AP English Language and Composition  Summer 2019 reading and assignments Susan Sharp ssharp@gc.k12.va.us / Room D-12   

❏ Please read all parts of this assignment sheet carefully and follow directions. I will NOT accept late work.  

❏ Label the Journal--spiral notebook--with your name and the class block. DO NOT submit the journal in another format--use a notebook.  

❏ The assignments = TWO quiz grades.  ❏ We will use Google classroom, so please be sure you can access your GHS Google account. ❏ ***I do not expect you to consult outside sources as you write your analyses. The summer 

assignment is your opportunity to show me what you can do, your interest in the class, and your motivation to be successful. Remember, the class is a college level class, so the workload will reflect this. I do not mind that you discuss the books with parents and friends, but the work you submit should be your own. Please do your own thinking and writing. *** 

❏ Email me during the summer if you have questions or concerns: ssharp@gc.k12.va.us.   Assignment 1: Op-Ed analysis DUE DATE: Due no later than Thursday, August 29 at 3:00 PM

to Ms. Sharp in D12- You can drop it off August 26-29.  The AP Language and Composition exam asks students to respond to a variety of subjects ranging from philosophy, ethics, politics, the environment, and many others. To help prepare you for this, you will engage in the analysis of a number of different topics. For this assignment, explore and respond to TWO (2) Opinion-Editorial (Op-Ed) articles. Each of the articles should be about different subjects. Use the sources below to locate your Op-Ed pieces. DO NOT use news stories.     https://www.nytimes.com/section/opinion (NYTimes)  https://www.washingtonpost.com/opinions/?noredirect=on (Washington Post)  http://www.latimes.com/opinion/ (LA Times)  http://theweek.com/section/opinion (The Week)  https://www.wsj.com/news/opinion (Wall Street Journal)  https://www.usnews.com/opinion (US News and World Report)  https://www.wired.com/category/opinion/ (Wired Magazine) You can also consult opinion pieces from Newsweek, Time, or The Atlantic.  

A. Print the article, read, and annotate it. Mark it up to show a close reading.   B. Complete an Op-Ed Analysis sheet (attached or available on GHS website) for each article. 

Staple your analysis sheet to the front of your annotated article.    Assignment 2: Read The Immortal Life of Henrietta Lacks by Rebecca Skloot and tab it with post-it notes for discussion (see directions) DO NOT USE FULL SIZE POST-ITS. DUE DATE: tabs for discussion due first day of class: Tuesday, 9/3- You will leave your books with me so I can check tabs. You will get your books back to prepare for whole class discussion Monday, 9/9 and Tuesday, 9/10.  Creating tabs: Review the questions so you know what to look for as you read. Your tabs (not full size) show your thoughts as you read, consider, and analyze. I provide a suggested number of tabs to create with each question, but you will probably create more tabs. The more you tab, the better prepared you will be for discussion. Number your tabs according to the question # they answer and jot notes of commentary and analysis on each tab. 

1. What leads Rebecca Skloot to write the book? In rhetoric, exigence is an issue, problem, or situation that causes or prompts someone to write or speak. The term exigence comes from the Latin word for "demand." How would you describe Skloot’s exigence ? Tab passages 3-4 that show this.  

2. How does Skloot weave the idea of race throughout the book? How does her race affect the story and research? Try to go beyond noting superficial observations about race such as “Life was hard for African Americans of the time.” Tab 8-10 passages that help you analyze how Skloot deals with race and identity as a part of race.  

3. How does Skloot use her book to examine societal inequities, both explicit and implicit? What assertions or arguments does she make through her examination of these issues? Tab 6-8 passages to support.  

4. How does Skloot use the book to examine other issues related to science and ethics? What assertions or arguments does she make through her examination of these issues? Be specific and tab 6-8 passages that support your answers.  

