2011-2012 MHS ENGLISH III AP LANGUAGE SUMMER READING ASSIGNMENT AND ASSESSMENTS
Students entering the AP Language program are required to complete the following assignments during the summer of 2010. The summer reading requirement is an important feature of AP English, allowing the AP classes to cover more ground during the year in preparation for the AP Exam, which as you know is administered a month and a half before final exams. NOTE: No student enrolled in AP Literature will be removed from the course, nor will they be placed in another English class, as a result of failure to successfully complete the following assignments. However, failure to successfully complete the assignments will result in the recording of an “E” grade and 0 points. Required Reading Assignments: Chapters 1 - 8 from Language in Thought and Action (Fifth Edition) by S.I. Hayakawa and Alan R. Hayakawa AND Chapters 1-17 from Thank You For Arguing by Jay Heinrichs. Although these texts—and all of the works to be discussed in AP Language during the coming year—can be readily obtained in a library, many students prefer to acquire personal copies. This will allow you to write marginal notes—a process highly beneficial and recommended in literary and linguistic scholarship. Your version of the LITAA text MUST be the 5th edition; we have copies of TYFA available for you to borrow if you wish. DO NOT WAIT UNTIL THE END OF AUGUST TO BEGIN READING—THESE ARE VERY CHALLENGING BOOKS. Be an ACTIVE READER. You will come across MANY new terms and ideas, all of which will be critical to our study in the coming year. A list of those concepts and terms is appended here – YOU SHOULD BE FULLY CONVERSANT WITH THEM ALL, capable of IDENTIFYING their use, as well as MAKING USE OF THEM IN YOUR OWN WRITING THROUGHOUT THE YEAR. Take notes, and be reflective with them—strive to process the information, so that when the time comes to make use of it, you are prepared to do so. Remember that discovering QUESTIONS is often as valuable as finding answers. To account for the high degree of difficulty these readings represent, I will be creating a forum site to allow the members of the class to engage in discussion throughout the summer. You may post questions and commentary, as well as respond to the questions and comments of your classmates. You will thus be able to cooperate in extending your individual and collective understandings. Please note: Online discussion has become an increasingly common aspect of collegiate academic life—and since AP by definition is intended to give high school students collegiate level work, participation on the class forum will be a required component of your grade each marking period. I STRONGLY recommend you get used to it NOW, so that you are fully prepared to use it when it counts the most. Nowhere above does it make mention of a predetermined “satisfactory” number of required forum posts, nor does it indicate how long each post should be; I will leave it to you to decide the potential implications of this. I recommend you write often, and record as many of your observations as possible—but DO NOT summarize. Summary is without value when composing a critical response—you should seek to APPLY your understanding through experiential examples. Please keep in mind that the forum is not meant to be a personal diary. You can give a personal response or feeling about the texts, but this is not the place to regale each other about irrelevant everyday activities and life. All entries should relate back to the texts at hand. Please include your current email address on the return form at the bottom of the page; I will email you with the forum site’s address and access information when it is ready for your use. Required Writing Assignment: The Scrapbook I would like you to assemble a scrapbook—a significant collection of artifacts and examples (and note that I have deliberately refrained from quantifying “significant”) that illustrate the principles established in LITAA and TYFA. Each scrapbooked item should be accompanied by your reflective comments—what you found, how it is appropriately illustrative, and any other evaluative explanation or commentary you would choose to make. Your scrapbook should be concluded with a final essay—no more than a page (typed, double-spaced)—that offers some summative evaluation of your collection and what you’ve learned from the exercise. I will be evaluating your work with respect to WHAT items you choose to include, the depth of your application and analysis abilities, and your mastery of written presentation. Please remember that all written work can be checked. Plagiarism is utterly unacceptable; any student found in violation of the plagiarism policy will be disciplined in accordance with the rules established in the student handbook. This assignment will be due on the first day of class in September, and will be followed on Day 2 with in an in-class essay test, based on a prompt drawn from a past AP exam. It will be assessed using the AP grading rubric (provided on the next page).
etc. Significant problems with reading comprehension seem evident. and organization. There may even be misrepresentations of particular references. significant misreading in an essential way. Illustrations from the text tend to be misconstrued. The arguments in these essays may be sound but may be presented with less coherence. inexact. The writing reveals an ability to choose from and control a wide range of the elements of effective writing. syntax. They are adequately written but may demonstrate superficiality. diction. diction.If you have questions.
SCORE OF 5
These essays construct a reasonable but overly simplified thesis and show some understanding of the topic but draw piecemeal conclusions or inconsistently use narrative elements (plot summary) to relate ideas. I have read the assignments and requirements and understand my responsibilities for the English III AP Language summer reading program.
SCORES OF 4-3
Essays earning these scores do not respond adequately to the question’s tasks. the response exhibits little clarity about the writer’s attitude or only slight or misguided evidence in its support. Lazarow in A246 no later than 12:00 on Monday June 13.
