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AICE Literature Summer Assignment 2016-2017

Welcome to AICE Literature in English! *This will be an exciting year of reading and analyzing poetry,
prose, and drama, and then developing your written responses to these genres. Specifically, this course
aims to develop the following skills:
 The ability to recognize, to appreciate, and to provide an informed personal response to
a wide range of texts.
 The ability to utilize interdependent skills of reading, analysis, and communication.
 The effective and appropriate use of communication regarding texts in different forms,
and from different periods and cultures.
Please be sure to work on the following assignments throughout your summer vacation since
they require some time and effort to complete. An overview of the three-part assignment is given below,
with detailed guidelines following the checklist. Good luck and enjoy! Mrs. Beth Williams, PHS

*Nota bene:

A high level of commitment is mandatory for this class in terms of the literature we
will focus on and the time you will need to devote toward comprehension, analysis, and writing.
Myriad projects, essays, and reading assignments are an inherent part of this class. In addition,
you will be expected to participate regularly in discussions and in-class exercises. Success in
this college-level class is going to require serious effort and a dedication to meet deadlines.
My website:
PHS website:
Summer Assignment Checklist
 Assignment One: The Namesake by Jhumpa Lahiri—Dialectical Journal
(30 entries)
 Assignment Two: Rhetorical Strategies/Patterns and Stylistic Devices
 Assignment Three: College Application Essays
In order to properly prepare for this class, you must read this summer assignment carefully, fully
completing the above checklist (listed in detail below). As a college-bound student, you should start
rehearsing the requirements of completion and observation of deadlines. This summer assignment is
due in its entirety on the first day of class, when we will also be going over the syllabus and course
expectations. Shortly after classes begin, there will be an assessment on the novel and vocabulary.
Purchase and read The Namesake by Jhumpa Lahiri (part of the prose set text for the 2016 AICE
Literature in English Exam). This novel will be available for purchase at Books-A-Million in Bradenton.
Please feel free to purchase this book online (available in new or used condition on Amazon). We will be
referring to the novel in class, as well as taking a test on it during the first part of the school year, and it
should be the only novel that you will need to buy.
During your reading of this novel, you will be logging dialectical journal entries. You will keep a
two-column dialectical journal that will be due on the FIRST day of class. In the journal, you will track
details, diction, imagery, quotes, and actions from the novel that relate to the themes, literary devices,
and major topics of the novel. Assignment guidelines and a rubric follow.
Dialectical Journals
Your dialectical journal is a means by which you will learn to examine how or why an author
presents his or her work in the way that it is presented. The entries of your journal will help you to read
with the goal of having a wider understanding of the text and its themes and messages, as well as

helping you to respond with freshly personal insight. Later on in class, we will be examining how to
incorporate your opinion into your writing by backing it up from the text. Be especially careful NOT to
simply give a summary of the plot of the book! We will be stressing this in class during the year.
Dialectic means “the art or practice of arriving at the truth by using conversation involving
question and answer.” As you read this novel, use your journal to write down your thoughts, questions,
insights, and/or ideas. The procedure for your dialectical journal is as follows:
 Use a 2-column format (as in Cornell Notes) in a spiral notebook or composition book.
 Entitle the left column “Reading Notes” and the right column “Analysis/Question.”
 During your reading or after you have completed a section of the novel, record information
from the text such as page numbers (so that it can be found easily later on for discussion)
and any notes that you deem important or notable (plot details, quotations, summaries,
and/or key ideas).
 In the right hand column, write YOUR insights, thoughts, questions and/or comments
related to the notations you made on the left. Be sure to be specific.
 Ideas of what to write: an epiphany, recognition of a pattern, agreement or disagreement
with the author/speaker, relevant or important issues, specific style of writing, irony (or
other rhetorical devices), things that confuse you, idiomatic or colloquial phrases, etc.
 Finally, make sure that there is a minimum of 30 detailed total entries for the entire novel.
Please write neatly and legibly in a spiral or composition notebook.

