Summer work for AP language and composition
Home Email address for Mrs. Stewart: stewart3@zbzoom.net
School Email address for Mrs. Stewart: stewartla@svsd.net ( only use during times when school is in session)
***Will be unavailable from July 17th through July 24th and August 1st through 10th.

THE FIRST DEADLINE (PART I) IS DUE Monday, August 11th IN THE SENIOR HIGH OFFICE, NO LATER THAN 3:00 P.M.

THE SECOND DEADLINE (PART II) IS DUE : SEPTEMBER 3RD , THE FIRST DAY OF SCHOOL.

ALL ESSAYS MUST BE TYPED AND DOUBLE-SPACED IN A STANDARD FONT (12 PT. TIMES NEW ROMAN.)

READING ASSIGNMENTS:

ASSIGNMENT PART I: (Due: August 11).

PART I   SECTION A
SELECT TWO OF THESE NOVELS AND READ THEM IN THEIR ENTIRETY. 

ANGELA'S ASHES BY Frank McCourt
Despite the fact that Frank McCourt’s father impoverishes his family because of his alcoholism, Frank’s father does pass on one positive trait to his son-- a gift for superb storytelling. In this novel, MCCourt recalls his “miserable Irish childhood”, the people in his Limerick, Ireland neighborhood, and the world beyond its shores. This author writes in the voice of a child with no self-pity or review of events, merely retelling the tales of his desperately poor early years. The truth in his compelling tales; the emotions expressed; the descriptions of teachers, relatives, neighbors; and the casual cruelty adults show toward children, are all a part of this tale. “Readers will enjoy the humor and the music in the language. A vivid, wonderfully readable memoir.” Patricia Noonan, Prince William Public Library, VA 

AUTOBIOGRAPHY OF A FACE BY Lucy Grealy
At the age of nine diagnosed with Ewing's sarcoma, a cancer that severely disfigured her face, Lucy Grealy loses half her jaw. Recovered after two and half years of chemotherapy and radiation, she then undergoes plastic surgery over the next 20 years to reconstruct her jaw. This harrowing, lyrical autobiographical memoir, which grew out of an award-winning article published in Harper's in 1993, is a striking meditation on the distorting effects of our culture's preoccupation with physical beauty.

THE COLOR OF WATER BY James McBride
The Color of Water tells the remarkable story of Ruth McBride Jordan, the two good men that she married, and the 12 good children she raised. The book is a success story, a testament to one woman's true heart, solid values, and indomitable will. Ruth Jordan battles not only racism but also poverty to raise her children and, despite being sorely tested, never wavers. A review on this novel states that in “telling her story--along with her son's--The Color of Water addresses racial identity with compassion, insight, and realism. It is, in a word, inspiring, and you will finish it with unalloyed admiration for a flawed but remarkable individual. And, perhaps, a little more faith in us all.”

THE GLASS CASTLE BY Jeannette Walls 
In her extraordinary memoir, Walls recalls her nomadic life with surprising affection—though she would not want to relive it. The title, which derives from her father’s dream house, serves as an apt metaphor for the Walls’ fragility. Instead of condemning her parents’ foibles, Walls unblinkingly examines how they transform hardship into family romance and adventure. Sharing incredible, painful experiences in no-nonsense prose, Walls has, as The New York Times Book Review notes, "succeeded in doing what most writers set out to do—to write the kind of book they themselves most want to read."

***Some novels are newer and should be purchased at Barnes and Noble, Borders or even Wal-Mart.

PART I SECTION B:   PREWRITING ASSIGNMENT: STYLE ANALYSIS SHEETS AND TERMS
Since the AP English Language exam creators expect their students to know how to analyze a writer’s style, you will need to know some additional terms that have frequently appeared on the exam, which refer to style. For that reason, provide both the definition and an example for each of the following terms. We will be working extensively with these terms throughout course of the year. For assistance in completing this part of the assignment, refer to the following sites. 
http://www.virtualsalt.com/rhetoric.htm
http://classiclit.about.com/library/bl-terms/bl-lit-glossary-a.htm?once=true&
http://www.lausd.k12.ca.us/lausd/resources/shakespeare/Literary.Terms.Menu.html

LITERARY TERMS

After you have defined the terms, on a separate sheet of paper, type original examples of literary devices, and in the case of the slashed words, cite an example of the differences between the two words.
Another option is to cite examples from the text that use this literary device and also cite on which page it is located.
***During the reading of these novels, use the form below on stylistic analysis to keep track of the style used by each author in the book. These notes will be collected with the stylistic essay that you will be writing.
                                                *******************
USE THIS WORKSHEET BEFORE THE WRITING ASSIGNMENT.
***FILL IN THE ANSWERS FOR ALL OF THE NOVELS YOU HAVE READ.

STYLE ANALYSIS OF LITERATURE SHEET

GENERAL PURPOSE

Describe the impression that the whole passage makes upon you, its mood and tone.

What is the most striking part of the passage?

DICTION

Are most of the words abstract or concrete? List some examples.

Are there any unfamiliar or unusual words or usages? List them.

