Summer/Pre-Course Reading Assignment
Dear
Prospective AP English Students:
Congratulations! Our records indicate that you have enrolled
in Advanced Placement English Literature & Composition for the 2013-2014
Academic Year.
AP
English Literature and Composition is an extremely rigorous college level
course with challenging reading and writing. The reading and writing is
frequent and requires critical and analytical thinking. For instance, you will research, read, and
analyze different types of literature, interpret poetry, sharpen and enhance
your writing skills, learn to work collaboratively, and share your thoughts,
ideas, and observations both verbally and orally. If you have been selected or have chosen to
be enrolled in this course, we are sure you will be successful.
First,
let us begin by stressing that in no way do we want to destroy your summer
break. All the same, we must still
accentuate again that the AP English
Literature & Composition class is a college level class that will,
upon success on the AP exam, translate to college credits. For this reason, it is necessary
for you to do summer/pre-course work in order to succeed. Hence, it is our goal to prepare each and
every one of you to take the AP English Literature & Composition
examination at the end of this academic year and earn a four or a five which
ensures college level credit.
Therefore,
in order to prepare for your success in this class, you must begin this summerJ. For this reason, it is suggested that you
read various texts from different genres, periods, and cultures, and complete
the enclosed assignment(s) for each work.
Through these readings and writing, your understandings of the ways
writers use style and language to provide both meaning and pleasure for their
readers should deepen. Below is a list
of required/mandatory books that you will need to complete the
summer/pre-course assignment for this upcoming academic year.
The required/mandatory pre-course reading tasks
are:
Selected
Books from the Old and New Testament of the King
James Bible*
Strunk and White’s Elements of Style
Selected novel (see
Film as art assignment below)
Research
Paper: Approaches to Literary Criticisms
(Historical-Biographical
Approach, Moral-Philosophical Approach, Mimetic Approach, Formalistic/New
Critical Approach, Psychological Approach, Mythological, Archetypal, and
Symbolic Approach, and the Feminist Approach, Deconstruction, etc).
***
The literary selections have been chosen to assist with the understanding of allusions, for there are four (4) kinds of allusions and they will
be addressed throughout the course—historical, classical, biblical, and
literary.
*** (The
above mentioned texts are listed as a means to improve your familiarity with
classical, historical, biblical, and literary allusions as well as the various
types of approaches to literary criticisms.)
Moreover,
you must complete a Film as Art activity by reading an additional long work which
consists of either a novel or play listed in Part II of this document and view the movie version of it as
well. You will then be expected to
demonstrate your understanding of both the long work (novel or play) and movie
in a thorough, well-organized essay utilizing specific examples from both. Details are discussed and explained later in
this document.
Be
mindful, these are some of the greatest books available in English. We chose them to represent not only the
demeanor of this course, but a variety as well. Some of these books will
challenge you, and you will have to “swim against the current” part of the way
in order to finish them; others will be easy and comfortable reading
throughout. Be that as it may, all books need to be finished, and
all students must complete the
summer/pre-course assignment.
Additionally,
the following is a listing of works we may read (time permitting) over the
course of the academic year. Some of the
texts can be furnished by FCBOE.
However, we strongly urge that you purchase your own novels from the
list below, especially for the student pursuing college/university as a post-secondary
option.
Works will vary depending on instructor
for the academic year (tentative).
Academic Year and/or
Independent Readings–
·
Selected Poetry, Drama, and Short Stories from Perrine ’s Literature: Structure, Sound, and Sense
·
Hodges’
Hodge’s Harbrace Handbook
·
Haney’s Beowulf
·
Chaucer’s Canterbury
Tales
·
Shakespeare’s
Hamlet or Othello or Macbeth (Tragedies)
·
Conrad’s
Heart of Darkness*
·
Morrison’s
Song of Solomon and/or Beloved
·
Dostoevsky’s Crime and Punishment
·
Wilde’s The Importance of Being Earnest
·
Austen’s
Pride and Prejudice
·
Milton
·
Shakespeare’s
The Taming of the Shrew or Much Ado
·
E.
Bronte’s Wuthering Heights
·
C.
