Trebert
English III AP/IB Language: Summer Reading Assignment
The following is your summer reading assignment for English III next year. Please feel free to contact me this summer if you have any questions or concerns. I can be reached by phone at (972)757-5705 (please don’t call after 10:30 pm) or by e-mail at .
Please obtain the following books before the start of the 2016-2017 school year.
Handmaid’s Tale by Margaret Atwood (any ISBN will do)
On Writing by Stephen King (any ISBN will do)
Summer Reading:
v Handmaid’s Tale by Margaret Atwood
“The Handmaid's Tale is … a novel of such power that the reader will be unable to forget its images and its forecast. Set in the near future, it describes life in what was once the United States, now called the Republic of Gilead, a monotheocracy that has reacted to social unrest and a sharply declining birthrate by reverting to, and going beyond, the repressive intolerance of the original Puritans. The regime takes the Book of Genesis absolutely at its word, with bizarre consequences for the women and men of its population. The story is told through the eyes of Offred, one of the unfortunate Handmaids under the new social order… She reveals to us the dark corners behind the establishment's calm facade, as certain tendencies now in existence are carried to their logical conclusions. The Handmaid's Tale is funny, unexpected, horrifying, and altogether convincing. It is at once scathing satire, dire warning, and tour de force.” – Amazon Synopsis
v On Writing by Stephen King
“Long live the King” hailed Entertainment Weekly upon publication of Stephen King’s On Writing. Part memoir, part master class by one of the bestselling authors of all time, this superb volume is a revealing and practical view of the writer’s craft, comprising the basic tools of the trade every writer must have. King’s advice is grounded in his vivid memories from childhood through his emergence as a writer, from his struggling early career to his widely reported, near-fatal accident in 1999—and how the inextricable link between writing and living spurred his recovery. Brilliantly structured, friendly and inspiring, On Writing will empower and entertain everyone who reads it—fans, writers, and anyone who loves a great story well told.” – Amazon Synopsis
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Assignment:
A: You will read and annotate both texts.
B: You will complete a reading journal passage analysis for ONE of the texts.
C: You will complete a short creative writing piece for THE OTHER text.
· Assignment B and Assignment C must NOT be on the same text (one on each SR text).
A. Read both texts and annotate:
a. Read and annotate very carefully, because we will be discussing and analyzing both texts in class. You will be able to use your annotated texts for a graded discussion first quarter.
b. Marking and annotating a text is like having a conversation with a book—it allows the active reader to ask questions, comment on meaning, and mark events and passages he or she wants to revisit.
How to Annotate:
· Use a sticky note to mark important plot events, narrative shifts, or thematically important moments.
· Circle words that are unfamiliar or unusual—use contextual clues and a dictionary to define them.
· When new characters are introduced, underline phrases that describe them.
· Mark words, images, and details that seem to form a pattern throughout the text (motif). For example, if a large clock appears in the first chapter, and then you notice words like “timely” or “ticking” in the text.
· Mark passages you think might be symbolic.
· Write your thoughts in the margins as you read. If you have a question, write it on the page.
· Use brackets, checks, stars, bullets, or asterisks to mark very important items or things.
B. Do the following Reading Journal for ONE of the texts only (your choice):
1) Select TWO short passages from different parts of the novel that strike you as significant.
· For each passage, divide your journal into two columns—the left, for the entire passage (you must write/type all of it out, with page numbers), and the right for commentary.
2) For your commentary/analysis of the passage,
· put the passage in literal context (what is literally happening),
· analyze how the devices in the quotation relate to the meaning/theme of the work, and
· explain the significance of the quotation to the work as a whole.
· Make sure to quote direct textual evidence in your analysis.
Example Entry from The Christmas Carol:
Passage / Commentary“Old Marley was as dead as a doornail!
Mind! I don’t mean to say that I know, of my own knowledge, what there is particularly dead about a doornail. I might have been inclined, myself, to regard a coffin-nail as the deadest piece of ironmongery in the trade. But the wisdom of our ancestors is in the simile; and my unhallowed hands shall not disturb it, or the Country’s done for. You will therefore permit to repeat, emphatically, that Marley was as dead as a doornail” (1). / In this beginning passage of the work, Dickens establishes the satirical character of his narrator. Despite the grim tidings he relates (Marley’s death), he makes fun of the very simile he uses to express it. Aware of the clichéd nature of the phrase “dead as a doornail,” he proceeds to explain the absurdity—and yet necessity—of using it. First, he remarks that he prefers a “coffin-nail,” a much more fitting comparison, as “the deadest piece of ironmongery in the trade.” Here, he creates humor not only in using the technical term “ironmongery” but also in even discussing the appropriateness of his own expression—who talks about a simile in this detailed a manner? Despite a “door-nail” being an inappropriate simile, he must use it, as “the wisdom of our ancestors” created it. Now he directly refers to it as a cliché, an empty expression used only as tradition, but in such elevated language—“wisdom,” for example, and that his hands are “unhallowed” for changing it—to satirize our, and his own, use of it. To cement the joke, he ends with a hyperbole: if he changes the simile, “the Country’s done for”! Here we see the narrator’s light satire of his own writing, contrasting his tone with the heavy morality of the tale he will soon impart.
Grading Rubric: Each entry is worth 50 pts.
