HONORS ENGLISH 11
Summer Reading Assignment 2015
Task: For this assignment you will read two (2) separate readings that will correspond to the
curriculum taught in the Honors English 11 course and write a TYPED essay in MLA format for
each work—two (2) essays total following the writing process, as well as a reader’s log. The
alternate reading for The Bluest Eye is the play Inherit the Wind by Jerome Lawrence and
Robert Edwin Lee.
Selections: The Red Badge of Courage by Stephen Crane and The Bluest Eye by Toni
Morrison
Purpose for the Assignment: Besides having you read some great fiction, the purposes of
this assignment are to:
 enhance your understanding of characters, situations, relationships, themes, and
conflicts,
 make connections to the text,
 extend the reading beyond the text, and
 improve your analytical/expository writing skills.
Procedure: In order to complete this assignment, which is worth 90 points, you should
follow the process outlined below.
1. Read all of the directions before beginning. Read the selections consciensciously and
take notes as directed in your reading log to facilitate your understanding.
2. For your essay, choose a prompt from the listings provided for each reading. One
prompt each.
3. SUMMER ESSAY ASSIGNMENTS MUST MEET THE FOLLOWING CRITERIA:
a. Type your response using appropriate Modern Language Association (MLA)
format. NO other formats will be accepted.
b. Include a formal outline of your paper
c. Meet the 250-350 word requirement; roughly 2-3 pages. You may exceed this
amount, but no longer than 500 words please.
d. Responses will be written in third person unless otherwise indicated by the
prompt.
e. You MUST have a concise, coherent, parallel thesis statement that encapsulates
and drives the scope of your responses and follow this throughout your paper.
f. Include introductory and concluding paragraphs and/or statements in order to
achieve a sufficiently organized and focused essay, as well as transitions and
controlling topic sentences.
g. Support your ideas with evidence from the text.
h. Internally document the source as well as include a work cited page.
i. Include copies of any outside sources used
j. Include your completed Reader’s log with each essay (see criteria attached)
k. Include all rubrics filled out and stapled to/inserted to the back of the
assignment
4. Any missing components will cause you to receive an incomplete grade (0.0) until all
assignments are compiled and handed in. After the due date, late assignments will
receive a penalty of 5% off per day late including absences and weekends.
5. Further more, collusion, cheating, and plagairism will not be tolerated for the essays
and reading log and will result in an incomplete for the essay and/or reading log for all
individuals involved. You will then have to re-do the essay/reading log and the highest
grade earned will be a .5 (F) if the essay is accepted. NO TWO ESSAYS/READING LOGS
WILL BE ALIKE IN ANY WAY.
6. Essay responses (20 points each) will be scored using the standard PSSA scoring rubric
which assesses focus, content, organization, style and conventions. In addition, your
reading log (25 points each) will be evaluated separately using the outlined criteria.
See attached.
7. Be prepared for quizzes and tests on all aspects of the works including vocabulary,
plot, characters, literary elements, literary devices, and stylistic techniques if needed.
8. Complete your work in a timely manner and ask questions as you progress. Those who
procrastinate should remember that poor planning on your part does not constitute an
emergency on my part. See the teacher with questions or concerns.
[email protected].
9. Submit your responses on the assigned due date: September 2, 2015 the first day of
school. Failure to submit the assignment will result in an INCOMPLETE grade for the
first quarter and ultimately course failure if not submitted.
PROMPTS: The Red Badge of Courage (Choose one)
1. Because The Red Badge of Courage is a war story, conflict is central to the novel. In fact,
many critics argue that Crane may not have been so interested in writing about actual or
potential conflict as about the fear that follows it. Looking at the action of the novel and the
character of Henry Flemming, discuss the possibility that The Red Badge of Courage is a novel
about coming to grips with fear.
2. Stephen Crane often broke new ground by choosing the subjects he did for his novels, etc.
In The Red Badge of Courage, Crane examines the notion of heroism. His central character by
the end of the novel becomes a hero but not in the way people normally think of heroes. We
as readers, because of our culture, begin the novel with one sense of heroism, but Crane
forces us to examine the concepts of courage and heroism in other ways. Examine the
character of Henry Fleming to discuss whether or not he grows into heroism.
3. Throughout the novel, Henry Fleming comes into contact with a variety of people, places,
and objects. Of the many people he encounters, Jim Conklin and Wilson are two with whom
he has the most contact. Examine Henry’s relationship with these two men and discuss the
effect of each relationship on the development of Henry’s character.
4. Stephen Crane is an author who embodies realism; truth to actuality as it is represented in
literature and Naturalism; forces that are beyond control resulting in conflict. Throughout the
novel, Crane places his characters in various conflicts; man versus man, man versus himself,
and man versus Nature. Analyze a central conflict of the novel. How does the conflict
contribute to plot and character development?
The Bluest Eye: Choose One
1. Cholly’s character exemplifies the problems that occur when family bonds destabilize and
begin to disintegrate and he becomes “dangerously free”. Morrison’s intent is for readers to
regard him not as a mindless, unaccountable monster but as a damaged and wounded man.
