English 9 Honors and 9 Center Summer Reading

Glen Allen High School

Students will choose one book-film pairing to read and watch over the summer prior to taking English 9 Honors. These works have been chosen with the understanding that they can be read and viewed independently without difficulty. While there are commercially available study guides for some of these, students should be aware that they are only to consult these as guides and should not read them in lieu of the books. Finally, students will be required to complete an Argument Analysis Chart for both the book and the film. These works will be revisited throughout the school year and this note taking tool will be an invaluable resource for further study. See below for assignment details.

Henrico County Public Schools strongly encourages parents/guardians to work with their children as they choose their summer reading books.Each of the books and films may be found in the public library or you may want to purchase a copy of the book.

The List (choose a book-film pairing):

David Halberstam – Firehouse AND James Hanlon and Jules Naudet – 9-11

Michael Pollan – In Defense of Food AND Morgan Spurlock – Super Size Me

Kathryn Stockett – The Help ANDSpike Lee – Four Little Girls

MalalaYousafzai – I Am Malala AND Jennifer Siebel – Miss Representation

Understanding the Message:

Writers and film directors are both storytellers, although they use a different medium to tell their story. All storytellers make conscious decisions about how to craft their story – like selecting the proper medium (book, film, magazine article, etc.), what events/details to include or leave out, and in what order these events will be presented.

Ultimately, storytellers want to share a message with their audience. We can learn things through stories that we might never learn otherwise; we can learn from the mistakes and triumphs of others. But, in order for us to accept those lessons, the message must be convincing.

Storytellers rely on 3 appeals to “sell” their message to an audience - logical appeals (logos), emotional appeals (pathos) and ethical/character (ethos) appeals.

Logicalappeals (logos) satisfy the analytical side of our brain. We like logical appeals because we like reason – we like things to make sense. Statistics, charts, graphs, analysis are all examples of logical appeals.

Emotionalappeals (pathos) tug at our heart strings. We like emotional appeals because we are human and we can relate to and sympathize with other living things.

We are more likely to be persuaded by a speaker who we trust – someone who shares the same morals and values. This is an ethical/characterappeal (ethos). A well-known expert on a topic arrives to his speech with this appeal, but a lesser-known speaker may have to create this as they speak. Providing a list of credentials might help the speaker establish character/ethical appeal with his audience.

We are bombarded with persuasive messages on a daily basis that influence the choices we make. Along the same lines, we also communicate persuasive messages in order to get what we want. In order to become thoughtful, contributing members of society we need to learn look beyond the meaning of words and interpret the underlying messages.

Appeals Chart:

For each of the assigned works in the pairing, you will find and analyze 10 examples of persuasive appeals throughout the work. You may find any combination of the appeals, but you must include at least one of each.

Each chart will receive a quiz grade (two grades overall).They will be collected early in the school year (Monday of the third week) and the grades will count for the first marking period.Students can also expect additional assignments or discussionsdealing with the selected pairing at some point early in the school year.

Scoring Guide:

AppealsCharts will be evaluatedby the thoughtful identification of appeals throughout the piece and the thoroughness of the explanation of how those appeals work together within the text. You will receive one project grade for the appeals chart for the book and another project grade for the appeals chart for the film.

Grade Explanation

A / This is an outstanding chart that demonstrates the reader’s complete understanding and analysis of the text(s) and of the assignment. It makes appropriate references to the appeal(s) as it insightfully analyzes the message(s). It is written with consistent stylistic control, using language appropriate to argument analysis.
B / This is a very good journal which demonstrates a sound grasp of the material. References to the appeal(s) are appropriate, but analysis is perhaps not as insightful as it could be. Interpretation of the argument may falter or may be less thorough and/or precise.
C / This journal tends to over-simplify the argument or the content at hand. It identifies appeals, but tends to deal with them in isolation rather than as they relate to the argument as a whole. It tends to rely on paraphrase, rather than specific reference; minor points may be misinterpreted.
D / This journal demonstrates an incomplete understanding of the text(s) and/or the assignment itself. It relies essentially on just listing the appeals. No explanation of how the appeals are used to craft the argument. Evidence from the text(s) may be meager or misconstrued.
F / Although the writer has made some attempt to respond to the assignment, the chart is seriously flawed by misreading, brevity, and lack of organization and focus.

Argument Analysis Chart Format – Your chart should look like this: