Advanced Placement Literature and Composition s2

Advanced Placement Language and Composition Summer Assignment Packet 2013

Dear AP Language Student,

We are excited that you have elected to partake in a challenging and rigorous course – Advanced Placement (AP) English Language and Composition. Like other AP courses, this class offers a college-level curriculum. More specifically, this class is equivalent to a freshman level writing course and freshmen level literature course offered by most colleges and universities. The Advanced Placement English Language and Composition course is designed to allow students the opportunity to read and carefully analyze a broad and challenging range of nonfiction prose selections, which will deepen their awareness of rhetoric and how language works. Students will become skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts. Writing tasks are designed to give students the practice necessary to make them aware, flexible writers who can compose in a variety of modes for a variety of audiences, developing their own sense of personal style and an ability to analyze and articulate how the resources of language function in any given text. The course is organized thematically with a wide variety of authors representing many literary time periods and disciplines. Students will work within the framework of world literature with an emphasis on American literature. The selected literary works will give students the opportunity to identify and explain an author’s use of rhetorical strategies and techniques in addition to perfecting their critical reading skills. Writing skills are developmental in nature; thus, writing will be conducted in both formal and informal contexts to allow students to gain authority and to take risks. Imitation exercises, journals, collaborative writings, and in-class writings will be done so that students can become more confident writers and employ techniques they have witnessed being utilized by authors they have read. Additionally, students will reflect in writing on the importance of graphics and visual images. Students will analyze how images relate to written texts, as well as serve as alternative forms of text. The achievement of the objectives of this particular AP course demands a rigorous schedule of analytical reading, writing, and discussion. In order to help you adjust to the workload of this class, we have prepared this assignment as an introduction to the course. The works of literature and assignments described in this packet will be completed and discussed within the first three weeks of the 2013-2014 school year. Therefore, it is highly recommended that you read the works and complete the assignments described in this packet since it will ease your transition into the course. We hope that your summer will be enjoyable, and we look forward to working with you in the fall.

Sincerely,

Ms. Karrie Rinder Ms. Kim Winters Ms. Lisa Patterson AP Language and Composition Instructors Objectives for AP Language as stated by the College Board: The AP English Language and Composition course is designed to engage students in the careful reading and critical analysis of non-fiction literature. Through the close reading of selected texts, students will develop a thorough knowledge of rhetorical strategies utilized to convey information and ideas. As they read, students should consider a work's structure, style, and theme, as well as, such smaller-scale elements as the use of figurative language, imagery, symbolism, and tone.

Course Expectations: Students will study the issues of rhetoric by analyzing the rhetoric of effective writers and by implementing effective rhetorical strategies in their own prose. To achieve these skills of analysis and composition, students will read a wide selection of nonfiction texts that connect thematically utilizing world literature and American literature, think critically about the social, political, and scientific issues raised in fiction and essays, and write clearly about those issues and those texts in argumentative, expository, and rhetorical essays. Course objectives are based on those outlined by the AP® English Course Description. At the end of the academic year, students will be able to  Read astutely, think critically, and write clearly, developing their voice to communicate understanding, discovery, and persuasion;  Analyze and interpret samples of good writing, identifying, and explaining an author’s use of rhetorical strategies and techniques;  Apply effective rhetorical strategies and techniques in their own writing;  Write narration, description, and exposition, using effective rhetorical strategies to accomplish a desired purpose for an intended audience;  Create and sustain arguments based on readings, research, and/or personal experience;  Produce compositions that introduce a narrative point, a thesis, or a claim and sufficiently develop them with appropriate evidence, cogent commentary, and clear transitions;  Demonstrate understanding and master standard written English as well as stylistic maturity in their writings, using a variety of sentence structures and effective diction;  Evaluate and incorporate reference documents into researched papers;  Demonstrate understanding of the components of parenthetical citations and a bibliography;  Analyze image(s) (cartoons, graphs, pictures, etc) as text;  Critique constructively their own writing and that of their peers; and  Reflect and write thoughtfully about their writing process.

