AP Language and Composition Summer Assignment

Summer Reading 2015-16
AP English Language and Composition
Marjory Stoneman Douglas High School
First, don’t panic. You will survive this summer reading and writing
assignment and the AP Language and Composition course. You will struggle, but
this is a normal part of the learning process. Second, take this seriously. This
assignment is your ticket into class on the first day of school. If you have not turned
this assignment into turnitin.com by Monday, August 24th, 2015, (before 7:40 AM)
and you do not bring a hard copy to your first AP Language and Composition class,
your first quarter grade will significantly suffer.
All AP Language and Composition students are required to complete each of
the following assignments. You have the entire summer to complete your work, but
it is in your best interest to manage your time wisely to ensure that you are able to
give each assignment your full effort without ruining the last three weeks of your
break.
We are delighted that you have elected to take Advanced Placement English Language
and Composition next year. We think you will find the course to be challenging,
enlightening, and a wonderful introduction to the college learning environment.
First, some general information about the course:
• Advanced Placement (AP) English Language and Composition examines
the ways in which writers use language; consequently, the course requires
both intensive reading of prose written in a variety of periods and
extensive writing in multiple genres. Students read the works of many
respected writers (predominantly, American) in numerous formats and
genres- letters, short stories, novels, essays, speeches, autobiographies,
and biographies- in order to examine how writers use language to
persuade, educate, enrage, and even entertain. Writing ranges from
informal, reflective journals to formal, critical papers, with an emphasis on
analytical and argumentative writing which in turn perpetuates each
student’s voice and command of syntax and diction.
• Students enrolled in the course are required to take the College Board AP
English Language and Composition examination in May. Thus, in
addition to earning credit for Junior English, students have the opportunity
to earn up to a year’s credit of college English, should they earn a
qualifying score on the exam. In addition, successful students will emerge
from this course with enhanced critical thinking skills, an enriched
vocabulary, and the confidence to write effectively for their college
courses and for their personal lives.
Because of the intense nature of the course, it is essential that you complete the summer
assignment which follows- preferably over the course of your summer rather than the
week before school starts. The assignment is intended to acquaint you with the types of
works we will be studying and the approaches we will be employing in analyzing such
works. Note that your assignment includes the reading of two nonfiction books, the
reading of speeches (non-fiction), and the study of various news sources. DO
YOURSELF A BIG FAVOR: DO NOT WAIT UNTIL THE LAST WEEK OF
SUMMER TO BEGIN THIS ASSIGNMENT.
All assignments must be turned in to turnitin.com BEFORE 7:40 AM on the first
day of school. **** Please submit all of this work to turnitin.com as well as in hard copy
form on day one of class.
Class name: Summer Work 2015
Password: welcome (case sensitive)
Class ID: 9954027
For students who are new to Stoneman Douglas, you will have about two weeks to
complete the summer assignment once we return to school.
Assignment One: Tone and Mood Words
1. Using the “Tone and Mood Words” handout, define the words you do not know from
the list. You will have a quiz within the first two weeks of school on all of the words.
You are creating a study guide for yourself and will be required to keep a section of your
binder for Tone/Mood words.
Assignment Two: Speeches/Documents
The Summary Paper:
As you read the following speeches, annotate (make notes on the main assertions,
rhetorical devices used, figurative language, central ideas and purpose of each speech);
this will enable you to complete a summary of each speech. YOU WILL LOSE CREDIT
IF SPEECHES ARE NOT ANNOTATED. Please note: HIGHLIGHTING is NOT
ANNOTATING!!
Note: You may want to make a list of your annotations to help you formulate your
summary paper.
For each speech, you will write a summary of approximately 300 words. Make sure to
include the main idea and supporting assertions. Ensure that your summary accurately
and economically expresses the central ideas of the original.
The following are helpful hints for you:
• “I Have a Dream” Speech
In King’s speech, virtually every paragraph can be summarized in one sentence.
Several repetitive paragraphs can be summarized in one sentence. Reread the 2030 sentences you have written on the speech/or on the list to be sure that your
sentences accurately, clearly and economically express the central ideas of the
original. The speech can be summarized in 20-30 sentences.
• Patrick Henry’s “Give Me Liberty or Give Me Death” Speech
In this passage, every paragraph can be summarized in 3-5 sentences. Reread the
12-20 sentences you have written to be sure that your sentences accurately,
clearly and economically express the central ideas of the original.
• Declaration of Independence
This speech is much like King’s in that it has many short repetitive paragraphs.
Several repetitive paragraphs can be summarized in one sentence. Reread the 2030 sentences you have written to be sure that your sentences accurately, clearly
and economically express the central ideas of the original.
