2016 Summer Reading at Notre Dame Bishop Gibbons School English Department

Transcription

1 2016 NDBG Summer Reading Requirements Summer Reading at Notre Dame Bishop Gibbons School English Department Contents: Middle School pages 1-2 The Assignment How to Choose a Book Project-based Responses High School Grade 9 page 3 Grade 10 page 4 Grade 11 page 5 AP Language & Comp page 5 Grade 12 UHS page 6 AP Lit & Comp page 6 How To Annotate a Text page 7 How to Keep a Dialectic Journal page 8 How to Read Literature packet pages 9-12 Middle School (grades 6-8) Mrs Fingerhut (fingerhutk@nd-bg.org) The Assignment Choose TWO chapter books (fiction or non-fiction) you have not already read but believe you can enjoy. Read them, and select a project-based response for ONE of the books. When you return to school in September, your English teacher will give you the date (usually 2nd or 3rd week of September) for presentation of your project. You should also expect to write or explain how and why you chose both of your books and your project, and the challenges (if any) you faced while doing them. How to choose a book: (Remember, the goal is for you to actually find a book you like and can read!) There are a gazillion great books out there, and so many factors influence which books will cause any reader to say "This is a great book." Some people like certain genres (mystery, science fiction, fantasy, dystopias, historical fiction, biographies). Some people like certain styles (first person, fast paced action, descriptive, informal, classic, sad, funny). Some people like certain topics (sports, science, history). We want you to find the books that speak to you. Here are some tips on how to pick a good book: Read another book by an author you already know and enjoy Read a sequel or related book to a book you read in school If you go to Amazon and type in the title of a book you have already enjoyed, you will find a feature that recommends "Frequently Bought Together" or "Customers Who Bought This Also Bought..." titles. These other titles appealed to people who also liked your book. It's a good bet these titles will appeal to you too. Ask others for advice: Ask friends and family who know you and your interests or abilities to make a suggestion. Go to the library or bookstore and ask the librarian or bookseller in the Young Adult section to make some suggestions. Go on line to goodreads.com's Top 100 Middle School Must Reads. If a cover or title appeals to you, click on the title to get a brief description of the book. If you are still interested, go to amazon.com and type in the title. Once you find the title, click again for more specific product info. In many cases, you can "Look Inside" and actually "test read" several pages to determine if you like the writing style and level of difficulty. You can also read other readers' reviews and questions about the book.

2 2016 NDBG Summer Reading Requirements 2 Project-based Responses Just as different books appeal to different people, so do different projects that involve different skills. Some people like to act; others draw, write, build, research. Below are listed several suggestions for your projects. You may design a project not listed below, but do not write a book report. Your project MUST be visually engaging so as to invite others to share in your books in some way. 1. Drawing Response: Select at least 10 moments from the book and illustrate them. You might make a "'coloring book" that your teacher can photocopy for classmates to use while you answer questions or tell them about your book. or, create posters of your book that can hang in our library or hallways. or, make a comic book or "graphic novel" format of the book or, make a display board that mimics a Facebook or Instagram page, where you post a profile and picture of a character in the book. Include appropriate text-based friends, recent activities, information, and if possible, Ads showing products and/or services your character might be interested in. 2. Acting Response: Come to school on the assigned day with a costume and some props related to a character in the book. Be ready to "get into character" and be interviewed by your teachers and classmates Or, make a video version of a scene in the book, or film yourself in character being interviewed by a "reporter" who is covering a "major development" in the story. (For this project, you may seek the help of others. If you have a schoolmate or two reading the same book, you may work together on this project. You may also use friends and family who do not attend NDBG) 3. Building Response Create a 3D shadow box or diorama of a scene or setting in the book. Your display should include a poster or booklet of text quotes that informed your design Or, Design a board game relevant to your book. You must create Directions which include an Objective (how to win) and Rules of Play. You must supply a game board (perhaps adapted from Monopoly or Trivial Pursuit), tokens, playing cards or whatever pieces classmates will need to play the game 4. Research Response Select some aspect of something referenced in or associated with the book that you want to know more about and do some research on that topic. Figure out an interesting way to share your research with your classmates. You might research a historical event, place, person, or technology that was mentioned in the book. You might want to research more about the author. Or, if your book is one that has stirred up controversy, look into the issues surrounding the controversy. Prepare a "Newspaper" page displaying several articles, ads, editorials reporting on the topic Or, make a video newscast - show yourself as an anchorperson orally reporting on the topic Or, interview (and film or record) an expert or eyewitness on the topic. For example, if you read a book about a person with a disability, you might interview someone with the disability, a health care professional who knows about this topic, or a family member of someone who has struggled with this topic. You might approach it from multiple perspectives. Or, prepare relevant graphic posters and or power point images, graphs, maps, timelines related to your research. Again, the goal is for you to create a response to the book that is visually appealing. You want to create a response that will encourage a conversation with others about your book and its effect on you.