Grading:  AP-style timed essays, take-home essays, position papers, and reader response = 50%  Reading journal writings which identify the role of the writer, the purpose of the essay, and the effective rhetorical strategies that advance the purpose (a.k.a. SOAPS and DIALS) = 25%  Multiple choice questions in AP exam format / Socratic Seminars / Quizzes / Oral presentations = 25%

Required Materials:  The MLA Handbook for Writers of Research Papers, 7th Edition edited by Joseph Gibaldi  The Lively Art of Writing by Lucile Vaughan Payne  The Things They Carried by Tim O’Brien  Unthinkable by Amanda Ripley  The Hot Zone by Richard Preston  And Still We Rise by Miles Corwin  Give Us This Day by Sidney Stewart  Into the Wild by John Krakauer  Fast Food Nation by Eric Scholsser  Relentless Pursuit by Kevin Flynn  Night by Elie Weisel  A Long Way Gone: Memoirs of a Boy Solider by Ishmael Beah  Outliers by Malcolm Gladwell  Miracle in the Andes by Nando Parrado Summer Reading Assignment

Recommended literature:

1. The Lively Art of Writing by Lucile Vaughan Payne

2. Unthinkable by Amanda Ripley

3. The Hot Zone by Richard Preston

Note-taking Directions

 Outline the essential information within the chapters of The Lively Art of Writing. Each chapter should be fully outlined with main points and examples. Outlines should be completed in a traditional Roman numeral style.

I. Topic a. Subtopic i. Details of subtopic 1. Examples of details

 For each of the three parts of Unthinkable, complete a set of SOAPS. Use the theme of each part to aid with SOAP completion. For specific directions see attached handout. o Part One: Denial o Part Two: Delineation o Part Three: The Decisive Moment

 For the novel, The Hot Zone, complete one set of Novel SOAPS. For specific directions see the attached handout.

 All notes will be due within the first two weeks of school. Specific dates are posted on the Vision site.

Writing Assessments:

 Within the first two blocks of class, you will complete written assessments on your summer reading of the recommended texts. AP Language and Composition SOAPS Directions

For full credit on your notes, follow the SOAPS4STEAA format.

 S.O.A.P.S. – Determine each / Quotes are not necessary for this section – (1 entry) o Speaker o Occasion o Audience o Purpose o Subject . Theme or Claim

 4 S.T.E.A.A – Locate a quote for each label. Analyze each quote on a rhetorical level. o Style: include rhetorical mode as well as rhetorical devices and strategies (4 entries, one for each sub category) . Diction –Word choice intended to convey a certain effect. . Detail – The facts revealed by the author or speaker that support the tone . Imagery – Language used to create sensory impressions and evoke specific responses . Syntax – The arrangement of words and the order of grammatical elements.  Identify the different types of style and structure used. o Demotic style: Modeled on the language, rhythms, and associations of ordinary speech o Hieratic style: Employs a variety of formal elaborations that separate the literary language from ordinary speech o Periodic sentence: One in which the component parts, or “members” are so composed that the close of its syntactic structure remains suspended until the end of the sentence; the effect tends to be formal or oratorical. o Non-periodic (loose) sentence: (More relaxed and conversational in its effect). The component members are continuous, but so loosely joined that the sentence would have been syntactically complete if a period had been inserted at one of more places before the actual close. o Paratactic style: One in which the members within a sentence, or else a sequence or complete sentences, are put one after the other without any expression of their connection or relations except (at most) the noncommittal connective ‘and’. o Hypotactic style: One in which the temporal, casual, logical, and syntactic relations between members and sentences are specified by words (such as “when,” “then,” “because,” and “therefore”) or by phrases (such as “in order to,” “as a result”) or by subordinate clauses or phrases. o Tone or Attitude – Identify overall tone and identify the tonal shifts (1 entry that identifies tonal shifts) . Evidence: Material offered to support an argument (epilogues, interviews, letters, graphs, charts, etc.). o Assumptions or Warrants (1 entry) . Assumption: The author’s belief regarded as true, upon which his other claims are based. . Warrant: The statement (expressed or implied) that establishes the logical connection between a claim and its supporting reason.  Claim: Don’t eat the mushrooms.  Reason: It’s poisonous  Warrant: what is poisonous should not be eaten. o Evidence or Data – Are there any assumptions or beliefs (explicit or unspoken) that warrant using this evidence/data to support the claim? (1 entry)

o Appeals: Ethical (Ethos), Emotional (Pathos), or Logical (Logos) (3 entries: one for each type of appeal) . Ethos (Credibility), or ethical appeal: The character of the author is used to convince his audience. i.e. How does the author build his credibility? . Pathos (Emotional): Persuasion by appealing to the reader's emotions. . Logos (Logical): Persuasion through the use of reasoning. i.e. How does the author logically construct his argument?

