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AP Literature [email protected] Summer Assignment 2017-2018

Advanced Placement Literature & Composition 2017-2018Summer Assignments Introduction

Course Information

AP Literature and Composition will be a demanding college-level course, and you will be expected to function at a higher level than you ever have before. I will guide, support, and coach you, but you must become an independent thinker and worker in many ways. To acquaint yourself with the general description and expectations for the AP English Literature and Composition Course, I highly advise you visit the College Board Advanced Placement Program website and then read specifically about the AP English Literature course. There you will also find study skills, reading tips, sample questions, and other information about the exam and the course.

Course Materials

2-inch binder with six dividers (Major Literary Works, AP Practice, Writing Skills, Terms & Vocabulary, Poetry, Short Stories) – or whatever organization system works for you. I offer you advice for the minimum. I will NOT be coaching you through keeping your binder organized.

Pens/Pencils/Highlighters Post-it Notes (for annotating certain school texts)

Summer Reading Assignments

For the summer assignments for AP Literature & Composition, you will: Complete the first draft of your college essays and review literary terminology necessary for this

course. You will read and annotate two books: How to Read Literature Like a Professor by Thomas C.

Foster and The Awakening by Kate Chopin. There will be three writing assignments associated with these texts. These are explained later in this packet.

You will read a book of your choosing from the provided list. There will be a dialectical journal as well as a book review paper to write associated with this text. These are explained later in the packet.

You are expected to purchase hard copies of the required texts... “E-Books” are not acceptable for these assignments because of the necessity of being able to interact with your book (annotation). Please plan ahead, and do not wait until August to start looking for a copy. (I recommend ordering new copies off of either the Barnes & Noble website or Amazon). All of these assignments are explained in greater detail in the following pages.

Due Dates

All work is due, completed, at the beginning of class on the first day of school: August 28th, 2017. There will be no late or incomplete work accepted for any reason. If a student’s summer work is in any way incomplete and/or unfinished, that student will be automatically dropped from the Advanced Placement course and placed into the Level I English class that matches their grade level. This is non-negotiable. Be advised that having to change classes may create schedule conflicts with other chosen courses.

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mailto:[email protected]


Advanced Placement Literature & Composition 2017-2018Summer Assignment # 1

College Preparation Part I: Complete draft of college essayBefore you start, here are 10 Tips for writing the College Application Essay (by: Jeremy

S. Hyman, Lynn F. Jacobs)No subject is more fraught with anxiety for the high school senior than the essay on the

college application. Whether it is as bizarre as the University of Chicago’s “How do you feel about Wednesday?”; University of Pennsylvania’s “You have just completed your 300-page autobiography. Please submit page 271.”; or Tufts University’s “Are We Alone?” – or whether it is a more mundane question about a formative experience you’ve had in your life, or about some controversial social or political issue, students tremble at the very thought of writing the essay and being judged on it.

We wondered what tips could be offered to ease the pain. For advice, we turned to visiting blogger Jonathan Reider, director of college counseling services at San Francisco University High School, who before that was the senior associate director of admissions (and humanities instructor) at Stanford University. He should know; he’s been on both sides of the high school/college door. Here are his 10 best tips:

1. Be concise. Even though the Common Application main essay has only a suggested minimum of 250 words, and no upper limit, every admissions officer has a big stack to read every day; he or she expects to spend only a couple of minutes on the essay. If you do go over 700 words, you are straining their patience, which no one should want to do.

2. Be honest. Don’t embellish your achievements, titles, and offices. It’s just fine to be the copy editor of the newspaper or the treasurer of the Green Club, instead of the president. Not everyone has to be the star at everything. You will feel better if you don’t strain to inflate yourself.

3. Be an individual. In writing the essay, ask yourself, “How can I distinguish myself from those thousands of others applying to College X whom I don’t know – and even the ones I do know?” It’s not in your activities or interests. If you’re going straight from high school to college, you’re just a teenager, doing teenage things. It is your mind and how it works that are distinctive. How do you think? Sure, that’s hard to explain, but that’s the key to the whole exercise.

4. Be coherent. Obviously, you don’t want to babble, but I mean write about just one subject at a time. Don’t try to cover everything in an essay. Doing so can make you sound busy, but at the same time, scattered and superficial. The whole application is a series of snapshots of what you do. It is inevitably incomplete. The colleges expect this. Go along with them.

5. Be accurate. I don’t mean just use spell check (that goes without saying). Attend to the other mechanics of good writing, including conventional punctuation in the use of commas, semi-colons, etc. If you are writing about Dickens, don’t say he wrote Wuthering Heights. If you write about Nietzsche, spell his name right.

