Dual Enrollment/English 101 4



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Dual Enrollment/English 101 4th Block Planning Period

Kim B. Carroll seniorwriter1@live.com

4th Block F119

Fall Semester 2012



OVERVIEW:
Dual Enrollment/English 101 has the basic goal of preparing students to write, not only for an English teacher, but for a variety of academic readers. Using the required textbooks, students will learn about and discuss this goal in more detail. In addition, completing English 101 will increase their understanding of the writing process and familiarize them with rhetoric and with audience analysis. This course is also designed to develop students’ reading, speaking, listening, and critical-thinking skills. Using significant works of literature, students learn analysis. Note: Because this course is a Dual Enrollment class, students will also be required to cover the required objectives listed for English 12.

GOALS AND OBJECTIVES:
English 101 prepares students to write and seeks (1) to help them with specific types of writing, (2) to increase their understanding of the writing process, (3) to familiarize them with the notions of rhetoric and audience analysis, (4) and to become knowledgeable about British literature. Students will read and write, discuss and write, write and rewrite. They will think critically, write persuasively, and speak effectively; explore classics of British literature and thought; and grapple with provocative questions as they explore literature through experience, interpretation, and evaluation.

After completion of this course, as well as improving their writing skills, students will be able to

(1) actively read and comprehend a complex text;

(2) articulate ideas in classroom discussion;

(3) write organized and coherent thesis-based essays that demonstrates skill in analysis and synthesis and uses correct grammar and an effective style;

(4) write creatively in order to apply literary elements in prose and poetry writings;

(5) know some major texts and place them in a social and cultural perspective; and

(6) demonstrate skill in appropriate use of information and computer technology.



REQUIRED TEXTBOOKS AND MATERIALS :

Roberts, Edgar V. and Henry E. Jacobs. Literature: An Introduction to Reading and Writing. 8th ed. Prentice Hall (school issued)



Elements of Literature: Sixth Course Holt (school issued)

5 folders with pockets and prongs filled with loose-leaf paper

One flash drive

Access to a word processor, the Internet, a printer, and a computer that enables you to copy files to a CD or flash drive

Black or blue pencils

White out



COURSE COMPONENTS:
In English 101, you, as the student, will participate and/or complete the following:

(1) readings (in and out of the classroom setting), assignments, and reading-response quizzes

(2) major tests on reading assignments and two EQT exams

(2) an understanding and use of the writing process

(3) collaborative learning throughout the writing process

(4) six major papers (essays) and a resume

(5) at least one paper that incorporates outside research

(6) at least one paper that is a classical argumentative essay (CAE)

(7) at least two literary analysis essays

(8) among the six essays, one will be a narrative, one will be a college-entrance essay, and one will be an editorial

(9) two poetry folder assignments that involve analyzing poetry and research about

the poet


(10) vocabulary quizzes that will allow the student to increase his/her vocabulary for

the ACT and college entrance exams

(11) students will take part in a literature circle. Students will be placed in groups of 4

And choose a novel to read. Further information will be given to students. This

Activity will count as a test grade.
ASSIGNMENTS and EXPECTATIONS:
Be on time and prepared for class. Notify me of absences prior to missing class. Attendance is expected, and the tardy policy will be enforced.
This syllabus is simply a guide for the course; therefore, the instructor reserves the right to make changes to the syllabus. Students will be given adequate notification. Students will be held responsible for the assignments designated. You will not be allowed to make up daily reading and writing assignments when returning with an unexcused absence.
This class will work with you as its core. You will be faced with seemingly difficult assignments, but you will think, talk, and write your way through any obstacles faced in this class. We will workshop most of your writings with peer editing and conference sessions. The kinds of writing will vary with an emphasis on understanding, explaining, and evaluating the text.
You will be expected to have read the pages for each class before we meet. This course is compact and will require that you take class time seriously. The class will consist of reading quizzes, oral presentations, short writing assignments, more involved writing assignments (some will be timed) encompassing out-of-class and in-class essays, and two exams. Vocabulary quizzes will assess literary terms discussed in class, words highlighted in relation to historical/cultural periods, and traditional lists to be studied as the year progresses. Grammar will be reviewed as problems arise.