Does the passage use either first or second person pronouns?

Are verbs or verbals especially noticeable? List vivid examples.

Are adjectives or adverbs especially vivid? List examples.

SYNTAX

Are the sentences long (over twenty words) or short (under eight words.)?

(Why might a writer choose a shorter or longer sentence?)

Are the sentences simple or compound? Are most sentences complex or compound-complex? Are there many prepositional or verbal phrases?

Are there parallel series of three, four, or more than four?

POETIC DEVICES

Does the passage use any symbols, i.e. simile or metaphor?

Does the passage have any strong images not already discussed? What senses are appealed to by the images?

Does rhythm or pace reinforce meaning?

Is there alliteration (repeated first letters), consonance ( repeated consonant), assonance (repeated vowel), onomatopoeia ( words that sound like what they mean), or repetition.

***For each novel or passage, try to discover the authors’ purposes. Why do the authors use particular devices? What effects do the authors want to achieve and how does it relate to what the authors say? 

Part I  Section C: Writing Assignment

Using your stylistic analysis sheets as a guideline for the style classifications and some of the poetic device terminology, write a standard 5-paragraph essay comparing and contrasting how the authors use diverse styles to shape the development of the characters within the novels.

1.  Draft a specific thesis statement that identifies the stylistic differences between the authors’ styles and methods they use to shape their characters.

2.  Use specific examples from the text to support your thesis.

3.  Review correct organizational structure of a five-paragraph essay and how to do a comparison/contrast essay. 

If you do not know how to structure the essay, use the following website below informing you as how to write a comparison/contrast essay. For the structure of an essay, click on the link on my webpage at svsd.net
http://www.rscc.cc.tn.us/owl&writingcenter/OWL/com_con.html

Remember to center your essay on STYLE, supporting the characteristics of General Impression/Diction/Syntax and Literary Device. Along with your essay, don’t forget to include the worksheets that you used to support your ideas.

PART I  SECTION D : READING ASSIGNMENT 2

Read: Narrative of the Life of Frederick Douglass: An American Slave
Review:  This is an absolutely amazing narrative of the growth of an individual, changing his existence from being one of the most brutish of slaves to a free man.   Douglass took pride in his work and his mind. While the story is told in narrative form, this book is actually an essay on personal struggle and development: to respect himself, to change his circumstances, to be re-born. The novel is extremely powerful and moving.

PART I SECTION E: DIALECTICAL JOURNAL

While reading the book, keep a dialectical journal. ( See dialectical journal sample below.) You will need to note three direct quotations from the text of each of the five aspects of style ( diction, detail, syntax, imagery, tone.) for a minimum total of 15 entries. Additional entries are encouraged noting literary devices ( metaphor, simile, personification, alliteration, symbols, etc.) or reader questions or connections.)

DIALECTICAL JOURNAL

The dialectical journal is a type of double-entry note-taking which students use while reading literature. In the two columns, students write notes that dialogue with one another, thereby developing critical reading and reflective questioning.

PART I  SECTION F:  WRITING ASSIGNMENT
Using the quotes in your dialectical journal, compose an expository five-paragraph essay in which you discuss how the content and style that Frederick Douglas uses in his memoir, Narrative of the Life of Frederick Douglass reveals his character and personality. Make certain that you draw from the quotes above to support your thesis.

If you have: 

• Read all three novels.
• Composed style sheets for the first two memoirs.
• Defined the literary terms and wrote examples of them.
• Written a comparison/contrast essay on the first two novels.
• Completed a Dialectical Journal on Narrative of the Life of Frederick Douglass

and written an expository essay on Frederick Douglass’s personality and nature revealed through his use of quotes.

YOU HAVE COMPLETED PART I of the SUMMER ASSIGNMENT.  PLEASE TURN IN THE ASSIGNMENT BY August 11th AND MOVE ON TO THE SECOND PART OF THE SUMMER WORK.

ASSIGNMENT PART II:   Due September 3rd

PART II SECTION A: READING ASSIGNMENT: READ: The Scarlet Letter by Nathaniel Hawthorne.

PART II SECTION B: PREWRITING ACTIVITY: Since we normally do not get to the novel until November, it will help you to remember the important issues in the text by keeping a card collection. 

THE CARDS
Read through the entire assignment so that you understand each part of the assignment before you begin.

• Complete cards as you read.  DO NOT wait until you finish the book.  Since the assignment requires a close reading of the text, the information you must collect cannot be found in movies, plot summaries, or Sparknotes.  USE OF THESE AIDS IS NOT PERMITTED.
• You will need about 25 4x6 cards, lined on one side.  You may use colored or spiral-bound cards to suit you individual study style.
• DO NOT COMPLETE THE CARDS IN ORDER.  Card #1, for example, will probably not be the first card you complete. 
• You may write on the backs (unlined side) of cards.
• Write the “category” in big, bold letters on the first line of every card.  Write your initials in the upper right corner of each card.
• CITE PAGE NUMBERS FOR ITEMS ON EACH CARD, except “symbol” (#2) “Theme” (# 13), Personal Response” (#19).
• Cards must cover the entire span of the book.
• The required information on cards should be easy to find and understand, but the cards are tools, so they will not be perfectly neat “final drafts.’  Use lists and bullets for information unless the instructions tell you to use complete sentences.

