My fingers can reach out to grasp tendrils of identity. Defining Asian, Asian-American, and/or/nor/of American does not have to be oppositional. Though Sueyeun Juliette Lee's speculative poetry from "I am a Hammerhead Shark. I Make no Sounds," she "slides across the page" in "a nation's rhetorical rain." I think of the Kānaka Maoli, native Hawaiians, where sharks could have been a family's aumakua, guiding spirit. However, the Kānaka Maoli believe that nā `aumakua could take on any form: rock, animal, place.
This is how I begin to navigate the brisk channels of identity. That it need not be oppositional or binary. That it not need permanent nor only about one's ethnicity.
I've discovered that identity can be an intentional choosing of one's traditions. And we're not just talking food and clothes here.
How can I navigate the the sticky waters of identity, social class, and ethnicity while preparing my high school students for standardized testing? The following pages fall under the general umbrella of preparing for questions geared toward the International Baccalaureate Program's Literature Exam questions and/or Advanced Literature Open Response questions.
IB English A1 Higher Level Exam
AP Literature & Composition Exam
Free Response (2015): Literary works, cruelty often functions as a crucial motivation or a major social or political factor. Select a novel, play, or epic poem in which acts of cruelty are important to the theme. Then write a well-developed essay analyzing how cruelty functions in the work as a whole and what the cruelty reveals about the perpetrator and/or victim.
However, I also teach Expository Writing Levels 1 and 2; World Literature; I have also taught American and British Literature. I can see utilizing some of these resources as interchangeable with main text or supplementary to required novels, exposing students to multi-genre and experimental genre, and therefore, lending to a variety of formative and summative assessments.
This is how I begin to navigate the brisk channels of identity. That it need not be oppositional or binary. That it not need permanent nor only about one's ethnicity.
I've discovered that identity can be an intentional choosing of one's traditions. And we're not just talking food and clothes here.
How can I navigate the the sticky waters of identity, social class, and ethnicity while preparing my high school students for standardized testing? The following pages fall under the general umbrella of preparing for questions geared toward the International Baccalaureate Program's Literature Exam questions and/or Advanced Literature Open Response questions.
IB English A1 Higher Level Exam
- In what ways is the literature you have studied concerned with gaining, maintaining or losing a paradise of some kind? Refer closely in your answer to at least two works.
- Authors are aware of the power of their works to shock the reader. Referring to at least two of the works in your study, explore some of the methods they have employed to do this.
- If one of the roles of literature is to provide insight into human nature, by what techniques and to what degree did you texts offer you such insight? Discus with reference to two or three works you have studied.
AP Literature & Composition Exam
Free Response (2015): Literary works, cruelty often functions as a crucial motivation or a major social or political factor. Select a novel, play, or epic poem in which acts of cruelty are important to the theme. Then write a well-developed essay analyzing how cruelty functions in the work as a whole and what the cruelty reveals about the perpetrator and/or victim.
However, I also teach Expository Writing Levels 1 and 2; World Literature; I have also taught American and British Literature. I can see utilizing some of these resources as interchangeable with main text or supplementary to required novels, exposing students to multi-genre and experimental genre, and therefore, lending to a variety of formative and summative assessments.