ADVANCED PLACEMENT ENGLISH LANGUAGE AND COMPOSITION Summer Reading 2012

All copies of assignments, as well as other useful links and information, can be found on the class website at: http://www.cadyenglish.weebly.com Most English courses focus on what does a work mean? AP Language, however, is focused on the controlling idea of how does a work come to mean? Keeping this in mind, a major component of the AP Language and Composition curriculum is careful and critical analysis of language. Through close reading, students will deepen their understanding of the way writers use language to create meaning. You (the reader) should be constantly asking yourself questions to analyze language and meaning. Questions to consider while you read: Why did the author choose this narrative format? What do these characters represent on a larger scale? Think BIG PICTURE! Why did the author choose particular words and phrases? Who is the speaker and what is the authors purpose in writing this text? What is the tone of the text? In order to increase your reading and interpretive skills, you must complete the following three assignments during the summer break. ASSIGNMENT #01 Read and Annotate: The Scarlet Letter, by Nathaniel Hawthorne Actively read this novel by intrinsically answering the questions above as well as paying particular attention to the timeless themes it exploresthe nature of sin, guilt, and penitence, the clash between our private and public selves, and the spiritual and psychological cost of living outside society. You will be tested on this novel within the first two weeks of the semester. ASSIGNMENT #02 Read and Annotate: In Cold Blood, by Truman Capote As you read, remember, this is a non-fiction book about a true event. (1)Take notes on the characters involved in the story, concentrating on Perry Smith, Richard (Dick) Hickock, Bobby Rupp, Alvin Dewey. Dont ignore the other characters, though and answer the following questions: Who does Capote seem to focus on? What information does he provide about the characters? Does Capote appear to have a bias to any particular characters? Does he leave you with questions about others? (2) Part of your notes should include how you feel about the characters in the story and what event, actions, and descriptions you base these feelings on. Do you find that your feelings change one way or the other through the story? Using Times New Roman, 12 point font, double spaced, type your responses to the questions listed above. These are due the first day of class. You are urged to purchase your own copies of the texts so you can annotate and take notes while reading. There are many used book stores in the valley where you will more than likely find the books. If you cannot purchase your own copies, you may check out the books from the public library or the CHS library (Scarlet Letter only) and make annotations on POST-ITS. While reading the above texts, annotate the book. Your annotations are a graded portion of this class. You are required to turn in your annotations. Use the Instructions for Annotating a Text as a source of guidance when annotating the text.
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If the books are not yours, and you can not write on the pages, use post-it notes (not scraps of paper) for your annotations.

INSTRUCTIONS FOR ANNOTATING A TEXT ARE FOUND AT THE END OF THIS DOCUMENT ASSIGNMENT #03 Create a reading and discussion journal about issues in our culture this summer These journals are to help you understand the ongoing discussion and argument in our nation. The reading journals and discussion activities will help you practice the close reading techniques and critical thinking skills you need to master AP (college level) English assessments. The AP English curriculum requires you to comprehend much more than just what happens. Please note these documents will also serve as instructional tools for rhetorical analysis during the first weeks of school. Within the scope of this class this year, you must work to understand and provide oral and written commentary on HOW the author uses diction and style to convey meaning and WHY these conversations are important to our understanding of the world. THE JOURNAL: Typed, 12 point font, double spaced Times New Roman word document This assignment requires you to read three opinion columns by three different columnists over three different national (U.S) issues that are under current discussion (within the last two months). These must be opinions not news articles. You may use Internet sites such as the ones below to locate writing by your columnists, or go directly to prominent newspapers or weekly magazines. The Drudge Report http://www.drudgereport.com The Creators Syndicate http://www.creators.com/ The New York Times http://www.nytimes.com/opinion The focus of your reading should be the central argument that the author is making. Report on your three articles in the following manner: PRECIS STATEMENT 5 POINTS Each In your own words summarize the article (see The Rhetorical Prcis Format at the end of this document). This includes identification of the subject, author, central argument and main appeal used in the column. (100 ish words) Ethosappeals to the audiences sense of character/ethics Pathosappeals to the feelings and emotions of the audience to change their attitudes Logosappeals to the audiences reason through use of facts, statistics etc. PERSONAL RESPONSE 5 POINTS Each Write about your impression of the topic and the authors viewpoint. Consider your emotional reaction, positive and negative factors, connections to your own interests and experiences. DO NOT SIMPLY GIVE A THUMBS-UP, THUMBS-DOWN RECOMMENDATION! (100-150 words) KEY PASSAGE 5 POINTS Each Find a key interesting, memorable, or provocative quotation (phrase, sentence, paragraph) that you find significant. Copy the passage correctly (use quotation marks). Explain the significance of this quote and why you found it captivating. (100-150 words) ENGAGE IN CONVERSATION 15 POINTS Each
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Discuss the essays main argument idea with three people in different age groups. Example: a peer (this does not have to be someone in your class but someone in your age group range (high school or college), a parent or person of the next generation, an older adult (a grandparent or similarly older perspective). Record the conversations in terms of when and with whom you discussed each idea. Report the other peoples thoughts about the argument. Do these people agree with you, the author, or have an entirely different viewpoint about this issue? (Limit to 300 words for each column you discuss) TOTAL POINTS FOR JOURNAL: 90