Some of the required essays will focus on reading assignments and class discussion. All final essays will be typed in MLA format, in Times New Roman font (12 pt) and double–spaced. Late essays will drop ten points for each day after the due date. You may rewrite any essay submitted on time. The rewrites should be submitted no later than one week from the day you received your grade. Informal and formal writing both serve as vehicles to assist you in applying specific literary skills. All modes of writing are necessary in this class.


Guided Writing:

Twenty-Minute Switch: Timed writing in which the student will respond to a question spurred from previous readings or class discussion. The students are to skip lines and quickly formulate a stance or position to defend. In twenty minutes the students will switch papers, read their partner’s assertions, and respond in agreement or disagreement while presenting new and more in-depth assertions in order to support the claim. This practice targets writing as a method to understand, explain, and evaluate.


Students should be reading every night.

We will begin with discussions centering on summer reading selections (Frankenstein).

Students will be required to complete a MWDS for all novels read in class

GRADES:
60%

out-of-class essays

in-class essays

tests
40%

reading-response quizzes

vocabulary

short writing assignments

homework


oral presentations
DE-101 Students will be required to take an End-of-the-Quarter Exam: EQT.
All assessments will be assigned a point value in accordance with Mobile Public School System guidelines. Grades will be assessed in several areas. With lessons that vary in difficulty and skill, you will have every opportunity to do well in this class.
HOMEWORK:
Homework is checked the day it is due. A zero in the grade book indicates that the homework was not completed in a satisfactory manner or not attempted. Do every homework assignment, and you will be prepared to take part in class. When you return from an excused absence, minor homework assignments (vocabulary, grammar, journal assignments, etc.) are due the day of your return. It is your responsibility to get your homework assignments. Homework written in pencil or written on torn paper or in a condition misrepresenting the work will receive a zero. Homework is due when the teacher makes the request. Homework assignments left in lockers, other classrooms, cars, etc. will receive a zero.

MAKE-UP WORK:
Make-up work as a rule will not be administered during class time. Make-up work will be given before school, during my planning time, or after school on scheduled days. It is your responsibility to make arrangements. You have five school days to complete the assignment. Failure to make an appointment or failure to show for a scheduled appointment will result in a zero for the missed assignment. There is no possibility for make-up work for an unexcused absence. If you are on campus for any length of time or for any reason on the date an assignment is due, it should be turned in to me before you leave the campus.
DISCIPLINE:
All school procedures and policies will be followed. Please manage your own behavior. If you fail to respect the teacher, yourself, or another student, the teacher will proceed with the following steps: 1. verbal warning 2. parent/guardian contact 3. discipline referral. Be on time and prepared for class. The tardy and uniform policies are enforced; the fifth tardy will result in a discipline referral.
There is a procedure for all things in the classroom. You will be made aware as the year progresses. I expect that you will . . .


