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English 5-6AP 2018-2019 Summer Reading Assignments Purpose

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English 5-6AP 2018-2019 Summer Reading Assignments Purpose English 5-6AP 2018-2019 Summer Reading Assignments Purpose/Justification: 1. Summer reading provides continuity between May and August, helping students continue to grow in analytical thinking. The annotation/note taking process, in particular, is a structured means to guide students in this thinking. 2. Summer reading provides an immediate springboard for discussion in August. AP English classes, in particular, can begin with the introduction and discussion of argument concepts on Day 1. 3. Students in Pre-AP/AP should be avid, active readers. Summer reading supports this expectation while directing the activity towards pieces specifically chosen in relation to their English course. Overall Tasks: 1. You will choose one non-fiction selection from the list below. In August, you will be assigned a timed writing prompt for the book and will be expected to quote directly from the book; therefore, it is essential that you devise some way of taking notes. You may annotate directly in the text itself, or you may choose to keep hand written (blue or black ink pen) notes on paper for the work, or you may do some combination of the two. Notes taken on paper, should be neatly stapled (no frilly edges) with a full heading in the upper left-hand corner. The book and notes are due on the first day of school. (If you check out a copy from the library, be sure to renew it right before school starts.) 2. For the second assignment you will be choosing and following a prominent newspaper or magazine columnist. You must read the columns of this writer over the summer and keep a log of responses to his/her topics and writing style. The specifics of this assignment are explained after the information on the non-fiction selection. This assignment should be typed, and you should keep a digital copy in PVLearners.com in your account. This assignment is due the first day of school. Note: Choose your reading carefully – do some research on a title of the non-fiction work as well as the columnist before choosing them. I strongly suggest a parent also have input to your choice. This is a college prep class, and these are college level choices. The AP teachers worked to create a list with a variety of topics, for a variety of interests, suitable for a variety of sensibilities. Reading List: H is for Hawk Helen Macdonald Missoula Jon Krakauer Pirate Hunters Robert Kurson So You’ve Been Publicly Shamed Jon Ronson Big Magic Elizabeth Gilbert The Road to Character David Brooks Rising Strong Brene Brown Ghettoside Jill Leovy Guantanamo Diary Mohamedou Ould Slahi Better Than Before Gretchen Rubin What’s important? Here are some specific things you’ll want to consider in your reading, concepts on which you’ll want to make/take notes, and ideas you’ll want to be able to identify/discuss about your non-fiction work. 1. All writers have particulars ideas (themes, arguments, messages) they wish to convey in their work. Some of these ideas are explicit; some of these ideas are implicit (more subtle). Here are some questions to ask yourself and on which to make notes: a. What are the author’s primary ideas/arguments/claims/themes? In a short piece, there is usually one binding idea, but in a longer work there may be 2-3. What are they? b. How does the author convey these ideas/arguments/claims/themes? Some ways authors do this include the following: choice of words, choice of details, choice of examples, use of metaphorical language, use of long, drawn out sentences, use of short, clipped sentences, use of color, use of dialogue, use of research, use of symbols. c. You’ll want to identify 2-3 choices the author makes and provide yourself with 1-2 examples of each (using correct parenthetical documentation, of course). 2. Consider your thoughts and responses to what the author is saying and how he/she is saying it. Include some personal comments on these thoughts. Carefully consider why you have these ideas? Some may be ideas you had prior to reading the book. How has the author confirmed, changed, or challenged your thinking? How was he/she able to do this? Project evaluation You will be assigned an in-class timed writing for the work you read. The essay will be worth 30 points. (Timed writings and other essays are 40% of your quarter grade.) You will be expected to provide specific examples from the reading (with proper MLA parenthetical documentation); therefore, you will be allowed to use your book/notes. The book and your notes are to be brought to class on the first day of school in August. Due Date You must bring your book and/or any notes to class on the first day of class in August. Whatever you bring and turn in that day is what you will be able to use on the in-class timed writing. You cannot come with additional notes later. Your essay will be evaluated as follows: Annotation/notes 10 points Ideas/claims/support 10 points MLA parenthetical documentation 5 points Grammar/punctuation 5 points If you have any questions, please feel free to email me. I will check email periodically over the summer. Jay Parizek - [email protected] Assignment #2: The Columnist Project The Assignment: This coming year in AP English, you will become students of rhetoric and language, learning to think critically about the world in which we live. A major objective of this course is to develop ideas about informed citizenship. This summer project is designed to help you better understand how arguments work. You will you hone your skills in reading critically and completing rhetorical analyses on your own. You will focus on one columnist—a writer who regularly (often on the same days each week) publishes an opinion column in a newspaper or magazine. You will choose a columnist who discusses national issues, including but not limited to finance, politics, or social issues; columnists who write about sports, fashion, music, movies, etc. are not appropriate. You must collect FIVE current, as-close-to consecutive-as-you-can-get columns by your author. Attached is a list of publications and columnists and journalistic web sites where you will find the name of a specific columnist and a link to her/his work. You can access most of these resources online. Use the search engine on the webpage if the link doesn't take you directly to the authors themselves. YOU WILL WANT TO READ SOME OF THE COLUMNISTS’ WORK BEFORE COMMITTING. In other words, don’t just choose one randomly – read some of his/her work so you know if you like the person, his/her opinions, writing style, etc.… Directions: ● Choose a columnist to “adopt” for the summer. ● Read and think about (you may want to annotate on printed copies) five articles from this columnist. These should be current (follow throughout the summer if possible), but check your columnist’s web site weekly, because some columnists take frequent breaks during the summer; get to know their schedules so you can fit in the number of columns you need. You may access archives for many of these columnists; if you should choose to go to the archives, you may only go back as late as January 2018, in order to keep the information current. You DO NOT want to write all five columns on President Trump, for example. Aim for a variety of issues. Please organize your work in the following manner. This project will be collected on the first day of school in August. NOTE: All work must be typed, and you must retain a digital copy in PVLearners.com. First, the Cover Page. Describe your columnist. You will need to do a little research. The columnist may describe his or her own column, beliefs, views, biases, etc. The publication they are published in may also describe the columnist. Describe the writer's typical subject matter (political, tech, business, cultural, social, etc.), their angle/bias/slant, anything notable about their style (use of humor, sarcasm, expert opinions, research, interviews, etc.) and other information you find about the columnist in a single paragraph summary. Also describe why you chose to adopt and follow this columnist. For each article that you choose to analyze and respond to, you should complete the following: Part 1: Article Analysis ● Citation: Cite the source of the article. Use correct MLA format; however, the URL to this specific article (if accessed online) is not necessary. ● Content: One paragraph (approximately 100 words) overview of the content and scope of the article. ● Tone: Describe the author's tone and any shifts that may occur in the tone throughout the article. ● Context: What outside context does the reader need in order to better understand this article? Is it a rant against something someone else said? Is it a response to “breaking news” that week? Is it commentary on a current trend or cultural event? ● Organization: Is it in chronological order, comparing and then contrasting, listing a step-by- step process, an extended definition with examples, cause and effect, etc.… ● Diction/word choice: Describe the level of diction that characterizes this columnist. Elevated or formal diction (a plethora of words in the author's lexicon), Jargon (many words that belong to a particular profession), Informal diction (most words are standard or recognizable without a dictionary; conversational), Colloquial diction (words that appeal to specific regions or areas), Slang (colorful, expressive, inventive words). Give a few examples of the words/phrases/sentences which give this impression.
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