My goals as your teacher:•Enable you to become a master communicator•Help you earn college credit for this class

You should be a learner, not just a student:•Set personal goals•Be self motivated to learn•Participate in discussion•Seek enrichment and study opportunities such as:• apcentral.collegeboard.com • 11 AP English Willoughby South High Facebook page•Become an active reader (of news, novels, essays, etc.)

Getting the Most Out of AP

For the summer assignment, you will need to:

•Read and study the rhetorical strategies in slides 3-27 of this PowerPoint. (You might print these slides and use them as flashcards.)

•Read 1984 by George Orwell.

•Write 8 paragraphs (explained in slides 28-30 of this PowerPoint).

1984 Summer Assignment

Since AP English Language and Composition aims to hone your reading and writing skills, we will be:

•Studying the rhetorical strategies writers use, and

•Analyzing how authors use these strategies to achieve their own specific purposes or create desired effects.

Rhetorical Strategies

A stated comparison between two unlike things

Example: “A sea of troubles”

Metaphor

A direct comparison between two unlike things with the use of “like” or “as”

Example: “I’m as tired as a dog”

Simile

Attributing human qualities to an inanimate object

Example: “The tired chair”

Personification

Specific details that appeal to the five senses: sight, sound, touch, taste, and smell; allows the reader to more fully participate in the work with images and experiences that they can tie to directly or indirectly; engages emotions

Imagery

A play on the meaning of words

Example: “mender of soles” (shoes’ soles/ people’s souls) Julius Caesar

Pun

Deliberate, extreme exaggeration for emphasis

Example: “I’m so hungry I could eat a horse”

Hyperbole

Two contradictory terms used together “Parting is such sweet sorrow” and “Jumbo Shrimp”

Example: “Parting is such sweet sorrow” Jumbo shrimp

Oxymoron

The use of words whose sound reinforces their meaning

Example: “cackle” and “Bang”

Onomatopoeia

Repetition of the same sound at the beginning of successive words; usual effect: to increase memory retention, add emphasis and/or to create a rhythm

Example: “Peter Piper picked a peck of picked peppers.”

Alliteration

A set of similarly structured words, phrases, or clauses

Example: “He walked to the store; he walked to the library; he walked to the apartment.”

Parallelism

A part is used to represent the whole

Example: “All hands on deck”

(Hands means people helping)

Synecdoche

One thing is designated by something closely associated with it.

Example: “a committee chair” “the crown of England” (the king)

Metonymy

An inoffensive expression that is substituted for one that is considered offensive or harsh

Example: “Passed on” (died) “pleasantly plump” (fat)

Euphemism

Intensifies an idea by negating the opposite “was not a little excited” (means was very excited)

Example: “Was not a little excited”

(was very excited)

Litotes

A statement that appears to be contradictory but, in fact, has some truth

Examples: “He worked hard at being lazy.”

“Absolute seriousness is never without a dash of humor.”

Paradox

A grammatical structure in which the first clause or phrase is reversed in the second, sometimes repeating the same words. Reversing the syntactical order emphasizes the reversal in meaning and thus reinforces the contrast. Such a device is useful in writing to emphasize differences or contrast in meaning

Example: “Ask not what your country can do for you; ask what you can do for your

country.”

Chiasmus

The placing of contrasting settings, characters, or other literary elements next to each other to highlight an intended disparity.

Example: placing a comfortable setting immediately before the most uncomfortable setting in a novel in order to make the uncomfortable setting feel even more.

Juxtaposition

Placing opposing or contrasting ideas/words in parallel structure within the same sentence or close together to emphasize their disparity

Example: “It was the best of times; it was the worst of times.”

Antithesis

Conjunctions are omitted, producing fast-paced and rapid prose to speed up the reader so as to have the reader experience the events along with the persona in a rapid succession

Example: “I woke up, got out of bed, pulled on my clothes, rushed out the door.”

(The conjunction “and” is omitted.)

Asyndeton

The use of many conjunctions has the opposite effect of asyndeton; it slows the pace of the reader but the effect is to possibly overwhelm the reader with details thus connecting the reader and the persona to the same experience.

Example: “My mother cooked roast turkey and cornbread stuffing and sweet potatoes and peas and apple pie.”

