AP Lit Summer Assignment

AP Literature and Composition

Summer Assignment

It's that time of year again!  Time for sleeping in, spending time outdoors, maybe working more shifts.  It's also time for working on your tan, going on vacation, and hanging out with friends.  You've all worked hard this year and you deserve all of that.  However, just so you don't lose EVERYTHING you've learned about critical reading this year, I have a small summer assignment to get you read for AP Lit.  =)

It is vital that you complete all parts of this summer assignment as our first few weeks of class (and therefore a large chunk of your first quarter grade) will be dealing with the books you read this summer and the notes you take over them.  You’ve all earned a well-deserved break, and I sincerely hope you enjoy your summer.  Just do yourself a favor and don’t put all of this off until August.  You’ll want to kick yourself if you have to spend the last two weeks of break doing homework instead of enjoying your last summer hurrahs.

Assignment #1:
Read A Tidewater Morning by William Styron.  It is made up of three vignettes telling stories from one man's life.  These vignettes are compiled into a novel which means they are connected in some way...and that way is the theme.  Your task is to determine the theme, otherwise known as the author's point or argument. =)  To help you do that, take notes as you read.  Consider motifs, characterization, setting, significant rhetorical devices.

Once you have an idea of what the theme is, pick three passages of 4-5 lines--one from EACH vignette.  Complete an informal write-up (organized HOWEVER you want) that tells me what you think the theme is, analyzes and explains the significance of each vignette to that theme, and explains how those three passages are connected.  Be sure to include the passages, typed out in their entirety WITH an MLA parenthetical citation.

This will serve as the basis for learning how to write a lit analysis next year.  The more detailed thought you put into it, the easier it will be to write in-depth about later. Hint, hint. ;)

Assignment #2:

Choose a second book from the AP Book List:  This reading list is taken from previous AP Lit exams.  Your second assignment for this summer is to read one of these works.  You have many titles and authors to choose from, some of which may be unfamiliar to you.  Reading some reviews (Amazon’s a great source) may help you narrow down your options to something you’ll find interesting.  The books on this list are probably not the type of books you would typically choose for some light, vacation reading.  However, they serve a few important purposes:

• They are a sampling of the types of texts we’ll be reading, discussing, and writing about next year.
• They provide you with enough depth and complexity to get you thinking about theme and the elements used to express it.
• They begin/add to your literary storehouse of knowledge which you’ll need to pull from if you take the AP exam next spring.

Complete a reading journal as you read:  In order to get the most out of your reading (and make your fall assignments much easier), make sure you’re an active reader of this book.  As you read, record thoughts, notes, significant passages and page numbers in each of the following categories: character development and function, motifs you see as important, rhetorical devices/word choice, setting significance, and form/structure/title.  I would recommend a couple of pages of notes for each category.  Track important details that relate to each category (be sure to mark page numbers), pose questions you have as you read, and reflect and synthesize your understanding of the function and significance of these details once you’ve finished the book.  Basically, do the same thing you did for The Sound and the Fury but with these categories.  These notes should be ample proof that you have carefully read the work.  Do not summarize the plot! 

Write a final response:  Write a one-page response as soon as possible after you finish this book.  This is just an informal, first person reaction to the novel.  Did you like it?  Why or why not?  What did you find to be interesting in the text as a whole?  There are really no rules for a response; it’s just a chance for you to collect your thoughts on the entire piece and vent your excitement, frustration, or questions.  I would also like to see your beginning thoughts about the author’s point (theme).

All of this will be due the first day of class—make sure to bring everything with you!  

Summer Contact Information:

If you have questions over the summer about the course, your books, or the assignments, please feel free to check the resources here on the AP Lit Blog or you can email me at ms.kim.grissom@gmail.com

Polishing Checklist

DON'T TURN IN YOUR FINAL DRAFT WITHOUT GOING LINE-BY-LINE THROUGH THIS CHECKLIST!

Proofreading & Polishing Checklist

1.       MLA heading—is it correct?  Is it four lines of info in the right order?  Is the date in MLA format?

2.      Your title—do you have one?  Is it actually your title rather than the title of the literature?  If it includes the title of the literature, is that punctuated correctly?  Does your title have the word “essay” in it?  Get rid of it.  Make sure your title informs the content of your analysis rather than a label of the rhetorical mode.  Is it capitalized correctly?  Remember you capitalize first and last words and all words in between EXCEPT a, an, the, and, but, for, nor, or, yet, and all little prepositions under five letters.

