AP Language and Composition
Summer Reading Assignment 2014-2015
Dear AP Language & Composition Students:
Up until this point, your Language Arts classes have mostly focusing on fiction. Good fiction has foundation in reality and the sources from which an author draws are generally (and hopefully) historically accurate. While we see that authors of fiction have license to construct events to reveal purpose, do writers of nonfiction— news journalists, writers of biography and autobiography, historians, etc., have the same standards? Do we want truth, or do we want entertainment? Hopefully the three summer selections will lead to discussion of truth, honesty, and enrichment in writing as well as the ability to critically read and detect manipulation of language.
Should be an interesting journey!
Part I: In Cold Blood by Truman Capote
Part II: Grapes of Wrath by John Steinbeck (Test upon return to school)
Part III: Current Events from a variety of sources
Your ultimate goal for the selected books is to comprehend much more than just what happens; you must develop commentaries that reveal your understanding of (1) what strategies the author uses to influence the reader/audience, such as character development, style, figurative language, diction, and syntax, (2) how an author shapes his or her argument, and (3) the effectiveness of imagery and/or visual rhetoric.
Assignment #1: Read In Cold Blood by Truman Capote and complete a dialectical journal.
Introduction:
With the publication of In Cold Blood, Truman Capote debuted a new literary genre: the non- fiction novel. The non-fiction novel presents real events through the use of literary techniques generally associated with fiction narratives. In the case of In Cold Blood, Capote used newspaper accounts, investigative reports, letters, and interviews to piece together the story of the Clutter murders and the subsequent hunt for and eventual execution of Richard Hickock and Perry Smith. Capote traveled to the Holcomb area just months after the murders, and he spent six years collecting information, interviewing residents, and observing the work of the Kansas Bureau of Investigations under the leadership of Al Dewey. Yet, like a novel, the story is presented in vivid sentences and filled with evocative descriptions, poignant word choice, and lyrical images. As a non-fiction novel, the text does not present the voice of the author or a specific narrator, but, instead, relates the events and presents details from the points of view of different characters. To help with your exploration of truth, you will need to keep a dialectal journal on this book and conduct independent research to develop a critical view of Capote’s work.
Directions for creating a two column dialectical journal:
Begin by actively reading the text by marking passages and making notations in the margins. Create a template on your computer to use for your journal. The left column of your journal requires a close reading of the text. This column must contain specific quotations from the text cited by page number. The right column is where you record your critical thinking about the quotations and passages you have selected. Your dialectical thinking should include the following: make judgments, raise questions, make connections to real life, make connections to other works of literature, make inferences, develop insights and perceptions, make comparisons and contrasts, draw conclusions, answer questions, predict consequences, and analyze the writer’s specific use of language and rhetorical devices. In Cold Blood is structured into four parts: “The Last to See Them Alive”, “Persons Unknown”, “Answer”, and “Corner”. Each part should have at least 10 detailed dialectical entries.
Quotes cited with page numbers / NotesHere is where you write direct quotes, summaries, images etc with page number included / Here is where you comment on the notes. Let the following questions guide you:
Why did I copy this passage or make this note?
Why is it important to me?
Is there a connection to other information?
What can I infer?
What relevant comments can I make?
Assignment #2: Read Grapes of Wrath by John Steinbeck critically and carefully. You will be given a test over this upon return that is VERY DETAILED as it will be followed by an extensive research project.
Part A: Complete the accompanying sheet that identifies places and people. Add notes that will help you when writing about the novel in the fall.
Part B: Type responses to the following questions. Single space your response, and double space between questions. Add additional information if needed.
