AP Literature Summer Assignment

Here it is, folks, in case you lost the paper (Mike DePaolo, I’m looking directly at you).

English IV AP: Literature and Composition 2008

Summer Assignment

 

OVERVIEW

 

Your assignment is due on the first scheduled day of attendance and will constitute your first grades for the marking period. Have all books and notes with you. Late assignments will not be accepted.

 

THE TASK

 

You are to read:

• How to Read Literature Like a Professor, Tom Foster
• Mythology, Edith Hamilton
• Frankenstein, Mary Shelley

 

Writing Assignments:

 

1. While reading How to Read Literature Like a Professor, take notes for the following: doppelganger, quest, communion, vampires, succubus, aha factor, intertextuality, flight, water, irony, tragedy, Greeks and tragedy, archetype, deconstruction, symbols, allegory, Shakespeare, seasons, allusion, myth, weather (rain in particular), blindness, baptism, geography, disease. Read “The Garden Party” by Katherine Mansfield (pgs. 245 – 264), do the exercise on pgs. 265 – 266. Do not look ahead; simply write a response to the two questions (about a page in length). Then, read pgs. 266 -277 and write another page reflecting on your interpretation of the story in comparison to Foster’s (the author) and the students’. Bring your notes and this work to class the first day of school.

 

1. Write a summary of 5 myths of your choice and a personal response. Why did they appeal to you? How is each selected myth relevant to your life today or something you’ve read/viewed?

 

 

1. Double-entry journal for Frankenstein. This should be typed according to MLA format (always double spaced) and include a selection of 20 quotations of your choice.  See the back of the paper for rubric and further directions.

 

1. Expect a test on summer reading upon return to school. The primary focus of the test will be Jane Eyre but will include a small segment on Foster & Hamilton.

 

 

Should you have any questions about the assignment, please feel free to contact me during the summer. My email is mr_carino@yahoo.com. In the summer I will try to check this account a few times a week.

 

Enjoy the books and your summer. I look forward to working with you!

 

Mr. Carino

Double-Entry Journal

You will be required to complete 20 entries in a typed, double-entry journal.

 

Here are some guidelines and requirements for the assignment. Remember that the intention of the assignment is to help you in effective note taking and close reading.

 

Format

 

1. Always record book titles, authors and, where applicable, chapter titles, act numbers, and/or scenes.
2. Always put quotation marks around the author’s words.
3. Record page numbers in parentheses (  ) following the quotes/note.
4. Take notes in an organized and sequential manner.
5. Leave spaces between notes.
6. Match responses to notes. Design your note taking so it is obvious which quote/note corresponds to your response.

 

Content

1. In at least ten journal entries, explore thematic developments, character developments, plot/structural developments or any other devices mentioned in Foster’s book.
2. In five journal entries, connect to the quote on a personal and/or global level.
3. In at least five journal entries, call attention to diction and/or tone.  To help you do this, use a dictionary that defines the significant word’s origin as well as its meaning. Relate the specific meaning to thematic context. Remember that evaluating diction means examining denotation and connotation – how does the author select and arrange particular words to reflect attitude?
4. Engaged readers ask questions. They also pay attention to the questions raised by the author. What questions do you find or have? In what way does the novel answer those questions?

 

 

 

 

Double-Entry Journal Scoring Rubric

6	·          Insightful, discerning, perceptive interpretation ·          Makes connections with the passage – global and personal ·          Takes risks ·          Challenges the passage by asking questions, forming answers
5	·          Discerning, thorough, perceptive interpretation of the passage ·          Less insightful than a 6 ·          Makes connections between own life and that of the passage ·          Explores multiple possibilities of meaning ·          Challenges the passage by asking questions, forming answers
4	·          Thoughtful, plausible interpretation of the passage ·          Makes connections with and among passages ·          Rarely takes risks
3	·          Plausible but literal, superficial interpretation of the passage ·          Minimal connections with the passage ·          Little tolerance for difficulties ·          Questions may represent frustration with the passage
2	·          Offers partial or reductive interpretation for the passage ·          Few or no connections with the passage ·          Seldom asks questions about the passage
1	·          Appears to respond to individual words or phrases only No evidence of engaging in reading as a process

 

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