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ATHENS HS
AP ENGLISH LANGUAGE
AND COMPOSITION
HIGHLIGHTED SUMMER
READING PACKET
2017
AP ENGLISH LANGUAGE AND COMPOSITION
HIGHLIGHTED SUMMER READING PACKET
Adapted from Cheryl A. Rosenbaum and BCS
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Table of Contents:
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Passage #1: Analyzing Diction in “The Declaration of Independence” by Thomas Jefferson
Passage #2: Analyzing Imagery in “Once More to the Lake” by E.B. White
Passage #3: Analyzing Detail in “Grant and Lee: A Study in Contrasts” by Bruce Catton
Passage #4: Analyzing Syntax in “Ain’t I a Woman” by Sojourner Truth
Passage #5: Analyzing Tone in Chief Joseph’s “I Am Tired of Fighting”
Passage #6: Analyzing Visual Text Using Margaret Bourke White’s Photograph Entitled
“The Louisville Flood”
Passage #7: Analyzing Visual Text Using Vintage Advertisements
Summer Reading Book Assignment
What to Do:
1. Read all of passages found in this packet and highlight each one according to the
instructions.
2. In addition, respond to the questions accompanying each piece. You may type or
hand-write your responses. If you are typing, use the 12 pt Times New Roman Font.
If hand-writing, please write on only one side of your notebook paper.
Regardless of whether you hand-write or type your responses to the questions, be sure to
clearly mark which question you are answering in your responses.
UNLESS OTHERWISE INDICATED BY THE QUESTION, RESPONSES SHOULD BE
WRITTEN IN COMPLETE SENTENCES.
3. You also need to read a book of your choice from the provided list and be
prepared to have a quiz on your chosen book PLUS the readings in this packet
during the first week of school.
4. If you copy answers from the internet or from another student, you will receive a zero.
If you allow someone to copy your answers, you will receive a zero. If you work with
another student and write down the exact same answers, you will both receive zeroes. You
may work collaboratively, but your work must be your own. You signed up for a collegelevel class for a reason!
5. Be sure to give yourself plenty of time to complete this assignment. All assignments
should be clearly labelled and turned in on the first day of school.
If you have any questions, please email me at shurley@athensisd.net.
Adapted from Cheryl A. Rosenbaum and BCS
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Passage #1: Analyzing Diction in “The Declaration of Independence” by Thomas Jefferson
Directions: Diction is the author’s choice of words or phrases (usually that support the author’s
purpose). With this in mind, read “The Declaration of Independence” and highlight ten significant
words or phrases that reflect Jefferson’s purpose in writing it. I have already highlighted two examples,
which do not count toward your overall ten you need to highlight.
IN CONGRESS, JULY 4, 1776
The unanimous Declaration of the thirteen united States of America
hen in the Course of human events it becomes necessary for one people to dissolve
the political bands which have connected them with another and to assume among
the powers of the earth, the separate and equal station to which the Laws of Nature
and of Nature's God entitle them, a decent respect to the opinions of mankind
requires that they should declare the causes which impel them to the separation.
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their
Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.
— That to secure these rights, Governments are instituted among Men, deriving their just powers from
the consent of the governed, — That whenever any Form of Government becomes destructive of these
ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its
foundation on such principles and organizing its powers in such form, as to them shall seem most likely
to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established
should not be changed for light and transient causes; and accordingly all experience hath shewn that
mankind are more disposed to suffer, while evils are sufferable than to right themselves by abolishing
the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing
invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it
is their duty, to throw off such Government, and to provide new Guards for their future security. —
Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains
them to alter their former Systems of Government. The history of the present King of Great Britain is a
history of repeated injuries and usurpations, all having in direct object the establishment of an absolute
Tyranny over these States. To prove this, let Facts be submitted to a candid world.
He has refused his Assent to Laws, the most wholesome and necessary for the public good.
He has forbidden his Governors to pass Laws of immediate and pressing importance, unless suspended
in their operation till his Assent should be obtained; and when so suspended, he has utterly neglected to
attend to them.
He has refused to pass other Laws for the accommodation of large districts of people, unless those
people would relinquish the right of Representation in the Legislature, a right inestimable to them and
formidable to tyrants only.
He has called together legislative bodies at places unusual, uncomfortable, and distant from the
depository of their Public Records, for the sole purpose of fatiguing them into compliance with his
measures.
Adapted from Cheryl A. Rosenbaum and BCS
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He has dissolved Representative Houses repeatedly, for opposing with manly firmness his invasions on
the rights of the people.
He has refused for a long time, after such dissolutions, to cause others to be elected, whereby the
Legislative Powers, incapable of Annihilation, have returned to the People at large for their exercise; the
State remaining in the mean time exposed to all the dangers of invasion from without, and convulsions
within.
He has endeavoured to prevent the population of these States; for that purpose obstructing the Laws for
Naturalization of Foreigners; refusing to pass others to encourage their migrations hither, and raising the
conditions of new Appropriations of Lands.
He has obstructed the Administration of Justice by refusing his Assent to Laws for establishing Judiciary
Powers.
He has made Judges dependent on his Will alone for the tenure of their offices, and the amount and
payment of their salaries.
He has erected a multitude of New Offices, and sent hither swarms of Officers to harass our people and
eat out their substance.
He has kept among us, in times of peace, Standing Armies without the Consent of our legislatures.
He has affected to render the Military independent of and superior to the Civil Power.