3.      Title and author—included?  Capitalized and spelled correctly…every time?  Use the Find feature to check.  Punctuated correctly?  Remember that full-length works (novels, plays, anthologies) are italicized while smaller works (short stories, poems, one-act plays) are in quotation marks.  Use Find to make sure you did this every time.

4.      MLA format—correctly indented paragraphs?  Did you use the tab rather than space bar?  Double-spaced?

5.      Spacing and margins—all the same?  Nothing funky?

6.      MLA citations—included?  At the end of the sentence unless there is more than one citation in the sentence?  Is the citation part of a sentence (meaning there is end punctuation AFTER the citation)?

7.      Check each quote—did you copy it EXACTLY as the author wrote it?  If you made alterations for flow and clarity, did you denote the SUBSTITUTIONS with brackets?  Is the quote itself a complete sentence? If not, is it PART of a complete sentence with your own commentary?  Does the punctuation you use to intro the quote or transition out of the quote work to make the sentence complete and correct?

8.     Quote within a quote—do you have any of these?  If so, did you alternate double and single quotation marks:  Some people “believed this idea too ‘McLuhanesque’ for their taste” (Postman 43).

9.      Long quotes—do you have any of these? A quote that is more than four normally typed lines in your paper?  You should avoid these BUT if you do include one, did you use long quote format?  Look up the proper way to do it on the Purdue OWL or in the MLA Handbook.

10.  Hamburger method—did you use it?  Is every quote in your body introduced and explained?

11.   Commas—use the Find feature to search and check that you have followed the basic rules correctly.  I’ve listed them below.  If you need more info than I’ve provided, see the Purdue OWL for help.

a.      Use commas to separate independent clauses when they are joined by any of these seven coordinating conjunctions: and, but, for, or, nor, so, yet.

b.      Use commas after introductory a) clauses, b) phrases, or c) words that come before the main clause.

c.       Use a pair of commas in the middle of a sentence to set off clauses, phrases, and words that are not essential to the meaning of the sentence. Use one comma before to indicate the beginning of the pause and one at the end to indicate the end of the pause.

d.      Do not use commas to set off essential elements of the sentence, such as clauses beginning with that (relative clauses). That clauses after nouns are always essential. That clauses following a verb expressing mental action are always essential.

e.      Use commas to separate three or more words, phrases, or clauses written in a series.

f.        Use commas to set off phrases at the end of the sentence that refer to the beginning or middle of the sentence. Such phrases are free modifiers that can be placed anywhere in the sentence without causing confusion. (If the placement of the modifier causes confusion, then it is not "free" and must remain "bound" to the word it modifies.)

g.       Use a comma to shift between the main discourse and a quotation.

12.  Hypen vs. dash—use the Find feature to search for a hyphen (-).  Are you using it correctly?  Is it making multiple words into one? With no spaces on either side?  Or are you using it as a dash (--) that interrupts a thought or denotes a long pause?

13.  Read the entire piece out loud to yourself—listen for places you get tripped up.  Revise those areas for better transition, flow, or clarity by looking at punctuation, sentence structure, and word choice.  If the sentence goes on for two or three lines, it’s likely a run-on that could be revised.  If your flow is choppy, you probably have a lot of simple sentences or compound sentences.  Use the Find feature to search for “and” or “but”—these are places you could revise for better flow.

14.  Semicolon—did you use any?  Do you need to use fewer “and”s?  A semicolon is used to connect two complete sentences WITHOUT a conjunction.

Use the Find feature to search for and double-check these commonly misused words:

a.      It’s (it is)
b.      Its (possessive)
c.       Your (possessive
d.      You’re (you are)
e.      Here (place)
f.        Hear (to listen)
g.      There (place)
h.     Their (possessive
i.        They’re (they are)
j.        To
k.      Too (also or excessive amount)
l.        Two (number)
m.   Witch (on a broom)
n.     Which (which one—this or that)
o.      Where (place)
p.      Wear (on your person)
q.      Were (past tense passive verb)
r.       We’re (we are)

Sorry about your papers!

I have about half of your papers left and they are NOT going to get done this weekend.  Enjoy your weekend, do any work you know you need to do if you so desire, and then expect and extension on the final draft deadline to make up for the tardiness in getting your comments from me. =)

100 Years and Lit Circles

Split into groups of 5 (one group of 4 in each section).  

Your Journal:

1. All group members will make note of magical realism in the novel and make note of ideas regarding its significance.
2. Each group member will be in charge of tracking ONE motif/aspect in their journal.