1. What is the cause of the migration?
2. How is Tom both a mainstay and a burden as he returns from prison?
3. How is the turtle’s trip across the road similar to man’s journey through life?
4. What changes does Jim explain in himself and his approach to life?
5. In what way is the bank a monster?
6. Why does Muley Graves remain?
7. What does the sale of jalopies and goods say about society?
8. Why does Granma become ill and die?
9. Why do the Joads accept Jim?
10. Why does Grandpa die?
11. Are the migrants lawless people?(Explain)
12. Why does Noah stay?
13. What is happening to the family? (breaking up? Expanding?)
14. How are the Oakies different from other migrants?
15. Why does Connie leave?
16. Why does Jim move from thinking to acting?
17. What views do John and Jim exchange about sin?
18. Why do the rich landowners behave as they do?
19. Who are the true believers?
20. What pleasures do the migrants enjoy?
21. Why does Ma pierce Rose of Sharon’s ears?
22. Why does John spend precious money for drink?
23. What is the ruined fruit?
24. Why does Tom kill?
25. How does Tom respond to Jim’s request?
26. Where do they end up living?
27. What does Tom tell Ma he must do?
28. How is the storm different this time?
29. What happens to ROS baby?
30. Why does John not do as told with the baby?
31. Why is ROS’s last act so important?
32. What does this act symbolize? What is the ultimate gift?
Assignment #3: Independent Reading:
To begin to create a foundation of examples and ideas to support the arguments, you need to read reputable newspaper and news magazine articles. Many of these can be found on INFOhio (user=Manchester; password = panthers) and I also have links on my website to some of the publications. Others can be found at the library or on-line. Acceptable sources include the following: New York Times, The New Yorker, New York Times Magazine, The Economist, Time, Newsweek, Atlantic Monthly, Smithsonian. You may also access local and national newspapers for articles. You will need to read and analyze about one CURRENT article per week through the end of the summer (total of 10). Be sure to keep up with this project as you will not receive credit for articles collected at the last minute. Choose articles that relate to current, global, national and local events equally. Sports articles do not count. Using the reference book loaned to you, complete an MLA citation for each article.
General Directions:
· Use a 4X6 (NOT 3X5) Note card for each article completed. You will need these throughout the year, so it’s a worthwhile expense.
· Articles must be from different weeks and a variety of sources. Include examples of local, national, and global issues.
· Use BLACK INK
· Write legibly: If I can’t read it, it’s wrong!
· Articles must be actively read (margin notes, underlining, stars, NO HIGHLIGHT PENS PLEASE!).
· Attach articles to the corresponding card
· Place all articles in a two pocket folder to turn in (You will use this folder all year).
FRONT OF CARD: Top of card—identify as Global, National, or Local
· MLA Citation properly formatted and punctuated.
· Main Points of article (labeled and identified)
· Your response (one sentence)
·
BACK OF CARD (SOAPSTONE)—label each section with the boldfaced word:
Speaker
The voice that tells the story.Before students begin to write, they must decide whose voice is going to be heard. Whether this voice belongs to a fictional character or to the writers themselves, students should determine how to insert and develop those attributes of the speaker that will influence the perceived meaning of the piece.
Occasion
The time and the place of the piece; the context that prompted the writing. Writing does not occur in a vacuum. All writers are influenced by thelarger occasion: an environment of ideas, attitudes, and emotions that swirl around a broad issue. Then there is theimmediate occasion: an event or situation that catches the writer's attention and triggers a response.
Audience
The group of readers to whom this piece is directed.As they begin to write, students must determine who the audience is that they intend to address. It may be one person or a specific group. This choice of audience will affect how and why students write a particular text.
Purpose
The reason behind the text.Students need to consider the purpose of the text in order to develop the thesis or the argument and its logic. They should ask themselves, "What do I want my audience to think or do as a result of reading my text?"
Subject
Students should be able to state the subject in a few words or phrases. This step helps them to focus on the intended task throughout the writing process.
Tone
The attitude of the author.The spoken word can convey the speaker's attitude and thus help to impart meaning through tone of voice. With the written word, it is tone that extends meaning beyond the literal, and students must learn to convey this tone in their diction (choice of words), syntax (sentence construction), and imagery (metaphors, similes, and other types of figurative language).
People and Places in Grapes of Wrath by John Steinbeck
AGGIE WAINWRIGHT
BAKERSFIELD
BLACK HAT
CENTRAL COMMITTEE
FLOYD KNOWLES
HOOPER RANCH
HOOVERVILLE
HUSTON
JEHOVITE
JESSIE BULLITT
JIM RAWLEY
JULE
MCALESTER
MOJAVE
NEEDLES
OKIES
PURTY BOY FLOYD
ROUTE 66
SALLISAW
SAM BROWNE
SANDRY
THOMAS
TULARE COUNTY
TURNBILL
WAINWRIGHT
WALLACE
WEEDPATCH
WILSON