2011 summer reading

8/6/2019 2011 Summer Reading

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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 isadministered 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 MAKINGUSE 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 allowthe 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 thatI 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 thatall 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).



If you have questions, I will be available via email < [email protected] > throughout the summer.

The following rubric is adapted from the AP English Language and Composition Free-

Response Question Scoring Guide (www.collegeboard.org/ap)

SCORES OF 9-8Papers meriting these scores persuasively demonstrate a clear understanding of the question. 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, diction, and organization. The writing reveals an ability to

choose from and control a wide range of the elements of effective writing, but it need not be without flaws.

This writer has also supported assertions by analysis of specific literary techniques such as point of view,syntax, imagery, diction, figurative language, etc.

SCORES OF 7-6These papers typically discuss the topic with less understanding or with less persuasive detail and

convincing support than the best papers. Some lapses in diction, syntax, or organization may be present; but

the writing demonstrates sufficient control of the elements of composition to present the writer’s ideas

clearly. The arguments in these essays may be sound but may be presented with less coherence, clarity, or precision than essays in the 9-8 range.

SCORE OF 5These 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.

They are adequately written but may demonstrate superficiality, pedestrianism and inconsistent controlover the elements of composition. Organization is evident but may not be fully realized or particularly

effective. Analysis is less developed, less precise, and less convincing than upper half essays. There mayeven be misrepresentations of particular references.

SCORES OF 4-3Essays earning these scores do not respond adequately to the question’s tasks, often revealing one or more

of these flaws: a mere listing of several narrative elements; imprecise or ineffective analysis; a narrative

focus on summary with little or no analysis. The writing is sufficient to convey the writer’s ideas but maysuggest weak control over diction, syntax, or organization. These essays may contain consistent spelling

errors or some flaws in grammar, significant misreading in an essential way, and over-reliance on

paraphrasing. Illustrations from the text tend to be misconstrued, inexact, or omitted altogether and such

essays may not refer to technique at all.

SCORES OF 2-1These essays fail to respond adequately to the question’s tasks. Although the writer attempts to answer the

question, the response exhibits little clarity about the writer’s attitude or only slight or misguided evidence

in its support. They often reveal a fundamental misunderstanding. These essays may be poorly written on

several counts, be unpersuasively brief, or present only assertions without substantive evidence. Significant

problems with reading comprehension seem evident. They may reveal consistent weaknesses in grammar

or other basic elements of composition.

SCORES OF 0A response with no more than a reference to the task or a blank paper.

Please sign and return this portion of the assignment sheet to Mr.

Lazarow in A246 no later than 12:00 on Monday June 13, 2010.

I have read the assignments and requirements and understand my

responsibilities for the English III AP Language summer reading program.

Student Name (print clearly) _____________________________________________________________

Summer Email Address (print clearly) _____________________________________________________

Student Signature ______________________________________________________________________

mailto:[email protected]





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

Principle of Identity

Is of identity

Verbal taboo

Directive use of language

Nonverbal affective appeal

You device

We device

ADDITIONAL TERMS TO KNOW

(don’t worry about these until you return)

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

2011 summer reading

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