Bronte’s Jane Eyre
·
Ibsen’s
A Doll‘s House*
·
Faulkner’s
As I Lay Dying
·
Achebe’s
Things Fall Apart*
·
Chopin’s The Awakening***
·
Hardy’s The Mayor of Casterbridge*
·
Flaubert’s Madame Bovary
·
Cervantes’
Don Quixote*
·
Hurston’s Their Eyes Were Watching God***
·
Shakespeare’s
Hamlet or Othello
·
Orwell’s Nineteen Eighty-Four
·
Atwood’s The Handmaid’s Tale
·
Camus’ The Stranger
May have been covered in
AP Lang and/or American Lit/Comp***
*FCBOE does not
furnish students with many of the text listed; therefore, it will be the
student’s responsibility to purchase texts, for they may see the text in the
future during their college matriculation.
Lastly,
we want to emphasize that we truly look forward to teaching this class and
learning with you. Undoubtedly, we will
all have to work hard, but we will have a unique opportunity to
read, share, discuss, and write about some of the greatest literature available,
and that is one of the most brilliant pleasures life has to offer.
If
you have any questions, comments, or concerns, please feel free to email one of
the Advanced Placement English Literature & Composition instructors:
Elizabeth Elliott at eroyale@gmail.com or elliotte@fulton.k12.ga.us; or Samantha Valley at
valleys@fultonschools.org. We look
forward to working with you the 2013-2014 academic school year.
Respectfully,
Ms. Elizabeth Elliott and Ms. Samantha
Valley
Advanced Placement English Literature and
Composition Instructors
SUMMER ASSIGNMENTS
As
you read the literary work(s), pay close attention to how the literary approaches
to criticisms can prepare you for Advanced Placement English Literature and
Composition and how each approach can apply to any specified text listed
below. Moreover, this activity will
prepare you for the essay and presentations you will complete during the first
weeks of class and throughout the course.
To begin, for Edith Hamilton’s Mythology
and the student selected Film as Art text,
you must underline important and interesting passages in all the reading
selections and make frequent, copious marginal notes. Look for the important social and
historical ideas and connections as well as how the author uses language to
develop theme, character, and plot. Use post-it notes for anything you
cannot fit into the margins of the book. (If you must get the book from a library,
use numerous post-it-notes for all your annotations and comments.)
PART I. Literary
Criticisms Essay-- Monday, July 15, 2013
Before
you begin reading any of the required/mandatory text detailed in your AP
letter, you must first research
and write a paper with a
minimum of 4½ typewritten pages using MLA format (MLA.org helpful site) and submit
in a report portfolio detailing your findings on the Approaches to Literary Criticisms (Historical-Biographical Approach, Moral-Philosophical Approach, Mimetic
Approach, Formalistic/New Critical Approach, Psychological Approach,
Mythological, Archetypal, and Symbolic Approach, and the Feminist Approach,
Deconstruction, etc). You must
adhere to formal essay structure, with an introduction and conclusion, along
with several paragraphs detailing the various criticisms. Please maintain a copy of your notes and
paper for reference and be prepared to use them throughout the course. Since the research paper is due over the
summer, it must be mailed to or hand delivered to the following address no
emailed work will be accepted. If
mailed via the US Postal Service, envelope (size 10 x 13) must be postmarked by
July 15, 2013 to be accepted:
Tri-Cities High
School
Advanced Placement
English Literature & Composition Instructor(s)
c/o Elizabeth Elliott
2575 Harris Street
East Point, GA 30344
PART II. Film
as Art Essay — due
Monday, August 12, 2013
The
book(s) may be checked out at any public library or all may be purchased new or
used online (thereadingwarehouse.com, amazon.com, or half.com) or at your local
book store. We strongly recommend
obtaining your own copies of the text, for it will be necessary to highlight,
write, and make marginal notes within the text.
A.
You must choose a novel listed below and
view the movie version of the novel as well.
You will then be expected to demonstrate your understanding of both the
novel and movie in a thorough, well-organized comparative essay utilizing
specific examples from both. (Though
it pains us, we must remind you that plagiarism is an honor code
violation and the most serious academic crime and will be dealt with
accordingly.) Remember to select
only one question below. All
essays must be submitted in hard copy form with an appropriate works cited page
if outside sources are referenced. This essay should be typed in MLA
format and is due MONDAY, AUGUST 12, 2013.
B.
In addition, you should record on a separate paper a minimum
of twenty significant quotations in the book, and explanations of their
significance (with page references; typed). For this reason, again, we emphasize
that you should purchase all books listed. You will turn this in with the paper.