3 2016 NDBG Summer Reading Requirements 3 HIGH SCHOOL SUMMER READING REQUIREMENTS. Grade 9 (Mr. Dorn Jonathan_Dorn@ndbg1.onmicrosoft.com) Welcome to high school! It isn t going to be easy but it is going to be fun. This year we will be building upon the skills that you ve learned throughout your academic career to improve upon your understanding of literature and how it is used, as well as how to write various forms of texts. As a student in ELA 9, you will read and analyze a variety of texts from novels to plays and short stories and continue to build and expand your vocabulary. While there will be a substantial amount of work in the form of reading, writing and vocabulary exercises, if you put in the effort and keep up with your assignments, you will have a successful and rewarding year. Everything we do in class has a purpose and will be necessary for success in what will follow. You will begin this summer by reading chapters out of How to Read Literature Like a Professor to get you in the right mindset. Then you will read Lord of the Flies which is one of my favorite books and one that I think you ll really enjoy. Lots of action, no adults and some really intense reading! If you have any questions, please feel free to me at any point and I will get back to you as soon as possible. How to Read Literature Like A Professor by Thomas Foster Read chapters 1, 5-7, 10, Answer the questions for these chapters found in attached packet. Responses must be handwritten in a composition style notebook, with chapters clearly labeled and responses numbered. All responses must restate the question in the answer, so that reading the notebook makes sense without needing to refer to the separate question packet. Lord of the Flies by William Golding Annotate the text by writing in the book or using post-it notes. See directions for How to Annotate Maintain a dialectic journal. You should use same notebook you use for How to Read assignment. See directions for How to Keep a Dialectic Journal

4 2016 NDBG Summer Reading Requirements 4 Grade 10 and 10H (Mr Biggs Adam_Biggs@ndbg1.onmicrosoft.com) I am looking forward to working with you during the next school year. The purpose of the course is to lay the groundwork for some important tests as well as to build upon the skills that you have acquired throughout your academic career. During the year you will be taking your PSAT 10 and working towards taking the English regents. In order to prepare, we will be reading several novels, short stories, poems, a variety of non-fiction, and analyzing a selection of alternative texts such as songs and images. In addition, I will continue to expand your vocabulary through our weekly vocabulary program. The year ahead will be challenging but rewarding. I will ask you to write often, reflect, and of course, read. There will be projects, presentations, and papers but we will take the time to listen to each other and enjoy literature! Working together we will also have time for many of the activities I am sure that you have heard about such as acting out Shakespeare s, Macbeth and the Poetry coffee house. When school starts I expect you to be ready to learn and that includes completing your summer assignments. I promise you that I will be hard at work this summer as well, preparing for our year together! If you have any questions, do not hesitate to send me an . Have a great summer! How to Read Literature Like A Professor by Thomas Foster Read chapters 1-7, 10-13, 19, and 25. Answer the questions for these chapters found in attached packet. Responses must be handwritten in a composition style notebook, with chapters clearly labeled and responses numbered. All responses must restate the question in the answer, so that reading the notebook makes sense without needing to refer to the separate question packet. Animal Farm, a novel by George Orwell Annotate the text by writing in the book or using post-it notes. See directions for How to Annotate Maintain a dialectic journal. You should use same notebook you use for How to Read assignment. See directions for How to Keep a Dialectic Journal Make an entry approximately every 15 pages (8 entries)

