Summer Reading
Summer School Information
- District Summer Reading List
- Attention Dual Enrollment Parents and Students
- English I Honors
- English II Honors
- English III (Dual Enrollment) Summer Reading List
- English IV (Dual Enrollment) Summer Reading List
District Summer Reading List
Please click https://www.stpsb.org/connect/news/featured-news/~board/news/post/high-school-summer-reading-lists to take you to the district summer reading list.
Attention Dual Enrollment Parents and Students
Attention DE English III and IV Students and Parents:
Slidell High is proud to now offer both Dual Enrollment English III and Dual Enrollment English IV on our campus, and our DE English teachers are already busy planning for a challenging and rewarding academic experience for your SHS Tiger. To help prepare students, an assignment was sent home to be completed during the summer months. Students are required to select and read/annotate a novel (from a provided grade-level appropriate list) to prepare for in-class analysis and assessment upon return to school. Additionally, students are asked to acquire a St. Tammany Parish Public Library card (if they do not already have one) and watch the specified movie (based on a grade-level appropriate novel) for possible bonus points. When your student returns to school in August with summer assignment in hand, he/she will be prepared for a successful start to the school year.
Aligned to state grade-level subject matter, the English III DE assignment addresses American Literature, while the English IV DE assignment addresses British Literature. Please review the assignment. If for any reason you are concerned with or opposed to the content, please contact the Slidell High front office by Thursday, June 8, 2023 or email Sheri.Marks@stpsb.org , Christy.Berggren@stpsb.org, or William.Marcotte@stpsb.org. An alternate assignment/novel can be provided at the parent’s request.
English I Honors
Slidell High School – Holiday Reading
English I Honors ‘25-‘26
HolidayReading2025-26EnglishIH.pdf - Click here for Full Document
Below are the tasks you will need to complete for this project:
Part 1: Read and annotate the text. I recommend annotating on character, plot, and theme development. Reading and annotations are due no later than Friday, August 22, 2025 for the Fall Semester and Friday, January 16, 2026 for the Spring Semester.. (Bring your annotated book to class the first full day of school!)
Part 2: Create a Google Slide presentation on the book of your choice due Friday, September 5, 2025.
Novel Choices:
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The Contender Fiction Robert Lipsyte |
To Kill a Mockingbird Fiction Harper Lee |
Little Women Coming-of-Age/Fiction Louisa May Alcott |
Wuthering Heights Fiction/Gothic Romance Emily Bronte |
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Alfred Brooks is scared. He's a high school dropout and his grocery store job is leading nowhere. His best friend is sinking further and further into drug addiction. Some street kids are after him for something he didn't even do. So Alfred begins going to Donatelli's Gym, a boxing club in Harlem that has trained champions. There he learns it's the effort, not the win, that makes the man -- that last desperate struggle to get back on your feet when you thought you were down for the count. |
In To Kill a Mockingbird, author Harper Lee uses memorable characters to explore civil rights and racism in the segregated Southern United States of the 1930s. Told through the eyes of Scout Finch, you learn about her father Atticus Finch, an attorney who hopelessly strives to prove the innocence of a black man unjustly accused of a crime; and about Boo Radley, a mysterious neighbor who saves Scout and her brother Jem from being killed. |
This novel follows the lives of four sisters – Meg, Jo, Beth, and Amy March – detailing their passage from childhood to womanhood, and is loosely based on the author and her three sisters. Little Women was an immediate commercial and critical success. It is a fiction novel for girls that veered from the normal writings for children, especially girls, at the time. The novel had three major themes: “domesticity, work, and true love, all of them interdependent and each necessary to the achievement of its heroine’s individual identity.” Little Women itself “has been read as a romance or as a quest, or both. It has been read as a family drama that validates virtue over wealth.” Little Women has been read “as a means of escaping that life by women who knew its gender constraints only too well.” Alcott “combines many conventions of the sentimental novel with crucial ingredients of Romantic children’s fiction, creating a new form of which Little Women is a unique model.” Elbert argued that within Little Women can be found the first vision of the “American Girl” and that her multiple aspects are embodied in the differing March sisters. |
Wuthering Heights is a wild, passionate story of the intense love between Catherine Earnshaw and Heathcliff, a foundling adopted by Catherine's father. After Mr. Earnshaw's death, Heathcliff is bullied and humiliated by Catherine's brother Hindley and wrongly believing that his love for Catherine is not reciprocated, leaves Wuthering Heights, only to return years later as a wealthy and polished man. He proceeds to exact a terrible revenge for his former miseries. The action of the story is chaotic and unremittingly violent, but the accomplished handling of a complex structure, the evocative descriptions of the lonely moorland setting and the poetic grandeur of vision combine to make this unique novel a masterpiece of English literature. |
Assignments
Part 1 Assignment:
READ and annotate the novel you choose. After reading and annotation is complete, you will create and present a Rhetorical Analysis on the book. So, what is Rhetorical Analysis, you ask? Technically, it is a form of criticism or close reading that employs the principles of rhetoric to examine the interaction between a text, an author, and an audience.
