Grade 11 Summer Reading List Holbrook Junior Senior High School 2015 Advanced Placement Language and Composition Summer Reading Projects are due on August 20th to the High School between the hours of 10am and 1pm. If mailing in your project, envelope must be post marked by August 14th. Projects not turned in on this date will result in a lower grade, with the possibility of a zero and removal from the AP Level Course. Guidelines for 11 th Grade AP Summer Reading All Summer reading work produced should be kept in a 3-ring binder. Each piece of the summer reading assignment should be labeled and separated from other sections of the project. Copy of the summer reading assignment must be included, as well as the signed requirement contract. All work must be typed, MLA Format should be utilized. At the end of each writing piece, the word count must be referenced. Rubrics must be included in each section for grading of work produced.
Summer Reading Requirement Contract I have read the AP English Language and Composition Summer Reading assignment and understand all requirements of the project. I understand that failure to complete the summer project in full will result in a lower grade, with possible removal from the Advanced Placement Program. Student signature Date E-mail address (for summer contact) Parent name (printed) Parent Signature If questions should arise, please contact Mrs. Paone at spaone@holbrook.k12.ma.us, but understand that exceptions on the due date will not be made.
11 th Grade AP Language and Composition is a rigorous course focused on both fiction and nonfiction. The College Board claims as one of the goals of the course that students should read broadly and deeply, a phrase that means that students should read both a lot of different texts and read some texts as closely and in-depth as possible. Summer reading is an important part of this goal; it gives you a head start towards reading broadly, and it demonstrates your commitment to the hard but rewarding work that awaits you. The assignments are listed below: 1. Students must complete read and complete a double-sided reading journal for The Scarlet Letter. Please see the assignment as described in the attached assignment. 2. Students should create index cards using the AP Terms Index with the following terms on each one: Allegory Imagery Alliteration Inductive reasoning Allusion Inference Anaphora Irony (ironic) Antithesis Isocolon Aphorism Jargon Apostrophe Juxtaposition Assonance Litote Asyndeton Loose sentence Attitude Metaphor Begging the Question Metonymy Canon Mode of discourse Chiasmus Mood Claim Narrative Colloquial Onomatopoeia Comparison and Contrast Oxymoron Conceit Paradox Connotation Parallel structure Consonance Pathos Convention Periodic sentence Critique Personification Deductive reasoning (deduction) Point of view Dialect Prose Diction Realism Didactic Rebuttle/refution Elegy Rhetoric Epistrophe Rhetorical question Epitaph Sarcasm Ethos Satire Eulogy Simile
Euphemism Exposition Extended metaphor Figurative language Figure of speech Flashback Genre Homily Hyperbole Style Symbolism Synecdoche Syntax Theme Tone Voice Zeugma 3. Students must read one of the following pieces of non-fiction and complete a journal entry for each chapter. Upon completion of the reading, please complete the Reading Sheet for the text. We will utilize this text during the school year, so it is essential that careful attention is paid when reading and that key phrases are recorded. Please use additional paper if necessary. Freakonomics Steven D. Levitt Which is more dangerous, a gun or a swimming pool? What do schoolteachers and sumo wrestlers have in common? Why do drug dealers still live with their moms? How much do parents really matter? What kind of impact did Roe v. Wade have on violent crime? These may not sound like typical questions for an economist to ask, but Steven D. Levitt is not a typical economist. He is a much-heralded young scholar who studies the riddles of everyday life. He usually begins with a mountain of data and a simple, unasked question. Some of these questions concern life-and-death issues; others have an admittedly freakish quality. The Tipping Point Malcolm Gladwell Why did crime in New York drop so suddenly in the mid-'90s? How does an unknown novelist end up a bestselling author? Why is teenage smoking out of control, when everyone knows smoking kills? What makes TV shows like Sesame Street so good at teaching kids how to read? Why did Paul Revere succeed with his famous warning? The Tipping Point is that magic moment when an idea, trend, or social behavior crosses a threshold, tips, and spreads like wildfire. Gladwell reveals how easy it is to cause group behavior to tip in a desirable direction by making small changes in our immediate environment. Blink Malcolm Gladwell How do we make decisions good and bad and why are some people so much better at it than others? Gladwell reveals that what we think of as decisions made in the blink of an eye are much more complicated than assumed. Drawing on cutting-edge neuroscience and psychology, he shows how the difference between good decision-making and bad has nothing to do with how much information we can process quickly, but on the few particular details on which we focus. Gladwell reveals how we can become better decision makers--in our homes, our offices, and in everyday life. Never again will you think about thinking the same way.
