Summer Reading List: 2011
Advanced Placement Students
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Mr. Tillona's
AP ENGLISH LANGUAGE AND COMPOSITION:
2011 NEW LEADERSHIP CHARTER SCHOOL SUMMER READING
The AP English Language and Composition course is designed to substitute for a college composition course; therefore, you will be required to read complex texts with understanding as well as to enrich your prose in order to communicate your ideas effectively to mature audiences. You will learn how to analyze and interpret exemplary writing by discerning and explaining the author's use of rhetorical strategies and techniques, eventually applying many of these techniques to your own writing. In order to prepare for our seminars, you are required to read and annotate two novels over the summer. You are expected to complete these assignments and submit them on the second day of school.
Assignments:
The nature of the assignments you must complete will require you to work on them throughout the summer. Since your work should always reflect careful reading and insight, you should not procrastinate and wait until the week before school starts to begin reading and completing your writing assignments. If you do, you will not finish.
All assignments must be typed , double-spaced, in TNR or Arial 12-point font. You will be required to submit all of your work to cstillona@gmail.com during the first week of school, so an electronic copy of these assignments is absolutely necessary. Also, you want to make sure that you can have access to the assignments after you turn in the hard copies.
As well as your summer assignments each student will receive an email giving him or her instructions on how to log onto Mr. Tillona's AP Lit Blog. This blog will be used throughout the summer as well as the school year as a formal and informal forum for our thoughts and ideas on the literature of this course.
These assignments are due on the first day of school , which is August 30th 2011. The work that you complete over the summer will be assessed as a test (see the Summer Reading Assignment Rubric on the last page of this document), and will be worth 15% of your 1st quarter grade.
Novels: You must read both novels and write two essays choosing 1 question from each.
 Ceremony
Leslie Marmon Silko
ISBN 10: 0140086838 / 0-14-008683-8
ISBN 13: 9780140086836
Answer 1 question from below.
1. How does repetition function in Ceremony ? Think about formal (sentence structure, rhyme, etc.) as well as thematic repetition. Consider both small and large scales, such as the repetition of sounds in a single sentence or the repetition of ideas in the prose and poetry sections.
2. Discuss the importance of dreams. What does Tayo dream about? How does Tayo's relationship to his dreams change in the course of the novel?
 In the Time of the Butterflies
Julia Alvarez
(ISBN: 0452274427 / 0-452-27442-7 )
1. Further examine the theme of courage in the novel. While Minerva Mirabal may be considered more outwardly brave, how is each sister courageous in her own way?
2. Why might Alvarez have chosen not to write from the point of view of any of the men? For this essay, explore two of the male characters—whether Señor Mirabal or the Mirabal sisters' husbands—and discover how important they are to the underground rebellion.
SAMPLE ESSAY OUTLINE
Name
Date
Teacher/Period
Title of Paper
Thesis:
Your thesis statement should (a) provide the context of your passage, (b) explain the central purpose of the passage, and (c) point out the literary techniques you plan to discuss.
Body:
I. First argument proving your thesis
A. Topic sentence introducing first argument
B. Evidence and examples of first argument
C. Analysis explaining how that evidence supports your thesis
D. Reminder for reader of link between argument and thesis
II. Second support argument
A. Topic sentence introducing second argument
B. Evidence and examples of second argument
C. Analysis explaining how that evidence supports your thesis
D. Reminder for reader of link between argument and thesis
III. Third argument proving your thesis
A. Topic sentence introducing third argument
B. Evidence and examples of third argument
C. Analysis explaining how that evidence supports your thesis
D. Reminder for reader of link between argument and thesis
Conclusion:
Tie everything together and discuss the larger implications of the passage's theme.
If you need to further subdivide your outline, use the following order:
Essay Rubric
# |
Trait Description |
% |
9-8 |
These papers clearly demonstrate an understanding of the essay question and recognize its complexity. The essays correctly identify two tones or sides of the author's attitude toward the subject in a well-written thesis and deal specifically with narrative techniques such as point of view, syntax, diction, detail, and organization. These papers use appropriate choices for quotation or reference and select an appropriate number of choices from throughout the passage. Although they may be flawed, the papers, nevertheless, display consistent control over the elements of effective writing and reveal the students' ability to read with perception and to express ideas with clarity and skill. Papers with a score of 9 will sing while 8 papers are almost there with just a few flat notes. |
100-92 |
7-6 |
These papers adequately demonstrate an understanding of the essay question. Tone identification may not be as precise or thesis as forcefully worded as in 9-8 essays. These papers are not as thorough, precise, or aware of complexities as the top scoring papers. They may deal with fewer narrative techniques, and analysis may be less perceptive or less developed than that of the better essays. The prose demonstrates an ability to express ideas clearly but with less maturity and control than the top-scoring papers. Generally, essays earning a score of 6 present a more limited analysis and less consistent command of the elements of effective writing than essays scored 7. |
91-81 |
5 |
These papers represent the smallest score for college credit and are often characterized by superficiality. These essays respond to the question without important errors but miss the complexity of the novel. Their thesis statements may not reveal clear understanding of author's tone(s). Only a vague relationship exists between paragraphs' discussions of point of view, syntax, diction, detail, organization and how these relate to the question. Choices of proof may be less effective than those in 9-6 range or not from throughout the passage. Although adequate to convey the students' thoughts, the writing is not as well conceived, organized or developed as that in papers scoring in the upper half. These papers looks good on the surface but are simplistic. Students respond correctly but do not devote enough space to arguments. |
80-75 |
4-3 |
These papers attempt to explain the novel but do so inaccurately or ineffectively. They may present misguided or underdeveloped analysis of point of view, syntax, diction, detail, organization and/or fail to relate them to the thesis. The papers mistake examples of diction for detail or vice versa and may involve paraphrasing and/or omit analysis altogether. Generally the prose reveals weak control over writer's elements as diction, organization, syntax or grammar. Typical essays earning a score of 4 are partly right, forgot part of something, went astray on part of answer, or are missing part of answer. Typical essays earning a score of 3 exhibit more than one of these problems; they are flawed by weak writing skills, significant misinterpretations, inadequate developments, or serious omissions. Four papers are still swimming-albeit almost drowning; however, one good kick would put them above water. Three papers are going under for the third time and need a lifeline. |
74-60 |
2-1 |
These papers compound the weaknesses of essays in the 3-5 range. Moreover, they seriously misread the passage or fail to respond adequately to the question. The essays may be unacceptably brief, may be poorly written on several counts and/or may contain many distracting errors in grammar and mechanics. Although they may have attempted to answer the question, the views presented typically have little clarity or coherence. Two papers will paraphrase from the selection while the one essays omit any reference to the text. |
59-25 |
0 |
These essays respond with no more than a reference to the task, contain completely off-topic responses, or are blank. |
24-0 |
7/11
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