypocrisyLiterary Elements in Focus: frame tale, point of view, symbolism, irony, imageryCritical Lens: post-colonial criticismWriting
Minilessons: integrating quotations and evidence into a paragraphAssessment: out of class essay
Sample Essay Topics Interpretive Level: 1. Examine Kurtz’s last words: “The horror! The horror!” What horrifies Kurtz? What does Marlow learn from this encounter? 2. Many of the characters in Crime and Punishment are archetypes. Describe several of the characters that you see as archetypes and how they function within the novel’s world.Evaluative Level: 1. Based on our readings about postcolonial theory, how would you characterize Joseph Conrad’s attitude toward the Other? Is Conrad critical of imperialism?2. Many have criticized the ending of Crime and Punishment. Do you believe it is effective and fitting? Why or why not?
Theme 2: Varieties of Love 5 WeeksEssential Questions:What is love? Are there various identifiable categories of love?What is the relationship between the lover and the object of his or her affection?What does love require of us? / How do we express or demonstrate love?Do we see love as a part of nature or as transcendent?
Poetry:William Shakespeare, Andrew Marvell, John Donne, e.e. cummings, Edna St. Vincent Millay, Li-Young Lee, Naomi Shihab Nye, T.S. Eliot, Tim Siebels, Anais Nin, William Wordsworth, Gerard Manley Hopkins, Lewis Carroll, Grace Paley, Seamus Heaney, Sylvia Plath, Matthew Arnold, Ha Jin
Literary Elements in focus: Versification and meter, rhyme and other elements of sound, allusion, metaphor, figurative language, poetic forms, free verse, imageryCritical Lens: new criticismWriting Skills Minilessons: introductions and conclusionsAssessment: Timed in-class essay
Beloved, Toni MorrisonThemes include: identity, past vs. present, alienation, sacrifice, community, guilt, naming, loveLiterary Elements in Focus: point of view, plot structure, setting, themeCritical Lens: deconstructionistWriting Skills Minilessons: organization and transitions, crafting paragraph order for persuasive effectAssessment: out of class essay
Sample Essay TopicsInterpretive Level: 1. Do a close reading of one poem, focusing on how the poet utilizes sound, meter, rhyme, and structure to contribute to the overall meaning of the poem.2. What function do names play in Beloved? How do the characters assert identity (their own and others’) through naming?
Evaluative Level: 1. How do poets from distinct eras and literary schools present love differently? Select two love poems from different eras or schools and analyze how their contexts affect their presentation of love, both in form and content.2. Morrison is deliberately ambiguous about Beloved’s true nature. Why do you think she leaves this question open? How does it affect the reader’s understanding of the traumatic event at the novel’s center?3. Compare how the past shapes or informs the present in A Streetcar Named Desire and Beloved. Can these two visions of the Old South—the idealized and the horrifying—coexist?
Theme 3: Constructing Identity within Society 6 WeeksEssential Questions:How do we construct our identities?How is our identity a response to our context, society, and past?How do we negotiate the boundary between the inner, private self and the public self?How is our identity a response to our relationships?
The Tempest, William ShakespeareThemes include: magic, power, justice, art/ creativity, colonizer/colonized, “civilization,” loveLiterary Elements in Focus: setting, comedy as a genre, plot structure (3 unities), contrastCritical Lens: review of postcolonial,Writing Skills Minilessons: eliminating wordinessAssessment: scene performed in class
Emma, Jane AustenSupporting texts: poems by Emily Dickinson, Langston Hughes, Maya Angelou, Walt Whitman, Sherman AlexieThemes include: social structure and status, women’s roles, the imagination, language/ communicationLiterary Elements in Focus: subtext, puns, irony, character developmentCritical Lens: feminist criticismWriting Skills Minilessons: sentence structure/ sentence combiningAssessment: timed in-class essay
Sample Essay TopicsInterpretive Level:1. Compare the process of identity formation in Emma and one of the poems from this collection. How does society shape the individual in both?2. How do the comic scenes between Trinculo, Stefano, and Caliban parallel the events in other threads of the plot? How does Shakespeare use these scenes to highlight or parody other themes and problems?Evaluative Level:1. Is Emma a feminist novel? Why or why not?2. Many critics see Prospero as an embodiment of Shakespeare, and the magician’s renunciation of magic at the end of the play as Shakespeare’s announcement of his retirement (and indeed, The Tempest is one of Shakespeare’s last plays). Do you agree? Why or why not?
