2015 Summer Reading—Honors American Literature and Composition
Required Reading Overview
The Creekside High School English Department believes that summer reading can be beneficial
in honing students’ analytical skills, laying the foundation for a classroom community, fostering
independent reading; and, most, supporting students’ appreciation for literature. Our hope is
that providing students with high-interest texts and meaningful assignments will encourage your
reading and promote both your oral and written analysis of the text. Thus, students taking Honors
American Literature and Composition at Creekside High School are required to read the
contemporary, American memoir Finding Fish by Antwone Fisher. One of the essential questions
in American Literature and Composition is how do our economic, social, political, geographic,
and personal contexts/situations shape who we are as Americans. Antwone Fisher’s memoir
allows students to explore one possible answer to this question.
As you read, consider how you might respond to the two- part assignment below.
Assignment 1:
Write a comparison contrast essay in which you compare the memoir Finding Fish to the movie
Antwone Fisher (PG-13).
Purpose: Please remember this important aspect of literary analysis: “It is important for
you to keep literary analysis in perspective: analyzing a work is a means toward
appreciation and evaluation, not an end in itself.” Sometimes students think they have
fulfilled the requirements for an A paper by comparing two characters without any
mention of the theme or the insight such a comparison or analysis lends. You MUST have
a reason for writing what you write (other than it is a requirement for this class). [What
insight, what truth is revealed by a careful analysis of your topic?]
Source: Danny Lawrence, College Board AP instructor


Use your prewriting notes on the similarities between the concepts.

Find a sound bases for comparison. Remember that you can actually compare apples to
oranges, but the point is that you really want to compare apples to apples. Your
comparisons need to be cogent (convincing).

Write a clear thesis statement. The thesis statement should identify the subjects and the
purpose of your comparison. To help you formulate your thesis statement, ask yourself the
following questions: What similarity do I want to show? Am I introducing a subject that
may be unfamiliar to my readers, or am I attempting to refine my readers’ understanding
of the similarities between the two subjects?

Gather and organize information. Using your thesis statement as a guide, identify the
most important points of comparison—the relevant features. Use your graphic organizer
again to list the relevant features, and then compare each subject on each of those
features. For example, in a comparison of rock music and blues music, relevant features
might include rhythm, instrumentation, lyrics, audience, and performers.
There are two basic patterns for organizing a comparison. With subject-by-subject
organization, you fully discuss one subject, and then the other. With the featureby-feature pattern, you address each feature in turn and show how the subjects
are similar. The chart below shows the two patterns of organization.
Subject-by-Subject/Block
Introduction
Subject 1
Feature 1
Feature 2,
Feature 3, etc.
Subject 2
Feature 1
Feature 2
Feature 3, etc.
Conclusion
Feature-by-Feature/ Point by Point
Introduction
Feature 1
Subject 1
Subject 2
Feature 2
Subject 1
Subject 2
Feature 3, etc.
Conclusion
Here is an explanation of these two patterns of organization for comparison/contrast
essays: Key: organization is evident.
Thesis: Mom’s Hamburger Haven is a much better restaurant than McPhony’s because of its
superior food, service, and atmosphere.
Subject-by-Subject/Block
A. Mom’s
1. Food
2. Service
3. Atmosphere
B. McPhony’s
1. Food
2. Service
3. Atmosphere
Feature-by-Feature/ Point by Point
Point 1: Food
A. Mom’s
B. McPhony’s
Point 2: Service
A. Mom’s
B. McPhony’s
Point 3: Atmosphere
A. Mom’s
B. McPhony’s
*** If you use the subject-by-subject/ block pattern, you should discuss the three points—food,
service, atmosphere—in the same order for each subject. In addition, you must include in
your discussion of subject “B” specific references to the points you made earlier about
subject “A.” In other words, because your statements about Mom’s superior food may be
several pages away by the time your comments on McPhony’s food appear, the readers
may not remember precisely what you said. Gently, unobtrusively, remind them with a
specific reference to the earlier discussion. For instance, you might begin your paragraph on
McPhony’s service like this: “Unlike the friendly, attentive help at Mom’s, service at
McPhony’s features grouchy persons who wait on you as if they consider your presence an
intrusion on their privacy.” The discussion of atmosphere might begin, “McPhony’s
atmosphere is as cold, sterile, and plastic as its décor, in contrast to the warm, homey feeling
that pervades Mom’s.” Without such connecting phrases, what should be one unified essay
will look more like two distinct mini-essays, forcing readers to do the job of comparing or
contrasting for you.
Source: Danny Lawrence, College Board AP instructor

Write an introduction. The introduction to your composition should present the subjects
being compared and state the purpose of your comparison. Be sure to include a brief
introduction of the concept so that you can place it in its proper context. To draw your
readers into your composition, you might begin by showing a striking contrast or an often
overlooked similarity between your subjects. The introduction should narrow to the thesis,
which will be the last sentence in your introductory paragraph.