Prepare your cards as follows:
Card #1BIBLIOGRAPHIC ENTRY.  On the lined side, write a bibliographic entry for the work.  Use MLA style formatting.  (Use this as a possible website if you do not have another one:  http://owl.english.purdue.edu/owl/resource/557/01/) 

Card #2  VISUAL SYMBOL  Find a visual symbol important to the work.  Explain the symbol and tell why you think the author chose to use that symbol and its significance to the overall work.  Write in complete sentences.
Cards#3 and #4 ( 2 cards) SETTING  Identify at least 10 phrases or descriptions that identify the setting of the novel.   They may describe time, place, region, or atmosphere.  Use bulleted phrases.

Cards # 5, 6, 7 (3 cards) STRIKING IMAGES, IDEAS, EVENTS, OBJECTS, PHRASES, WORDS.  From the work, choose five items that seem significant or striking –for example, an image, an event, an idea, an object or thing, a phrase, a word.  For each, state the context of the item (what it refers to ) and why you think it is significant.  Use complete sentences. (example: “

Cards # 8 FIGURES OF SPEECH Find an example of a figure of speech in the book (metaphor, simile, personification, oxymoron, hyperbole, etc.)  a) Record the example, b) identify the technique, c)  explain its meaning in context of the book.

Card #9  RHETORICAL TECHNIQUE  Find an example of a rhetorical technique ( rhetorical question, parallel structure, anaphora, paradox, antithesis, repeated use of the dash or parentheses, etc.)

• Record the example
•  Identify the techniques
• Explain how it is used for “effect” more than saying it another way.

Card # 10 RECURRING MOTIFS/ARCHETYPES  Identify at least one recurring motif  (Think about color, objects, events, things, animals)  Cite at least three occurrences ( cite page numbers).  Briefly state the context of the occurrence (what is it about, what’s happening with it.)  Then, write a sentence or two stating how the use of the motif is connected to meaning.
Card # 11  RHETORICAL RESPONSE  Identify one of the following appeals in the novel; provide specific evidence:

• Ethos—appeals to the audience’s sense of ethics/character
• Pathos—appeals to the feelings and emotions of the audience to change its attitude
• Logos—appeals to the audience’s reason
•  

Card #12 STRUCTURE Explain how the work is put together ( the architecture of the work) and what effect this structure has on the work as a whole.

Card # 13  THEME  State what you consider to be the meaning of the work as a whole.  Explain your observation with details from the novel. Use separate cards for different meanings.  Write in complete sentences.

Cards #14, 15, 16, 18 (5 cards)  KEY PASSAGES  Choose one of the characters in the novel that you find intriguing or interesting and find five key textual references (phrase, sentence, paragraph, excerpt)  significant to character development.  Copy the passage correctly (quotations marks, cite page number(s) ) and explain what the passage reveals about the character (appearance, beliefs, thoughts and feelings, attitudes, changes, etc.).  Write in complete sentences.  Make sure to represent the beginning, middle, and end of the book.

Card # 19  PERSONAL RESPONSE  Write about your impression of the book, after you have completed the reading and the other note cards.  Consider your emotional reaction, positive and negative factors, connections to your own interests and experiences.  DO NOT SIMPLY GIVE A THUMBS-UP/THUMBS-DOWN RECOMMENDATION!  Write in complete sentences.

Part II SECTION C: RESEARCH ACTIVITY Find and read at least TWO reviews or criticisms that were written about The Scarlet Letter. These reviews cannot be by other high school students, wikipedia, enotes, sparknotes, cliff’s notes, etc. They must be from legitimate literary sources. Your best source will be from the link below, but you may want to research your own.  Print these reviews out highlighting the important areas of discussion and annotating important information.
http://www.ipl.org/div/litcrit/bin/litcrit.out.pl?au=haw-2

If you have: 

1.  Read The Scarlet Letter

2. Completed The Cards
3. Highlighted and annotated two reviews.
4. Placed your cards and reviews within a hanging or pocket folder with your name on the outside.

CONGRATULATIONS!  YOU HAVE COMPLETED ALL THE SUMMER WORK!!! 

YOU MUST HAVE ALL THE SECOND PART OF YOUR WORK TO TURN IN THE FIRST DAY OF CLASS.

Part II
SECTION D: OPTIONAL:

You may choose to read the following two novels—Brave New World by Aldous Huxley and The Great Gatsby by F. Scott Fitzgerald. Since the pace of the AP course can be rigorous, you will most likely benefit from having read them before school begins.

RESOURCES: Consult the AP Rubric provided for you. All writing will be assessed on this scale Refer to the 5-paragraph structure handout on Mrs. Stewart’s Website.Use the handout on style to assist you in identifying and analyzing your summer reading.

Check on-line at the Website for any supporting documents.
*****All work will be downloaded on Turnitin.com to check for plagiarism. If there is plagiarism, you will be removed from the class!!!!