AP ENGLISH 11: LANGUAGE AND COMPOSITION SUMMER ASSIGNMENT 2015 MEYER & MCGOVERN

AP ENGLISH 11: LANGUAGE AND COMPOSITION SUMMER ASSIGNMENT 2015 MEYER & MCGOVERN Ashley.Meyer@vbschools.com sdmcgove@vbschools.com 1. RHETORICAL TERMS & TONE VOCABULARY Define all of the following terms. Please have them handwritten, neatly, in blue or black ink. Do not type and print these terms. Record them on 3 x 5 flashcards. Rhetorical Terms - 1. ad hominem 2. allegory 3. alliteration 4. allusion 5. ambiguity 6. analogy 7. antecedent 8. aphorism 9. apostrophe 10. atmosphere 11. attitude (or tone) 12. colloquialism 13. conceit 14. connotation 15. concrete detail 16. denotation 17. diction 18. didactic 19. euphemism 20. extended metaphor 21. figurative language 22. figure of speech 23. generic conventions 24. genre 25. homily 26. hyperbole 27. imagery 28. inference 29. invective 30. inference 31. Invective 32. irony (including verbal irony, situational irony, dramatic irony) 33. loose sentence 34. metaphor 35. metonymy 36. mood 37. onomatopoeia 38. oxymoron 39. paradox 40. parallelism 41. parody 42. pedantic 43. periodic sentence 44. personification 45. persuasive devices 46. point of view (first person, third person, omniscient narrator, limited-third person) 47. predicate adjectives 48. predicate nominative 49. prose 50. rhetorical modes (exposition, argumentation, description, narration) 51. rhetorical question 52. sarcasm 53. satire 54. subordinate clause 55. syllogism 56. symbolism 57. syntax 58. understatement Tone Terms - 59. accusatory

60. apathetic 61. awe-struck 62. bitter 63. callous 64. caustic 65. choleric 66. condescending 67. contemplative 68. contemptuous 69. conventional 70. cynical 71. derisive 72. didactic 73. dignified 74. disdainful 75. earnest 76. erudite 77. forthright 78. haughty 79. indignant 80. intimate 81. jovial 82. judgmental 83. lyrical 84. malicious 85. matter-of-fact 86. mocking 87. morose 88. objective 89. obsequious 90. optimistic 91. patronizing 92. pessimistic 93. quizzical 94. reverent 95. ribald 96. ridiculing 97. sanguine 98. sarcastic 99. sardonic 100. satiric (satirical) 2. INTO THE WILD a. Read the novel completely. Please purchase the novel, check it out from the library, or read it digitally. Ideally, you want your own copy so that you can write in the book itself and make notes as you read. You can find free digital copies: i. By googling Into the Wild + Free E-book live simple ii. Going to this URL http://www.metropolitancollege.com/into%20the%20wild.pdf b. As you read, consider the following questions: i. What is Krakauer s purpose? ii. Is the author biased? If so, where do you see his bias and how does this affect YOUR perspective of the story and Chris McCandless? iii. What does nature signify in this story? Why is man perpetually drawn to nature as an outlet or escape from modern life? iv. Does Chris McCandless appear to be a hero for following his dreams or is he delusional and egotistic? v. In what ways might Chris McCandless be his own worst enemy? vi. How does Krakauer s tone and style influence how you as the reader perceive Chris McCandless? c. Synthesis Essay A synthesis essay requires you to make an argument about a given topic and support, defend, or qualify this argument with the use of sources provided to you. Your job is not to summarize the sources but to incorporate them

