AP Language and Composition Summer Assignment 2014 Dear Students and Parents, AP English Language and Composition Course Description AP English Language can be one of the most empowering courses students ever encounter. In the course, they learn how to read critically and do rhetorical and stylistic analysis. They learn that language is a tool people use to create meaning, and that they can use it for their very own purposes, whether that be to argue, persuade, describe, define, refute, insist, bemoan, or celebrate. In short, whatever it is they have to say, AP English Language gives students the skills to write with voice and a sense of emerging personal style. Like typical college composition courses, the main goal of AP English Language is to create strong writers who will have the skills to write effectively in their college courses and in their personal and professional lives. For this reason, it is important that students read and write many different kinds of essays: argumentative, expository, analytical, personal, even creative. Reading widely and experimenting with a variety of forms helps students understand how a writer's audience and purpose shape his or her material. Students will learn how to make complex text connections such as text to self, text to world, text to text, and text to itself. It is also important that students take chances when they write. A variety of informal, ungraded assignments in addition to formal papers are included. This course is fast-paced and challenging in order to promote a college-like atmosphere. AP courses are different from the regular high-school courses in that they are taught with college curricula and college-level materials. Other characteristics of AP courses include content immersion, a fast pace, and performance assessed at the analysis and synthesis levels. Typically, successful AP students are task-oriented, proficient readers who are able to prioritize their time and who usually have parental support in their educational endeavors. Parents, I am asking you to be rather involved. I suggest that you read through the packet your student will be working on this summer. Reading the books with them would enable you to have in-depth conversations about a variety of topics. Some teenagers will talk about normally off-limit subjects (for parents) if they are discussing these same topics in a book. I would suggest that both parents and students register at www.collegeboard.com and explore the information about AP courses, the SAT, and colleges. This is the year to begin this process, especially if you are interested in your child receiving scholarships. When school begins, I am going to ask you to encourage your child to be even more independent. One of our goals together will be to “grow your child up.” This colloquial expression describes a process necessary for success in AP courses. AP students must learn independence and time management. AP students must mature more quickly than other students. Often, students will make their first B in an AP course. Often, some tears are involved with early assignments. On that note, let me assure you of one thing: I will always have your child’s best interests at heart. I look forward to meeting both you and your student in August! Respectfully, Christina Lofquist
THE ASSIGNMENTS: Please complete in the order listed 1.
Obtain and read a copy of The Glass Castle by Jeanette Walls. You must annotate the book. See below! Book will be checked for annotations and will be worth points! If you have concerns or issues with the book, please contact me as soon as possible. There are some strong instances of language and mature issues that some may not be comfortable with. It is a true story.
- from amazon.com The Glass Castle is a remarkable memoir of resilience and redemption, and a revelatory look into a family at once deeply dysfunctional and uniquely vibrant. When sober, Jeannette's brilliant and charismatic father captured his children's imagination, teaching them physics, geology, and how to embrace life fearlessly. But when he drank, he was dishonest and destructive. Her mother was a free spirit who abhorred the idea of domesticity and didn't want the responsibility of raising a family. The Walls children learned to take care of themselves. They fed, clothed, and protected one another, and eventually found their way to New York. Their parents followed them, choosing to be homeless even as their children prospered. The Glass Castle is truly astonishing -- a memoir permeated by the intense love of a peculiar, but loyal, family. Jeannette Walls has a story to tell, and tells it brilliantly, without an ounce of self-pity.
3. As you read the memoir you will be collecting passages that speak to the following topics. Here is HOW you will “collect” the passages: - Obtain an envelope (no manila or large envelopes. Just a standard sized one) Write your name and “topic” on the front. Your assigned topic will depend on the month you were born (January is #1, February is #2, etc…) So for example, I was born in January so I would collect passages that speak to prompt #1. As you read, record quotations (with page number, chapter number and speaker name) on index cards or slips of paper. On the backside of your card/paper, you should explain the relevance of the quote to the prompt. Place these slips inside of your envelope. - The purpose of this assignment is to teach you to READ CLOSELY. The kinds of quotations you choose will be quite telling about the depth of thought you are bringing to the reading of The Glass Castle. You need to find passages that probe the idea of the prompt, rather than just containing general references to the topic. - Your envelopes should contain numerous relevant quotations. The more relevant quotes you have, the better your grade will be for this assignment. - Even though you are only tracking one topic for the summer, you will be expected to work with other envelope topics during the first week of school activities. These activities will include assessments like: essays, graded discussions and group work. So, I strongly suggest that you make some notes about the other topics on a piece of paper. TOPIC #1: Read the epigraph by Dylan Thomas at the beginning of the book. Interpret the poem. Then trace its relevance throughout the memoir. TOPIC #2: Collect passages that both describe and speak to the children’s “education”. What can you infer is important to the family? Keep in mind that education doesn’t only mean traditional schooling. TOPIC #3: Trace and collect passages about both the mother and father’s methods for raising children. Be prepared to comment on how the parents’ views contrast with traditional methods.