Some Advice:
I.
Before writing your summary paper, read the speeches SEVERAL times
carefully to determine each thesis…The writer’s position. Distinguish
between those assertions which the speaker make to develop his thesis and
the evidence he uses to support such assertions.
o Look for the topic sentence of each paragraph, but do not assume
that every paragraph treats a separate, equally important topic.
Sometimes a writer will elaborate or develop a single point for
several paragraphs.
o Isolate these single points (assertions) and examine their
relationship to each other
o It may help to outline the main points (the main assertions) of the
speech, realizing that the outline may or may not precisely reflect
the organization of the original speech.
II.
The summary should be entirely your own words. To duplicate the
phrasing of the original without quotation constitutes plagiarism. You will
find this formula for the first sentence to be helpful: In his speech “I Have
a Dream,” Martin Luther King Jr. asserts that… Following the word that
will embed a thesis sentence that summarizes King’s own thesis.
III.
In the speeches, virtually every paragraph can be summarized in one
sentence. Several repetitive paragraphs can be summarized into one
sentence. Summarize each paragraph or paragraph block in one sentence.
Then read the sentences you have written. In your revision be sure that
your sentences accurately, clearly, and economically express the central
ideas of the original.
Advice:
 Keep the use of quotations to a bare minimum. You may wish to integrate
an important phrase, but the bulk of your summary paper must be in your
own words. Any quotations should be fully integrated in your writing.
Avoid the temptation to end your paper with a quotation. (Such an ending
is rarely advisable.)
 Do not impose your ideas or opinions on the original
 Do not merely rephrase or paraphrase. You cannot possibly reproduce
every idea in the speech. Select and summarize only the central ones.
(Keep in mind there is a difference between summary and paraphrase)
 Use the present tense. For example, “King asserts…” The speech and the
ideas it presents exist in the present. However, past tense or future tense
must be used when necessitated by the context. In other words, if the
author discusses an event that occurred in the past, the event happened, if
the author discusses a future consequence, the consequence may ensue.
 Do not attempt to analyze or evaluate what the author does; merely
summarize what the writer writes.
 Use effective, precise words. Verbosity torpedoes effective writing.
 Remember that the word “this” is not the subject of a sentence, so we will
not be reading any sentences that begin: “This means that…” or “What
this means is that….”
Your summary paper should be typed 1-inch margins, double spaced, 12 point font
(Times New Roman) approximately 2-5 pages. The paper must include three wellwritten summaries of the speeches. You MUST turn in your annotated speeches with this
paper. They will be returned to you.
Assignment Three: Short Readings and The Art of Argument/Rhetoric
The following 18 readings can be found on Mrs. Edgar’s MSD website. None of
the readings are longer than three pages, and the entire list can be completed in a single
evening.
These readings will help you to understand the art of rhetoric-how we persuade others,
through language, to think or act the way we want them to.
You should print each of the readings (some will be a part of this summer assignment
and the others will be completed in class so they should be in your AP binder).
For EACH of the following assigned summer essays,
•
•
•
•
•
•
•
•
•
“Remedial Reading” (narration)
“The Gramercy Gym” (description)
“The Great American Desert” (example)
“A Few Words for Motherhood” (process analysis)
“Sitters and Squatters” (comparison and contrast)
“Here is New York” (classification and division)
“Inside the Interrogation Room” (analogy)
“The Meaning of Home” (definition)
“Why We Crave Horror Movies” (cause and effect)
you should recreate and complete the following chart:
Essay Title:
Reader Response:
• Your reactions/emotional
responses (humor, surprise,
sadness, anger, frustration,
tension, criticism, confusion)
• Your questions or lack of
understanding or doubts (ask
“why”)
Responses
Your revelations (when “things”
become clear to you, when you
create links between ideas)
• Similarities to other works (This
reminds me of…)
• Wonderful writing-passages that
strike you
artistically/aesthetically and why
Speaker: Think about who the writer is
and what he or she NEEDS to
communicate. This should help you
determine the author’s credibility.
• Introductory facts (author
backgrounds and relationship to
the topic, bias, etc.)
• Ethos-how does the author
establish credibility and
character on the given topic?
• Note words and language that
indicate the author’s attitude or
tone and where it shifts.
• Note when the author directly or
indirectly states how he or she
feels
• Observe key lines that stand out
as crucial to the author’s
argument.
•
Occasion: Think about what caused the
author to write about this topic and
whether or not it is a valid reason.
• The author’s reasons for writingwhat is the motivation?