Dialectical Journal Rubric






Detailed, meaningful passages, plot, and quote selections made
Thoughtful interpretation and commentary about the text; clichés are avoided
Includes comments about literary and rhetorical elements related to textual meaning
Insightful, personal connections/questions made
Coverage of text is complete and thorough (NOT just a summary of the book’s plot)
Journal is neat and organized; directions have been followed
Less detailed, but satisfactory plot and quote selections made
Some intelligent commentary; addresses some thematic connections
Includes some literary/rhetorical elements, but less connection to meaning of text
Some personal connection; asks pertinent questions
Adequately addresses all parts of reading assignment
Journal is neat and readable; student has followed general directions
Few good details from the text
Most of the commentary is vague, unsupported, or plot summary/paraphrase
Some listing of literary/rhetorical elements; virtually no discussion on meaning or impact
Limited personal connection; asks few, or obvious questions
Addresses most of the reading assignment, but is not very long or thorough
Journal is relatively neat, but may be difficult to read. Student has not followed all directions in
journal organization: loose-leaf, no columns, not in separate notebook, etc.
Little detail from the text
All notes are plot summary or paraphrase
Few literary/rhetorical elements, virtually no discussion on meaning or impact
Limited personal connections, no good questions
Limited coverage of the text: way too short
Did not follow directions in organizing journal; difficult to read or follow

Make flashcards for each of the rhetorical strategies/patterns and stylistic devices listed
as vocabulary below. You will be tested over them during the first month of class. Each word or
term should be placed on the front of the flash card (index cards are perfect to use) with the
definition of the word/term and an example on the back.
Absolute—a word free from limitations or qualifications (“best,” “all”, “unique,” “perfect”)
Ad hominem argument—an argument attacking an individual’s character rather than his or her
position on an issue
Allegory—a literary work in which characters, objects, or actions represent abstractions
Allusion—a reference to something literary, mythological, biblical or historical that the author
assumes the reader will recognize
Ambiguity—multiple meanings a literary work may communicate, especially two meanings that
are incompatible
Analogy—a comparison of two different things that are similar in some way
Anaphora—repetition of the same word or group of words at the beginning of successive
clauses (Richard D. Bury: “In books I find the dead as if they were alive; in books I foresee
things to come; in books warlike affairs are set forth; from books come forth the laws of peace.”)
Anecdote—a brief narrative that focuses on a particular incident or event
Antithesis—a statement in which two opposing ideas are balanced
Aphorism—a concise, statement that expresses succinctly a general truth or idea, often using
rhyme or balance
Apostrophe—direct address, usually to someone or something that is not present. Keats's
Bright star! would I were steadfast" is an example of an apostrophe.
Argumentation—a pattern of writing or speaking which is characterized by reason and logic,
and asserts a position, belief or conclusion
Assonance-- Repetition of similar vowel sounds, preceded and followed by different
consonants, in the stressed syllables of adjacent words. Ex: The sergeant asked him to bomb
the lawn with hotpots.
Balanced sentence—a sentence in which words, phrases, or clauses are set off against each
other to emphasize a contrast (George Orwell: “If thought corrupts language, language can also
corrupt thought.”)
Cause/Effect—a pattern of writing or speaking which is characterized by its analysis of why
something happens, in contrast to Process, which describes how something happens. Often
links situations and events in time, with causes preceding events. (E.g. the cause of a war and
its effects on a national economy)
Chiasmus—a statement consisting of two parallel parts in which the second part is structurally
reversed (“Susan walked in, and out rushed Mary.”)
Colloquialism—informal words or expressions not usually acceptable in formal writing
Comparison/Contrast—a pattern of writing or speaking which is characterized by, in its
narrowest sense, how two or more things are similar (compare) and/or how two or more things
are different (contrast).
Complex sentence—a sentence with one independent clause and at least one dependent
Compound sentence—a sentence with two or more coordinate independent clauses, often
joined by one or more conjunctions
Compound-complex sentence—a sentence with two or more principal clauses and one or
more subordinate clauses
Concrete details—details that relate to or describe actual, specific things or events
Connotation—the implied or associative meaning of a word (slender vs. skinny; cheap vs.

