American Literature Summer Reading List Summer 2014 Belmont High School English Department The following list was complied from the recommendations of the Belmont High School English department and contains some of the best-known works of American literature. Each book addresses the American Dream and/or American identities. All entering 11th graders must read at least one book from the list below over the summer. Students entering English 11 Honors must read at least one contemporary AND one classic
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References: Bales‚ Robert F.‚ and Phillip E. Slater. 1953. "Expressive and Instrumental Groups: Toward a Theory of group Structure." in Socialization and Interaction Process‚ edited by Talcott Parsons and Robert F. Bales. Glencoe‚ Ill.: The Free Press. Dillard‚ Annie. 1988. An American Childhood. New York: HarperCollins. Etzioni‚ Amitai. 1959. "The Functional Differentiation of Elites in the Kibbutz." American Journal of Sociology 44:488-93. Fleishman‚ E. A.‚ M. D. Mumford‚ S. J. Zaccaro‚ K. Y. Levin‚ A. L
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Bruce Catton "Grant and Lee: A Study in Contrasts" (1956) Part 3 #2 Gilbert Keith Chesterton "A Piece of Chalk" (1905) Part 1 #8 Daniel Defoe "The Education of Women" (1719) Part 1 #3 Joan Didion "Why I Write" (1976) Part 2 #12 Annie Dillard "This Is the Life" (2003) Part 2 #10 Ralph Waldo Emerson "Self-Reliance" (1841) Part 1 #10 E. M. Forster "My Wood" (1936) Part 3 #9 Benjamin Franklin ”The Whistle” (1779) Part 5 #10 Oliver Goldsmith "On National Prejudices" (1763)
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through the entire book. Dillard insistently presents the natural world as both beautiful and cruel‚ like the image of roses painted in blood. She demonstrates throughout the book that to discover nature‚ one must actively put oneself in its way. The narrator sleeps naked‚ with the windows open‚ to put no barriers between herself and the natural world. But the natural world is a manifestation of God‚ and it is God she is really seeking to understand through the book. Dillard introduces the theme of
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dying deer from time to time. Dillard also uses references hidden between the lines‚ such as "high levels of lactic acid‚ which build up in the muscle tissue during exertion‚ tenderize" (63). In this way Dillard is referencing back to the tied up deer and how its struggles and exertion tenderizes its meat. This cruel reference is slight‚ but if noticed‚ adds a tone to the piece as it implies torture. This cynical tone can be sensed especially at the end when Dillard calls the creature a “poor little
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Both Anne Dillard and Virginia Woolf describe the death of a moth in their respective essays to achieve dissimilar ends. Dillard hopes to capture the self sacrificial path of a writer; while Woolf simply wants to draw attention to the strength of an individual’s drive and the even stronger hand of death. Woolf’s description is more effective‚ for she is able to clearly make her point through the description; whereas Dillard’s description and argument are separate‚ and she must connect
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and sharing experience with them as well. In one day it all comes to an end‚ they are no longer there to be assisted. Life appears to be like that in the every average day at the Avalon Care center. In a training session from Avalon Care Center Annie Wayment became a qualified Certified Nursing Assistant to help others as they make an end to the journey in their lives. Depending on the state where you are at‚ the training course to become such a person can take six to eight weeks. Where you are
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opponent to Dillard. This is because as she was running‚ she compared his strategy of chasing them to how children played football: flinging yourself wholeheartedly into what you are about to do. Also‚ with her description of the chase as adrenaline rush‚ it further implies that she enjoyed the chase and respected the man for attempting to run after her and her friend. She respects him because he never gave up during the Chase; any other adult would have given up after a bit. 4. Dillard describes
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Dillard asks questions eight times throughout the piece. She asks rhetorical questions to evoke the human mind to inquire about existential issues. She isn’t forcing her beliefs upon the reader‚ but rather discreetly asks the reader to consider her perspective. Dillard isn’t looking for an answer‚ but rather‚ she is trying to prove a point. 6. In paragraph 15‚ Dillard states “I could very calmly go wild‚” as well as in paragraph 7‚
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Analysis of Dillard’s "An American Childhood" Throughout "An American Childhood"‚ Dillard shares with us her childhood experiences with her dear mother. Dillard’s admiration for her mother is clearly visible through the way she explains in depth all of the memorable situations and events. Dillard explains how intelligent her mother was and how she always played mind games with her and her sister. The characteristic Dillard displays of her mother can tell the audience that Mother is as unique and spontaneous
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