Motifs:  

• Repeating, cyclical history
• Family relations and love
• Solitude vs. the outside world
• Significance of various characters or names
• Biblical Allusions (groups of 4, split this between you)

What You Should Note:

• When you notice items or passages that relate to your motif--page number
• How the author seems to be using that motif or symbol
• What point does the author seem to be making at that point?

As a Group:

1. Determine your reading schedule.  You have designated discussion days in class, but you can decide how you will “chunk” the novel for those discussion days.  
2. Determine who will track each of the motifs.  Everyone is responsible for reading the whole book; you’re just focusing on your own motif rather than all of them.
3. I would recommend a page in your journal for each of the motifs (even those being tracked by others) as an easy place to jot down your own emerging ideas based on your reading and/or discussion.

Discussion Items as a Large Group:

• Each member will share out what is going on with the motifs--open up discussion to see what other members think or have noticed.  Also discuss the ways some of these motifs overlap.
• Magical realism and its Significance
• Significance of the Title
• Insight gained from considering various lenses
• Your ultimate goal is two-fold:  Theme of the novel and how all the various literary elements help Marquez achieve that argument.
• In the end, you’ll write an individual response to the novel that outlines and argues your interpretation of the novel. It need NOT match your group members but it will likely be shaped by your discussion and the items your group members tracked.

Dates:

April 16 Hand out books; assign groups

April 22 Group discussion day

April 28 Group discussion day

May 5 Group discussion day

May 9 Book completed.  1-pgrs and class discussion

May 12 Group discussion, writing of individual response, turn in journal

Critical Case Study

What is a critical case study?  Basically, it's a lit analysis with research.  YOU have an interpretation of a book that you are arguing BUT you use critics to make your argument more convincing.  The important thing to keep in mind is the same with any real research paper:  This is NOT a recap/regurgitation of what the critics think.  It is your OWN argument with professional experts to help you make your case--add ethos!

Resources to help you?  Your textbook.  Chapter 46 walks you through what a critical case study looks like.

Objectives of the Assignment:

• Write a well-argued, well-reasoned, well-developed literary analysis of an independent reading book
• Effectively and correctly incorporate literary criticism to add ethos and some logos to that interpretation
• Continue to use critical lenses to deepen analysis
• Correctly use MLA citation (parenthetical and works cited) to give credit to sources
• Use the process to end up with a polished, college-level paper

Proposal:
I want a response to your book (one-pager style) that shows me YOUR interpretation ONLY before reading criticism AND an outline of the paper you intend to write to argue that interpretation.

Timeline:
Proposal and one-pager due NO LATER THAN Sunday, Mar. 30 by midnight
D1 due Friday, April 4 by midnight
Peer reviews due Monday, Apr. 7 by midnight
D2 due Tuesday, Apr. 15 by midnight
FD due Friday, Apr. 25 by midnight

The Long Walk

If you are participating, READ this!  If not, ignore.

• I need permissions slips signed by your parents as soon as you can get them to me but obviously no later than the day before the walk.
• There will be a homework/teacher signature sheet coming which you will also need filled out and returned by the day before the walk.
• If you want a t-shirt, see Ms. Southall with $10 ASAP--first come, first served
• Below are the FAQ from Ms. Southall/Mr. Barnes/Ms. Brenner.  By the way, THEY will be your escorts/question-answerers/helpers on the day of the walk.  I will still be at school with all of the rest of my students.  I will be asking for your cell phone number in class once you commit so they can contact you in case of emergency.

The Long Walk – FAQ

1.   Is there a winner and if so, what is the prize?  All official finishers will receive a gift card.  The Winner will also receive the Golden Shoe!

2.     What do we eat and/or can we bring food?  Yes, you can bring food.  Lunch is on your own, you do need to carry a water bottle and a cell phone.  Eat things that are easily digestible such as fruits and energy bars.

3.     Will there be water provided at different spots?  Water will be provided at Banner State Park both directions, and in Carlisle.

4.     What shoes/clothing do we wear?  Tennis shoes, comfortable walking shoes with good socks.  Avoid flip-flops, sandals, cowboy boots, Uggs, etc., you will regret it!

5.     Are backpacks, bags, etc., allowed?  Yes, including camel backs or hydration systems.  Don’t overdo it, you don’t want to be carrying ridiculous amounts of excess weight.