• Historical, political, and social
issues surrounding the topic
• The author’s personal reasons as
well as the greater world
influences for the piece
• Evidence of views characteristic
of the time period and culture
surrounding the work.
• Descriptions of class judgments,
racism, gender biases,
stereotypes, etc.
Audience: Think about what kind of
person or people the author intended to
view the piece. Is the author able to
connect with that audience effectively?
• Evidence of who the author is
trying to reach.
• Where the author directly or
indirectly addresses a specific
audience.
• Any “call to action” that the
author is issuing to the reader.
• Pathos-does the author appeal to
your sense emotion through
anecdotes and figurative
language.
Purpose: Think about the author’s
purpose in writing this book and
whether or not he or she is effective in
that purpose.
• Specific reasons for writing
(informing, persuading, arguing,
refuting, exemplifying)
• Logos-the author’s appeal to
reason. Examine how the author
makes the reader believe in that
purpose.
Subject: Think about what the book is
discussing and whether or not the author
shows why this subject matter is
important.
• Elements related to the problem
or issue.
• How the author develops or
deepens the aspects of the
problem or issue.
• How the author shows the
complications related to the
subject and the implication of it
to you, the nation, the world, etc.
Authorial Devices and Structure in
the Argument: Think about the
author’s techniques in delivery and how
effective the author’s methods are for
rhetorical purpose.
• Changes in point of
view/emphasis.
• Crucial language/vocabulary (not
just a word that you don’t
understand, but one that seems
crucial to understanding the
argument)
• Stylistic techniques (irony, satire,
humor, exaggeration,
repetition/patterns, possible
symbols, significant metaphors
and other notable literary and
rhetorical devices).
• How the author’s structure of the
argument /book influences the
reader and relate to the subject,
audience, and purpose.
Assignment Four:
Read the following book and complete the assignment for the book:
• Thank You For Arguing Revised and Updated Edition (2013) by Jay Heinrichs
**WE strongly recommend note taking or annotating while reading. For each chapter,
focus on the themes, new vocabulary words, argument construction, and language
choices.
Assignment: Read the first 17 chapters (pages 1-198) and complete the following tasks:
Part 1: Select at least 6 specific techniques for effective argument that you learned or
understood better because of reading this book. Describe each technique in a separate
paragraph. Make sure to give the name of the technique, an explanation of what it means,
and an example. Cite page numbers for each technique.
Part 2: Recall an argument from your past that you “lost”. (Your account could be an
argument with a friend, a sibling, a teacher, a parent, etc.) Briefly rewrite the argument in
dialogue form- like the script of a play. First, show how the argument went originally.
Then rewrite it to show how the argument could have ended differently, had you known
some of the techniques or skills that you have read about in TYFA. Label the techniques/
skills you use in the rewritten version in the margin.
Assignment Five:
Purchase a copy (used is fine!) or borrow from a local library The Overachievers The
Secret Lives of Driven Kids by Alexandra Robbins.
**The EHS Club at Stoneman Douglas High School has copies available for
purchase ($10.00) in Mrs. Amelkin’s room 168. Buy copies while they last!!!
Read chapter 1, “Meet the Overachievers.” As you read, choose one of the following
students: Julia, Audrey, AP Frank, Taylor, Sam, Pete, Ryland or C.J. . Then read only
the sections that profile the student you have chosen.
As you read, take notes on the student you select and note any thoughts you have that are
inferred or that cause you to have an opinion of that particular student. When you are
done reading, create a character profile, which is a personal statement essay written from
the point of view of that student that explains how his or her “perceived as” label is
accurate as well as inaccurate. The essay should include why you (as that student) are
deserving of admittance to the colleges you are applying to. You should truly feel as if
you know the student and may even think of him or her as someone you would like to
have as a friend.
Finally, read pages 390-400. Write a response to the ideas that Alexandra Robbins puts
forth regarding “what schools can do.”
Assignment Six:
Assemble an AP Language Notebook using a three ring binder. There will be MANY
handouts, so plan accordingly.
1. Include a few dividers: purpose will be discussed in class.
How To Present Your Summer Reading Assignment to Your AP Language and
Composition Teacher
In a three-ring binder, submit your assignments in the following order: **Each section
should be clearly labeled.
1. Tone/Mood Words
2. Summary paper of speeches. **The annotated speeches MUST be in the side
pocket of the folder.
3. Readings: Art of Argument and Rhetoric-be certain each essay is labeled.
4. Thank You For Arguing assignment
5. The Overachievers: Character personal statement.
6. Turnitin.com receipt – first page only
Bring your summer assignment binder and class binder to school on the first day.
Have a wonderful summer!