Duke Ellingtn Schl f the Arts English Department Senir (class f 2019) Summer Reading Task The English Department s primary missin is t develp writing prficiency and critical reasning skills fr all students. In additin, the prgram ffers students the pprtunity t read and analyze literary wrks and t develp general knwledge and an appreciatin f human values, ideas, and experiences expressed in literature. Mr. Cullen Swinsn, Department Chair Mrs. Vanessa Snyder, Assistant Principal f Academics Duke Ellingtn Schl f the Arts * 3500 R St NW *Washingtn, DC 20007 *(202) 282-0123 * inf@ellingtnarts.rg
Summer Reading Task Fr bth English IV and AP Literature and Cmpsitin 1. Schlars will critically read and anntate Hw t Read Literature Like a Prfessr by Thmas C Fster. -The text is available, mderately priced, at Amazn.cm, Barnes and Nble bkstres and fr free at DC Public Libraries. -Schlars shuld secure a cpy f the text they can anntate. -Schlars shuld bring text t class the first week f schl. 2. Schlars will cmplete ten (10) Dialectical Jurnal entries t analyze the text. -Schlars shuld bring cmpleted Dialectical Jurnal task t class the first week f schl. -Dialectical Jurnal entries shuld be typed r neatly-written and fllw the mdel n the next page. 3. Schlars will engage in a Scratic Seminar style graded class discussin the first week f schl. -See the attached seminar rubric fr discussin guidelines and grading. 4. Schlars will draft f yur Cllege Persnal Statement. -Yur draft shuld be in Ggle dcs and ready t share with yur teacher the first week f schl.
Task Guidelines Anntatin* When yu anntate, yu are cnversing with the text. Any thughts that yu have/questins/cmments/cnnectins/images that cme t mind yu shuld write n the text, as r after yu read. Use the key belw if yu are unsure f hw t start r wuld prefer an anntatin system. Insight/Aha-! Must Remember This- underline r Questin/Cnfused-? Learned smething NEW- *If the text yu are using is nt yurs please remember t use pst-its when yu are anntating. Reasning *Cites relevant text. *Relates tpic t utside knwledge and ther tpics. / *Makes cnnectins between wn thughts and thers. *Willing t take an alternate viewpint. *Illgical cmments. *Ignres the mvement f the seminar. Cnduct Speaking Listening Reading/ Preparatin 4 3-1 *Patient with differing pinins. *Asks fr clarificatin. *Brings thers int the dialgue. *Very fcused n the dialgue. *Speaks t all participants. *Articulate. *Takes a leadership rle withut mnplizing the discussin. *Writes dwn cmments, questins, ideas. *Builds n ther s ideas & gives thers credit. *Familiar with text. *Understands majr cncepts. *Writing assignment Scratic Seminar (grading/guidelines) *General t Sme fcus. *Engages in sidebar cnversatins. *Reluctant t speak. / *Speaks t sftly. /*Des nt speak. *Cmments d nt supprt pint. *Has n sustainable pint; uses sund bites. *Mnplizes the discussin. *Appears discnnected. *Takes limited ntes. *Cnfused with key cncepts f text. *Writing assignment
cmpleted n time. may nt be cmpleted n time Dialectical Jurnal Guidelines and Mdel The term Dialectic means the art r practice f arriving at the truth by using cnversatin invlving questin and answer. Think f yur dialectical jurnal as a series f cnversatins with the texts we read during this curse. The prcess is meant t help yu develp a better understanding f the texts we read. Use yur jurnal t incrprate yur persnal respnses t the texts, yur ideas abut the themes we cver and ur class discussins. Yu will find that it is a useful way t prcess what yu re reading, prepare yurself fr grup discussin, and gather textual evidence fr yur Analysis assignments. Prcedure: As yu read, chse passages that stand ut t yu and recrd them in the left-hand clumn f a T-chart (ALWAYS include page numbers). In the right clumn, write yur respnse t the text (ideas/insights, questins, reflectins, and cmments n each passage) If yu chse, yu can label yur respnses using the fllwing cdes: (Q) Questin ask abut smething in the passage that is unclear (limit t nly tw) - be sure t respnd t/reflect upn yur questin if/when yu find an answer. (C) Cnnect make a cnnectin t yur life, the wrld, r anther text (CL) Clarify answer earlier questins r cnfirm/disaffirm a predictin (R) Reflect think deeply abut what the passage means in a brad sense nt just t the characters in the stry. What cnclusins can yu draw abut the wrld, abut human nature, r just the way things wrk? (E) Evaluate - make a judgment abut the character(s), their actins, r what the authr is trying t say Prvide at least ten (10) entries. Each entry must be at least 3 sentences lng. Yur respnses shuld be typed r neatly written. Sample Dialectical Jurnal entry: The Things They Carried, by Tim O Brien Passages frm the text Pg#s Cmments & Questins
-they carried like freight trains; they carried it n their backs and shuldersand fr all the ambiguities f Vietnam, all the mysteries and unknwns, there was at least the single abiding certainty that they wuld never be at a lss fr things t carry. Pg 2 (R) O brien chses t end the first sectin f the nvel with this sentence. He prvides excellent visual details f what each slider in Vietnam wuld carry fr day-tday fighting. He makes yu feel the physical weight f what sldiers have t carry fr simple survival. When yu cmbine the emtinal weight f lved nes at hme, the fear f death, and the respnsibility fr the men yu fight with, with this physical weight, yu start t understand what sldiers in Vietnam dealt with every day. This qute sums up the cnfusin that the men felt abut the reasns they were fighting the war, and hw they clung t the nly certainty - things they had t carry - in a cnfusing wrld where nrmal rules were suspended.
