NorthLawndaleCollegePrepCharterHigh School
1615 South Christiana, Chicago, Illinois 60623
1313 South Sacramento, Chicago, Illinois 60623
English Department
(773) 542.1490
Fax (773) 542.1492
Dear 2013-14Senior English student,
We very much look forward to working with you!
In order to begin with us on the first day of class in August, you must complete the following exercise. This is
your opportunity to get a head start on your Senior Project, build your vocabulary, begin to identify your claim
and opposing arguments, and explore possibilities for the creative component of your Senior Project
presentation. Start early:the Note Cards and your essay will become your firstgraded assignments of the 20132014 school year!
1. In NoodleTools: Complete 20 Note Cards using the following sources:
a. Select a Hubsite that relates to your Driving Question. Examples include the Center for Disease
Control and Prevention for a health-based question (cdc.gov) or the American Psychological
Association for a psychology-based question (apa.org).
 Hubsite: 5 Note Cards
My Ideas: Noticing Patterns – make sure you answer at least one of the following
questions for My Ideas for EVERY NOTE CARD
i. What important terms/vocabulary recur in initial note cards? Why are those
terms significant to your topic?
ii. Does the evidence in the NoteCard represent a specific point of view (i.e.
liberal, conservative, postmodern, progressive, neoliberal, New Criticism,
Marxist, market-based, feminist, etc)?
iii. What opinions/perspectives appear more than once?
b. Choose a long nonfiction article or book chapter (2000 word minimum) that relates to your
Driving Question. If you decide to use an article you may search any of the attached periodicals, go
to Gale’s Opposing Viewpoints in Context (password: 1880). Print the article. Read and annotate the
article (i.e. label the author’s supporting reasons (A’s), underline and define key terms, identify the
author’s claim, opposing argument, etc). Please bring your copy with you on the first day of school
in August.
 Nonfiction article: 10 Note Cards
My Ideas: Noticing Patterns – make sure you answer at least one of the following
questions for My Ideas for EVERY NOTE CARD
i.
What important terms/vocabulary recur in initial note cards? Why are those
terms significant to your topic?
ii.
Does the evidence in the NoteCard represent a specific point of view(i.e.
liberal, conservative, postmodern, progressive, , neoliberal, New Criticism,
Marxist, market-based, feminist, etc)?
iii. What opinions/perspectives appear more than once?
c. Emerging Theme NoteCard: Identify a common theme or perspective (B) from your initial
research and write in a separate Emerging Theme NoteCard. Quotation = explain the emerging
theme. Paraphrase = explain what that theme means to you. My Ideas = explain how you think this
theme could evolve into your Senior Project claim.
2. Artistic Representation of a Theme/Claim: For this part of the project you must either see a film from
one of the approved theaters below OR go to “The Modern Wing” of the Art Institute.
a. Select from any of these approved theaters — The Gene SiskelFilm Center
(http://www.siskelfilmcenter.org/); Facets
Multimedia(http://www.facets.org/pages/cinematheque.php); The Music Box Theater
(http://www.musicboxtheatre.com/); or The Landmark Theatres
(http://www.landmarktheatres.com/Market/Chicago/Chicago_Frameset.htm).View and take critical
notes in the CRJ on a film of your choice. Pay close attention to the small things (techniques or A’s)
at the director does to create his/her main idea (B). Staple the theater ticket stub to your CRJ pages.
i. You must create 4 Note Cards on the film. This is how they work:
1. Direct Quotation: In this box you need to describe one scene that stands out or is
important to the larger meaning of the film.
2. Paraphrase: In this box you need to describe how that scene contributes to an
important idea in the film.
3. My Ideas: In this box you need to describe how that idea/scene relates to your
Emerging Theme (Analysis) OR how it relates to another idea/scene in the film.
OR
b. Visit “The Modern Wing” of the Art Institute of Chicago, 111 South Michigan Avenue
(http://www.artic.edu/aic/collections/exhibitions/modernwing/overview).View and take critical notes
on one selected piece of visual art (you choose — a painting, sculpture, tapestry, costume, mural,
stained glass, etc.; be certain to write down the title, artist’s name, and year). Examine the small
things (techniques or A’s)that the artist does to create his/her main idea (B). [Please note: The Art
Institute is free the first and second Wednesday of every month; at other times, the fee for adults is
$18, the fee for children, students, and seniors is $12, and children under 14 are free. You may take
photographs if the selected piece is from the permanent collection and you use existing light, on
condition that the photographs are for personal, noncommercial use. Flashes, tripods, and video
cameras are prohibited.]
i. You must create 4 Note Cards on the artwork. This is how they work:
1. Direct Quotation: Evidence: In this box you need to describe an important aspect
or technique of the art work (Example: Use of color, space, materials, composition,
etc).
