Gardner High School -- 2016-2017

Welcome to 11th Grade AP Language & Composition!

Summer Assignment

Contact emails: malloyt@gardnerk12.org Mrs. Malloy

bertonim@gardnerk12.org Mrs. Bertoni

You will have two due dates for these assignments. Assignment #1 is due via e-mail by 7/29/16 (you must send it to both teachers as well as Mrs. Poulin (poulinm@gardnerk12.org). You will receive a confirmation email if it was received by the due date – if you submit electronically (please put your name and email on the document and not just in the email). If you do not submit it via e-mail, it must be dropped off to the front office by 7/29/16 (please write your email on the hard copy and we will email you to let you know that it was received).

Welcome to the world of Advanced Placement English; expect it to be challenging and rewarding.

This course is conducted at the college level. College level behavior, attention, and perseverance are expected in this course.

You will be learning a great deal of new vocabulary to introduce you to the art of analyzing, synthesizing, and writing effectively, efficiently, and eloquently.

There is a summer assignment (attached) that you will need to complete by the deadlines. You must organize your time effectively and efficiently. Take it seriously or you will find yourself falling behind before you begin. DO NOT WAIT UNTIL THE WEEK BEFORE THE DUE DATES TO START THIS . . . IT WILL NOT TURN OUT WELL AND IS AN INDICATOR OF YOUR COMMITMENT.

Summer Assignments -- (3 total assignments):

Guidelines for ALL assignments: You may do parts of this by hand or on the computer, but if there is any evidence of copying, cheating, plagiarism, etc., it will result in a zero for all parties involved. We will be grading summer

assignments together and therefore sharing your work – i.e. we will be privy to any similarities throughout the assignments.

ASSIGNMENT #1: (Point Value: 45) You will read and annotate the attached non-fiction passages and answer

the questions that follow each. Answers should be in complete sentences and should fully address the question being asked. You will be expected to write a minimum of 2-3 sentences per question.

When you read, you MUST annotate – i.e. interact with the text. Notes on how to annotate are attached to the end of this assignment.

Assignment #1 is due to GHS – via email or dropped off NO LATER THAN

July 29th (see note above). REMEMBER - if you email it, you must also email the passages with the annotations - which means scanning them and sending them in an email. It is NOT just the questions and answers!!!

Passage #1: “On Being a Cripple” by Nancy Mairs

Questions: 1, 2, 4

Passage #2: “There Is No Unmarked Woman” by Deborah Tannen

Questions: 1, 2, 4

Passage #3: “Why Don’t We Complain?” by William F. Buckley, Jr. Questions: 1, 2, 4

Point Breakdown: Questions – 3 points each, Annotations – 6 points each = 15 points per passage = 45 points total

** Assignments 2 and 3 are due on the FIRST DAY OF SCHOOL!!!! Be prepared for an essay during the first week of school on your chosen text. **

ASSIGNMENT #2: (Point Value: 67.5) You will need to create a legible, hand-written dictionary of the literary/rhetorical terminology that follows. We will be working extensively with these terms throughout the length of the course. The dictionary should be placed in a ½ to 1” three-ring binder which you will continue to use throughout the year. It is highly suggested that you do not just click-copy-paste these definitions, as you will be responsible for understanding them, identifying them, and utilizing them in your writing, not just defining them. Being

able to put definitions into your own words is the most effective means possible.

