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Time and Space
Choose 3 out of these 6 questions to answer and reflect on how it relates to our reading and understanding of Hughes' work.

1. How important is cultural or historical context to the production and reception of a literary text? Historical context is highly important to the production and reception of a literary text, as it gives a potential background to the situation that could be crucial to understanding why an author wrote in a specific style or about a specific subject.

2. How do we approach literary texts from different times and cultures to our own?

3. To what extent do literary texts offer insight into another culture? Literary texts offer a decent but not quite thorough insight into another culture, as while they cannot make a person experience the culture for themselves they do give the reader an idea of what is going on in the culture.

4. How does the meaning and impact of a literary text change over time? The meaning and impact of a literary text can change in a multitude of ways over time, largely depending on how the situation regarding the subject being written on changes.

5. How do literary texts reflect, represent or form a part of cultural practices?

6. How does language represent social distinctions and identities?

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Directions and Resources:

Ideas:

Texts:

Reflections:

Questions:

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Readers, Writers, Texts
1. Why and how do we study literature? Why do we study TTTC?

We study literature in order to learn about new ideas from an author who perhaps has a different perspective than we do. We study literature with intent to break down the author's authorial choices and how the author's knowledge is conveyed through those choices.

2. How are we affected by literary texts in various ways? How are we impacted by TTTC?
Literary texts are meant to offer to us a new perspective that perhaps we had not considered before. In TTTC, we are offered an insight into the complicated nuances of war that go beyond our general idea that war is just a bloody, violent mess.

3. In what ways is meaning constructed, negotiated, expressed and interpreted in TTTC?
In TTTC, author Tim O'Brien uses a mix of stories that have some truth and some exaggeration in them to get us to understand how lines between real and fake, right and wrong, etc. are not as clearly defined in war as they are in eeryday civilian life.

4. How does the structure of style of TTTC affect its meaning?
The structure of style of TTTC gets the meaning across by providing an insight into the uncertainties of war that reveals its complicated nuances that not even soldiers fully understand. This helps us as readers to move away from the idea that war is a generalized bloody affair and begin to understand on a deeper level what actually occurs in war and why it goes down the way it does.

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https://docs.google.com/document/d/1u7ABSVyi3g06Ywnt3k114cwLmGvnGAlhED2c070ShXE/edit (Partner Panel Analysis)

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Group IO Extracts- https://web.kamihq.com/web/viewer.html?lti_load_data=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%3D%3D--4488cad2b5eb0573c7e638f7726adea42d2a2b1c&context_id=ab4bc0370de60a3e798ffdf6dedcfd5a04067022
Final IO Extracts- https://docs.google.com/document/d/1oFSi0-vZ1JZvpjzNHN6CXEjQUyCi_H4U9Yr0fMhZO68/edit

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Harkness Extracts- https://kami.app/Thq-8QM-Vj8 (The Dummies), https://kami.app/cgB-k8Q-caP (One Day)
Final IO Extracts- https://docs.google.com/document/d/1hWIcFIEX1TOHcp26V1zzNSDOtOLDSA3cSdJn3klEbYk/edit

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40 line IO Extracts: https://docs.google.com/document/d/1_LnjlNEE-h7qnAiqeRrlO3S2ntisKGhjXtCjH1-OUiw/edit
https://docs.google.com/document/d/1lwf6TPpiOOtKEyJZf5I8DqHEGmbig9iBptvt-5ORkWM/edit

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Attach your 40 line extract you used for you Mock IO as well as any other 40 line extracts you might want to use for your real IO in the future.
https://docs.google.com/document/d/1w-Kui19bwM49GBs4HqFohF8K4j7AqQYyLFEgxUOIBSI/edit

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1. Readers, Writers, Texts

1. Why and how do we study literature?

2. How are we affected by literary texts in various ways?

3. In what ways is meaning constructed, negotiated, expressed and interpreted?

4. How does language use vary among literary forms?

5. How does the structure or style of a literary text affect meaning?

6. How do literary texts offer insights and challenges?

2. Time and Space

1. How important is cultural or historical context to the production and reception of a literary text?

2. How do we approach literary texts from different times and cultures to our own?

3. To what extent do literary texts offer insight into another culture?

4. How does the meaning and impact of a literary text change over time?

5. How do literary texts reflect, represent or form a part of cultural practices?

6. How does language represent social distinctions and identities?

3. Intertextuality

1. How do literary texts adhere to and deviate from conventions associated with literary forms?

2. How do conventions and systems of reference evolve over time?

3. In what ways can diverse literary texts share points of similarity?

4. How valid is the notion of a “classic” literary text?

5. How can literary texts offer multiple perspectives of a single issue, topic or theme?

6. In what ways can comparison and interpretation be transformative?

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Attach some 40 line extracts you have analyzed and may want to use for your IO.
https://docs.google.com/document/d/1ajN1muMaqdFWUWsj0ad7E-pn4yj9E7b1nxrvGK3Y74E/edit

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Loss of innocence
Impact of war on communities caught in the crossfire

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Societal expectations of men and women
Power of love

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Dehumanization
Loss of Identity
Abuse of Power

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Some global issues relating to Beloved include the search for one's distinct identity, the importance of one's past to their present identity, and the dynamic of how individual differences can impact the greater good of the community.