He has combined with others to subject us to a jurisdiction foreign to our constitution, and
unacknowledged by our laws; giving his Assent to their Acts of pretended Legislation:
For quartering large bodies of armed troops among us:
For protecting them, by a mock Trial from punishment for any Murders which they should commit on
the Inhabitants of these States:
For cutting off our Trade with all parts of the world:
For imposing Taxes on us without our Consent:
For depriving us in many cases, of the benefit of Trial by Jury:
For transporting us beyond Seas to be tried for pretended offences:
For abolishing the free System of English Laws in a neighbouring Province, establishing therein an
Arbitrary government, and enlarging its Boundaries so as to render it at once an example and fit
instrument for introducing the same absolute rule into these Colonies
Adapted from Cheryl A. Rosenbaum and BCS
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For taking away our Charters, abolishing our most valuable Laws and altering fundamentally the Forms
of our Governments:
For suspending our own Legislatures, and declaring themselves invested with power to legislate for us in
all cases whatsoever.
He has abdicated Government here, by declaring us out of his Protection and waging War against us.
He has plundered our seas, ravaged our coasts, burnt our towns, and destroyed the lives of our people.
He is at this time transporting large Armies of foreign Mercenaries to compleat the works of death,
desolation, and tyranny, already begun with circumstances of Cruelty & Perfidy scarcely paralleled in
the most barbarous ages, and totally unworthy the Head of a civilized nation.
He has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their
Country, to become the executioners of their friends and Brethren, or to fall themselves by their Hands.
He has excited domestic insurrections amongst us, and has endeavoured to bring on the inhabitants of
our frontiers, the merciless Indian Savages whose known rule of warfare, is an undistinguished
destruction of all ages, sexes and conditions.
In every stage of these Oppressions We have Petitioned for Redress in the most humble terms: Our
repeated Petitions have been answered only by repeated injury. A Prince, whose character is thus
marked by every act which may define a Tyrant, is unfit to be the ruler of a free people.
Nor have We been wanting in attentions to our British brethren. We have warned them from time to
time of attempts by their legislature to extend an unwarrantable jurisdiction over us. We have reminded
them of the circumstances of our emigration and settlement here. We have appealed to their native
justice and magnanimity, and we have conjured them by the ties of our common kindred to disavow
these usurpations, which would inevitably interrupt our connections and correspondence. They too have
been deaf to the voice of justice and of consanguinity. We must, therefore, acquiesce in the necessity,
which denounces our Separation, and hold them, as we hold the rest of mankind, Enemies in War, in
Peace Friends.
We, therefore, the Representatives of the united States of America, in General Congress, Assembled,
appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by
Authority of the good People of these Colonies, solemnly publish and declare, That these united
Colonies are, and of Right ought to be Free and Independent States, that they are Absolved from all
Allegiance to the British Crown, and that all political connection between them and the State of Great
Britain, is and ought to be totally dissolved; and that as Free and Independent States, they have full
Power to levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Acts
and Things which Independent States may of right do. — And for the support of this Declaration, with a
firm reliance on the protection of Divine Providence, we mutually pledge to each other our Lives, our
Fortunes, and our sacred Honor.
Adapted from Cheryl A. Rosenbaum and BCS
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Questions on “The Declaration of Independence”:
1. Give five examples of words in “The Declaration of Independence” that are rarely used today:
A.
B.
C.
D.
E.
2. Rewrite one sentence that contains a word that is rarely used today in the way you would say it to
your friends.
Original sentence:
My sentence:
3. Give five examples of words from “The Declaration of Independence” that carry negative
connotations. (A connotation is what is suggested by the word apart from what is explicitly named. The
word “beast” used to have a negative connotation, for example, but some students call each other a
“beast” now and it has a positive connotation.)
A.
B.
C.
D.
E.
4. Pick out TWO of the ten words you highlighted. After that, describe the type of diction you think
that word embodies. The following are examples of words that can be used to describe diction:
jargon
vulgar
scholarly
insipid
precise
esoteric
connotative
plain
literal
colloquial
artificial
detached
emotional
pedantic
euphemistic
pretentious
sensuous
exact
learned
symbolic
simple
figurative
bombastic
abstruse
grotesque
concrete
Adapted from Cheryl A. Rosenbaum and BCS
poetic
moralistic
slang
idiomatic
concrete
cultured
picturesque
homespun
provincial
trite
obscure
creative
exact
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(Question 4 continued) The following is an example:
The word “unalienable” displays exact diction since Jefferson is stating that these are rights that cannot
be taken away; the word unalienable is a reflection of that precise God-given right.
Your answers:
A. The word “__________” displays ___________ diction since Jefferson is stating
that____________________________________________________________________.
B. The word “__________” displays ___________ diction since Jefferson is stating
that____________________________________________________________________.
5. One of the major issues some young writers have is coming up with an interesting opening line for
writing an essay. Therefore, use the following formula as a template if you have trouble coming up with
an interesting opening line in a rhetorical analysis essay (or any other type of essay):
In (author’s) __(adjective)___ and ___(adjective)_____ (type of writing, for ex.—essay, speech,
editorial) (he/she) describes _________________________________________
_______________________________________________________________________.
With this in mind, complete the following “interesting opening line” as practice for a rhetorical analysis
essay on “The Declaration of Independence.”
Your answer:
In Thomas Jefferson’s _____________ and ______________ “The Declaration of Independence,” he
describes________________________________________________.
Passage #2: Analyzing Imagery in “Once More to the Lake” by E.B.White
Directions: Imagery is the verbal representation of sensory experience. In literature all five senses may
be represented: sight (visual imagery), sound (auditory imagery), touch (tactile imagery), taste
(gustatory imagery), and smell (olfactory imagery). With this in mind, read “Once More to the Lake”
and highlight five significant sentences that contain imagery. I have already highlighted two examples,
which do not count toward your overall five you need to highlight.