5 2016 NDBG Summer Reading Requirements 5 Grade 11Regents level. (Mrs. Neidl neidll@nd-bg.org ) (Mr. Biggs Adam_Biggs@ndbg1.onmicrosoft.com) Welcome to English 11! This year you will take the SATS and the Comprehensive NYS Common Core exam two very important tests that will evaluate your reading, writing, and critical thinking skills to determine how ready you are for college. The skills you need are not anything you can cram for at the last minute. These are skills that build through practice and reflection; therefore we expect you to build and sharpen those skills throughout the summer so you don t lose ground, and that you have a jump start on the texts we will study in September. You can expect that you will have assignments and tests in September that presume you have completed the readings and journal entries. How to Read Literature Like A Professor by Thomas Foster o Read the whole book o Complete the entire attached packet in a composition style notebook. Responses must be handwritten, with chapters clearly labeled and responses numbered. All responses must restate the question in the answer, so that reading the notebook makes sense without needing to refer to the separate question packet. (click here for the packet. Ignore chapter on Sonnets this chapter does not appear in all editions of the book) The Catcher in the Rye, a novel by JD Salinger o Maintain a dialectic journal. You should use same notebook you use for How to Read assignment. Make an entry approximately every 15 pages (14 entries). See directions for How to Keep a Dialectic Journal Grade 11 AP English Language & Composition (Mrs. Neidl neidll@nd-bg.org) Welcome to AP English Language and congratulations on choosing this challenge! AP students are typically highly motivated to learn and have the skills to work as independent learners. Therefore, I assume you will be willing and able to handle the assignments All three texts are worthy of your time: How to Read offers a wealth of information and insight. The two novels both classics but also historically controversial- will serve as excellent springboards for class discussion, supplemental non-fiction reading, and activities that hone your skills of argumentation and analysis. Although we will read two other classics in American fiction during the school year, most of our coursework will draw from non-fiction texts. The course will challenge your understanding of English grammar and deepen your ability to recognize how writers package their messages by making conscious choices about words, word order, and images. Your ability to read closely is critical to your success both in the course and in college. How to Read Literature Like A Professor by Thomas Foster o Read the whole book o Complete the attached packet in a composition style notebook. Responses must be handwritten, with chapters clearly labeled and responses numbered. All responses must restate the question in the answer, so that reading the notebook makes sense without needing to refer to the separate question packet. The Catcher in the Rye, a novel by JD Salinger o Maintain a dialectic journal. You should use same notebook you use for How to Read assignment. Make an entry approximately every 15 pages (14 entries). See directions for How to Keep a Dialectic Journal The Adventures of Huckleberry Finn, a novel by Mark Twain o Maintain a dialectic journal. You should use same notebook you use for How to Read assignment. Make an entry approximately every 15 pages (20 entries). See directions for How to Keep a Dialectic Journal

