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English 10 Summer Reading Summer Reading Project Rationale:​In All Four Levels of AP Preparation, the Summer Reading Assignmen English 10 Summer Reading Summer Reading Project Rationale: In all four levels of AP preparation, the summer reading assignment is a ​ standards-based project designed to establish course expectations, provide transition between grade levels, and introduce essential reading, writing, and thinking skills that will be developed throughout the school year. Summer reading assignments ask students to engage with a variety of tasks that introduce essential course concepts and allow for successful study when the course begins. Specific tasks in summer reading projects include, but are not limited to, critical reading, analyzing works of fiction and non-fiction, analyzing visual texts, synthesizing provided sources or other elements of work, academic, and personal writing, reflecting, creative expression of ideas, and oral presentation. You will read two books and complete a short piece of writing for both. See the table below. Malcolm Gladwell Book The Chosen by Chaim Potok ​ Reading: Reading: Choose any book by acclaimed author Malcolm Gladwell: Obtain a copy of this book from the library or bookstore. David and Goliath, The Tipping Point, Outliers, Blink, or Read it, and bring it to class on the first day.* ​ What the Dog Saw. Obtain a copy of this book from the ​ library or bookstore. Read it, and bring it to class on the first day.* Writing: Writing: In an article by Adam Grant (a Wharton professor, an Complete a dialectical journal over the novel. The Chosen ​ organizational psychologist, and a bestselling author), he is divided into books of about five chapter each. Complete states several claims about Malcolm Gladwell. Choose three dialectical journal entries for Book One, Book Two, one of these claim statements and defend, qualify, or and Book Three for a total of nine journal entries. challenge the idea. Directions for this writing are on page Directions for dialectical journals are on page three. two. Your answer should be about one full page and should include evidence from the text. ● “Challenging our assumptions is what Malcolm Gladwell does best.” ● “This rhetorical strategy is visible in each Gladwell book: articulate what we currently think, and then present examples and evidence to show how our beliefs are incomplete, inadequate, inconsistent, or just plain wrong.” ● “Gladwell’s books make us care. He challenges us to rethink how we raise our children, how we build our workplaces, and how we live our lives.” Grading: Grading: 25 points: Content: Claim is thoughtful and 13 points: Formatting: The format of the document is appropriate; evidence supports the claim clearly and correct; labels are provided on each entry. thoroughly 27 points: Content: Quotes are selected thoughtfully. 15 points: Language Use: Writing is clear, concise, Each response is a minimum of three sentences. and organized. Language uses appropriate grammar and word choice for the task. Submission: Whether you choose to handwrite or type, your writing assignments will be turned in on paper on the first full day of ​ ​ class (not the pink day). *You are not required to purchase these books; however, we do intend on having you use them in the first weeks. If you borrow them from someone or the library, be prepared to renew the loan for the first quarter of the 2018-2019 school year. Mrs. Casey Tedrow [email protected] ​ Mrs. Lauren Widbin [email protected] ​ Gladwell Writing How to defend an argument... How to qualify an argument... How to challenge an argument... DEFENDING an argument means you QUALIFICATIONS acknowledge the CHALLENGING an argument means you ​ support what the author is trying to say. limits of your argument. disagree with what the author has said. If you decide to agree with one of the If you decide to qualify one of the quotes, If you decide to challenge one of the ​ ​ quotes, you must explain the merits of the you can lean toward agreeing or quotes, you must determine why you position--what exactly makes it a disagreeing. disagree, support your position with workable, viable position. evidence, and offer a new position. CLAIM: Most Americans need to exercise ​ ​ Supporting arguments would not merely more. If you are challenging a writer’s claim, you restate, but actually develop the position. SUPPORT: According to the latest need to do more than disagree.You must ​ ​ That means, you “do more than simply government figures, most Americans are offer persuasive reasons for disagreeing. ​ ​ echo views you agree with. Even as overweight. You must go beyond what’s expected and you’re agreeing, it’s important to bring QUALIFICATION: However, strenuous offer a fresh perspective to the ​ ​ something new and fresh to the table, exercise is not healthy for those with conversation in addition to clarifying why adding something that makes you a certain medical conditions. the author’s argument is flawed or weak. valuable participant in the conversation.” (They Say/I Say) A qualification is a limitation on the scope Verbs to support disagreement: ​ ​ ​ or precision of your claim, often Complain Complicate Verbs to support agreement: expressing degrees of confidence or Contend Contradict Agree Reaffirm probability. Academic argument is Deny Question Endorse Acknowledge typically about probability and possibility, Refute Reject Extol Verify not certainty, and therefore uses a lot of Renounce Repudiate Support Praise qualifiers such as many, some, few, ​ Corroborate Admire possibly. Template: While the author is correct that ___, evidence still points to the idea that_____ Dialectical Journals for The Chosen: ​ ​ Procedure: ● Choose passages that stand out to you and record them in the left-hand column. Use the middle column for page numbers. ● In the right column, write your response to the text (ideas/insights, questions, reflections, and comments on each passage) ● Label your responses using the following codes: ○ (Q) Question - ask about something in the passage that is unclear ○ (C) Connect - make a connection to your life, the world, or another text ○ (P) Predict - anticipate what will occur based on what's in the passage ○ (CL) Clarify - answer earlier questions or confirm/disaffirm a prediction ○ (R) Reflect - think deeply about what the passage means in a broad sense - not just to the characters in the story. What conclusions can you draw about the world, about human nature, or just the way things work? ○ (E) Evaluate - make a judgment about the character(s), their actions, or what the author is trying to say Choosing Passages from the Text Look for quotes that seem significant, powerful, thought provoking or puzzling. For example, you might record: ● Effective &/or creative use of stylistic or literary devices ● Passages that remind you of your own life or something you've seen before ● Structural shifts or turns in the plot ● A passage that makes you realize something you hadn't seen before ● Examples of patterns: recurring images, ideas, colors, symbols or motifs. ● Passages with confusing language or unfamiliar vocabulary ● Events you find surprising or confusing ● Passages that illustrate a particular character or setting Responding to the Text: You can respond to the text in a variety of ways. The most important thing to remember is that your observations should be specific and detailed. ​ ​ Basic Responses ● Raise questions about the beliefs and values implied in the text ● Give your personal reactions to the passage ● Discuss the words, ideas, or actions of the author or character(s) ● Tell what it reminds you of from your own experiences ● Write about what it makes you think or feel ● Agree or disagree with a character or the author Sample Sentence Starters: ● I really don't understand this because... ● I really dislike/like this idea because... ● I think the author is trying to say that... ● This passage reminds me of a time in my life when... ● If I were (name of character) at this point I would... ● This part doesn't make sense because... ● This character reminds me of (name of person) because... Higher Level Responses ● Analyze the text for use of literary devices (tone, structure, style, imagery) ● Make connections between different characters or events in the text ● Make connections to a different text (or film, song, etc...) ● Discuss the words, ideas, or actions of the author or character(s) ● Consider an event or description from the perspective of a different character ● Analyze a passage and its relationship to the story as a whole Source: http://esaliterature.files.wordpress.com/2007/09/dialectical-iournal-handout.doc ​ Quote Page # Response .
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