One summer, along about 1904, my father rented a camp on a lake in Maine and took us all there for the
month of August. We all got ringworm from some kittens and had to rub Pond's Extract on our arms and
legs night and morning, and my father rolled over in a canoe with all his clothes on; but outside of that
the vacation was a success and from then on none of us ever thought there was any place in the world
like that lake in Maine. We returned summer after summer--always on August 1st for one month. I have
since become a salt-water man, but sometimes in summer there are days when the restlessness of the
tides and the fearful cold of the sea water and the incessant wind which blows across the afternoon and
Adapted from Cheryl A. Rosenbaum and BCS
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into the evening make me wish for the placidity of a lake in the woods. A few weeks ago this feeling got
so strong I bought myself a couple of bass hooks and a spinner and returned to the lake where we used
to go, for a week's fishing and to revisit old haunts.
I took along my son, who had never had any fresh water up his nose and who had seen lily pads only
from train windows. On the journey over to the lake I began to wonder what it would be like. I
wondered how time would have marred this unique, this holy spot--the coves and streams, the hills that
the sun set behind, the camps and the paths behind the camps. I was sure that the tarred road would have
found it out and I wondered in what other ways it would be desolated. It is strange how much you can
remember about places like that once you allow your mind to return into the grooves which lead back.
You remember one thing, and that suddenly reminds you of another thing. I guess I remembered clearest
of all the early mornings, when the lake was cool and motionless, remembered how the bedroom
smelled of the lumber it was made of and of the wet woods whose scent entered through the screen. The
partitions in the camp were thin and did not extend clear to the top of the rooms, and as I was always the
first up I would dress softly so as not to wake the others, and sneak out into the sweet outdoors and start
out in the canoe, keeping close along the shore in the long shadows of the pines. I remembered being
very careful never to rub my paddle against the gunwale for fear of disturbing the stillness of the
cathedral.
The lake had never been what you would call a wild lake. There were cottages sprinkled around the
shores, and it was in farming although the shores of the lake were quite heavily wooded. Some of the
cottages were owned by nearby farmers, and you would live at the shore and eat your meals at the
farmhouse. That's what our family did. But although it wasn't wild, it was a fairly large and undisturbed
lake and there were places in it which, to a child at least, seemed infinitely remote and primeval.
I was right about the tar: it led to within half a mile of the shore. But when I got back there, with my
boy, and we settled into a camp near a farmhouse and into the kind of summertime I had known, I could
tell that it was going to be pretty much the same as it had been before--I knew it, lying in bed the first
morning, smelling the bedroom, and hearing the boy sneak quietly out and go off along the shore in a
boat. I began to sustain the illusion that he was I, and therefore, by simple transposition, that I was my
father. This sensation persisted, kept cropping up all the time we were there. It was not an entirely new
feeling, but in this setting it grew much stronger. I seemed to be living a dual existence. I would be in
the middle of some simple act, I would be picking up a bait box or laying down a table fork, or I would
be saying something, and suddenly it would be not I but my father who was saying the words or making
the gesture. It gave me a creepy sensation.
We went fishing the first morning. I felt the same damp moss covering the worms in the bait can, and
saw the dragonfly alight on the tip of my rod as it hovered a few inches from the surface of the water. It
was the arrival of this fly that convinced me beyond any doubt that everything was as it always had
been, that the years were a mirage and there had been no years. The small waves were the same,
chucking the rowboat under the chin as we fished at anchor, and the boat was the same boat, the same
color green and the ribs broken in the same places, and under the floor-boards the same freshwater
leavings and debris--the dead helgramite, the wisps of moss, the rusty discarded fishhook, the dried
blood from yesterday's catch. We stared silently at the tips of our rods, at the dragonflies that came and
wells. I lowered the tip of mine into the water, tentatively, pensively dislodging the fly, which darted
two feet away, poised, darted two feet back, and came to rest again a little farther up the rod. There had
Adapted from Cheryl A. Rosenbaum and BCS
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been no years between the ducking of this dragonfly and the other one--the one that was part of memory.
I looked at the boy, who was silently watching his fly, and it was my hands that held his rod, my eyes
watching. I felt dizzy and didn't know which rod I was at the end of.
We caught two bass, hauling them in briskly as though they were mackerel, pulling them over the side
of the boat in a businesslike manner without any landing net, and stunning them with a blow on the back
of the head. When we got back for a swim before lunch, the lake was exactly where we had left it, the
same number of inches from the dock, and there was only the merest suggestion of a breeze. This
seemed an utterly enchanted sea, this lake you could leave to its own devices for a few hours and come
back to, and find that it had not stirred, this constant and trustworthy body of water. In the shallows, the
dark, water-soaked sticks and twigs, smooth and old, were undulating in clusters on the bottom against
the clean ribbed sand, and the track of the mussel was plain. A school of minnows swam by, each
minnow with its small, individual shadow, doubling the attendance, so clear and sharp in the sunlight.
Some of the other campers were in swimming, along the shore, one of them with a cake of soap, and the
water felt thin and clear and insubstantial. Over the years there had been this person with the cake of
soap, this cultist, and here he was. There had been no years.
Up to the farmhouse to dinner through the teeming, dusty field, the road under our sneakers was only a
two-track road. The middle track was missing, the one with the marks of the hooves and the splotches of
dried, flaky manure. There had always been three tracks to choose from in choosing which track to walk
in; now the choice was narrowed down to two. For a moment I missed terribly the middle alternative.