Dialectical Jurnal Guidelines and Mdel Chsing Passages frm the Text*: Lk fr qutes that seem significant, pwerful, thught prvking r puzzling. Fr example, yu might recrd: Effective &/r creative use f stylistic r literary devices Passages that remind yu f yur wn life r smething yu ve seen befre Structural shifts r turns in the plt A passage that makes yu realize smething yu hadn t seen befre Examples f patterns: recurring images, ideas, clrs, symbls r mtifs. Passages with cnfusing language r unfamiliar vcabulary Insights/Rhetric yu find surprising r cnfusing *Chse passages thrughut the text, nt just ne (1) sectin. Respnding t the Text: Yu can respnd t the text in a variety f ways. The mst imprtant thing t remember is that yur bservatins shuld be specific and detailed. Yu can write as much as yu want fr each entry. Use lse leaf paper fr yur jurnals. Students als have the ptin f typing their respnses. Higher Level Respnses* Analyze the text fr use f literary devices (tne, structure, style, imagery) Make cnnectins between different characters r events in the text Make cnnectins t a different text (r film, sng, articles, infrmatinal text, data) Discuss the wrds, ideas, r actins f the authr r character(s) Cnsider an event r descriptin frm a varying perspective Analyze a passage and its relatinship t the text as a whle. *(Respnses shuld be in cmplete and cncise sentences, vid f persnal prnuns [I think], and include evidence frm the text t supprt yur answers and insights.)
Cllege Persnal Statements A persnal statement is a chance fr admissins cmmittees t get t knw yu: yur gals and passins, what yu'll bring t the prgram, and what yu're hping t get ut f the prgram. Task: Cmplete a draft f yur Persnal Statement. Yur draft shuld be in Ggle dcs and ready t share with yur teacher the first week f schl. Resurces: Each year Jhns Hpkins University publishes the ten (10) best persnal statements and admissin cunselr s cmments. This a perfect resurce fr structure, inspiratin and cntent!! https://apply.jhu.edu/applicatinprcess/essays-that-wrked/ Musical Mvement [excerpt]- Lukas, class f 2021 Whether we are pera singers r shwer-wailers, ballet dancers r awkward shufflers, we all understand hw music makes us feel, and mre imprtantly, makes us mve. Mving t music is s much a part f the human experience that it seems innate t us as a species. A recent study supprts this, shwing that fetuses react t music with increased mtin, and in sme cases, pen their muths as if t sing. Once ut f the wmb, this respnse nly grws: a catchy tune makes hips swing and tes tap, and in certain situatins, heads bang. The music that mves us is itself a prduct f mvement. As a musician wh is a tactile learner, I m keenly aware f the way a piece feels as I play it. Despite years f pian teachers telling me t read the page in frnt f me while I play, my eyes habitually wander t my hands, where the music is really happening. This gap between reading and perfrming music keeps me frm fully expressing my musical ideas. As a way t bridge this divide, I am trying t create a simple instrument that translates mvement directly int music, using mtin t capture meldic ideas and expressins. I gt this idea while watching a lively rchestra cnductr, wh smetimes vershadwed the players s much that he seemed t be dancing alne, pulling ntes thrugh the air with his batn. Enchanted by hw effrtlessly he stirred the cean f sund arund him, I caught myself swishing my hands back and frth t the beat. As I lifted my arm t match the swelling temp, I wndered: what if we culd turn all kinds f mvement int meldies? Admissins Cmmittee Cmments: Lukas s essay effectively cmbines his passin fr art and science, revealing his academic interests and ptential. His enthusiasm arund music, mvement, and cmputer science ffer insight int his ptential as a student wh is eager t take advantage f the technlgy and research pprtunities here. His essay ges farther t describe hw his academic curisity will translate int new technlgy that will help individuals and cmmunities.