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6. Be vivid. A good essay is often compared to a story: In many cases, it’s an anecdote of an important moment. Provide some details to help the reader see the setting. Use the names (or invent them) for the other people in the story, including your brother, teacher, or coach. This makes it all more human and humane. It also shows the reader that you are thinking about his or her appreciation of your writing, which is something you’ll surely want to do.

7. Be likeable. Colleges see themselves as communities, where people have to get along with others, in dorms, classes, etc. Are you someone they would like to have dinner with, hang out with, have in a discussion section? Think, “How can I communicate this without just standing up and saying it, which is corny.” Subtlety is good.

8. Be cautious in your use of humor. You never know how someone you don’t know is going to respond to you, especially if you offer something humorous. Humor is always in the eye of the beholder. Be funny only if you think you have to. Then think again.

9. Be controversial (if you can). So many kids write bland essays that don’t take a stand on anything. It is fine to write about politics, religion, something serious, as long as you are balanced and thoughtful. Don’t pretend you have the final truth. And don’t just get up on your soapbox and spout off on a sensitive subject; instead give reasons and arguments for your view and consider other perspectives (if appropriate). Colleges are places for the discussion of ideas, and admissions officers look for diversity of mind.

10. Be smart. Colleges are intellectual places, a fact they almost always keep a secret when they talk about their dorms, climbing walls, and how many sports you can play. It is helpful to show your intellectual vitality. What turns your mind on? This is not the same thing as declaring an intended major, what matters is why that subject interests you.© Copyright 2010 Professor’s Guide LLC. All rights reserved.

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Step #1: Select the TopicSelect a topic from the list below.

Personal Essay: Write an essay (Min. 250, Max. 650 words) on one of the options listed below. This personal essay helps us become acquainted with you as a person and student, apart from courses, grades, test scores, and other objective data. It will also demonstrate your ability to organize your thoughts and express yourself. (1) Some students have a background, identity, interest, or talent that is so meaningful they

believe their application would be incomplete without it. If this sounds like you, then please share your story.

(2) The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?

(3) Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?

(4) Describe a problem you've solved or a problem you'd like to solve. It can be an intellectual challenge, a research query, an ethical dilemma - anything that is of personal importance, no matter the scale. Explain its significance to you and what steps you took or could be taken to identify a solution.

(5) Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.

(6) Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

Step # 2: Decide on Focus1) What is the central idea or event you will use at the core of your essay?

2) What will be the focus for:a. Introduction

b. Body

c. Conclusion

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Step #3: Complete the DraftComplete a draft of your college essay in MLA format.

Your NameTeacher NameAP LiteratureMonth Year

Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

Word Count: ###

The draft of the college essay is due at the beginning of class on Monday August 28th, 2017.

Students will be sharing their writing.

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Type the prompt here.



Advanced Placement Literature & Composition 2017-2018Summer Assignment # 1 continued

College Preparation Part II: Literary TermsThis is not a conclusive list of literary terms for AP Literature; students should be

familiar with these terms at the beginning of the year. Please review the terms and ensure that you know each definition and can identify an example. Terms with * by them are referenced on “The Five Essential Elements of Fiction Analysis.” THERE MAY BE A QUIZ!!!

Narrative Elements of Style Point of View*

First person narration* Third person narration

Omniscient narration* Limited omniscient narration* Free indirect discourse

Objective Narrator* Unreliable Narrator Stream-of-consciousness narration*

Character* Protagonist*

Hero/Heroine* Antagonist* Stock character* Dynamic character* Flat character* Round character* Foil* Confidant/Confidante* Mentor*

Characterization* Direct characterization* Indirect characterization*

Setting* Plot

Conflict* Rising action Climax Falling action Resolution

Figures of Speech Alliteration Apostrophe Assonance Cacophony Cliché Hyperbole Metaphor

Mixed Metaphor Metonymy Onomatopoeia Oxymoron Paradox Personification Rhetorical Question Simile Synaesthesia Synecdoche

Literary Techniques Antithesis Allusion Foreshadowing Irony

Verbal irony Situational irony Dramatic irony

Thematic Meaning Imagery Motif Symbol Theme* Thesis Tone

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How to Read Literature like a Professor (Foster) and The Awakening (Chopin)

Read these two books; simultaneously or one before the other, it doesn’t matter. Annotate as you will. When you are finished with both texts, apply three of Foster’s theories to your reading of The Awakening. This will be three separate papers.

Claim Paper GuidelinesCore Writing Skills:

Making an argumentative claim Supporting your position with textual

evidence

Integrating and citing evidence Taking a risk in your analysis

Assessment: Each response paper will be worth 40 points, and will be assessed using the standard 4-

point rubric.