Part 1 – Read and annotate the text.
DUE DATE:
FRIDAY, AUGUST 22, 2025 (Fall Semester)
FRIDAY, JANUARY 16, 2026 (Spring Semester)
- Annotations will be collected on August 22nd (Fall) and January 16th (Spring). Be sure to hold on to your annotations that you will complete prior to the first week of school. They will help you through Part 2 of the Project.
- Assignments will be accepted early, but not late.
A Few Notes About Annotating:
The most common complaint about annotating is that it slows down your reading. Yes, it does. That’s the point. If annotating as you read annoys you, read a chapter, then go back and annotate. Reading a text a second time is preferable anyway. Bring all your annotated texts to class the first day to be sure you’re on the right track. Approach the work with an open mind. Let them inspire you and stretch your imagination.
Annotation Guidelines:
- Annotation is a key component of close reading. Since we will annotate texts all year, you need to develop a system that works for you (within the following guidelines). Effective annotating is both economical and consistent. The techniques are almost limitless. Use any combination of the following:
- Make brief comments in the margins. Use any white space available - inside cover, random blank pages.
- Make brief comments between or within lines of the text. Do not be afraid to mark within the text itself. In fact, you must.
- Circle or put boxes, triangles, or clouds around words or phrases.
- Use abbreviations or symbols - brackets, stars, exclamation points, question marks, numbers, etc.
- Connect words, phrases, ideas, circles, boxes, etc. with lines or arrows.
- Underline – CAUTION: Use this method sparingly. Underline only a few words. Always combine with another method such as comment. Never underline an entire passage. Doing so takes too much time and loses effectiveness. If you wish to mark an entire paragraph or passage, draw a line down the margin or use brackets.
- Highlight – See underline. You cannot write with a highlighter anyway.
- Create your own code.
- Use post-it notes only if you have exhausted all available space (unlikely).
What should you annotate?
Again, the possibilities are limitless. Keep in mind the reasons we annotate. Your annotations must include comments. I want to see evidence of your thinking.
- Have a conversation with the text. Talk to it.
- Ask questions (essential to active reading).
- Comment on the actions or development of a character. Does the character change? Why? How? The result?
- Comment on something that intrigues, impresses, amuses, shocks, puzzles, disturbs, repulses, aggravates, etc.
- Comment on lines / quotations you think are especially significant, powerful, or meaningful. Express agreement or disagreement.
- Summarize key events. Make predictions.
- Connect ideas to each other or to other texts.
- Note if you experience an epiphany.
- Note anything you would like to discuss or do not understand.
- Note how the author uses language: Note the significance if you can. Note effects of word choice (diction) or sentence structure or type (syntax) point of view / effect, reliability of narrator, repetition of words, phrases, actions, events – patterns - motifs or cluster ideas / narrative pace / time / order of sequence of events, tone / mood, irony, imagery, contrasts / contradictions / juxtapositions / shifts/themes, allusions, setting / historical period, any other figure of speech or literary device, symbols, etc.
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How-to-Annotate Bookmark Before Reading
During Reading:
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Annotation Instructions and Rubric |
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Print this page and cut out the attached bookmark. Use it to help you read for important information. Obviously, annotation is as personal as reading, and there are MANY ways to annotate a book. This system is a suggestion. For example, some people prefer to use colors to differentiate elements, and some prefer to use “Post Its.” |
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100 - 90 Points There should be markings and written commentary throughout the book including: · Recognition of plot points · Commentary on character development · Commentary on theme development · Notation of motifs · Notation of literary devices There will be something significant in every chapter. |
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89 - 80 Points There should be markings and commentary throughout most of the book including: · Recognition of plot points · Commentary on character development · Commentary on theme development · Notation of literary devices There will be something noted in nearly every chapter.