into your own argument; think of it as entering into an ongoing conversation, and it s your turn to put forth your ideas. After reading the novel, answer the following question in a well-organized essay (3 pages, double spaced, Times New Roman size 12 font) and use at least three of the sources provided (you may use more than three if you like). Sources should be a mixture of direct quotes and paraphrased evidence. YOU MUST ADHERE TO MLA FORMATTING. You need in-text citations and a Works Cited page. Failing to correctly cite information is plagiarism. i. Refer to the Purdue Owl MLA sample paper and database if you have citation questions https://owl.english.purdue.edu/owl/resource/747/01/ ii. Refer to the MLA cheat sheet provided to you. PROMPT: The story of Chris McCandless has become increasingly popular since the release of Krakauer s 1996 novel. Director Sean Penn released the movie-version of the novel in 2007. Even his sister, Carine McCandless, published her memoir The Wild Truth in 2014, allegedly depicting the missing pieces of Chris life and his journey. As a figure of pop culture legend, consider how we have mythologized him; McCandless has been called a dreamer, a selfish rich kid who shirks his adult responsibility, a schizophrenic, and a hopeless romantic whose pursuit of an ideal lead to his untimely demise. In a well-organized essay, argue whether or not McCandless is an inspirational figure or a cautionary tale. Use at least three of the following sources. Source A) The Story of Steve Jobs: An Inspiration or a Cautionary Tale? - http://www.wired.com/2012/07/ff_stevejobs/ Source B) Climber Still Seeks Larger Meaning in His Epic Escape - http://www.nytimes.com/2009/03/31/sports/othersports/01ralston.html?hp&_r=0 Source C) Examining Chris McCandless, 20 Years After he Went Into the Wild - http://www.adn.com/article/chris-mccandless-example-20-years-later Source D) How Chris McCandless Died: An Update - http://www.newyorker.com/books/page-turner/chris-mccandless-died-update Source E) Lost in the Wilderness: Cautionary Tales - http://www.columbian.com/news/2014/jul/20/lost-in-the-wilderness-cautionary-tales/ Source F) Getting Back to the Great Outdoors - http://www.apa.org/monitor/2008/03/outdoors.aspx

Source G) What Everyone is Getting Wrong About Chris McCandless - http://www.alaskacommons.com/2013/09/22/what-everyone-is-getting-wrong-about-chrismccandless Note: For a sample synthesis essay, go here: http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/51474.html 3. Argument Essay - Answer the following question in a well-organized essay (3 pages, double spaced, Times New Roman size 12 font). You want to support your opinion with specific examples from your observations, experiences, and studies. From talk radio to television shows, from popular magazines to Web blogs, ordinary citizens, political figures, and entertainers express their opinions on a wide range of topics. Are these opinions worthwhile? Does the expression of such opinions foster democratic values? Write an essay in which you take a position on the value of such public statements of opinion, supporting your view with appropriate evidence. DUE DATES: 1) Argument Essay and Vocabulary July 30 th before 3:00. You will hand deliver these to the guidance secretary in a two-pocket folder with your name on the folder, the essay, and the vocabulary flashcards. Please have the flashcards secured with a rubber band and in the folder pocket. 2) Synthesis Essay due the first day of school. Please come with a printed hard copy to class and bring your novel. Failing to turn in these assignments by their designated due dates will result in a zero. No late work will be accepted! No ifs, ands, or buts. POINTS: Vocabulary 50 Points Argument Essay 100 Points Synthesis Essay 100 Points Please refer to the provided rubrics for the argument and synthesis essays. All of this information can be found on the Cox High School website under summer assignments for AP English Language 11. Please use the digital version to access the links for the synthesis essay. You may utilize the digital copies of Into the Wild found above.

AP 11 - Argument Essay Rubric High-Range Essay (9-8) Indicates complete understanding of the requirements of the prompt. Reveals full understanding of the ideas conveyed in the passage and the implications. Effectively develops a position on the assigned topic. The argument is convincing. Does not generalize but employs appropriate evidence and develops that evidence fully and comprehensively; follows through; fully addresses So what? question. Is clear, well-organized, and coherent is a complete stand alone argumentative essay rather than an exam/prompt response The prose demonstrates an ability to control a wide range of the elements of effective writing. Contains very few errors or flaws, if any. Tip: Once in a blue moon, a 7 essay can make a jump into the high because of its more mature style and perception. Middle-Range Essay (7-6-5) Indicates adequate understanding of the requirements of the prompt. Demonstrates some or considerable understanding of the ideas conveyed in the passage and the implications. Effectively develops a position on the assigned topic. The argument is generally convincing but less cogent or developed. Employs appropriate evidence and develops that evidence adequately; follows through; addresses So what? question. 5 essays may be uneven or may digress. Is clear, well-organized, and coherent for the most part; 5 essays may be uneven. The language may contain lapses in diction or syntax but is generally clear. Contains only minor errors or flaws.

