AP English Literature & Composition Summer Reading Assignment 2014-2015

Ms. Morgan lmorgan@trschools.com HS East W24

I am so happy you are interested in entering the strange and exciting world of AP Literature!

Please realize that the Guidance Department still needs to process all course requests and prerequisite requirements over the summer. Attending this meeting and / or completing the AP Literature Summer Reading Assignment DOES NOT MEAN you are officially in the course yet, nor does it guarantee your acceptance, which again is dependent upon your satisfaction of the minimum prerequisites, etc. If you choose to complete the assignment prior to Guidances confirmation of your placement in the course which usually occurs in July you do so AT YOUR OWN RISK. BUT if you are accepted which I certainly hope you will be then yes, we will work hard. Yes, we will learn a lot. Yes, we will have FUN!! (You might have to trust me on that last one) First, though, we have to get through the summer. And who wants to lie around on the beach or by the pool when you could be reading great literature? The good news is, you dont have to make that horrible choiceyou can kill two birds with one stone!

Your AP Lit assignment for this summer has two parts:

(1) The Dastardly Lit Terms

Study the attached list of literary terms and definitions. They are one among several tickets to the Mystical Land of 5!

Be prepared for a comprehensive vocabulary test in September. That will be one among several tickets to the Mystical Land of A+!

(2) The Dastardly Lit (naturally)

Read two (2) works from the reverse list that you have NOT read before. If you took AP Language last year instead of American Lit, then you MUST include at least one (1) American work among your selections.

Complete a Blue Review Sheet for each work you read. (Dont lose these! They are more tickets to your desired destination)

Be prepared to write an extensive literary analysis of both works in September, including the authors use of literary devices such as symbolism, figurative language (metaphors, similes, etc), sensory imagery (visual as well as the other physical senses), character foils, parallel plotlines, and so on to convey plot, character, and theme development.

DO YOUR OWN INTERPRETIVE WORK! Easy interpretation sites (SparkNotes, et al) are NOT ACCEPTABLE sources of academic literary analysis, especially at the AP level. Additionally, working from such sites without crediting them is PLAGIARISM. Copying or submitting the same work as one another is also PLAGIARISM and is NOT ALLOWED. Either action, if detected, will result in not only a 0, but also disciplinary action. Besides, these are the ways of the literary coward. I would rather you get it FLAT WRONG all by yourself than STEAL it from somebody else!!

(See reverse for list of Summer Reading selections.)

Read Two! (See front for further instructions.)

Atonement (Ian McEwan)

The Beautiful and the Damned (F. Scott Fitzgerald)

Beloved (Toni Morrison)

La Bte Humaine (Emile Zola)

Crime and Punishment (Fyodor Dostoevsky)

East of Eden (John Steinbeck)

Emma (Jane Austen)

Faust, Part 1 (Johann Wolfgang von Goethe)

For Whom the Bell Tolls (Ernest Hemingway)

The Grapes of Wrath (John Steinbeck)

The Handmaids Tale (Margaret Atwood)

Inferno (Part III of Divina Commedia) (Dante Alighieri)

Jude the Obscure (Thomas Hardy)

Les Miserables (The novel, not the musical!) (Victor Hugo)

Love in the Time of Cholera (Gabriel Garcia Marquez)

Middlemarch (George Eliot, i.e. Mary Ann Evans)

Mrs. Dalloway (Virginia Woolf)

My Antonia (Willa Cather)

No Country for Old Men (Cormac McCarthy)

One Hundred Years of Solitude (Gabriel Garcia Marquez)

The Poisonwood Bible (Barbara Kingsolver)

Pygmalion (George Bernard Shaw)

The Scarlet Letter (Nathaniel Hawthorne)

Silas Marner (George Eliot, i.e. Mary Ann Evans)

The Stranger (Albert Camus)

A Streetcar Named Desire (Tennessee Williams)

The Sun Also Rises (Ernest Hemingway)

A Tale of Two Cities (Charles Dickens)

Their Eyes Were Watching God (Zora Neale Hurston)

Things Fall Apart (Chinua Achebe)

The Trial (Franz Kafka)

Whos Afraid of Virginia Woolf? (Edward Albee)

NOTE: Please secure parental permission before reading any work listed.

