Summer Reading Assignment for AP Language and Composition 2015
Mrs. Nigro
This assignment is posted on my FHS web site along with the tone words and the rhetorical device
handbook.
AP Language and Composition Expectations
The AP Language and Composition course is one in which you are expected to be an independent thinker.
While I will offer you support, you must become an active learner at this level, as this is a challenging
course. During the course of the school year, we will read numerous essays and other works that call for a
deep, thoughtful interpretation.
To maximize your comprehension of the literature, you must learn to properly annotate if you have not
been doing so. As this is a college-level course, you must be engaged with your reading, you must not put
it off until the last minute, and you must annotate your texts. Before you begin reading your summer
texts, please thoroughly read the provided information on annotation.
Course Materials
Binder with dividers (suggested topics: Multiple Choice, Writing, Handouts, Classwork,
Miscellaneous/Your choice)
Highlighters (4 colors)
Blue/Black Ballpoint pens
Pencils/Good erasers
Summer Assignment Overview
The focus of AP Language and Composition is reading, understanding, and writing nonfiction prose,
analyzing its rhetoric and argumentation style, and using multiple sources to develop and support your
own arguments. As such, the required preparatory summer work for AP Language and Composition will
be to read a literary memoir and one full-length, nonfiction book (see below), and to prepare for both a
rhetorical terms test and tone words test upon your return to school in the fall.
The school’s plagiarism policy will be applied to any plagiarism for the summer assignment. You do not
receive credit for plagiarism because you do not do your own work. You may not make up the
assignment, either. You may not use Spark Notes, Cliffs Notes, or any other such materials in the
completion of the summer assignment. You may not use materials from another student, nor may you
work collaboratively with others on this assignment. If you have any questions, you may contact me at
susan.nigro@lcps.org. Not waiting until the last minute to complete your summer assignment and
relying on your teacher for guidance is the best way to maintain your academic integrity.
The books you will be reading are Stephen King’s literary memoir On Writing: A Memoir of the Craft and
Barbara Ehrenreich’s Nickel and Dimed: On (Not) Getting by in America. You may find these books on
Amazon.com at reasonable prices, where they can be purchased in paperback format.
Part I. You will be responsible for reading Stephen King’s literary memoir On Writing: A Memoir of the
Craft.
On Writing: A Memoir of the Craft by Stephen King
http://www.amazon.com/Writing-Memoir-Craft-StephenKing/dp/B009BDVD2Q/ref=sr_1_2?s=books&ie=UTF8&qid=1431869382&sr=12&keywords=on+writing%2C+king
Instructions for reading King: Annotate the text. You should look up anything you are not familiar
with—vocabulary, allusions, and concepts that are mentioned but not defined.
Typed Assignment for King:
1. Select six meaningful passages you feel illustrate pivotal moments in the author’s increasing
awareness of how storytelling, reading, and writing define his sense of self and his voice. These
passages can be just a few sentences or longer, and they should adequately draw from the
beginning, middle, and end of the text.
2. Type out the entire passage to which you will refer and the page number from which it came.
3. Paraphrase or summarize the passage.
4. Provide the context from which the passage came. In other words, what is happening before and
after this passage appears in the text?
5. Analyze the passage in complete sentences. Why is this a pivotal passage? What insight does it
give the reader about King? This is not a personal reaction; rather, you should analyze King’s
purpose and the methods he uses to illustrate his point. This is where you will show your
engagement and reflection. Your analysis should be longer than the selected passage.
Part II. You will be responsible for reading Barbara Ehrenreich’s Nickel and Dimed: On (Not) Getting by in
America.
Nickel and Dimed: On (Not) Getting by in America by Barbara Ehrenreich
http://www.amazon.com/Nickel-Dimed-Not-GettingAmerica/dp/0312626681/ref=sr_1_1?s=books&ie=UTF8&qid=1431869635&sr=11&keywords=nickel+and+dimed
Instructions for reading Ehrenreich: Annotate the text. Again, look up anything you are not familiar
with, as this facilitates your understanding of the text.
Typed Assignment (separate from the King assignment):
1. Speaker: The voice that tells the story. Discuss the authority and credibility of the speaker. How
does the speaker establish her ethos in the passage? Explain specific ways that the speaker helps
to define herself as a trustworthy and/or qualified messenger.
2. Occasion: The time and the place of the piece; the context that prompted the writing.
Writing does not occur in a vacuum. All writers are influenced by the larger occasion: an
environment of ideas, attitudes, and emotions that swirl around a broad issue. Then there is the
immediate occasion: an event or situation that catches the writer's attention and triggers a
response. Analyze the reason(s) the speaker is choosing to approach the topic at this particular
moment in time. Is she writing in reaction to a specific event or person? Discuss how the occasion
is revealed in the text.