6 2016 NDBG Summer Reading Requirements 6 Grade 12 UHS (Mr. Dorn Jonathan_Dorn@ndbg1.onmicrosoft.com) How to Read Literature Like A Professor by Thomas Foster o You were assigned this book last summer, but we need you to refresh your memories by reading or re-reading Chapters 4, 5,7-9,13,15, 27. If you did not do the packet last summer, you must complete the attached packet questions for the above chapters in a composition style notebook. Responses must be handwritten, with chapters clearly labeled and responses numbered. All responses must restate the question in the answer, so that reading the notebook makes sense without needing to refer to the separate question packet. If you did the questions last summer, please review and perhaps improve your response. In either case, bring your notebook to class the first day of school in September. Antigone by Sophocles. This is one of the oldest known plays in Western Civilization, and part of the Theban trilogy. Despite its age, the play is easy to read but stirs up many topics worthy of good discussion. o Maintain a dialectic journal. You should use same notebook you use for How to Read assignment. Make an entry for each of the 5 scenes. See directions for How to Keep a Dialectic Journal Montana, 1948 by Larry Watson. A short contemporary novel. o Maintain a dialectic journal. You should use same notebook you use for How to Read assignment. Make an entry 10 entries, approximately every 15 pages.. See directions for How to Keep a Dialectic Journal Grade 12 AP Literature & Composition (Mrs. Neidl neidll@nd-bg.org) I am thrilled that you have selected AP Literature! This year we will focus almost entirely on poetry, fiction, and drama from the Western canon, often probing the texts for their social values and themes. We will build on the skills of analysis and argumentation that you have worked on in AP Language. The texts I have required for the summer are very short. From two very different time periods and written for very different audiences, these works offer a good opportunity to play with Foster s idea of inter-textuality. We will use these texts for our first writing assignments in September. How to Read Literature Like A Professor chapters 4-9, Interlude, 14 Oedipus Rex and Antigone by Sophocles. These are two of the oldest known plays in Western Civilization, and part of the Theban trilogy. Feel free to read the third part, Oedipus at Colonus) o Before reading, you might find it helpful to read some background information about Sophocles, early Greek Theater, and the Oedipus tradition. The book you buy might have this information in a preface or commentary. If not, cruise around online, starting with Wikipedia. Please do not rely on the summaries you can so easily find however, as a substitute for reading the actual plays.. The plays are easier to read than Shakespeare. I want you to read Sophocles words. o Maintain a dialectic journal. You should use same notebook you use for How to Read assignment. Make 8 entries for each play.. See directions for How to Keep a Dialectic Journal o (As you read Antigone, ask yourself how she might get along with Hester Prynne!) Montana, 1948 by Larry Watson. A short contemporary novel. Many of the works we will read will make allusions to the Bible or to Greek Mythology. If you are looking for something to read that might enrich your ability to recognize and appreciate those references, consider a book like Edith Hamilton s Mythology, and/or The books of Genesis, Exodus, and Luke in the Bible.

7 2016 NDBG Summer Reading Requirements 7 How To Annotate a Text While annotating, you are making notes about the text as you read. Your annotations will slow you down to a more careful and reflective experience and keep you focused on what you are reading. Annotations will help you remembers details, questions, or observations and connections you have made. You may write in the margins, underline, or use post its. But it is not helpful to just highlight everything. So how do you know what to annotate? Some strategies apply to all books we want to understand better (all books we read in and for school!), and some apply to looking for clues to why are reading the text in the first place. Here are some things your English teachers expect you to note or do as you read: Define words, phrases, or slang or dialect that are unfamiliar to you. Circle key words that are repeated or seem to pop out at you as a strong word choice. Make connections to other texts you have read or seen, including movies, news reports ( This reminds me of ) Draw a picture on a post it if it helps you visualize a scene or character Paraphrase, or summarize in your own words Enter a question where you got confused or the details don t just add up Identify literary techniques that the author is using especially figurative language, imagery, tone, dialogue, point of view, flashback /fantasy/dream Identify theme passages those parts of the book that point beyond the plot to a bigger, more universal insight into the human condition. Here is a quick youtube link: How to Annotate a Text - YouTube 2:02