4. Please read Stephen King s short novel On Writing: A Memoir of the Craft. As you will see, the novel is divided into four sections. As you read each section, please: a. C.V.: King uses literary elements and techniques to tell his story (imagery, dialogue, figurative language, etc.). Identify three passages in which King uses such elements/techniques he uses and why they are effective. b. Toolbox: Identify the seven rules of writing King discusses (including the page number). Then, add an additional seven rules of writing you have either practiced or been taught throughout your school career. c. On Writing: As you read, think about how King feels about writing. Then, record three passages when King defines writing (either literally or figuratively). Explain what he means and why you think it is interesting or important. d. A Postscript: After reading this part of the novel, write a brief explanation of your opinion of Stephen King, both as a writer and as a person. Would you consider reading one of his books now? Or, if you have read one of his books in the past, has your opinion of him changed? 5. Please time yourself for approximately 45 minutes and respond to the prompt that follows: Adversity has the effect of eliciting talents which in prosperous circumstances would have lain dormant - Horace Consider this quotation about adversity from the Roman poet Horace. Then write an essay that defends, challenges, or qualifies Horace s assertion about the role of adversity (financial or political hardship, danger, misfortune, etc. plays in developing a person s character. Support your argument with appropriate evidence from your reading, observation, or experience.
Reading Sheet Name Text Title and Author: Comment on the Title: Who is the audience? How do you know? What is the author s purpose? (Inform? Persuade? Entertain?) What is behind its creation? Cite a passage that embodies the author s purpose. Discuss it. Cite additional passages that develops/supports/illustrates the writer s message. What claim does the author make? How does the author assert his presence and knowledge?
Describe the tone of the text: What particular words or phrases reveal the text s tone? (include page numbers) Point out particular prominent passages, lines, words, and phrases and discuss how the author s language contribute to the substance of the text and its appeals. How are ideas arranged? How do ideas take shape through the text s content and its function? What else did you find remarkable or engaging about this essay? Explain.
AP Essay Scoring Model Top Scores 9-8 100/100 90/100 Upper Scores 7-6 90/100 80/100 Middle Score 5 80/100 70/100 Lower Scores 4-3 70/100 60/100 Lowest Scores 2-1 60/100 Or lower These are well-written papers which respond fully to the question asked. The best papers show a full understanding of the issues and support their points with appropriate textual evidence and examples. Writers of these essays demonstrate stylistic maturity by an effective command of sentence structure, diction, and organization. The writing need not be without flaws, but it should reveal the writer s ability to choose from and control a wide range of elements of effective writing. These essays also respond correctly to the questions asked but do so less fully or less effectively than the essays in the top range. Their discussion may be less thorough and less specific. These essays are well-written in an appropriate style but reveal less maturity than the top papers. They do make use of textual evidence to support their points. Some lapses in diction or syntax may appear, but the writing demonstrates sufficient control over the elements of composition to present the writer s ideas clearly. These essays respond to the question, but the comments may be simplistic or imprecise; they may be overly generalized, vague, or inadequately supported. These essays are adequately written, but may demonstrate inconsistent control over the elements of composition. Organization is attempted, but it may not be fully realized or particularly effective. These essays attempt to deal with the question, but do so