AP LITERATURE AND COMPOSITION
SUMMER ASSIGNMENT 2012
2012-2013 AP Literature Student,
Welcome to Advanced Placement English Literature. For this summer, you will be required
to complete some reading assignments in preparation for next year’s course.
**Please note that all PCHS students are required to purchase and read Ghosts of War by
Ryan Smithson. You are also required to complete the summer assignments that accompany
the novel.
Assignment #1: You have an additional summer reading assignment for this course. Please
see the attached sheet for information regarding Death of a Salesman. You are responsible for
purchasing this novel and completing the accompanying assignment over the summer. This
is an extensive assignment. Please provide yourself plenty of time to complete it.
Assignment #2: An understanding of biblical references and allusions will serve you very
well in this course. Over the summer, please become familiar with the following biblical
stories/allusions. You are not required to purchase any particular text for this assignment.
Instead, find examples online or make a visit to the public library. The King James Bible is
your best source of information. You are required to take written/typed notes (at least
1/2 page) for each. Your written notes may be in the form of sentences, bullet points,
graphic organizers, or any other type of note taking you find to be efficient.
*You will be required to submit your notes for each of the following. Please make sure you
have a comprehensive understanding of each.
1.) “The Creation” -- Genesis 1
2.) “The Fall” -- Genesis 3
3.) “The Flood” -- Genesis 6
4.) The Mark of Cain -- Genesis 4-6 (Land of Nod, East of Eden)
5.) The Tower of Babel -- Genesis 11:1-9
6.) Sodom and Gomorrah -- Genesis 18
7.) Lot and his wife -- Genesis 19
8.) The Ten Commandments -- Exodus 20:1-17
9.) David and Goliath -- I Samuel 17
8.) The Nativity -- Matthew 1, Luke 2
9.) The Sermon on the Mount -- Matthew 5:3 - 7:27. Luke 6:17-49
10.) Lazarus -- John 11:1-12:11
11.) The Last Supper -- Mark 14, John 13
12.) The Garden of Gethsemane -- Matthew 26
13.) The Betrayal -- Matthew 25,26
14.) “The Denial” -- Matthew 26, Mark 14, Luke 22, John 18
15.) 30 pieces of silver -- Matthew 26,27, Mark 14, Luke 22, John 13,18
16.) Golgotha -- Matthew 27:33, Mark 15:22, John 19:17
17.) The Crucifixion -- Matthew 27, Mark 15, Luke 23, John 19
18.) The Resurrection -- Luke 24, John 20,21
19.) The Holy Spirit -- Acts 1,2
AP LITERATURE AND COMPOSITION
SUMMER ASSIGNMENT 2012
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Death&of&a&Salesman!Summer!Assignment!!
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1. Review!the!literary!archetypes!packet.!Use!this!compilation!of!definitions!
and!examples!to!find!547!DIFFERENT!archetypal!images!used!in!the!play.!
What’s!due:!Create!a!three4column!chart!to!investigate!these!archetypes!
more!in!depth.!!
ARCHETYPE!WHAT!AND!LOCATION!IN!PLAY!!EXPLANATION!!
a. Special!note:!this!must!be!submitted!to!turnitin.com!via!Canvas!before!
the!first!day!of!school.!Please!use!a!format!that!can!be!submitted!
online.!I!do!not!need!a!hard!copy.!
2. Review!“Rubric!for!Book!Annotations”!handout!(last!page!of!this!packet)!.!
What’s!due:!Annotate!your!copy!of!the!play!(either!directly!or!on!sticky!
notes).!This!will!be!graded!as!per!handout.!
3. Prepare!notes!for!a!Socratic!Seminar!discussion!on!the!first!or!second!full!
class!day.!Prepare!to!discuss!the!American!Dream!as!it!stood!during!Willie!
Loman’s!lifetime.!!Did!Loman!find!the!American!Dream?!Why!or!why!not?!
Does!the!American!Dream,!as!defined!here,!still!exist?!What’s!due:!You!will!be!
graded!on!the!completeness!and!originality!of!these!notes,!i.e.!do!not!
regurgitate!what!some!anonymous!person!on!the!deep!dark!Internets!said.!
You!will!also!be!graded!on!your!completeness!of!thought!in!discussion.!
4. Read!!Oedipus&the&King!!by!Sophocles!(which!can!be!found!on!the!
Internet).!!Compare!and!contrast!Oedipus!with!Willy!Loman,!focusing!
specifically!on!the!concept!of!hamartia.!What’s!due:!Be!prepared!to!write!a!
timed!essay!within!the!first!three!class!days.!
This is a guide to help you understanding and appreciating
literary archetypal references, including different types and
examples.
Archetypal analysis of a work is one of the most common forms of literary analysis. It is easy to understand
and use with a little knowledge of the basics.