Name: ___________________________________________________ Date: ____________________

Advanced Honors & AP English Literature and Composition Review Form for Major Works (eg Epic Poem, Drama, Novel)

Full Title of Work: ___________________________________ Year of Publication: ____________ Genre: _____________ Historical Era / Cultural Movement: _______________________________ Author: ______________________ BirthDeath Dates / Places: _____________________________ Setting(s) [times and places as well as significant socio-economic and historical aspects] Primary: ___________________________________________________________________________ Secondary: _________________________________________________________________________ Other: _____________________________________________________________________________ ___________________________________________________________________________________ Major Characters Protagonists / Archetypes: ___________________________________________________________ Antagonists / Archetypes: ___________________________________________________________ Primary Foils [to whom?]/ Archetypes: _________________________________________________ Primary Love Interests & Sidekicks / Archetypes: _______________________________________ Minor Characters Of Significant Plot Function / Archetypes: ______________________________________________ Of Symbolic Function / Archetypes: ___________________________________________________ Other: _____________________________________________________________________________ Central Conflicts [identify both sides, eg X vs. Y] Primary External: ___________________________________________________________________ Primary Internal: ____________________________________________________________________ Secondary: _________________________________________________________________________ Key Plot Points Exposition / Status Quo: _____________________________________________________________ [Subplots:] ______________________________________________________________________ Rising Action: ______________________________________________________________________ [Subplots:] ______________________________________________________________________ Dramatic Climax / Height of Dramatic Tension: ________________________________________ [Subplots:] ______________________________________________________________________ Falling Action: ______________________________________________________________________ [Subplots:] ______________________________________________________________________ Resolution / Denouement / Catastrophe: ______________________________________________ [Subplots:] ______________________________________________________________________

Narrative Style [point of view / perspective, distinctive literary style / devices used, and narrators name / character traits]: ____________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Themes [full statements of the lessons or messages of the work, not 1-word concepts] Primary: ___________________________________________________________________________ _______________________________________________________________________________ Secondary: _________________________________________________________________________ _______________________________________________________________________________ Other: _____________________________________________________________________________ _______________________________________________________________________________ Symbols, Metaphors, and Allegories: _________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Mythological, Biblical, Literary, Historical, Scientific, and Cultural Allusions: ____________ ___________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Other Significant Literary Devices / Notable Aspects: ___________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

QUOTES!!! [include at least 3, from beginning, middle, and end of work] [SPECIAL NOTE: Many students do not fill this part inand later express EXTREME REGRET!]

Who? Said What? [EXACT WORDS & PUNCTUATION!] To Whom? Why? Chapter / page OR Act / scene / line

Name: ___________________________________________________ Date: ____________________

Advanced Honors & AP English Literature and Composition Review Form for Major Works (eg Epic Poem, Drama, Novel)

Full Title of Work: ___________________________________ Year of Publication: ____________ Genre: _____________ Historical Era / Cultural Movement: _______________________________ Author: ______________________ BirthDeath Dates / Places: _____________________________ Setting(s) [times and places as well as significant socio-economic and historical aspects] Primary: ___________________________________________________________________________ Secondary: _________________________________________________________________________ Other: _____________________________________________________________________________ ___________________________________________________________________________________ Major Characters Protagonists / Archetypes: ___________________________________________________________ Antagonists / Archetypes: ___________________________________________________________ Primary Foils [to whom?]/ Archetypes: _________________________________________________ Primary Love Interests & Sidekicks / Archetypes: _______________________________________ Minor Characters Of Significant Plot Function / Archetypes: ______________________________________________ Of Symbolic Function / Archetypes: ___________________________________________________ Other: _____________________________________________________________________________ Central Conflicts [identify both sides, eg X vs. Y] Primary External: ___________________________________________________________________ Primary Internal: ____________________________________________________________________ Secondary: _________________________________________________________________________ Key Plot Points Exposition / Status Quo: _____________________________________________________________ [Subplots:] ______________________________________________________________________ Rising Action: ______________________________________________________________________ [Subplots:] ______________________________________________________________________ Dramatic Climax / Height of Dramatic Tension: ________________________________________ [Subplots:] ______________________________________________________________________ Falling Action: ______________________________________________________________________ [Subplots:] ______________________________________________________________________ Resolution / Denouement / Catastrophe: ______________________________________________ [Subplots:] ______________________________________________________________________