Formatting Requirements: Each response paper should be (no more than) two pages, typed (Times New Roman, 12

pt. font), and double-spaced evenly throughout. Give each paper a standard MLA heading. Title each paper “The Awakening: [Foster’s chapter title]” (fill the brackets in with the

appropriate title). Label your “claim,” then analyze that claim in a well-developed paragraph. Your response cannot exceed two pages in length, so make sure your analysis is concise

and focused – NO FLUFF.

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Content Requirements:

Claim: The claim is a statement of argument that you will prove with evidence and analysis. Your claim should be argumentative, focused, and specific. Your claim in each response paper must address the assigned element of literary analysis.

Analysis: Support your claim with detailed analysis. Primarily, you’ll use textual evidence as support, and you must provide commentary on how the evidence proves your claim. You should include evidence from both texts.

The most important content requirement for these response papers: TAKE A RISK. Push yourself to argue something new and expand your analysis skills.

Sample:

Your NameTeacher NameAP LiteratureMonth Year

The Awakening: [Foster’s Chapter Title]

Claim: [argumentative, focused, and specific]

Detailed Analysis: [Cannot exceed two pages; minimum of two quotes, integrated and

cited properly.

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Before you start, here is a review in

Core Writing Skills

Making an argumentative claim

Imagine having a heated debate with a classmate about a text. Your claim should be argumentative, focused, and specific. You can make a claim about a character, a symbol, a motif, an emerging theme, an element of the plot that you’d like to explore more in-depth…something that bothers you, frustrates you, angers you, etc. as you’re reading.

In order to strengthen your claim, imagine someone challenging you and asking, “SO WHAT?” This will help you narrow and focus your argument.

Sample progression of an argument from weak to strong by answering the “so what?” question:“Abigail pressures the girls into going along with her story by threatening them.” WEAK

“So what?”“So, Miller seems to be arguing something about the power of peer pressure.”

“So what?”Well, it seems significant that all the accusers are young girls. Maybe Miller is really making a social argument about the manipulative powers of groups of women.”

“So what?”“So, The Crucible is really a critique of female gender identity.” STRONG

Supporting your position with textual evidence For your The Awakening responses, you’re required to have at least two direct quotes

from the text. Always choose your evidence carefully. Integrating and citing evidence

o NO FLOATING QUOTATIONS. Quotes are “floating” if the writer has just thrown them into the paper without integrating them into his or her own analysis.

o Use the formula below when integrating quotations:

Introduce, “Quote” (cite). Analyze * Note capitalization AND punctuation

Take a risk in your analysisDon’t play it safe and argue something simplistic and obvious in the text.Push yourself to argue something new and expand your analysis skills.

Be creative and think outside the box.

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Sample Claims: Crucible Response Paper Act #1Score of 4 Score of 3 Score of 2 Score of 1

1. “The eruption of mass hysteria in The Crucible is directly related to the Puritan’s inability to intertwine reason and religion/superstition.”

2. “The opening of the play The Crucible” by Arthur Miller follows the common misconception that all teenagers are attracted to disobedience.”

3. “Religion is a manipulative tool used for personal gain.”

4. “Reverend Parris’s character is used by Arthur Miller as a catalyst to demonstrate the hypocrisy of religious authority.”

5. “Betty was never physically possessed, but was scared and seeking a way of escape to ease the lasting effect of her mother’s death.”

6. “The Crucible demonstrates the selfish tendencies of human behavior, creating a paradox and a sense of hypocrisy even in the face of God.”

7. “The Crucible is an explanation of why ignorance is the key to survival.”

8. “Goody Ann finds pleasure seeing others in pain, because she yearns for everyone to feel the same pain she did having lost seven of her children.

9. “The Crucible is an unjust assessment of the basis for American democracy.”

10. “The Crucible portrays the pattern of conservative parents leading to rebellious children.”

1. “The Crucible is really a play concerning the effect of communism.”

2. “In The Crucible, Miller is trying to show Abigail’s inner evil.”

3. “Arthur Miller’s The Crucible is a commentary on human behavior.”

4. “Betty Parris is pretending to be asleep because she’s scared.”

5. “In Act One of The Crucible, Abigail shows multiple personalities and morals that change depending on who she is around at a given time.”

1. “The accusations against Tituba in this play are supposed to represent the struggles and obstacles African slaves had to go through, showing the cruelty of the owners of these slaves.”

2. “The Crucible is a play about a group of girls who gradually take possession of Salem.”

3. The girls in The Crucible are all spoiled, impure, immoral liars that blame all their actions on the Devil and witchcraft.”

