Galena Park Independent School District
Summer Reading Acknowledgement
AP Language
Date:
Home Campus:
2016-2017 Grade Level:
11th
I understand that I have chosen to be
enrolled
in
Advanced
Placement
English
Language Arts for the 2016-2017 academic
year. I understand that I must complete the
attached summer reading requirement and that
it will be for a grade. I also understand that I
will be tested on the information included in the
reading.
The assignments are due to my
teacher by September 12, 2016 (Monday).
Failure to complete the
assignment will
negatively affect my grade. For every day the
project is late, 10 points will be deducted from
my total grade, up to a maximum of 50 points.
Student Signature
Parent Signature
1
English III AP Summer Assignment
2016-2017
Due: September 12th
* Late policy will follow district guidelines. Each day an assignment is late the
student will lose ten points (one letter grade). After five days the assignment will no
longer be accepted.
Course Goals
The goals and the requirements of the AP English Language and Composition course
are significantly different from those of a regular English course. As this is a collegelevel course, performance expectations are appropriately high, and the workload is
challenging. Students are expected to commit to a minimum of five hours of course
work per week outside of class. Often, this work involves long-term writing and reading
assignments, so effective time management is important. A Time Management and
Study Habits class is held at the beginning of the school year in concert with Junior
Orientation, and AP students are required to attend. A Learning Plan worksheet has
been provided in this packet so students may organize the summer assignment into
manageable tasks. Summer reading and writing are also required to orient students to
the following objectives:
annotation, accounting for purpose and context, and
recognizing strategies and tactics used in literature. Students are required to keep a
reading response journal, which will count as the first two daily grades of the fall
semester.
Rhetorical Devices
A list of rhetorical devices has been included in this packet so that students may become
familiar with the terminology. Students will make notecards of these terms. Students
should use the Learning Pl
to organize study time and manage the information into
smaller tasks.
Required Reading:
students will pick one
of the two readings
In Cold Blood by Truman Capote
The Autobiography of Benjamin Franklin by Benjamin Franklin
2
Guidelines:
1. You will not receive credit for any form of plagiarized work. Be your own
person and use your own brain.
2. Late assignments will be strongly penalized. Don t risk it!
3. If you have questions over the summer, you can reach your teacher at the
following email addresses:
NSSH:
[email protected]
[email protected]
4. Materials: You will need the following to complete this assignment
Access to the internet (if you do not have access at home, you may
use the public library).
5. A copy of In Cold Blood or Autobiography of Benjamin Franklin
this can be purchased at a book store, used or new, checked out from a
library, or checked out from the school. Before the end of May the book
will be available in your Campus Library.
Grading Checklist:
The entire summer assignment is worth 2 daily grades.
The distribution of these grades is noted below. All grades will count for the first six
weeks and will be assessed prior to the end of the first grading period
Daily Grades:
Dialectical Journal
Rhetorical Terms Note Cards
*Dialectical Journal should be typed in MLA style. MLA style
encompasses the following:
12 point Times New Roman font.
Double Spaced
1 margins
Appropriate header (name, course and date)
Appropriate page numbering (last name #)
DIALECTICAL JOURNALS
Think of your dialectical journal as a
series of conversations with the texts we read during this course. The process is
meant to help you develop a better understanding of the texts we read.
PROCEDURE:
o
o
o
As you read, choose passages that stand out to you and record them in the
left-hand column of a T-chart (ALWAYS include page numbers).
In the right column, write your response to the text (ideas/insights, questions,
reflections, and comments on each passage)
If you choose, you can label your responses using the following codes:
o (Q) Question ask about something in the passage that is unclear
o (C) Connect make a connection to your life, the world, or another
text
o (P) Predict
passage
o (CL) Clarify answer earlier questions or confirm/disaffirm a
prediction
o (R) Reflect think deeply about what the passage means in a broad
sense not just to the characters in the story. What conclusions can
CHOOSING PASSAGES FROM THE TEXT:
Look for quotes that seem significant, powerful, thought provoking or puzzling. For
example, you might record:
o
o
o
o
o
o
o
o
Effective &/or creative use of stylistic or literary devices
Structural shifts or turns in the plot
Examples of patterns: recurring images, ideas, colors, symbols or motifs.
Passages with confusing language or unfamiliar vocabulary
Events you find surprising or confusing
Passages that illustrate a particular character or setting
RESPONDING TO THE TEXT:
You can respond to the text in a variety of ways. The most important thing to
remember is that your observations should be specific and detailed. You can write
as much as you want for each entry. You can use looseleaf paper for your journals
or download the template from the Author Study page on the ESA web site.