either inaccurately or without support or specific evidence. They may show some misunderstanding or omit pertinent analysis. The writing can convey the writer s ideas, but it reveals weak control over diction, syntax, organization. These essays may contain excessive and distracting spelling and grammatical errors. Statements are seldom supported with specific or persuasive evidence, or inappropriately lengthy quotations may replace discussion and analysis. These essays fail to respond adequately to the question. They may reveal misunderstanding or may distort the interpretation. They compound the problems of the Lower Score papers. Generally these essays are unacceptably brief or poorly written. Although some attempts to answer the question may be indicated, the writer s view has little clarity and only slight, if any, evidence in its support. General Comments:
Introduction Catchy introduction Good build-up to thesis Does not provoke interest Does not relate to thesis Thesis Is strong and attention getting Too general Too much info Does not relate to rest of paper strong enough Organization Logically organized essay Not organized essay Strong conclusion Weak conclusion No conclusion Strong topic sentences Weak topic sentences Strong linking sentences Weak linking sentences General issues Contains vague statements or generalizations not supported by facts. Does not cite all sources Needs to use more sources Quotations are too long Needs to use more quotations Quotations not explained well Quotations thoroughly explained Quotations not relevant Strong sentence variety Lacking sentence variety Some sentence variety Uses I or any other first person pronouns Does not use I or any other first person pronouns Written in the present tense Inconsistent tense Not written in the present tense Poor spelling Poor grammar Poor penmanship Stays on topic Veers off topic Is off topic
The Scarlet Letter Assignment 1. Jot down vocabulary words you do not know. Record the page number the word was found on and a guess of what you think the word means. Do this for 30 or more words for each selection of chapters (one vocabulary list for each journal entry). 2. Find and explain an example of at least 20 of the AP terms in the The Scarlet Letter. Quote the passage and provide chapter and page number where these devices occur. 3. Keep a journal using the following format: The Scarlet Letter, Introductory, pages 3-44 Express your general knowledge of the passage Quotations and/or Passages Outside Connections Expression of Opinion Journals should have entries for: 1. Chapters 1-4 (The Prison-Door, The Market-Place, The Recognition, The Interview) 2. Chapters 5-8 (Hester at Her Needle, Pearl, The Governor s Hall, The Elf-Child and the Minister) 3. Chapters 9-12 (The Leech, The Leech and His Patient, The Interior of a Heart, The Minister s Vigil) 4. Chapters 13-16 (Another View of Hester, Hester and the Physician, Hester and Pearl, A Forest Walk) 5. Chapters 17-20 (The Pastor and His Parishioner, A Flood of Sunshine, The Child at the Brook-Side, The Minister in a Maze) 6. Chapters 21-24 (The New England Holiday, The Procession, The Revelation, Conclusion)
Name Date Book Author Pages: Express your general knowledge of the passage: Outside Connections (text-to-text, text-toself, text-to-world): Quotations and/or Passages: Expression of Opinion:
Pages: Express your general knowledge of the passage: Outside Connections (text-to-text, text-toself, text-to-world): Quotations and/or Passages: Expression of Opinion:
Vocabulary Words Page No. Word Your Guess at Definition