4. “Although Abigail Williams is a sweet, nice girl on the outside, she is really quite manipulative and evil.”

5. “Betty was awake the whole time during the play.”

1. “Reverend Parris believes that there is a ‘faction’ that is out to get him.”

2. “The Crucible takes place between 1692 and 1693.”

3. The night before the opening of the play, a bunch of girls were dancing in the woods.”

4. “Arthur Miller’s The Crucible takes place in the Puritan colony in Massachusetts.”

5. “One of the ‘afflicted girls’ is Betty Parris, the minister of Salem’s daughter.”

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Name: _______________ Summer Assignment # 2: The Awakening / Apply Foster’s principles

Response Papers

Rubric

_____/40

Claim 1 4Argumentative thesis that shows significant riskDetailed and insightful analysisEvidence is chosen thoughtfully and integrated smoothlyEffective organization and focus, with smooth transitionsUnique and consistent writer’s voiceNo more than a few mechanical flaws that do not reduce the impact of the paper

3.5Contains characters from both categories 4 and 3

_____/40

Claim 2 3Clear thesis that makes a claim, but lacks riskEffective analysis, but lacks some detail and insightEffective use of evidence; mostly integrated smoothlyAdequate organization and focus; some transitionsEmerging, if inconsistent, writer’s voiceSeveral mechanical flaws that show some lack of attention to detail

2.5Contains characteristics from both categories 3 and 2

_____/40

Claim 3 2Thesis is too vague and simplistic/formulaic; no riskSome analysis, but mostly summaryWeak evidence; choppy quote integrationLoss of focus in organization; missing transitionsGenerally absent writer’s voiceMechanical flaws that show definite lack of attention to detail

1Thesis is difficult to findLack of analysis; all summaryLack of evidence; missing quotes and/or not integratedWeak organization; no transitionsNo writer’s voiceMechanical flaws that obscure meaning

_____/120 Total Score for Summer Assignment # 2

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Complete a Dialectical Journal and a Book Review – Choose a novel from the list below (you may not choose a novel you have already read). You must annotate while you read. (Your book will be collected and your annotations will be graded)! Use the directions that follow this book list to complete a dialectical journal. You will also write a book review after you have completed reading your chosen novel. Use the “How to” guide provided to help you focus your writing.

** Books will be assigned on a first come, first serve basis **

A Farewell to Arms – Ernest Hemingway Murder in the Cathedral – T.S. EliotA Midsummer Night’s Dream – William Shakespeare Native Son – Richard WrightA Passage to India – E.M. Forster Notes from the Underground – Fyodor DostoyevskyA Portrait of the Artist as a Young Man – James Joyce Othello – William ShakespeareA Raisin in the Sun – Lorraine Hansberry Our Town – Thornton WilderA Streetcar Named Desire – Tennessee Williams Pride and Prejudice – Jane AustenAbsolom, Absolom – William Faulkner Ragtime – E.L. DoctorowAlias Grace – Margaret Atwood Rosencrantz and Guildenstern are Dead – Tom ShoppardAn American Tragedy – Theodore Dreiser Sister Carrie – Theodore DreiserAnna Karenina – Leo Tolstoy Slaughterhouse Five – Kurt VonnegutAnother Country – James Baldwin Song of Solomon – Toni MorrisonAntony and Cleopatra – William Shakespeare Sula – Toni MorrisonAs I Lay Dying – William Faulkner Wide Sargasso Sea – Jean RhysBenito Cereno – Hermann Melville Wuthering Heights – Emily BronteBleak House – Charles Dickens Wise Blood – Flannery O’ConnerBrave New World – Aldous Huxley The Age of Innocence – Edith WhartonCat’s Cradle – Kurt Vonnegut The Bluest Eye – Toni MorrisonCrime and Punishment – Fyodor Dostoyevsky The Color Purple – Alice WalkerCry, The Beloved Country – Alan Paton The Count of Monte Cristo – Alexandre DumasDaisy Miller – Henry James The Diviners – Margaret LaurenceEast of Eden – John Steinbeck The Handmaid’s Tale - Margaret AtwoodEmma – Jane Austen The House of Seven Gables – Nathaniel HawthorneEthan Frome – Edith Wharton The Joy Luck Club – Amy TanGo Tell It On The Mountain – James Baldwin The Loved One – Evelyn WaughGulliver’s Travels – Jonathan Swift The Merchant of Venice – William ShakespeareHedda Gabler – Henrik Isben The Optimist’s Daughter – Eudora WeltyHouse Made of Dawn – N. Scott Momaday The Piano Lesson – August WilsonInvisible Man – Ralph Ellison The Portrait of a Lady – Henry JamesJane Eyre – Charlotte Bronte The Prime of Miss Jean Brodie – Muriel SparkKing Lear – William Shakespeare The Stone Angel – Margaret LaurenceLight in August – William Faulkner The Sun Also Rises – Ernest HemingwayMadame Butterfly – David Henry Hwang The Trial – Franz KafkaMansfield Park – Jane Austen The Winter’s Tale – William ShakespeareMedea – Euripides Twelfth Night – William ShakespeareMiddlemarch – George Elliot The Woman Warrior – Maxine Hong KingstonMiss Lonelyhearts – Nathanael West Who’s Afraid of Virginia Woolf? - Edward AlbeeMoll Flanders – Daniel Defoe Winter in the Blood – James WelchMuch Ado About Nothing – William Shakespeare