Write an essay on The Bluest Eye in which you analyze the character of Cholly. How does
Toni Morrison make us understand and experience Cholly’s story? How does material wealth,
power and privilege play into his story? Where is there evidence of a struggle for male identity
and the American Dream.
2. Many critics observe that Pecola’s wish for blue eyes is a form of self-denial and self-hatred.
This claim seems to be substantiated by Pecola’s fate and the condition in which the reader
encounters her at the novel’s conclusion. Consider whether you agree with this claim. Write an
essay on The Bluest Eye in which you state what you believe the author wished to convey to
her reader by exploring the dynamics of self-denial and self-hatred OR in which you explain
Pecola’s fate relative to the self-denial/self-hatred claim.
3. In one way or another, almost all of the characters are preoccupied with defining what
beauty is. Examine one or more passages in which a character or the narrator addresses the
notion of beauty directly, and determine what the “take-away” message about beauty might
be. Consider whether there are competing or complementary notions of beauty that Morrison
offers. Pay close attention to the matter of how the characters come to their understanding of
beauty. Finally, address whether notions of beauty evolve, either positively or negatively, as a
result of the experiences that the characters have over the course of the novel.
4. Toni Morrison’s writing has had a tremendous impact on both the American and AfricanAmerican literary landscapes. Her style represents a juxtaposition of political subjects and
lyrical prose. Write an essay on The Bluest Eye in which you analyze Morrison’s style.
Consider point of view, dialogue, symbols, cyclical storytelling, structure, and figurative
language. How do the different registers of point of view, the stylistic choices, and the way in
which the plot unfolds and the sections names after seasons contribute to the mood and
meanings of the novel?
ALTERNATE READING: Inherit the Wind (Choose one):
1. What is the fundamental conflict in Inherit the Wind? Discuss the ways in which the
playwrights support this theme through their characters and motifs.
2. Why do the playwrights imply, in their note preceding the play, that the themes of their
play are timeless and universal? What relevance do these themes have today?
3. Discuss the historical context of Inherit the Wind in terms of the Scopes trial and the
rapidly changing society of the United States in the 1920s. How does the play speak to the
struggle of the individual versus larger society? What message does it contain about the
power of the individual to change society?
HONORS ENGLISH 11
Novel Reading Log Summer Assignment
Directions: For each chapter in EACH novel (2 Reading logs total), you will define the
vocabulary, create predictions, etc. Follow the directions in the log description for each
section. You may use a separate notebook or type your responses. You may organize by
chapters or two chapter installments. Clearly label each installment and section in your
notebook and keep your assignments organized. Example: Chapter 1 or Chapters 1-2,
Vocabulary, etc. or no credit will be given. Unorganized assignments will suffer a point lost
during final evaluation. Complete sentences MUST be written for all reading answers or NO
CREDIT will be given for the assignment and MUST include detail from the book or NO
CREDIT. That means EVIDENCE (page numbers, quotes, etc.). Submit each reading log with
each essay.
VOCABULARY
Identify no more than 5-10 new words per installment. Then, choose from the dictionary the
part of speech and the one meaning that most accurately matches the use in context and
record them in your log.
PASSAGE
From each reading installment select ONE passage by page number that you find confusing or
difficult to understand, OR that you think reflects a major theme or symbol pattern, OR that
you feel illustrates the development of a major or minor character, OR that you see as
representative of the author’s style. Record the page number and the first seven words in
your notebook. Be prepared to explain. You may highlight and take notes in the novel if it is
yours.
SUMMARY
Summarize what you have read into a six-to-ten sentence paragraph. You may summarize the
entire installment or go chapter by chapter. Make sure your summary details the who, what,
where, when, why, and how of each installment.
PREDICTIONS
In this section predict what you think will happen in the next few chapters. Your prediction
must be based on what you have read previously in the text, and you should use this to cite
REASONS for your predictions. Skip this section for final chapter.
FIGURATIVE LANGUAGE
In this section you will find at least five examples or figurative language for each reading
installment. List the type of figurative language and quote the first seven words. Include the
page number. Remember, poetic devices are not included here. Look for elements like
symbolism, metaphor, simile, personification, tone, mood, imagery, irony, foreshadowing,
flashback, medias res, etc…
Name: _________________________________________________________ Date: __________________________ PD: _____________
5
Overall
Requirements
and
Completion
Creativity
and
Expression
Quality of
Response
Detailed
Responses
Organization
and
Appearance
A
Generously exceeds
requirements
Several superior entries
Consistently “quality”
Work. All assignments
completed
Interesting mix of
strategies/
Good use of a variety of
response techniques from
reflection entries.
Thorough responses that
consistently demonstrate
considerable
thoughtfulness, insight,
connections and analysis.
Conventions of grammar
followed.
Consistent use of details
from the text to support
responses. Excellent detail
in summaries.
Maintain legible, neat
organization and
appearance of notebook.
Entries are clearly marked
with correct heading and
are in order.