Choose one of the novels and essay
topics below:
Ian McEwan’s Atonement
Joseph Heller’s Catch-22
William Styron’s Sophie’s Choice
Ken Kesey’s One
Flew over the Cuckoo’s Nest
John Irving’s The Cider House Rules
John Irving’s The World According to Garp
A.S. Byatt’s Possession
Jane Austen’s Sense and Sensibility
Jane Austen’s Emma (view Emma with
Gwyneth Paltrow or Clueless)
Alice Sebold’s The Lovely Bones
Nicolas Spark’s The Notebook
Amy Tan’s The Joy Luck Club
Michael Ondaatje’s The English Patient
Jhumpa
Lahiri’s The Namesake
Gabriel
Garcia Marquez’s Love in the Time of
Cholera
Alan
Paton’s Cry the Beloved Country
F.
Scott Fitzgerald’s Tender is the Night
Cormac
McCarthy’s All the Pretty Horses
Cormac
McCarthy’s The Road
Cormac
McCarthy’s No Country For Old Men
Jonathan
Safran Froer’s Everything is Illuminated
Jonathan
Safran Froer’s Extremely Loud and
Incredibly Close
Anthony
Burgess’ Clockwork Orange
Sue
Monk Kidd’s The Secret Life of Bees
Ben
Sherwood’s Charlie St Cloud
Stephen
King’s The Green Mile
Kathryn
Stockett’s The Help
Sara
Gruen’s Water For Elephants
Khaled
Hosseini’s The Kiterunner
Film as Art Essay Topics (Choose One)--
1.
Select a scene not included in the movie
version of your novel; then explain why the scene is important to the author’s
purpose in the novel and why you believe it was omitted from the movie. (Be certain to focus on the scene.)
2.
Sometimes artistic decisions, made by
scriptwriters, directors, cinematographers, and others working on the
production, enhance, perhaps even surpass, the achievement of the
novelist. Select one artistic decision
of the movie version of your novel that contributes significantly to the
reader’s understanding. (Your selection
of an artistic decision should not include the omission of a scene or
character. Focus on a specific
modification, alteration, adaptation, change, or technical aspect reflecting
artistic decisions such as lighting, camera angles, set decoration, costuming,
or coloring.)
3.
Discuss a major or minor character whose
portrayal by an actor in the movie captures the essence of that character or
expands the reader’s understanding of the character, even if the actor takes
some liberties with the book’s presentation of that character. Provide specific examples to support your
viewpoint.
4.
Often, minor characters that serve
important functions in a novel do not appear in the movie version. Select an important minor character omitted
from the movie and explain how this omission prevents the viewer, but not the
reader, from understanding a complex issue present in the novel. (Be sure to focus on a specific character.)
PART III. Note-taking
and Assessment
A. As you read Strunk
and White’s Elements of Style, you
must underline important and interesting passages and make frequent,
copious marginal notes as well as a list of questions that you may have in
regards to the text. . Use large
post-it notes for anything you cannot fit into the margins of the book. (If you
must get the book from a library, use numerous post-it-notes for all your
annotations and comments.) During the Week of September 2, 2013
you will be given an exam of your findings and understandings of the book.
B. As you read Edith
Hamilton’s Mythology, you must underline
important and interesting passages and make frequent, copious marginal
notes as well as a list of questions that you may have in regards to the text. . Use large post-it notes for anything
you cannot fit into the margins of the book. (If you must get the book from a
library, use numerous post-it-notes for all your annotations and comments.) During the
Week of September 9, 2013 you will be given an exam of your findings
and understandings of the book.
PART IV.
Oral
Presentations– Week
of August 19,2013
Day
#1 (Old Testament) and Day #2 (New Testament) of your A/B class meeting day
In addition, after you have finished the task for
the biblical allusions, please follow the guidelines/criteria outlined in the
assignment and rubric so that you can present and be assessed formally during
the week outlined above.
Again,
if you have any questions, comments, or concerns, please feel free to contact us
at eroyale@gmail.com or elliotte@fultonschools.org or any other
senior ELA teacher. We will be
checking our email daily.
Biblical Allusions
Our reading in AP
English Literature requires knowledge of the most common Biblical
allusions. Most of these will be found
in Genesis, Exodus, Matthew, and Luke.