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What were some global issues you explored in Hughes' poetry?
The main global issue that I explored in Hughes' poetry is the idea that oppression thrives when non-oppressed populations do not take a stand on behalf of the oppressed. Other possible global issues could include the idea that perseverance and maintaining of hope is crucial to a better future when faced with adversity, and that people with seemingly many differences still share core human characteristics that unite us all.

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1. Culture, Identity, and Community

1. family, class, race, ethnicity, nationality, religion, gender and sexuality, and the way these impact on individuals and societies. migration, colonialism and nationalism.

2. Beliefs, Values and Education

1.  beliefs and values nurtured in particular societies and the ways they shape individuals, communities and educational systems. They might also explore the tensions that arise when there are conflicts of beliefs and values, and ethics.

3. Politics, Power, and Justice

1.  explore aspects of rights and responsibilities, the workings and structures of governments and institutions. They might also investigate hierarchies of power, the distribution of wealth and resources, the limits of justice and the law, equality and inequality, human rights, and peace and conflict

4. Art, Creativity, and the Imagination

1.  explore aspects of aesthetic inspiration, creation, craft, and beauty. They might also focus on the shaping and challenging of perceptions through art, and the function, value and effects of art in society.

5. Science, technology and the environment

1.  explore the relationship between humans and the environment and the implications of technology and media for society. They might also consider the idea of scientific development and progress.

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https://docs.google.com/document/d/1DSE4H1_wftA66Kkk7kgO0VFASHaf7eRXyk2p39snCZY/edit

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https://docs.google.com/document/d/1hFWoFhgYhs-Hj6k0F-MsrsPV7nfnAPschlKxmfZcR5E/edit

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https://docs.google.com/presentation/d/1qBeSwlDitixzdKGtyJfWcjNHOhOVcZVnx_oT7tAgHL0/edit#slide=id.gadc8a33975_1_66

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https://docs.google.com/presentation/d/1dMriBNN4qD1RpRl5I5E2OjR0AJJKtfgQvUEKPxUplfY/edit#slide=id.gadc8a33975_1_66

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Reflection
How did you do during the Harkness discussions? What feedback did you receive?
https://docs.google.com/document/d/19p-l4YH7YzmbFAT8G-gDkpLzclPYSos4Su82xzDB8yg/edit

Notes
Ideas discussed in Harkness I want to remember: 10/7 discussion- pay attention to Biblical references in "Ballad of the Seven Songs" and pay attention to specific symbols in "The Bitter River".

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Reflection
How did you do during the Harkness discussions?
https://docs.google.com/document/d/17X6ddJj_P23_80EYaSF8Q4Ev7NIpSGs-0KP9wfwbHMo/edit

Notes
Ideas discussed I want to remember:
Shift in morality as a result of war (see extract for more specific ideas).

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Brainstorm some global issues developed from TTTC.
Some global issues that could have been developed from TTTC include how people change as a result of war, whether or not war can be generalized as all blood and violence or not, and the question of whether or not drafting people to serve in war is fair.

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What connections can you make between some of Hughes' poems?
The majority of Hughes' poems in this collection relate in some way to the struggles of the Black population of America.
How does Hughes' poems connect to other works we've read?
One could say that Hughes' poems have a faint connection to "The Things They Carried" in the sense that some of Hughes' poems deal with the concept of establishing one's self-identity, which is a central theme of "The Things They Carried,", however "The Things They Carried" more deals with how one's past shapes their current identity whereas Hughes' poems tend to deal with the Black population of America being oppressed and pigeonholed into a stereotypical identity by America's oppressive white population.
How does Hughes' poetry connect to the world today?
Hughes' poetry connects to the world today because even roughly a century after these poems were written, the Black population of America still deals with oppression, and one of Hughes' points that comes up time and again in those poems still notably rings true today: oppression can only be successfully combatted if non-oppressed populations take it upon themselves to take a stand on behalf of the oppressed. The importance of non-oppressed populations intervening can be seen in the awareness that racial justice protests featuring non-oppressed populations around the United States have raised and the added emphasis that has been placed on racial equality as a result of these non-oppressed populations standing with their oppressed brethren to make a loud and clear statement that racial inequality cannot be the status quo any longer in the United States.

