AP English Language/ American Literature -Composition
2nd Parallel Reading Assignment 2014 - 15
Select a text from following options:
A. Narrative of the Life of Frederick Douglass, by Frederick Douglass
“Frederick douglass was born into slavery in 1817 or 1818. Douglass is separated from his mother, Harriet Bailey, soon after he is born. His father is most likely their white master, Captain Anthony. Captain Anthony is the clerk of a rich man named Colonel Lloyd. Lloyd owns hundreds of slaves. Life on any of Lloyd's plantations is brutal. Douglass becomes conscious of the evils of slavery and of the existence of the abolitionist, or antislavery, move-ment. He event- ually makes his escape to New York. After changing his name from Bailey to Douglass and marrying Anna Murray, a free woman, he moves north to Massachusetts and becomes deeply engaged with the abolitionist movement as both a writer and an orator.” Available in the Media Center.
B.) Into the Wild, by Jon Krakauer
“Based on a true story. After graduating fromEmory University in 1992, top student and athlete Christopher McCandless abandons his possessions, gave his entire $24,000 savings account to charity and hitchhiked to Alaska to live in thewilderness. Along the way, Christopher encounters a series of characters that shape his life. For those who have read Thoreau's Walden, there comes a time, maybe only lasting a fewhours or a day, when the notion of living alone in a tiny cabin beside a pond and planting some beans seems strangely seductive. Christopher McCandless did not outgrow this phase. He has ahandful of books about survival and edible wildplants, and his model seems to be Jack London, although he should have devoted more attention to that author's "To Build a Fire." He had good grades at Emory; his future in law school was right there in his grasp. Why did he disappear from their lives, whywas his car found abandoned, where was he, and why, why, why? He keeps journals in which he sees himself in 3rdperson as a heroic loner, renouncing civilization, returning to the embrace of nature. He sees himself not as homeless, but as a man freed from homes.” Available in theMedia Center
C. Touch the Top of the World, by Erik Weihenmayer
“Erik was born with retinoscheses, a degenerative eye disorder that would progressively unravel his retinas. He learned from doctors that he was destined to lose his sight by age thirteen. Yet he was determined to rise above this disability. This book recalls his struggle to push past the limits placed on him by his visual impairment -- and by a seeing world. Fewer than a hundred mountaineers have climbed all Seven Summits -- the highest peak on each of the seven continents. Erik has reached 4 of the 7. From the snow-capped summit of McKinley to the high peaks of Aconcagua and Kilimanjaro, Erik's story is truly one of having the vision to dream big; the courage to reach for near impossible goals; and the grit, determination, and ingenuity to transform our lives into something miraculous.” Available from teacher
D. The Gatekeepers, by Jacque Steinberg
“A compelling tale, told from the perspective of Ralph Figueroa, an admissions officer at Wesleyan University. An insider's look at how Figueroa and the school's admissions committee factored grades, test scores, essays, extra-curricular activities and race into account as they winnowed 700 students for the class of 2004 from nearly 7,000 applicants. Using real names, applications and interviews, he follows six applicants of varying backgrounds from their first encounter with Figueroa to their final acceptance or rejection..” Available in the Media Center in limited quantity
Parallel Reading Supplemental Activities:
1.) Literary techniques/writing elements:ONE term/technique from EACH of the4 groups(below),
Group 1: a propaganda-persuasive technique (1 of 11 studied); simile; metaphor; colloquialism
Group 2: a rhetorical question; parallel structure; alliteration; pun
Group 3: ethos, pathos, or logos
Group 4: allusion, irony, hyperbole,understatement, satire,
a.) find one example of the term/technique being used in your text as you read and copy exactly the words/phrases/
sentence(s) that show the term/technique;cite page/ paragraph intext where words/phrases/sentence(s) are located;
b.) label the ONE term/technique you are concentrating on;
c)explain WHY (be specific, cite words – don’t be vague) the word(s)/phrase(s)/ sentence(s) that you selected are an
example of the term/technique (BE VERY SPECIFIC; DO NOT PROVIDE PLOT SUMMARY)AND WHY using this technique/term was used at this point in the text (this is the “so what?” part of the answer). Expected
length of explanation is a paragraph – remember: when doing AP writing, you write to completely answer the question asked, thus if you need more to answer completely the question asked, you write more. Concentrate on
answering the question, not on “how long”.
2.) After you have read the entire text, write ONE ARGUMENT STATEMENT (claim, thesis) for your text. This will be one sentence (see below). There are usually several Argument Statements applicable to any text. The statement you give needs to be something that could be discussed with different people seeing different “sides” of the statement, but you could support your “claim” with textual specifics to prove your point.
Examples: Tuesdays With Morrie: People are better off if they live their life doing what they enjoy doing instead of
working for money and/or status.
The Great Gatsby: American in the 1920s was too concerned with materialism.
Profiles in Courage: A person needs to do what is right, regardless of the consequences.
The Scarlet Letter: Lies will not stay hidden, and will result in problems.
The Crucible: Public hysteria can override laws, rules, and common sense.
GRADES:
1. Written explanation of 4 specific techniques/terms from reading: Summative Writing Grade, 40 pts
Applicable Reading (RL) Standards:
RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain.
RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone, including words
with multiple meanings or language that is particularly fresh, engaging, or beautiful.
2. Argument Statement (Claim/ thesis): Summative Writing Grade, 5 points
Applicable Writing (W) Standards:
W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
3. Literature Circle Role Form & Discussion:
Role Form: Summative Reading-30 pts Discussion: Formative – 30 pts
W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 11–12 topics, texts, and issues
SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such
that listeners can follow the line of reasoning,
Applicable AP Standards for Assignment:Upon completing the AP English Language and Composition course, students should be able to -
• analyze and interpret samples of good writing, identifying and explaining an author’s use of rhetorical strategies &
techniques;
• create and sustain arguments based on readings, research, and/or personal experience;
• write for a variety of purposes;
• produce expository, analytical, and argumentative compositions that introduce a complex
central idea and develop itwithappropriate evidence drawn from primary and/or
secondary sources, cogent explanations, and clear transitions;
• demonstrate understanding and mastery of standard written English as well as stylistic maturity in theirown writings.
All work due at the beginning of class. Identical work will receive a zero. Don’t share! Don’t Plagiarize!
Reading willbe done primarily at home; there is little time to read parallel texts in class. Plan your reading
schedule carefully so you have time to complete the assignments for this text.
Plan to havefinished reading, all work be ready to discuss in Lit. Circles on
Nov10 - see class calendar for specific dates