TOPIC #4: Trace and collect passages about the role of religion in the book. What message about religion does Jeanette Walls seem to be making? TOPIC#5: Although Jeanette faces great hardship during her childhood, she also grows and matures as a result of her experiences. Collect passages/events that contributed to her growth and maturity. TOPIC #6: Select Jeanette’s three most important character traits that allow her to escape from her impoverished childhood. Then find passages/quotes from the memoir to illustrate the traits you choose. Be sure to label each quote with the trait. TOPIC #7: As teenagers, Lori, Jeanette and Brian forged a strong sibling bond that was crucial to their future happiness. Choose passages that help to describe their relationship and help to show how they encouraged one another to persevere in even the most difficult situations. TOPIC #8: The title of the book is symbolic. Choose passages that not only describe/reference the “glass castle” but that ones that develop its symbolic significance for the family. TOPIC #9: In what ways have Lori, Brian and Jeanette been damaged by their childhood experiences? Collect passages that are responsible for and/or contributed to their “damage”.
TOPIC #10: Although Jeannette's parents had deep troubles, they also had their strong points, and Jeannette explores both sides with insight, humor and compassion.Characterize/describe Rex Walls. What perception about Rex did Jeanette paint for her readers? How are we supposed to feel about him? Then choose passages that support your characterization. TOPIC #11: Although Jeannette's parents had deep troubles, they also had their strong points, and Jeannette explores both sides with insight, humor and compassion Characterize/describe Jeanette’s mother. What perception about her did Jeanette paint for her readers? How are we supposed to feel about her? Then choose passages that support your characterization. TOPIC #12: Choose topic 6 or 1
Annotating a Text: Annotation is a key component of close reading. Since we will annotate texts all year, you need to develop a system that works for you (within the following guidelines). Effective annotating is both economical and consistent. The techniques are almost limitless. Use any combination of the following: Make brief comments in the margins. Use any white space available - inside cover, random blank pages Make brief comments between or within lines of the text. Do not be afraid to mark within the text itself. In fact, you must. Circle or put boxes, triangles, or clouds around words or phrases. Use abbreviations or symbols - brackets, stars, exclamation points, question marks, numbers, etc. Connect words, phrases, ideas, circles, boxes, etc. with lines or arrows. *Underline – CAUTION: Use this method sparingly. Underline only a few words. Always combine with another method such as comment. Never underline an entire
passage. Doing so takes too much time and loses effectiveness. If you wish to mark an entire paragraph or passage, draw a line down the margin or use brackets. *Highlight – See underline. You cannot write with a highlighter anyway. Create your own code. Use the color coding system. Use post-it notes only if you have exhausted all available space (unlikely). Close Reading: What should you annotate? Again, the possibilities are limitless. Keep in mind the reasons we annotate. (Reread the second paragraph of this letter.) Your annotations must include comments. I want to see evidence of thinking. Have a conversation with the text. Talk back to it. Ask questions (essential to active reading). Comment on the actions or development of a character. Does the character change? Why? How? the result? Comment on something that intrigues, impresses, amuses, shocks, puzzles, disturbs, repulses, aggravates, etc. Comment on lines / quotations you think are especially significant, powerful, or meaningful. Express agreement or disagreement. Summarize key events. Make predictions. Use the space at the end or beginning of chapters. Connect ideas to each other or to other texts. Note if you experience an epiphany. Note anything you would like to discuss or do not understand. Note how the author uses language. Note the significance if you can. o effects of word choice (diction) or sentence structure or type (syntax) o point of view / effect reliability of narrator o repetition of words, phrases, actions, events - patterns motifs or cluster ideas o narrative pace / time / order of sequence of events tone / mood o irony*** imagery o contrasts / contradictions / juxtapositions / shifts themes o allusions setting / historical period o any other figure of speech or literary device symbols The most common complaint about annotating is that it slows down your reading. Yes, it does. That’s the point. If annotating as you read annoys you, read a chapter, then go back and annotate. Reading a text a second time is preferable anyway. Guide for color coding annotations Color coding your annotations will help you locate specific passages in a text more efficiently. It may take a little more time but the payoff will be great. I also suggest a short summary at the end of each chapter or section. Highlight for items that are listed on the bookmark for each title using the following color coding: Characters Symbols/motifs
yellow pink
Imagery/figurative language Irony Themes Miscellaneous
green orange blue purple
2. Check out the list of terms here for the course: http://english-lang-ap1.leusd.tch.schoolfusion.us/modules/groups/integrated_home.phtml?&gid=10667 14&sessionid=2335d8fa44043eb951cfec219327d502. You will be taking two tests on these terms during the first month where you need to know definitions. We will work on solidifying your understanding and mastery of the terms during the year. I would suggest making flashcards for the terms during the summer. I will not be collecting or checking to see if you made flashcards. Many of the terms require access to our textbook though which won’t be possible until the start of school. However, some do not. Some past students of the course may allow you access to their cards and this is ok (I would ask if they used the textbook definitions). However, creating the cards yourself will help you learn the definitions.