5. In the years since the uniqueness of Henrietta Lacks’ cells were discovered, others have been identified with cells that are valuable on the research market. In Chapter Five, Skloot details the history of John Moore, whose cells produced rare proteins, and Ted Slavin, whose cells produced valuable antibodies. How are the cases different? Should individuals be able to profit from their own cells? Should their doctors? With consent? Do you think Henrietta would have provided consent for her cells to be taken and used had she been asked? Tab 3-4 passages that help you answer these questions.   

6. Skloot had to make a lot of choices about how she would tell Henrietta’s story by including or omitting certain details, and how she would structure the book. The foreword and endnotes provide some insight.   

a. What are some choices she makes as she recounts the story of Henrietta’s life and the lives of her children and family? How do these choices affect the book? Tab 6-8 passages to support your observations.  

b. What are some choices she makes to include certain details, events, or stories of people related or connected in some way to Henrietta’s story ? What do these inclusions provide? Tab 6-8 passages to support your answers. 

 Assignment 3: Choice book: DUE DATE: 1st day of class  Choose ONE of the following NON-FICTION books to read. You will need to obtain your own copy. Some of the books have strong language or some graphic imagery. 

❖ American Shaolin: Flying Kicks, Buddhist Monks, and the Legend of Iron Crotch: An Odyssey in the New China by Matthew Polly  

❖ Devil in the White City by Erik Larson  ❖ Between the World and Me by Ta-Nehisi Coates 

A. As you read, mark/tab passages that stand out to you for some reason—passages that seem important or make you react in some way. Organize your tabs by topic to help you during discussion. Jot notes of commentary/analysis on your tabs.   B. Create a two-column journal (something many of you did in 10H). This journal must HANDWRITTEN--NOT TYPED-- and recorded in a spiral notebook; furthermore, you will maintain it throughout the school year. Choose 7 passages (Passage = ½ -1 ½ pages long—from 1 “rich” sentence to several sentences.), from different sections of the book, to record and interpret/analyze. Choose passages that reveal thematic or contextual significance, as well as the author’s attitude about certain things--events, relationships, beliefs, or influences. Passages might also show character development or display literary devices; however, they should lend themselves to ANALYSIS, not PLOT SUMMARY. Journal what you observe in the passage and provide commentary/discussion/interpretation/analysis. Commentary can be in sentences or phrases, but you can also add questions, notes, observations.             

  Two-Column Journal – Example (these are a bit short, but will fit on this page)   

Quote  Discussion 

“He thought it very discouraging that his wife, who  was the sole object of his existence, evinced so little interest in things  which concerned him, and valued so little his conversation” (6).       

diction: “his” 5 times   “object” ! 

The author seems to be prejudicing the reader through word choice.   What he says about his wife seems to describe his approach to her  concerns rather than the opposite. This husband in his self-pitying  words conveys that his wife exists for his concerns/comfort/pleasures.  Whether he values her conversation or company is unclear; his  thoughts lack any examples of his understanding of heWatch gender/sex roles for a critical approach in literary essay?? 

“The voice of the sea is seductive; never ceasing, whispering, clamoring, murmuring, inviting the soul to wander for a spell in the abysses of  solitude; to lose itself in mazes of inward contemplation” (17).   

effective personification parallel structure: draws reader into the water, so tospeak; emphasizes  hypnotic “spell” sibilance: soothes, mimics waves? Water here seems to hold symbolic qualities-sea is a character, also shows   Reflection. Image of water appears in other parts of text.   The sensuous nature/wording seems to contrast the “formal”  behaviors of the characters visiting the sea. Their careful manners,  their conventional behaviors and patterns, hide their complexity as  individuals and their true passions. The sea allows them “alone  time” to ponder their true inclinations.  **In the end, we see that this passage foreshadows the ending  directly; held the protagonist’s profound solution to internal  conflicts from the start! 