4
B/B+
3
C/C+
D
1
F
Meets or exceeds minimum
requirements.
Several very good entries.
Consistently “satisfactory”
work. Most assignments
completed, a few entries
might be missing one piece.
Mix of strategies/response
techniques from reflection
entries.
Meets all requirements.
Generally “satisfactory”
work.
Some less successful entries.
Assignments inconsistent in
completion with some
missing entries.
Few strategies/response
techniques from reflection
entries.
Falls short of meeting
requirements (missing
several required entries)
Many “perfunctory”
entries. Most assignments
are incomplete and
missing.
Only perfunctory response
techniques from reflection
entries.
Far from meeting
requirements (missing an
excessive number of
required entries)
Mostly “perfunctory”
work.
Thorough responses that
frequently demonstrate
thoughtfulness, insight,
connections and analysis.
Little or no spelling or
grammar errors.
Some responses demonstrate
thoughtfulness, insight,
connections and analysis.
Adequate control of
grammar.
Minimal responses
demonstrate
thoughtfulness, insight,
connections and analysis.
Minimal/limited control of
grammar.
Missing or minimal
thoughtfulness, insight,
connections and analysis.
No evident control of
grammar. Errors inhibit
meaning.
Frequent use of details
from the text to support
responses. Good detail in
summaries.
Occasional use of details
from the text to support
responses. Summaries meet
minimum detail.
Minimal use of details
from the text to support
responses. Summaries do
not meet minimum
requirement.
Minimal, incomplete or
missing details from the
text to support responses.
Summary detail not
evident.
Evident care for
organization and
appearance of notebook. A
majority of entries are
clearly marked. A few
missing headings. Correct
order.
Satisfactory appearance and
organization of notebook.
Some entries are clearly
marked. Evident attempt of
correct order. Multiple pages
missing a complete heading.
Shows minimal effort in
final appearance and
organization. Headings are
inconsistent and mostly
missing. Assignments
clearly out of order with no
attempt.
Little care evident in final
appearance and
organization of notebook.
No consistency in
headings. Majority of
assignments out of order.
Scoring Rubric for Reading Log
Score: _____/25 points
2
Comments:
Incomplete
“Simplistic”
Use of only one response
technique/strategy.
Name: _________________________________________________________ Date: __________________________ PD: _____________
Pennsylvania Informational Writing Domain Rubric
Focus
Content
Development
Organization
Style
Conventions
Advanced
4
Sharp, distinct controlling
point made about a single
topic with evident awareness
of task and audience.
Proficient
3
Clear controlling point made
about a single topic with
general awareness of task
and audience.
Basic
2
Vague evidence of a
controlling point made about
a single topic with an
inconsistent awareness of
task and audience.
Inadequate, vague content
that demonstrates a weak
understanding of the purpose.
Underdeveloped and/or
repetitive elaboration with
inconsistently supported
information. May be an
extended list.
Below Basic
1
Little or no evidence of a
controlling point made about
a single topic with a minimal
awareness of task and
audience.
Minimal evidence of content
that demonstrates a lack of
understanding of the purpose.
Superficial, undeveloped
writing with little or no
support. May be a bare list.
Substantial, relevant, and
illustrative content that
demonstrates a clear
understanding of the purpose.
Thorough elaboration with
effectively presented
information consistently
supported with well-chosen
details.
Effective organizational
strategies and structures,
such as logical order and
transitions, which develop a
controlling idea.
Adequate, specific, and/or
illustrative content that
demonstrates an
understanding of the purpose.
Sufficient elaboration with
clearly presented information
supported with well-chosen
details.
Organizational strategies and
structures, such as logical
order and transitions, which
develop a controlling idea.
Inconsistent organizational
strategies and structures,
such as logical order and
transitions, which ineffectively
develop a controlling idea.
Appropriate control of
language, stylistic techniques,
and sentence structures that
creates a consistent tone.
Limited control of language
and sentence structures that
creates interference with
tone.
Little or no evidence of
organizational strategies and
structures, such as logical
order and transitions, which
inadequately develop a
controlling idea.
Minimal control of language
and sentence structures that
creates an inconsistent tone.
Precise control of language,
stylistic techniques, and
sentence structures that
creates a consistent and
effective tone.
Thorough control of sentence
formation. Few errors, if any,
are present in grammar,
usage, spelling, and
punctuation, but the errors
that are present do not
interfere with
meaning.
Adequate control of sentence
formation. Some errors may
be present in grammar,
usage, spelling, and
punctuation, but few, if any, of
the errors that are present
may interfere with meaning.
Limited and/or inconsistent
control of sentence formation.
Some sentences may be
awkward or fragmented.
Many errors may be present
in grammar, usage, spelling,
and punctuation, and some of
those errors may interfere
with meaning.
Scoring Rubric for Essay
Score: _____/20 points
Comments:
Minimal control of sentence
formation. Many sentences
are awkward and fragmented.
Many errors may be present
in grammar, usage, spelling,
and punctuation, and many of
those errors may interfere
with meaning.