Narrative Style [point of view / perspective, distinctive literary style / devices used, and narrators name / character traits]: ____________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Themes [full statements of the lessons or messages of the work, not 1-word concepts] Primary: ___________________________________________________________________________ _______________________________________________________________________________ Secondary: _________________________________________________________________________ _______________________________________________________________________________ Other: _____________________________________________________________________________ _______________________________________________________________________________ Symbols, Metaphors, and Allegories: _________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Mythological, Biblical, Literary, Historical, Scientific, and Cultural Allusions: ____________ ___________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Other Significant Literary Devices / Notable Aspects: ___________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

QUOTES!!! [include at least 3, from beginning, middle, and end of work] [SPECIAL NOTE: Many students do not fill this part inand later express EXTREME REGRET!]

Who? Said What? [EXACT WORDS & PUNCTUATION!] To Whom? Why? Chapter / page OR Act / scene / line

McG

raw-H

ill Higher E

ducation gz A

Division of The M

cGraw

-HiU

Com

panies

LIT

ER

AT

UR

E: R

eading Fiction, Poetry, and D

rama

Published by M

cGraw

-Hill, an im

print ofT

he M

cGraw

-Hill C

ompanies, Inc. 1221 A

venue of the

Am

ericas, New

York, N

Y, 10020. C

opyright 2002, 1998, 1994, 1990, 1986 by T

he M

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ritten consent ofT

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ission, or broadcast for distance learning. S

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nited States.

This book is printed o

n acid-free paper.

12

34

56

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90

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C/D

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09

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21

ISBN

0-07-242617-9

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Lib

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f Co

ng

ress Ca~oging-in-PublicationD

ata

DiY

anni, Robert.

I Li~erature: reading fiction, poetry, and dram

a 1 Ro

bert D

iYan

ni.-5

th ed.

I p.

cm.

I Includes bibliographical references and index. IS

BN

0_07'-242617-9 (:11k. paper) I

1. Literature. 2;-L

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TIM

EL

INE

: L

ITE

RA

TU

RE

IN

Te

xt

,e (193(1.. ): "M,a

rriag

e Is a P

rivata A

r"; B

.mb

ara

(19

39

-): "Th

e L

esso

n"

(197 S

liko (194

): "Ye

llow

Wo

msn

"; Walker -

----

(19

44

-):

veryd

lay U

se" (1973)

McP

herson (19 )=

"Wh

y I Like

Co

un

try ----

Mu

sic" (1974)

Widem

an (19

41

-): "Da

mb

alla

h'

Mason (1940-): "S

hilo

h"; v

ale~1938-):

""m Y

our Horse lin the N

igh

t" (19~

A

two

od

(19

39

-): "Hla

pp

y En

din

gs"; C,

(1939-88): "Ca

th,e

dra

l"; Wasserstaln

(19

5G

-): Tender O

Oer(1983)

Hood (1

94

6-): "H

oV'V

Fa

r She W

en

t"; --.),\:~---l

K

inca

id (1949-I:: "G

irt"; Sanchez-S

cott (1

95

3-): The C

ulban Sw

lmm

er(1984) W

ilson

(1945-): Fe

nce

s (1985) L~

T. O

'Brie

n (1946-): "'T

he

Th

ing

s Th

ey

:-..,/

Carried"; D

ove (19

52

-): Thom

as and Be

ula

h

(1986)

Hegi (1

94

6-): "T

o the

Gate"; M

orrison, ~

Be

love

d (1987)

Hw

ang (19

57

-): M.

Bu

tterfly; M

ukherjee (1

94

G-): "T

he Te

na

nt" (1998)

Tan (1

95

2-), "R

ule

s 01 tha

Gam

e" (1989) M

cNally (1

93

9-): A

nd

re's M

other, Hall ('

Poems O

ld an

d N

ew (1990)

Cisneros (1

95

4-): ~

Eleven,"

"Ba

rb'

Q,"-----

''There Was 8 M

elin, There Was

Wom

an," "W

oman H

olle

riflg C

raek" (1 1)

Ke

illor (1

94

2-): p

rod

/ga

l Son:

boon, Lost in ---

Yonkers (1991)

Alexie (1961>-): "In

dia

n E

ca

tion

"; K

ushner, Angels in

Am

.