8 2016 NDBG Summer Reading Requirements 8 How To Keep A Dialectic Journal You will keep a dialectical journal as you read the novel. A dialectical journal is another name for a double-entry journal or a reader-response journal. In your journal, have a conversation with the text and with yourself. Dialectical Journal Requirements 1. Each entry must be approximately a half-page in length. 2. Divide the page into two columns. On the left, enter a quote from the text that you are going to write about. Give page number. On the right, write about 60 words responding to the quote 3. Your entries MUST be handwritten. 4. Be sure to elaborate with specific examples from the text as you express your thoughts. 5. Make clear connections to the prompt selected. Journal Prompts The following are possible starter sentences for your response to quoted passages in your journal: 1. I do not understand 2. I noticed that 3. I now understand 4. This character reminds me of myself 5. I think the setting is important because 6. I think the relationship between and is interesting because 7. I really like this (idea, person, attitude, etc.) because 8. Something I noticed (appreciated, wondered, etc.) is 9. My favorite passage (or quote) is because 10. I like (dislike) because. Here is what your journal entry should look like: Source: Dialectical Journal Example Taking Notes (quotations taken from The House on Mango Street) August 22, 2009 The house on Mango Street is ours, and we don t have to pay rent to anybody, or share the yard with the people downstairs, or be careful not to make too much noise, and there isn t a landlord banging on the ceiling with a broom (Cisneros 3). Citation includes the author s last name and page number where quote was found. August 25, 2009 But my mother s hair, my mother s hair, like little rosettes, like little candy circles all curly and pretty because she pinned it in pincurls all day, sweet to put your nose into when she is holding you, holding you and you feel safe, is the warm smell of bread before you bake it, is the smell when she makes room for you on her side of the bed (Cisneros 6). Making Notes (response to the quotations selected) I noticed that she is listing experiences people who rent homes and apartments might have experienced as well. This might pull those readers closer to her through common experience. It also serves to pull the reader who has never rented into her narrative. She lists multiple inconveniences and negative aspects of this lifestyle (paying rent, sharing yard, having to be quiet) and this begins to create an image. While Esperanza s family no longer has to deal with these problems their neighbors on Mango Street do. It provides a window into a lifestyle. Something I concluded here is that the long list of similes and metaphors describing her mother s hair must be important. She describes her father s hair in one sentence as well as the hair of the other family members. The repetition of holding you is a clue as well. She obviously has a strong connection to her mother and it must be the most important relationship in her life at least in her family. Other evidence of this closeness is the association of a smell the smell of bread with her mother. Olfactory memories are some of the strongest. It reminds me of smell associations I have. Like Coppertone sunscreen and the trip my family and I took to Pie de la Cuesta just before we moved away from Mexico. Every time I smell it I am transported back to that carefree time and for this reason I keep buying it. Warm bread connotes comfort and care. It takes time and patience to bake bread just like being a mom.

