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IF YOU ARE IN:
Advanced
Placement Language and Composition
READ BELOW:
In Advanced
Placement Language and Composition we will study American literature—its
many voices and its common themes. We will explore what our literature
reveals to us about Americans as a group, how American writers
influenced each other, and what connections exist between various art
forms and aesthetic, political, and/or social movements in our culture.
We will also devote a great deal of time to understanding and
appreciating writing style. You will acquire a vocabulary with which to
discuss writing style, and you will be expected to develop your ability
to apply that vocabulary to the literature you will read. We will also
work with you to continue to develop your own writing skills, with the
long-term goal of developing/refining your own writing voice and ability
to construct and support a persuasive argument. You will be asked to
write often and in many different modes. Overall, the curriculum will
prepare you for the Advanced Placement Examination in English Language
and Composition, which is offered in May.
Over the summer, we expect you to read two novels, each in its entirety:
The Grapes of Wrath by John Steinbeck and Their Eyes Were Watching God
by Zora Neale Hurston. Neither reading “Cliffs Notes” (or any other
print or on-line equivalent) nor watching a film version is an
acceptable substitute for the experience of reading a novel. Do not
attempt to substitute one of these activities for actual reading—either
now or during the school year.
On the first day of school, come to class with the following completed
assignments:
1. A personal essay: Write a personal essay in which you discuss your
experience of reading these two novels, individually and as a pair.
Along with discussion of your general experience(s), please include your
answers to the following questions: Did you enjoy reading one book more
than the other, and if so, why? Did you find yourself more emotionally
involved in the characters’ experiences in one book than in the other?
To what extent did you notice, and perhaps appreciate, the writing style
of each author? What questions, if any, do you have about either book?
This essay should be at least three typed pages in length—but not more
than five typed pages. Note that a personal essay allows for more
writing freedom than the traditional expository essay does. Unlike a
formal, scholarly essay, a personal essay allows you the freedom to ask
questions, to tell stories, to be free to express yourself as you wish.
You do not need a thesis; in fact, you can begin with a story, a
declaration, a quote, or anything else you like. From there, go where
you wish, provided that you stay focused on discussing your experience
with, and thoughts about, the two books. Write from a personal point of
view (use “I”) and be honest. Feel free to express first thoughts and
later thoughts, puzzling aspects of the book(s), connections you see to
other books or to your own experiences, and so on. Order your thoughts,
in whatever way feels natural to you, but be sure your reader can see
the order you have created.)
In addition, we will look for evidence of genuine reading, so refer to
details—and possibly even passages—from the novels. We will expect your
essay to be cohesive and technically accurate. To be consistent, use the
present tense to discuss the events in each novel.
We will collect these essays on the first day of class, and we will
grade them; that grade will count as a major grade for the marking
period (probably one of five major grades). Please print a second copy
of your personal essay for use in class discussion.
2. Copies of two passages—one from each novel: We will devote the first
few weeks of school to discussion and follow-up activities related to
your reading of the two novels. Please choose from each novel a passage
that you would be interested in discussing with the class and/or
exploring further. Soon into the school year, you will likely be asked
to lead a discussion on a passage from one of the books. Be sure to
include on each of your copies the page number on which the passage is
found.
You might want to consider purchasing your own copies of the books, as
that option offers you the freedom to write in your books as you
please—useful when discussion time comes.
Enjoy the books and your summer. We look forward to seeing you in
September and to sharing a year of learning with you. We can’t wait to
hear what you think about the books!
Ms. Haslach and Mr. Whitehead |
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IF YOU ARE IN:
JUNIOR ENGLISH
READ BELOW:
Over the
summer you will be reading at least two books. ALL STUDENTS WILL READ
THE CATCHER IN THE RYE BY J. D. SALINGER. For a second selection,
choose your book from among the titles below. Pick up a copy of the
books from any of the area libraries, or if you want personal copies,
purchase them from an area bookstore.
Choose your optional title wisely - shop around. All of the books are of
recognized literary merit, but they differ greatly in terms of style and
content. Many contain material that requires a mature, sophisticated
reader - namely you. Choosing a book YOU find compelling is an important
part of your task. Readers do not choose books based merely on their
length; they choose them based on recommendations of others, on reviews,
and on personal discernment. In making your choice, you might want to
look through a few of these books in a library or a bookstore, or you
might like to check reviews at Amazon.com or at bn.com.
DO NOT JUST CHOOSE THE FIRST BOOK YOU FIND!
These books all deal with the American experience. Many relate to the
immigration or migration experience. Some deal with adaptation,
assimilation and transformation. They all deal in some fashion with our
course’s controlling question of what it means to be an American.
Some of the writing assignments you will be held accountable for in
September may include creative assignments like writing a letter from
one character to another and formal assignments like applying the
content of the book to a quote about the American experience. Armed with
this knowledge, you may want to create a written resource of the book
for yourself in some fashion. You might want to keep some kind of notes
in your copy of the book (if you purchase it) or a reading log.
Note: Advanced Placement English Language and Composition students have
a specific assignment. Please be sure you have received that assignment
if you have registered for Advanced Placement English Language and
Composition.
African/Caribbean American:
Danticat Krik Krak; Breath, Eyes, Memory
Gaines A Lesson Before Dying
Kincaid Lucy
Myers Fallen Angels
Senna Caucasia
Wilson Fences; Joe Turner’s Come and Gone; The Piano Lesson
Asian/Indian American:
Gutterson Snow Falling on Cedars
Jen Typical American; Mona in the Promised Land
Kingston The Woman Warrior; China Men
Lahiri The Interpreter of Maladies; The Namesake
Lee Native Speaker
Mukherjee The Middleman and Other Stories; Desirable Daughters; The Tree
Bride
Nguyen Stealing Buddha’s Dinner
See On Gold Mountain
Tan The Joy Luck Club; The Kitchen God’s Wife;
The Hundred Secret Senses; The Bonesetter’s Daughter
European American:
Cather My Antonia
Farrell Studs Lonigan
Goodman Kaaterskill Falls
Hoffman Lost in Translation
Kingsolver The Bean Trees; Animal, Vegetable, Miracle
Roth, H Call it Sleep
Roth, P. Goodbye, Columbus and Other Stories
Simon Bronx Primitive
Sinclair The Jungle
Yezierska The Bread Givers
Hispanic American:
Alvarez How the Garcia Girls Lost Their Accents
Anzaldua Borderlands/Las Frontera
Cisneros Woman Hollering Creek
Diaz Drown
Garcia Dreaming in Cuban
Hijuelos The Mambo Kings Sing Songs of Love
McCarthy All the Pretty Horses (The Border Trilogy, Vol. 1)
Rodriguez The Hunger of Memory
Australia/New Zealand:
Conway The Road from Coorain
Native American
Alexie The Lone Ranger and Tonto Fist Fight in Heaven, Indian Killer
Allen (editor) Spiderwoman’s Granddaughters
Dorris Yellow Raft in Blue Water
Neihardt Black Elk Speaks
Silko Ceremony |