Theme 4: The Narrator/ Reader Relationship 6 WeeksEssential QuestionsWhat is the relationship between the narrator and the reader in a text? What happens to our reading of a text if the narrator is unstable or unreliable?How does ambiguity function in the reading process?What are the limits of interpretation?
The Turn of the Screw, Henry JamesThemes include: hidden vs. revealed, innocence, heroism, the supernatural, past vs. presentLiterary Elements in Focus: use of ambiguity, foreshadowing, suspenseCritical Lens: psychoanalyticalWriting Skills Minilessons: vocabulary and word choiceAssessment: Research paper incorporating critical articles
As I Lay Dying, William FaulknerSupporting texts: poems by Dylan Thomas, William Wordsworth, William Butler Yeats, Billy Collins, Allen GinsburgThemes include: words vs. thoughts/ writing, heroism, impermanence, past vs. presentLiterary Elements in Focus: point of view, narrative structure, plot structureCritical Lens: deconstructionist criticismWriting Skills Minilessons: diction and tone/ developing voiceAssessment: comparison essay—address the use of one literary element or theme in two of the texts we’ve read thus far
Sample Essay TopicsInterpretive Level: 1. Are the ghosts real or imagined in The Turn of the Screw? Argue for one side or the other.2. Why does Faulkner use Addie’s voice in the middle of the novel? What do we learn from her perspective? Evaluative Level:1. Why did Faulkner select the multiple-narrator format for As I Lay Dying? Do you think it works effectively? Why or why not?2. How does the framing tale function in The Turn of the Screw? How does it influence our understanding of the narrator’s relationship to the reader?
Theme 5: Realism, Magical and Otherwise 5 WeeksEssential QuestionsWhat do we mean by “realism”? What do we expect from the relationship between a text and “reality”?What is the function of the imagination in literature?
Poetry—The Imagination and the TextWilliam Wordsworth, Wallace Stevens, Marianne Moore, Billy Collins, John Keats, Rita Dove, Pablo Neruda, Adrienne Rich, E.K. Braithwaite, W.H. Auden
Short Stories— The Imagination and the Text“Eveline” James Joyce“Soldier’s Home” Ernest Hemingway“The Funeral Singer” Edwidge Danticat“The Interpreter of Maladies” Jhumpa Lahiri“Woman Hollering Creek” Sandra Cisneros“Sonny’s Blues” James Baldwin“The Garden of the Forking Paths” Jorge Luis Borges “The Tumblers” Nathan Englander
Literary Elements in Focus: the short story as a genre, elements as appropriate to each individual short storyCritical Lens: cultural criticismWriting Skills Minilessons: moving past interpretation to evaluationAssessment: Research paper in which student will read one or two critical articles about one of the stories and evaluate those critical articles in light of his or her own reading of the text
Sample Essay TopicsInterpretive Level:1. How do poets represent the role of the imagination in the world? Select one poem we read and analyze how the poet describes the relationship between art and life.2. Many of our short stories present a main character at a crossroads or a point of decision. Select one story and analyze how the author engages the reader in that moment of choice and assess whether or not the ending fulfilled your expectations as a reader.Evaluative Level:1. Select one of the short stories and write about how the author’s cultural background or historical context affected his or her writing.2. How does the short story differ from the novel? Draw from the short stories and novels we’ve read to make some generalizations about how the genres function differently.
Portfolio Reflection and Practice for the AP Exam 1 week
After the AP Exam, we will explore “alternative” types of texts: graphic novels, films, and other arts to apply the techniques of experience, interpretation, and evaluation to them.
English Department Grading Policy
Participation 15% • Class discussion• Listening• Group work/process• Conferring• Book Talk• Sharing Work Aloud
Classwork / Homework 30% • Homework assignments and readings are completed• Independent work during class time is completed• Journals are up to date• Group work – process and product• Reflections • Student is prepared for class• Student’s work is organized
Assessment 55% • Essays• Quizzes• Tests• Projects• Presentations
Please note that points will be deducted for each day an assignment is late. In addition, late assignments will not be accepted after three days without a written doctor or parent note.
Our class is also online! We have a blog pertaining to our class. It will be a place where I post assignments, announcements, and where your child may write comments about our class discussions and the literature we will be studying. I will be updating the blog on a weekly basis. I encourage students to check the blog periodically, and hope that parents will enjoy reading about our class! The website is: http://www.tigerwriters.blogspot.com/
I have also started to use an online grading system through https://snapgrades.net/login/?20409. I will update scores on a weekly basis.