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Advanced Placement Literature & Composition 2017-2018Summer Assignment # 3 continued

Dialectical Journal

For each chapter you are to do the following:

On the top line of your notebook paper, center the chapter number and page numbers. Underneath, on the first line of the paper write a one-sentence summary of the chapter. Then divide your paper into two halves, lengthwise. Label the left hand column CONTENT. Label the right hand column PERSONAL RESPONSE. Write the page number down, in parenthesis, after each quote or passage.

For each chapter, find a significant quote or passage that exemplifies major events in the text or is an example of a literary element. Consider plot development, shifts in tone or point of view, character development, theme, sentence structure, diction, imagery, figurative language, etc. The examples below are taken from The Chosen and Night. The first two are examples of entries that focus on literary elements, and the last two are student reactions to events in the novels.

Chapter 1 p. 7-40Reuven describes how he and Danny first meet at a baseball game.

CONTENT PERSONAL RESPONSE“For the first fifteen years of our lives, Danny and I lived within five blocks of each other and neither of us knew of the other’s existence” (9).

This gives us the point of view for the novel, first person, through the eyes of Reuven Malter.

“…like specters, with their black hats, long black coats, black beards, and earlocks” (25).

These are descriptive details of the Hasidic sect of Judaism. (There is also a simile). {imagery}

“We had arrived at Buchenwald” (98) A simple sentence that can encourage hope, bring happiness, and bring sadness. It can make someone happy knowing they will have food and shelter. It can make someone sad to know that they will again become slaves, and bring the thought that maybe it would have been better to die in the train.

“The sound of a violin, in this dark shed, where the dead were heaped on the living. What madman could be playing the violin here, at the brink of his own death” (90)?

The violin was giving Juliek hope to survive, and he played his soul in it, so it must have been deeply moving music. When the violin broke, he must have died.

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Book Review “How To…”

A book review is a description, critical analysis, and an evaluation on the quality, meaning, and significance of a book, not a retelling. It should focus on the book’s purpose, content, and authority. A critical book review is not a book report or a summary. It is a reaction paper in which strengths and weaknesses of the material are analyzed. It should include a statement of what the author has tried to do, evaluate how well (in your opinion) the author has succeeded, and present evidence to support this evaluation.

There is no one right way to write a book review. Book reviews are highly personal and reflect the opinions of the reviewer.

The following are standard procedures for writing book reviews; they are suggestions, not formulae that must be used.

1. Write a statement giving essential information about the book: title, author, first

copyright date, type of book, general subject matter, price, and ISBN.

2. State the author’s purpose in writing the book. Sometimes authors state their purpose in

the preface or the first chapter. When they do not, you may arrive at an understanding of

the book’s purpose by asking yourself these questions:

a. Why did the author write on this subject rather than on some other subject?

b. From what point of view is the work written?

c. Was the author trying to give information, to explain something technical, to

convince the reader of a belief’s validity by dramatizing it in action?

d. What is the genre and how does the book fit into it?

e. Who is the intended audience?

f. What is the author’s style? Is it formal or informal?

g. Scan the Table of Contents, it can help you understand how the book is organized

and will aid in determining the author’s main ideas and how they are developed –

chronologically, topically, etc.

h. How did the book affect you? Were any previous ideas you had on the subject

changed, abandoned, or reinforced due to this book? How is the book related to

your own personal worldview? What personal experiences can you relate to the

subject?

i. How well has the book achieved its goal?

j. Would you recommend this book to others? Why or why not?

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3. State the theme and the thesis of the book.

a. Theme : The theme is the subject or topic. It is not necessarily the title, and it is

usually not expressed in a complete sentence. It expresses a specific phrase of the

general subject matter.

b. Thesis : The thesis is an author’s generalization about the theme, the author’s

beliefs about something important, the book’s philosophical conclusion, or the

proposition the author means to prove. Express it without metaphor or other

figurative language, in one declarative sentence.