You will need to provide (1) a definition, (2) an example (use one that you are familiar with and understand, not just the first one that you see), and (3) a visual reminder, of each of the terms. Point Breakdown: Definition = ½ , Example = ½ , Visual = ¼ = 67.5 TOTAL POINTS

For assistance in completing this assignment, you may reference the following sites:

1. http://www.virtualsalt.com/rhetoric.htm 2. http://classiclit.about.com/library/bl-terms/bl-lit-glossary-

a.htm?once=true& 3. http://www.cod.edu/people/faculty/fitchf/readlit/linksa.htm#Glossaries

(Scroll down to References) 4. http://humanities.byu.edu/rhetoric/silva.htm

TERMINOLOGY:

Allegory

Alliteration

Allusion

Analogy

Anaphora

Anecdote

Antecedent

Antithesis

Aphorism

Apostrophe (literary

not

grammatical)

Assonance

Asyndeton

Cacophony

Chiasmus

Cliché

Colloquialism Connotation

Cumulative Sentence

Denotation

Dialect

Diction

Didactic

Enthymeme

Epithet

Euphemism

Euphony

Extended

Metaphor

Fallacy

Hyperbole

Idiom

Jargon

Juxtaposition

Litotes

Metaphor

Metonymy

Oxymoron

Parable

Paradox

Parallelism

Polysyndeton

Repetition

Rhetoric

Satire

Simile

Syllogism

Symbol

Synecdoche

Syntax

Theme

Tone (creates

Mood)

Tricolon

Understatement

Periodic Sentence Zeugma

WE WILL ADD TO THIS AS NECESSARY THROUGHOUT THE SCHOOL YEAR

ASSIGNMENT #3: (Point Value: 90) You will need to read ONE of the following novels and complete the dialectical journal for the novel that you choose:

The Other Wes Moore: One Name, Two Fates by Wes Moore

ISBN-13: 978-0385528207

OR

The Glass Castle by Jeannette Walls

ISBN-13: 978-0743247542

It is recommended that you purchase/borrow your chosen text ASAP so you do not fail to complete your assignments by the due date. The library has a VERY limited number of copies.

Create a 4-column reflective/dialectical journal of your reading (example attached). It is suggested that you ANNOTATE your book as you read. If it is not your book, you can do the same thing using “sticky notes”.

Requirements:

Column I: Quote and Page #

Column II: Literary device or rhetorical device present in the quote from the Literary Dictionary (Assignment #2) Column III: Explain the quote’s significance regarding the character, setting, tone, plot, etc…

Column IV: Reflection upon how the quote is significant to the text as a whole – this last column should be completed once you have completed the reading of the entire text – or your reflection/comments will not be a true reflection of the significance of the quote that you chose.

Guidelines: You should have at least two quotes for every 15-20 pages at minimum. You may do this by hand or on the computer, but if there is any

evidence of copying, cheating, plagiarism, etc., it will result in a zero for all parties involved.

Point Breakdown per entry: Quote/P# -- 1, Lit/Rhet Device – 1, Significance – 2, Reflection – 1

Please follow the format below in creating your reflective journal.

Reflective/Dialectical Journal Content/Quote Page #

Literary/Rhetorical device

Significance of text to characters, setting, plot, tone, etc….

Reflection on the text as a whole

p. 20 The country people around the farm say that until the nail is hit, it doesn’t believe in the hammer.

Personification Cliché Colloquialism Aphorism

This demonstrates the universality of the idea that people are truly unaware of what is around them until it (cliché, but true) “hits them on the head”… We need to be reminded sometimes that what is around us is important.

The colloquial phrase in this passage helps the reader to understand how the author conveys universal thruths through characters that reflect “every man”

Rubric for Dialectical Journal and Reading notes Details Commentary Focus (Devices) Appearance A Selects detailed,

meaningful passages,

extends beyond plot

and characterization

Includes thoughtful

interpretation and

commentary about the text;

includes purpose as well as

rhetorical elements and

thematic connections

(avoids clichés)

Focuses on tone, organization,

purpose, diction, symbolism, or

historical/biographical

connections; Makes insightful

connections

Is neat organized

and professional

looking; clear and

consistent

headings

B Is less detailed, but is

meaningful and

extends beyond plot

and characterization

Includes some critical

thinking in the

commentary; addresses

thematic elements

Includes some literary elements

but does not completely address

how they contribute to meaning;