TURN IN A COPY OF YOUR JOURNAL WITH EACH COLUMN ATTACHED TO THE RESPONSE. This assignment will be due the first day of class.
OTHER READING Students are urged to read widely this summer particularly newspapers, magazines, and nonfiction books INSTRUCTIONS FOR ANNOTATING A TEXT Annotate v. To furnish (a literary work) with critical commentary or explanatory notes Why Annotate? Annotate any text that you must know well, in detail, and from which you might need to produce evidence that supports your knowledge or reading, such as a book on which you will be tested. Don't assume that you must annotate when you read for pleasure; if you're relaxing with a book, well, relax. Still, some peoplelet's call them "not-abnormal" actually annotate for pleasure. Don't annotate other people's property, which is almost always selfish, often destructive, rude, and possibly illegal. For a book that doesn't belong to you, use adhesive notes for your comments, removing them before you return the text. Don't annotate your own book if it has intrinsic value as an art object or a rarity. Consider doing what teachers do: buy an inexpensive copy of the text for class. Tools: Highlighter, Pencil, and Your Own Text 1. Yellow Highlighter A yellow highlighter allows you to mark exactly what you are interested in. Equally important, the yellow line emphasizes without interfering. Before highlighters, I drew lines under important spots in texts, but underlining is laborious and often distracting. Highlighters in blue and pink and fluorescent colors are even more distracting. The idea is to see the important text more clearly, not give your eyes a psychedelic exercise. While you read, highlight whatever seems to be key information. At first, you will probably highlight too little or too much; with experience, you will choose more effectively which material to highlight. 2. Pencil A pencil is better than a pen because you can make changes. Even geniuses make
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mistakes, temporary comments, and incomplete notes. While you read, use marginaliamarginal notesto mark key material. Marginalia can include check marks, question marks, stars, arrows, brackets, and written words and phrases. Create your own system for marking what is important, interesting, quotable, questionable, and so forth. 3. Your Text Inside the front cover of your book, keep an orderly, legible list of "key information" with page references. Key information in a novel might include themes; passages that relate to the book's title; characters' names; salient quotes; important scenes, passages, and chapters; and maybe key definitions or vocabulary. Remember that key information will vary according to genre and the reader's purpose, so make your own good plan. As you read, section by section, chapter by chapter, consider doing the following, if useful or necessary: At the end of each chapter or section, briefly summarize the material. Title each chapter or section as soon as you finish it, especially if the text does not provide headings for chapters or sections. Make a list of vocabulary words on a back page or the inside back cover. Possible ideas for lists include the author's special jargon and new, unknown, or otherwise interesting words. Final Thoughts on Annotation: Think critically about what you are reading. While the amount of annotation may vary widely from page to page, any notes you add to a text will help you to read more critically any attempt to annotate your book will help you to understand the reading as you read.
Author Notes: Nick Otten has taught for nearly 40 yearsthe last 20 at Clayton High Schoolspecializing in American literature, creative writing, and student publication. He has also been adjunct professor at Webster University in St. Louis for 30 years, specializing in teacher training in the Master of Arts in Teaching graduate program. He has published widely on reading, written an editorial column in English Journal, and presented workshops for teachers in the United States, Canada, Mexico, and China.

The Rhetorical Prcis Format a) In a single coherent sentence give the following: name of the author, title of the work, date in parenthesis; a rhetorically accurate verb (such as "assert," "argue," "deny," "refute," "prove," disprove," "explain," etc.); a that clause containing the major claim (thesis statement) of the work.

b) In a single coherent sentence give an explanation of how the author develops and supports the major claim (thesis statement). c) In a single coherent sentence give a statement of the author's purpose, followed by an "in order" phrase. d) In a single coherent sentence give a description of the intended audience and/or the relationship the author establishes with the audience.

PRECIS EXAMPLE

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a) Charles S. Peirce's article, "The Fixation of Belief (1877), asserts that humans have psychological and social mechanisms designed to protect and cement (or "fix") our beliefs. b) Peirce backs this claim up with descriptions of four methods of fixing belief, pointing out the effectiveness and potential weaknesses of each method. c) Peirce's purpose is to point out the ways that people commonly establish their belief systems in order to jolt the awareness of the reader into considering how their own belief system may the product of such methods and to consider what Peirce calls "the method of science" as a progressive alternative to the other three. d) Given the technical language used in the article, Peirce is writing to a well-educated audience with some knowledge of philosophy and history and a willingness to other ways of thinking. Note: Letters and parenthesis have been added into prcis for additional emphasis. Your prcis will not include these letters.

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