But the way led past the tennis court, and something about the way it lay there in the sun reassured me;
the tape had loosened along the backline, the alleys were green with plantains and other weeds, and the
net (installed in June and removed in September) sagged in the dry noon, and the whole place steamed
with midday heat and hunger and emptiness. There was a choice of pie for dessert, and one was
blueberry and one was apple, and the waitresses were the same country girls, there having been no
passage of time, only the illusion of it as in a dropped curtain--the waitresses were still fifteen; their hair
had been washed, that was the only difference--they had been to the movies and seen the pretty girls
with the clean hair.
Summertime, oh summertime, pattern of life indelible, the fade proof lake, the woods unshatterable, the
pasture with the sweet fern and the juniper forever and ever, summer without end; this was the
background, and the life along the shore was the design, the cottages with their innocent and tranquil
design, their tiny docks with the flagpole and the American flag floating against the white clouds in the
blue sky, the little paths over the roots of the trees leading from camp to camp and the paths leading
back to the outhouses and the can of lime for sprinkling, and at the souvenir counters at the store the
miniature birch-bark canoes and the post cards that showed things looking a little better than they
looked. This was the American family at play, escaping the city heat, wondering whether the newcomers
at the camp at the head of the cove were "common" or "nice," wondering whether it was true that the
people who drove up for Sunday dinner at the farmhouse were turned away because there wasn't enough
chicken.
It seemed to me, as I kept remembering all this, that those times and those summers had been infinitely
precious and worth saving. There had been jollity and peace and goodness. The arriving (at the
beginning of August) had been so big a business in itself, at the railway station the farm wagon drawn
up, the first smell of the pine-laden air, the first glimpse of the smiling farmer, and the great importance
Adapted from Cheryl A. Rosenbaum and BCS
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of the trunks and your father's enormous authority in such matters, and the feel of the wagon under you
for the long ten-mile haul, and at the top of the last long hill catching the first view of the lake after
eleven months of not seeing this cherished body of water. The shouts and cries of the other campers
when they saw you, and the trunks to be unpacked, to give up their rich burden. (Arriving was less
exciting nowadays, when you sneaked up in your car and parked it under a tree near the camp and took
out the bags and in five minutes it was all over, no fuss, no loud wonderful fuss about trunks.)
Peace and goodness and jollity. The only thing that was wrong now, really, was the sound of the place,
an unfamiliar nervous sound of the outboard motors. This was the note that jarred, the one thing that
would sometimes break the illusion and set the years moving. In those other summertimes, all motors
were inboard; and when they were at a little distance, the noise they made was a sedative, an ingredient
of summer sleep. They were one-cylinder and two-cylinder engines, and some were make-and-break and
some were jump-spark, but they all made a sleepy sound across the lake. The one-lungers throbbed and
fluttered, and the twin-cylinder ones purred and purred, and that was a quiet sound too. But now the
campers all had outboards. In the daytime, in the hot mornings, these motors made a petulant, irritable
sound; at night, in the still evening when the afterglow lit the water, they whined about one's ears like
mosquitoes. My boy loved our rented outboard, and his great desire was to achieve single-handed
mastery over it, and authority, and he soon learned the trick of choking it a little (but not too much), and
the adjustment of the needle valve. Watching him I would remember the things you could do with the
old one-cylinder engine with the heavy flywheel, how you could have it eating out of your hand if you
got really close to it spiritually. Motor boats in those days didn't have clutches, and you would make a
landing by shutting off the motor at the proper time and coasting in with a dead rudder. But there was a
way of reversing them, if you learned the trick, by cutting the switch and putting it on again exactly on
the final dying revolution of the flywheel, so that it would kick back against compression and begin
reversing. Approaching a dock in a strong following breeze, it was difficult to slow up sufficiently by
the ordinary coasting method, and if a boy felt he had complete mastery over his motor, he was tempted
to keep it running beyond its time and then reverse it a few feet from the dock. It took a cool nerve,
because if you threw the switch a twentieth of a second too soon you would catch the flywheel when it
still had speed enough to go up past center, and the boat would leap ahead, charging bull-fashion at the
dock.
We had a good week at the camp. The bass were biting well and the sun shone endlessly, day after day.
We would be tired at night and lie down in the accumulated heat of the little bedrooms after the long hot
day and the breeze would stir almost imperceptibly outside and the smell of the swamp drift in through
the rusty screens. Sleep would come easily and in the morning the red squirrel would be on the roof,
tapping out his gay routine. I kept remembering everything, lying in bed in the mornings--the small
steamboat that had a long rounded stern like the lip of a Ubangi, and how quietly she ran on the
moonlight sails, when the older boys played their mandolins and the girls sang and we ate doughnuts
dipped in sugar, and how sweet the music was on the water in the shining night, and what it had felt like
to think about girls then. After breakfast we would go up to the store and the things were in the same
place--the minnows in a bottle, the plugs and spinners disarranged and pawed over by the youngsters
from the boys' camp, the fig newtons and the Beeman's gum. Outside, the road was tarred and cars stood
in front of the store. Inside, all was just as it had always been, except there was more Coca Cola and not
so much Moxie and root beer and birch beer and sarsaparilla. We would walk out with a bottle of pop
apiece and sometimes the pop would backfire up our noses and hurt. We explored the streams, quietly,
where the turtles slid off the sunny logs and dug their way into the soft bottom; and we lay on the town
Adapted from Cheryl A. Rosenbaum and BCS
11
wharf and fed worms to the tame bass. Everywhere we went I had trouble making out which was I, the
one walking at my side, the one walking in my pants.