However, you will need to look in some of the other books for some. If
there is more than one location given, be sure to read each account and note
any differences. You are required to
read all of Genesis, Exodus, Matthew, and Luke in
the King James Bible.
Identify the following
in the King James Bible; you will be tested on your knowledge the
first week of class:
1.) “The Creation” Genesis
1
2.) “The Fall” Genesis
3
3.) “The Flood” Genesis
6
4.) The Mark of Cain Genesis
4-6 (Land of Nod, East of Eden)
5.) The Tower of Babel Genesis
11:1-9
6.) Sodom and Gomorrah Genesis 18
7.) Lot and his wife Genesis
19
8.) The Ten Commandments Exodus 20:1-17
9.) David and Goliath I
Samuel 17
8.) The Nativity Matthew
1, Luke 2
9.) The Sermon on the Mount Matthew
5:3 -7:27.Luke 6:17-49
10) Lazarus John
11:1-12:11
11) The Last Supper Mark
14, John 13
12) The Garden of
Gethsemane Matthew
26
13) The Betrayal Matthew
25, 26
14) “The Denial” Matthew
26, Mark 14, Luke 22, John 18
15) 30 pieces of silver Matthew
26, 27, Mark 14, Luke 22, John 13, 18
16) Golgotha Matthew
27:33, Mark 15:22, John 19:17
17) The Crucifixion Matthew
27, Mark 15, Luke 23, John 19
18) The Resurrection Luke
24, John 20, 21
19) The Holy Spirit Acts
1, 2
Vocabulary
Be able to define the
following:
Adam and Eve (See
Genesis)
Abraham (See
Genesis)
Altar Genesis
8:20, Exodus 17; 15
Amen verily, so be it
Apocalypse, Armageddon (See
Revelations)
Archangel an
angel of the highest order
Ascension the
bodily return of Christ to heaven
Canon the
laws of a church
Catholic (not the
religion) broad,
extensive
Chanukah/Hanukkah Feast
of Dedication or Feast of Lights
Covenant a
binding agreement, the great covenant between God and Israel made at Sinai
Disciples Matthew
10:1, Luke 6:13
Doubting Thomas (See
the Resurrection)
Excommunication Exclusion
from the sacraments of or from membership in certain churches.
Holy Trinity Matthew
28:19, I Corinthians 12:4-6, and II
Corinthians,
13:14
Immaculate Conception Refers
to Mary, mother of Jesus, who was born without original sin.
Lord’s Prayer (See
Sermon on the Mount)
Manna Exodus
16:15
Original sin (See
“The Fall”)
Parable examples
in Matthew 13, 14
Passover Exodus
12, 13:3-16
Holy
Sacraments one
of the especially sacred ceremonies in Christian churches, such as Baptism
Yahweh (YHWH) The
covenant God of Israel, YHWH in original Hebrew. Jewish custom prohibits divine name to be
spoken, so Hebrew words for Lord and God substituted.
***NOTE: This page was made available as a reference
guide to those students not familiar with The
Bible and its content
Biblical Allusions Oral Presentations
From each
the Old Testament and also the New Testament, you will sign up during the Week
of August 12th for one (1) of the following and using the King James
Bible and internet searches, prepare a brief presentation which will last
exactly three (3) minutes for each of biblical allusions and some uses that
have been made of it in literature. (For
instance, the Creation story is used in “The Tyger” poem by William Blake.
Old and New Testaments
Fundamental
to literary study is an awareness of the Old and New Testaments of the
Bible. Much of Western literature
alludes to biblical accounts and without knowledge of those accounts; students
of AP literature in particular are at a disadvantage. Approximately 20-30 Biblical accounts that
appear in English and American literature are listed below. We are asking that you choose one of them
from each testament; read the appropriate chapter(s) or verses several times
and prepare a three (3) minute oral summary of the event. Class will take notes as you speak, and you
may use an outline or note cards for guidance.
Please be sensitive in your presentations to strong feelings about
religion held by everyone and do not insult or belittle any belief or any of
the support for that belief.