  

   

Op-Ed Analysis Name________________________________ Block_______   Topic # 1:   Author: Title:  Author’s main argument: (State in 1 sentence.)    Evidence that supports argument: (Describe evidence the author uses to support his or her argument--statistics, experts, opinion, anecdote, etc.)      Appeals: Give 1 example of a logical appeal (logos) and 1 example of an emotional appeal (pathos).        Evaluation: Describe one thing the article does well and one thing it lacks.        Counterargument: Construct an argument that opposes the author’s argument.     Personal opinion: In 5-10 sentences, present your opinion of this topic. Don’t summarize or paraphrase the author’s assertions; present your own.              

Op-Ed Analysis Name________________________________ Block_______   Topic # 2:   Author: Title:  Author’s main argument: (State in 1 sentence.)     Evidence that supports argument: (Describe evidence the author uses to support his or her argument--statistics, experts, opinion, anecdote, etc.)      Appeals: Give 1 example of a logical appeal (logos) and 1 example of an emotional appeal (pathos).        Evaluation: Describe one thing the article does well and one thing it lacks.       Counterargument: Construct an argument that opposes the author’s argument.     Personal opinion: In 5-10 sentences, present your opinion of this topic. Don’t summarize or paraphrase the author’s assertions; present your own.              

AP English Language and Composition Evaluation of summer assignments 2019 Susan Sharp ssharp@gc.k12.va.us 

 Attention to basic directions _________/10  No late work accepted!  

❏ Large spiral notebook for journal, NOT a single subject or small notebook ❏ written, not typed passages & responses ❏ printed articles stapled to sheets 

 Evaluation of Op-Ed Analysis sheets  ________/20 SCORE   Topic #1 _______/10 Topic #2 _______/10  10/9 = There is compelling evidence that you have thoroughly delved into the article with your annotations and responses. Your responses are thoughtful and articulate. A record of strong initial thinking and serious analysis of argument is present. The analysis goes above and beyond the average annotations or simple markings of a text.   8= There is sufficient evidence that you have considered and analyzed the article with your annotations and responses. It appears that you have done some solid thinking in connection with your reading. Comments show purposeful, meaningful thinking & explanation. A record of satisfactory initial thinking and analysis of argument is present. 7/6 = There is limited evidence that you have engaged with or analyzed the article. Thinking shows surface analysis only or undeveloped or incorrect response/ideas. 5=Your responses reveal little, if any, record of engagement or interaction with the text. 0= You did not analyze.  Evaluation of passages for choice book  ________/35 SCORE   5= There is compelling evidence that you have thoroughly delved into the text, showing mindful, thorough analysis. Comments show insightful, even profound thinking & commentary. A record of strong initial thinking and serious analysis of language is present. The analysis goes above and beyond the average annotations or simple markings of a text.   4 = There is sufficient evidence that you have considered and analyzed the text. It appears that you have done some solid thinking in connection with your reading. Comments show purposeful, meaningful thinking & commentary, A record of satisfactory initial thinking and analysis of language is present.  3 = There is limited evidence that you have engaged with or analyzed the text. Thinking shows surface analysis only or undeveloped responses. Comments rely on summary, explanation, or paraphrasing. 2=Your analysis reveals little, if any, record of engagement or interaction with the text. 0= You did not analyze.  Evaluation of passages for Skloot book  ________/40 SCORE   40-36 = There is compelling evidence that you have thoroughly delved into the text, showing mindful, thorough analysis. Comments show insightful, even profound thinking & commentary. A record of strong initial thinking and serious analysis of language is present. The analysis goes above and beyond the average annotations or simple markings of a text. 

 35-32 = There is sufficient evidence that you have considered and analyzed the text. It appears that you have done some solid thinking in connection with your reading. Comments show purposeful, meaningful thinking & commentary, A record of satisfactory initial thinking and analysis of language is present. 35-28 = There is limited evidence that you have engaged with or analyzed the text. Thinking shows surface analysis only or undeveloped responses. Comments rely on summary, explanation, or paraphrasing. 27-24=Your analysis reveals little, if any, record of engagement or interaction with the text. 0= You did not analyze.