AP Literature and Composition Summer Reading Assignment

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1 AP Literature and Composition Summer Reading Assignment Readings (total of 3 books): How to Read Literature Like a Professor by Thomas C. Foster 1984 by George Orwell OR Brave New World by Aldous Huxley AND Jane Eyre by Charlotte Bronte OR Wuthering Heights by Emily Bronte Expectations: The Summer Reading Assignment is to be completed independently. Students are expected to work alone generating responses that reflect their independent views, analysis and interpretations of the readings. Below are the assignments that are to be completed along with the reading of the novels. Students will submit Assignment 1 to turnitin.com the first week of school. Be sure to have this completed and ready to submit on day 1. Assignment 2 is to be submitted via /google docs on the first day of school. In addition to responding to the summer assignments, there will be follow up assignments given the first week of school. ASSIGNMENT #1: How to Read Literature Like a Professor Thomas C. Foster In Arthur Conan Doyle's "The Red-Headed League," Sherlock Holmes and Dr. John Watson both observe Jabez Wilson carefully, yet their differing interpretations of the same details reveal the difference between a "Good Reader" and a "Bad Reader." Watson can only describe what he sees; Holmes has the knowledge to interpret what he sees, to draw conclusions, and to solve the mystery. Understanding literature need no longer be a mystery -- Thomas Foster's book will help transform you from a naive, sometimes confused Watson to an insightful, literary Holmes. Professors and other informed readers see symbols, archetypes, and patterns because those things are there -- if you have learned to look for them. As Foster says, you learn to recognize the literary conventions the "same way you get to Carnegie Hall. Practice." (xiv). DIRECTIONS: Respond to 10 of the assignments listed below. Your selection of assignments should be representative of the entire work (Do not simply complete the assignments for chapters 1-10); select assignments throughout the entire book. EACH STUDENT MUST COMPLETE THE ASSIGNMENT FOR CHAPTER 27 THE TEST CASE. Your responses should reflect your understanding of that chapter s topic and your ability to apply that concept to various works. Type your response in MLA format with page numbers, MLA heading, equally double-spaced in Times New Roman, size 12 font. Provide the chapter number and title for each assignment. Responses should be approximately 8-12 sentences; however, please ensure that you have directly addressed ALL parts of the selected questions. Introduction: How'd He Do That? How do memory, symbol, and pattern affect the reading of literature? How does the recognition of patterns make it easier to read complicated literature? Discuss a time when your appreciation of a literary work was enhanced by understanding symbol or pattern. Chapter 1 -- Every Trip Is a Quest (Except When It's Not) List the five aspects of the QUEST and then apply them to something you have read (or viewed) in the form used on pages 3-5.

2 Chapter 2 -- Nice to Eat with You: Acts of Communion Choose a meal from a literary work and apply the ideas of Chapter 2 to this literary depiction. Chapter 3: --Nice to Eat You: Acts of Vampires What are the essentials of the Vampire story? Apply this to a literary work you have read or viewed. Chapter 4 -- If It's Square, It's a Sonnet Select three sonnets and show which form they are. Discuss how their content reflects the form. (Submit copies of the sonnets, marked to show your analysis). Chapter 5 --Now, Where Have I Seen Her Before? Define intertextuality. Discuss three examples that have helped you in reading specific works. Chapter 6 -- When in Doubt, It's from Shakespeare... Discuss a work that you are familiar with that alludes to or reflects Shakespeare. Show how the author uses this connection thematically. Read pages carefully. In these pages, Foster shows how Fugard reflects Shakespeare through both plot and theme. In your discussion, focus on theme. Chapter Or the Bible Read "Araby" ( Discuss Biblical allusions that Foster does not mention. Look at the example of the "two great jars." Be creative and imaginative in these connections. Chapter 8 -- Hanseldee and Greteldum Think of a work of literature that reflects a fairy tale. Discuss the parallels. Does it create irony or deepen appreciation? Chapter 9 -- It's Greek to Me Write a free verse poem derived or inspired by characters or situations from Greek mythology. Be prepared to share your poem with the class. Chapter It's More Than Just Rain or Snow Discuss the importance of weather in a specific literary work, not in terms of plot. Chapter More Than It's Gonna Hurt You: Concerning Violence Present examples of the two kinds of violence found in literature. Show how the effects are different. Chapter Is That a Symbol? Use the process described on page 106 and investigate the symbolism of the fence in "Araby." (Mangan's sister stands behind it.) Chapter It's All Political Assume that Foster is right and "it is all political." Use his criteria to show that one of the major works assigned to you as a freshman is political. Chapter Yes, She's a Christ Figure, Too Apply the criteria on page 119 to a major character in a significant literary work. Try to choose a character that will have many matches. This is a particularly apt tool for analyzing film -- for example, Star Wars, Cool Hand Luke, Excalibur, Malcolm X, Braveheart, Spartacus, Gladiator and Ben-Hur. Chapter Flights of Fancy Select a literary work in which flight signifies escape or freedom. Explain in detail.