Example:

Title: We Had It Made

General Subject Matter: Religious Intolerance

Theme: The effects of religious intolerance on a small town

Thesis: Religious intolerance, a sickness of individuals, contaminates an

entire social group

4. Explain the method of development – the way the author supports the thesis. Illustrate

your remarks with specific references and quotations. In general, authors tend to use the

following methods, alone or together:

a. Description: The author presents word-pictures of scenes and events by giving

specific details that appeal to the five senses, or to the reader’s imagination.

Description presents background and setting. Its primary purpose is to help the

reader realize, through as many sensory details as possible, the way things (and

people) are being described.

b. Narration: The author tells the story of a series of events, usually presented in

chronological order. In a novel however, chronological order may be violated for

the sake of the plot. The emphasis in narration, in both fiction and non-fiction, is

on the events. Narration tells what has happened. Its primary purpose is to tell a

story.

c. Exposition: The author uses explanation and analysis to present a subject or an

issue as clearly and impartially as possible. Its primary purpose is to explain.

d. Argument: The author uses the techniques of persuasion to establish the truth of

a statement or to convince the reader of its falsity. The purpose is to persuade the

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reader to believe something and perhaps to act on that belief. Argument takes

sides on an issue. Its primary purpose is to convince.

5. Evaluate the book for interest, accuracy, objectivity, importance, thoroughness, and

usefulness to its intended audience. Show whether the author’s main arguments are true.

Respond to the author’s opinions. What do you agree with or disagree with. And why?

Illustrate whether or not any conclusions drawn are derived logically from the evidence.

Explore issues the book raises. What possibilities does the book suggest? What has the

author omitted or what problems were left unsolved? What specific points are not

convincing? Compare it with other books on similar subjects or other books by the same

as well as different authors. Comment on parts of particular interest, and point out

anything that seems to give the book literary merit. Relate the book to larger issues.

6. Try to find further information about the author – reputation, qualifications, influences,

biographical, etc. – any information that is relevant to the book being reviewed and that

would help to establish the author’s authority. Can you discern any connections between

the author’s philosophy, life experience and the reviewed book?

7. Summarize (briefly), analyze, and comment on the book’s content. State your general

conclusions. Pay particular attention to the author’s concluding chapter. Is the summary

convincing? List the principle topics, and briefly summarize the author’s ideas about

these topics, main points, and conclusions. Use specific references and quotations to

support your statements. If your thesis has been well argued, the conclusion should

follow naturally. It can include a final assessment or simply restate your thesis. Do not

introduce new material at this point.

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Some considerations when reviewing specific genres:

Fiction (above all, do not give away the story)1. Character

1. From what sources are the characters drawn/created?2. What is the author’s attitude toward his characters?3. Are the characters flat or three-dimensional?4. Does character development occur?5. Are character descriptions direct or indirect?

2. Theme 1. What is/are the major theme(s)?2. How are the revealed and developed?3. Is the theme traditional and familiar, or new and original?4. Is the theme educational, psychological, social, entertaining, escapist, etc.

in purpose or intent?3. Plot

1. How are the various elements of plot (introduction, rising action/suspense, climax, conclusion) handled?

2. What is the relationship of plot to character identification?3. To what extent, and how, is accident employed as a complicating and/or

resolving force?4. What are the elements of mystery and suspense?5. What other devices of plot complication and resolution are used?6. Is there a sub-plot (a story within the story) and how is it related to the

main plot?4. Style

1. What are the intellectual qualities of the writing?2. What are the emotional qualities of the writing?3. What stylistic devices are employed (symbolism, parody, allegory)?4. How effective is the dialogue?

5. Setting 1. What is the setting and does it play a significant role in the work?2. Is a sense of atmosphere evoked, and how?3. What scenic effects are used and how important and effective are they?4. Does the setting influence or impinge on the characters and/or plot?

History and other Nonfiction 1. With what particular subject or period does the book deal?2. How thorough is the treatment?3. What were the sources used?4. Is the account given in broad outline or detail?

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5. Is the style that of reportorial writing, or is there an effort at interpretive writing?6. What is the point of view or thesis of the author?7. Is the treatment superficial or profound?8. For what group is the book intended (textbook, popular, scholarly, etc.)?9. What part does biographical writing play in the book?10. Is social history or political history emphasized?11. Are dates used extensively, and if so, are they used intelligently?12. Are maps, illustrations, charts, etc. used and how are these to be evaluated?

