Summer Assignment, 2014 AP English Language & Composition (Grade 11) First, let us assure you that this assignment will be graded. If you choose not to complete the summer assignment, or if you choose to copy or plagiarize it, you will be sacrificing more than 200 points, enough to bring your grade down, and it is hard to raise a low grade. Welcome to AP Language and Composition. Most literature 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?” A major component of the AP Language and Composition curriculum is careful and critical analysis of literature. 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 as you read: Why did the author write this work at this time? Who is the reader addressed? Who is the author and why should I trust him/her? Why did the author choose this format? Why did the author choose these particular words and phrases? ...this particular sentence structure? ...this literary device? Who is the speaker and what is the author’s purpose in writing this text? What is the tone of the text? To increase your reading and interpretive skills, you will be expected to complete the following three assignments during the summer break. The reading and assignments should be completed Friday of the first week of school in August (August 15).
Assignment #1, Non-fiction Book Read one of the following non-fiction books. During the fall semester, you will read a second nonfiction book and write a research paper on a contemporary, issue in society, so you might want to choose of topic of interest for which you could read two books. The important thing is, you need to read the entire book, think about the ideas, and complete the written assignment with carefully. Hot, Flat, and Crowded by Thomas Friedman Friedman explains how global warming, rapidly growing populations, and the expansion of the world’s middle class through globalization have produced a dangerously unstable planet. The Omnivore’s Dilemma by Michael Pollan America is suffering from a national eating disorder. Pollan examines the profound implications that our food choices have for the health of our species and the future of our planet. Growing Up Empty, The Hunger Epidemic in America by Loretta Schwartz-Nobel This is a study of a hidden epidemic that still remains largely unacknowledged at the highest political levels and a call to action to re-energize the debate on the federal government's priorities. Overdressed: The Shockingly High Cost of Cheap Fashion, Elizabeth L. Cline What are we doing with all these cheap clothes we buy and why do we buy them? And more important, what are they doing to us, our society, our environment, and our economic well-being? Nickel and Dimed: On (Not) Getting By in America, Barbara Ehrenreich In an attempt to understand the lives of Americans earning near-minimum wages, Ehrenreich works as a waitress in Florida, a cleaning woman in Maine, and a sales clerk in Minnesota. Fast Food Nation: The Dark Side of the All-American Meal, Eric Schlosser A journalist explores the homogenization of American culture and the impact of the fast food industry on health, economy, politics, popular culture, entertainment, and food production. Page 1
Amusing Ourselves to Death, Neil Postman A prophetic look at what happens when politics, journalism, education, and even religion become subject to the demands of entertainment. You may also choose among the following options: The Shallows: What the Internet is Doing to Our Brains, Nicholas Carr Born to Buy, Juliet B. Schor Broke, USA: How the Working Poor Became Big Business, Gary Rivlin Overdosed America: The Broken Promise of American Medicine, John Abramson, M.D. Unplugged: Reclaiming Our Right to Die in America, William H. Colby Boiling Point, Ross Gelbspan Fatal Choice: Nuclear Weapons, Survival or Sentence, Richard Butler The Shame of the Nation: The Restoration of Apartheid Schooling in America, Jonathan Kozol Non-fiction book report; (typed MLA format) Number these elements 1-9; begin with a brief description of the element (see underlined words below) or write the question; then thoroughly answer each question or describe each element listed. 1.
Title, author, date of original publication (punctuate title properly)
2.
What is the full title of the book. Why was this title chosen? Does the author explain the title or are you expected to figure it out? Does it fit the entire book? Does the title accurately describe what the book is about? Back up your opinion.
3.
Explain what the main purpose or thesis of the book is. Write no more than three complete sentences.
4.
What experience and/or authority does this author have on this topic? Why should we believe him or her? What authority does he has as an author? (Is he a researcher or journalist? Does he have first-hand knowledge of what he writes about? Did he win a Pulitzer Prize, or does he write for a well-respected publication?) The first time you mention the author, use his/her full name. From then on, refer to the author by his/her last name.
5.
How is the book organized? Is it a collection of separate pieces, a chronicle of events, a narrative (story), or what? Is it broken into sections? chapters? What kinds of topics do these sections/chapters focus on and in what order? Is the first or last chapter in a different format? Why (in your educated opinion) did the author organize the book in this way? Explain your answers.
6.
The author is trying to persuade you to believe a certain way. Find four arguments the author makes, especially those in which he is advocating for change. Does author want to change policies, establish laws, adjust programs, etc. Quote each argument statement (a sentence, several sentences, or a paragraph) and then summarize the author’s point. Write a one sentence counter-argument; if someone disagreed with this author, what might he say in response to the author’s point? Number & label the four statements and counter-arguments.
7.
Your response: explain why you liked/didn’t like the book, what you found valuable, referring to specific elements such as style, content, opinion of author, etc. (Minimum ½ page typed.) Page 2
8.
Photocopy one page of the book so that there is white space around the type. Thoroughly mark it up with anything you observe. Do not use a highligher; use a pen/pencil and note in the margin why you marked something. Note literary devices, tone, word choices (diction), images, details, sentence structure (syntax), appeals (ethos, logos, pathos).
9.
Rhetorical analysis: write one page about what you noticed in #8 above. Explain what the author did on this page and why she/he did that particular technique. What is the overall tone of this page? (Grade will be based on effort.)