A.P. English Terms Allegory a narrative in which the characters, behavior, and even the setting demonstrate multiple levels of meaning and significance. Often allegory is a universal symbol or personified abstraction, such as Cupid portrayed as a chubby angel with a bow and arrows. Alliteration the sequential repetition of a similar initial sound, usually applied to consonants. Allusion a literary, historical, religion, or mythological reference. For example, one might contrast the life and tribulations of Frederick Douglass to the trials of Job. Anaphora the regular repetition of the same words or phrases at the beginning of successive phrases or clauses. The following is an example, To raise a happy, healthy,and hopeful child, it takes a family; it takes teachers; it takes clergy; it takes business people; it takes community leaders; it takes those who protect our health and safety; it takes all of us. (Hillary Clinton, 1996) Antithesis the juxtaposition of sharply contrasting ideas in balanced or parallel words, phrases, grammatical structure or ideas. For example, Alexander Pope reminds us that To err is human, to forgive divine. Aphorism a concise statement designed to make a point or illustrate a commonly held belief. For example, Spare the rod and spoil the child is an aphorism. Apostrophe an address or invocation to something inanimate such as when Frederick Douglass exclaims as he looks upon the ships in the Chesapeake Bay: I would pour out my soul s complaint, in my rude way, with an apostrophe to the moving multitude of ships. Appeals to... authority, emotion, or logic rhetorical arguments in which the speaker claims to be an authority or expert in a field, or attempts to play upon the emotions, or appeals to the use of reason. Classically trained rhetoricians identify these appeals with the Greek names: ethos is authority, logos is logic, and pathos is emotion. Assonance the repetition of identical or similar vowel sounds, usually in successive or proximate words. Asyndeton syntactical structure in which conjunctions are omitted in a series, usually producing more rapid prose. For example: Veni, vidi, vici (I came, I saw, I conquered), said by Julius Caesar. Attitude the sense expressed by the tone of voice or the mood of a piece of writing; the author s feelings toward his or her subject, characters, events or theme. It might even be his or her feelings for the reader. AP English Exam essay prompts often require students to respond to some aspect of the attitude of the writer, speaker, or narrator.
Begging the Question an argumentative ploy where the arguer sidesteps the question or the conflict, evades or ignores the real question. Canon that which has been accepted as authentic, such as the canon in law, or the Canon according to the Theories of Einstein. Chiasmus a figure of speech and generally a syntactical structure wherein the order of terms in the first half of a parallel clause is reversed in the second. For example, He thinks I am but a fool. A fool, perhaps I am. Claim in argumentation, an assertion of something as fact. Colloquial a term identifying the diction of the common, ordinary folks, especially in a specific region or area. For instance, most people expect Southerners to use the colloquial expression, y all to engage the attention of a group of people. Comparison and Contrast a mode of discourse in which two or more things are compared, contrasted, or both. Conceit a comparison of two unlikely things that is drawn out within a piece of literature, in particular an extended metaphor within a poem. Connotation the implied, suggested, or underlying meaning of a word or phrase. The opposite of denotation which is the dictionary definition of the word. Consonance the repetition of two or more consonants with a change in the intervening vowels, such as pitter-patter, splish-splash, and click-clack. Convention an accepted manner, model, or tradition. For instance, Aristotle s conventions of tragedy. Critique an assessment or analysis of something, such as a passage of writing, for the purpose of determining what it is, what its limitations are, and how it conforms to the standard of the genre. Deductive reasoning (deduction) the method of argument in which specific statements and conclusions are drawn from general principles; movement form the general to the specific, in contrast to inductive reasoning. Dialect the language and speech idiosyncrasies of a specific region, area, or group. For example, Minnesotans say you betcha when they agree with you. Although dialect is most often found in fiction, sometimes it is evident in speeches from a different era or from a different culture.