One afternoon while we were there at that lake a thunderstorm came up. It was like the revival of an old
melodrama that I had seen long ago with childish awe. The second-act climax of the drama of the
electrical disturbance over a lake in America had not changed in any important respect. This was the big
scene, still the big scene. The whole thing was so familiar, the first feeling of oppression and heat and a
general air around camp of not wanting to go very far away. In mid-afternoon (it was all the same) a
curious darkening of the sky, and a lull in everything that had made life tick; and then the way the boats
suddenly swung the other way at their moorings with the coming of a breeze out of the new quarter, and
the premonitory rumble. Then the kettle drum, then the snare, then the bass drum and cymbals, then
crackling light against the dark, and the gods grinning and licking their chops in the hills. Afterward the
calm, the rain steadily rustling in the calm lake, the return of light and hope and spirits, and the campers
running out in joy and relief to go swimming in the rain, their bright cries perpetuating the deathless
joke about how they were getting simply drenched, and the children screaming with delight at the new
sensation of bathing in the rain, and the joke about getting drenched linking the generations in a strong
indestructible chain. And the comedian who waded in carrying an umbrella.
When the others went swimming my son said he was going in too. He pulled his dripping trunks from
the line where they had hung all through the shower, and wrung them out. Languidly, and with no
thought of going in, I watched him, his hard little body, skinny and bare, saw him wince slightly as he
pulled up around his vitals the small, soggy, icy garment. As he buckled the swollen belt suddenly my
groin felt the chill of death.
Questions on “Once More to the Lake”:
6. List three specific changes that have taken place on the lake. Does White emphasize these changes or
play them down? Explain.
7. What images does White repeat throughout his essay? What is the purpose of this repetition?
8. How does White’s conclusion echo the first paragraph of the essay?
9. Pick out TWO of the sentences you highlighted. After that, describe the type of imagery you think
that word embodies. (You can use the same words that were suggested under Question #4 on diction.)
Keep in mind analysis of imagery does not include the phrasing “The reader can picture in his or her
mind…”
The following is an example:
The sentence “I guess I remembered clearest of all the early mornings, when the lake was cool and
motionless, remembered how the bedroom smelled of the lumber it was made of and of the wet woods
whose scent entered through the screen” displays emotional imagery as the author recollects on his
childhood memories. The use of specific words-- such as “rememberest clearest” and “the bedroom
smelled of the lumber”—only increase his nostalgia towards this memory.
Adapted from Cheryl A. Rosenbaum and BCS
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(Question 9 continued) Your answer should be formulated as such:
A. The sentence “_____________________________ ” displays__________ imagery
as____________________________________________________.
B. The sentence “_____________________________ ” displays__________ imagery
as____________________________________________________.
10. Create another interesting opening line to practice great ways to start an essay using the following
formula:
In E.B. White’s __________ and ___________ essay, he focuses on the description of
___________________________________________________________to explain ____
_______________________________________________________________________.
Passage #3: Analyzing Detail in “Grant and Lee: A Study in Contrasts” by Bruce Catton
Directions: Detail is the author’s use of aspects such as facts, observations, and incidents to develop a
subject and impart voice. With this in mind, read “Grant and Lee: A Study in Contrasts” and highlight
five significant sentences that reflect Catton’s purpose in writing it. I have already highlighted two
examples, which do not count toward your overall five you need to highlight.
When Ulysses S. Grant and Robert E. Lee met in the parlor of a modest house at Appomattox
Court House, Virginia, on April 9, 1865, to work out the terms for the surrender of Lee's Army of
Northern Virginia, a great chapter in American life came to a close, and a great new chapter began.
These men were bringing the Civil War to its virtual finish. To be sure, other armies had yet to
surrender, and for a few days the fugitive Confederate government would struggle desperately and
vainly, trying to find some way to go on living now that its chief support was gone. But in effect it was
all over when Grant and Lee signed the papers. And the little room where they wrote out the terms was
the scene of one of the poignant, dramatic contrasts in American history.
They were two strong men, these oddly different generals, and they represented the strengths of
two conflicting currents that, through them, had come into final collision.
Back of Robert E. Lee was the notion that the old aristocratic concept might somehow survive
and be dominant in American life.
Lee was tidewater Virginia, and in his background were family, culture, and tradition. . . the age
of chivalry transplanted to a New World which was making its own legends and its own myths. He
embodied a way of life that had come down through the age of knighthood and the English country
squire. America was a land that was beginning all over again, dedicated to nothing much more
complicated than the rather hazy belief that all men had equal rights and should have an equal chance in
the world. In such a land Lee stood for the feeling that it was somehow of advantage to human society to
have a pronounced inequality in the social structure. There should be a leisure class, backed by
ownership of land; in turn, society itself should be keyed to the land as the chief source of wealth and
influence. It would bring forth (according to this ideal) a class of men with a strong sense of obligation
to the community; men who lived not to gain advantage for themselves, but to meet the solemn
Adapted from Cheryl A. Rosenbaum and BCS
13
obligations which had been laid on them by the very fact that they were privileged. From them the
country would get its leadership; to them it could look for the higher values--of thought, of conduct, of
personal deportment--to give it strength and
virtue.
Lee embodied the noblest elements of this aristocratic ideal. Through him, the landed nobility
justified itself. For four years, the Southern states had fought a desperate war to uphold the ideals for
which Lee stood. In the end, it almost seemed as if the Confederacy fought for Lee; as if he himself was
the Confederacy . . . the best thing that the way of life for which the Confederacy stood could ever have
to offer. He had passed into legend before Appomattox. Thousands of tired, underfed, poorly clothed
Confederate soldiers, long since past the simple enthusiasm of the early days of the struggle, somehow
considered Lee the symbol of everything for which they had been willing to die. But they could not
quite put this feeling into words. If the Lost Cause, sanctified by so much heroism and so many deaths,
had a living justification, its justification was General Lee.
