This is a wiki where Mr Adams' AP Lang students can EDIT ANYTHING. This is a wiki, and the members are only AP Lang students. There are some stipulations.
1. You have to be registered in BHS AP Lang (Deakin's students are WELCOME to join!)
2. You are required to keep EVERYTHING appropriate, or it will affect your grade and discipline record.
3. You will be GRADED for this Wiki; therefore, take it seriously.
4. Do NOT delete any pages (unless you have permission & are combining pages).

There are three places you will begin with this WIKI.
1. IRP - This will be completed HERE.
2. Class Books - I expect notes here on each major reading this semester (next year's students will add to it).
3. Resource guide for AP Lang examination.

• I will move the wikispaces files to here for you. We're not using that site anymore because you cannot easily nest pages on that site. Sorry.
  

DIRECTIONS: A Wiki Response to Reading (Adapted from Chandler-Gilbert Community College)
Rationale for Reading and Viewing Logs: Research has found that reading and viewing are not passive activities. We do not quietly absorb information; instead we generate ideas in response to what we have read or viewed. We learn largely by observing, reading, writing, talking, and listening (Fulwiler and Young, Language Connections, 1982).

Collective Intelligences: With the new production of 2,000 gigabytes of information being produced per second (Wesch, 2008), the collective knowledge of the world swirls around us, in our minds, and from our experiences. Individually we’re limited, together our knowledge is infinite. Wiki means “quick”, and being able to interact with knowledge, change, edit, mutate, and shape it is the most powerful tool you, as students, have today. The experiences of being to respond to someone else’s work directly in the work, to add your own expertise, and to develop the work (essentially add to it and make it grow) is awesome.

Assignment: Generate a Wetpaint wiki (http://dcamd.wetpaint.com) for your IRP book in groups of 4-6. Each student will complete work in the following three (3) areas:

• SparkNotes Style
• 3 Reading Logs (graded individually)
• 3 Artistic Posts (can be completed individually or with others in your group)
• 3 Peer Edits (any student reading the same book as you)

SparkNotes Style
One section of the Wiki will be SparkNotes style, which includes the list of the following (at minimum). Do not just copy & paste from other websites! ALL students will work on ONE SparkNotes section together. I will review revision history to confirm participation. Intro & Plot Summary, Chapter Summaries, Characters, Settings, Key Turning Points, Structure, Quotes, page refs, Symbols, Themes, Historical context ,Author Information, Practice Essay Questions


Reading Logs (Analyses)
After you read literature you will respond from the list below, and usually a response to a specific question. These logs are not formal essays; however, flow, fluency, clarity, and focus of thought in response to your reading and viewing is the priority. Each log must be word processed, spell checked, dated, titled with the title of the literature or film. The log must be a minimum of 200 words (of your own) and must introduce in the body of the log the title of the work, the writer, and at least one quote from the work (MLA cited). You must also give your response log a title that introduces the subject or theme of your response.


Choose from the following:

