Honors English 11 Summer Reading Assignments for the 2014-2015 School Year
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Everyone must read The Catcher In the Rye by J.D. Salinger and Choose one of the following books to
read: In Cold Blood by Truman Capote or The Joy Luck Club by Amy Tan or The Things They Carried
by Tim O’Brien or Their Eyes Were Watching God by Zora Neale Hurston.
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Please be proactive about doing cursory level research before you select your titles; get an idea of what
your book is about before you buy them at Half Price Books, Amazon, Half.com, or EBay. I would
even see if they are PDFs online before you buy them.

In addition to reading Catcher In the Rye and one of the four that you choose, you need to obtain a copy
of How to Read Literature Like a Professor by Thomas C. Foster (can be in book or PDF form).
o You do not need to complete any writing assignment for How to Read Literature Like a
Professor. You do need to read and annotate the Introduction, as well as Ch. 1 “Every Trip Is a
Quest (Except When It’s Not)” and Ch. 25 “Don’t Read with Your Eyes”. I will be checking
your annotations on the first day. Bring with you your annotated book or PDF printed out. Be
prepared to apply these chapters to your Summer Reading Selections. (There is an instruction
sheet for annotation attached to this assignment. It is similar to what you used last year. Your
annotations do not need to be exactly as shown. By your 11th grade year, you need to make it
your own usable tool, one that works for you.)
For each book (The Catcher in the Rye and your book of choice), you must complete the following:
1. Divide your book into fourths by taking the number of pages and dividing by four.
2. Make sure to annotate each of your books while you are reading. This is a class expectation, and helps
you with your thinking about the book, as well as piecing critical ideas together for your writing. There
are instructions for annotating novels in this packet. You should bring your annotated novels to class on
the first day.
3. Choose a total of two (2) passages or quotes from your book that correspond to each fourth. That’s a
total of 8 passages or quotes from each book, for a total of 16 passages for both books.
4. Type your passages, making sure to use the proper citations (MLA format) for each quote. On the same
page, select two (2) of the reading prompts for EACH passage or quote. Make sure to copy down the
selected reading prompt. ONE prompt from group A—more analytical, ONE prompt from group
B---more connection/reflection. Each response should be at least a paragraph in length (min. 5-7
sentences). You will answer sixteen (16) prompts for each book.
5. Must be typed, MLA format is required. If you need a refresher on how to do this, please go to:
https://owl.english.purdue.edu/owl/resource/747/01/. MLA format is my expectation for all writing
assignments and part of your grade on rubrics.
6. Assignment is due--Wednesday, August 20, 2014 (the first day of the school year).
7. If you would like to email me your completed summer reading assignment(s) before the school year
begins, please feel free to do so. In fact, I will offer 5 points extra credit for each completed and emailed
assignment received by Monday, August 18, 2014. This is not required though. Remember to “share”
and “unlock” Google docs.
8.
My email is [email protected], if you have any concerns or questions.
Reading Prompts for novels
Reading Prompts Group A---Analytical
1. Who is speaking? Where does this particular scene take place (setting)? Explain the character’s
thoughts, motives, and actions; (i.e., What does the person mean?)
2. What does this excerpt reveal about the characters(s) or ideas (themes) in the book? What is your
opinion of the character(s)? Use textual evidence to substantiate your claim.
3. What literary device/technique (i.e., symbolism, flashback, irony, simile, personification, allusion, etc.)
does the author use to convey the meaning? Explain the impact the device has on the selection.
Reading Prompts Group B---Connections/Reflection
4. I really don’t understand why….
5. I (dis)agree wholeheartedly with the idea/statement that…
6. I think the message that the author is trying to convey is…
7. This passage is similar to a time in my life when….
8. This passage reminds me of the character ____________________ from the literary work,
___________________. (Include the character’s name and title of work.)
9. If I were (character in book), I would have said/done... OR, If I were (specify the situation/dilemma), I
would have said/done…
10. This passage/quote/excerpt is significant because….
Instructions for Annotating a Text: Use this for your novels
Annotate – v. To furnish (a literary work) with critical commentary or explanatory notes
Inside Front Cover: Keep a character list with a small space for character summary and for page
references for key scenes, moments of character development, etc.
Inside Back Cover: Make note of your thoughts about themes, allusions, images, motifs, key scenes,
plot line, epiphanies, etc. List and add page references and/or notes as you read.
Additional Markings:
Chapter summaries/titles: At the end of each chapter, write a brief summary of the plot as it occurred
in that chapter. This does not have to be long or greatly detailed, but should include all relevant
incidents. Use plot-related language (TP, cf, Cx, RA, etc.), see below, whenever possible in your
summary. Supply an instructive title for each chapter of the book. This may prove useful for books in
which chapters are already titled. This practice will help you solidify your understanding of a chapter in
just a few of your own words.
Underline: Within the text of the book, and as you read, underline or otherwise note anything that
strikes you as important, significant, or memorable. If possible and profitable, write brief comments
within the side margins that indicate your motivation in underlining. Focus on essential stylistic devices
(diction, syntax, imagery, literary devices, tone) and elements of literature (plot, setting,
characterization, point of view and theme). Often, I underline isolated words and phrases. Occasionally,
I connect such underlinings with a line, in essence creating a new sentence, a distillation of ideas or
meaning.
Brackets: Use brackets, as you read, together with abbreviations and symbols to indicate passages (too
long to underline) that contain important themes, wonderfully nuanced descriptions, especially
delightful phrasing and/or syntax, provocative assertions, and figurative language. And, of course, write
comments and analytical snippets to clarify your thinking.
Vocabulary/unusual diction: Within the text of the book, circle words that are unfamiliar to you or
whose use strikes you as unusual or inventive. Look up words in a dictionary that seem essential to an
understanding of the meaning or the sense of the author. If it helps to do so, jot a brief definition or
synonym nearby.
Questions: Actively engage the text and further/confirm your understanding of each chapter by writing
at least two open-ended questions for each. Short essay questions are most useful.
Shifts: The Process: Note all shifts in point of view. Note all shifts in time. Note all shifts in diction
and syntax.
There are a number of procedural expectations that make annotation practical and
effective.
1. Implement a consistent system. Use the same abbreviations/symbols every time you annotate (See
Below).
2. Use one color ink or pencil to make initial markings while reading; then go back with another color
or colors to mark more thoroughly once you have finished a larger section and have had time to
think about it. Why? You may change your mind or get it wrong the first time, or subsequent
discoveries may prompt a reevaluation of earlier findings.
3. Do underlining, bracket notations, and circling as you read.
4. At chapter or section ends, stop to index page numbers on your front cover list of character
information and traits as well as on your back cover list of themes, images, allusions, etc. Also, write
chapter summaries at that time.
5. Be neat and be disciplined.
Some suggested ABBREVIATIONS/SYMBOLS:
b/c = because
↑= increase, improvement, rising
S = setting
+ = and
↓ = decrease, decline, falling
** = very important
w/ = with
* = important
POV = point of view (mention type: 1st person, limited omniscient, etc.)
w/o = without
Δ = change
b/t = between
info = information
cf = conflict
e.g. = for example
Ch = characterization
info = information
ex = example
info = information
b4 = before
Th = theme
LT = literary term (identify the term by name: irony, tone, foreshadowing, personification, metaphor,
symbol, etc.)
Final Thoughts on Annotation: Think critically about what you are reading. While the
amount of annotation may vary widely from page to page, any thoughtful notes you add
to a text will help you to read more critically – any thoughtful attempt to annotate your
book will help you to understand the reading as you read – and, as I hope these
instructions made clear, will help you return to the reading with confidence later.