Basic Responses
o Raise questions about the beliefs and values implied in the text
o Give your personal reactions to the passage
o Discuss the words, ideas, or actions of the author or character(s)
o Tell what it reminds you of from your own experiences
o Write about what it makes you think or feel
o Agree or disagree with a character or the author
Sample Sentence Starters:
I think the
Higher Level Responses
o Analyze the text for use of literary devices (tone, structure, style,
imagery)
o Make connections between different characters or events in the text
o
o
o
o
Discuss the words, ideas, or actions of the author or character(s)
Consider an event or description from the perspective of a different
character
Analyze a passage and its relationship to the story as a whole
Summer Reading Dialectical Journal Instructions
Students will create a dialectical journal based on the essential questions below.
Students need to utilize 3 quotes per question (total 12).
In Cold Blood Essential Questions:
How does Capote characterize the relationship, both said and
unsaid, between Dick and Perry?
How is
established in Part IV,
How do internal and external influences lead
Clutter?
How does In Cold Blood provide insight into the nature of American
crime?
Autobiography of Benjamin Franklin Essential Question:
How did Benjamin Franklin make life better for people in our country?
How is the everyday life of Benjamin Franklin different from your life?
How did Franklin feel about ambition and ambitious people?
vision for America look like?
Rhetorical Terms Note Cards
Due Monday, September 10, 2015
Define the following terms (32 in total) on 3x5 inch note cards. Place the word and an example on one side
and the definition on the other side. Punch a hole in one corner of the card and place all cards on metal ring in
alphabetical order. You may wish to use different colored cards for each section, or create divider cards.
CARD SIDE ONE
TERM
EXAMPLE
CARD SIDE TWO
DEFINITION
Rhetorical Terms
Schemes
Parallelism
Isocolon
Antithesis
Zeugma
Anastrophe
Parenthesis
Ellipsis
Asyndeton
Polysyndeton
Alliteration
Anaphora
Epistrophe
Definitions
A figure in which words preserve their
literal meaning, but are placed in a
significant arrangement of some kind.
Agreement in direction, tendency, or
character; the state or condition of
being parallel.
A figure of speech in which parallelism
is reinforced by members that are of
the same length. A well-known
example of this is Julius Caesar's
"Veni, vidi, vici"
The placing of a sentence or one of its
parts against another to which it is
opposed to form a balanced contrast of
ideas, as in Give me liberty or give me
death
The use of a word to modify or govern
two or more words when it is
appropriate to only one of them or is
appropriate to each but in a different
way, as in to wage war and peace.
Inversion of the usual order of words.
A qualifying, explanatory, or appositive
word, phrase, clause, or sentence that
interrupts a syntactic construction
without otherwise affecting it,
The omission of one or more items
from a construction
The omission of conjunctions, as in He
has provided the poor with jobs, with
opportunity, with self-respect
The use of a number of conjunctions in
close succession.
The commencement of two or more
stressed syllables of a word group
either with the same consonant sound
or sound group
Repetition of a word or words at the
beginning of two or more successive
verses, clauses, or sentences.
The repetition of a word or words at the
end of two or more successive verses,
clauses, or sentences.
Anadiplosis
Repetition in the first part of a clause or
sentence of a prominent word from the
latter part
Personification
The attribution of a personal nature or
character to inanimate objects or
abstract notions, esp. as a rhetorical
figure.
Is the use of a word as if it were a
member of a different word class (part
of speech); typically, the use of a noun
as if it were a verb.
Understatement, esp. that in which an
affirmative is expressed by the
negative of its contrary, as in not bad
at a
The use of words to convey a meaning
that is the opposite of its literal
meaning
A figure of speech by which a locution
produces an incongruous, seemingly
self-contradictory effect, as in cruel
kindne
A statement or proposition that seems
self-contradictory or absurd but in
reality expresses a possible truth.
Anthimeria
Litotes
Irony
Oxymoron
Paradox
Phrases
Appositive Phrases
Participial Phrases
Absolute Phrases
A phrase is a group of related words
that does not include a subject and
verb
An appositive is a noun or pronoun -often with modifiers -- set beside
another noun or pronoun to explain or
identify it.
Present participles, verbs ending in ing, and past participles, verbs that end
in -ed (for regular verbs) or other forms,
are combined with complements and
modifiers and become part of important
phrasal structures. Participial phrases
always act as adjectives.
Absolute phrases do not directly
connect to or modify any specific word
in the rest of the sentence; instead,
they modify the entire sentence, adding
information.