Draft. As you write, keep your thesis in mind. Be sure to discuss each relevant feature you
have identified. Choose one pattern of organization and follow it throughout your
composition.

As you write the body, remember that transitions are effective signals to the reader to
show whether you are discussing similarities or differences. Sophisticated transitions are
parallel phrases, clauses, and synonyms that link sentences or paragraphs. The topic
sentences should refer to the overall thesis idea and/or the idea discussed in the previous
paragraph and should refer specifically to the new ideas to be discussed in the
paragraph. The number of paragraphs will be at your discretion. I do expect good topic
sentences and specific support/evidence from the individual works to develop those
paragraphs.

Write a conclusion. I will expect a good concluding paragraph for this essay also. End
your composition on a strong note. You have put forth so much effort; do not merely
“whimper off the page.” In addition to restating the main idea (not a summary of what
you have written), draw a conclusion about the subjects you have compared. What is
the purpose of having written the comparison? Ask yourself so what? after each
sentence in your conclusion to help you polish your concluding paragraph.

Document correctly. When you cite from the text in your essay, use quotation marks
around directly quoted material. Follow the quotation with page number(s) in
parenthesis. Final punctuation should follow the parenthesis. If the quote runs four or
more lines block or center the quote. In this instance, the final punctuation mark
precedes the final parenthesis. To cite a movie in an essay, see
https://owl.english.purdue.edu/owl/resource/747/02/

If you change the original text to fit your own prose, you should indicate the change in
brackets [ ].

Do not consult secondary sources for written comparative essays on the two texts, doing
so, may put you in jeopardy of unknowingly copying what you find. Tip: If you get stuck
or have writer’s block, go to the website of a large university’s writing center where you
will find guidelines like the ones provided here as well as sample essays.
http://writingcenter.unc.edu/

Source: the bulleted notes above are adapted from Danny Lawrence, College Board AP
instructor and various text books.
Resources: If you need some more advice/inspiration to get started, check out the website:
http://www.readwritethink.org/materials/compcontrast/

Basic Checklist
 Have you drafted, revised, and edited your essay at least twice?
 Have you headed your paper correctly, titled your paper accordingly, and
followed MLA format?
 Have you chosen sound features to make your comparison worthwhile?
 Does your introduction provide brief expository information to place the concepts
within their respective contexts?
 Is your thesis open? Does it present your thesis statement clearly and present the
purpose of your comparison?
 Have you identified the relevant features to be compared and analyzed them
thoroughly?
 Have you included specific details, quotes, and examples from the text(s) to
support your comparison?
 Have you drawn a specific conclusion and ended your composition on a strong
note?
 Have you used appropriate transitions to show similarities between the subjects of
your comparison? Are your transitions sophisticated (synonyms, pronouns,
phrases, and clauses) which help to link/connect ideas?
 Have you used subject-by-subject or feature-by-feature organization?
 Is the essay written formally in the third person?
 Have you eliminated contractions, slang, and conversational (colloquial)
language?
 Have you spelled the characters’ names correctly, italicized the titles of the
works, and eliminated grammatical errors including punctuation, sentence
structure, mechanical, pronoun-antecedent agreement, misplaced and
dangling modifiers, parallelism, subject/verb agreement, and spelling errors?
 Have you written in the literary present?
 Have you written no more than 2 fully developed pages?
 Have you read a sample essay comparison contrast essay—not on your topic?
 Are you ready to submit your essay?