Old Testament
Creation
(Genesis 1)
Adam
and Eve (Genesis 2)
The
Fall (Genesis 3)
Cain
and Abel (Genesis 4)
The
Flood and the Covenant (Genesis 6-9)
The
Tower of Babel (Genesis 10-11)
The
Call of Abraham (Genesis 12)
Sodom
and Gomorrah Destroyed (Genesis 18-19)
Abraham’s
Test (Genesis 22)
Jacob
and Esau (Genesis 27)
Joseph
and his Brothers (Genesis 37)
The
Birth of Moses (Exodus 2)
Moses
and the Burning Bush (Exodus 3)
Moses
Parts the Red Sea (Exodus 13: 17-20; 14)
Moses
on the Mount (Exodus 19)
The
Ten Commandments (Exodus 20; Deuteronomy 9)
The
Sun Stands Still (Joshua 10)
Samson
and Delilah (Judges 15-16)
Davis
and Goliath (I Samuel 17)
Solomon’s
Temple (I Kings 5-7; II Chronicles 2-4)
Queen
of Sheba Visits Solomon (I Kings 10; II Chronicles 2-4)
Jezebel
Killed (II Kings 9; 30-34)
Prologue
and Job’s First Test (Job 1)
Job’s
Second Test (Job 2)
A
Time for Everything (Ecclesiastes 3)
He
Fall of Babylon (Isaiah 47)
Daniel
and the Den of Lions (Daniel 6)
Jonah
and the Whale (Jonah 1-2)
New Testament
Christ
Jesus (Matthew, Mark, Luke, John)
Joseph
(Matthew 1, 2, 13; Mark 6; Luke 1, 3)
Mary
(Matthew 2; Luke 1, 2; John 19))
The
Nativity (Matthew 1; Luke 2)
The
Magi/Three Wise Men (Matthew 2: 1-12)
Herod
(Matthew 1-2; Mark 6; Luke 13, 23)
John the Baptist
(Matthew 3, 4, 14, 17, 21; Mark1, 6; 9, 11; Luke 1, 3, 20; John 1, 5 Acts 13)
The
Sermon of the Mount (Matthew 5-7; Luke 10)
Apostle/Disciple
(Matthew 4, 10)
Mathew (Matthew 9)
Peter (Matthew; Mark, Luke; John; Acts 1-5;
8-13)
Judas Iscariot (Luke 22; John 13-14)
Thomas (Matthew10; Mar 3; Luke 6; John 11, 13,
20-21; Acts 1
John (Matthew 17, 26; Mark 9, 14; Luke 9, 22;
John 13, 19, 21)
Parable (Matthew 7, 13, 16, 18, 20-22, 24, 25;
Mark 4, 12, 13; Luke 6, 8, 10-16, 18-20)
The Good Samaritan (John 10)
The Prodigal Son (Luke 11)
Transfiguration (Matthew 17; Mark 9; Luke 9)
Miracle (Matthew 4, 8-9, 14-15, 17, 20-21, 28:
Mark 1-11, 16; Luke 4-10, 13-14, 17-18, 22, 24; John 2, 4, 6, 9, 11, 20-21;
Acts 1, 3, 5,; John 11)
Lazarus (John 11)
Mary Magdalena (Matthew 27-28l Mark 15-16; Luke
8, 23-24; John19-20)
Mary and Martha (Matthew 26; Mark 14; Luke
10; John 11-12)
Pharisees, Sadducees, Scribes (Luke 11, 20;
John 8)
Whited Sepulcher (Matthew 23)
RUBRICS:
|
CATEGORY
|
4
|
3
|
2
|
1
|
Preparedness
|
Student is completely prepared and has obviously
rehearsed.
|
Student seems pretty prepared but might have
needed a couple more rehearsals.
|
The student is somewhat prepared, but it is clear
that rehearsal was lacking.
|
Student does not seem at all prepared to present.
|
Content
|
Shows a full understanding of the topic.
|
Shows a good understanding of the topic.
|
Shows a good understanding of parts of the topic.
|
Does not seem to understand the topic very well.
|
Stays on Topic
|
Stays on topic all (100%) of the time.
|
Stays on topic most (99-90%) of the time.
|
Stays on topic some (89%-75%) of the time.
|
It was hard to tell what the topic was.
|
Posture and Eye Contact
|
Stands up straight, looks relaxed and confident.