Grant, the son of a tanner on the Western frontier, was everything Lee was not. He had come up
the hard way and embodied nothing in particular except the eternal toughness and sinewy fiber of the
men who grew up beyond the mountains. He was one of a body of men who owed reverence and
obeisance to no one, who were self-reliant to a fault, who cared hardly anything for the past but who had
a sharp eye for the future.
These frontier men were the precise opposites of the tidewater aristocrats. Back of them, in the
great surge that had taken people over the Alleghenies and into the opening Western country, there was
a deep, implicit dissatisfaction with a past that had settled into grooves. They stood for democracy, not
from any reasoned conclusion about the proper ordering of human society, but simply because they had
grown up in the middle of democracy and knew how it worked. Their society might have privileges, but
they would be privileges each man had won for himself. Forms and patterns meant nothing. No man was
born to anything, except perhaps to a chance to show how far he could rise. Life was competition.
Yet along with this feeling had come a deep sense of belonging to a national community. The
Westerner who developed a farm, opened a shop, or set up in business as a trader could hope to prosper
only as his own community prospered--and his community ran from the Atlantic to the Pacific and from
Canada down to Mexico. If the land was settled, with towns and highways and accessible markets, he
could better himself. He saw his fate in terms of the nation's own destiny. As its horizons expanded, so
did his. He had, in other words, an acute dollars-and-cents stake in the continued growth and
development of his country.
And that, perhaps, is where the contrast between Grant and Lee becomes most striking. The
Virginia aristocrat, inevitably, saw himself in relation to his own region. He lived in a static society
which could endure almost anything except change. Instinctively, his first loyalty would go to the
locality in which that society existed. He would fight to the limit of endurance to defend it, because in
defending it he was defending everything that gave his own life its deepest meaning.
The Westerner, on the other hand, would fight with an equal tenacity for the broader concept of
society. He fought so because everything he lived by was tied to growth, expansion, and a constantly
widening horizon. What he lived by would survive or fall with the nation itself He could not possibly
stand by unmoved in the face of an attempt to destroy the Union. He would combat it with everything he
had, because he could only see it as an effort to cut the ground out from under his feet.
So Grant and Lee were in complete contrast, representing two diametrically opposed elements in
American life. Grant was the modem man emerging; beyond him, ready to come on the stage, was the
great age of steel and machinery, of crowded cities and a restless burgeoning vitality. Lee might have
ridden down from the old age of chivalry, lance in hand, silken banner fluttering over his head. Each
Adapted from Cheryl A. Rosenbaum and BCS
14
man was the perfect champion of his cause, drawing both his strengths and his weaknesses from the
people he led.
Yet it was not all contrast, after all. Different as they were--in background, in personality, in
underlying aspiration--these two great soldiers had much in common. Under everything else, they were
marvelous fighters. Furthermore, their fighting qualities were really very much alike.
Each man had, to begin with, the great virtue of utter tenacity and fidelity. Grant fought his way
down the Mississippi Valley in spite of acute personal discouragement and profound military handicaps.
Lee hung on in the trenches at Petersburg after hope itself had died. In each man there was an
indomitable quality. . . .the born fighter's refusal to give up as long as he can still remain on his feet and
lift his two fists.
Daring and resourcefulness they had, too; the ability to think faster and move faster than the
enemy. These were the qualities which gave Lee the dazzling campaigns of Second Manassas and
Chancellorsville and won Vicksburg for Grant.
Lastly, and perhaps greatest of all, there was the ability, at the end, to turn quickly from war to
peace once the fighting was over. Out of the way these two men behaved at Appomattox carne the
possibility of a peace of reconciliation. It was a possibility not wholly realized, in the years to come, but
which did, in the end, help the two sections to become one nation again . . . after a war whose bitterness
might have seemed to make such a reunion wholly impossible. No part of either man's life became him
more than the part he played in this brief meeting in the McLean house at Appomattox. Their behavior
there put all succeeding generations of Americans in their debt. Two great Americans, Grant and Lee-very different, yet under everything very much alike. Their encounter at Appomattox was one of the
great moments of American history.
Questions on “Grant and Lee: A Study in Contrasts”:
11. Catton’s purpose in contrasting Grant and Lee is to make a general statement about the differences
between two currents in American history. Summarize these differences. Do you think these
differences still exist today?
12. Is Catton’s purpose in comparing Grant and Lee the same as his purpose in contrasting them? That
is, do their similarities also make a statement about U.S. history? Explain.
13. Catton uses transitions skillfully in his essay. Identify the transitional words or expressions that link
each paragraph to the preceding one. Explain their effectiveness.
14. Pick out TWO of the sentences you highlighted. After that, describe the type of detail you think that
word embodies. (You can use the same words that were suggested under Question #4 on diction.)
The following is an example:
The sentence “Lee embodied the noblest elements of this aristocratic ideal” displays an idealistic detail
about the character of Lee. The use of specific words such as “noblest” and “aristocratic” to define
Lee show just how esteemed his reputation is.
Adapted from Cheryl A. Rosenbaum and BCS
15
(Question 14 continued) Your answer:
A. The sentence “_____________________________ ” displays__________ detail
as_____________________________________________________________________.
B. The sentence “_____________________________ ” displays__________ detail
as_________________________________________________________________.
15. Another aspect most young writers are challenged by is writing a thesis statement. To aid us in this
matter, the following is a template for how to formulate a thesis statement when writing a
comparison/contrast essay:
While author ___________ focuses on ____________, author __________ analyzes ____________.
