Ap English Language Summer Assignment

AP ENGLISH LANGUAGE Fall 2017—Homework Assignment #1 Dear Students:

This assignment is designed to reinforce some of the concepts you learned in your 10th grade English class and to introduce some we will study in APEL. If you are anxious about the class and want to get a head start, you may complete this work over your summer break; however, you may also choose to do it all during the first partial opening week (Fair warning: it is a lot of work for three days!). This should quell some of your anxiety and make the opening weeks less intimidating and less stressful. We will hit the ground running from the first day of school, so your familiarity with the terms and rhetorical analysis will set the stage for a successful experience from day one. If any of this work feels overwhelming, do not fret. We will use the opening weeks to support and develop your understanding.

In addition to the formal work listed below, you should also consider changing your internet’s homepage to a news organization such as CNN.com or Google News. This will encourage you to explore headlines and opinion articles. Generally speaking, students who know about the world in which they live can develop and support arguments with relevant and convincing evidence.

I also know that many of you shop for supplies during the summer, so here is a list of materials that you will need: (1) a spiral notebook that measures 11 X 9 inches with at least 100 pages (double check that the book is 11 X 9—it will save you some work). This will serve as your class notebook; (2) a big glue stick. It is helpful to glue things into your class notebook as we complete the work; (3) a three ring binder for an approximately 100 page handouts booklet. This binder can be for all your classes, or you can choose to have one specifically devoted to APEL; and (4) pens and highlighters in multiple colors; this will help when you annotate articles. That’s it; pretty easy, pretty basic.

Those of you who already know us are well aware of our passion for reading. We hope you also find time to read some good books of your own choosing this summer. We’re looking forward to hearing your recommendations when we meet in the fall.

Good luck and happy summer!

Mrs. Jenkins and Mrs. DaFoe NOTE: This homework assignment—complete and typed— is due on August 25 th (this is the end of the opening week). All work is expected to be original, unless otherwise cited (in other words, do not work with a partner or copy someone else’s work). You will also need to submit your complete assignment to a plagiarism protection program, so please be sure to save an electronic version of your work. Directions for submitting to this program will be given during the first week of the first trimester. These assignments are intended to challenge your critical reading skills and strengthen your written communication.

Category One: Terms to Know—Rhetorical Devices Develop an understanding of the following concepts. Your understanding will be fuller if you go beyond definitions. Take notes as you develop this understanding. You may want to organize your notes in a chart with columns for definitions, examples and typical rhetorical effects, where applicable. You will earn a grade for these notes, so please be sure that they reflect a high level of engagement and thorough study of the concepts. Please do not just copy and paste information from on line sources; paraphrase and make sense of the information.

 Diction  Syntax

o High/formal o Simple

o Middle/moderate o Compound

o Low/informal o Complex

. Colloquial o Compound-complex

o Abstract o Declarative

o Concrete o Parallel construction

o Monosyllabic  Tone

o Polysyllabic o What are kind of adjectives describe tone?

o Connotation o What creates tone?  Logos o Pronoun usage

 Ethos o Selection of detail

 Pathos o Appeals to ethics, emotions and logic

 Rhetorical and literary strategies o Juxtaposition

o Allusion o Use of absolutes

o Rhetorical questions o Point of view

 You will find chapters 8, 9, 10 from Writing with a Purpose (your textbook for the course) helpful. If you do not have this textbook, consider searching the internet for sources. There are many great resources!

Category Two: A Watershed 20 th Century Work Read J.D. Salinger’s novel, Catcher in the Rye. During the second week of school, you will take a traditional, close reading test. Read the book with an eye for themes, character development, plot development, symbolism, and the author’s style and how the style of the narration influences each of the previously listed elements—try to notice how Salinger employs some of the devices listed in category one. You might want to use sticky notes to tag examples of the devices that you notice.

You will also have a writing assignment based in this novel during the first week of school. As you read, think about what you’ve learned about diction, tone and style.