Diction the specific word choice an author uses to persuade or convey tone, purpose, or effect. On the AP exam you must relate how a writer s diction, combined with syntax, figurative language, literary devices, etc,. all come together to become the author s style. Didactic writing or speech is didactic when it has an instructive purpose or a lesson. It is often associated with a dry, pompous presentation, regardless of its innate value to the reader/listener. Some of Aesop s fables are didactic in that they maintain an underlying moral or social message. Elegy a poem or prose work that laments, or meditates upon the death of, a person or persons. Sometimes an elegy will end with words of consolation. Epistrophe in rhetoric, the repetition of a phrase at the end of successive sentences. For example, If women are healthy and educated, their families will flourish. If women are free from violence, their families will flourish. If women have a chance to work... their families will flourish. (Hillary Clinton 1995). Epitaph writing in praise of a dead person, most often inscribed upon a headstone. Ethos in rhetoric, the appeal of a text to the credibility and character of the speaker, writer, or narrator. (Who is the person saying what, and what makes him able to say so?) Eulogy a speech or written passage in praise of a person; an oration in honor of a deceased person. Euphemism an indirect, kinder, or less harsh or hurtful way of expressing unpleasant information. Exposition the interpretation or analysis of a text. Extended metaphor a series of comparisons within a piece of writing. If they are consistently one concept, this is also known as a conceit. Figurative language/figure of speech figurative (in contrast to literal) language has levels of meaning expressed through figures of speech such as personification, metaphor, hyperbole, irony, oxymoron, litote, and others. Flashback (also known as retrospection) an earlier event is inserted into the normal chronology of the narration. Genre a type or class of literature, such as epic, narrative, poetry, biography, history.
Homily a sermon, but more contemporary uses included any serious talk, speech, or lecture involving moral or spiritual life. Hyperbole overstatement characterized by exaggerated language, usually to make a point or draw attention. If in a state of exhaustion you say I m really beat, that is hyperbole. Imagery broadly defined, any sensory detail or evocation in a work; more narrowly, the use of figurative language to evoke a feeling, to call to mind an idea, or to describe an object. Basically, imagery involves any or all of the five senses. A writer often uses imagery in conjunction with other figures of speech such as similes or metaphors. Inductive reasoning (induction) the method of reasoning or argument in which general statements and conclusions are drawn from specific principals: movement from the specific to the general Inference a conclusion or proposition arrived at by considering facts, observations, or some other specific data. It is through inference looking at the clues, learning the facts that Sherlock Holmes was able to solve the crimes. It was elementary. Irony (ironic) -- the contrast between what is stated explicitly and what is really meant. The intended meaning is often the opposite of what is stated, often suggesting light sarcasm. There are many types of irony: Verbal Irony what the author/narrator says is actually the opposite of what is meant. Situational Irony when events end up the opposite of what is expected. Dramatic Irony in drama and fiction, facts or situations are known by the reader or audience but not the characters. Isocolon parallel structure in which the parallel elements are similar not only in grammatical structure, but also in length For example, the Biblical admonition, Many are called, but few are chosen, is an isocolon. Jargon specialized or technical language of a trade, profession, or similar group. The computer industry, for example, has introduced much jargon into our vocabulary, such as geek, crash, down, delete, virus, and bug. Juxtaposition the location of one thing adjacent to or juxtaposed with another to create an effect, reveal an attitude, or accomplishment of some other purpose. Litote a figure of speech that emphasizes its subject by conscious understatement, for instance, the understated, not bad as a comment about something especially well done. George Orwell wrote, Last week I saw a woman flayed and you would hardly believe how much it altered her person for the worse.
Loose sentence (a term from syntax) a long sentence that starts with its main clause, which is followed by several dependent clauses and modifying phrases, for example, The child ran, frenzied and ignoring all hazards, as if being chased by demons. Metaphor one thing pictured as if it were something else, suggesting a likeness or analogy. Metaphor is an implicit comparison or identification of one thing with another, without the use of a verbal signal such as like or as. Shakespeare s Romeo says, It is the east and Juliet is the sun, directly comparing Juliet to the sun. Sometimes the term metaphor is used as a general term for any figure of speech. Metonymy a figure of speech in which an attribute or commonly associated feature is used to name or designate something, as in Buckingham Palace announced today... Mode of discourse the way in which information is presented in written or spoken form. The Greeks believed there were only four modes of discourse: narration, description, exposition (cause and effect, process analysis, comparison/contrast), and argumentation. Contemporary thought often includes other modes, such as personal observation and narrative reflection. Mood a feeling or ambience resulting from the tone of a piece as well as the writer/narrator s attitude or point of view. It is a feeling that establishes the atmosphere in a work of literature or other discourse. Narrative a mode of discourse that tells a story of some sort and it is based on sequences of connected events, usually presented in a straightforward, chronological framework. Onomatopoeia a word capturing or approximating the sound of what it describes; buzz is a good example. The purpose of these words is to make a passage more effective for the reader or listener. For example, Becca whacked the ball over the fence and took her time walking the bases. Oxymoron a figure of speech that combines two apparently contradictory elements as in wise fool, baggy tights or deafening silence Paradox a statement that seems contradictory but may probably be true. A popular paradox from the 1960 s was the war protesters would fight for peace. Parallel structure the use of similar forms in writing for nouns, verbs, phrases or thoughts. For example, Jane enjoys reading, writing, and skiing. In prose, parallel, recurrent syntactical similarity where several parts of a sentence or several sentences are expressed alike to show that their ideas are equal in importance. A Tale of Two Cities opens with It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of boldness...