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How does TTTC connect to other works we've read?

How does TTTC connect to our world today?

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Persepolis and The Things They Carried both deal with how people's personalities are impacted by experiencing war. However, TTTC deals with the impacts on those who served in a war (the Vietnam War), while Persepolis deals more with the impact on those who were caught in the crossfire of a conflict (Iran-Iraq conflict).

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Chronicle of a Death Foretold connects well with both Beloved and The Things They Carried in that all three books place a major emphasis on characters who fall under the influence of love and how that impacts their lives.

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Auschwitz and After and Beloved both involve abuses of power and the terrible outcomes that can ensue from that.

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Beloved and The Things They Carried seem to be related in that they both deal with the difficulty of shaking off particularly traumatic past events to carry on with one's present life. Beloved and some of Langston Hughes' works share a similarity in that they both deal with the dehumanization that slavery caused towards Black Americans who experienced it.

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Hughes Writing Portfolio Week 1 (Link Here)
https://docs.google.com/document/d/1TeOnctozXwYWWGrMqRD00_GFXFAWDu1j6a3N0H0enNQ/edit
Hughes Writing Portfolio Week 2 (Link Here)
https://docs.google.com/document/d/1CMgT5SqiR7E55WkzYIccojLqjqvse5LedGZ_ExqumDY/edit

Hughes Pastiche (Link Here)
https://docs.google.com/document/d/1OAlJTMWnhORv6wJRNIFhJetPoe29NdQuXahGIKCyFtE/edit

IO Outline Form (Link Here)
https://docs.google.com/document/d/1WnTs42ggajRqYn1ufbHJmzjLdSj7MldVoTaimUfnBqk/edit

Hughes' Written Assignment (Link Here)
https://api.turnitin.com/api/lti/1p0/redirect/assignment/comp/98394961?lang=en_us#

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Summer Assignment (Link Here)
https://docs.google.com/presentation/d/1CuhKyEipbAAj1taZzOQIFJpcglEuuKDxwYJdbQ5gMJI/edit#slide=id.p
Reflection
Overall looking back at it I actually feel better about my Summer Assignment than I did when I wrote it; knowing now how I need to write for IB English I know that my Summer Assignment work was far from perfect but it did have the bare basics of "What, why and how". However, looking back on it I do know that I cannot just have those components in basic form, but rather I need to expand on them and achieve more depth in order to truly reach proficient levels of analysis.
Global Issue Harkness Prep Form (Link Here)

"On the Rainy River" Discussion Board Post (Link Here)
https://temecula.instructure.com/courses/6360/assignments/88697/submissions/24071?download=653813

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Group IO PPT- https://docs.google.com/presentation/d/1cNn8xi286IuPoP4bM7TM8bFYBSCEctHBiC3wnG36UjM/edit#slide=id.gae218f65d8_0_0
Quick Write- https://docs.google.com/document/d/1nPD6oHOfl49RPZpa8iXBEODhyH_eedlq-8D5dnf8lTc/edit
Final IO- https://temecula.instructuremedia.com/embed/24df3f4e-b7d8-49c8-80a3-5a8057c7731bhttps://temecula.instructuremedia.com/embed/24df3f4e-b7d8-49c8-80a3-5a8057c7731bhttps://temecula.instructuremedia.com/embed/24df3f4e-b7d8-49c8-80a3-5a8057c7731bhttps://temecula.instructuremedia.com/embed/24df3f4e-b7d8-49c8-80a3-5a8057c7731b
Artistic One Pager-

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Quick Record- https://temecula.instructuremedia.com/embed/e9308fad-0677-483f-a224-fcf4bfcb4f19
Final IO- https://temecula.instructuremedia.com/embed/2e1a1eab-a879-45db-9894-d071ddd6c4bf

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Denver One Pager: https://docs.google.com/document/d/1O_Kaavdbf0SR1ocmd81m1xFEbxYLnMiV4b-EELDvBkY/edit

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What insights did the poetry of Langston Hughes offer about the African-American community in Harlem?
The poetry of Langston Hughes offered a perspective into the mentality of the African-American community in Harlem; his works portrayed the community as a jubliant, resilient community that was determined to overcome the racist environement of early 1900's America to be given some respect for their cultural contributions to Harlem.
How does art reflect the community from which it comes?
Art can reflect the community from which it comes by symbolizing the community; the symbolism is reflected either directly if the artist is making a piece about their community, or indirectly in the style and 'attitude' of the art that perhaps reflects the values of the community that produced the artist who made the work.