Assignment #2 Elements of Style by William Strunk and E.B. White: A Personal Index Objective: Unlike a traditional index that you might find in the back of a text, a personal index is generated by the reader. He/she creates the index of the rules and advice needed for future writing assignments. Designed to help students become more effective writers and efficient readers, the personal index to Elements of Style, a grammar and style guide to the English language, will give the student a valuable resource for years to come, while acquainting the student with a non-fiction text that is both concise and informative. Directions: Obtain a copy of Elements of Style. You can find the book at any chain bookstore like Barnes and Noble for about $9.95. A quick check of Amazon.com and www.half.com (Both have used & new books) show that books are available from $.75 (plus $3.75 shipping) for used to $6.99 for a new paperback (plus shipping). However, you can find the book at used bookstores and thrift stores for less than that. We recommend you purchase the 3rd or 4th edition of the book. You must have your own copy of the book in order to create a personal index. Don’t wait until the very end of the summer vacation to look for the book. •
Read the book with pencil in hand. (Don’t highlight yet.) As you read, underline passages, rules, or advice that you find helpful or interesting. Underlining everything will not help you; use discretion.
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After you have read the book, put it down. Take a break from the assignment to think about what you have read for about a day.
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Return to the text and re-read all of your underlined passages. As you do, pay close attention to what you underlined. Now would be a good time to clarify, paraphrase, or add to the text by writing notes in the margin.
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Begin to categorize what you have underlined. You will determine the categories that best suit your index. Any or all of the following would be appropriate: diction, syntax, grammar usage, grammar mechanics, drafting, revising, editing, punctuation, etc.
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Highlight (be certain you are using a highlighter that will not bleed through the page) passages, rules, and advice that you want to emphasize in your index. This will be different for everyone. Some of you will want to note the difference between lay and lie. But some of you already know this and will instead want to highlight the rules for using foreign languages in a text. Do not erase what you underlined during the first read; you may want to reference it later.
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Create your index using key words, page numbers, color coding, and symbols. You might want to use sticky index tabs to create an index that allows you to flip to the page in an instant. Page 3
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Hand write your index in any order on a separate piece of paper; then, alphabetize the concepts and re-write them neatly on the inside covers of your book, with page number where the concept is explained in the book. Use the space judiciously. We will not collect the paper copy of your index.
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An index of 20-25 entries is considered acceptable.
Sloppy work is always unacceptable. Only work that is carefully proofread and neat will be considered “A” work.
Assignment #3, Vocabulary From your reading this summer, select 10 words that are new to you. These words can be from a fiction book, the non-fiction book you read from this class, or a newspaper or magazine article. Be sure you use a source with good words – ones you will find in academic writing or on the SAT test. (Not from other class texts; No slang or foreign words) For each word, do the following: Write word, sentence from source (copy sentence exactly), definition, and a new, original sentence you write (don’t copy a sentence from the Internet). Separate each element on a separate line, as shown below: Example 1. demonize (from The World is Flat by Thomas L. Friedman) a) “It is so easy to demonize free markets...because it is so much easier to see people being laid off in bunches...than to see them being hired in fives and tens by small and mediumsized companies” (276). b) definition: to convert into a demon (demon = an evil spirit, like the devil) c) When we study the history of the Americas, it is easy to demonize the white settlers who continued to push the Native Americans off their lands. Note above definition. If your definition contains the root word of your chosen word, look up the root word itself.
Use MLA format. Use this format or you will lose points. Have 1-inch margins (sides, top, bottom) The page number is ½ inch from top of page. Note date is not in traditional format.
Smith 1 John Smith Ms. Lockwood AP Language & Composition 15 July 2014 Title of Paper Use one-inch margins on left and right sides and on bottom; ½ inch margin above the page number. Indent paragraphs ½ inch if you are using paragraphs Double space all your writing, including the heading above. There should be no extra space between paragraphs or around the title, and the title should not be bold, underlined, italicized, etc. Each page should have the page number at the top right corner – student’s last name followed by the page number. Use a standard typeface – Times New Roman, Ariel, etc. – in 12 point font. (Actually 12 point Times is the same as 11 point Ariel.) Quote passages accurately and give the page number in parenthesis. As an example, “this quotation shows how to quote in MLA format” (42).
Name__________________________________________Period_______
Rubric - AP Language Summer Reading, 2014
Rubric - AP Language Summer Reading, 2014
Title of book:
Title of book: MLA page format
_____/5
MLA page format
_____/5
1) Title (form), author, date of original publication
_____/10
1) Title (form), author, date of original publication
_____/10
2) Thesis or purpose of book (3 sentences max)
_____/5
2) Thesis or purpose of book (3 sentences max)
_____/5
3) Full title of book. Explain why. Back up opinion.
_____/5
3) Full title of book. Explain why. Back up opinion.
_____/5
4) Experience and/or authority of author?
_____/10
4) Experience and/or authority of author?
_____/10
5) How is the book organized?
_____/10
5) How is the book organized?
_____/10
6) 1 argument & counter-argument sentence 1 argument... 1 argument... 1 argument...
_____/5 _____/5 _____/5 _____/5
6) 1 argument & counter-argument sentence 1 argument... 1 argument... 1 argument...
_____/5 _____/5 _____/5 _____/5
7) Your response (min ½ page)
7) Your response (min ½ page)
_____/10
_____/10
8) Photocopy one page, mark up thoroughly. _____/10
8) Photocopy one page, mark up thoroughly. _____/10
9) Rhetorical analysis of chosen pg (1 page) _____/15
9) Rhetorical analysis of chosen pg (1 page) _____/15 TOTAL_______/100 TOTAL_______/100
Name__________________________________________Period_______