9 2016 NDBG Summer Reading Requirements 9 How To Read Literature Like a Professor Question Packet. The packet contains 80 questions that accompany your assigned reading of How To Read Literature Like a Professor. Find the corresponding chapters your class was required to read and answer them in a handwritten composition style notebook. Due first full day of school Directions: The work must be hand-written (printed or cursive), neatly, in a composition style notebook. No cut and paste from Internet or friends allowed. Entries must be done in black or blue ink, and each entry must be dated. Start a new page for each chapter. Every entry must restate the question so the notebook makes sense without making reference to the question list Example: entry 1 should begin with The five characteristics of the quest are:. You should have complete sentences for every response. Most responses can be found directly in the text; others direct you to think about books and movies you have read. Ch. 1 pgs. 1-6 Every Trip is a Quest (Except When It s Not) 1. What are the five characteristics of the quest? 2. Choose a book you have read or a movie you have seen that contains a quest and identify the characteristics and explain. Use Foster s explanation of the setup in The Crying of Lot 49 on pages 4 & 5 as your guide---meaning yours should be as detailed and clear as his. Ch. 2 pgs Nice to Eat With You: Acts of Communion 3. Complete this sentence about communion breaking bread together is an act. 4. Why does Foster assert that a meal scene in literature is almost always symbolic? 5. List the things, according to Foster, that eating in literature can represent. 6. Think of an example of a positive communion scene in a book you have read or a movie you have seen. Describe the scene and explain its symbolic meaning. 7. Think of an example of a negative communion scene in a book you have read or a movie you have seen. Describe the scene and explain its symbolic meaning. Ch. 3 pgs Nice to Eat You: Acts of Vampires 8. What are the essentials of the vampire story? 9. What are some things besides vampirism that vampires and ghosts represent in literature? Ch. 4 pgs If It s Square, It s a Sonnet (This chapter is not in all editions of the book. Don t worry about it if your book does not have this chapter) 10. Explain the title of this chapter- what does Foster mean if it s square, it s a sonnet? 11. What are some of the ways in which a poet works his magic on you? 12. Define/ describe a Petrarchan sonnet. 13. Research Petrarchan sonnets and write down the title an author of one here and attach a copy of the poem to a page in the notebook (you can print it out or handwrite it) 14. Define/describe a Shakespearean sonnet. 15. Research Shakespearean sonnets and write down the title of one here and attach a copy of the poem to the notebook. (You may not use any that are mentioned in Foster s book. 16. Why, according to Foster, is it more difficult to write a short poem than a long one? Ch. 5 pgs Now, Where Have I Seen Her Before? 17. What is the big secret Foster reveals in this chapter? 18. How does recognition of these allusions in literature change the reading experience for a reader? 19. What is intertextuality 20. How does Foster say a literature professor can help a beginning reader?

10 2016 NDBG Summer Reading Requirements 10 Ch. 6 pgs When in Doubt, It s from Shakespeare 21. Why do so many writers use and quote Shakespeare? 22. features prominently in the use not only of Shakespeare but of any prior writer. (44) Ch. 7 pgs Or the Bible 23. What do Biblical allusions do for a piece of literature? Ch. 8 pgs Hanseldee and Greteldum 24. What is the literary canon? 25. What does Foster suggest on pg. 59 as the reason so many writers choose to allude to fairy tales in their works? 26. For what purpose do writers often use readerly knowledge of source texts? ( pgs. 60, 62-63) 27. Think of a book you have read or a movie you have seen that draws parallels to a familiar fairy tale. Briefly describe the plot and how the fairy tale allusion plays out. To what effect? (Irony? To mess around with the story? To make what point?) Explain. Ch. 9 pgs It s Greek To Me 28. How does Foster define myth on pg. 65? 29. What are the four great struggles of the human being? Ch. 10 pgs It s More Than Just Rain or Snow 30. Foster says weather is never just weather. What are some things rain can represent in literature? 31. What does a rainbow represent in literature? 32. What does fog represent in literature? 33. What does snow represent in literature? Interlude pgs Does He Mean That? 34. Summarize Foster s argument in this chapter. Ch. 11 pgs More Than It s Gonna Hurt You: Concerning Violence 35. What are the implications of violence in literature? 36. What are the two categories of violence in literature? Describe and define each. 37. What are the four reasons that authors kill off characters in literature? 38. What questions should readers ask themselves when they encounter an act of violence or a death in a piece of literature? 39. Choose an act of violence or a death from a piece of literature you have read and using the information in this chapter, identify is literary purpose. Be sure to include specific details to make your answer clear and complete. Ch. 12 pgs Is That a Symbol? 40. What is the difference between symbolism and allegory? 41. What are the tools we must use to figure out what a symbol might mean? 42. Why is symbolic meaning different for each individual reader? What are some of the factors that influence what we understand in our reading? 43. Symbols in literature can be both objects and. (105) 44. What are the questions readers should ask of the text when trying to determine symbolic meaning? Ch. 13 pgs It s All Political 45. Foster asserts that, Nearly all writing is. (111) 46. On page 115, Foster explains why most literature can be called political. Summarize his argument.