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79 – 70 Points There should be markings and commentary throughout the book though some sections may be marked less than others. Highlights and commentary should still show a basic understanding of the plot and characters. |
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69 – 0 Points Annotation reflects that reading was incomplete or there was a lack of understanding. Entire sections may have been skipped or random/insignificant material has been highlighted. |
Part 2 – CREATE a Google Slide presentation and PRESENT it to the class.
Due Date: SEPTEMBER 5, 2025 (Fall Semester) and JANUARY 20, 2026 (Spring Semester)
Students will create a google slide presentation using the following criteria:
- Slide 1 – Cover (create a cover for your presentation)
- Slide 2 – Analyze the Text:
- Summarize the content: What is the main idea or theme?
- Summarize the content: What is the main idea or theme?
- Slide 3: Examine the appeals:
- Ethos:
- How does the speaker represent him/herself?
- How does the speaker build or fail to build trust?
- Logos:
- What literary devices does the author use to create the world in which the story is set?
- Pathos:
- How does the author appeal to values shared with the audience?
- Is the author successful?
- Ethos:
DO NOT INCLUDE more than 20 words per slide. What this means is you should only have necessary information on each slide.
- Slides 4-5: Rhetorical Analysis: Study the novel carefully and determine the author/speaker is trying to say/prove:
Analyze the Immediate Context
- What is the author’s purpose: To change beliefs? To inspire action? To teach about a subject? To praise or to blame? To amuse?
- Who was the intended audience?
- What were their attitudes/beliefs about the subject?
- What does the author assume about the audience?
Analyze the Broader Context
- Why did this text appear at this particular time?
- What was going on at the time that influenced this text?
- What social, political, and economic influences can you find in the text?
DO NOT INCLUDE more than 20 words per slide. What this means is you should only have necessary information on each slide.
- Slides 6: Connections – Use these slides to make connections between the novel and another text you have read in the past.
- Slide 7: Conclusion – Use this slide to explain to the class the conclusions the texts have helped you come to on this topic. Have the authors influenced you or changed your opinion? If so, how did they do this? If not, explain why you feel the author was unsuccessful. Were some more successful than others? Why?
- Slide 8: Works Cited Page – Create a slide as you would a Works Cited Page in an essay. It must be in MLA format.
- Be sure to include 1 relevant picture on each slide. The Works Cited Slide does not require a picture.
Other Information:
- Students will be given a grade on their google slides, as well as their presentation. Presentation rubrics will be given out separately.
- Remember to use Owl Purdue for additional formatting information:
https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_general_format.html
English II Honors
Slidell High School – Summer/Holiday Reading
English II Honors ‘25-‘26
Assignment:
Part 1 – READ and annotate or “mark” the novel you choose. I recommend annotating on character, plot, and theme development.
Reading and annotations are due no later than
*FALL STUDENTS: Friday, August 15th
*SPRING STUDENTS: Friday, January 9th
(Bring your annotated book to class the first full day of school!)
Part 2 – PREPARE for and COMPLETE a project based on your book choice due
*FALL STUDENTS: Friday, August 22nd
*SPRING STUDENTS: Friday, January 16th
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The Odyssey (Poetry) By Homer translated by Emily Wilson If the Iliad is the world's greatest war epic, the Odyssey is literature's grandest evocation of an everyman's journey through life. Odysseus' reliance on his wit and wiliness for survival in his encounters with divine and natural forces during his ten-year voyage home to Ithaca after the Trojan War is at once a timeless human story and an individual test of moral endurance. Episodes: 1, 5, 9, 10, 11, 12, 16, 17, 21, 22, & 23 |
To Kill a Mockingbird (Fiction) By Harper Lee In To Kill a Mockingbird, author Harper Lee uses memorable characters to explore civil rights and racism in the segregated Southern United States of the 1930s. Told through the eyes of Scout Finch, you learn about her father Atticus Finch, an attorney who hopelessly strives to prove the innocence of a black man unjustly accused of a crime; and about Boo Radley, a mysterious neighbor who saves Scout and her brother Jem from being killed. |
A Few Notes About Annotating:
The most common complaint about annotating is that it slows down your reading. Yes, it does. That’s the point. If annotating as you read annoys you, read a chapter, then go back and annotate. Reading a text, a second time is preferable anyway. Bring all your annotated texts to class the first day to be sure you’re on the right track. Approach the work with an open mind. Let them inspire you and stretch your imagination.
Annotation Guidelines:
Annotation is a key component of close reading. Since we will annotate texts all year, you need to develop a system that works for you (within the following guidelines). Effective annotating is both economical and consistent. The techniques are almost limitless. Use any combination of the following:
• Make brief comments in the margins. Use any white space available - inside cover, random blank pages
• Make brief comments between or within lines of the text. Do not be afraid to mark within the text itself. In fact, you must.
• Circle or put boxes, triangles, or clouds around words or phrases.
• Use abbreviations or symbols - brackets, stars, exclamation points, question marks, numbers, etc.
• Connect words, phrases, ideas, circles, boxes, etc. with lines or arrows.
• *Underline – CAUTION: Use this method sparingly. Underline only a few words. Always combine with another method such as comment. Never underline an entire passage. Doing so takes too much time and loses effectiveness. If you wish to mark an entire paragraph or passage, draw a line down the margin or use brackets.
• *Highlight – See underline. You cannot write with a highlighter anyway.
• Create your own code.
• Use post-it notes only if you have exhausted all available space (unlikely).
What should you annotate?
Again, the possibilities are limitless. Keep in mind the reasons we annotate. Your annotations must include comments. I want to see evidence of your thinking.
- Have a conversation with the text. Talk to it.
- Ask questions (essential to active reading).
- Comment on the actions or development of a character. Does the character change? Why? How? The result?
- Comment on something that intrigues, impresses, amuses, shocks, puzzles, disturbs, repulses, aggravates, etc.
- Comment on lines / quotations you think are especially significant, powerful, or meaningful. Express agreement or disagreement.
- Summarize key events. Make predictions.
- Connect ideas to each other or to other texts.
- Note if you experience an epiphany.
- Note anything you would like to discuss or do not understand.
- Note how the author uses language: Note the significance if you can. Note effects of word choice (diction) or sentence structure or type (syntax) point of view / effect, reliability of narrator, repetition of words, phrases, actions, events – patterns - motifs or cluster ideas / narrative pace / time / order of sequence of events, tone / mood, irony***, imagery, contrasts / contradictions / juxtapositions / shifts/themes, allusions, setting / historical period, any other figure of speech or literary device, symbols, etc.
|
How-to-Annotate Bookmark Before Reading: During Reading: After Reading: |
Annotation Instructions and Rubric |
|
|
Print this page and cut out the attached bookmark. Use it to help you read for important information. Obviously, annotation is as personal as reading, and there are MANY ways to annotate a book. This system is a suggestion. For example, some people prefer to use colors to differentiate elements, and some prefer to use “Post Its.” |
||
|
93 – 100 Points There should be markings and written commentary throughout the book including:
There will be something significant in every chapter. |
||
|
85 – 92 Points There should be markings and commentary throughout most of the book including:
There will be something noted in nearly every chapter. |
||
|
75 – 84 Points There should be markings and commentary throughout the book though some sections may be marked less than others. Highlights and commentary should still show a basic understanding of the plot and characters. |
||
|
0 – 74 Points Annotation reflects that reading was incomplete or there was a lack of understanding. Entire sections may have been skipped or random/insignificant material has been highlighted. |
English III (Dual Enrollment) Summer Reading List
Slidell High School – Summer Reading
English III Dual Enrollment ‘25-‘26
Assignment:
Part 1 – READ and annotate or “mark” the novel you choose. I recommend annotating on character, plot, and theme development. Reading and annotations are due no later than
Friday August 15th. (Bring your annotated book to class the first full day of school!)
Part 2 – PREPARE for and COMPLETE a project based on your book choice due Friday, August 22nd.
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This Side of Paradise (Fiction) By F. Scott Fitzgerald This Side of Paradise follows the life of young Amory Blaine in the tumultuous America of the early twentieth century. Highly sophisticated yet hopelessly romantic, Amory flounders from prep school to Princeton to glittering Jazz Age New York, confident that he is destined for greatness but unsure how to go about it. |
Twelve Years a Slave (Memoir) By Solomon Northup Twelve Years a Slave is an 1853 memoir and slave narrative by American Solomon Northup as told to and edited by David Wilson. Northup, a black man who was born free in New York state, details his being tricked to go to Washington, D.C., where he was kidnapped and sold into slavery in the Deep South. |
The Crucible (Fiction – Tragedy/Drama/Play) By Arthur Miller The Crucible is a dramatized and partially fictionalized story of the Salem witch trials that took place in the Massachusetts Bay Colony during 1692–93. Miller wrote the play as an allegory for McCarthyism, when the United States government persecuted people accused of being communists. |
A Few Notes About Annotating:
The most common complaint about annotating is that it slows down your reading. Yes, it does. That’s the point. If annotating as you read annoys you, read a chapter, then go back and annotate. Reading a text, a second time is preferable anyway. Bring all your annotated texts to class the first day to be sure you’re on the right track. Approach the work with an open mind. Let them inspire you and stretch your imagination.