Tips: The 7 paper demonstrates a more consistent command of college-level writing than does the 5 or 6 paper. A 5 paper does the minimum required by the prompt. It relies on generalizations and sketchy analysis. It is often sidetracked by summary, and the references may be limited or simplistic. It often loses focus and digresses from the topic. Low-Range Essay (4-3-2-1) Inadequately develops a position on the assigned topic. May misunderstand, misrepresent or oversimplify the ideas developed in the passage. The link between the argument and the passage may be weak. Writer does not follow through. Evidence provided may be insufficient, inappropriate or misused a superficial response to the task. Essay may suggest immature control of writing -- weak control of the elements of diction, syntax, and organization. Essay is riddled with mechanical/grammatical/spelling errors. Tips: A 4 or 3 essay may do no more than assert an argument without developing it. A 2 essay may misunderstand the prompt or substitute a simpler task by responding to the prompt vaguely with unrelated, inaccurate or inappropriate evidence. A 1-2 essay indicates a major lack of understanding and control. It fails to comprehend the prompt and/or the passage. It may also indicate severe writing problems. AP 11 - Synthesis Rubric High-Range Essay (9-8) Effectively develops a position on the assigned topic. Reveals full understanding of the ideas developed in the sources. Employs the sources effectively to develop the student s position; the student drives the argument, not the sources. The argument is convincing.

Successfully synthesizes the required number of sources and correctly cites them. Does not generalize but cites specific evidence either from sources and/or experience and develops that evidence fully and comprehensively; follows through; fully addresses So what? question. Is clear, well-organized, and coherent is a complete stand alone argumentative essay rather than an exam response. The prose demonstrates an ability to control a wide range of the elements of effective writing. Contains very few errors or flaws, if any. Tip: Once in a blue moon, a 7 essay can make a jump into the high range because of its more mature style and perception. Middle-Range Essay (7-6-5) Adequately develops a position on the assigned topic. Reveals understanding of the ideas developed in the sources. Employs the sources to develop the student s position and the student avoids over summarizing the sources and assumes some control of the argument. 5 essays may digress or lose focus. The argument is generally convincing but less cogent or developed. Successfully synthesizes the required number of sources and correctly cites them. Cites specific evidence either from sources and/or experience and develops that evidence fully but may over-generalize; follows through; adequately but may not fully address the So what? question. Is clear, well-organized, and coherent for the most part; 5 essays may be uneven. The language may contain lapses in diction or syntax but is generally clear. Contains only minor errors or flaws. Tips: The 7 paper demonstrates a more consistent command of college-level writing than does the 5 or 6 paper. A 5 paper does the minimum required by the assignment. It relies on generalizations and limited control of argument. It often loses focus and digresses from the topic.

Low-Range Essay (4-3-2-1) Inadequately develops a position on the assigned topic. May misunderstand, misrepresent or oversimplify the ideas developed in the sources. Employs the sources to develop a position but may over-summarize them. The sources drive the argument. The link between the argument and the sources may be weak. Writer does not follow through. May cite fewer than the required number of sources, may skip a citation, and/or cite a source incorrectly. Essay may suggest immature control of writing -- weak control of the elements of diction, syntax, and organization. Essay is riddled with mechanical/grammatical/spelling errors. Tips: A 4 or 3 essay may do no more than assert a position without developing it. A 2 essay may have little success in developing a position. A 1-2 essay indicates a major lack of understanding and control. It may also indicate severe writing problems. MLA CITATION CHEAT SHEET Book: No author A Guide to Our Federal Lands. Washington: National Geographic, 1984. Print. Book: One author Paradis, Adrian A. Opportunities in Vocational & Technical Careers. Lincolnwood: VGM, 1992. Print. Book: Two or three authors Adkins, Lesley, and Roy A. Adkins. Handbook to Life in Ancient Rome. New York: Facts on File, 1984. Print. Book: More than three authors McGlaughlin, Steven D., et al. The Changing Lives of American Women. Chapel Hill: U of North Carolina, 1988. Print. Book: Editor Spradley, James P., and David W. McCurdy, eds. Conformity and Conflict. 4 th ed. Boston: Little, 1980. Print.