6.     Can we listen to music, watch videos, etc.?  Music seems completely appropriate, videos seem distracting and unnecessary.  Of course you can use your phone to tweet, text, etc.

7.     What if the weather is bad?  Keep picking them up and laying them down J.  Staff will provide you helpful hints the day before if the weather looks bad (rain, heat, snow!?).

8.     Can we use the bathroom on the trail like the book?  Plan accordingly to use bathrooms at Banner State Park or Carlisle.

9.     What is the pace?  Is there a specific time limit and/or where are the cutoff points?  The cutoff pace is approximately 3 mph.  All walkers not reaching Banner by 10:15 going to Carlisle, or by 2:00 returning from Carlisle will be transported back to school.

10.  If we can’t finish how do we get a ride back?  All students who drop out of the walk must sign out with a bus driver.  You may only drop out at Banner (either direction) or Carlisle.  In the case of an emergency we have two Gators capable of transporting students.

11.  If we finish early do we have to go back to class?  Students who walk at least as far as Carlisle will not be required to resume their regular schedules upon returning to school.

12.  Do we get deducted points if we don’t finish?  No, provided a legitimate attempt is made.

13.  Can we run/walk?  Yes, but for safety concerns, it’s advisable to stay within striking range of support vehicles. 

14.  Can we be medically excused before/during the Long Walk?  Dropping from the walk after March 8^th with a legitimate school excused emergency approved through the attendance office will require students to complete a project due at 7:55 on March 25^th (for 3^rd quarter grading purposes).

 15.  If we don’t walk, what do we do for the makeup?  Teachers have a list of Project Ideas that are to be completed by March 11^th (this may require reading ahead).

16.  What about breaks?  Can we?  Do we have to? Beware of cutoff times, breaks are up to you.  All students must check in at Carlisle.

17.  How do teachers keep track of attendance?  Start list, Carlisle check point, bus lists.

18.  Do I have to go to practice after the walk?  All coaches have been contacted and have been encouraged to give you the practice off. 

AP Exam Registration

Message from Ms. Coghlan:

If you are planning on taking an AP TEST in the spring, please stop by the main office to pick up a registration form from Dawn.   The cost for each test is $89. If you change your mind and do not choose to take the test, you will still be charged a $15 fee.  All registrations and fees must be turned into Dawn Fitzgerald in the main office by Thursday, March 13  If you have any questions about the AP TEST please see Mrs. Coghlan.

Should I take the AP Exam?

Do you know exactly where you're going to school next year?  Then check the list below, get on your institution's website, or call up your admissions counselor and ask them!  You will automatically, FOR FREE get DMACC Lit 101 Introduction to Literature credit (3 of them) just for successfully completing this semester of AP Lit.  Ask your institution if they will transfer those credits AS LITERATURE CREDIT.  If yes, don't pay $89 to take the AP exam.  Take your free credit and run.  If they say it'll transfer as ELECTIVE credit but you'll still have to take a required lit class at that college, ask what you would have to earn on the AP exam to exempt you from that course.  The $89 is definitely worth an entire semester course of college.  (It's also cheaper than even one credit at any institution.)

The Big 4

U of I:  Lang Credit:  Neither DMACC credit OR AP credit will get you out of your required Advanced Rhetoric class, but taking the AP exam and getting a 4 or 5 will earn you 4 elective credits (rather than 3 credits).  Lit Credit:  Scoring a 4 or 5 will fulfill your gen ed Interpretation of LIterature course.  You'll need to talk to the institution about transferring DMACC credit as it appears to depend on what course of study or which college you're applying to.

ISU:  Lang Credit:  DMACC credit takes the place of ENG 150 at Iowa State which is the same thing you get for AP credit.  Lit Credit:  Your DMACC credit takes the place of ENGL 201.  Therefore, DO NOT take the AP exam.

UNI:  Lang Credit:  DMACC credit will transfer but will not get you out of the required 1A course.  However, earning a score of 3, 4, or 5 on the AP exam WILL get you out of it.  Lit Credit:  Your DMACC credit will transfer as your required 3B (same as scoring a 3 on the exam).  However, if you DIDN'T take Lang last year (or you didn't score at least a 3), scoring a 4 or 5 will get you out of 3B AND the 1A course.

Simpson:  Lang Credit:  DMACC credit will transfer as elective English credit but will not take the place of the course.  Earning a 3, 4, or 5 on the AP exam will give you 4 elective English credits (rather than 3).  Lit Credit:  DMACC credit transfers as ENG 110.  Therefore, do NOT take the exam.