First of all, an archetype is a pattern from which copies can be made. That is, it is a universal theme that
manifests itself differently on an individual basis. Swiss psychiatrist Carl Jung believed that these
archetypes were the result of a collective unconscious. This collective unconscious was not directly
knowable and is a product of the shared experiences of our ancestors. Jung believed it was:
Primordial: That is, we, as individuals, have these archetypal images ingrained in our understanding even
before we are born.
Universal: These archetypes can be found all over the world and throughout history. The manifestation of
the idea may be different, but the idea itself is the same.
AP LITERATURE AND COMPOSITION
SUMMER ASSIGNMENT 2012
Archetypes fall into two major categories: characters, situations/symbols. It is easiest to understand them
with the help of examples. Listed below are some of the most common archetypes in each category.
Characters:
The hero - The courageous figure, the one who's always running in and saving the day. Example:
Dartagnon from Alexandre Dumas's "The Three Musketeers" Also, in fiction, an antihero (sometimes
antiheroine as the feminine) is generally considered to be a protagonist whose character is contrary to that
of the archetypal hero, yet typically retains many heroic qualities. In contrast, an antivillain is considered
to be an antagonist who, in contrast to the archetypal villain, elicits considerable sympathy or admiration.
The outcast - The outcast is just that. He or she has been cast out of society or has left it on a voluntary
basis. The outcast figure can oftentimes also be considered as a Christ figure. Example: Piggy from
William Golding's "The Lord of the Flies"
The scapegoat - The scapegoat figure is the one who gets blamed for everything, regardless of whether he
or she is actually at fault. Example: Snowball from George Orwell's "Animal Farm"
The star-crossed lovers - This is the young couple joined by love but unexpectedly parted by fate. Example:
Romeo and Juliet from William Shakespeare's "Romeo and Juliet"
The shrew - This is that nagging, bothersome wife always battering her husband with verbal abuse.
Example: Zeena from Edith Wharton's "Ethan Frome"
Situations/symbols:
The task - A situation in which a character, or group of characters, is driven to complete some duty of
monstrous proportion. Example: Frodo's task to keep the ring safe in J. R. R. Tolkein's "The Lord of the
Rings" trilogy
The quest - Here, the character(s) are searching for something, whether consciously or unconsciously. Their
actions, thoughts, and feelings center around the goal fo completing this quest. Example: Christian's quest
for salvation in John Bunyan's "The Pilgrim's Progress"
The loss of innocence - This is, as the name implies, a loss of innocence through sexual experience,
violence, or any other means. Example: Val's loss of innocence after settling down at the mercantile store in
Tennessee William's "Orpheus Descending"
The initiation - This is the process by which a character is brought into another sphere of influence, usually
(in literature) into adulthood. Example: Ayla's initiation both into the Clan and into adulthood in Jean
Auel's "The Clan of the Cave Bear"
Water - Water is a symbol of life, cleansing, and rebirth. It is a strong life force, and is often depicted as a
living, reasoning force. Example: Edna learns to swim in Kate Chopin's "The Awakening"
Hopefully, you will now be able to recognize and understand archetypes as you come across them in your
readings. They help to add depth and underlying significance to some of the world's best literature.
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AP LITERATURE AND COMPOSITION
SUMMER ASSIGNMENT 2012
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Rubric for Book Annotations
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The !term ‘annotation’ has many different meanings when it comes to
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literature
and literary analysis. For our purposes, an annotation is
identifying passages or phrases in a book that specifically support a
particular theme, idea, motif, or symbol. Students need to identify
these passages or phrases so that they can use these passages or
phrases as supporting evidence in their written papers and for
classroom discussions. This process is achieved by creating a “key”
in the inside of the front cover of their book. Students should write
the themes, idea, motifs, and/or symbols that they will be highlighting
in the book. The students then use different colored highlighters to
“mark” the passages and/or phrases. Additionally, students should
make written notations in the margins of their book that make
observations or question the intention of the author. Grading of
annotations is based on the following criteria:
a.
Has the student identified phrases and passages that support
specific ideas, themes, motifs, and/or symbols and are they
have listed on the inside cover of their book.
b. Has the student employed an organizational system (tabs,
post-its, highlighters, etc.) that allows for the ‘finding’ of
quotes and evidence in an efficient manner so that this
Points!Earned!(Maximum!
20):!
information can be employed in classroom discussions and as
evidence in their written assignments.
c. Has the student made notes in the margins of his/her book
Points!Earned!(Maximum!
20):!
that demonstrate that he/she have examined and questioned
the both the figurative and literal meaning of the book?
These notes are important because they contribute to vibrant
classroom discussions.
Points!Earned!(Maximum!
20):!