Summer Reading Project for Prospective Ninth Grade Honors English Students
In preparation for the freshman level English Honors course, we ask that you begin to explore a multiple-genre novel that should introduce you to archetypal
influences in literature. This is a very popular book among students and should not be a difficult read.
1. Carefully read the novel Animal Farm by George Orwell---enjoy it and let yourself be carried along to the end. When you have an overall view, read it again,
marking the text, underlining, or highlighting passages that seem especially interesting and jotting notes or queries in the margins.
2. This book is an allegory. There is more than one interpretation to the story.
3. After reading and considering the book, prepare and write a TWO to THREE page essay discussing some of your insights about the book in the THIRD
PERSON. Be sure to use a clear THESIS STATEMENT and underline it. Please type and double space.
4. You will turn in this essay to your English Honors teacher on the first day of school. We will commence discussion of the book and begin our discovery
of archetypes. You MUST save the paper to a flash drive (USB port) also. Bring this to school along with the printed copy of the paper that will be
turned in to the teacher at the beginning of the class on the first day.
5. Choose one of the following writing prompt ideas: DO NOT WRITE A SUMMARY OF THE NOVEL.
(1) Explain how the behavior of leaders and followers contributes to the loss of freedom and equality on the Animal Farm.
(2) Prove how a society can be corrupted through propaganda, pride, and hypocrisy.
REMEMBER: We are looking for YOUR thoughts and how you prepare a short essay, not your parent’s or the Internet’s. Please see the rubric on the backside of
this page.
If you still have questions, please feel free to contact an Honors English 9 teacher: Ms. McDaniel, [email protected], (347-8637
Department Contacts: Linda Rollings, [email protected], (347-8502), Cheryl Wilkerson, [email protected], (347-8638).
Check List
_____ Typed Length 2 to 3 pages/Double space
_____ Lead to and use quotes from the text in each body paragraph to prove the thesis.
_____ Thesis Statement present and underlined
_____ Explain how the chosen quotes prove the thesis statement.
_____ Use the MLA for student identification (see bottom of rubric)
_____ Develop a quality introduction, body paragraphs, and a conclusion.
_____ Do not write in the first or second person.
Ideas & Content
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____x4=
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Organization
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____x4=
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Voice
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_____x3=
Word Choice
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_____x2=
Sentence
Fluency
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_____3=
Conventions
_____x2=
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Focus on topic is clear and definite
Effective and appropriate details create a
vivid picture showing knowledge and
insight
Fresh approach holds the reader’s
attention
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The organization enhances the central
theme or idea and allows reader to move
easily through the essay.
The title is original and captures the
central theme of the essay.
Sequence of detail is effective and logical.
Transitions effectively tie the ideas of the
paper together.
The writer’s personality is expressed;
confidence and feeling are apparent.
Individual, powerful commitment to the
topic is obvious.
The writing is honest, personal, and
engaging and makes the reader think
about and react to the author’s ideas.

Precise, vivid, natural language creates a
clear and complete picture in the
reader’s mind. Uses figurative language
Powerful verbs, precise nouns,
appropriate adjectives and phrases
enhance meaning.
Original phrasing and memorable
language prompts reflective thoughts and
insight.
Dialogue, if used, sounds natural.
Sentences contain words that are
relevant so the meaning is enhanced.
Sentences vary in beginnings, length and
structure.
Sentences sound smooth and rhythmic

A strong grasp of standard writing
conventions is apparent: capitalization is
accurate, punctuation is smooth and
enhances meaning, spelling is correct,
grammar is essentially correct.
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Focus on topic is clear.
Sufficient details create a picture
showing some knowledge and insight.
Fresh approach adds to the readers
understanding

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The organizational structure is strong
enough to move the reader through
the essay without too much confusion.
The title is original but does not
clearly capture the central theme.
Sequencing of details is logical.
Transitions attempt to tie the ideas of
the paper together.
Writer’s personality pokes through;
confidence and feeling fade in and out.
A commitment to the topic is
apparent.
The writing is somewhat engaging for
the reader and evokes some emotion.

Correct, adequate word choice creates
a clear picture in the reader’s mind.
Lively verbs, specific nouns, and
appropriate adjectives and phrases
add to the meaning.
Some colorful language encourages
reflection.
Dialogue, if used, sounds appropriate.

Sentences contain words that are
necessary for the meaning to be clear.
Sentences vary in beginnings, length,
and structure.
Most sentences sound smooth and
rhythmic.

A strong grasp of the standard writing
conventions is apparent:
capitalization is correct, punctuation
is smooth and enhances meaning,
spelling is essentially correct,
grammar and usage are generally
correct.
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Focus on topic is somewhat defined.
Underdeveloped details show little
knowledge and are too general to create
a picture.
Fresh approach to topic is attempted yet
lacks support which will aid the reader’s
understanding
The organization structure is somewhat
effective but reader may be confused at
times.
The title is present but uninspired
Sequencing of details is limited.
Transitions are limited.


Writer’s personality is undefined;
writing is cautious.
Commitment to topic is limited.
The writing is somewhat sincere but
doesn’t reflect unique or individual
perspective on the topic therefore
evoking limited emotion in the reader.
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Writer’s personality is not evident.
Commitment to topic is lacking.
The development of the topic is so limited
that the writing evokes minimal emotion
in the reader.
Ordinary word choice attempts to create
a picture in the reader’s mind.
Verbs, nouns, adjectives, and phrases are
adequate.
Language choice and phrasing lack
inspiration.
Dialogue, if used, sounds forced.

Limited vocabulary for words to create a
picture.
Verb and noun choice is rather general.
Adjectives and phrases lack definition.
Language choice and phrasing is
inappropriate, repetitive, or lacks
meaning.
Dialogue, if used, is limited.
Sentences contain some unnecessary
words; however, meaning is fairly clear.
Sentences offer some variety in
beginnings, length and structure.
Sentences follow a predictable pattern

A basic grasp of the standard writing
conventions is apparent.
Errors in conventions may impair
readability.
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Focus on topic is not clearly defined.
Limited or disconnected details show a
lack of understanding.
Approach is common.
The writing lacks a clear sense of
direction. Ideas are strung together in a
loose fashion.
Not title is present.
Sequencing of details is not clear.
Transitions are evident.
Sentences contain unnecessary words
that detract from the meaning.
Sentences offer little or no variety.
Sentences lack rhythm or pattern.
A minimal grasp of standard writing
conventions is apparent.
Numerous errors in conventions distract
and/or confuse the reader.
MLA FORMAT: Name, Teacher’s Name, Title of Class, and Date (location: top left hand corner of paper, 4 lines, double spaced)
Total ____________/90+______/5 (Thesis Statement AND underlined) + _____/5 (MLA format) = ________/100 points total
Day Late Policy: -10%, 2 days -20%, 3 days -30% (last day accepted)