Source: adapted from various text books.
Comparison Contrast Rubric
ELACC11-12W2 : Write informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately through the effective selection, organization, and analysis of
content. (CCGPS)
ELACC11-12RL7 : Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live
production of a play or recorded novel or poetry), evaluating how each version interprets the source text.
(CCGPS)
Domains
Introduction
ELAW2:
a. Introduce a
topic; organize
complex ideas,
concepts, and
information so
that each new
element builds on
that which
precedes it to
create a unified
whole.
Thesis
Formulates a
coherent
thesis/claim or
controlling idea.
Conclusion
ELAW2:
f. Provide a
concluding
statement or
section that
follows from and
supports the
information or
Exceeds
Standard
14-15
The writer
produces
an engaging
hook and
provides
expository
information
Meets Standard
Approaches
Standard
11-10
The writer gives a
perfunctory
overview and/or
leaves out a
couple of
important
aspects of the
exposition. The
writer’s
introduction is
one of the
ineffective
introductions:
“Place Holder,”
“Book Report,“
Restated
Question,”
“Webster’s
Dictionary,” or
“The Dawn of
Man
Introduction.”
Emergent/Beginning
14-15
The writer
constructs a
clearly stated
thesis
which reveals a
sound bases for
comparison
as well as a
meaningful
purpose for
analysis.
14-15
The writer
produces a
strong (welldeveloped)
concluding
paragraph which
advances an
idea and
discusses the
13-12
The writer creates
a thesis which
reveals a sound
bases for
comparison and
an evaluative
purpose.
11-10
The paper forms
a thesis that may
be obvious
and/or the
purpose for
comparison is not
articulated.
9-0
The writer does not
articulate a thesis.
The writer’s paper
does not have an
evaluative purpose,
or the writer’s thesis
statement is
convoluted.
13-12
The writer
provides
a sound
conclusion
which takes an
idea
one step further
or
advances an
11-10
The writer gives
one of the four
types of
ineffective/weak
conclusions:
“That’s My Story
and I’m Sticking
to It” “The
Sherlock Holmes,”
9-0
The writer has no
conclusion or offers
a mere, cursory
restatement
of the introductory
paragraph and
thesis.
13-12
The writer
provides the
basic expository
requirements of
the essay.
9-0
The writer offers little
or no expository
information, or the
introductory
paragraph is not
evident.
explanation
presented (e.g.,
articulating
implications or
the significance
of the topic).
Purpose and
Supporting
Details
ELAW2:
b. Develop the
topic thoroughly
by selecting the
most significant
and relevant
facts, extended
definitions,
concrete details,
quotations, or
other information
and examples
appropriate to
the audience’s
knowledge of the
topic
Organization and
Structure
ELAW2:
c. Use
appropriate and
varied transitions
and syntax to link
the major
sections of the
text, create
cohesion, and
clarify the
relationships
among complex
ideas and
concepts.
implications of
the reasoned
analysis.
14-15
The writer
compares items
clearly. The writer
points to specific
examples to
illustrate the
comparison.
idea.
13-12
The writer
includes only the
information
relevant to the
comparison.
“America the
Beautiful,” “I am
Woman [Man],”
“We Shall
Overcome,” or
Grab Bag
Conclusions.”
11-10
The writer
compares
items clearly, but
the supporting
information is
incomplete.
The writer may
include
information
that is not
relevant
to the
comparison.
9-0
The writer does not
fully compare the
two subjects.
The writer has no
supporting
information or
the support is
incomplete.
11-10
The writer breaks
the information
into
block/ subjectbysubject
similarities or
feature-by
feature/ point-bypoint structure,
but
some details are
not in a logical or
expected order
which distracts
the
reader.
9-0
The writer
digresses so
there is little sense
that the writing is
organized and
logical.
13-12
14-15
The writer breaks
the information
into
block,/subjectby-subject
similarities or
featureby-feature/pointby
point structure.
The
writer follows a
consistent
order when
discussing the
comparison.
The writer breaks
the information
into
block/subject-bysubject or
feature-by
feature/ point-bypoint structure
but
does not follow a
consistent order
when discussing
the
comparison.
Transitions
Maintains
coherence by
relating all topic
sentences to the
thesis/claim or
controlling idea,
as applicable.
Conventions
(Grammar,
Usage, and
Mechanics)
ELA12C1:
ELACC11-12L1 :
Demonstrate
command of the
conventions of
standard English
grammar and
usage when
writing or
speaking.
(CCGPS)
14-15
The writer moves
smoothly from
one
idea to the next.
The writer uses
comparison and
contrast
transition words
to
show
relationships
between ideas.
The
writer uses a
variety
of sentence
structures
and transitions.
13-12
The writer
employs
transitions
which move
from one idea to
the
next, but there is
little variety. The
writer uses
comparison and
contrast transition
words to show
relationships
between ideas.
11-10
The writer uses
some transitions
which work well,
but
the connections
between other
ideas
are fuzzy.
9-0
The writer’s
transitions
between ideas are
unclear or
nonexistent.
14-15
The writer has 1-2
errors in
grammar,
spelling, or usage
that distracts the
reader from the
content.
13-12
The writer has 3-4
errors in
grammar,
spelling, or usage
that distracts the
reader from the
content.
11-10
The writer has 5-6
errors in
grammar,
spelling, or usage
that distracts the
reader from the
content.
9-0
The writer has more
than six
errors in grammar,
spelling, or usage
that distracts the
reader
from the content.
10-9
8-7
6-5
4-0
Adapted from: NCTE read write think copyright 2004.
Assignment 2:
ELACC11-12RI7 : Integrate and evaluate multiple sources of information presented in different
media or formats (e.g., visually, quantitatively) as well as in words in order to address a question
or solve a problem. (CCGPS)
Life Box
“The objects people carry around can tell a lot about them at that precise moment in time. They
could describe what they do for a living or where they are going. You could call these things
‘character life boxes,’ because they reveal something about a person’s life.”
Source: http://artsedge.kennedy-center.org/educators/lessons/grade-68/Character_Life_Box#Instruction
Purpose:
In literature, for a character to become interesting, the writer must create
specific and believable details that will make us care about this individual.
Some reasons that we may care about characters are:



We have something in common with them.
Something about them is familiar to us, they remind of us someone we know, like,
or dislike.
[In essence], we understand their goals, dreams, successes or failures.
Source: http://artsedge.kennedy-center.org/educators/lessons/grade-68/Character_Life_Box#Instruction
“The ‘life box’ offers [you] a hands-on opportunity to understand characterization” in nonfiction
“literature and to connect historical and contemporary culture.” Through research and study of
the memoir Antwone Fisher, you will collect props, which will serve as symbols and clues to
create a “life box.”
Source: adapted from http://artsedge.kennedy-center.org/educators/lessons/grade-68/Character_Life_Box#Instruction
Instructions:
1. Using the memoir, research information about the historical context in which Fisher grew up.
The National History Museum is a sound source for images. See http://americanhistory.si.edu/ .
2. Create a “character life box” for Antwone Fisher.
3. Choose five items to place inside the box. These items should be symbolic of Fisher’s “goals,
dreams, successes, and/or failures.”
4. Provide five quotes (textual evidence) from the memoir which supports your symbol.
5. Present your “Life Box” to the class.
Source: adapted from
http://artsedge.kennedy-center.org/educators/lessons/grade-6-8/Character_Life_Box#Instruction
Source: adapted from http://blogs.pennmanor.net/lorihuel/2009/12/01/character-box-requirements-andrubric/
Rubric: Character Box
Project Requirement/Criteria
Points Possible 75/75
Points Earned
The student stores the items in a literal or virtually decorated box or container.
ELACC11-12W7 : Conduct short as well as more sustained research projects to answer a question (including
a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCGPS)
The student decorates a box depicting images from the geographic, social, political, economic, and
personal contexts in which Fisher grew up. Descriptors: aesthetically pleasing, neat, relevant to the
character and the period, prepared before class presentation
5x5 =25 Points
4x5=20 Points
3x5=15 Points
2x5=10 Points
1x5=5 Points
ELACC11-12RL7 : Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live
production of a play or recorded novel or poetry), evaluating how each version interprets the source text.
The student has written specific textual support which explains why each of the five symbolic or literal
objects was chosen and what it reveals about the character. Think analysis.
5 x5= 25
4 x 5= 20
3 x 5=15
2 x 5= 10
1 x 5= 5
ELACC11-12SL1 : Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’
ideas and expressing their own clearly and persuasively. (CCGPS)
The student presents the “life box” to the class.
Student uses a clear voice and correct, precise pronunciation of
terms. The student consistently listens to and asks questions about his or her classmates’ presentations.
5 x 5= 25
4 x 5= 20
3 x 5= 15
2 x 5= 10
1 x 5= 5
Source: Adapted from http://blogs.pennmanor.net/lorihuel/2009/12/01/character-box-requirements-andrubric/