AP Language Summer Reading 2015
Paint Branch High School
14121 Old Columbia Pike
Burtonsville, MD 20866
Main Office: 301-388-9900
Many studies have shown that reading promotes students' mental growth, capacity to process information, and
ability to understand themselves and the world around them. Good readers become good thinkers and good writers.
Success in school and in the workplace depends heavily on the ability to read. In high school classes, students are required
to read complex passages and decipher their meanings as part of instruction and assessments. The High School
Assessments and countywide finals require students to understand complex questions and highlight the important
information contained within a question. Students who take the SAT and Advanced Placement examinations will encounter
tests similarly designed to evaluate their critical reading ability, understanding of a variety of vocabulary, and writing
skills. In the workplace, employees are expected to understand their tasks based on written information. Therefore, it
is important to expect all students to read during the summer. Research strongly suggests that reading, like most skills,
improves with practice. Summer reading serves as one measure for determining proficiency of the following MCPS
indicator and objective:
Indicator:
Refine and extend comprehension skills through exposure to a variety of texts,
including traditional print and electronic devices.
Objective: Read a minimum of 25 self-selected and/or assigned books or book equivalents
representing various genres per year.
In order to prepare our students for these challenges both in high school and beyond, English Department
members have selected books and created assignments to provide summer reading opportunities for each student.
Students will be evaluated on their reading when they return in the fall with common assignments for each grade level.
All students are expected to complete the summer reading assignment for their grade level in the time allotted. Students
transferring to Paint Branch High School may complete the assignments for their grade levels on the required reading
from their previous schools and submit the assignments to the appropriate teacher on the second day of school.
In addition to reading assignments, students taking Algebra 1, Algebra 2, Geometry, Pre-Calculus, and AP Calculus
are required to complete math review packets, due on the first day of school to math teachers. These packets will be
distributed in math classes at the end of the previous year.
Copies of all summer math and reading assignments will be available in the Guidance Office and in the Main Office. Any
questions concerning summer reading assignments or lists should be brought to the student’s English teacher.
Summer Reading for Aspiring Advanced Placement English Students
2014-2015 Mrs. Kimber/Ms. Stridiron
Welcome to the Advanced Placement English Language and Composition class. To help you prepare for
our rigorous and stimulating sessions coming up in the fall, we’ve prepared what we regard as a well-balanced
literary feast for you and have given you some choices, as well. First, read this entire summer reading
assignment so you know what to look for as you read. Take notes as you read your books, thoroughly enough to
serve in August/September as a review for a test (3rd day of class) and enable you to discuss the books readily, but
not so detailed as to spoil the pleasure of reading You also have some other assignments to complete; once again,
please read this entire assignment sheet. You do have two books to read and vocabulary to learn, all by the start
of school. Do not wait until August to begin your assignment. Enjoy!
Contact Information: Mrs. Kimber- [email protected]
Ms. Stridiron- [email protected]
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***********SUPPLY LIST: MUST HAVE FOR THE 1ST WEEK OF CLASS.*******
2-4 inch binder( solely for this class ) with dividers
a bound, college-ruled composition book (9 ¾ x 7 ½ - not a spiral notebook, not a regular size one)
supply of loose-leaf paper – a big supply
4 highlighters (different colors), pens, pencils, erasers
Post-it notes
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A. Ideas and Issues: Read one of the following non-fiction books. You will complete Task 1 & 2 when finished:
Task 1. Complete Non-Fiction Data Sheets (attached.)
Task 2. a. Make a list of 5 Big Ideas that are prompted by your reading and b. explain /comment on them on a
separate sheet of paper. Collected 3rd day of school .
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Callahan, David. The Cheating Culture: Why More Americans are Doing Wrong to Get Ahead
Carr, Nicholas. The Shallows. What the Internet is doing to our Brains.
Ehrenreich, Barbara. Nickled and Dimed in America
Finkel, David. Thank you for Your Service
Friedman, Thomas L. The World Is Flat: A Brief History of the Twenty-first Century
Ganda, Martin and Caitlin Alifirenka I Will Always Write Back: How One Letter Changed Two Lives
Gladwell, Malcolm. The Outliers
Hauser, Brooke. The New Kids: Big Dreams and Brave Journeys at a High School for Immigrant Teens
Hillenbrand, Laura. Unbroken
Katz, Jon. Geeks: How Two Lost Boys Rode the Internet Out of Idaho
Marx, Jeffrey. Season of Life: a Football Star, a Boy, a Journey to Manhood
Moore, Wes. The Other Wes Moore
Nafizi, Azar. Reading Lolita in Tehran
Robbins, Alexandra. The Overachievers: The Secret Lives of Driven Kids
Scott, Stuart- Everyday I Fight
Skloot, Rebecca. The Immortal Life of Henrietta Lacks
Turkle, Sherry. Alone Together: Why We Expect More from Technology and Less from Each Other
Weisman, Alan, The World Without Us
Yousafzai, Malala. I Am Malala: The Girl Who Stood Up for Education and Was Shot by the Taliban
Do not use any other resources than the books themselves. Do not use the Internet, Cliff’s Notes, or critiques. We are
interested in your ideas!!!