To summarize:

Be sure that you:

Give essential information about the book State and explain the author’s purpose in writing the book State and explain the theme and thesis of the book Explain the way that the author supports the thesis Evaluate the book for interest, accuracy, objectivity, importance, thoroughness, and

usefulness to its intended audience Try to find further information about the author – any information that is relevant to

the book being reviewed and that would help to establish the author’s authority Summarize (briefly), analyze, and comment on the book’s content. State your general

conclusions

There is little need to be freaked out or overwhelmed. A review is your opinion of the book; its author, themes, characters, language usage, etc…

HOWEVER, your review must go beyond the simple “I liked it because….” or “I did not like it because…” You must USE the book and its contents to construct your review.

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The Five Essential Elements of Fiction Analysis

One: A character is a person presented in a fictional work, one fitting a type and fulfilling a function Types of characters: A static character does not change throughout the work, and the

reader’s knowledge of that character does not grow, whereas a dynamic character undergoes some type of change because of the action in the plot. A flat character embodies one or two qualities, ideas, or traits that can be readily described in a brief summary. These are not psychologically complex characters and therefore are readily accessible to readers. Some flat characters are recognized as stock characters, the embody stereotypes such as the “dumb blonde” or the “mean stepfather.” They become types rather than individuals. Round characters are more complex than flat or stock characters, and often display the inconsistencies and internal conflicts found in most real people. They are more fully developed, and therefore are harder to summarize.

Functions of characters: A hero or heroine, often called the protagonist, is the central character who engages the reader’s interest and empathy. The antagonist is the character, force, or collection of forces that stands directly opposed to the protagonist and gives rise to the conflict of the story. A foil is a character who through contrast underscores the distinctive characteristics of another. Usually a minor character serves as a foil for a major character. A confidant/confidante is a character who is not integral to the action but who receives the intimate thoughts of the protagonist without the use of an omniscient narrator. A mentor is a character who serves as a guide for the protagonist.

Two: The point of view is the perspective from which the action of a novel is presented, whether the action is presented by one character or from different vantage points over the course of the novel These are common narrative positions:

o The omniscient narrator is a third-person narrator who sees, like God, into each character’s mind and understands all the action going on.

o The limited omniscient narrator is a third-person narrator who generally reports only what one character (often the protagonist) sees and who only reports the thoughts of that one privileged character.

o The first-person narrator, who is a major or minor character in the story, tells the take from his or her point of view. When the first person narrator is insane, a liar, very young, or for some reason not entirely credible, the narrator is unreliable. Some first-person narratives include multiple narrators.

o The stream of consciousness technique is like first-person narration, but instead of the character telling the story, the author places the reader inside the main character’s head and makes the reader privy to all of the character’s thoughts as they scroll through his or her consciousness.

Characterization, an effect of point of view and narrative perspective, is the process by which a writer reveals the personality of a character, making that character seem real to the reader. Authors have two major methods of presenting characters: telling (direct characterization) and showing (indirect characterization).

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o In direct characterization, the author intervenes to describe and sometimes valuate the character for the reader. For example, the narrator may tell the reader directly what the character’s personality is like: humble, ambitious, vain, gullible, etc.

o Indirect characterization allows the author to present a character talking and acting and lets the reader infer what kind of person the character is. There are five different ways that a writer may provide indirect characterization:

by describing how the character looks and dresses by allowing the reader to hear the character speak by revealing the character’s private thoughts and feelings by portraying the character’s effect on other individuals – showing how other

characters feel or behavior toward the character by presenting the character’s actions

Characters can be convincing whether they are presented by showing or by telling, as long as their actions are motivated. Motivated action by the characters occurs when the reader or audience is offered reasons for how the characters behave, what they say, and the decision they make. Plausible action is action by a character in a story that seems reasonable, given the motivations presented.

Three: The setting is the physical environment and social context in which the action of a story occurs. The major elements of setting are the time, the place, and the social environment that frames the characters. Setting can be used to evoke a mood or atmosphere that will prepare the reader for what is to come. Specific elements of setting include: the geographical location (its topography, scenery, and physical arrangements) the occupations and daily manner of living of the characters the time period in which the action takes place (epoch in history or season of the year) the general environment of the characters (social, religious, cultural, moral, and emotional

conditions and attitudes).

Four: The conflict in a work of fiction is the struggle within the plot between opposing forces – the issue to be resolved in the story. The protagonist engages in the conflict with the antagonist, which may take the form of a character, society, nature, or an aspect of the protagonist’s personality. Thus, conflict may be external, a struggle against some outside force, another character, society as a whole, or some natural force; or internal, a conflict between forces or emotions within one character.