(1993)------

Song (1955-

): SChool

ures (1994) ------

McK

enty (19

35

-): Fa

t/ro

m tha N

ucle

ar -

---

Fam

ily; Sanchez

93

5-): D

oes you

r house have lions? C

ol (1

94

1-):

Th

eA

rtolD

n

/ng

(19

95

) L6pez (1

96

9-):

Imp

ly Maria; T

aylor (19

62

-): ---

On

ly D,..,

sa

nd

Chl/dren T

el/th

e T

ruth (1996)

Alvarez (1

G-): "T

he

Kiss"; Jln

(19

56

-):----

''Tak

g a Hu

sb..nd

"; Hirsh

field

(19

53

-): U~

01 the H

eat1 (1997) n

gl

der (19

71

-)' ''The T

um

ble

rs"; Jon 9

56

-): "Wh

o's Irish

?"; E

. O'B

rien (19

36

-): .

"lon

g D

istan

ce"; P

astan (19

32

-): Ca

mlva

lifEvening; P

rou

lx (19

35

-): ''Th

e B

un

chg

rass

. E

dge ot th

e W

orld

" (1996)

/

D

esai (19

37

-): ~'Di..mo

nd

Du

st" (2000) ~

. IIiIIIiIW

I"

CO

NT

EX

T

Glossary

Alleg

ory

A

symbolic narrative in w

hich the surface details imply a secondary m

eaning. Alle

gory often takes the form o

f a story in which the characters represent m

oral qualities. The

most fam

ous example in E

nglish is John Bunyan's Pilgrim

's Progress, in which the nam

e ofthe

central character, Pilgrim

, epitomizes the book's allegorical nature. K

ay Boyle's story ','A

stronom

er's Wife" and C

hristina Rossetti's poem

"Up-H

ill" both contain allegorical elements.

Alliteratio

n

Th

e repetition of consonant sounds, especially at the beginning o

f words. E

xam

ple:"Fetched

fresh, as1

suppose,offsome

sweetw

ood."H

opkins, "Inthev..lley o

ftheE

lwy."

An

apest

Tw

o unaccented syllables followed by an accented one, as in com

prehend or intervene.

An anapestic m

eter rises to the accented beat as in Byron's lines from

"Th

e Destruction o

f S

ennacherib": "An

d the sheen o

f their spears was like stars o

n the sea, I W

hen

the blue w

ave rolls nightly on deep Galilee."

An

tago

nist

A

character o

r force against

which

another character

struggles. C

reon is

Antigone's antagonist in S

ophocles' play Antigoni!; T

iresias is the antagonist of O

edipus in S

ophocles' Oedipus the K

ing. A

side

Words spoken by an actor directly to the audience w

hich are not "heard" by the other characters on stage during a play. In Shakespeare's O

thello, lago voices his inner thoughts a num

ber of tim

es as "asides" for the play's audience. A

sson

ance

Th

e repe~ition

ofsim

ilar vowel sounds in a sentence o

r a line ofpoetry o

r prose, as in "I rose and told him

ofm

y woe."W

hitman's "W

hen

I Heard the L

earn'd Astronom

er" contains assonantal ''I's'' in the follow

ing lines: "Ho

w soon unaccountable I becam

e tired

and sick, I Till rising and gliding o

ut I w

ander'd offb

y m

yself." A

ub

ade

A love lyric in w

hich the speaker complains about the arrival o

f the dawn, w

hen he m

ust part from his 10ver.John D

onne's "Th

e Sun R

ising" exemplifies this poetic genre.

Ballad

A

narrative poem w

ritten in four-line stanzas, characterized by swi'ft action and nar

rated in a direct style.Th

e anonymous m

edieval ballad "Barbara A

llan" exemplifies the genre.

Blan

k v

erse A

line ofpoetry or prose in unrhym

ed iambic pentam

eter. Shakespeare's sonnets, M

ilton's epic poem Paradise Lost, and R

ob

ert Frost's meditative poem

s such as "BircheS"

21

61

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eorge W. B

ush elected president

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2 1

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