I am always available via e-mail should you ever have questions or concerns. I encourage parental involvement and hope to be in communication with you throughout the school year regarding your child's process. I will also accept assignments through e-mail as well. My address is Jdavid4@schools.nyc.gov

Summer reading Assigment: Crime and Punishment Journal #3-- Claryliz

Just finished with Crime and Punishment, and I think that this is a book I will always remember. Contrary to many things that my classmates say, I think that this story has many insightful components and literary techniques that one can observe and admire. However, I do concord that many of the character's speeches were very verbose and could have been curtailed a little. Yet this could also be due to the fact that this is a translated book and not a story written in English directly. Being able to speak another language myself, I know how many things are misinterpreted and translated with a different meaning.
Even though Raskolnikov is not a typical character, I think he has a lot of compelling traits, which enlarge the curiosity of the reader throughout the story. I was indeed amazed at the character of Sofya as well. At first she seemed frail and a martyr as a cause of her family. However, these difficulties drove her to have a strong character with a compassionate heart. For instance when first told about the crime that Raskolnikov had committed she responded "'What, what have you done to yourself!'" (pg411). A common teenager, like her, would have become extremely afraid and would have run away. Yet she thought equally of the effect of the murder on the murderer as well as its effect on the victims.
I also became very intrigued by the way Raskolnikov depicted his crime. Even after much criticism and facing the realism of what he had done, he still kept explaining it with the idea that he had previously written about in the magazine. On page 415 he said, "'You see, I had wanted to become a Napoleon, that's why I killed...'". Evidently many famous historical figures, which caused a drastic change in history, were his idols, and the motives which drove him to kill. This notion that he held so strongly, reminded me of the idea conveyed in The Fountainhead by Ayn Rand. She also categorizes people in two factions; those that are selfish or egotist and the selfless or the second-handers, which Ralskolnikov seems to label as extraordinary and ordinary. Having read both of these books in a relatively close time period, I notice many similarities between the two; in writing style and content of ideas. Both of these books are worth the reading.

Summer reading Assigment: Crime and Punishment Journal #2-- Claryliz

Two hundred more pages to read, and I slightly disagree with many of my classmates' opinions. It is relevant that the main character, Raskolnikov, has mental illness, and therefore needs psychological help. However, I believe that is his character and many of Dostoevsky's literary techniques that makes this novel such a compelling story. Being a story that was written so long ago, this is a story that can still occur today, and that can even attract readers in the twenty-first century, like myself. Not thoroughly read and a reader might feel that this story is just a verbose account of all the ridiculous ideas and actions of Raskolkinov. Yet I believe that this is a great story.
Raskolnikov seems to have two personalities, and one unifying idea. When one first reads about his crime, one thinks that it was just an impulse that he did without mayor thought. However, one then analyzes that his life has not been the best in the last couple of months; he had to quit college since he could not afford it, he was not living with his family (which he at the time loved), he barely had any friends (and of course not a girlfriend as well), he had a couple of months alone in his room, with NO ONE to talk to, and many things to imagine by himself. When asked about the article that he wrote on crime, I seemed to understand even more why he thought that his actions had to be done. He explained that there seemed to be two kinds of people: the "extraordinary" and the "ordinary." The first have the right to go over or defeat certain "obstacles" to get to their goal, and the latter "first preserves the world and increases it numerically," (pg261). In other words, the extraordinary goes beyond what is seen with the naked eye to go beyond and produce something for the future, while the ordinary like the word implies, is the regular man who lives for the moment. While hearing a young man complain in the tavern about the old lady, he felt even more right to kill her, since he would be eliminating one to help many others.
I definitely disagree with this theory of mind; however, with it I came to understand his character a bit more. He is still a perplexing character with many different personalities that is probably conflicted with a mental illness.