AP Literature and Composition
Summer Learning 2016
Mrs. McGaha – [email protected]
Overview:
Hi Guys - Welcome to AP Lit and Comp! You’ll receive a detailed syllabus in the fall, but I wanted to give you
a brief overview of the class so you can enter B2 ready to go on day one. You probably (and should) know by
now that AP classes are designed to replace college level courses. With rare exception, the expectation is
that students enrolled in AP Literature and Composition will take the AP exam in the spring, and this class
will be taught with that goal in mind. Everything we do will prepare you for the AP exam, college, and life
thereafter.
The test itself is similar to every other AP exam: there is a multiple choice section and a written portion
which consists of three essays. One prompt will ask you to analyze a poem (or two); a second prompt will
require you to analyze a piece of prose; a third prompt will give you the opportunity to write about a novel or
play of your choice. You will provide from memory specific and appropriate evidence from the work to
effectively address the specific ideas addressed in the prompt.
This summer reading assignment will help set the stage for early conversations about fiction and expand your
repertoire of works “of recognized literary merit” and the academic vocabulary needed to express your
findings. Do it with validity.
Assignment:
 How to Read Literature Like a Professor by Thomas C. Foster (ISBN# 978-0-06-000942-7)

Frankenstein by Mary Shelley (any version, but make sure it’s not abridged)
You should obtain your own PAPER (not electronic) copies of these two books. In this class we will practice
active reading through annotating – requiring you to write in the margins. Your annotations prove that you
have been intellectually involved with the story and the ideas held within its pages.
I know how you feel about annotations – trust me! But I also know that annotating is a valuable skill for
success in this class and future collegiate studies. Think about it, how many times have you seen a college
textbook with nothing written its margins? Thought so.  You may never grow to love annotating, but
hopefully you will see the value in it.
The most common complaint we teachers hear is that it slows down your reading. YES!! It does! It’s
supposed to. You are not reading ‘for fun’ here; we are studying literature. Whether you like a work or not
doesn’t factor in here. I promise you this, though, once we spend some time together analyzing literature, it
will change the way you think about and read literature forever. (That’s a good thing, by the way. )
So how do you annotate?
Annotations are not simply underlining or highlighting, and they are not simply summaries but connections,
questions, epiphanies, etc. Because we all approach a piece of literature from our own perspective, we are
not all going to mark the same things. Therefore, there is no set number of marks per page or a specific
number of new vocabulary words or whatever. The expectation is that you do this assignment with validity
because it will help you grow, not because there is a rubric.
Here are some ideas – chose, combine, create whatever works for you
1. Ask questions (this is essential)
2. Comment on specific lines, actions, words, etc.
3.
4.
5.
6.
7.
8.
9.
Reflect on a similar experience or if causes an epiphany
Connect ideas to real world or other texts/ideas (gold, glory, God)
Identify literary devices (imagery, simile, metaphor, personification, etc.)
Express agreement or disagreement
Paraphrase a lengthy section or paragraph
Clarify confusing parts
Define unfamiliar terms (this MUST happen – vocabulary!!)
10. Talk back to the text, the characters, the author
About Highlighting and funderlining (when people underline just for the fun of it with no real purpose other than to look like you did something):
Of course, one should highlight, circle, underline, box, bracket, etc., but this should happen in conjunction
with the list above, not in isolation. Highlighting something without annotating is just coloring. And don’t
highlight too much; if you do, nothing will stand out. To paraphrase the sentiments expressed in the classic
film The Incredibles, when everyone’s special, no one is; and when everything is underlined, nothing is.
You might want to consider obtaining one of the pens with four (or more) colors. Pretty handy.
In literature,
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you want to pay attention to
Symbols
Setting
Conflict
Tone
Literary devices
Character development
Point of view
Theme
Diction (This one is a biggie in AP IV – everything comes down to diction)
Anything not listed here that YOU want to pay attention to
For How to Read Literature Like a Professor, focus your annotations on the following things:
1. What are the key ideas of each chapter? What stands out to you? Which of these concepts do you
think you’ll remember and use most often?
2. What other texts (print, film, television, etc.) have you read that connect with these concepts?
Identify at least one per chapter.
3. What questions do you have about this information? Prepare some questions for discussion.
For Frankenstein, focus your annotations on the following things:
1. Where can you apply concepts from How to Read Literature Like a Professor?
2. To what issues of life and the human condition does the author speak?
3.
4.
5.
6.
How is the story structured and explain how/why this matters. (because it does, by the way )
How does setting contribute to the story?
What are the major conflicts and how are they resolved?
What are we supposed to feel/learn from reading this text?
Be prepared to discuss these texts during the first two weeks of school and to ‘beef up’ your annotations
during discussions and focused re-reading. You will turn both books in for an annotation grade on August 19th
and there will be a novel test over Frankenstein on that day as well.
A word of caution – DO NOT read a summary or an analysis of the texts from outside sources. PLEASE
don’t look at Sparknotes, Monkeynotes, Shmoop, etc. They are a killer! You can’t use them in class; you can’t
use them on the test. Why set yourself up for failure like that? Don’t do it!! If you are going to be that
lazy or academically insecure, you need to think long and hard about what you’re signing up for.
Other items of interest for your benefit:
Please know that we will utilize workbooks and novels which you are expected to purchase.
You will be required to use the Barron’s AP Workbook. There are 175 academic vocabulary words listed in
the workbook, and you are responsible for them. Some are words you’ve seen before, others will be new to
you. Based on the advice of this year’s seniors, I’m providing you with the list now so you can start learning
them. In the words of one student, “These words won’t go away. Start using them as soon as possible.” You
can find the list at https://quizlet.com/11619425/barrons-ap-literature-vocabulary-flash-cards/
Last year’s seniors were also very clear in their opinion that you should start reading novels of merit as early
as possible. If you haven’t read the recommended books below, please consider them this summer. They are
very accessible in every way. You should be able to find them, read them, and understand them fairly quickly.
Even if you have “read” them (but didn’t really READ them), you might want to think about doing so with validity.
Lord of the Flies
Animal Farm
Of Mice and Men
Night
The Great Gatsby
Fahrenheit 451
To Kill a Mockingbird
You will learn in HTRLLAP that there’s really only one story (you’ll find out later, just go with it for now),
which means that we discuss allusions A LOT in here. The most prevalent are Biblical and Mythological. If
you are lacking in either of those areas, try to remedy that over the summer. I recommend the following:

Edith Hamilton’s Mythology

The Brick Bible (Volumes one and two – Old and New Testament)

The Idiot’s Guide to Christianity (or the Bible)
Or
What you get out of this class will be directly proportional to what you put into it…
STARTING NOW
If you have any questions or concerns, please email me. I will be checking my mail periodically.