10th Honors English, Summer Reading for SY 2013-2014 (Due the first Tuesday of the school year) 1
Teachers: Cherish Donaldson and Deb Salter
Mrs. Donaldson’s email: cdonaldson@henry.k12.ga.us
Ms. Salter’s email: dsalter@henry.k12.ga.us
Facebook Discussion Page: www.tinyurl.com/OHSEnglishSummer
(Please feel free to join the group to ask questions or get clarification over the summer. Parents are welcome, but we prefer if the students
themselves actively participate.)
How to Read Literature Like a Professor:
A Lively and Entertaining Guide to Reading Between the Lines
by Thomas C. Foster
(Borrowed from Sandra Effinger; Tweaked by Cherish Donaldson)
In Arthur Conan Doyle's "The Red-Headed League," Sherlock Holmes and Dr. John Watson both observe Jabez
Wilson carefully, yet their differing interpretations of the same details reveal the difference between a "Good
Reader" and a "Bad Reader." Watson can only describe what he sees; Holmes has the knowledge to interpret what
he sees, to draw conclusions, and to solve the mystery.
Understanding literature need no longer be a mystery -- Thomas Foster's book will help transform you from a naive,
sometimes confused Watson to an insightful, literary Holmes. Professors and other informed readers see symbols,
archetypes, and patterns because those things are there -- if you have learned to look for them. As Foster says, you
learn to recognize the literary conventions the "same way you get to Carnegie Hall. Practice." (xiv).
Note to students: DO NOT PROCRASTINATE. For this assignment, you will read the entire text and write
many short responses; you should start soon. It would be wise to create a schedule wherein each day you read a
chapter and complete the written assignment(s). If you procrastinate, you will lose sleep and turn in less than
acceptable work. No one should start the school year this way, and it helps both of us if you show me your best
effort. These short writing assignments will let you practice your literary analysis, and they will help me get to
know you and your literary tastes. Whenever asked for an example from literature, you may use short stories,
novels, plays, or films (Yes, film is a literary genre). If your literary repertoire is thin and undeveloped, use the
Appendix of Foster’s text to jog your memory or to select additional works to explore. At the very least, watch
some of the "Movies to Read" that are listed on pages 293-294. Please note that your written responses, unless
otherwise directed, should be single paragraphs -- not pages!
How do you write a single paragraph essay? It is not as simple as just writing a paragraph response. For directions
and an example, click here.
Even though this is formal, analytical writing, you may use "I" if you deem it important to do so; remember,
however, that most uses of "I" are just padding. For example, "I think the wolf is the most important character in
'Little Red Riding Hood'" is padded. A better sentence is written by omitting “I think.” As you compose each
written response, follow these guidelines:
 Use MLA format. (The OWL Perdue Online Writing Lab is a wonderful resource for MLA style
writing. Here is a link http://owl.english.purdue.edu/owl/resource/747/01/. ) Be sure to do the
following:
o Please format your first page of your paper. Please include a title.
o Please format each following page with a header.
o Please use section headings. The section heading for each response should be the title of the
chapter about which you are writing. (Ex: Chapter 4—If It’s Square It’s a Sonnet)
o Please include a textual paraphrase/quote with internal citation in each of your paragraphs.
o Please include the bibliography for the texts (this includes all short stories, poems, novels,
plays, films) you use
 The first time you refer to a text, include a T-A-G line. Translation: always include the Title,
Author, and Genre (for film: title, director, genre) of a text the first time you mention it in your
writing. (Do this for each written response in this assignment.) Will this get repetitive? Of course
it will! However, repetition is a key to learning, and doing this makes your writing more scholarly.
 Read the Taboos page for helpful reminders when writing. Click here for a copy.
10th Honors English, Summer Reading for SY 2013-2014 (Due the first Tuesday of the school year) 2
 Concerning mechanics, pay special attention to pronouns. Make antecedents clear.
 When referring to the author, use the writer’s last name. (use “Foster,” not "he") NEVER write
“Thomas.” You do not know him, and as an accomplished author it is the least you can do to
show respect that he deserves.
