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Ms. Morgan

AP Literature & Composition

5 September 2018

HS East AP Literature Summer Assignment Log

See the HS East AP Literature Summer Assignment file on my eBoard for additional

details and requirements. It may be best to leave the instructions embedded within this Log file—

especially for the points to consider suggested in Passage #1 Steps A–E below! — and to copy in

additional instructions from the main Summer Assignment file for your own reference.

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Part A: Reading for Fun and Profit! (or at least for credit...)

BookTitle#1 (OriginalPublicationYear)

AuthorFullName (AuthorBornYear – AuthorDeceasedYear)

OriginalLanguage / TranslatorFullName [if applicable]

Passage #1 from Exposition [“opening phrase” through “closing phrase” (page numbers)]

A. Special literary techniques not otherwise mentioned in Steps B–E below and their

meanings within the passage as well as within the overall work (for example, consider

metaphors, symbols, irony, etc):

B. The narrative filter through which the author communicates with the reader and its

significance to the passage as well as to the overall work (for example, consider narrative

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perspective(s) or point(s) of view — first person? third person omniscient?

third person limited? etc — as well as the potential influence of the narrative persona

on the delivery of the story to the reader — is the narrator a snarky adolescent female?

an innocent 7-year-old Cub Scout? a first-generation Pakistani immigrant in his 40s?):

C. Characterization or character development and its significance to the passage as well as

to the overall work (for example, consider internal and external character traits

as well as growth or other changes within characters over the course of the story;

character archetypes, hierarchies, foils, sidekicks, or other such relationships;

round vs. flat, dynamic vs. static, sympathetic vs. unsympathetic characters; and so on):

D. How the author structures the plot and its significance within the passage as well as

within the overall work (for example, consider the timing of events within the characters’

lives vs. the pacing of delivery to the reader; the nature and significance of the external or

internal conflict(s); relationships between the main plot or primary conflict vs. any

subplots or secondary conflicts; the nature and significance of the chronological,

historical, cultural, geographical, or physical setting(s); the exposition of the background

situation, characters, and inciting incident revealing the primary conflict vs. the

complications of the rising action vs. the dramatic climax or turning point of the primary

conflict vs. the partial resolutions of the falling action vs. the final resolution of the

primary conflict):

E. Thematic statements or theme development and its significance within the passage as

well as within the overall work (not simply the identification of specific concepts

explored within the work, eg “love” or “the individual vs. society,” but instead the

various opinions or ideas expressed about those specific concepts as the work unfolds,

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or the complete statements or conclusions the overall work seems to make about those

concepts, eg “Genuine love desires what is good for the other, not just from the other,

as the author demonstrates through Arthur’s many kind actions intended to benefit

Guinevere” or “In the quest to establish one’s individual rights, one must be careful

not to inflict greater damage to the rights of others; though Maria does live in an

oppressive society that needs changing, it also seems clear from the obvious and lasting

pain Maria causes her family and friends that the author disapproves of the harsh methods

Maria chooses.”):

Passage #2 from Rising Action [“opening phrase” through “closing phrase” (page numbers)]

A. Special literary techniques not otherwise mentioned in Steps B–E and their meanings

within the passage as well as within the overall work (see #1A for points to consider):

B. The narrative filter through which the author communicates with the reader and its

significance to the passage as well as to the overall work (see #1B for points to consider):

C. Characterization or character development and its significance to the passage as well as

to the overall work (see #1C):

D. How the author structures the plot and its significance within the passage as well as

within the overall work (see #1D):

E. Thematic statements or theme development and its significance within the passage as

well as within the overall work (see #1E)

Passage #3 from Dramatic Climax / Turning Point [“opening phrase” through “closing phrase”

(page numbers)]

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A. Special literary techniques not otherwise mentioned in Steps B–E and their meanings

within the passage as well as within the overall work (see #1A):

B. The narrative filter through which the author communicates with the reader and its

significance to the passage as well as to the overall work (see #1B):

C. Characterization or character development and its significance to the passage as well as

to the overall work (see #1C):

D. How the author structures the plot and its significance within the passage as well as

within the overall work (see #1D):

E. Thematic statements or theme development and its significance within the passage as

well as within the overall work (see #1E)

Passage #4 from Falling Action [“opening phrase” through “closing phrase” (page numbers)]

A. Special literary techniques not otherwise mentioned in Steps B–E and their meanings

within the passage as well as within the overall work (see #1A):

B. The narrative filter through which the author communicates with the reader and its

significance to the passage as well as to the overall work (see #1B):

C. Characterization or character development and its significance to the passage as well as

to the overall work (see #1C):

D. How the author structures the plot and its significance within the passage as well as

within the overall work (see #1D):

E. Thematic statements or theme development and its significance within the passage as

well as within the overall work (see #1E)

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Passage #5 from Final Resolution [“opening phrase” through “closing phrase” (page numbers)]

A. Special literary techniques not otherwise mentioned in Steps B–E and their meanings

within the passage as well as within the overall work (see #1A):

B. The narrative filter through which the author communicates with the reader and its

significance to the passage as well as to the overall work (see #1B):

C. Characterization or character development and its significance to the passage as well as

to the overall work (see #1C):

D. How the author structures the plot and its significance within the passage as well as

within the overall work (see #1D):

E. Thematic statements or theme development and its significance within the passage as

well as within the overall work (see #1E)

Part B: Interdisciplinary Treasure Hunt!

The goal of this activity is not just to “find,” but also to “learn” — write about and study

Items I–IV below in such a way that they become part of your “working knowledge”

by September 5! For each item, use high-quality reference sources (including documentary

videos, TEDTalks, MOOCs (which can be audited for free through EdX.org or Coursera.org),

or TedTalks as well as nonfiction books, academic journals, or newspaper articles —

NOT Wikis, blogs, “Fred’s Fun Facts,” etc) to provide conceptual ideas and informational facts

that you did NOT previously know, followed by modified parenthetical citations

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(AuthorLastName “MinorWorkTitle”orMajorWorkTitle PublicationYear)

OR (“WebPageTitle” weblink.xxx).

To be credited, you must be able to demonstrate your efforts in a measureable,

GRADEABLE manner. Also, your responses should NOT match another student’s responses!

The best way to ensure that is to actually work INDEPENDENTLY, without discussing

your plans with other students. We will share all of our treasure in September!

I. World Tour (At Least 3 Stops)

Choose at least 2 individual countries plus at least 1 larger multinational area to "visit,"

representing at least 3 different continents. Collect ideas, information, images, and video clips

related to the literature, language, culture, history, and geography of each stop on your tour.

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II. Mythological Allusions (At Least 1 Culture)

Ancient Greek Ancient Roman Egyptian Norse American Indian [specify tribe(s)]

For each culture you choose to work with, explain at least 5 individual mythological figures and

at least 1 longer story that you did NOT already know about.

III. Advanced Grammar & Sentence Structures

(At Least 5 NEW Points with Explained Examples)

IV. Collegiate Vocabulary

(At Least 10 NEW Terms with Detailed Definitions and Sample Sentences)

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