3. Audience: The group of readers to whom this piece is directed. Explain the primary and any
secondary audiences to whom this piece is directed. How do you know who the audience is? How
is the audience defined? Discuss how the speaker demonstrates understanding of the audience
and how she uses that understanding to accomplish her goals.
4. Purpose: The reason behind the text. Analyze the reason or exigence underlying the text.
Explore the purpose beyond its basic informative nature. You must identify at least one specific
action expected of the audience. Discuss how the purpose is revealed in the text.
5. Subject: Students should be able to state the subject in a few words or phrases. Explain the
general topic, content, and ideas contained in the text. Does the speaker explicitly state the subject
or is it implied? What rhetorical techniques employed by the author do you find particularly
effective in achieving her purpose?
6. Tone: The attitude of the author. Tone extends meaning beyond the literal. Analyze how the
author conveys tone through diction, syntax, structure, and imagery. Give specific examples from
the text and discuss how the tone affects the effectiveness of the passage. Use your list of tone
words to pinpoint the specific tone and/or tone shifts of the piece.
7. Three discussion questions for a Socratic seminar (see instructions for developing discussion
questions). IMPORTANT: AP Socratic discussions are held to a high standard, and you will want to
enter into them as prepared as possible.
Important Note: These are to be numbered when answered, and all answers should be extensive,
deep, and thoughtful. Additionally, all answers (with the exception of your three questions)
should be supported by concrete textual evidence and cited using MLA format.
Developing Discussion Questions
If you are alert and focused while reading, maintain your engagement with the text, and annotate
properly, you should have little trouble with either developing discussion questions or responding to
analytical essay prompts. Thoughtful questions are the mainstay of a successful class.
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Raise questions you believe will spark a lively (but intelligent, not contentious) discussion.
Ask questions that may generate multiple interpretations of the text or are debatable.
Ask questions for which you really want an answer. If there is something you are confused about,
allow the class to offer their insights as a bridge to understanding.
Ask questions that lead to understanding of the text—questions designed to help us all better
understand the text, its meanings, how it works.
Ask questions that focus on the author’s word choices and use of language, questions that consider
the connotations of words.
Ask questions that require more than a simple “yes” or “no” answer.
In a rhetorical analysis, your job is to evaluate how authors use language to create arguments and
accomplish a purpose, not necessarily to evaluate the merits of their arguments. We do not focus on
whether or not we agree with the stands authors take, but how effectively they make them.
Annotating
Annotating is essential for a close and critical reading of your texts when you are preparing for class
assessments and discussion. Many students, unfortunately, have developed the habit of a sort of “freeform” annotation and highlighting, making their texts look attractive but providing little effectiveness in
an in-depth analysis of the text. I’ve noted some effective strategies for annotating below:
In the text:
 Circle phrases you find interesting, represent larger themes or images (motifs), and/or reveal
figurative language.
 Note shifts in pronoun usage/narrative point of view.
 Circle words the author uses for their connotative meanings.
 Circle unfamiliar words.
 Underline sentences that stand out, develop an argument, or make a point.
 Number related points.
 Bracket important sections of text.
 Connect important ideas, words, or phrases with arrows.
In the margins:
 Summarize and number each paragraph (shorter pieces).
 Define the unfamiliar terms.
 Note any questions that come to mind.
 Note possible connotative meanings of circled words.
 Note any significant patterns or motifs.
 Identify any outstanding language use or writing strategies you discover.
 Identify points or arguments (or fallacious arguments).
*Thank you to Mr. Gunnar for use of his materials in “developing discussion questions” and “annotating.”
Part III. Rhetorical Devices and Tone Words. These terms can be found on my FHS web site. You will
need to download and print them out (again, so you will have the ability to take down notes when
necessary). I have provided you with definitions for all terms, and for the rhetorical devices and
strategies, examples, as well. It is up to you to familiarize yourself with all terms before the start of next
school year.
Warning: Do not put this off as there are many terms to learn—budget your time over the summer and
learn them the correct way. These are terms we will use all year, and as such, their meanings are integral
to your success both in class and on the AP Language and Composition Exam in May. Cramming right
before the start of the fall semester brings your short-term memory into play, which means you will not
retain the information. This will cause you to struggle for much of the year.
We will hit the ground running in September, so I expect everyone to know this information. Be ready for
deep, thoughtful analysis and assessments.
Again, if you have any questions, you may contact me at my e-mail address:
Susan.nigro@lcps.org
Have an enjoyable summer!
Mrs. Nigro