English I – Genre Study

Summer Reading Assignment

Due: First Day of School

ENG I students will be exposed to genre study during their first year of high school English. In order to prepare a discourse about what "genre" means, students must choose a novel based on their liking and be ready to use the characteristics of the story to compose their own definition of "genre." Additionally, students will use these elements to further analyze the effects that literary devices have on the overall meaning of the story.

Students can pick any novel from thelist composed by theYoung Adult Library ServicesAssociation (YALSA), who has chosen the best and most appropriate58 fictionnovels written in 2015 for young adults.

All 9th grade English students will need to read ONEbook from the following list:

Assignment:

Be prepared to write an essay over your summer reading texton the first day of school. Below are five possible essay topics. Create outlines for each topic because the prompts will be given at random. You will be allowed to use these outlines on the day of the essay. Use the provided grading rubric as a guide.

  1. What is one theme of the book and how is it developed?
  2. What is one conflict and how is it developed?
  3. How does the setting influence the tone, characters, and conflict of the story?
  4. Analyze the protagonist.
  5. What literary elements help you better understand and appreciate the work as a whole?

FORMAT:

-Introduction (thesis follows this format: topic + claim + 3 main ideas)

-Three body paragraphs

-Conclusion

-Evidence must be quoted correctly

-Any outlines done at home must be submitted along with the final essay

REMINDER:

-Avoid the use of first-person (I, you, me, we, us, your, our, mine, etc.)

-Your two best friends when writing are BREVITY and SPECIFICITY

-For MLA Citation Guide, use the following link as a reference:

If you have any questions, do not hesitate to contact Mrs. Schneider at ny time during the summer. Good luck and happy reading!

Summer Reading Essay Grading Rubric

Category:Reading (Analysis) / Did not submit
5 / Does not demonstrate understanding
6 / Unsatisfactory
7 / Needs Improvement
8 / Satisfactory
9 / Complete Understanding
10
Analysis is beyond the literal and does not simply summarize the book.
Connects literary devices to evidence and explains how these devices contribute to development of the prompt.
The claim is focused on the prompt.
Essay is eloquent and focused on making ideas new and interesting; no repetition.
Category:Writing / Did not submit
5 / Does not demonstrate understanding
6 / Unsatisfactory
7 / Needs Improvement
8 / Satisfactory
9 / Complete Understanding
10
Thesis statement follows the given format.
Topic sentence explains the topic of the paragraph.
Includes two fully explained reasons per paragraph.
Includes two examples of supporting evidence, properly cited per MLA guidelines, per paragraph.
Concluding sentence sums up the paragraph and transitions to the “next” paragraph.
Logical flow and organization of ideas.
Category:Language / Did not submit
5 / Does not demonstrate understanding
6 / Unsatisfactory
7 / Needs Improvement
8 / Satisfactory
9 / Complete Understanding
10
No “to be” verbs and written in present tense.
Does not use personal pronouns.
Uses variety of sentences and diverse vocabulary.
Brevity and specificity – no extraneous verbiage
Spells and writes with accuracy – stays away from colloquialism.

READING: ______/40WRITING: ______/60LANGUAGE: ______/50