Annotation Guidelines:
Annotation is a key component of close reading. Since we will annotate texts all year, you need to develop a system that works for you (within the following guidelines). Effective annotating is both economical and consistent. The techniques are almost limitless. Use any combination of the following:
• Make brief comments in the margins. Use any white space available - inside cover, random blank pages
• Make brief comments between or within lines of the text. Do not be afraid to mark within the text itself. In fact, you must.
• Circle or put boxes, triangles, or clouds around words or phrases.
• Use abbreviations or symbols - brackets, stars, exclamation points, question marks, numbers, etc.
• Connect words, phrases, ideas, circles, boxes, etc. with lines or arrows.
• *Underline – CAUTION: Use this method sparingly. Underline only a few words. Always combine with another method such as comment. Never underline an entire passage. Doing so takes too much time and loses effectiveness. If you wish to mark an entire paragraph or passage, draw a line down the margin or use brackets.
• *Highlight – See underline. You cannot write with a highlighter anyway.
• Create your own code.
• Use post-it notes only if you have exhausted all available space (unlikely).
What should you annotate?
Again, the possibilities are limitless. Keep in mind the reasons we annotate. Your annotations must include comments. I want to see evidence of your thinking.
- Have a conversation with the text. Talk to it.
- Ask questions (essential to active reading).
- Comment on the actions or development of a character. Does the character change? Why? How? The result?
- Comment on something that intrigues, impresses, amuses, shocks, puzzles, disturbs, repulses, aggravates, etc.
- Comment on lines / quotations you think are especially significant, powerful, or meaningful. Express agreement or disagreement.
- Summarize key events. Make predictions.
- Connect ideas to each other or to other texts.
- Note if you experience an epiphany.
- Note anything you would like to discuss or do not understand.
- Note how the author uses language: Note the significance if you can. Note effects of word choice (diction) or sentence structure or type (syntax) point of view / effect, reliability of narrator, repetition of words, phrases, actions, events – patterns - motifs or cluster ideas / narrative pace / time / order of sequence of events, tone / mood, irony***, imagery, contrasts / contradictions / juxtapositions / shifts/themes, allusions, setting / historical period, any other figure of speech or literary device, symbols, etc.
|
How-to-Annotate Bookmark Before Reading: During Reading: After Reading: |
Annotation Instructions and Rubric |
|
|
Print this page and cut out the attached bookmark. Use it to help you read for important information. Obviously, annotation is as personal as reading, and there are MANY ways to annotate a book. This system is a suggestion. For example, some people prefer to use colors to differentiate elements, and some prefer to use “Post Its.” |
||
|
93 – 100 Points There should be markings and written commentary throughout the book including:
There will be something significant in every chapter. |
||
|
85 – 92 Points There should be markings and commentary throughout most of the book including:
There will be something noted in nearly every chapter. |
||
|
75 – 84 Points There should be markings and commentary throughout the book though some sections may be marked less than others. Highlights and commentary should still show a basic understanding of the plot and characters. |
||
|
0 – 74 Points Annotation reflects that reading was incomplete or there was a lack of understanding. Entire sections may have been skipped or random/insignificant material has been highlighted. |
English IV (Dual Enrollment) Summer Reading List
Summer/Holiday Reading Assignment: Exploring Perspective and Society
Dual Enrollment English IV
LATE POLICY: 10 points per day
Welcome to your summer reading assignment! This summer, you will select one of the following novels to read to complete TWO assignments. Choose ONE prompt for the Literary Analysis Essay.
- Grendel by John Gardner
- Ophelia by Lisa Klein
- Brave New World by Aldous Huxley
1. Reading Journal (100 points)- Due August 15, 2025
You may want to choose your essay prompt and consider it as you complete this journal. It may be useful!
