A.P. Language and Composition, English III Summer Reading Assignment Assignment due date: August 19 th, 2015, the first day of school

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1 A.P. Language and Composition, English III Summer Reading Assignment Assignment due date: August 19 th, 2015, the first day of school Course Overview: The primary focus of A.P. English III is to analyze and discuss the meaning, purpose, and effect of text, with a special focus on rhetoric and argumentation, regarding a targeted audience. To practice this process, it is always necessary to do a close reading in order to prepare to write. We constantly read, think, analyze, annotate, and respond in writing and at times discussion. Because this is primarily a writing course equal to a the college Composition I & II courses, most everything we study next year will have this objective. If you are willing to work hard each day, including doing some reading outside of class, this course is for you. I ll make you work hard for an A or B, but you will be ready for college and possibly receive English Comp I and/or II credit if you score high enough on the A.P. Exam at the end of the year. If you have ANY questions about this assignment, please feel free to me at I will do my best to check each week. You can also view and print this assignment from my website: If you lose the assignment over the summer, search for my class website through a link from the school website to view or print an additional copy, or see a school counselor for this. In addition to this assignment, there will be a test, timed writing, graded discussion, and other related assignments in response to the assigned reading. Be sure to carefully follow all of the directions on the assignment. Part I: Read Tuesdays with Morrie, by Mitch Albom. Write your name in the book, and bring it to the first day of class and until further notice. *If you have an ebook, that is fine to use, but you will need to borrow a book from a friend or library to copy a passage or print / type a passage to use for this assignment. Multi-Passage Annotation- (50% of a 100 point test grade) Mitch Albom, author of Tuesdays with Morrie, wrote this book to honor his dying former professor and friend and to share the focus of their Tuesday meetings, the meaning of life, which he says was taught from experience. Using your book as a reference, find and analyze three passages from various sections of the book that Albom uses to convey a central message about Morrie Schwartz s life. Then, make a photo copy of the passages to submit with the following: Number each passage, and label them with the common message. Then, prove your understanding of the passages through annotations of the strategies that Albom uses to convey this message. (What about the STYLE portrays the message to the reader?) Mark insightful thoughts / ideas in the margins. This means add meaningful notes about the strategies and the effects of them on the reader. Annotation includes circling or highlighting important information you find, as well as making brief marginal notes that show insight about the text, for the significant devices or information. Your interpretation and explanation of the strategies below should be noted in the margins. AS YOU READ THE PASSAGE, MAKE INSIGHTFUL NOTES IN THE MARGINS THAT REFLECT YOUR IDEAS. Avoid trying to state the obvious. If I can say Duh! following what you noted, then go deeper into thought. State the effect of how the strategies bring about a message to the reader. The notes should not be complete sentences; they are brief thoughts that clarify why you circle or highlight text. What is the implication, effect, or thought behind what you label? How does it reflect the book s message? Your annotated passage is to be fully marked up with the primary key ideas / information. Fill the paper with your wonderfully insightful ideas. Some suggested strategies to annotate (Note both the strategy and the effects.): Analogies / Figurative language that creates imagery Irony Details (Description) that create imagery Diction (Deliberate Word Choice) that create imagery Syntax (Sentence Structure/Patterns) Symbolism Personal anecdotes Allusions Punctuation I will not accept the whole book as an annotated copy. Not owning a copier is no excuse; go to the public library, or ask a parent to make a copy for you at work. Option 2: Type out the passages making sure not to omit ANY text, and then annotate them. Option 3: Print out an internet copy of the passage, and then annotate it.

2 Sample Annotation:

3 Part II: Academic Writing Study and Prep (50% of a 100 point test grade) Go to Purdue University s Online Writing Lab (The OWL) Academic Writing section. Read and study all of the sub categories. Then complete the study guide to prepare for a comprehensive exam that will be given along with the Tuesdays with Morrie book test. Use the following URL: Website Navigation: To continue to each assigned section, click the right arrow on the bottom, right side of each page of the website. Section 1: The Rhetorical Situation 1. Read the website s definition of the rhetorical situation through the sections titled Understanding Rhetoric and A Review of Rhetoric: From Persuasion to Identification. Then, in a few sentences, summarize your understanding of this concept. 2. Each individual rhetorical situation shares five basic elements with all other rhetorical situations: A (i.e., an actual instance or piece of communication) An (i.e., someone who uses communication) An (i.e., a recipient of communication) (i.e., the varied reasons both authors and audiences communicate) A (i.e., the time, place, and environment surrounding a moment of communication) 3. Explain your understanding of how these five parts interact or work together. 4. Aristotle s Rhetorical Situation: Rhetorical Concepts Define logos, and explain its purpose as explained on this site: Define ethos, and explain its purpose as explained on this site: Define pathos, and explain its purpose as explained on this site: 5. In one sentence, define text in terms of a rhetorical situation as explained on this site: 6. In one sentence, define audience as explain on this site:

4 7. From the Purposes section, what seems to be the difference between the authors purposes and the audiences purposes? 8. From the Setting section, what role does the time and place play in the rhetorical situation? In other words, how are time and place significant to the rhetorical situation? 9. What is the significance of the community with the rhetorical situation? 10. Read the three examples of the rhetorical situation in context and the related conclusion. ( I Have a Dream, Research Paper for a High School or College Class, and Grocery List ) Section 2: Establishing Arguments: Developing Strong Thesis Statement 11. A thesis or main claim must be. 12. Follow the model debatable thesis statement example on the site, and write one that reflects a message about Morrie Schwartz s life: (Avoid the non-debatable one that states an obvious fact that no one would argue.) Debatable thesis: (Presents a non-factual argument that could be debated.) 13. Define the four types of claims: Claims of Fact or Definition: Claims of Cause and Effect: Claims about Value: Claims about Solutions or Policies: 14. What are the two types of evidence that should be used? List the separate examples for each of the two types of evidence. Type: Ex: Type: Ex:

5 15. What are the five questions that reflect how a student knows that a source is credible? 16. From the Organizing Your Argument section, explain your understanding in the difference between an argument s claim and counterclaim. 17. From the Using Strategies for Persuasion section, explain your understanding in the difference between inductive and deductive reasoning as explained on this site. 18. Study the logical fallacies. Find a magazine ad that uses at least two of these. Then, describe the ad in detail, explaining its use of the logical fallacies. 19. What are some typical ways a speaker or author can establish ethos for his/her audience, as explained on this site? 20. To what extent and in which situation should a speaker or author use pathos? Section 3: Logic in Argumentative Writing 21. Explain your understanding of a syllogism and how it is used as a form of logic. 22. Study the vocabulary and examples from the Using Logic, Reaching Logical Conclusions, and Using Logic in Writing sections. Explain the role of logic as used in arguments as explained on this site. 23. Study this page s version of the logical fallacies. What is a logical fallacy, and when should it be avoided? 24. Now go to the Paragraphs section, and study every part of this, especially the topic sentence and transitions sections. Explain the role of topic sentences and transitions as explained on this site for academic writing.

6 25. Then, go to the Conciseness section, and study every part of it, which will help you not only in your own writing, but on the ACT! Why is it important to make writing concise vs. wordy? 26. Finally, go to the Active and Passive Voice section. Explain your understanding in the difference between active and passive voice. Then, rewrite the following passive voice sentence in active voice: The summer reading assignment was completed by me in only two days. Part III: Type and print a cover sheet that models the following information. Then, staple Parts I and II in the given order. There is a 10 point deduction if a cover sheet is not attached with this information in the assigned order. Double space all text in size 12 Times New Roman font set with a 1 margin. (Fancy font styles are not allowed in academic responses; keep it normal so that it is not distracting from the content.) Heading Information: (to be placed in the top, left corner of all typed papers) Your first and last name Teacher s name Course name Due date in day, month, year format Sample Heading: Jimmy Fallon Mrs. Corlee AP English III: Language and Composition 19 Aug * Late submission: 10 points are deducted for each day the assignment is late until the assignment is returned to students. (up to a 50% deduction) Once assignments are returned to the students, late submissions are not allowed. Discipline yourself so that others do not have to do it for you: Be good to read and fully complete the assignment on time. Today we will do what others will not, so tomorrow we can do what others cannot. -Anonymous. Again, me if you have any questions. Have a great summer! -Mrs. Corlee

7 AP English Language and Composition Supply List You may keep this page as a reference for supply shopping. Minimum books to buy for outside reading: The only full books that we will be reading this year will be outside of class; it is generally economical to order books online in advance, at least two weeks before you NEED to begin reading the book, not two weeks before it s due. Half.com is a great site to use to purchase books for near nothing. I will also call Hastings accordingly to let them know to stock specific books. Tuesdays with Morrie by Mitch Albom *Summer Reading 1984 by George Orwell *September -I have many copies of this particular book to check out if needed or desired. Into the Wild by Jon Krakauer *November The Great Gatsby by F. Scott Fitzgerald *January Fast Food Nation by Eric Schlosser *March In addition to the above books, we will read, analyze, and respond in both speaking and writing to speeches, essays, articles, poems, short stories, plays. Class supplies to bring to class DAILY: A 1 or 1-1/2 -ring binder with 5 tabbed dividers and plenty of loose-leaf notebook paper. The tabs should be labeled as follows: Homework, Bell work, Essays, Handouts/Notes, Misc. Graded Papers, Misc. to help keep you organized. This organization is not an option. Loose-leaf notebook paper, black or dark blue ink pens, regular pencils (Because mechanical pencils and any ink pens aside of black or dark blue aren t allowed for the AP Exam, you may not use these in class to develop this habit early. Regular, old-fashioned #2 pencils are required for the multiple choice practices and exam, and black or dark blue pens for the essays.) A four-color set of highlighters (We use these to color code essays, so these are imperative to have throughout the year.) Hole-punched zippered bag to store pens and pencils in binder Teacher Wish List Supplies: I will give you an assignment late pass for bringing the following items that I will need this year to help us be successful. The late pass excuses a late deduction of 25 points for a daily assignment that hasn t yet been returned to the class. (Maximum one pass per student) Black or dark blue pens, preferably the Pilot G brand Kleenix / Tissue White Out correction tape

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