  • Have respect for yourself and others

  • Adhere to the seating chart

  • Not cheat or plagiarize

  • Bring appropriate books and materials to class everyday and on time

  • Alert me if you are experiencing difficulty in class



RULES OF WRITING





    1. Capitalize all proper nouns and adjectives.

    2. Write in complete sentences when directed to do so.

    3. Use a dictionary when unsure of a spelling, hyphenation, or definition of a word.

    4. Do not hyphenate (separate from one line to the next) proper nouns and adjectives.

    5. Add end marks to all sentences.

    6. Always proofread your work.

    7. Do not abbreviate or use contractions in formal writing assignments.

    8. Write neatly.

    9. Follow punctuation rules.

    10. Spell out numbers dealing with amounts up to the number 100.

    11. Do not create fragments and run-ons.

    12. Do not use second person (you) in formal writing assignments.

    13. Use subject-verb agreement and pronoun-antecedent agreement correctly.

    14. Do not use double negatives.

    15. Review words often confused.


TIPS FOR TAKING TESTS

1. Know what the test will cover.

2. Study a little bit at a time.

3. Review the important points.

4. Review special vocabulary words.

5. Answer study questions in the text.

6. Quiz with a partner.

7. Have a positive attitude.

8. Be prepared, not nervous.

9. Be will rested.

10. Be physically comfortable.

11. Listen for instructions.

12. Look over the whole test first.

13. Read directions carefully.

14. Put answers in the right places.

15. Budget your time, but don’t watch the clock.

16. First, answer the questions you know.

17. If you don’t know the answer, still try.

18. Go back over the test.

19. Learn from your mistakes.

20. A word about cheating: Don’t!

THE WRITING PROCESS



A. PREWRITING

1. Your goal is to find a meaningful idea about which to write.

2. Begin your search with free writing, clustering, webbing, etc.

3. Learn as much as you can about a subject.

4. If your prewriting leads to a dead end, drop it and search for a new subject.

5. Once you have a topic, find an interesting way to write about it.

6. Write ONLY the first paragraph to set the tone and direction of your writing.

7. Think about an overall plan or design for organizing your writing.


B. WRITING THE FIRST DRAFT

1. Write the first draft while your thinking and writing are still fresh on your mind.

SKIP EVERY OTHER LINE; IT WILL MAKE REVISING MUCH EASIER.

2. Refer back to your prewriting plan, but don’t be afraid to add a new idea.

3. Concentrate on ideas, NOT mechanics.

4. Write naturally as if you are talking to your readers.

5. Looking back sometimes helps you move forward in your writing.

6. Keep writing until you come to a natural stopping point. Your first draft is your first look at a developing writing idea.



C. REVISING

1. First, become serious about your writing idea. If you do not feel strongly about your writing, you will lack the necessary care and concern to revise effectively.

2. Try to make what you are saying better – add, leave out, reword, or rearrange. (The dictionary and thesaurus are very useful tools.)

3. Make your writing as meaningful and lively as possible.

4. Review and revise the opening and closing paragraphs.

5. Review your words, sentences, and paragraphs to make sure they read the way you want them to read – SHARE WITH A FRIEND.


D PROOFREADING

1. Reread your entire writing. Make sure you have not left out any important words or phrases.

2. Have a dictionary, thesaurus, and English textbook close at hand.

3. Check AND correct errors in run-on sentences, fragments, subject-verb agreement, punctuation, capitalization, and spelling.

4. After working the very best you can independently, ask a friend, classmate, or parent who has a good grasp of the language to proofread with you.
E FINAL COPY

1. Write or type a neat final copy of your writing. (Note: If you write, use lined paper and a blue or black ink pen.)

2. Your writing must be legible, or it will not be read or graded.

3. Proofread the final draft at least once before handing it in for final inspection.


SIX TRAITS WRITING ASSESSMENT
CONVENTIONS

5 Paper – Mostly Correct

There are very few errors in my paper; it wouldn’t take long to get this ready to publish.



  • I have used capitals correctly.

  • Periods, commas, exclamation marks, and quotation marks are in the right places.

  • My spelling is accurate.

  • Every paragraph is indented to show where a new idea begins.

  • My grammar/usage is consistent and shows control.


3 Paper – About Halfway Home
A number of bothersome mistakes in my paper need to be cleaned up before I am ready to publish.

  • Spelling is correct on simple words. It may not always be right on the harder words.

  • Most sentences and proper nouns begin with capitals, but a few have been overlooked.

  • Paragraphs are present, but not all begin in the right spots.

  • A few problems with grammar and punctuation might make a reader stumble or pause now and again.