Category Three: The Arguments that Surround You As you enjoy your summer, be on the lookout for arguments that engage you. While you may not yet notice them, arguments are everywhere. For this assignment, you are looking for an opinion piece, an argument—in other words, the author of the article should have a bias, a point of view. The article should not be merely informative; you need the author to express and develop a stance. Consider: o Time Magazine o Newsweek o The New York Times o Editorials from any reputable news source. o You may also try these sites: www.creators.com (choose “syndication” on the right); www.blueagle.com or http://www.realclearpolitics.com/links.html o Anything that catches your eye when you log into your email or the internet. This might be something from Yahoo’s homepage, CNN’s homepage, etc. Print out a copy of the article and then write a brief response (limit yourself to two typed pages, double spaced) that includes:  What THEY say: An overview of the author’s argument/claim/ purpose and message. Additionally, briefly explain how the author defends his or her stance.

 What YOU say: A response to the argument. Defend, challenge or qualify the argument made. Be sure to support your stance with specific evidence from your own reading, observations and experiences.

Category Four: Bonus—your first extra credit opportunity! Any points you earn will be added to the writing category. Practice applying the “terms to know” by analyzing the passage that appears below. Your analysis might consider such stylistic elements as diction, imagery, syntax, structure, tone, and selection of detail. Express your understanding by writing rhetorical précis—an exact prompt follows the passage. Nice To Meet You - But Not Your Germs By Mitch Albom The news anchor shakes my hand. "So glad you could make it," he says. Then he turns, still talking, and presses the nozzle on the hand sanitizer. This is the new American greeting. Howdy, neighbor - let me wipe you off. The current hysteria over the H1N1 flu virus has people so spooked, they don't even wait until you leave the room. They touch you, then untouch you. Connect-disconnect. "So, have you done many cities?" the news anchor says, vigorously rubbing his hands. I have done many cities. I am traveling the country on a book tour. And I've been astounded to learn that the thing that most unifies America is not patriotism, faith or even Jon and Kate. It's Purell. If I could have bought stock in this stuff a year ago, I would have emptied the bank account. Everywhere I go, there is a jar or a bottle. A plastic spout. A little squirt. Hands wringing back and forth. Suddenly, everyone is a surgeon. Scrub up. Should we be so worried? When did we get so paranoid? There have been flus before. There have been viruses before. We didn't turn into a nation of palm rubbers. But we sure have now. We see germs the way that kid from "The Sixth Sense" saw dead people. People disinfect in banks. At the office. Remember when Mom used to tell us to wash our hands? Heck, these days we'd steal the Purell out of Mom's protective hands. What's worse, all this worrying has got me worried. I used to shake hands without hesitation. Hundreds a night sometimes, if I was giving a talk somewhere. Now, suddenly, I see every hand as a glowing green wad of kryptonite. Every sink handle is a germ repository. I see a door and try to open it with my feet. And let's not even talk about the toilet handle. I never trusted that BEFORE the flu. In St. Louis, I go to a radio station for an interview. The host sits across from me. Between us are two microphones, two cups of water and a pump-top bottle of sanitizer. Suddenly, I can't stop looking at it. The interviewer and I had shaken hands and now I can feel those germs seeping into my bloodstream. I stare at that Purell bottle wondering whether he's thinking what I'm thinking: "I better get it first, or he'll have his pumping-finger germs all over the spout." I begin to sweat. My sweat makes him suspicious. And sweat has germs! We are locked in a stare down over that white plastic spout. If he makes a move, I'll move faster. If he dives, I'll pounce. It's me or him, survival of the fittest, slime or be slimed. Or maybe it's my imagination. Never leave home without it But this isn't. Hand sanitizer is the new bottled water. It's the new, expensive version of something we used to get for free, namely, soap and water, or a good wipe on the seat of your pants. Now, nothing counts unless it reads "kills 99.9% of germs." Sales of hand sanitizer reportedly are three times as great as they were last year at this time. I see dispensers in airports. I see dispensers in hotels. It's like the new ATM machine. Spritz, spritz. Squirt, squirt. Soon they will hit you up for a service charge for every hit on the bottle. Soon soap will be passé. We will shower in Purell. Use Purell instead of cologne. Shampoo with Purell. Condition with it, too. "Well, great seeing you," the anchor says. Nice seeing you, I say. I rise. I turn. My hand twitches. His hand twitches. For a moment, that old urge to shake, to make contact, flickers inside us. But the new world takes over. The old ways are gone. We nod at each other. And I wonder, as I walk away, if a nod requires a hit on that Purell bottle.

