2016 Year One IB Summer Reading Assignment and other literature for Language A: Literature/English III Juniors

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1 2016 Year One IB Summer Reading Assignment and other literature for Language A: Literature/English III Juniors The Junior IB class will need to read the novel The Awakening by Kate Chopin. Listed below are the expectations for the project itself. Here are the expectations: 1. Students are to complete a close reading of the novel and use colored pens to actively annotate each chapter in the following manner: Yellow- diction/vocabulary Pink- literary devices (DIDLS /diction, imagery, details, language, and syntax) Blue- theme Green- Important Quotes (the A HA s!) 2. Select three (3) annotations from each chapter to expand upon in a dialectical journal, which must be typed. See the attached handout for guidelines in creating your journals. 3. Additionally, at the end of your journal or in a separate document you will write a paragraph (or more as necessary) about each of the following as they appear in the novel. An overview of the novel - A brief synopsis that includes main characters and a plot summary detailed enough to let me know that you have red and understood the text. An explanation of narrative viewpoint - Who s telling the story and how does it affect your understanding of the novel. Themes, issues, and ideas What thematic connections are you able to make after reading the text? What societal issues do you identify and what are your ideas regarding these topics? Observations about the society, setting, or world in which the action takes place and the character lives. What do you notice about this time and place? What is dependent upon the setting of the novel? How might the character s life be different otherwise? Discussion of language and style What do you find to be distinctive about the writer s choice of language. What is the purpose and effect of these stylistic choices? (List courtesy of English for the IB Diploma by Croft & Cross, 2003) 4. Other entries in the journal may include but are not limited to the following: Assessment of character development with particular emphasis on the main characters of each chapter in the novel Important Quotes which to you offer insight to author s purpose and character thoughts Analysis of Character actions (the what and why) Questions that arise during reading New Vocabulary with context clues and meaning IB Summer Reading Year One 1

2 Journals are an integral part of the 1 st year learning process and they become increasingly important as students begin to delve into closely analyzing World Literature in order to meet the IB assessment objectives. All work for The Awakening is expected to be completed and available on the first day of class. Other novels will be utilized through the Fall semester and each will require a reader s dialectical journal in the same format. **All journals will be assessed and returned; they will be necessary for the completion of component one of the IB External Assessment. It will be the student s responsibility to secure a copy of the following for the Fall semester. The Woman Warrior by Maxine Hong Kingston Heat and Dust by Ruth Prawer Jhabvala Journals will help in preparation for your 1 st IB assessment: The Creative Oral. Note: Texts will also need to be purchased for the Spring Semester. Some novels are difficult to obtain, so order early to ensure that you are not be left behind. It is extremely difficult to get caught up to the rest of the class if you begin behind everyone else. So Long a Letter by Mariama Ba The Sand Child by Tahar Ben Jelloun The Story of Zahra by Hanan al-shaykh IB Summer Reading Year One 2

3 Dialectical Journal Guidelines The Assignment: 1. Complete a dialectical journal** (two-column notes) in which you discuss your author s language (diction), use of literary devices and style (syntax). (See Ideas for Analyzing Text. ) 2. Specifically, you will be looking for life lessons that were taught to the narrator through each of the stories she tells and the language she uses to do this. 3. Journals should be submitted by due dates listed above for each chapter. 4. You must have a minimum of five (5) entries per chapter. See the back of this handout for ideas. Format: 1. Label the left side of each journal page CD Concrete Details (text evidence) and label the right side of each journal page CM Commentary. (Analysis) 2. The left CD side is where you record examples and page numbers: quotations, direct quotes, evidence, support, images, etc. from the book. Make sure to label the type of device as applicable. *Always accompany CD with page numbers, cited in proper MLA format! (Author pg#) 3. The right CM side is where you record corresponding analysis: reactions, ideas, opinions, comments, inferences, insights, questions, etc. from your head. What is it about the writing that stands out and makes the work distinctive? The important part is that you, the reader, are reading something and then responding with analysis. Have a conversation with the text and with yourself. (ANALYZE the text. How does this affect the human condition? Why does this matter?) *Dialectical Journal Student Sample: Narrative of the Life of Frederick Douglass Entry # CD-Concrete Detail/Quote and page number 1. CHARACTERIZATION: The slaves know little of their ages as horses know of theirs. They seldom come nearer to it than planting time, harvest time, cherry time, spring time, or fall time. (Douglass 19) 2. IRONY: Killing a slave, in Talbot County, Maryland, is not treated as a crime, either by the courts or the community. (Douglass 39) 3. CONFLICT/CHARACTERIZATION: I often found myself regretting my own existence, and wishing myself dead; and but for the hope of being free, I have no doubt but that I should have killed myself, or done something for which I should have been killed. (Douglass 54) CM-Commentary/Analysis Observations Records of slave births were kept in property ledgers but not as official documents for census purposes. This reinforces how slaves did not have the same rights as the rest of the population. Simple acts such as this were reminders that the slaves were not as important as their white counterparts. They were not human. This is another example of how slaves were mistreated and failed to have equal rights. Slaves were used as property rather than as people who mattered. Frederick Douglass was depressed, but it was the thought of being free that helped keep him alive. The hope that one day he would achieve his dream motivated him to keep going. NOTE: Citing the source requires that you put the author s last name and the page number of the quote in parenthesis. The end punctuation goes on the outside IB Summer Reading Year One 3