Please sign and return this portion of the assignment sheet to Mr. syntax. or organization may be present. and less convincing than upper half essays. or organization. figurative language. or omitted altogether and such essays may not refer to technique at all. or precision than essays in the 9-8 range. This writer has also supported assertions by analysis of specific literary techniques such as point of view. clarity. imagery. They may reveal consistent weaknesses in grammar or other basic elements of composition. or present only assertions without substantive evidence.
SCORES OF 0
A response with no more than a reference to the task or a blank paper. less precise. Some lapses in diction. 2010. but the writing demonstrates sufficient control of the elements of composition to present the writer’s ideas clearly.
SCORES OF 2-1
These essays fail to respond adequately to the question’s tasks. syntax. Although the writer attempts to answer the question. I will be available via email < email@example.com/ap) SCORES OF 9-8
Papers meriting these scores persuasively demonstrate a clear understanding of the question. Organization is evident but may not be fully realized or particularly effective.
The following rubric is adapted from the AP English Language and Composition FreeResponse Question Scoring Guide (www. be unpersuasively brief. but it need not be without flaws. and over-reliance on paraphrasing. Analysis is less developed. a narrative focus on summary with little or no analysis. Papers in this category aptly support with well chosen quotations what they have to say and demonstrate stylistic maturity by an effective command of sentence structure.
SCORES OF 7-6
These papers typically discuss the topic with less understanding or with less persuasive detail and convincing support than the best papers. These essays may be poorly written on several counts.collegeboard.com > throughout the summer. These essays may contain consistent spelling errors or some flaws in grammar. They often reveal a fundamental misunderstanding. The writing is sufficient to convey the writer’s ideas but may suggest weak control over diction. often revealing one or more of these flaws: a mere listing of several narrative elements.
Student Name (print clearly) _____________________________________________________________ Summer Email Address (print clearly) _____________________________________________________ Student Signature ______________________________________________________________________
. imprecise or ineffective analysis. pedestrianism and inconsistent control over the elements of composition.
Parent Signature _______________________________________________________________________
HAYAKAWA: TERMS TO KNOW Signal reaction Symbol reaction Symbol Sign Verbal world Extensional world Reification Report Inference Judgment Fact Loaded word Snarl word Purr word Slanting Bias Verbal context Physical and social context Extensional meaning Denotation Intensional meaning Connotation Non-sense Affective connotation Informative connotation Self-fulfilling prophecy ADDITIONAL TERMS TO KNOW
(don’t worry about these until you return)
Principle of Identity Is of identity Verbal taboo Directive use of language Nonverbal affective appeal You device We device
Mook / Midriff Feedback loop E-prime
HAYAKAWA: BONUS TERMS
(if you are inclined to read past the assignment)
Metaphor and simile Analogy Allusion Personification Irony Definition Operational definition Abstracting Dead level abstracting Levels of abstraction Delusional words Inappropriate semantic reaction Prejudice Stereotype Classification Two-valued orientation Two valued logic Aristotelian law of identity Word magic Multivalued orientation Open mind Closed mind Confusion of abstraction with reality Semantic camouflage Jargon
Euphemism Gobbledygook Factoid Semantic environment Definition tyranny Ideological hegemony Cognitive dissonance Disinformation Semantic differential Missing peformative Deleted agent of the passive Passive adjective Nominal compound Valuative features Obfuscation Linguistic ecology Propositional language
HEINRICHS: TERMS TO KNOW Syncrisis Concessio Hypophora Ethos Logos Pathos Decorum Dialysis Virtue Bragging Character Reference Tactical Flaw Opinion Switch Practical Wisdom (phronesis) Reluctant Conclusion Disinterest Dubitatio Storytelling Emotional Volume Control Pathetic Ending Belittlement Charge Patriotism Emulation Unannounced Emotion Passive Voice Backfire Humor Urbane Wit Facetious Banter Advantageous Babbling Commonplace Commonplace Label Rejection Anadiplosis Stance Redefinition Definition jiujitsu Periphrasis (circumlocution) Definition judo Framing Hyperbole Syllogism Enthymeme Deductive logic Inductive logic Paralipsis Rhetorical Example
False Comparison “All-Natural” Fallacy Appeal to Popularity Reductio ad Absurdum Fallacy of Antecedent False Analogy Unit Fallacy Bad Example Misinterpreting Evidence Hasty Generalization Fallacy of Ignorance Tautology False Choice Many Questions False Dilemma Complex Cause
Red Herring Straw Man Wrong Ending Slippery Slope Chanticleer Fallacy Fallacy of Power Yogiism “Good Money After Bad” Paraprosdokian Disinterest Disconnect Dodged Question Virtue Yardstick Extremist Detector “That Depends” Comparable Experience “Sussing” the Real Issue