B. Select a second book to read. If you would like to read fiction, please choose a book that would be acceptable for a college
level class: (eg. The Scarlet Letter, 1984, One Flew Over the Cuckoo’s Nest, Slaughter House Five, A Tale of Two Cities, Jane
Eyre, Wuthering Heights, A Room With a View- get the idea? ) Please take notes, as you will be required to write about your
novel in class. If you have any questions about your choice, please email one of us.
C. Vocabulary (100 Most Common SAT Words) – List is attached. This assignment will help to increase your
vocabulary and to familiarize yourself with words that you will see on the SAT. You will need to:
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Identify only the words you are not able to define without looking in a dictionary. There are multiple means,
so make sure you look for complete definitions. We only gave hints to meaning.
define each word- give a definition in your own words- remember words have multiple meanings.
use each word in an ORIGINAL sentence- do not copy from the dictionary/internet.
prepare for a test during the third week of school. This means study the words. You probably know most of
them. One way to study is to go onto Quizlet and look for “Kimber 100 words for SAT.” The words might
be divided up into groups of 20/.
Do not wait until August to begin your summer assignment.
AP English: Language and Composition
Nonfiction Data Sheets
Name:
Title:
Author:
Who is the author? What are the author's
qualifications for writing on the subject? Is the
author an authority in the subject area? How
does the author present the subject and his/her
expertise? Do the acknowledgements and
bibliography indicate thoughtful research? (cite
your sources)
Date of Publication:
GENRE
Information about the person or
subject’s place in history:
(Why is this person or subject worthy of a book?)
Author Information
QUOTATIONS: (Your choices should be SIGNIFICANT to and REPRESENTATIVE of the book and your
explanation should include discussion of this significance. Include page numbers and put your choices in order.)
Quotation
Device and Explanation
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WRITING STYLE: Discuss the author’s style. Include the following as part of your discussion: Is the language level appropriate? Is there clarity to the style of writing? Is the material fairly easy to follow and understand? Does the author avoid stereotypes and generalizations? Does the author avoid didactic and condescending language? You must discuss the author’s syntax as well as his/her use of tone, diction, and form (how does he/she develop the story). Significance of the opening scene:
Significance of the ending/closing scene:
Format of the Work Does the author use the typical chronological approach in organizing the writing or a different pattern? Does the layout of the material contribute to a natural flow of information? How does the organization of the writing contribute to the reader’s ability to understand it? Is the pattern easy to follow? Discuss the book cover‐ Appropriate? Significance?
POSSIBLE THEMES: PURPOSE
Explain the author’s purpose in telling this story. Why is he/she telling it? Is there some greater motive? What is it? Additionally, what are you supposed to get out of this work? What are the overall themes developed in this work? (Use quotations to support your themes. Themes should be written as "messages" in sentence form.) The 100 Most Common SAT Words
Extensive reading is the best way to develop your command of tough vocabulary. But getting familiar with the appropriate
level of vocabulary can also be extremely helpful. To help you get a handle on those ten-cent words, Kaplan has analyzed
the top 100 SAT vocabulary words of all time. Copied from http://www.washingtonpost.com/wp-adv/eduadv/kaplan/kart_ug_sat100.html
1. abbreviate ‐‐ (v) to shorten, abridge 2. abstinence ‐‐ (n) the act of refraining from pleasurable activity, e.g., eating or drinking 3. adulation ‐‐ (n) high praise 4. adversity ‐‐ (n) misfortune, an unfavorable turn of events 5. aesthetic ‐‐ (adj) pertaining to beauty or the arts 6. amicable ‐‐ (adj) friendly, agreeable 7. anachronistic ‐‐ (adj) out‐of‐date, not attributed to the correct historical period 8. anecdote ‐‐ (n) short, usually funny account of an event 9. anonymous ‐‐ (adj) nameless, without a disclosed identity 10. antagonist ‐‐ (n) foe, opponent, adversary 11. arid ‐‐ (adj) extremely dry or deathly boring 12. assiduous ‐‐ (adj) persistent, hard‐working 13. asylum ‐‐ (n) sanctuary, shelter, place of refuge 14. benevolent ‐‐ (adj) friendly and helpful 15. camaraderie ‐‐ (n) trust, sociability amongst friends 16. censure ‐‐ (v) to criticize harshly 17. circuitous ‐‐ (adj) indirect, taking the longest route 18. clairvoyant ‐‐ (adj) exceptionally insightful, able to foresee