Keep a journal as you read. Divide the entire novel into 10 sections. For each section, write a brief reflection (7-10 sentences) that includes:
- A summary of major events or developments
- A key quote with the page number and an explanation of its significance
2. Literary Analysis Essay (100 points)- Due August 22, 2025
Write a 5 paragraph essay responding to one of the prompts below (choose based on the novel you read).
- Write in the literary present tense.
- Essay submission must follow MLA guidelines: typed, double spaced, Times New Roman, 12 pt. Font.
- The header must be correct.
- The submission must have a creative title.
- The first paragraph should be an introduction to the topic of the question and a summary of the part of the text you will be discussing.
- Your essay must have a conclusion.
- The essay should use quotes from the text to back up each claim. (at least 3)
- Use verb signal phrases, especially with indirect quoted or paraphrased material.
- Do NOT use any sources except the reading being discussed. Include a works cited page.
- Cite strong evidence from the text to support your response.
- This is an analysis of literary elements such as point of view, symbolism, tone, diction, or structure- NOT a summary of the novel.
Prompts
Choose one prompt based on your selected novel:
A. If you read Grendel:
1.John Gardner’s Grendel retells the classic Beowulf story from the perspective of the “monster.” Through first-person narration, Gardner invites readers to see events through Grendel’s eyes, forcing them to question traditional ideas of heroism, monstrosity, and morality. The novel challenges readers to consider how point of view shapes our understanding of truth and justice. Analyze how Gardner’s use of Grendel’s first-person point of view reshapes the reader’s understanding of the characters, events, and moral framework of the original Beowulf story. How does this point of view influence our sympathy toward the character? Consider diction, tone, and Grendel’s internal monologue in your analysis.
OR
2.Each chapter of John Gardner’s Grendel is associated with a sign of the zodiac, subtly shaping the philosophical focus, tone, and development of the narrative. The zodiac structure is more than a stylistic choice—it functions as a symbolic framework that reflects Grendel’s existential journey and his evolving understanding of the world around him.
Analyze how Gardner uses the twelve astrological signs as a symbolic and structural device to deepen the philosophical and psychological themes in Grendel. Consider John Gardner’s use of astrological signs in Grendel and write a well-organized essay in which you explain the significance of at least 3 signs and how they function as a symbol in this novel. What does the zodiac structure suggest about Grendel’s development or his view of the universe?
Choose one prompt based on your selected novel:
B. If you read Ophelia:
1. In Lisa Klein’s Ophelia, physical settings are more than just places—they reflect Ophelia’s inner life and changing identity. These symbolic spaces offer insight into her struggle for autonomy, truth, and peace in a world that often denies her voice. Analyze how Klein uses one or more key settings as symbolic representations of Ophelia’s personal transformation. How do these places reflect her emotional, intellectual, or spiritual growth throughout the novel? In what ways do the spaces she occupies mirror her internal conflict or her resistance to traditional gender roles?
OR
2. In Lisa Klein’s reimagining of Shakespeare’s Hamlet, the character of Ophelia is no longer a passive figure caught in a patriarchal tragedy, but a young woman actively negotiating power within restrictive gender roles. Through Ophelia’s choices, relationships, and internal conflicts, Klein explores how women resist, adapt to, or are shaped by systems of male authority.
Examine how Lisa Klein uses Ophelia’s character to critique the gendered power structures of her world. Consider literary elements—such as narrative voice, symbolism, or conflict—to explore the tension between gender roles and personal freedom.
Choose one prompt based on your selected novel:
C. If you read Brave New World:
1. In Brave New World, citizens are conditioned from birth to accept their place in society, avoid pain, and value pleasure above all else. Analyze how Aldous Huxley critiques the loss of free will in a society dominated by conditioning. How does he use literary elements—such as characterization, irony, symbolism, or tone—to show the psychological and moral consequences of a world where choice is an illusion? What does the novel suggest about the essential qualities that make us human, and whether those qualities can survive in a perfectly controlled society?
OR
2. In Brave New World, technology is not used to promote progress or human flourishing, but to maintain stability, suppress individuality, and enforce conformity. Huxley imagines a world where science serves the goals of power, not truth or freedom. Analyze how Huxley critiques the use of technology as a means of social and psychological control. How does he use literary elements—such as setting, symbolism, irony, diction, or contrast—to show the dangers of a society built on engineered pleasure and obedience? What warning does the novel offer about the relationship between technological progress and human freedom?