Cumulative sentence (loose sentence)—a sentence in which the main independent clause is
elaborated by the successive addition of modifying clauses or phrases (Jonathan Swift, A
Modest Proposal: “I have been assured by a very knowing American friend of my acquaintance
in London, that a young healthy child well nursed is at a year old a most delicious, nourishing,
and wholesome food, whether stewed, roasted, baked or boiled; and I make no doubt that it will
equally serve in a fricassee or a ragout.”)
Declarative sentence—a sentence that makes a statement or declaration
Deductive reasoning—reasoning in which a conclusion is reached by stating a general
principle and then applying that principle to a specific case (The sun rises every morning;
therefore, the sun will rise on Tuesday morning.)
Denotation—the literal meaning of a word
Dialect—a variety of speech characterized by its own particular grammar or pronunciation,
often associated with a particular geographical region (“Y’all” = Southern dialect)
Diction—the word choices made by a writer (diction can be described as: formal, semi-formal,
ornate, informal, technical, etc.)
Didactic statement—having the primary purpose of teaching or instructing
Dissonance—harsh, inharmonious, or discordant sounds
Ellipsis—the omission of a word or phrase which is grammatically necessary but can be
deduced from the context (“Some people prefer cats; others, dogs.”)
Ethos—the persuasive appeal of one’s character, or credibility
Euphemism—an indirect, less offensive way of saying something that is considered unpleasant
Exclamatory sentence—a sentence expressing strong feeling, usually punctuated with an
exclamation mark
Figurative language—language employing one or more figures of speech (simile, metaphor,
imagery, etc.)
Hubris—the pride or overconfidence which often leads a hero to overlook divine warning or to
break a moral law.
Hyperbole—intentional exaggeration to create an effect
Idiom—an expression in a given language that cannot be understood from the literal meaning
of the words in the expression; or, a regional speech or dialect (“fly on the wall”, “cut to the
chase”, etc.)
Imagery—the use of figures of speech to create vivid images that appeal to one of the senses
Imperative sentence—a sentence that gives a command
Implication—a suggestion an author or speaker makes (implies) without stating it directly.
NOTE: the author/speaker implies; the reader/audience infers.
Inference—a conclusion on draws (infers) based on premises or evidence
Interrogative sentence—a sentence that asks a question
Invective—an intensely vehement, highly emotional verbal attack
Inverted syntax—a sentence constructed so that the predicate comes before the subject (ex: In
the woods I am walking.)
Irony—the use of words to convey the opposite of their literal meaning; or, incongruity between
what is expected and what actually occurs (situational, verbal, dramatic)
Jargon—the specialized language or vocabulary of a particular group or profession
Juxtaposition—placing two elements side by side to present a comparison or contrast
Litotes—a type of understatement in which an idea is expressed by negating its opposite
(describing a particularly horrific scene by saying, “It was not a pretty picture.”)
Logos—appeal to reason or logic
Malapropism—the mistaken substitution of one word for another word that sounds similar (“The
doctor wrote a subscription.”)
Metaphor—a direct comparison of two different things