Includes some connections

Is neat and

readable; clear

headings

C Includes little

meaningful details

that extend beyond

plot and

Involves vague and

unsupported or is merely a

paraphrase of devices or

plot summary

Includes some listing of literary

elements; virtually no discussion

of meaning; Has limited

connections

Is relatively neat;

has headings

characterization

D/F Includes few details

with no apparent

significance or

relevance

Involves notes that are plot

summary or paraphrases Includes no literary elements

with no discussion of meaning;

Limited coverage

Is sloppy and

unorganized

Additional Notes: Below are notes that will benefit you if you read them before you start any

of the assignments. Please read each of these sections and take them seriously, as they will make the difference in your summer assignment being tedious and pointless, or educational and interesting.

Supplement #1: ANNOTATING TEXTS

ANNOTATING simply means marking the page as you read with comments and/or notes.

The principle reason you should annotate your books is to aid in understanding. Marking key ideas will enable you to discuss the reading with more support, evidence, and/or proof than if you rely on memory.

ANNOTATING MAY INCLUDE: 1. Highlighting key words, phrases, or sentences 2. Writing questions or comments in the margins 3. Bracketing important ideas or passages 4. Connecting ideas with lines or arrows 5. Highlighting passages that are important to understanding the work 6. Circling or highlighting words that are unfamiliar SPECIFIC ITEMS FOR ANNOTATION MIGHT INCLUDE: 1. Literary elements (symbolism, theme, foreshadowing, etc.) 2. Figurative language (similes, metaphors, personification, etc.) 3. Diction (effective or unusual word choice) 4. Syntax (order of words, phrases, or sentences; punctuation) 5. Vocabulary words

HOW TO ANNOTATE A TEXT

HIGHLIGHTING/UNDERLINING-This stands out from the page and allows you to scan a page quickly for information. Be careful not to mark too much—if everything is marked, then nothing becomes important! BRACKETS [ ]-If several lines seem important, place a bracket around the passage, then highlight or underline only key phrases within the bracketed area. This will draw attention to the passage without cluttering it with too many highlighted or underlined sentences. ASTERISKS *-This indicates something unusual, special, or important. Multiple asterisks indicate a stronger degree of importance. MARGINAL NOTES- Making notes in the margin allows you to: ask questions, label literary elements, summarize critical elements, explain ideas, make a comment, and/or identify characters.

Supplement #2

DIDST

This will help you with the reading reflection journal. Not every aspect of this acronym will be used in each entry but it might help you to think of what to look for and how to respond.

D (Details) List facts or the sequence of events from the passage.

I (Images) Cite examples of imagery from the passage. Identify the sense appealed to,

and interpret the meaning.

D (Diction) Choose unusual and/or effective words from the passage. Evaluate the

connotations of the words and write synonyms for each. Then, decide what

the word choice suggests about the character’s or narrator’s demeanor.

S (Syntax) How does sentence structure (order of words, phrases, or sentences) reveal

the character’s attitude? Consider also sentence types and punctuation.

T (Tone) Determine the type of language used (formal, informal, clinical, jargon,

literal, vulgar, artificial, sensuous, concrete, precise, pedantic, etc.). Note

the chart below and choose sophisticated vocabulary when discussing tone.

Supplement #3: Tone Vocabulary

Like the tone of a speaker’s voice, the tone of a work of prose expresses the writer’s feelings. To determine the tone of a passage, ask yourself the following questions:

1. What is the subject of the passage? Who is its intended audience?

2. What are the most important words in the passage? What connotations do these words have? (Diction and syntax set the tone.)

3. What feelings are generated by the images of the passage?

4. Are there any hints that the speaker or narrator does not really mean everything he or she says? If any jokes are made, are they lighthearted or bitter?