11 2016 NDBG Summer Reading Requirements 11 Ch. 14 pgs Yes, She s a Christ Figure, Too 47. Foster writes on pg. 118 to get the most out of your reading of European and American literature, knowing is essential. Similarly, if you undertake to read literature from an Islamic or a Buddhist or a Hindu culture,. Why? Explain. 48. Foster asserts that a character need not have all of the distinguishing characteristics of Jesus Christ in order to be considered a Christ figure in literature. Why? Explain. 49. How is reading a piece of literature a conversation with the author? (even if the author has been dead for a thousand years) *** Be sure you know the list on pgs ! Copy it into your literature notebook. Ch. 15 pgs Flights of Fancy 50. If you come across a character flying in a piece of literature, they are one or more of the following: 51. What does it mean when literary characters fly? 52. Does a character always have to actually fly in order for there to be flying in a piece of literature? Explain. Ch. 16 pgs It s All About Sex 53. Who does Foster accuse of teaching writers to encode sexual messages in their writing And of teaching readers to decode sexual messages in literature? 54. What are some things that can represent male sexuality in literature? 55. What are some things that can represent female sexuality in literature? Ch. 17 pgs Except Sex 56. Foster writes When they re writing about other things, they really mean sex, and when they write about sex, they really mean something else. (144) What are some of the other things that a sex scene can mean? Ch. 18 pgs If She Comes Up, It s Baptism 57. What are some of the things that baptism (or immersion in water) can mean in literature? 58. What are some of the things that drowning can mean in literature? Ch. 19 pgs Geography Matters 59. What are some of the roles geography plays in literature and what are some of the effects of geography on literature? 60. What does it mean when an author sends a character south? 61. How can a writer s personal geography inform his/her work? Ch. 20 pgs So Does Season 62. What are the symbolic meanings of the seasons? 63. Choose a piece of literature you have read or a movie you have seen in which season is important or symbolic. Give title and author and briefly describe and explain the symbolic season. Interlude pgs One Story 64. Summarize Foster s point in this section of the book. 65. What are the two words Foster uses to define this concept? 66. Define intertextuality. 67. Define archetype. Ch. 21 pgs Marked For Greatness 68. For what reason(s), do authors give characters deformities, scars or other physical

12 2016 NDBG Summer Reading Requirements 12 markings in literature? 69. Choose a book you have read recently and identify a main character who has some physical marking. Describe and explain why you think the author chose to give him/her that physical trait- what does it mean? Ch. 22 pgs He s Blind for a Reason, You Know 70. For what reason(s) do authors choose to make characters blind in literature? Ch. 23 pgs It s Never Just Heart Disease 71. What things can heart trouble signify in literature? Ch. 24 pgs And Rarely Just Illness 72. What are the principles governing the use of disease in works of literature? Ch. 25 pgs Don t Read With Your Eyes 73. Explain what Foster means by don t read with your eyes. 74. About what does Foster warn readers? Ch. 26 pgs Is He Serious? And Other Ironies 75. Explain what Foster means by irony trumps everything. 76. Foster defines irony on pg. 240 like this: What irony chiefly involves, then, it Complete the line, then explain what he means by this. 77. There are three types of irony in literature: Verbal irony (character says opposite of what is expected) Situational irony/structural irony (situation or event plays out in an opposite or abnormal way- not like expected) Dramatic irony (audience/reader knows more than characters know) Identify one example of each type of irony that Foster has presented in this chapter or earlier in the book and write it here. Ch. 27 pgs A Test Case 78. Complete the task that Foster sets out for you on pgs. 265 & 266. Write on a separate sheet of paper and be prepared to participate in a class discussion about it. Envoi pgs How does Foster suggest that readers learn to identify trends? Why are trends important? 80. What is Foster s parting advice for his reader?