  • My paper reads like a first draft; I was more concerned with getting my ideas down than making sure to edit my paper.


1 Paper – Editing Not Under Control Yet
It would take a first reading to decode and then a second reading to get the meaning of my paper.

  • Speling errers our commun, evin on simpl werdz.

  • My paper, have errors in punctuation? and grammar that send the reader back two the beginning from a sentence to sort thing out

  • I’ve got capital letters scattered in All Over tHe place or NOT at all.

  • I haven’t got the hang of paragraphs yet.

  • The truth is, I haven’t spent much time editing this paper.


VOICE
5 Paper – Really Individual and Powerful

I have put my personal stamp on this paper; it’s really me!



  • Readers can tell I am talking right to them.

  • I write with confidence and sincerity.

  • My paper is full of feelings, and my reader will feel what I feel.

  • I’m not afraid to say what I really think.

  • You can tell I wrote this. No one else sounds like this!


3 Paper – Individuality Fades In and Out
What I truly think and feel shows up sometimes.

  • My writing is pleasant, but a little cautious.

  • I’ve done too much telling and not enough showing.

  • My personality pokes through here and there but then gets covered up again.

  • Although readers will understand what I mean, it won’t make them feel like laughing, crying or pounding on the table.

  • My writing is right on the edge of being funny excited, scary or downright honest, but it’s not there yet.


1 Paper – Not Me Yet

I’m not comfortable sharing what I truly think and feel yet.



  • If you didn’t already know, it might be hard to tell who wrote this paper; you can’t really hear my voice in there yet.

  • I’m not comfortable taking a risk by telling you what I really think; I’ve taken the safest route by hiding my true feelings.

  • My paper is all telling and no showing at all.

  • I’ve held myself back by using general statements like “It was fun, “ “She was nice,” “I like him a lot.”


WORD CHOICE
5 Paper – Extremely Clear, Visual, and Accurate

My paper contains just the right words in just the right places



  • All the words in my paper fit. Each one seems just right.

  • My words are colorful, snappy, vital, brisk and fresh. You won’t find overdone, vague, or flowery language.

  • Look at all my energetic verbs!

  • Some of the words and phrases are so vivid that the reader won’t be able to forget them.


3 Paper – Correct But Not Striking

The words in my paper get the message across, but they don’t capture anyone’s imagination or attention.



  • I used everyday words pretty well, but I didn’t stretch for a new or better way to say things.

  • Most of the time the reader will figure out what I mean even if a few words are goofed up.

  • Occasionally, I may have gone a bit overboard with words that tried to impress the reader.

  • My words aren’t specific enough. Instead of saying, “The sun went down” I should have said, “The sun sagged into the treetops.” Better, juicier details are needed!

  • There are as many tired out clichés (“Bright and early,” Quick as a wink”) as there are new, fresh, and original phrases: “My mother made me feel more special than all her potted plants.”


1 Paper – Confusing, Misused Words, and Phrases Abound
My reader is often asking, “What did you mean by this?”

  • A lot of my words and phrases are vague: “We liked to do things,” “We were friends and stuff.”

  • My words don’t make pictures yet. “Something neat happened.” “It was awesome.”

  • Some of my words are misapplications. Oops, I mean misused.

  • Over and over I used the same words, over and over, and then over and over again until my paper was over.



ORGANIZATION
5 Paper – Clear and Compelling Direction

I’ve chosen an order that works well and makes the reader want to find out what’s coming next.



  • My beginning gets the reader’s attention and gives clues about what is coming.

  • Every detail adds a little more to the main idea or story.

  • All my details are in the right place; everything fits like a puzzle.

  • I ended at a good spot and didn’t drag on too long. I left my reader with something to think about


3 Paper – Some Really Smooth Parts, Others Need Work

The order of my story/paper makes sense most of the time.



  • I have a beginning, but it really doesn’t grab you or give clues about what is coming.