5. If the narrator were speaking aloud, what would the tone of his or her voice be?

Positive Tone/Attitude Words

Amiable Consoling Friendly Playful

Amused Content Happy Pleasant

Appreciative Dreamy Hopeful Proud

Authoritative Ecstatic Impassioned Relaxed

Benevolent Elated Jovial Reverent

Brave Elevated Joyful Romantic

Calm Encouraging Jubilant Soothing

Cheerful Energetic Lighthearted Surprised

Cheery Enthusiastic Loving Sweet

Compassionate Excited Optimistic Sympathetic

Complimentary Exuberant Passionate Vibrant

Confident Fanciful Peaceful Whimsical

Negative Tone/Attitude Words

Accusing Choleric Furious Quarrelsome

Aggravated Coarse Harsh Shameful

Agitated Cold Haughty Smooth

Angry Condemnatory Hateful Snooty

Apathetic Condescending Hurtful Superficial

Arrogant Contradictory Indignant Surly

Artificial Critical Inflammatory Testy

Audacious Desperate Insulting Threatening

Belligerent Disappointed Irritated Tired

Bitter Disgruntled Manipulative Uninterested

Boring Disgusted Obnoxious Wrathful

Brash Disinterested Outraged

Childish Facetious Passive

Neutral Tone/Attitude Words

Admonitory Dramatic Intimae Questioning

Allusive Earnest Judgmental Reflective

Apathetic Expectant Learned Reminiscent

Authoritative Factual Loud Resigned

Baffled Fervent Lyrical Restrained

Callous Formal Matter-of-fact Seductive

Candid Forthright Meditative Sentimental

Ceremonial Frivolous Nostalgic Serious

Clinical Haughty Objective Shocking

Consoling Histrionic Obsequious Sincere

Contemplative Humble Patriotic Unemotional

Conventional Incredulous Persuasive Urgent

Detached Informative Pleading Vexed

Didactic Inquisitive Pretentious Wistful

Disbelieving Instructive Provocative Zealous

Humor-Irony-Sarcasm Tone/Attitude Words

Amused Droll Mock-heroic Sardonic

Bantering Facetious Mocking Satiric

Bitter Flippant Mock-serious Scornful

Caustic Giddy Patronizing Sharp

Comical Humorous Pompous Silly

Condescending Insolent Quizzical Taunting

Contemptuous Ironic Ribald Teasing

Critical Irreverent Ridiculing Whimsical

Cynical Joking Sad Wry

Disdainful Malicious Sarcastic

Sorrow-Fear-Worry Tone/Attitude Words

Aggravated Embarrassed Morose Resigned

Agitated Fearful Mournful Sad

Anxious Foreboding Nervous Serious

Apologetic Gloomy Numb Sober

Apprehensive Grave Ominous Solemn

Concerned Hollow Paranoid Somber

Confused Hopeless Pessimistic Staid

Dejected Horrific Pitiful Upset

Depressed Horror Poignant

Despairing Melancholy Regretful

Disturbed Miserable Remorseful

Supplement #4:

Language Words - Used to describe the force or quality of the entire piece

Like word choice, the language of a passage has control over tone. Consider language to be the entire body of words used in a text, not simply isolated bits of diction, imagery, or detail. For example, an invitation to a graduation might use formal language, whereas a biology text would use scientific and clinical language.

Different from tone, these words describe the force or quality of the diction (word choice), images (imagery is not a rhetorical device), and selection of details AS A WHOLE. These words qualify how the work is written. So when discussing an author’s choice of words (diction), DO NOT SAY, “THE AUTHOR USES DICTION TO MAKE A POINT.” Do say, “In his use of pedantic diction, Chesterfield reveals the value he places upon education.” Artificial Exact Literal Pretentious Bombastic Figurative Moralistic Provincial Colloquial Formal Obscure Scholarly Concrete Grotesque Obtuse Sensuous Connotative Homespun Ordinary Simple Cultured Idiomatic Pedantic Slang Detached Informal Picturesque Symbolic Emotional Insipid Plain Trite Esoteric Jargon Poetic Vulgar Euphemistic Learned Precise