Pathos that element in literature that stimulates pity of sorrow. In argument or persuasion it tends to be the evocation of pity from the reader/listener. Think of it as the poor starving children approach to convincing you. Periodic sentence a long sentence in which the main clause is not completed until the end; for example, Looking as if she were being chased by demons, ignoring all hazards, the child ran. Personification treating an abstraction or nonhuman object as if it were a person by endowing it with human features or qualities. Point of view the relation in which a narrator/author stands to a subject or discourse. Point of view in nonfiction requires the reader to establish the historical perspective of what is being said. Prose the ordinary form of written language without metrical structure in contrast to verse and poetry. Realism attempting to describe nature and life without idealization and with attention to detail. Mark Twain is an author of this school. Thoreau, with his romantic outlook toward nature is not. Rebuttle/refution an argument technique wherein opposing arguments are anticipated and countered. Rhetoric the art of using words to persuade in writing or speaking. All types of writing may seek to persuade and rhetoricians study these genres for their persuasive qualities. Rhetorical question a question that is asked simply for the sake of stylistic effect and is not expected to be answered. Sarcasm a form of verbal irony in which apparent praise is actually critical. Sarcasm can be light, and gently poke fun at something, or it can be harsh, caustic, and mean. Satire a literary work that holds up human failings to ridicule and censure. Jonathan Swift and George Orwell were masters of satire. Simile a direct, explicit comparison of one thing to another, usually using the words like or as to draw the connection. For instance, Charles Dickens wrote, There was a steamy mist in all the hollows, and it had roared in its forlonness up the hill like an evil spirit. Style the manner in which a writer combines and arranges words, shapes ideas, and utilizes syntax and structure. It is the distinctive manner of expression that represents the author s typical writing style.
Symbolism use of a person, place, think, event, or pattern that figuratively represents or stands for something else. Often the thing or idea represented is more abstract or general than the symbol, which is concrete. Everyone recognizes the golden arches representing McDonald s restaurants. Synecdoche a figure of speech in which a part signifies the whole, such as 50 masts representing 50 ships or 100 heads of steer had to be moved to their grazing land. Syntax the way words are put together to form phrases, clauses and sentences. Syntax is sentence structure and how it influences the way the reader receives a particular piece of writing. It is important in establishing the tone of a piece and the attitude of the writer/narrator. Theme the central or dominant idea or focus of a work. The statement a passage make about its subject. Tone the attitude the narrator/writer takes toward a subject and theme; the tenor of a piece of writing based on particular stylistic devices employed by the writer. Tone reflects the narrator/author s attitude. Voice the acknowledged or unacknowledged source of the words of the story; the speaker s or narrator s particular take on an idea based on a particular passage and how all the elements of the style of the piece come together to express his or her feelings. Zeugma a grammatically correct construction in which a word, usually a verb or adjective, is applied to two or more nouns without being repeated. Often used for comic effect ( the thief took my wallet and the Fifth Avenue bus.)