  • Sometimes it is not clear with how the details I have used connect to the main idea or story.

  • Some of my details are in the right spot, but some should come earlier or later.

  • I’ve lingered too long in some places and sped through others.

  • I have a conclusion; it just isn’t the way I want it yet. I may have gone on too long or just tried to sum up in an “ho hum way.”


1 Paper – Not Shaped Yet

The order in my paper is jumbled and confused. I’m feeling dizzy!



  • There isn’t really a beginning or ending to my paper. It just “takes off.”

  • I’m confused about how the details fit with the main idea or story.

  • My ideas seem scrambled, jumbled, and disconnected.

  • Conclusion? Oops, I forgot.

SENTENCE FLUENCY

5 Paper – Varied and Natural

The sentences in my paper are clear and delightful to read aloud.


  • Some sentences are long and stretchy while some are short and snappy.

  • It’s easy to read my paper aloud; I love the sound.

  • Sentence beginnings vary; they also show how ideas connect.

  • You can tell that I have good “sentence sense” because my paper just flows.

  • All excess baggage has been cut. I’ve economized with words.


3 Paper – Routine and Functional

Some sentences are choppy or awkward, but most are clear.



  • Some of my sentences are smooth and natural, but others are halting.

  • Sentence beginnings are more alike than different.

  • I need to add transitional words (Therefore…Later…For this reason…When this happened..) to show how sentences connect.

  • Some sentences should merge; others need to be cut in two.

  • I have used more words than necessary; I still need to trim some deadwood.


1 Paper – Needs Work

Because there isn’t enough “sentence sense” yet, this paper is difficult to read aloud, even with practice.



  • As I read my paper, I have to go back, stop, and read over just to figure out the sentences.

  • I’m having a hard time telling where one sentence stops and another begins.

  • The sentence patterns in my paper are so repetitive they might put my reader to sleep!

  • I have to do quite a bit of oral editing (leaving some words out, putting some others in) just to help the listener get the meaning.


IDEAS AND CONTENT


5 Paper – Focused, Clear, and Specific

My writing is full of the kinds of details that keep the reader’s attention and know what is really important about my topic.



  • I know a great deal about this topic, and when others read my paper, they’ll find out some new or little-known information.

  • I made sure to show what was happening (“The wildly spiraling tornado aimed straight for our barn”) rather than telling what happened (“It was scary”).

  • I filled my paper with interesting tidbits that make reading it fun and lively.

  • I made sure my topic was small enough to handle. “All About Baseball: was too big – I changed it to “How to Steal a Base.”


3 Paper – Some Really Good Parts, Some Not There Yet

The reader usually knows what I mean. Some parts will be better when I tell just a little more about what is important.



  • Some of the things I said are new, but other things everyone knows already.

  • Some details I have used are pretty general, such as “Her hat was nice,” or “It was a sunny day.”

  • I think my topic might be too big and I got bogged down trying to tell a little about a lot instead of a lot about a little.

  • Sometimes I was very clear about what I meant, but at other times, it was still fuzzy.


1 Paper – Just Beginning to Figure Out What I want to Say

When someone else reads my paper, it will be hard for them to understand what I mean or what it is all about.



  • I haven’t shared much information. I guess I don’t know enough yet about this topic to write about it.

  • My details are so vague, so it is difficult to picture anything.

  • I’m still thinking aloud on paper. I’m looking for a good idea.

  • Maybe I’ll write about this, but then, maybe I’ll write about that.