Now practice writing a thesis statement using this formula that compares and contrasts the two generals
in this essay:
While Bruce Catton focuses on General __________’s traits by emphasizing _________, Catton also
emphasizes General _____________’s qualities by explaining ___________.
Passage #4: Analyzing Syntax in “Ain’t I a Woman” by Sojourner Truth
Background on Speech: The following speech was given by Sojourner Truth in 1851 at a convention for
women’s rights. Truth had been a slave in 1797, but became an anti-slavery speaker after gaining her
freedom in 1827.
Directions: Syntax is the way the author uses word order, sentence length, sentence focus, and
punctuation (usually to support the author’s purpose). With this in mind, read “Ain’t I a Woman?” and
highlight three significant sentences that reflect Truth’s purpose. I have already highlighted one
example, which does not count toward your overall three you need to highlight.
Well, children, where there is so much racket there must be something out of kilter. I think that 'twixt
the negroes of the South and the women at the North, all talking about rights, the white men will be in a
fix pretty soon. But what's all this here talking about?
That man over there says that women need to be helped into carriages, and lifted over ditches, and to
have the best place everywhere. Nobody ever helps me into carriages, or over mud-puddles, or gives me
any best place! And ain't I a woman? Look at me! Look at my arm! I have ploughed and planted, and
gathered into barns, and no man could head me! And ain't I a woman? I could work as much and eat as
much as a man - when I could get it - and bear the lash as well! And ain't I a woman? I have borne
thirteen children, and seen most all sold off to slavery, and when I cried out with my mother's grief,
none but Jesus heard me! And ain't I a woman?
Adapted from Cheryl A. Rosenbaum and BCS
16
Then they talk about this thing in the head; what's this they call it? [member of audience whispers,
"intellect"] That's it, honey. What's that got to do with women's rights or negroes' rights? If my cup
won't hold but a pint, and yours holds a quart, wouldn't you be mean not to let me have my little half
measure full?
Then that little man in black there, he says women can't have as much rights as men, 'cause Christ wasn't
a woman! Where did your Christ come from? Where did your Christ come from? From God and a
woman!
Man had nothing to do with Him.
If the first woman God ever made was strong enough to turn the world upside down all alone, these
women together ought to be able to turn it back , and get it right side up again! And now they is asking
to do it, the men better let them.
Obliged to you for hearing me, and now old Sojourner ain't got nothing more to say.
Questions on “Ain’t I A Woman?”:
16. In your opinion, what is Sojourner Truth’s strongest point?
17. What is the purpose of her repeating the question “Ain’t I A Woman?”
18. Pick out TWO of the sentences you highlighted. After that, describe the type of syntax you think
that word embodies. (You can use the same words that were suggested under Question #4 on diction.)
The following is an example:
The sentence “And ain’t I a woman” displays colloquial syntax. Sojourner Truth, an emancipated
slave, speaks from her heart to express her strengths as a woman.
Your answer:
A. The sentence “_____________________________ ” displays__________ syntax
as_____________________________________________________________________.
B. The sentence “_____________________________ ” displays__________ syntax
as_________________________________________________________________.
19. In AP English Language and Composition, many students also initially struggle with coming up
with a strong clincher statement. Imagine now you are concluding an essay you just wrote on Sojourner
Truth’s speech. Use the following template to aid you in creating your clincher:
Sojourner Truth’s words are still impactful today as ___________________________
_____________________________________________________________________.
Adapted from Cheryl A. Rosenbaum and BCS
17
Passage #5: Analyzing Tone in Chief Joseph’s “I Am Tired of Fighting”
Background on Passage: Chief Joseph, pictured below, surrendered to the U.S. Army in 1877. He was
the chief of the Nez Pierce people and had spent several years defending his land. His words were
originally published in Harper’s Bazaar magazine.
Directions: Tone is the writer’s (or narrator’s) attitude toward the subject and audience. With this in
mind, read “I Am Tired of Fighting” and highlight five significant words or phrases that reflect Chief
Joseph’s tone. I have already highlighted one example, which do not count toward your overall five you
need to highlight.
Tell General Howard I know his heart. What he told me before, I have it in my heart. I am tired of
fighting. Our Chiefs are killed; Looking Glass is dead, Ta Hool Hool Shute is dead. The old men are all
dead. It is the young men who say yes or no. He who led on the young men is dead. It is cold, and we
have no blankets; the little children are freezing to death. My people, some of them, have run away to
the hills, and have no blankets, no food. No one knows where they are - perhaps freezing to death. I
want to have time to look for my children, and see how many of them I can find. Maybe I shall find
them among the dead. Hear me, my Chiefs! I am tired; my heart is sick and sad. From where the sun
now stands I will fight no more forever.
Adapted from Cheryl A. Rosenbaum and BCS
18
Questions on “I Am Tired of Fighting”:
20. Pick out THREE of the words or phrases you highlighted. After that, describe the type of tone you
think that word embodies. The following are examples of words that could be used to describe tone:
angry
sharp
upset
silly
boring
afraid
happy
hollow
joyful
allusive
sweet
vexed
tired
bitter
dreamy
restrained
proud
dramatic
sad
cold
urgent
joking
poignant
detached
confused
childish
peaceful
mocking
objective
vibrant
frivolous
audacious
shocking
somber
giddy
provocative
sentimental
fanciful
complimentary
condescending
sympathetic
contemptuous
apologetic
humorous
horrific
sarcastic
nostalgic
zealous
irreverent
benevolent
seductive
candid
pitiful
The following is an example:
The word “tired” displays Chief Joseph’s resigned tone; he repeats the message at the beginning and
end of the passage that he is tired of fighting and feels he must surrender.