Book: Author and editor Auden, W. H. Collected Poems. Ed. Edward Mendelson. New York: Vintage, 1991. Print. Book: Translation Dostoevsky, Feodor. Crime and Punishment. Trans. Jessie Coulson. Ed. George Gibian. New York: Norton, 1964. Print. Book: Opposing Viewpoints Levine, Madeline. Parents Should Guide Their Children s Television Viewing. Media Violence. Ed. Bruno Leone. Opposing Viewpoints Ser. San Diego: Greenhaven, 1999. 106-12. Print. Book: Pro/Con Duignan, Peter. Bilingual Education: A Critique. Pro/Con: Individual and Society. Ed. Fiona Plowman. Vol. 1. Danbury, CT: Grolier Educational, 2002. Print. CQ Researcher Clark, Charles S. The Obscenity Debate. The CQ Researcher. 20 Dec. 1991: 969-992. Print. Article in a major reference book (Encyclopedias, etc.) Beebe, Maurice. The Great Gatsby. The Encyclopedia Americana. 1996 ed. Print. Martyr. Merriam Webster s Collegiate Dictionary. 10 th ed. 1993. Print. Article in a lesser known reference book Marsh, Fred. Building the Erie Canal. Contemporary Literary Criticism. Ed. Daniel G. Morowski. Vol. 35. Detroit: Gale, 1985. Print. Nuclear Medicine Technologists. Career Information Center: Employment Trends and Master Index. Ed. Richard Lidz and Linda Perrin. Vol. 13. New York: Macmillan, 1996. Print. Costner, Kevin. Current Biography. Ed. Charles Moritz. 1990 ed. New York: Wilson, 1991. Print. Garrison, William Lloyd. Encyclopedia of World Biography. Ed. Paula K. Byers. 2 nd ed. Vol. 6. New York: Gale, 1998. Print. Barr, E. Scott. Faraday, Michael. Encyclopedia of World Biography. Vol. 4. New York: McGraw, 1973. Print. Poem, Essay, Short Story, Play, etc. from an Anthology Gilman, Charlotte Perkins. The Yellow Wallpaper. The Norton Introduction to Literature. Ed. Carl E. Bain, Jerome Beaty, and J. Paul Hunter. New York: Norton, 1991. 537-549. Print.

Magazine or Periodical Article Miller, Tyler. The Vietnam War: The Executioner. Newsweek. 13 Nov. 1978: 70. Print. Newspaper Article Shean, Tom. Buried by Bills. The Virginian Pilot [Norfolk, VA] 30 May 1997: D1-2. Print. Family of Slain Beach Man Waits for Answers and Justice. The Virginian Pilot [Norfolk, VA] 5 May 1997: A1+B2. Print. Interviews Personal: Purdue, Pete. Personal interview. 1 Dec. 2000. Published: Gaitskill, Mary. Interview with Charles Bock. Mississippi Review 27.3 (1999): 129-50. Print. Online: Zinkievich, Craig. Interview by Gareth Von Kallenbach. Skewed & Reviewed. Skewed & Reviewed, 2009. Web. 15 Mar. 2009. **** Databases **** URLs are no longer required in MLA citations. SIRS: McDonough, Jim. A Weed by Any Other Name Smells the Same. Christian Science Monitor. Dec. 16, 2002. SIRS. Web. 08 Jan. 2008 ProQuest: Rita Frances Dove. Encyclopedia of World Biography. 1998. Student Resource Center Silver. Gale. Web. 25 Feb. 2005. Website: Not a database, must list the following. Do not need to list place of access. Author. Article Title. Name of web site. Website publisher, (If no publisher listed, put N.p.) Date of publication. Medium of publication. (Web.) Date of access. Poland, Dave. The Hot Button. Roughcut. Turner Network Television. 26 Oct. 1998. Web. 28 Oct. 1998. Purdue Citation Site: http://owl.english.purdue.edu/owl/resource/747/01/