Useful Transitions
Transitions which can be used to show location:
above among beneath in on top of

across around beside inside outside

against away from between into over

along back of beyond near throughout

alongside behind by off to the right

amid below down onto under


Transitions which can be used to show time:
about first until soon then

after second meanwhile later next

at third today afterward in the meantime

before prior to tomorrow immediately as soon as

during till yesterday finally when

next week


Transitions which can be used to compare two things:
like likewise as

also similarly in the same way


Transitions which can be used to contrast things (show differences):
but yet although otherwise on the other hand

however still even though counter to in the meantime

even so nevertheless conversely as opposed on the contrary
Transitions which can be used to emphasize a point:
again indeed to emphasize for this reason

to repeat in fact with this in mind truly


Transitions which can be used to conclude or summarize:
as a result consequently accordingly in short

finally thus due to to sum up

in conclusion therefore in summary all in all
Transitions which can be used to add information:
again and furthermore next

also besides likewise finally

additionally equally important moreover as well

in addition for example further together with

another for instance along with

Formatting an Essay in MLA Style


Before you write the first, and then later the final, draft of an essay, you want to make sure that you understand how to arrange it in MLA format. Directions for how to do so follow.
Margins: Leave a one-inch margin at the top, bottom, and sides of every page. However, your name and page number on each page should be only one-half inch from the top, yet still one inch from the right-hand side. On your computer go to “page setup” and set the margins at 0.5 at the top and 1.0 at the bottom and at both sides. Then, click on Insert at the top of your screen. Click on page numbers. A box will appear. Under Position, pull down top of page (Header). Under Alignment, pull down Right. Click so that the page number will show on the first page. Click on OK. The number 1 should automatically appear 1” from the right-hand margin and ½” from the top of your page. Then click on View at the top of your screen and then on Header and Footer. A box with several pictures will appear. Ignore it. Click on the number 1 (a fuzzy box will appear—ignore it) and correctly type your last name and then add one space before the number 1 with your space bar. Using the box you previously ignored, click on Close. Then, hit your enter bar once. This procedure should set up your page numbers correctly on all pages. (If handwriting your essay, use the red margins on your loose-leaf paper to guide you. Maintain your margins correctly and remember to double-space everything. If you need assistance, ask your teacher for help.)
Spacing: Double-space every line of your text. Do not leave extra space after your title or between paragraphs. Do not leave extra spaces between sentences or citations. (If typing your essay, after you set up your margins and header on the computer but before your begin to type the first page, hit Ctrl and the number 2, and your computer will automatically double-space for you.)
Identifying Before you begin typing the text of your paper, you must add the identifying information.

Information: In the upper left corner of the first page, put your name, your teacher’s name, the class name, and the date (in inverted order). Remember to double-space and to maintain your margins.
Title: Center the title of the paper on the double-spaced line below your identifying information. Do not place it in quotation marks, underline it, or write it in all capital letters.
Paragraphs: Indent the first line of each paragraph five spaces, or one-half inch.

Please feel free to contact me by e-mail at seniorwriter1@live.com. I will make every effort to check my e-mail and to respond accordingly. I look forward to working with you. I expect that our relationship will be a reciprocal one.

Parent/Guardian Signature: ______________________________________________________________

Student Signature: _____________________________________________________________________

Printed Student Name: __________________________________________________________________

Thank you,

Kim B. Carroll


LITERATURE CIRCLE INFORMATION FOR ENGLISH 101


Using a special format supplied by the teacher, each student will be responsible for completing a literature circle project on one novel selected from the list below. (No student may select a book that he or she has already read as part of his or her summer reading assignment or that has been assigned as a class requirement.) As soon as a student has chosen and obtained a novel to read, he or she must show it to the teacher, who will then supply the literature circle documents. Each student should read and follow directions for the literature circle.

Book reports are worth 100 points. All reports should be recorded on loose-leaf or typing paper, and when turning in the assignment should be stapled to them.