3 Chapter It's All About Sex... Chapter Except the Sex OK..the sex chapters. The key idea from this chapter is that "scenes in which sex is coded rather than explicit can work at multiple levels and sometimes be more intense that literal depictions" (141). In other words, sex is often suggested with much more art and effort than it is described, and, if the author is doing his job, it reflects and creates theme or character. Choose a novel or movie in which sex is suggested, but not described, and discuss how the relationship is suggested and how this implication affects the theme or develops characterization. Chapter If She Comes Up, It's Baptism Think of a "baptism scene" from a significant literary work. How was the character different after the experience? Discuss. Chapter Geography Matters... Discuss at least four different aspects of a specific literary work that Foster would classify under "geography." Chapter So Does Season Find a poem that mentions a specific season. Then discuss how the poet uses the season in a meaningful, traditional, or unusual way. (Submit a copy of the poem with your analysis.) Chapter Marked for Greatness Figure out Harry Potter's scar. If you aren't familiar with Harry Potter, select another character with a physical imperfection and analyze its implications for characterization. Chapter He's Blind for a Reason, You Know & Chapter It's Never Just Heart Disease... Review and explain the author s central idea in these two chapters. Chapter And Rarely Just Illness Recall two characters who died of a disease in a literary work. Consider how these deaths reflect the "principles governing the use of disease in literature" ( ). Discuss the effectiveness of the death as related to plot, theme, or symbolism. Chapter Don't Read with Your Eyes After reading Chapter 25, choose a scene or episode from a novel, play or epic written before the twentieth century. Contrast how it could be viewed by a reader from the twenty-first century with how it might be viewed by a contemporary reader. Focus on specific assumptions that the author makes, assumptions that would not make it in this century. Chapter Is He Serious? And Other Ironies Select an ironic literary work and explain the multivocal nature of the irony in the work. Chapter A Test Case Read "The Garden Party" by Katherine Mansfield, the short story starting on page 245. Complete the exercise on pages , following the directions exactly. Then compare your writing with the three examples. How did you do? What does the essay that follows comparing Laura with Persephone add to your appreciation of Mansfield's story?

4 ASSIGNMENT #2: Dialectical Journal (You should read 2 of the novels below--one from choice 1 and one from choice 2. We will utilize these novels the first week of school and will refer back to them during our study of Romantic Age, Victorian Age and Modern Age British Literature.) CHOICE 1: 1984 by George Orwell OR Brave New World by Aldous Huxley AND CHOICE 2: Jane Eyre by Charlotte Bronte OR Wuthering Heights by Emily Bronte The term Dialectic means the art or practice of arriving at the truth by using conversation involving question and answer. Think of your dialectical journal as a series of conversations with the texts we read during this course. The process is meant to help you develop a better understanding of the texts we read. Use your journal to incorporate your personal responses to the texts, your ideas about the themes we cover and our class discussions. You will find that it is a useful way to process what you re reading, prepare yourself for group discussion, and gather textual evidence for your Literary Analysis assignments. PROCEDURE: As you read, choose passages that stand out to you and record them in the left-hand column the chart (ALWAYS include page numbers). In the right column, write your response to the text (ideas/insights, questions, reflections, and comments on each passage) You must label your responses using the following codes: o (Q) Question ask about something in the passage that is unclear o o (C) Connect make a connection to your life, the world, or another text o o (P) Predict anticipate what will occur based on what s in the passage o (CL) Clarify answer earlier questions or confirm/disaffirm a prediction o (R) Reflect think deeply about what the passage means in a broad sense not just to the characters in the story/author of the article. What conclusions can you draw about the world, about human nature, or just the way things work? o (E) Evaluate - make a judgment about what the author is trying to say Sample Dialectical Journal entry: Beyond the Yellow Highlighter Passages from the text-- Must quote at least 10 per reading assigned. Make sure to number them. 1. "The yellow marks in my college textbooks...did not help me very much. 2. "Annotations do make me read a lot slower and I wish I didn't have to do them. It is so much harder to fake read if you have to annotate like we have to do now. So now I actually read, because it's too hard to fake annotate" Pg#/ 82/1 87/2 EACH Passage you Quote must relate to one of the following codes above. Make sure to use a variety. Using the same codes for most or all of your entries will result in a lower score. (C) I can relate since I often used to highlight what I thought was important and then end up with most of the page highlighted. (C) It is harder to fake annotate--it almost takes more time. (R) People are prone to find the easy way to do something. Since there's really no easy way to annotate--fake or real--it makes sense to really read and think about the texts. (Q) Is it really harder to fake read if you have to annotate? Or does it just take longer?

5 CHOOSING PASSAGES FROM THE TEXT: Look for quotes that seem significant, powerful, thought provoking or puzzling. For example, you might record: Effective &/or creative use of stylistic or literary devices Passages that remind you of your own life or something you ve seen before Structural shifts or turns in the plot A passage that makes you realize something you hadn t seen before Examples of patterns: recurring images, ideas, colors, symbols or motifs. Passages with confusing language or unfamiliar vocabulary Events you find surprising or confusing Passages that illustrate a particular character or setting. RESPONDING TO THE TEXT: You can respond to the text in a variety of ways. The most important thing to remember is that your observations should be specific and detailed. You can write as much as you want for each entry. You can choose to type and save your journals as PDFs or you can write by hand and then scan and save as PDF. Basic Responses: Raise questions about the beliefs and values implied in the text Give your personal reactions to the passage Discuss the words, ideas, or actions of the author or character(s) Tell what it reminds you of from your own experiences Write about what it makes you think or feel Agree or disagree with a character or the author Sample Sentence Starters: I really don t understand this because I really dislike/like this idea because I think the author is trying to say that This passage reminds me of a time in my life when If I were (name of character) at this point I would This part doesn t make sense because This character reminds me of (name of person) because Higher Level Responses: Analyze the text for use of literary devices (tone, structure, style, imagery) Make connections between different characters or events in the text Make connections to a different text (or film, song, etc ) Discuss the words, ideas, or actions of the author or character(s) Consider an event or description from the perspective of a different character Analyze a passage and its relationship to the story as a whole

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