 Remember to capitalize and punctuate titles properly for each genre.
 When typed, your work is much more professional, and it is much easier to revise; therefore, a
typed product is preferred. However, if you have no computer or an alternative for typing your
work, please be sure that your writing is legible and in ink.
 If you wish, you may create a cover page that has your MLA heading on it. You are free to make
it a creative cover, just be sure that your MLA heading is clear.
Writing Assignments for
How to Read Literature Like a Professor
by Thomas C. Foster
(Borrowed from Donna Anglin and Sandra Effinger; Tweaked by Cherish Donaldson)
YOU ARE REQUIRED TO READ THE ENTIRE TEXT.
YOU MUST COMPLETE THE WRITTEN RESPOSNES FOR EACH OF THE FOLLOWING:
 Introduction
 Chapter 4
 Chapter 5
 Chapter 6
 Chapter 7
 Be sure to read the Interlude between chapters 10 & 11 (THREE TIMES)
 Interlude- One Story (between chapters 20 & 21)
 Chapter 25
 Chapter 27
 Envoi
 Choose ten additional chapters and complete the required responses
THIS ASSIGNMENT IS WORTH 200 POINTS IN THE WRITING CATEGORY OF THE GRADE
BOOK; IT IS DUE THE SECOND DAY OF SCHOOL. ALSO, YOU WILL COMPLETE A
MULTIPLE CHOICE TEST OVER THE TEXT WHICH WILL COUNT AS 67 POINTS IN THE
LITERATURE CATEGORY.
Introduction-- How'd He Do That?
How do memory, symbol, and pattern affect the reading of literature? How does the recognition of patterns make it
easier to read complicated literature? Discuss a time when your appreciation of a literary work was enhanced by
understanding symbol or pattern.
Chapter 1-- Every Trip Is a Quest (Except When It's Not)
In a single paragraph essay, share the five aspects of the QUEST and then apply them to something you have read
(or viewed) in the form used on pages 3-5.
Chapter 2-- Nice to Eat with You: Acts of Communion
In a single paragraph essay, choose a meal from a literary work and apply the ideas of Chapter 2 to this literary
depiction.
Chapter 3-- Nice to Eat You: Acts of Vampires
In a single paragraph essay, explain what are the essentials of the Vampire story. Apply this to a literary work you
have read or viewed.
10th Honors English, Summer Reading for SY 2013-2014 (Due the first Tuesday of the school year) 3
Chapter 4-- If It's Square, It's a Sonnet
Select three sonnets and, for each, complete the analysis sheet (Analyzing the Building Blocks of a Sonnet). Write
a summary of what you discovered through your analyses; discuss how their content reflects the form. (Submit
copies of the sonnets, marked to show your analysis, and an analysis sheet for each. The analysis sheet is found at
the end of this document.)
Chapter 5-- Now, Where Have I Seen Her Before?
In a single paragraph essay, define intertextuality. Discuss three examples that have helped you in reading specific
works.
Chapter 6-- When in Doubt, It's from Shakespeare...
In a single paragraph essay, discuss a work, familiar to you, that alludes to or reflects Shakespeare. Show how the
author uses this connection thematically. Read pages 44-46 carefully. In these pages, Foster shows how Fugard
reflects Shakespeare through both plot and theme. In your discussion, focus on theme.
Chapter 7-- ...Or the Bible
In a single paragraph essay, discuss a work that Foster does not mention (but with which you are familiar) that
alludes to or reflects the Bible. To start, you can look at the example of the "two great jars." Be creative and
imaginative in these connections. (Consider reading “Araby” by James Joyce.
Here is a link "Araby" by James Joyce )
When working with Biblical allusions, it goes unsaid that it helps to be familiar with Biblical text. Although you
are not required to do so, you may want to familiarize yourself with the following stories from the Bible.
http://www.BibleGateway.com is a good site for this, just enter the story you would like to review as a search term.
o
Garden of Eden
o
Cain and Able
o
David and Goliath
o
Jonah and the Whale
o
Job
o
The Flood
o
The Apocalypse—Four Horsemen of the Apocalypse usher in the end of the world.