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The Adventures of Huckleberry Finn by Mark Twain

The Adventures of Tom Sawyer by Mark Twain

The Age of Innocence by Edith Wharton

Alice’s Adventures in Wonderland by Lewis Carroll

All Creatures Great and Small by James Herriot

All Quiet on the Western Front by Erich Maria Remarque

All Things Wise and Wonderful by James Herriot

And Both Were Young by Madeleine L'Engle

Angel of Mercy: The Story of Dorothea Lynde Dix by Rachel Baker

Animal Farm by Geroge Orwell

Anne of Green Gables by L. M. Montgomery

As the Waltz Was Ending by Emma Macalik Butterworth

The Autobiography of Henry VIII by Margaret George

The Autobiography of Miss Jane Pittman by Ernest J. Gaines

The Awakening by Kate Chopin

Beauty by Robin McKinley

The Bell Jar by Sylvia Plath

Beloved by Toni Morrison

Benjamin Banneker: The Man Who Saved Washington by Claude Lewis

Billy Budd by Herman Melville

Black Boy by Richard Wright

The Book of Ruth by Anonymous

Brighton Rock by Graham Greene

The Bronze Bow by Elizabeth George Speare

Burnt Out Case by Graham Greene

The Catcher in the Rye of J. D. Salinger

The Chosen by Chaim Potok

A Christmas Carol by Charles Dickens

Christy by Catherine Marshall

The Client by John Grisham

Clover by Dori Sanders


Cold Sassy Tree by Olive Ann Burns

Coming of Age in Mississippi by Anne Moody

Daisy Miller by Henry James

Dangerous Spring by Margot Benary-Isbert

The Daughter of Time by Josephine Tey

David Copperfield by Charles Dickens

Demien by Herman Hesse

Durable Goods by Elizabeth Berg

Dust Tracks on a Road by Zora Neale Hurston

The Egyptian by Mike Waltari

Eight Cousins by Louisa Mae Alcott

Ellen Foster by Kaye Gibbons

Emily of New Moon by L. M. Montgomery

Emma by Jane Austen

The Endless Steppe by Esther Hautzig

Ethan Frome by Edith Wharton

Eva by Peter Dickinson

Fade by Robert Cormier

Family by J. California Cooper

A Farewell to Arms by Ernest Hemingway

Farewell to Manzanar by Jeanne Wakatsuki Houston & J. D. Houston

Fire in the Hills by Anna Myers

The Firm by John Grisham

Flowers for Algernon by Daniel Keyes

Four Perfect Pebbles: A Holocaust Story by L. Perl & M. Blumenthal

Fried Green Tomatoes at the Whistle Stop Cafe by Fannie Flagg

Funeral Games by Mary Renault

A Gathering of Old Men by Ernest J. Gaines

Girl Interrupted by Susanna Kaysen

Go Ask Alice by Anonymous

Gone With the Wind by Margaret Mitchell

The Grapes of Wrath by John Steinbeck

Great Ambitions: The Early Years of Charles Dickens by Elizabeth Kyle

Great Expectations by Charles Dickens

The Great Gatsby by F. Scott Fitzgerald

Growing Up by Russell Baker

The Handmaid’s Tale by Margaret Atwood

The Heart of the Matter by Graham Greene

Heidi by Johanna Spyri

Heroes by Robert Cormier

Howards End by E. M. Forster

I Know Why the Caged Bird Sings by Maya Angelou

The Illustrated Man by Ray Bradbury

Interview With a Vampire by Anne Rice

Invisible Man by Ralph Ellison

Island of the Blue Dolphins by Scott O'Dell

Jane Eyre by Charlotte Bronte

Jonathan Livingston Seagull by Richard Bach

The Joy Luck Club by Amy Tan

A Lantern in Her Hand by Bess Streeter Aldrich

A Lesson Before Dying by Ernest J. Gaines

The Lilies of the Field by William E. Barrett

Little Men by Louisa May Alcott

Little Women by Louisa May Alcott

Lord of the Flies by William Golding

Mansfield Park by Jane Austen

The Man Without a Face by Isabelle Holland

