Advanced Placement English s1

Mrs. Trieu [email: [email protected]] Advanced Placement English: Language and Composition COURSE COMPOSITION The course centers around nine novels which are required reading for the course. Discussions of the novels, individual and group presentations, essays, and major research projects comprise the bulk of the course. Concepts considered may range from a paper on one’s life philosophy to the Transcendental movement to the impact of social and societal influences on the individual. These books are as follows:

Required Books: Supplemental Books: Also needed but not until Moby Dick by Herman I strongly suggest you also Spring semester: Melville purchase the following:  East of Eden by John  The Great Gatsby by F. Steinbeck The Scarlet Letter by Scott Fitzgerald  House of Mirth by Nathanial Hawthorne  Of Mice and Men by Edith Wharton John Steinbeck  0 Pioneers! by Willa All the King’s Men by Cather Robert Penn Warren

Walden by Henry Thoreau REQUIRED SUMMER ASSIGNMENTS SUBMIT ESSAYS ON GOOGLE CLASSROOM by Friday, AUGUST 18* CLASS CODE: o7hggyx simply “sharing” the essay with the teacher is unacceptable You are mandated RHA (read, highlight, and annotate**) the required books because they cannot be casually read in the fall and will be utilized in units covered in the curriculum. In the summer, it is assumed that you will be able to give them the attention that they deserve. Your summer assignment will consist of writing two MLA formatted essays, which will be excellent preparation for the AP course and the AP exam.

Assignment #1: Exemplification essay of 500 to 800 words:

Explain and discuss the major theme of the consequences of succumbing to human emotion that is found in TWO of the four classics on the required list provided. In your explanation, address: - a thesis (underline the thesis) - the title and author of the specified works - specific quotes from the text that support your analysis - an analysis of the theme o ways in which it is presented in the book o ways in which it applies to life in general - one character from each one of the two books who is affected by this theme

Assignment #2: Compare & Contrast essay of 500 to 800 words:

Compare and contrast literary devices and author’s writing style that are found in TWO of the four classics on the required list provided that are NOT already used in the exemplification essay. In your explanation, address: - a thesis (underline the thesis that notes the comparison and the contrast between both novels) - the title and author of the specified works - specific literary devices from both texts (at least 6 – underline them) o specific quotes from the text that support your explanation - define both authors’ writing style o specific quotes from the text that support your explanation

*submitted essays will be submitted on turnitin.com for plagiarism checks

attached: student example and ** RHA rubric Mrs. Trieu [email: [email protected]]

Student Example

Mrs. Trieu MLA header and heading AP English Language and Composition

16 August 2015

The Destruction of Emotional Influence Title that reflects argument Exemplification Essay [word count: 810] Type of essay & word count

The consequences of succumbing to human emotion can have widespread and dire

consequences. This fact is exemplified in the books Moby Dick by Herman Melville and All the

King’s Men by Robert Penn Warren. Each work demonstrates that when one or more people

allow emotion to influence their actions, the result is often a deadly and unfortunate one, whether

it be the watery death of Ahab or the murder of Willie Stark. Underline thesis

The theme of the consequences of succumbing to emotion are ever present […] Willie’s

death also meant that the state was left to the mercy of the new governor, Tiny Duffy, a corrupt In-text citationsand greedy man whose character is very similar to that of Captain Ahab from Melville’s Moby Transition between Dick (Warren). paragraphs Ahab, captain of the whaling ship the Pequod, is absolutely enamoured […]

The theme of the consequences of succumbing to human emotion is very broad and

seems to have no borders. It could apply to anyone’s life no matter where they are from[…]

DO NOT restate thesis in conclusion!!! Rather, focus on a significance about the topic that is relatable to readers. Mrs. Trieu [email: [email protected]] Works Cited

Melville, Herman. Moby Dick. Pleasantville, NY: Reader's Digest Association, 1989. Print.

Warren, Robert Penn. All the King's Men. New York: Harcourt, Brace, 1946. Print.

MLA formatted Works Cited with hanging indent for works that are more than two lines ACTIVE READING: Dialectic Read Highlight Annotate Rubric ______/40 Name:

Pts. Short-Takes Comprehension Demonstration Critical Thinking and Active Reading Demonstration 1. Complete. Selection demonstrates literal understanding, 1. Full range of "meaning-making" strategies (connect, reflect, with a minimum of 40 thoughtfully selected quotes. evaluate, compare/contrast, ask questions, predict, apply/conclude, 2. Thorough. Commentary gives impression of a rigorous summary or re-statement) employed consistently. A LEVEL effort to convey full range of meaning and understanding, 2. A thread that connects the text begins to be woven, creating a unified 36 Impression of including reader connections, reflections, questions, and structure to the interpretation of meaning. to “seamless” possible theories. 3. More than one such thread exists, so that multiple readings / meanings 40 understanding 3. Discriminating. Selected quotes are not indiscriminate begin to emerge. of text. and convey a definite sense of purpose and theme. 4. Commentary reflects logical, strong support for the interpretation, 4. Comprehension. Text not taken merely at face value. reflections, evaluations, etc., and/or ask reflective questions in need Commentary reveals effort to understand nuances, of thinking and discussion with attempt at hypothetical answer. paradoxes, bias, and inconsistencies in text. 5. Commentary is of the necessary depth/length so that the reasoning is clear to the reader. B LEVEL 1. Complete and thorough as in the A level. 32 2. Differentiation from the A level is the sense of The B Level has the range and coherency of the A, but lacks as much to Hit all the keys, “seamless’ understanding, lacking full attempt to depth. Sense that more could have been explained for the meaning to be 35 but missed deal with nuance and paradox, and perhaps missing fully realized in the mind of the reader. some deeper bias or inconsistencies of text; little attempt to question understandings the text. 1. Selection and density of quotes gives impression that 1. No clear use or inconsistent use of “meaning-making” strategies. 25 reader recognized the central ideas and supporting 2. A thread exists, but it has a couple of places where it loses its focus. to C LEVEL details, but the subtle passages seem to have 3. The support, in a couple of spots, does not add up logically or does not 31 escaped attention. balance with other details. Few questions are asked of the text. An even mix of 2. Some selected passages lack a sense of clear purpose. 4. More needs to be written in the commentary to get a sense of full hits and misses 3. Commentary creates impression that comprehension does understanding. not go beyond the more overt, explicit detail. 1. Selection and density of quotes is inconsistent or 1. The use of "meaning-making" strategies has been reduced to an incomplete: a little here; a little there. over-reliance on one or two particular strategies. 20 D LEVEL 2. Though sparse, selected passages are sufficient to give 2. No clear, focused thread has been woven. to impression that student has read entire text, though with 3. There are obvious gaps in the logic of the support. No questions are 24 You missed far limited attention. asked of the text. more than you 3. Numerous selected passages lack a clear purpose 4. Commentary has been reduced to a few words throughout, leaving hit behind it. the reader to attempt to figure out meaning or understanding. 4. Commentary reveals only the most minimal grasp of the central ideas of the reading. F LEVEL 1. Incomplete and lacking thoroughness. Selected 1. No "meaning-making" strategy has been employed effectively. Oh no! Your quotes suggest that between 10% and 33% (or more) of 2. No clear, focused thread has been woven. 0 to highlighter ran the selection was skipped or unfinished. 3. There is no clear logic in the support of the insights. No questions 19 dry! Time to 2. No attention to detail—impression of trying to create asked of the text. buy a new one! appearance that material has been read; random, scattered. 4. Commentary has been reduced to a few sentences or phrases.