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Why do humans read and write stories? Why do you read and write stories?  Write about a paragraph.

Humans read stories to gain an insight into the experiences and perspectives of others in order to enhance or change their own knowledge and perspectives. Humans write stories to share their own perspectives and experiences with others. I read stories in order to obtain new knowledge and enhance my current knowledge on a subject of interest to me. I write stories in order to share my knowledge with others, usually so that I can discuss it with them later on.

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Dialectical Journal- https://docs.google.com/document/d/1iGYP_yxGFYOxpSk3lD0ovFej0N05jHrKVTBDQHwqtao/edit

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Linda Krumholz claims (in "The Ghosts of Slavery: Historical Recovery in Toni Morrison’s Beloved") that finding a voice for the thoughts and experiences of women is central to the "healing," historical recovery theme and structure of the book. According to Krumholz, Morrison’s novel "adapts techniques from modernist novels, such as the fragmentation of the plot and shifting narrative voice, to compel the reader to actively construct an interpretive framework" (109). How does the novel specifically address issues of gender, writing and power? How does the structure and style of the novel give voice to "the thoughts of the women of 124, unspeakable thoughts, unspoken" (Beloved 199)? Overall Morrison's status as a mother to two children of her own allowed her to write with great understanding towards Sethe and Sethe's decision to kill Beloved; Morrison does not actively endorse or denounce Sethe's decision but Morrison's status as a mother allows her to understand Sethe's decision and empower Sethe's voice in a way that perhaps a male author or a female author who was not a mother could not because Morrison knows what it is like to feel the motherly connection with her own children. While Morrison was (presumably) never faced with the choice of killing her child or having them experience slavery, her perspective as a mother allows her to convey the 'motherly duty' that Sethe feels in making her decision in a way that an author who was not a mother could not. Morrison's structure and style, especially the streams of consciousness, allowed the women at 124 to be able to tell their stories in their own words rather than having their words summarized by an outside source.

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Readers, Writers, and Texts

1. How does the structure or style of a literary text affect meaning? Consider how Morrison's stream-of-consciousness, shifting points of view, and use of analepsis and prolepsis impact the meaning of the novel.

The structure or style of a literary text can be altered to affect the meaning of the text; for example in Beloved had Morrison told the story from start to finish it would have been a crystal-clear journey from start to finish, however by using all of her different techniques to tell the story outside of chronological order Morrison is able to give the reader a sense of what the characters went through with regards to their uncertainty about how to find their way in this world that they are now free in by leaving gaps in the reader's knowledge of events that often force the reader to make inferences and really consider why the characters acted as they did rather than having the benefit of knowing all the events that the characters did not.

Time and Space

1. How important is cultural or historical context to the production and reception of a literary text? Consider the story of Margaret Garner, the Fugitive Slave Act, and other historical and cultural phenomena and how that has impacted the creation and reception of Beloved.

Cultural and historial context can be important to the production and reception of a literary text. Of course it is not necessary for an author to base a book off of true context; however the book is more likely to generate serious critical thinking about some aspect of society if it is tied into true historical context. In Beloved this can be seen by the fact that having the seemingly unthinkable event of a parent killing their child to keep them out of slavery be told based off of a true event gives the story more credibility and forces the reader to seriously reconsider their previous knowlege of the extent of the harshness of slavery rather than writing the book's story off as far-fetched and unrealistic, all because the story was based in true context.

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https://docs.google.com/document/d/1nb8E6Ruii5o15zTOnef8gftCDk7EYz065TjCzCH94RM/edit

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https://docs.google.com/document/d/1XSmWqGlEpyjjBF0W5H5KJfLfgVIYVgFdYy3M1dc3BBE/edit

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Motif Dialetical Journal: https://docs.google.com/document/d/1OMbn9ToXXCJN9tcVgMKcOBhOlKBg0dS5Q8Y80w47UdA/edit
Ch 5-6 Close Reading Commentary: https://docs.google.com/document/d/1sBeqD22CcKrTRpzVSCpSI_Pe1DZX-PCQcFYYS_gaogs/edit
Written Analysis: https://docs.google.com/document/d/1xEk3PNFfQ0p_P1cXbF3q1LWuQUItgVgos_KyTQ7ZACg/edit
Work Studied Form: https://docs.google.com/document/d/1y-8loY10x6l_g0LYaEm56jwTLk6-3v44itv1kTW5IqU/edit

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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End of Work Studied Form: https://docs.google.com/document/d/1dQauifrc0bBjDiGhF12gtR1nZr1HnSzhPBKmPCJaAiw/edit

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.