Your answer:
A. The word “_______” displays a/an_________tone since _______________________
_______________________________________________________________________.
B. The word “_______” displays a/an_________tone since _______________________
_______________________________________________________________________.
C. The word “_______” displays a/an_________tone since _______________________
_______________________________________________________________________.
21. One of the aspects some students struggle with in argument essays is finding examples from history
to support what they are writing. (When you write an argument essay, to make a high score you should
have examples from history and/or literature.)
In order to practice this right now, find TWO articles from REPUTABLE SOURCES that describe a
circumstance from history in which a minority was unjustly persecuted. One example should be from
the twentieth century. One example should be from the 21st century.
Adapted from Cheryl A. Rosenbaum and BCS
19
A. Example of Unjust Persecution from 20th Century: PUT HYPERLINK HERE
______________________________________________________________________________
______________________________________________________
This article discusses __________________________________________________
___________________________________________________________________. This atrocity
caused ___________________________________________________.
I know this is a reputable source since _____________________________________.
B. Example of Unjust Persecution from 21st Century: PUT HYPERLINK HERE
This article discusses __________________________________________________
___________________________________________________________________. This atrocity
caused ___________________________________________________.
I know this is a reputable source since _____________________________________.
Adapted from Cheryl A. Rosenbaum and BCS
20
Passage #6: Analyzing Visual Text Using Margaret Bourke White’s Photograph Entitled “The
Louisville Flood”
Background of Photograph: This photograph was taken in 1937. It is a gelatin silver print mounted on
board, originally 9 11/16 X 13 3/8 in.
Directions: After studying the photograph above, answer the following questions.
22. Find other work this photographer has done by searching for her work online. What else has she
done that is significant? Is this image like the author’s other work or is it different? What accounts for
the difference? Note: Credit the source of where you found your information by doing the following
after you answer the question—(Source: website name). Keep in mind that you should not use a blog or
Wikipedia, but a credible academic source. Also keep in mind to always credit the sources where
you find information in a college-level class.
23. What are the larger historical, political, social, cultural, and economic contexts of this image?
24. Is this a serious or comic image? How do you know?
Adapted from Cheryl A. Rosenbaum and BCS
21
25. What does the image remind you of? Have you seen anything like it somewhere else? Where?
How is this image similar to those others? How does it differ?
26. Does the image include words or a caption? How are those words used? Do they simply identify
the image? Are they part of the image? What do they contribute to the overall meaning?
27. What is your first response after viewing this image?
28. What is juxtaposed in this image? Explain the use of juxtaposition and its effect.
36. How is the image arranged in the visual space? Can you diagram its overall composition? What
effect does this arrangement have on the way you read this image?
29. What strikes you as important, interesting, or emotionally moving in the image?
30. Can you identify elements of the image that could be seen as symbolic?
Passage #8: Analyzing Visual Text Using Vintage Advertisements
Adapted from Cheryl A. Rosenbaum and BCS
22
Directions: Look over the following two advertisements. (One is a Camel cigarette ad from the 1950s;
the other is an ad for Total cereal from the 1970s—and no these are not made up!) Answer the questions
that follow on these advertisements.
31. After looking over Camel’s cigarette ad, what is your overall impression? Explain.
32. Pick out at least three words or phrases that stand out as ironic to you as a person living in the 21st
century.
Adapted from Cheryl A. Rosenbaum and BCS
23
33. After looking over the ad for Total cereal, what is your overall impression? Explain.
34. Pick out at least three words or phrases that stand out as ironic to you as a person living in the 21st
century.
Adapted from Cheryl A. Rosenbaum and BCS
24
PART 2
Your success in the AP class and on the AP exam will depend on your ability to comprehend and
analyze complex texts. Many of the texts we read this year will come from early American Literature, so
the language may be quite different from what you are used to. Part 2 of the summer assignment asks
you to read a book of your choice from the list below. You are encouraged and HIGHLY
RECOMMENDED to take copious notes about moments in the text which excite, intrigue, or confuse
you. This will not only help you keep track of what you are reading/understanding, but it will also help
you keep track of the story line.
After you have finished reading, complete the following questions in paragraph form for your CHOSEN
book only.
First, list the title, author of the work, and its genre.
Then answer the five following questions in paragraph form.
The title for your paper should be Literary Analysis of ________________, (insert the title of your
book). Make sure to back up your answers with evidence – give specific examples!
1. After reading the book what is the significance of the title? How do you know this is true?
2. A theme is the central idea or message of a work. What is the major theme of the novel? How can you
tell? Make sure to give specific examples.
3. Who were the significant characters? Make sure to identify the protagonist and antagonist and to tell
why each character listed is important.
4. Describe the main setting(s) including at least one quote for support. What was the setting’s
significance (how does it affect the action/story)? Give an example.
5. From what point of view is the novel told? How can you tell? Give a specific example.
During the first week of school, you will take a reading test over your chosen book. Be prepared.
You may choose from the following books for Part 2 of your summer project. You can check out these
books from the school prior to summer, borrow from the local library, OR buy your own copy. All of
these books are available online for free at Gutenberg.org. Remember, choose only ONE.
The Scarlet Letter by Nathaniel Hawthorne
The Awakening by Kate Chopin
**As I Lay Dying by William Faulkner
Wuthering Heights by Emily Bronte
The Red Badge of Courage by Stephen Crane
Pride and Prejudice by Jane Austen
**As I Lay Dying is not available online, but it is available for check out from the school as well as the
local public library.
Adapted from Cheryl A. Rosenbaum and BCS