Advanced Placement English 11: Language and Composition

Summer Reading Assignment

2014-2015
Summer eading !e"site: ###$n%hsapenglish$#ee"l&$com
Welcome to AP Language and Composition. The AP English Language course emphasizes a mix of politics, history, social
sciences, current events, and nonfiction prose. This class is different from most English classes you have ta!en "efore# it $ill
as! you to analyze $riting, develop sound reasoning and argumentation, as $ell as examine the po$er of language. This
summer assignment offers you a chance to create a data"ase of information you $ill use throughout the school year.
Complete the assignments outlined "elo$ and place them in a clearly la"eled and organized folder %$ith poc!ets&.
'his assignment is due !ednesda&( Septem"er 10 "& 2:)5 P$*$ to &our assigned teacher$ +ou #ill need to
sign-in the %older #ith &our teacher, don-t .ust drop it and run please $ /A"sent students need to ma0e
arrangements %or their %olders to "e dropped o%% on or "e%ore the due date1$ 2rgani3e &our material "& te4t( in
order( as organi3ation is a graded component o% this pro.ect$
e5uired 'e4ts:
'. Everythings an Argument "y Andrea A. Lunsford and (ohn (. )usz!ie$icz * )ead Part +ne %p. ,',-&.
.. The Overachievers: The Secret Lives of Driven Kids "y Alexandra )o""ins
3. /iography Choice0 Choose one "oo! from the follo$ing list0
Autobiograhy of !en"amin #ran$lin "y /en1amin 2ran!lin
Angela%s Ashes "y 2ran! 3cCourt
&lass 'astle: A (emoir "y (eannette Walls
)nto Thin Air "y (ohn 4ra!auer
&ifted *ands: The !en 'arson Story "y Cecil 3urphey
Three 'us of Tea "y &reg (ortenson
La$ota +oman "y 3ary Cro$ 5og
)nto the +ild "y (ohn 4ra!auer
) Kno, +hy the 'aged !ird Sings "y 3aya Angelou
-eading Lolita in Tehran "y Azir 6afisi
+hen *eaven and Earth 'hanged .laces "y Le Ly 7ayslip
'he 6older
Part 1 7 Ever&thing-s an Argument
)ead Chapters '8. The sections are titled as follo$s0 %'& Everything is an Argument, %.& Arguments !ased on Emotion:
.athos, %,& Arguments !ased on 'haracter: Ethos, %9& Arguments !ased on #acts and -eason0 Logos, and %8& -hetorical
Analysis/ You will be tested on this reading the first week of class. Some suggestions for note-taking include:
4eep a learning log or note 1ournal on your reading
Annotate, highlight, or mar!up the text using stic!y notes %or a pen if you purchase the "oo! yourself&
+utline the authors: main claims or interesting examples
Create a ;terms< list and organize !ey concepts $orth defining
+ou #ill not "e graded on &our 8note-ta0ing9 method$ +ou are responsi"le %or ensuring &ou are prepared %or the test,
students are encouraged to select a method that #or0s "est %or them$
There are several versions of Everythings
an Argument availa"le online. 6orth
2armington uses the 8
th
edition.
=>/6s are listed here0
-,'.8,?@.@
AB?-,'.8,?@.-
Part 2 7 6rom eading to !riting
)ead Overachievers and your ;choice< selection. Complete the follo$ing for both texts0
A$ 'op 6ive Passages
>elect the five most compelling passages %groups of sentences&. 2or each passage0
'. Copy the complete passage, complete $ith a page num"er citation %3LA&.
.. 5iscuss the context of the passage. /e sure to explain ho$ an understanding of this passage plays an important role
in understanding the author:s purpose.
,. La"el the tone %attitude& of this passage. /e sure to explain ho$ and $hy the reader recognizes this tone. A Cuality
ans$er $ill examine and discuss ho$ rhetorical ;tools< such as diction, syntax, figurative language, etc. contri"ute to
the reader:s recognition of this tone.
:$ Essa&s
Write a '.8 . page essay for each of follo$ing prompts. Essays should "e typed, dou"lespaced, and should follo$ 3LA
format. Dou $ill "e assessed on "oth the @E' scale and the AP ru"ric. An excellent resource for 3LA citations can "e found
at http0FFo$l.english.purdue.eduFo$lFresourceF88BF-'F.
- Overachievers: Evaluate the pros and cons of the author:s argument. Gse appropriate evidence as you examine each side
and indicate $hich position you find more persuasive. ;o not simpl& summari3e the te4t.
- Choice: Write an essay in $hich you analyze ho$ the author:s style conveys the significance of his or her experience to the
reader. ;o not simpl& summari3e the te4t$
Part ) 7 <rammar='erms
+ou are e4pected to come to class 8grammaticall& prepared9 to "egin #or0ing at an AP level$ At a minimum, this
means you are responsi"le for understanding the "asic rules for grammatical sentence types. =f you do not have a clear,
functional understanding and a"ility to correctly use the conventions listed here, you should spend time this summer $or!ing
on fixing this. We have provided you $ith a variety of sources on our $e"site to assist you. Additionally, $e recommend
finding your o$n resources to help you polish your s!ills in this area. =t is your responsi"ility to come prepared in this area.