Chapter 8-- Hanseldee and Greteldum
Think of a work of literature that reflects a fairy tale. In a single paragraph essay, discuss the parallels between your
choice of a text and the fairytale it reflects. Does it create irony or deepen appreciation? (Be careful that you do not
discuss a movie that is a direct depiction of a fairytale in a modern setting.)
Chapter 9-- It's Greek to Me
Write a free verse poem derived or inspired by characters or situations from Greek mythology. Include margin notes
or footnotes to explain the mythological allusions/references in your writing. Be prepared to share your poem with
the class.
Chapter 10-- It's More Than Just Rain or Snow
Read “Distillation” by Hugo Martinez-Serros and, in a single paragraph essay, discuss the importance of weather in
this literary work, not in terms of plot. If using the link provided, be sure to read the complete story. It is presented
as 19 short sections. Here is a link to the story "Distillation" by Hugo Martinez-Serros
Interlude-- Does He Mean That?
Now, here is something that you should probably pay attention to… and I mean this, really. The ONLY
assignment for this chapter, and don’t think you can skip this, I will find out, is to read the chapter THREE
times. This chapter is really at the heart of what you are growing into as an advanced reader and what you will be
doing on the AP English path. Consider how long you believe it took Foster to write this chapter.
Chapter 11-- ...More Than It's Gonna Hurt You: Concerning Violence
In a single paragraph essay, present examples of the two kinds of violence found in literature. Show how the effects
are different.
10th Honors English, Summer Reading for SY 2013-2014 (Due the first Tuesday of the school year) 4
Chapter 12-- Is That a Symbol?
In a single paragraph essay, investigate symbolism in a text of your choice. If you struggle to find a text, consider
“The Pit and the Pendulum” by Edgar Allan Poe. Here is a link to Poe’s tale "The Pit and the Pendulum" by E.
A. Poe
Chapter 13-- It's All Political
Assume that Foster is right and "it is all political." In a single paragraph essay, use his criteria to show that one of
the major works assigned to you as a freshman is political.
Chapter 14-- Yes, She's a Christ Figure, Too
In a single paragraph essay, apply the criteria on page 119 to a major character in a significant literary work. Try to
choose a character that will have many matches. This is a particularly apt tool for analyzing film -- for example,
Star Wars, Cool Hand Luke, Excalibur, Malcolm X, Braveheart, Spartacus, Gladiator and Ben-Hur.
Chapter 15-- Flights of Fancy
Select a literary work in which flight signifies escape or freedom. In a single paragraph essay, explain the flight
symbolism in detail.
Chapter 16-- It's All About Sex...(no written response required)
Chapter 17-- ...Except the Sex (no written response required)
Chapter 18-- If She Comes Up, It's Baptism
Think of a "baptism scene" from a significant literary work. In a single paragraph essay, tell how the character was
different after the experience? Discuss. (Consider “Distillation” for your textual reference. Find the link under
chapter 10.)
Chapter 19-- Geography Matters…
In a single paragraph essay, discuss a specific literary work in which the “geography matters.” In other words, a
change in setting would make it completely different, meaning the plot, characters, theme, etc. would be
significantly changed. (Consider “Distillation” for your textual reference. Find the link under chapter 10.)
Chapter 20-- ...So Does Season
Find a poem that mentions a specific season. In a single paragraph essay, discuss how the poet uses the season in a
meaningful, traditional, or unusual way. (Submit a copy of the poem with your analysis.)
Interlude-- One Story
In a single paragraph essay, write your own definition for archetype, and identify an archetypal story. Apply the
story archetype to a literary work with which you are familiar.
Chapter 21-- Marked for Greatness
Figure out Harry Potter's scar and explain it in a single paragraph essay, if you aren't familiar with Harry Potter,
select another character with a physical imperfection and analyze its implications for characterization.