45 - 50 pts. / Entry places passage in literal context, blends words/phrases from passage into entry, analyzes effect of literary devices on the meaning, and relates to the significance of the whole. In addition, student uses particularly mature language, insightful and mature analysis, or both.40 – 45 pts. / Entry places passage in literal context, blends words/phrases from passage into entry, analyzes effect of literary devices on the meaning, and relates to the significance of the whole.
35 - 40 pts. / Entry falters in one or more of the particulars above: it may not sufficiently place passage in literal context, it may not blend words/phrases from passage into entry, it may not analyze a literary device, or it may not relate to the significance of the whole. In addition, its language is unclear or demonstrates errors.
34 - below / Entry falters in one or more of the particulars above, and in addition must be especially weak in language or unacceptably brief.
C. Complete a Creative Writing Piece for ONE of the works only (again your choice):
1. STYLE - Students are free to choose any text type as the format for their creative piece (poetry, prose fiction, prose non-fiction, drama).
2. TOPIC - Students may choose any topic/focus from the summer reading text YOU DIDN’T USE FOR THE READING JOURNAL for their creative piece (a character, a scene, a controversial issue, a symbol, etc…).
3. FORMAT –
a. A two to three sentence explanation must precede the written piece that details: your chosen style, your chosen topic, and why you chose both.
b. The written creative piece must be 500 - 800 words in length. If the word limit is exceeded, the assessment will be based on the first 800 words.
Examples of Style & Topic ideas:
The following are examples of possible Creative writing options. These are intended for guidance only and are neither thorough nor required.
• A short story exploring a minor character’s point of view of the main action of the literary text
• A scene re-written from an alternate point of view
• A ghost chapter detailing unseen/untold events
• A poem written by one character to or for another
• A diary/journal entry in which a character reveals their true feelings about another character or any aspects of the action of the literary text
• An episode from the literary text rewritten to place the action in another setting or time period
• A public information document explaining the effects of new legislation on a community of the text
• A newspaper/magazine article that addresses a controversial issue in the novel
• An opinion column/blog that details the opinions of a character
• An additional episode that takes place before the beginning of a text (prologue) and provides a context for the opening scene.
• A letter from one fictional character to another, which reveals a change in relationship between the two characters
• A monologue or dialogue script expressing the emotional state/dilemma of a character/s.
Non-Example: A formal analytical essay is NOT an acceptable topic.
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Summer Reading Creative Piece – Rubric
Name:
Criterion / 0 / 1 / 2A: Explanation
Does the explanation for the creative piece detail the format and topic choice as well as why each was chosen? / The work does not reach a standard described by the descriptions below. / The explanation vaguely explains the format and/or topic AND/OR fails to explain why they were chosen. / The explanation clearly explains the format and topic as well as why they were chosen. / .
0 / 1-2 / 3-4 / 5-6 / 7-8
B: Task and Content
To what extent does the task show understanding of the topic(s) or text(s) to which it refers?
How appropriate is the content to the task chosen?
To what extent does the task show understanding of the conventions of the text type chosen? / The work does not reach a standard described by the descriptions below. / The task shows a superficial understanding of the topic(s) or text(s) to which it refers.
The content is generally inappropriate to the task chosen.
The task shows a superficial understanding of the conventions of the text type chosen. / The task shows a mostly adequate understanding of the topic(s) or tex(s) to which it refers.
The content is generally appropriate to the task chosen.
The task shows and adequate understanding of the conventions of the type chosen. / The task shows a good understanding of the topic(s) or text(s) to which it refers.
The content is mostly appropriate to the task chosen.
The task shows a good understanding of the conventions of the text type chosen. / The task shows an excellent understanding of the topic(s) or the text(s) to which it refers.
The content is consistently appropriate to the task chosen.
The task shows an excellent understanding of the conventions of the text type chosen
0 / 1 / 2 / 3 / 4 / 5
C: Organization
How well organized is the task?
How coherent is the structure? / The work does not reach a standard described by the descriptions below. / Little organization is apparent; the task has little structure. / Some organization is apparent; the task has some structure, although it is not sustained. / The task is organized; the structure is generally coherent. / The task is well organized; the structure is mostly coherent. / The task is effectively organized; the structure is coherent and effective.
D: Language and Style
How effective is the use of language and style?
How appropriate is the choice of register and style? (“Register” refers, in this context, to the student’s use of elements such as vocabulary, tone, sentence structure and idiom appropriate to the task; register is assessed on the task itself.) / The work does not reach a standard described by the descriptions below. / There is little clarity, with many basic errors; little sense of register and style. / There is some clarity, though grammar, spelling and sentence structure are often inaccurate; some sense of register, style and appropriate vocabulary. / The use of language and the style are generally clear and effective, though there are some inaccuracies in grammar, spelling and sentence construction; generally appropriate in register, style and vocabulary. / The use of language and the style are clear and effective, with a good degree of accuracy; sentence construction and vocabulary are varied, showing a growing maturity of style; the register is appropriate. / The use of language and the style are very clear and effective, with a very good degree of accuracy; sentence construction and vocabulary are good; the style is confident and the register effective.
Conversion: 1-30, 2-35, 3-40, 4-45, 5-50, 6-55, 7-58, 8-60, 9-65, 10-68, 11-70, 12-75, 13-78, 14-80, 15-85, 16-88, 17-90, 18-95, 19-98, 20-100
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