1. A Character Analysis: Begin by briefly summarizing the work and introducing the main character. Then trace the development of the character through the literature or film, examining how the character changed and evolved from beginning to end.
2. A Comparative Analysis: Compare the reading or film to one or more works we have read or viewed. Begin with a brief summary of the work, and then compare it to one or more pieces of film and/or literature. In what ways are they similar? Any significant differences?
3. Thematic Analysis: Begin with a brief summary of the work. Then discuss the theme of the work. What is being said about relationships, family, parents and children, siblings, community, neighborhood, service, culture, human nature, or another element of life?
4. Point of View Analysis: Begin with a brief summary of the work. Then analyze the writer or director’s tone, attitude, or point of view in the work. What is his or her purpose in writing or producing this work? What emotions is the writer or director trying to evoke in the reader or viewer? Is he or she successful? Analyze the writer’s tone and point of view. What emotions does the writer’s work evoke?
5. Critique: Begin with a brief summary of the work. Then respond to something in the work that you didn’t like, disagreed with or made you angry. You may want to point out inconsistencies, gaps, or flaws. Explain your reaction, noting specifics from the work.
6. Scene or Passage Analysis: Begin with a brief summary of the work. Then focus on a particular passage or scene that evoked powerful feelings from you. What was it that elicited this reaction from you? Why was this scene or passage so significant to the work?
7. Analysis of a Quote, Conversation, or Dialogue: Begin with a brief summary of the work. Then explain the significance of a particular quote, conversation, monologue or dialogue from the work. Why did it have such an impact? What was its importance to the work? How does it apply or relate to your own personal experience?
8. Letter to a Character, Writer, Director: Write a letter to a character, the writer, or the director expressing your thoughts, reactions, suggestions you have in response to the work. What did you like or dislike about the work? Ask questions that you need to have clarified.
9. Personal Connection: Begin with a brief summary of the work. Then explain how a quote, character, situation, relationship, or theme applies to or parallels your own personal experience.
10. About the Writer: Research information about the writer of the work. What was the writer’s motivation for writing this work? How is the work a reflection of her/his personal experience? What other works has the author written with similar themes? What does the author have to say about the writing of the work? Include a brief biographical sketch of the author’s background.
11. Concept Explanation: Begin with a brief summary of the work. Then research and explain a concept that is an integral subject of the work. Define the concept, review the history, present the facts, then explain how this information benefits the reader or viewer’s understanding of the work.
12. Concept Argument: Begin with a brief summary of the work. Present an argument in support of or against a concept introduced in a work. Connect your research and argument to the purpose and theme portrayed in the work viewed or read. Consider arguments that refute your point of view.



Artistic Posts:
Creatively responding to literature engages the student with the work, the themes behind the work, and the world in and around the work. These do not have a word count because they are not necessarily written, although they need to be in a medium that can be inserted, pasted or embedded in the course wiki. Below is a list of suggested artistic posts and students CAN complete this portion with people within their group.
1. Personal Narrative: A personal story or memory from your own experience of family history that you are reminded of when reading a piece of literature or viewing a film. It may focus on a specific event, incident, time, a place, person or persons, or object from your past. Be sure to include vivid, specific, and clear detail to recreate the incident, event, time, etc. for your reader.
2. Poem: Write an original poem in response to the work that expresses a similar theme or point of view. The references and similarities to the original should be clear and specific. Remember not to try to rhyme.
3. Blog: Write a series of blog posts from a character’s point of view. Delve deeper into the psyche of a character and move beyond the book.
4. Playlist: Generate a play list from a character’s point of view. Include artist and song, include the reason each song has been included. You could embed clips from the songs.
5. Reenactment video: Create a video in which you reenactment or adapt a portion of the book (must be appropriate!)
6. Cookbook: Write a cookbook (or list of recipes) that somehow deals with the book (don’t copy & paste recipes from the internet only as your requirement).
7. Map: Use a site like Google Maps to develop a map of places from your book and plot the journey.
8. Bumper sticker: Make a bumper sticker (Photoshop, Paint or http://www.picnik.com/, etc…) that a character is the book would have on his of her vehicle, or a bumper sticker that epitomizes the book.
9. Rewrite: Write a new chapter or ending to the book. Be true to the book.
10. Children’s Book: Adapt the book to a children’s picture book.
11. Songs: Write a song about your book and/or record the song (video and/or audio).
12. Gossip Page: Make a gossip rag based on your book.
13. Profile: Create a MySpace profile for one of the characters in the book (include link & screen shot of MySpace in the wiki).

Peer Edits Every student is required to edit three other people’s work who are reading the same book as you. This is not limited to people in your group; just people reading the same book.

Inside each group folder is a page where all students are responsible for listing all of their work. (What reading logs did you do? What Artistics Logs did you or participate in? Who did you peer edit?) INCLUDE LINKS to your work!