the future 19. collaborate ‐‐ (v) to cooperate, work together 20. compassion ‐‐ (n) sympathy, helpfulness or mercy 21. compromise ‐‐ (v) to settle a dispute by terms agreeable to both sides 22. condescending ‐‐ (adj) possessing an attitude of superiority, patronizing 23. conditional ‐‐ (adj) depending on a condition, e.g., in a contract 24. conformist ‐‐ (n) person who complies with accepted rules and customs 25. congregation ‐‐ (n) a crowd of people, an assembly 51. impute ‐‐ (v) to attribute an action to particular person or group 52. incompatible ‐‐ (adj) opposed in nature, not able to live or work together 53. inconsequential ‐‐ (adj) unimportant, trivial 54. inevitable ‐‐ (adj) certain, unavoidable 55. integrity ‐‐ (n) decency, honesty, wholeness 56. intrepid ‐‐ (adj) fearless, adventurous 57. intuitive ‐‐ (adj) instinctive, untaught 58. jubilation ‐‐ (n) joy, celebration, exultation 59. lobbyist ‐‐ (n) person who seeks to influence political events 60. longevity ‐‐ (n) long life 61. mundane ‐‐ (adj) ordinary, commonplace 62. nonchalant ‐‐ (adj) calm, casual, seeming unexcited 63. novice ‐‐ (n) apprentice, beginner 64. opulent ‐‐ (adj) wealthy 65. orator ‐‐ (n) lecturer, speaker 66. ostentatious ‐‐ (adj) showy, displaying wealth 67. parched ‐‐ (adj) dried up, shriveled 68. perfidious ‐‐ (adj) faithless, disloyal, untrustworthy 69. precocious ‐‐ (adj) unusually advanced or talented at an early age 70. pretentious ‐‐ (adj) pretending to be important, intelligent or cultured 71. procrastinate ‐‐ (v) to unnecessarily delay, postpone, put off 72. prosaic ‐‐ (adj) relating to prose; dull, commonplace 73. prosperity ‐‐ (n) wealth or success 74. provocative ‐‐ (adj) tending to provoke a response, e.g., anger or disagreement 75. prudent ‐‐ (adj) careful, cautious 76. querulous ‐‐ (adj) complaining, irritable 77. rancorous ‐‐ (adj) bitter, hateful 26. convergence ‐‐ (n) the state of separate elements joining or coming together 27. deleterious ‐‐ (adj) harmful, destructive, detrimental 28. demagogue ‐‐ (n) leader, rabble‐rouser, usually appealing to emotion or prejudice 29. digression ‐‐ (n) the act of turning aside, straying from the main point, esp. in a speech or argument 30. diligent ‐‐ (adj) careful and hard‐working 31. discredit ‐‐ (v) to harm the reputation of, dishonor or disgrace 32. disdain ‐‐ (v) to regard with scorn or contempt 33. divergent ‐‐ (adj) separating, moving in different directions from a particular point 34. empathy ‐‐ (n) identification with the feelings of others 35. emulate ‐‐ (v) to imitate, follow an example 36. enervating ‐‐ (adj) weakening, tiring 37. enhance ‐‐ (v) to improve, bring to a greater level of intensity 38. ephemeral ‐‐ (adj) momentary, transient, fleeting 39. evanescent ‐‐ (adj) quickly fading, short‐lived, esp. an image 40. exasperation ‐‐ (n) irritation, frustration 41. exemplary ‐‐ (adj) outstanding, an example to others 42. extenuating ‐‐ (adj) excusing, lessening the seriousness of guilt or crime, e.g., of mitigating factors 43. florid ‐‐ (adj) red‐colored, flushed; gaudy, ornate 44. fortuitous ‐‐ (adj) happening by luck, fortunate 45. frugal ‐‐ (adj) thrifty, cheap 46. hackneyed ‐‐ (adj) cliched, worn out by overuse 47. haughty ‐‐ (adj) arrogant and condescending 48. hedonist ‐‐ (n) person who pursues pleasure as a goal 49. hypothesis ‐‐ (n) assumption, theory requiring proof 50. impetuous ‐‐ (adj) rash, impulsive, acting without thinking 78. reclusive ‐‐ (adj) preferring to live in isolation 79. reconciliation ‐‐ (n) the act of agreement after a quarrel, the resolution of a dispute 80. renovation ‐‐ (n) repair, making something new again 81. resilient ‐‐ (adj) quick to recover, bounce back 82. restrained ‐‐ (adj) controlled, repressed, restricted 83. reverence ‐‐ (n) worship, profound respect 84. sagacity ‐‐ (n) wisdom 85. scrutinize ‐‐ (v) to observe carefully 86. spontaneity ‐‐ (n) impulsive action, unplanned events 87. spurious ‐‐ (adj) lacking authenticity, false 88. submissive ‐‐ (adj) tending to meekness, to submit to the will of others 89. substantiate ‐‐ (v) to verify, confirm, provide supporting evidence 90. subtle ‐‐ (adj) hard to detect or describe; perceptive 91. superficial ‐‐ (adj) shallow, lacking in depth 92. superfluous ‐‐ (adj) extra, more than enough, redundant 93. suppress ‐‐ (v) to end an activity, e.g., to prevent the dissemination of information 94. surreptitious ‐‐ (adj) secret, stealthy 95. tactful ‐‐ (adj) considerate, skillful in acting to avoid offense to others 96. tenacious ‐‐ (adj) determined, keeping a firm grip on 97. transient ‐‐ (adj) temporary, short‐lived, fleeting 98. venerable ‐‐ (adj) respected because of age 99. vindicate ‐‐ (v) to clear from blame or suspicion 100.
wary ‐‐ (adj) careful, cautious, Use this list to build your vocabulary and prepare for the challenge of both SAT day and AP Day!