Establishes eye contact with everyone in the room during the presentation.
|
Stands up straight and establishes eye contact
with everyone in the room during the presentation.
|
Sometimes stands up straight and establishes eye
contact.
|
Slouches and/or does not look at people during
the presentation.
|
Speaks Clearly
|
Speaks clearly and distinctly all (100-95%) the
time, and mispronounces no words.
|
Speaks clearly and distinctly all (100-95%) the
time, but mispronounces one word.
|
Speaks clearly and distinctly most (94-85%) of
the time. Mispronounces no more than one word.
|
Often mumbles or can not be understood OR
mispronounces more than one word.
|
Volume
|
Volume is loud enough to be heard by all audience
members throughout the presentation.
|
Volume is loud enough to be heard by all audience
members at least 90% of the time.
|
Volume is loud enough to be heard by all audience
members at least 80% of the time.
|
Volume often too soft to be heard by all audience
members.
|
Attire
|
Business attire, very professional look.
|
Casual business attire.
|
Casual business attire, but wore sneakers or
seemed somewhat wrinkled.
|
General attire not appropriate for audience
(jeans, t-shirt, shorts).
|
Time-Limit
|
Presentation is 3 minutes long.
|
Presentation is 3-4 minutes long.
|
Presentation is 5-6 minutes long.
|
Presentation is less than 3 minutes OR more than
6 minutes.
|
Date Created: November
21, 2005
9 = A 6 = B-/C+ 3 = D A
= 100 -- 90
8 = A- 5 = C/C- 2 = F B = 89 -- 80
7 = B+/B 4 = D 1 = F C = 79 -- 70
F
= 69 -- 0
A (90-95): Superior thesis; superior evidence, examples,
or proof; excellent organizational sound mechanics; strong transitions and
connections of thought; effective imagination or sophisticated reasoning;
excellent diction and vocabulary; a convincing thoroughly detailed, specific,
superior answer which displays insight and comprehension: accurate, precise, and clear. 1-9 SCALE:
9
A- (94-90): Excellent thesis; excellent evidence, examples
or proof; effective organization; a few mechanical flaws or careless editing
but overall sound mechanics; mostly strong transitions and connections of
thought; less effective imagination and reasoning; a few lapses in diction and
less sophisticated vocabulary; a less thorough,
less specific answer which is less perceptive but offers a convincing answer. 1-9 SCALE:
8
B+ (89-87): Intelligent yet less concise and a less
complete thesis; effective but perhaps less thorough evidence, examples, or
proof; sound organization with a few flaws of transition or thoroughness; fewer
or vague connections of thought; adequate mechanics; a “safe” paper well done;
a good but less convincing answer. 1-
9 SCALE: 7
B (86-84): Good, safe thesis; completely adequate in every
way; some evidence, examples, or proof; a beginning, middle, and an end;
significantly fewer and less effective transitions and connections of thought;
a good answer but cursory in its examination of topic. 1-9 SCALE:
6
B- (83-80): Adequate yet unnecessarily general thesis;
predictable, general, or unconvincing evidence, examples, or proof; general
analysis; a few definite mechanical flaws; intelligent observations or
conclusions but without solid proof; weak diction. 1-9 SCALE:
5
C+ (78-79): Vague or unwieldy thesis; not enough examples;
superficial and general analysis; definite mechanical flaws and carelessness;
has “moments” when it is an essay but mostly a report; too much plot summary;
not convincing; weak diction; few transitions or connections of thought; not
enough attention to detail; pedestrian style. 1-9 SCALE:
4
C (77-76): An adequate report; large vague thesis; an
intelligent summary with little or no analysis; few, unconvincing, or
inappropriate examples; distracting punctuation flaws; possible lack of effort
or last minutes work; immature syntax and/or vocabulary; monotonous style;
opens the door but doesn’t go in; full of generalizations 1-9
SCALE: 3
C-/D (75-74): Unclear, hidden, or nonexistent thesis;
rambling generalizations; enough intelligent observations amidst all the
generalizations to justify a passing grade; immature syntax and/or vocabulary;
distracting pattern of mechanical errors; poor use of text; too much plot
summary 1-9 SCALE:
2
D/D- (73-70): Poorly constructed or nonexistent thesis;
rambling generalizations which do not remotely address question or topic;
immature syntax and/or vocabulary; misguided, vacuous observations and
conclusions; consistently poor mechanics 1-6 SCALE:
1
F (69-0): Lack of effort; no thesis; passing reference to
topic; no examples or inappropriate ones; usually too brief and undeveloped;
misguided, empty observations and conclusions syntax meltdown 1-6 SCALE:
0
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