Chapter 22-- He's Blind for a Reason, You Know (no written response required)
Chapter 23-- It's Never Just Heart Disease... (no written response required)
Chapter 24-- ...And Rarely Just Illness
Recall two characters who died of a disease in a literary work. In a single paragraph essay, consider how these
deaths reflect the "principles governing the use of disease in literature" (215-217). Discuss the effectiveness of the
death as related to plot, theme, or symbolism.
Chapter 25-- Don't Read with Your Eyes
After reading Chapter 25, choose a scene or episode from a novel, play or epic written before the twentieth century.
(Feel free to recall upon epic literature that you read as a freshman.) In a single paragraph essay, contrast how a
reader from the twenty-first century might view it with how a contemporary reader of the era in which the text was
written might view it. Focus on specific assumptions that the author makes—assumptions that would not make it in
this century.
10th Honors English, Summer Reading for SY 2013-2014 (Due the first Tuesday of the school year) 5
Chapter 26-- Is He Serious? And Other Ironies
Select an ironic literary work and, in a single paragraph essay, explain the multi-vocal nature of the irony in the
work.
Chapter 27-- A Test Case
Read “The Garden Party” by Katherine Mansfield, the short story starting on page 245.
1. Complete the exercise on pages 265-266, following the directions exactly.
2. Then compare your writing with the three examples.
3. Write a one page reflection about your comparison. How did you do? What does the essay that follows
comparing Laura with Persephone add to your appreciation of Mansfield's story?
Envoi
Choose a motif not discussed in this book (as the horse reference on page 280) and note its appearance in three or
four different works. What does this idea seem to signify? Your response can be longer than a single paragraph
essay.
Adapted from Assignments originally developed by Donna Anglin and tweaked by Cherish
Donaldson. Notes by Marti Nelson.
Review the rubric that will be used to score your writing. Click here for a copy.
If you have questions, you may email me over the summer at cherish.donaldson@henry.k12.ga.us or
dsalter@henry.k12.ga.us or join the OHS Summer Reading Facebook page.
THIS ASSIGNMENT IS ALSO AVAILABLE ON MY SCHOOL WEBPAGE.
Analyzing the Building Blocks of a Sonnet (10 points)
(borrowed from Ashley Carmichael; tweaked by Cherish Donaldson)
10th Honors English, Summer Reading for SY 2013-2014 (Due the first Tuesday of the school year) 6
YOU MUST ATTACH A COPY OF YOUR SONNET; NO SONNET = 0 CREDIT
1.Which sonnet did you choose? Title and author- _____________________________________
What motif does it encompass?____________________________________________________
2. Number the lines of the sonnet on the left side of the text (remember, in a sonnet there should be _____
lines).
3. Put a box around each stanza.
Stanzas are not always spaced apart from each other. Look
at the ideas expressed in the text to help you to determine the arrangement.
4. Put a double box around the sonnet’s conclusion (This will be a summary of ideas, an
important point, or an answer to a question.)
5. Identify the rhyme scheme by writing the letter on the right hand side of the line. For each new rhyme
use a new letter.
7. Circle the shift, or turn, of the poem.
8. Identify SOAPS (a through e)
a. Subject—the general topic, content and ideas in the poem:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
b. Occasion—The time and place of the poem. Try to understand the context that encouraged the poem to
be written.
_____________________________________________________________________________________
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c. Audience—To whom is the poem written?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
d. Purpose—What is the reason behind the writing of the poem?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
e. Speaker—What can you say about the voice speaking the poem?
______________________________________________________________________________
10th Honors English, Summer Reading for SY 2013-2014 (Due the first Tuesday of the school year) 7
______________________________________________________________________________
______________________________________________________________________________
9. Identify the theme of the poem. (This should be a statement, not a word or phrase.)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
10. Identify at least 2 types of figurative language AND explain their meaning or importance (i.e.
Imagery, Metaphor, Similes, Onomatopoeia, Hyperbole, etc):
1.
2.
11. What kind of sonnet is this? Please be sure to explain your answer.
_____________________________________________________________________________________
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