Patrick F. Taylor Science and Technology Academy
Summer Reading Information 2015-2016
Please note the changes for 2015-2016 in these summer reading tasks.
1. Students, if you are entering English I through English IV, you must choose and read TWO books, one drama
and one fiction, from the list for the English class that you will be entering in fall of 2015. If you are entering senior
year and have completed English I through English IV, you must read the two titles listed below under “Students
Entering Senior Year Who Have Completed English I – English IV.” Be an active reader, noting the elements of
literature including plot, characterization, setting, conflicts, themes, and motifs. During the first week of school, you
will have to pass objective tests on these books in order to receive credit.
2. During summer vacation, you will be responsible for composing an essay response to the prompt under your
FICTION book choice. Please read the rubric carefully. No credit will be given for essays that do not use specific
concrete details from the book (quotations) or essays and that do not meet Patrick F. Taylor Academy’s high
expectations for written work. These essays will be submitted to turnitin.com during the first week of school. You
do not need to submit a planner, but one is provided to help you craft a quality essay.
Book Choices
Students Entering English I
---Students must choose two books: one drama and one fiction.--Drama Choices for Students Entering English I—Choose one.
Cyrano de Bergerac- Edmond Rostand
A Raisin in the Sun- Lorraine Hansberry
Fiction Choices for Students Entering English I—Choose one.
And Then There Were None-Agatha Christie (Please note: Read the fiction novel version; do not read the drama by
the same title and author.)
Prompt: Discuss the effectiveness of Christie’s use of red herrings. Use details from the novel that show how
Christie manipulates her readers’ thinking by using red herrings.
The Princess Bride--William Gibson.
Prompt: Show how Gibson develops the theme “Life isn’t fair.” Use examples from both the storyline and the
sections that appear to be author intrusions.
Students Entering English II
---Students must choose two books: one drama and one fiction.--Drama Choices for Students Entering English II—Choose one.
The Piano Lesson- August Wilson
A Doll’s House- Henrik Ibsen
Fiction Choices for Students Entering English II—Choose one.
A Lesson Before Dying-Ernest Gaines
Prompt: Discuss how Gaines reveals that racism is an oppressive force. Use details about multiple characters
and situations in your response.
The Bean Trees- Barbara Kingsolver
Prompt: Discuss how Kingsolver approaches the issue of immigration in The Bean Trees. How are immigrants
characterized? How are those who reject them characterized? Which group is more sympathetic? Use numerous
details from various parts of the novel to support your claims.
Students Entering English III
---Students must choose two books: one drama and one fiction.--Drama Choices for Students Entering English III—Choose one.
Arsenic and Old Lace- Joseph Kesselring
The Glass Menagerie- Tennessee Williams
Fiction Choices for Students Entering English III—Choose one.
Their Eyes Were Watching God- Zora Neale Hurston
Prompt: Discuss how Janie does not fit society’s model for a woman of her time. Referring to specific parts in
the novel, show how Janie differs from her society’s expectations for a woman.
The Sun Also Rises- Ernest Hemingway
Prompt: Pinpoint three or four conflicts in the novel. Using details from the novel, explain the outcomes of each
conflict, or discuss where Hemingway leaves the conflicts if they are not resolved.
Students Entering English IV
---Students must choose two books: one drama and one fiction.--Drama Choices for Students Entering English IV—Choose one.
The Importance of Being Earnest- Oscar Wilde
The Tempest-William Shakespeare
Fiction Choices for Students Entering English IV—Choose one.
Wuthering Heights-Emily Bronte
Prompt: How do assumptions about social class influence the characters interactions with one another? Use a
variety of concrete details from throughout the novel in your response.
The Loved One-Evelyn Waugh
Prompt: Evelyn Waugh’s satirical representation of Los Angeles and the Hollywood studio system is reinforced
with the corruption of seemingly refined and proper English expatriates who are repulsed by “the impersonal,
insensitive friendliness, which takes the place of ceremony in that land of waifs and strays.” Examine the
parallels between the movie industry and the mortuary business depicted by Waugh.
Students Entering Senior Year Who Have Completed English I – English IV
---You must read BOTH of these titles.--The Outliers-Malcolm Glaswell- Note: The objective test for this title will count as a content grade in one class
scheduled during senior year.
Catch 22- Joseph Heller
Prompt: Discuss specific plot events and situations (not just the laws) that show circular reasoning. Choose
examples from throughout the novel. Note: This essay will count as a written communication grade in one class
scheduled during senior year.
Literary Essay Rubric—Use this as a checklist.
Compose a FIVE+ paragraph essay on the prompt that is given for your novel choice
Introduction

Follows 5+ sentence Schaffer inverted triangle model

Starts in a “general” way--formal hook and/or strategy that engages reader (e.g focus on a word or concept, use a
related quotation, give background or author’s biography)

Includes a blend into the thesis

Ends with thesis that establishes direction
Body Paragraphs—Structure and Content
Note: Please avoid the pitfall of too much retelling. Give just enough of the situation to explain the context, no more.

Follow “hamburger” format: Topic Sentences, Concrete Details, Explanations, Conclusion Sentences

Introductory sentences establish the intent

Conclusion sentences emphasizes the analysis revealed in the CDs and EXPs

Each contains equivalent of at least 3 each VERY specific concrete details from the novel (several quotations; some
paraphrasing of text mixed with quotations) that prove writer’s point

Each contains at least 3 in-text citations from the novel; quotations come from various parts of the novel—beginning
middle end

Quotations and examples blend naturally with writer’s points

Sufficient commentary sentences explain how the details prove the topic

Use transitions within the paragraphs and between the paragraphs
Conclusion Paragraph

Follows 5+ sentence Schaffer triangle model

Returns to the introductory strategy used in opening

Repeats major ideas

Ends with a “big picture” statement or thought
Grammar/Usage/Mechanics/Spelling

Uses the literary present tense

Uses complete sentences—no fragments or run-ons

Is free of subject-verb agreement errors

Is free of sentence construction issues such as parallel structure errors

Uses clear wording

Uses correct use of commas

Uses correct punctuation (end punctuation, apostrophes, parentheses, colons, dashes, semicolons, quotation marks,
italics, etc.)

Uses correct pronoun usage and agreement

Is free of modifier errors

Uses correct spelling

Uses the literary present tense

Avoids verb tense shifts/verb problems
Works Cited

Uses correct line spacing, indentations, heading, title, margins, page #s

Uses correct in-text citation—Example: In prison, Okonkwo suffers physical consequences for his actions. Achebe
notes that “the long stripes on Okonkwo’s back where the warder's whips had cut into his flesh” (175). Notice how the
quotation blends into the writer’s point and how the writer puts the page number from which the quotation comes at the
end. The period is at the end, in back of the parentheses.

Works Cited contains the book source and any other source used
Voice/Audience

Maintains formal tone

Uses advanced level vocabulary word choices, including synonyms for overused words

Employs a mix of sentence structures (sentence structure variety)

Has little reliance on “to be verbs” such as “is”and “are”

Avoids tired, overused words (especially “many,” “a lot,” “things”)

Avoids 1st 2nd person pronouns
Analysis

Writer goes beyond showing to make a point

Essay works to prove a point rather than list details
Essay Planner—Not Required
You do not need to submit a planner, but here is the Patrick F. Taylor Academy’s basic five paragraph essay
planner. You will need to compose a minimum of five paragraphs. Additional body paragraphs may be added.
Formal Hook
Intro strategy
Thesis-
Topic SentenceConcrete Detail
ExplanationConcrete Detail
ExplanationConcrete Detail
ExplanationConclusion SentenceTopic SentenceConcrete Detail
ExplanationConcrete Detail
ExplanationConcrete Detail
ExplanationConclusion SentenceTopic SentenceConcrete Detail
ExplanationConcrete Detail
ExplanationConcrete Detail
ExplanationConclusion Sentence-
Return
to starting idea.
Restate the thesis,
different wording.
List major findings
“Big Picture” statement