The Member of the Wedding by Carson McCullers

Midnight Express by Billy Hayes

Miss Lonelyhearts by Nathanael West

Mr. Midshipman Hornblower by C. S. Forester

My Antonia by Willa Cather

My Left Foot by Christy Brown

Narrative of the Life of Frederick Douglass by Frederick Douglass

Night by Eli Wiesel

Northanger Abbey by Jane Austen

An Old Fashioned Girl by Louisa May Alcott

The Old Man and the Sea by Ernest Hemingway

Oliver Twist by Charles Dickens

One Day in the Life of Ivan Denisovich by Alexander Solzhenitsyn

O Pioneers! by Willa Cather

Ordinary People by Judith Guest

A Patch of Blue by Elizabeth Kata

The Pelican Brief by John Grisham

The Persian Boy by Mary Renault

Persuasion by Jane Austen

Peter Pan by James M. Barrie

Pollyanna by Eleanor H. Porter

Pride and Prejudice by Jane Austen

The Prince and the Pauper by Mark Twain

The Prince of Tides by Pat Conroy

The Princess Bride by William Goldman

Rabbit Run by John Updike

The Rag and the Bone Shop by Robert Cormier

The Rainmaker by John Grisham

Rebecca by Daphne du Maurier

The Red Pony by John Steinbeck

Red Sky at Morning by Richard Bradford

Revolutions of the Heart by Marsha Qualey

A Room with a View by E. M. Forster

The Runaway Jury by John Grisham

Run Softly, Go Fast by Barbara Wersba

The Quiet American by Graham Greene

The Scarlet Letter by Nathaniel Hawthorne

The Sea of Grass by Conrad Richter

The Secret Garden by Frances Hodges Burnett

Sense and Sensibility by Jane Austen

A Separate Peace by John Knowles

Shane by Jack Schaefer

Silas Marner by George Eliot

The Song of the Lark by Willa Cather

The Stranger by Albert Camus

Streams to the River; River to the Sea by Scott O’Dell

Sunshine Rider by Ric Lynden Hardman

Tender Is the Night by F. Scott Fitzgerald

Tenderness by Robert Cormier

Terry by George McGovern

That Was Then, This Is Now by S. E. Hinton

They Cage the Animals at Night by Jennings Michael Burch

The Third Man by Graham Greene

This Boy's Life: A Memoir by Tobias Wolff

To Kill a Mockingbird by Harper Lee

To Sir, With Love by E. L. Braithwaite

A Tree Grows in Brooklyn by Betty Smith

The Virginian by Owen Wister

The Walking Drum by Louis L'Amour

Where Angels Fear to Tread by E. M. Forster

Where the Lilies Bloom by Vera and Bill Cleaver

White Fang by Jack London

Wutherning Heights by Emily Bronte




Sequels

The Adventures of Miss Althea Darcy by Elizabeth Ashton (sequel to Mr. Darcy’s Daughters)

Beat to Quarters by C. S. Forester (sequel to Hornblower and the Atropos)

Flying Colours by C. S. Forester (sequel to Ship of the Line)

Hornblower and the Atropos by C. S. Forester (sequel to Hornblower During the Crisis)

Hornblower and the Hotspur by C. S. Forester (sequel to Lieutenant Hornblower)

Hornblower During the Crisis by C. S. Forester (sequel to Hornblower and the Hotspur)

Joy School by Elizabeth Bert (sequel to Durable Goods)

Lieutenant Hornblower by C. S. Forester (sequel to Mr. Midshipman Hornblower)

Looking After Lily by Cindy Bonner (sequel to Lily)

Mr. Darcy’s Daughters by Elizabeth Ashton (sequel to Pride and Prejudice)

Mr. Darcy Takes a Wife by Linda Berdoll (sequel to Pride and Prejudice)

Presumption by Julia Barrett (sequel to Pride and Prejudice)

Scarlett by Alexandra Ripley (sequel to Gone With the Wind)



Ship of the Line by C. S. Forester (sequel to Beat to Quarters)


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