 Dialectical Discussion: Each set of notes must end in a dialectical conversation (paragraph format), such as seeing “x” amount of periodic sentences, hyperbolic statements, parenthetical commentary, etc. as a whole creates “y.” Basically, this dialectical conversation should serve as a synthesized version of the above notes. (1 entry).

Total: 12 entries for each SOAP SOAPS for Novels

For each novel read, please follow the format below.

 S.O.A.P.S. – Determine each / Quotes are not necessary for this section – (1 entry) o Speaker o Occasion o Audience o Purpose o Subject . Theme or Claim

 T.D.D.I.S.P.E.L. – (32 entries) o Tone o Diction o Detail o Imagery o Syntax o Pathos o Ethos o Logos 1. Locate four quotes for each above label. 2. Analyze each quote on a rhetorical level. This entry should include an element of dialectical. Meaning that you should consider how the other strategies affect and are affected by the strategy you are analyzing. 3. Second, connect ONE quote with another non-fiction text or historical event. Discuss how and why the outside element relates to the analyzed text in terms of the focal point (strategy). Here is an example: Imagery: Quote #1 - Rhetorical analysis with dialectical discussion Quote #2 - Rhetorical analysis with dialectical discussion Quote #3 - Rhetorical analysis with dialectical discussion Quote #4 - Rhetorical analysis and outside connection

 Thesis Statements – write three separate thesis arguments (3 entries – one of each essay type) 1. Argument Thesis with MAP of outside sources (defend, refute, or qualify the author’s assertion; use specific examples from outside sources to support your assertion) 2. Rhetorical Thesis with MAP of rhetorical strategies (include 4th element within the thesis – either a different strategy or appeal) 3. Synthesis Thesis with MAP of three pieces of inside-book evidence that correlate with your three reasons you would use to support your assertion. Total: 36 entries per novel

Rhetorical Language

The Five Rhetorical Strategies = Diction, Imagery, Detail, Syntax, and Tone

Examples of words to describe the type of diction, imagery, detail, or syntax:

jargon pedantic Poetic vulgar euphemistic Moralistic scholarly pretentious Slang insipid sensuous Idiomatic precise exact Concrete esoteric learned Cultured connotative symbolic Picturesque plain simple Homespun literal figurative Provincial colloquial bombastic Trite artificial abstruse Obscure detached grotesque Precise emotional concrete exact*

Examples of words to describe the tone:

angry sad Sentimental sharp cold Fanciful upset urgent Complimentary silly joking Condescending boring poignant Sympathetic afraid detached Contemptuous happy confused Apologetic hollow childish Humorous joyful peaceful Horrific allusive mocking Sarcastic sweet objective Nostalgic vexed vibrant Zealous tired frivolous Irreverent bitter audacious Benevolent dreamy shocking Seductive restrained somber Candid proud giddy Pitiful dramatic provocative Summer Life Raft Contacts:

Ms. Rinder [email protected] Ms. Winters [email protected] Ms. Patterson [email protected]

Mousa Abusaif [email protected] Colin Jeffrey [email protected] Sabrina Begley [email protected] Arrianna Jian- [email protected] Nicole Behrooz John Jorgensen [email protected] Megana Belagutti Maggie Low [email protected] Cedra Brown Marissa Pugh [email protected] Tess Burroughs [email protected] Kelly Malloy [email protected] Grace Callanan [email protected] Kirsten San Nicolas [email protected] Samia Chughtai [email protected] Kaitlyn Senchak Monica Doebel [email protected] Becca Thimmesch [email protected] Crystal Gong [email protected] Ciara Thomas [email protected] Heather Green [email protected] Temour Tokhi [email protected] Gilou Guo [email protected] Rob Wimberly [email protected] Caroline Holmberg Sara Wong [email protected] Sindy Hou [email protected] Shennie [email protected] Sam Jakab