gardner high school -- 2016-2017 welcome to 11 … · grade ap language & composition! summer...
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Gardner High School -- 2016-2017
Welcome to 11th Grade AP Language & Composition!
Summer Assignment
Contact emails: [email protected] Mrs. Malloy
[email protected] 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 ([email protected]). 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