Five: Theme is the central meaning or dominant idea in a literary work. A theme provides a unifying point around which the plot, characters, setting, point of view, symbols, and other elements of a work are organized. It is important to not mistake the theme for the topic of the work; the theme expresses an opinion about an abstract concept (i.e. freedom, jealous, guilt, unrequited love, self-pity)

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How to Annotate Literature

Annotate: Verb [-tating, -tated] to add critical or explanatory notes to a written work [Latin nota mark]

1. Decide on your Method Write in the margins if your own the book. Use a highlighter for longer passages

and words you are unsure of If you don’t own the book, sticky notes are good and can also easily be removed Finally, you can write on a separate sheet of paper. Be sure to note the page

number and passage you are referring to

2. Passive vs. Active Annotations Passive Annotations do not involve much thought or comprehension. Avoid

excessive underlining and highlighting Active Annotations are written connections, questions, and observations. They

require readers to think and express their ideas

3. SIFTT Annotating S – Symbols: A symbol is a literal thing that also stands for something else, like

a flag, or a cross, or fire. Symbols help to discover new layers of meaning. I – Imagery: Imagery includes words that appeal to one or more of the five

senses. Close attention to imagery is important in understanding an author’s message and attitude toward a subject.

F – Figurative Language: Figurative language includes things like similes, metaphors, and personification. Figurative language often reveals deeper layers of meaning.

T – Tone: Tone is the overall mood of a piece of literature. Tone can carry as much meaning to the story as the plot does.

T – Theme: In literature, a theme is a broad idea in a story, or a message or lesson conveyed by a work. This message is usually about life, society, or human nature. Themes explore timeless and universal ideas. Most themes are implied rather than explicitly stated.

4. Types of Annotation Questions and Answers Summary of Main Ideas Character Descriptions Possible Test Questions Patterns/Motifs Personal Connections to the Text Explanations of Text Marking Important Passages

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Advanced Placement Literature & Composition 2017-2018Check-Off List

AP Student Contract signed and returned to Mrs. Ryder

Novel for Journal and Book review chosen and submitted to Mrs. Ryder

Required 3 texts purchased for summer reading (Foster, Chopin, novel of your choosing from

the provided list)

Draft of College Essay

Review of Literary Terms (able to define and provide/identify an example of each)

Read and annotate Kate Chopin’s The Awakening

Read and annotate Thomas C. Foster’s How to Read Literature Like a Professor

Claim Paper # 1 (The Awakening and application of Foster’s principles)



Read and annotate novel of your choosing from the provided list

Dialectical Journal

Book Review

Required 5 texts purchased for the school year (see separate handout and/or email)

o The Turn of the Screw, Henry James

o Catch-22, Joseph Heller

o Song of Solomon, Toni Morrison

o The Heart of Darkness, Joseph Conrad

o King Lear, William Shakespeare

Advanced Placement Literature & Composition 2017-2018

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Student Contract

Advanced Placement courses are extremely rigorous and equivalent to an introductory college-level course. They are intended for students who have demonstrated both the highest level of academic achievement and commitment to hard work. Typically, successful AP students are task-oriented students as well as proficient readers who are able to organize their time and who have parent/guardian support. Students who are already overextended with academics or extracurricular activities should seriously consider whether they have the time to devote to an AP class and the number of AP classes they can successfully undertake. Outside study time is generally at least one to two times the amount of time spent in class per week. Students who struggle with an AP course are expected to commit themselves to a greater effort and seek regular support services, one of which could be tutoring.

Prior to taking AP Literature, you must agree to the following:

I understand that there is required summer work for the course. I accept the responsibility to check with the instructor if I have any questions about the assigned work. I am aware that failure to obtain or understand the summer assignments will not be an excuse for not completing the assignments.

I will complete all of the summer assignments before the first day of the school year. I understand this work is due at the beginning of class on the first day of school with no exceptions. If I fail to complete all of the required assignments, I understand that I will be dropped from the AP Literature course and placed into the Level I English class that matches my grade level. (11th grade – American Literature or 12th grade – British Literature). I understand that having to change classes may create schedule conflicts with other chosen courses.

I understand that by enrolling in this course I am expected to take the appropriate Advanced Placement Exam given in May.

Print Full Name: ________________________________________

I understand that the rigor of an Advanced Placement course is equivalent to a typical college course. I also understand that it is my responsibility to complete any and all summer work before the class begins. I also agree to do everything in my power to be successful in the class.

Student Signature: ______________________________ Date: __________________

Parent Signature: _______________________________ Date: __________________

Students will not be enrolled in AP Literature until this contract is signed by the student and the parent/guardian. Return all signed forms to Mrs. Ryder before the end of the school year. She will make copies and return one to you for your records.

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