Metonymy—substituting the name of one object for another object closely associated with it
(“The pen [writing] is mightier than the sword [war/fighting].)
Mood—the emotional atmosphere of a work
Motif—a standard theme, element, or dramatic situation that recurs in various works
Non sequitur—inference that does not logically follow from the premise. E.g.: Richard Nixon
said it was obvious he was honest because his wife had a simple cloth coat.
Oxymoron—a combination of opposites; the union of contradictory terms. E.g.: "feather of
lead," "bright smoke," "cold fire," "jumbo shrimp."
Paradox—an apparently contradictory statement that actually contains some truth (“Whoever
loses his life, shall find it.”)
Parallelism—the use of corresponding grammatical or syntactical forms
Parody—a humorous imitation of a serious work (Weird Al Yankovich’s songs, and the Scary
Movie series are examples)
Parenthetical Comment—a comment that interrupts the immediate subject, often to quality or
Pathos—the quality in a work that prompts the reader to feel pity
Pedantic—often used to describe a writing style, characterized by an excessive display of
learning or scholarship, characterized by being narrowly, stodgily, and often ostentatiously
Personification—endowing non-human objects or creatures with human qualities or
Pseudonym—a "false name" or alias used by a writer desiring not to use his or her real name.
Sometimes called a nom de plume or pen name.
Rhetoric—the art of presenting ideas in a clear, effective, and persuasive manner
Rhetorical devices—literary techniques used to heighten the effectiveness of expression
Rhetorical pattern—format or structure followed by a writer such as comparison/contrast or
process analysis.
Rhetorical question—a question asked merely for rhetorical effect and not requiring an answer
Sarcasm—harsh, cutting language or tone intended to ridicule
Satire—the use of humor to emphasize human weaknesses or imperfections in social
institutions (Jonathan Swift’s Gulliver’s Travels, The Simpsons, etc.)
Simile—a comparison of two things using “like,” “as,” or other specifically comparative words.
Simple sentence—a sentence consisting of one independent clause and no dependent clause
Stream of Consciousness—a technique characterized by the continuous unedited flow of
conscious experience through the mind recorded on paper. Often used in “interior monologue,”
when the reader is privy to a character or narrator’s thoughts (soliloquy in drama).
Structure—the arrangement or framework of a sentence, paragraph, or entire work
Style—the choices a writer makes; the combination of distinctive features of a literary work
(when analyzing style, one may consider diction, figurative language, sentence structure, etc.)
Syllepsis—the linking of words with two other words in strikingly different ways. E.g. The
migrants "exhausted their credit, exhausted their friends."
Synecdoche—using one part of an object to represent the entire object (for example, referring
to a car simply as “wheels”)
Syntax—the order in which words are arranged into sentences
Theme—a central idea of a work
Thesis—the primary position taken by a writer or speaker
Tone—the attitude of a writer, usually implied, toward the subject or audience
Understatement—deliberate representation of something as being lesser in magnitude than in
Vernacular—the everyday speech of a particular country or region, often involving nonstandard

Most colleges require applicants to submit personal essays as part of the application
process. Some colleges limit the essay to 250 words and others allow 500 or more words. In
order to prepare you for this process and to help me get to know you even better, you must
submit two essays: one 250-word essay and one 500-word essay on the first day of class.
Please be sure to follow these directions carefully. The essays must be typed and double
spaced, using either Arial or Times New Roman font, size 12 only. Save these essays on a
thumb drive (you can purchase a 2 GB thumb drive at Walmart for about $6, and will need one
for your senior year.) Also, print out the essays to turn in for editing purposes (hand printed
essays will not be accepted). Do not exceed the word length. Topics for both essays follow:
1. 250 Word Essay: (pick one topic from among the following choices)

What is an influential factor from your background?
How do you react to challenging situations?
Reveal your personal values and/or priorities.
Discuss how someone has mentored you or been influential in your

2. 500 Word Essay: (pick one topic from among the following choices)
 How do you plan to contribute to life on campus?
 What is your view regarding a local, national, or international concern?
 Relate reasons why you have chosen a particular institution or career.
We will be sharing and revising these essays in class, so be sure to give this portion of
the assignment your best effort! This will help you tremendously when the time comes to submit
essays for college applications and/or scholarships. Again, please keep a copy of each essay
on your thumb drive, but pass in a hard copy for editing purposes. If you do not have access to
a printer at home during the summer, be ready to print them in the Media Center upon returning
to school.
Make certain that you have read this three-part assignment in its entirety. If you have
any viable questions, feel free to email me at the address listed at the top. Remember to pace
yourself by doing the work throughout during your busy and exciting summer vacation, and not
procrastinating by putting it off until the very end!
Any exceptions to the requirements of this summer assignment must be dealt with by an
administrator, and will apply only to those students who move into Manatee County at the
beginning of the school year.
Have a fun and safe summer,
Mrs. Beth Williams
English Department
Palmetto High School