Advanced Placement English Language and Composition Summer Reading Assignment

Transcription

1 Advanced Placement English Language and Composition Summer Reading Assignment The purpose of the AP Lang summer reading: 1. To acquaint you with another contemporary text (as the argument questions requires you to draw on previous readings and experiences for support). 2. To get a writing sample, collecting pre-assessment data that will help inform our instruction. 3. To acquaint you with professional writers making arguments. As required summer reading for AP Language, you are to complete two tasks. Task #1: Nonfiction Analysis Read closely and annotate one of the following nonfiction texts: Freakonomics: A Rogue Economist Explores the Hidden Side of Everything by Steven D. Levitt and Stephen J. Dubner Outliers: The Story of Success by Malcolm Gladwell For Freakonomics - Respond to the following prompt: Though Levitt and Dubner write about some highly charged topics, they write in a manner that does not offend most readers. How do they use style to achieve this balance? Style elements include (but are not limited to) diction, organization, syntax, tone, and voice. For Outliers - Respond to the following prompt: In the Reading Group Guide, Gladwell states, My wish with Outliers is that I makes us understand how much of a group project success is. When outliers become outliers it is not just because of their own efforts. It s because of the contributions of lots of different people and lots of different circumstances, and that means that we, as a society, have more control about who succeeds--and how many of us succeed--than we think. That s an amazingly hopeful and uplifting idea. How does Gladwell use style to achieve this purpose? Style elements include (but are not limited to) diction, organization, syntax, tone, and voice. Expectations of your final product: Use MLA formatting. Blend and document direct quotes to support your argument. Double-space and use 12-point font. Keep the word count between words. Be ready the first day of class to print and/or submit your essay to Canvas (as your teacher directs) Information on writing a rhetorical analysis essay: c-writing/analysis/rhetorical-analysis

2 Task #2: Argument Analysis - Columnist Project The Assignment: As a means of keeping abreast of cultural, social, and public discourse, you are required to follow a columnist in a newspaper or online. (See below for a list of options.) You must collect THREE current, preferably consecutive columns by your author. These are NOT news articles; instead, they are opinion pieces. The assignment has two parts: I. Read and annotate each opinion piece for the following: Speaker s tone and possible tone shifts Organization and arrangement Rhetorical appeals (ethos, pathos, logos) Mark places in the text that evoke a reaction from you, be it laughter, anger, or confusion. Some questions to ask yourself as you read: How does s/he open the column? How does s/he close the column? How soon is the thesis announced? What are the parts or sections of the column? How much is based on observation? Personal experience? Interviews? Fact? What sort of diction characterizes the columnist? What sort of syntax characterizes the columnist? What audience does s/he assume? How do you know? What unstated assumptions does the columnist make? II. After reading and annotating, write a rhetorical précis/response for EACH of your 3 articles (see instructions below). Writing a Rhetorical Précis/Response Rationale: In order to quickly and effectively describe the argument an author is making in a text, you will be utilizing a method of description called a rhetorical précis. This form is a highly structured four-sentence paragraph that records the essential rhetorical elements in any spoken or written discourse. The précis includes the name of the columnist, the context or situation in which the text is delivered, the major assertion, the mode of development for or support of the main idea, the stated and/or apparent purpose of the text, and the relationship between the columnist and the audience. Directions: When writing your one-page rhetorical précis/response, objectively summarize the article accurately in your own words by composing a four-sentence rhetorical précis (see directions below). Below the précis, compose a single-paragraph response, noting any questions, objections or enlightenment generated by the column. Note: Before you begin writing your response, read the column a number of times to make sure you completely understand the author s rhetorical situation.