Polysyndeton

A form of a regular repetition of the same word or phrase at the beginning of successive phrases or strategically placed paragraphs

Example: “I have a dream...”

(This is repeated at the beginning of paragraphs.)

Anaphora

Placing the subject at the end of a long sentence (which emphasizes the subject, not the verb or action)

Example: “Walking down the street in the middle of the night while clutching my cane, I saw the cat.”

Periodic Sentence

The opposite of a periodic sentence. The subject is at the beginning, and emphasis is on the action of the sentence instead of on the subject.

Example: “I saw the cat while I was walking down the street in the middle of the night while clutching my cane.”

Cumulative Sentence

Because tone radiates from the author, through a speaker or narrator and then to the reader, a tone shift indicates a shift in attitude about the subject. A tone shift may be the result of a change in speaker, subject, audience, or intention. The shift may indicate irony, a deeper and more complex understanding of the topic, a new way of addressing the topic, etc. Notice how and why the tone shift occurs and use two contrasting tone words to express the change and its effect.

Tone Shift

Each paragraph will:•Analyze how Orwell uses a different rhetorical strategy to achieve a purpose or create an effect

•Have a clear topic sentence

•Include short quotations from 1984 that exemplify the strategy, and explain how each supports the stated purpose or effect

•Be 1/2 to 2/3 of a page typed, double spaced, Times New Roman, size 12, 1” margins

Writing 8 Paragraphs

The following paragraph (written about a different novel) would earn an “A.”

In The Count of Monte Cristo, Alexander Dumas uses anaphora primarily to highlight characters’ inner turmoil when they are on the brink of irreversible change. When contemplating killing himself to atone for his loss of honor, Monsieur Morrel says, “If I live, everything changes; I become only a man who did not honor his own word, who failed to meet his obligations. But if I die, my body will be that of an unfortunate but honorable man. If I live, you’ll be ashamed to bear my name; if I die, you’ll hold your head high” (128). The repetition of “if I live” and “if I die” illustrates both the difficulty of deciding whether or not to kill himself and the finality of his decision. Monsieur Morrel’s son similarly uses antithesis when he is tempted to commit suicide after he sees that his beloved Valentine is dead. He says, “Tell them I was her fiancé….Tell them she was my only love in this world! Tell them this corpse belongs to me!” (433). Here, repetition emphasizes his desperation immediately before he contemplates suicide. The Morrel family is not alone in their anaphoric speech patterns; Edmond also speaks in anaphora when Mercedes asks him to spare Albert’s life after Edmond has spent so many years plotting revenge. As he determines whether to give up his goals and appease her, Edmond repeatedly says her name at the beginning of his thoughts (377-378). This shows that his decision hinges upon his affection for her. Clearly, Dumas uses anaphora to emphasize his characters’ conflicted thoughts when they are at a “point of no return.”

Example Paragraph

The following rubric will be used to grade each rhetorical strategy paragraph. The score received from this rubric will be doubled, making the assignment worth 80 points.

5- SPECIFICALLY refers (using quotes) to examples in the novel, SPECIFICALLY and insightfully analyzes how Orwell used the strategy to achieve a specific purpose or effect. Demonstrates particularly impressive control of language. 4-Adequately analyzes how Orwell used the strategy to achieve a specific purpose or effect. Refers to examples from the novel and tells what purpose or effect they achieve, but discussion or examples may be less apt or less specific. The writing may contain occasional lapses in diction (word choice) or syntax (sentence structure), but generally the writing is clear. 3-Analyzes the use of the strategy, but provides an inconsistent analysis of what overall purpose the strategy achieved or of how each example shows the purpose or effect achieved. Explanation and analysis may be superficial in parts. While the writing may contain lapses in diction or syntax, it usually conveys ideas adequately. 2-Inadequately analyzes how Orwell used the strategy to achieve a purpose or effect. May misrepresent the strategy through incorrect examples or explanations, or misinterpret the purpose or effect achieved. May offer little discussion of how examples achieve a purpose or effect. The prose generally conveys the writer's ideas but may suggest immature control of writing. 1-Demonstrates little success in analyzing how Orwell used the strategy to achieve a purpose or effect. May offer vague generalizations or substitute simpler tasks such as summarizing passages or defining the strategy. May demonstrate consistent weakness in writing.

Rubric for Grading Paragraphs