English 2 Honors Summer 2017 Project:
During the summer students will read Lord of the Flies by William Golding.
For the work as a whole, students are to complete the SOAPSTone + Theme worksheet (20 points) for Lord of the Flies. The entries must be detailed and some research might be required. See example below.
For the novel, students will keep a reading journal (48 points). Students are to analyze key terminology provided. Be ready to discuss the first day of school (20 points). Literary terms: allusion, characterization, plot elements (conflict, setting, climax, denouement), motivation, foreshadow, symbol, metaphor, simile, personification, author’s choice of diction, tone, imagery, allegory, theme(s), narrator/point of view, archetype, and elements of suspense
- Two entries per chapter (24 total entries)
- All terms MUST be utilized (some terms may be repeated, however every term must be used at least once)
- Journal entries must include: chapter, page number, quotation, literary device, and analysis (significance to author’s writing style or plot). Note: analysis must be in complete sentences and must be at least 3 to 4 sentences in length.
Students will write a literary analysis essay (100 points) on the novel using the following prompt:
- In literature, cruelty often functions as a crucial motivation or a major social or political factor. For example, in Lord of the Flies acts of cruelty are important to the theme. Write a well-developed essay analyzing what the cruelty reveals about the perpetrator and/or victim and how cruelty functions in the work as a whole. (No plot summary)
- Underline thesis statement
- 5+ paragraphs
- 700-800 words,
- MLA format, 6-8 short direct quotes (10 words in length)
- In-text or embedded citations
- Please type the essay on a Google Doc through your WHS Google Drive because all essays will be submitted through www.turnitin.com in class the first day of school!
SOAPSTone + Theme: This is for the novel or text as a whole!
|Speaker||Who is the Speaker?|
The voice that tells the story.
Non-Fiction – the author/speaker and any background information that might bear upon his/her text.
Fiction – the narrator, not the author, and any implied traits or characteristics that might influence the text.
Students should go beyond merely identifying the Speaker by name (occasionally, none will be given). They should be able to apply outside knowledge to Speaker, or infer traits from the text itself.
|Occasion||What is the Occasion?|
The time and the place of the piece; the context that encouraged the writing to happen.
Non-Fiction – the event that triggered the response
Fiction – the primary, specific event being discussed (summary)
Students should contextualize historical events or the “environment of ideas” that led to a text being produced. Students should also be able to summarize the events in a few words or phrases.
|NOTE: THIS SECTION IS RESEARCH BASED!|
|Audience||Who is the Audience?|
The group of readers/listeners to whom a piece is directed.
Non-Fiction and Fiction – the specific person, small group, or larger group a piece is aimed at
There may be multiple audiences, and the audience(s) may need to be discovered through student inference of the level of discourse in the text, the diction, the connotation of chosen words, and the traits of the Speaker.
|Purpose||What is the Purpose?|
The reason behind the text?
Non-Fiction – what the Speaker wants the Audience to think or do as a result of reading/listening to the piece
Fiction – the larger “point” being examined in the piece; the “theme” presented
Students should apply social, cultural, historical, etc. perspectives to a text to discover what the author/Speaker is attempting to reveal about those perspectives. They should be able to examine the logic of the argument and/or the themes and interpretations being presented.
|NOTE: THIS SECTION IS RESEARCHED BASED!|
|Subject||What is the Subject?|
The general topic, content, and ideas contained in the text.
Non-Fiction and Fiction – the larger context of the text (related to Occasion and Purpose)
Students should go beyond the immediate occasion to discover the larger context or issue that eventually led to the triggering Occasion. This should be stated in a few words or a phrase.
|Tone||What is the Tone?|
The attitude of the author/Speaker.
Non-Fiction – the meaning imparted by the author that goes beyond the literal; how the author feels about the subject
Fiction – same as above, though it might require a distinction between author and narrator
Students should analyze diction, syntax, connotation, and imagery to determine the attitude being presented.
|Thematic Statements||“Theme is the central message of a literary work. It is not the same as a subject, which can be expressed in a word or two: courage, survival, war, pride, etc. The theme is the idea the author wishes to convey about that subject. It is expressed as a sentence or general statement about life or human nature. A literary work can have more than one theme, and most themes are not directly stated but are implied. The reader must think about all the elements of the work and use them to make inferences, or reasonable guesses, as to which themes seem to be implied.”|
For example, if love is a topic/subject of two novels, a major theme in one of the novels could be “Love, if taken to extremes, can be negative rather than positive,” while in the other novel, the theme might be “Love can conquer even the greatest evil.” Notice that the topic/subject is the same, but the messages about that topic/subject are different in different works
|NOTE: DO NOT JUST LIST THEMES OR EXPLAIN THEMES. WRITE STATEMENTS AS IF YOU WOULD THESIS STATEMENTS.|