 EXTRA CREDIT Writing Prompt: Demonstrate your understanding of the passage by writing a rhetorical précis that analyzes how the author’s use of rhetorical strategies helps him develop his purpose and message.  If your précis writing skills are a little rusty, or if this format is unfamiliar to you, don’t worry. We will certainly review and practice it as a class. Additionally, instructions can be found on page 4 of this assignment. Just do the best you can. (For our purposes, a rhetorical précis is a paragraph that analyzes an author’s purpose/message and the strategies and techniques used to develop this message/purpose.)

Homework Assignment 1 Checklist—What’s due on Friday, August 25th: ______Category One: Typed or neatly written notes on terms to know ______Category Three: Copy of argument (from Time, Newsweek, etc), your 2 page (limit) typed overview and your response (In MLA format). Please be prepared to submit this work to safeassign. ______Category Four: extra credit (optional, but highly recommended): a rhetorical précis that analyzes Albom’s essay, “Nice to Meet You—But Not Your Germs. (In MLA format). Please be prepared to submit this work to safeassign. ______Class materials listed in opening letter of introduction During the second week of school, I will be ready to:

______Complete a reading test on Salinger’s The Catcher in the Rye ______Use my knowledge of The Catcher in the Rye to complete class and writing activities ______Use my knowledge of the “terms to know” to write an on demand essay

Want to do even more?!? Spend some time reading a newsmagazine (Time, Newsweek, etc.) You might also want to read an autobiography, biography or memoir of a famous American (dead or alive) that interests you. As we write our essays throughout the school year, you’ll benefit from acquiring this knowledge. Knowing more about history and current events will help you provide supporting evidence and details to defend your arguments.

Rhetorical Analysis—The Précis

A rhetorical précis is a highly specialized, specific type of summary. It differs from the more general summary in that emphasis is placed upon analyzing the rhetorical aspects of the work under consideration. In other words, a précis includes an analysis of WHAT the author is saying and HOW they are saying it. A rhetorical précis is a paragraph that includes the following:

 Name of author (if possible, a phrase describing the author’s credentials)  The genre (essay, speech, letter, story, etc)  The title of the work undergoing analysis  A rhetorically accurate verb (such as “assert,” “argue,” “mocks,” “challenge,” etc.) to describe the writer’s purpose  A “that” clause explaining the author’s purpose and message

 An explanation of HOW (content—rhetorical or literary strategy) the author develops or supports their thesis/purpose. o Identification of the literary or rhetorical device o An example from the text o Be sure this explanation has a “that….” or an “in order to…” phrase that explains the effect of the rhetorical or literary strategy (what the writer hoped to achieve by using the strategy—how it helps reveal their persona, the effect on the reader, or how it helps them develop their purpose, etc). This commentary should also TIE TO PURPOSE; that is, ensure your analysis includes an explanation of how this rhetorical device helps the author achieve his or her purpose.

 An explanation of HOW (content—a different rhetorical or literary strategy) the author develops or supports their thesis/purpose. o Identification of the literary or rhetorical device o An example from the text o Be sure your second sentence has a “that….” or an “in order to…” phrase that explains the effect of the rhetorical or literary strategy (what the writer hoped to achieve by using the strategy—how it helps reveal their persona, the effect on the reader, or how it helps them develop their purpose, etc). This commentary should also TIE TO PURPOSE, that is, ensure your analysis includes an explanation of how this rhetorical device helps the author achieve his or her purpose.

 An adjective that describes the tone the writer creates.  A description of the intended audience.

Please note that the number of sentences is flexible, as is the order of presentation. What is important is that your finished précis reveal a full and sophisticated understanding that includes the elements listed above.