4 Ideas for Analyzing Text: You can use any of the following prompts to guide your analysis in the dialectical journal. However, you must have passages that address four of the following in your entries: Setting Pacing elements Imagery Conflict (internal and external) Characterization Allusion Symbolism Irony Consider how the personality of a specific character (or the author in a nonfiction text) is established within a specific passage or stanza. Consider the use of dialogue, foils (a character by his or her contrast who serves to accentuate another character s distinctive qualities or characteristics), or actions Setting is often a pivotal factor in the development of characters. Consider commenting on the details of the setting and how it furthers the plot or enhances the experiences of the character or author. Discuss how some of the characters or situations fit into the typical archetypal categories (generally the model from which something is developed or made). What are the key characteristics of the speaker or narrator? Consider the struggles evident in the text. What conflict occurs? Discuss the central conflict in the novel. Internal conflict occurs within a character s mind or emotions. External conflict occurs when a character struggles against an outside force such as nature, society, or another human. Consider commenting on a notable literary technique in the text. What is the impact of the technique on the overall work? Irony: a contradiction or incongruity between appearance or expectation and reality. Satire: satire uses irony, wit, and sarcasm to expose humanity s vices and foibles, giving the push for change or reform through ridicule. Symbolism: something that, although it is of interest in its own right, stands for or suggests something larger and more complex often an idea or a range of interrelated ideas, attitudes, and practices. Allusions: an indirect reference to a person, event, statement, or theme found in literature, the arts, history, mythology, religion or popular culture. Consider commenting on imagery (especially predominant or recurring images). Imagery: creates or represents a sensory experience through any of the five senses: sight, touch, hear, smell, and taste The use of figures of speech to express abstract ideas in a vivid and innovative way Consider the author s development of theme in the text. Examine the author s philosophical stances upon the human condition. Relate specific circumstances of the characters to the author s perceptions of the human condition. Consider the effect of any unusual organizational or rhetorical strategies in the work. Pacing elements: for example flashback (interrupts the present action of a narrative text to depict some earlier event often an event that occurred before the opening scene of the work via reverie, remembrance, dreaming, or some other mechanism) Repetition of words, phrases Rhetorical questions: a question not expecting an answer, or one to which the answer is more or less self-evident used primarily for stylistic effect Antithesis: a rhetorical device in which two ideas are directly opposed and presented in a grammatically parallel way (i.e.: Not that I loved Caesar less, but that I loved Rome more. ) Parallelism: used to accentuate or emphasize ideas or images by using grammatically similar constructions. Words, phrases, clauses, sentences, paragraphs and even longer structural units may be consciously organized into parallel constructions, creating a sense of balance that can be meaningful and revealing. Chiasmus: a rhetorical device in which certain words, sounds, concepts, or syntactic structures are reversed or repeated in reverse order (i.e.: Fair is foul and foul is fair. ) Paradox: a statement that seems selfcontradictory or nonsensical on the surface but that, upon closer examination, may be seen to contain an underlying truth and used to grab the reader s attention to direct to a specific point or image that provokes the reader to see something in a new way (i.e.: One more such victory and we are lost.) IB Summer Reading Year One 4

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