Su".ects and >er"s
Clauses %"oth independent and dependent&
Sentence '&pes %simple, compound, complex, and compoundcomplex&
Conventions %capitalization, commas, semicolons, colons, ellipsis points, dashes, etc.&
=n addition to grammar, the follo$ing alpha"etized terms have "een ta!en from the Everythings an Argument text. Dou
should expect to see these terms on your assessment during $ee! one. +ou are #elcome to create &our o#n %lashcards
or use the %ollo#ing lin0 to stud& the terms: http:==5ui3let$com=?p3@m#$
'. Argument: any text %$ritten, spo!en, aural, or visual& that expresses a point of vie$# the use of evidence and reason to
discover a version of the truth.
.. Arguments o% ;e%inition0 an argument in $hich the claim specifies that something does or does not meet the conditions or
features set forth in a representation# $ithin stasis theory0 What is the nature of the thingH
,. Arguments o% Evaluation: presents criteria and then measures people, ideas, actions, or things against those standards#
$ithin stasis theory0 What is the Cuality or cause of the thingH
9. Arguments o% 6act: an argument $here the claim can "e proved or disproved $ith specific evidence or testimony# $ithin
stasis theory0 5id something happenH
8. Arguments to Convince: leads audiences to agree that a claim is true or that action is desira"le.
@. Arguments to E4plore0 urges an audience to see! further information and analysis for understanding an idea, issue or
pro"lem.
B$ Arguments to An%orm0 aimed at providing the audience $ith information.
?. Arguments to *a0e ;ecisions0 closely lin!ed $ith exploratory arguments, the goal is consider various alternatives to
ma!e good, sound choices.
A. Arguments to *editate=Pra&0 the $riter or spea!er uses intense messages or themes hoping to reach a peace of mind or
transform something in himselfFherself, as $ell as the audience.
'-. Arguments to Persuade: moves an audience from conviction to action that can produce change.
''$ AristotleBs hetorical Appeals: the use of ethos %credi"ility&, pathos %emotion&, and logos %logic& to achieve specific
purposes $hen ma!ing arguments.
'.$ Audience0 the person or persons to $hom an argument is directed.
',. ;eli"erative Argument: an occasion for argument that deals $ith $hat $ill or should happen in the future.
'9. Epideictic=Ceremonial Argument0 an occasion for argument set in the present, often dealing $ith contemporary
values %$idelyheld "eliefs or assumptions de"ated in a society& to offer praise or "lame.
'8. 6orensic Argument: an occasion for argument relying on evidence, testimony, and precedents of the past.
'@. Antended Audiences: the actual, reallife people a $riter or spea!er consciously $ants to address $hen ma!ing an
argument.
'B. Anvitational Argument: aimed at encouraging others to colla"orate in exploring mutually satisfying $ays to solve
pro"lems, rather than vanCuishing opponents.
'?$ Anvo0ed eaders: the audience directly addressed or implied in an argumentIs text, $hich may include some people that
the $riterFspea!er did not intend to reach.
'A. Cairos0 "ased on Jree! mythology, calls for see!ing the most suita"le time and place for ma!ing an argument and the
most opportune $ays of ma!ing an argument.
.-. Proposal Arguments: an argument in $hich a claim is made in favor of or opposing a specific course of action0 $ithin
stasis theory0 What actions should "e ta!enH
.'. Purposes o% Argument: to inform, convince, persuade, explore, ma!e decisions, andFor meditate and pray.
... hetoric: art of persuasion %many schemes used to study and understand the use of persuasive language in Western
culture come from the Jree! philosopher, Aristotle&.
.,. hetorical Situation: the relationship "et$een topic, author, audience, and other contexts %social, political, cultural& that
determine or evo!e an appropriate spo!en or $ritten response.
.9. ogerian Argument: an approach to argumentation "ased on the principle that audiences respond "est $hen they do not
feel threatened# stresses trust and urges those $ho disagree to find common ground.
.8. Stasis 'heor&: in classical rhetoric, a method for coming up $ith appropriate arguments "y determining the nature of the
given situation %arguments of fact, definition&.
A% &ou have a speci%ic 5uestion that can-t "e ans#ered "& the pac0et #e have provided &ou( please contact *rs$
Ale4ander( *r$ Carruthers( *rs$ *orse( or *s$ ust$ !e also recommend .oining our AP English Summer
Dome#or0 emind 101 group /on the #e"site$1
8 Pointers for a Kuality /inder Jrade0
'. >tart early. 5on:t procrastinate.
.. )evie$ the reading pac!et and as! Cuestions /E2+)E the summer "egins. 6ote0 >ummer email is not
chec!ed on a regular "asis.
,. Gse complete sentences, correct spelling, and correct grammar.
9. Consider !eeping a 1ournal for $riting do$n summaries, claims, o"servations, ideas you have, etc.
8. 5on:t simply summarize the text *analy0e it. 3a!e sure your responses are complete and detailed. Dour
responses should address ho, and ,hy your ideas are valid.