3 Example Objective Response The first sentence identifies the essay s author and title, provides the article s date in parentheses, uses some form of the verb says (claims, asserts, suggests, argues) followed by that, and the essay s thesis (paraphrased or quoted). Example: In his In Defense of Prejudice (1995), Jonathan Rauch argues that prejudice in society should not be eliminated. The second sentence describes the author s support for the thesis, usually in chronological order. Example: Rauch supports his position by providing anecdotal and historical evidence culled from segments of society which illustrates the futility and harm associated with attempts to eliminate prejudice. The third sentence analyzes the author s purpose using an in order to statement. Example: Rauch hopes to shift the paradigm away from absolutism, the idea of punitive action against racism and prejudice, in order to move society toward rejection, the idea of societal pressure when grappling with racist and prejudicial attitudes. The fourth sentence describes the essay s intended audience and/or the relationship the author establishes with the audience. Example: The author uses an erudite yet defensive tone indicating that he primarily addresses a rather liberal intellectual audience. The Response Your subjective, single-paragraph response expresses your reaction to the column. In this part of the response, you should be analyzing his/her argument. This can include style, substance, ramifications. Is the columnist successful in presenting the argument? What makes it successful or unsuccessful--use your argument terms to support this part of the write-up. Is he/she making assumptions? Why do you agree or disagree with the columnist s position? Depending on the nature of the column, speculate on what could happen if the columnist s argument is/is not embraced by society or the specific group addressed in the column, or judge the value of the column is the topic important or frivolous? Why? Link to the Article Paste the URL into your document at the end of your write-up for retrieval purposes. Columnist suggestions Realize that some writers are more conservative and some more liberal. Anne Applebaum ( Washington Post ) Paul Krugman (NY Times) Mark Bowden ( The Atlantic) ) Dahlia Lithwick (Slate.com) David Brooks ( NY Times ) Mary Schmich ( Chicago Tribune ) Gail Collins ( NY Times ) Peggy Noonan (Wall Street Journal) Meghan Daum ( LA Times ) Andres Oppenheimer (Miami Herald) E.J. Dionne ( Washington Post ) Kathleen Parker (Washington Post) Ross Douthat ( NY Times ) Leonard Pitts (Miami Herald) Thomas Friedman ( NY Times ) Fareed Zkaria (Newsweek) Carl Hiaasen (Miami Herald) Ta-Nehisi Coates (The Atlantic) David Ignatius (Washington Post) Frank Rich ( New York Magazine ) Fred Kaplan (Slate.com) Eugene Robinson (Washington Post) Nicholas Kristof (NY Times) George F. Will (Washington Post) Lynn Sweet (Chicago Sun-Times) Andrew Sullivan ( New York Magazine ) Mrs. Weiss nweiss@naperville203.org Mrs. Albiniak salbiniak@naperville203.org Mr. Tompkins dtompkins@naperville203.org

4 AP Language Summer Reading Grading Rubric Name: Part I: Rhetorical Analysis AP English Language and Composition Scoring Guidelines 9 Essays earning a score of 9 meet the criteria for a score of 8 and, in addition, are especially sophisticated in their argument, thorough in their development, or particularly impressive in their control of language. 8 Effective Essays earning a score of 8 effectively take a position on the prompt. The evidence and explanations used are appropriate and convincing, and the argument is especially coherent and well developed. The prose demonstrates a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless. 7 Essays earning a score of 7 meet the criteria for a score of 6 but provide a more complete explanation, more thorough development, or a more mature prose style. 6 Adequate Essays earning a score of 6 adequately take a position on the prompt. The evidence and explanations used are appropriate and sufficient, and the argument is coherent and adequately developed. The writing may contain lapses in diction or syntax, but generally the prose is clear. 5 Essays earning a score of 5 take a position on the prompt. The evidence or explanations used may be uneven, inconsistent, or limited. The writing may contain lapses in diction or syntax, but it usually conveys the student s ideas. 4 Inadequate Essays earning a score of 4 inadequately take a position on the prompt. The evidence or explanations used may be inappropriate, insufficient, or less convincing. The argument may have lapses in coherence or be inadequately developed. The prose generally conveys the student s ideas but may be less consistent in controlling the elements of effective writing. 3 Essays earning a score of 3 meet the criteria for a score of 4 but demonstrate less success in examining the prompt. The essays may show less maturity in control of writing. 2 Little Success Essays earning a score of 2 demonstrate little success in taking a position on the prompt. These essays may misunderstand the prompt or substitute a simpler task by responding to the prompt tangentially with unrelated, inaccurate, or inappropriate explanation. The prose often demonstrates consistent weaknesses in writing, such as grammatical problems, a lack of development or organization, or a lack of coherence and control. 1 Essays earning a score of 1 meet the criteria for a score of 2 but are undeveloped, especially simplistic in their explanation and argument, weak in their control of language, or especially lacking in coherence and development.

5 Part II: Columnist Project (15 pts.) Objective Response Skill Effective Adequate Inadequate Little Success Precis contains author s name, title of article and claim statement. Precis describes the author s support for the claim. Precis accurately identifies the author s purpose. Precis accurately identifies the audience for the column. Total: /6 Subjective Response Skill Effective Adequate Inadequate Little Success The response evaluates success in presenting the argument. The response recognizes any author s assumptions The response articulates personal agreement or disagreement. The response uses argument terms as appropriate. Total: /6 Conventions Skill Effective Adequate Inadequate Little Success Writing demonstrates command of English conventions and usage, including documentation. Total: /3 Overall Score: /15

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