2. Paraphrase: In this box you need to explain how that aspect of the artwork
contributes to the overall meaning of the work.
3. My Ideas: In this box you need to explain how that aspect relates to your Emerging
Theme (Analysis) OR how it relates to another idea/scene in your film or article.
3. In your Essay:
Then, you are to create a typed AP-style essay that weaves together your most thoughtful synthesis of two
of pieces — the long article, AND the film, OR the piece of modern visual art. Attach all drafts, including
your and others’ editing notes of the drafts.Your essay should be typed, double-spaced, and in Times New
Roman 12-point font. As with any assignment, your work must be original — not plagiarized. In August,
you will be asked to submit your essay to Turnitin.com. (See the attached essay structure.)
Summer can be nature’s time for re-imagining ourselves. We encourage you to use this summer exercise and
the rest of your summer to do just that — to re-imagine yourself, your possibilities, and how you can contribute
to academic discourse through your Senior Project as you enter one of the critical times of your young life,
Senior year.
With best wishes for your summer,
NLCP Senior English teachers
Hook
INTRO
Emerging
Theme/Claim
Evidence 1
A1-1
(first
reason)
A1Long periodical
A1-2
(second
reason)
article
A1-3
(third
reason)
Evidence 2
Evidence 3
Evidence 1
Evidence 2
B
Evidence 3
Evidence 1
Evidence 2
Evidence 3
AND
Evidence1
A2-1
(idea from thefilm)
BODY
A2Your chosen film
A2-2 (idea from
the film)
A2-3 (idea from
the film)
Evidence2
Evidence 3
Evidence 1
Evidence 2
B
Evidence 3
Evidence 1
Evidence 2
Evidence 3
OR
Evidence 1
A2Your chosen piece of art:
A2-1 (main idea
of the piece of art)
Evidence2
Evidence3
CONCLUSION
B
AP® English Language and Composition
2013 SUMMER READING SCORING GUIDELINES
NorthLawndaleCollegePrepHigh School
All essays, even those scored 8 or 9, may contain occasional flaws in analysis, prose style, or mechanics.
Such features should enter into the holistic evaluation of an essay's overall quality. In no case may an essay
with many distracting errors m grammar and mechanics be scored higher than a 2.
9 Essays earning a score of 9 meet the criteria for 8 essays and, in addition, are especially
sophisticated in their argument, skillful in their synthesis of sources, or impressive m their
control of language.
8
Effective
Essays earning a score of 8 effectively argue how the short story, a film of the student’s choosing and a
piece of art at “The Modern Wing” of the Art Institute of Chicago develop the same theme. They support the
argument by successfully synthesizing* the three sources. The argument is convincing, and the sources
effectively support the student's position. The prose demonstrates an ability to control a wide range of the
elements of effective writing but is not necessarily flawless.
7 Essays earning a score of 7 fit the description of 6 essays but are distinguished by more
complete or more purposeful argumentation and synthesis of sources, or a more mature prose
style.
6
Adequate
Essays earning a score of 6 adequately argue how the short story, a film of the student’s choosing and a
piece of art at “The Modern Wing” of the Art Institute of Chicago develop the same theme. They synthesize
the three sources. The argument is generally convincing and the sources generally support the student's
position, but the argument is less developed or less cogent than the arguments of essays earning higher
scores. The language may contain lapses in diction or syntax, but generally the prose is clear.
5 Essays earning a score of 5 argue how the short story, a film of the student’s choosing and a
piece of art at “The Modern Wing” of the Art Institute of Chicago develop the same theme.
They support the position by synthesizing the three sources, but their arguments and their use
of sources are somewhat limited, inconsistent, or uneven. The argument is generally clear, and
the sources generally support the student's position, but the relationship between the sources
and the argument may be strained. The writing may contain lapses in diction or syntax, but it
usually conveys the writer's ideas adequately.
4
Inadequate
Essays earning a score of 4 inadequately argue how the short story, a film of the student’s choosing and a
piece of art at “The Modern Wing” of the Art Institute of Chicago develop the same theme. They attempt to
present an argument and support the position by synthesizing at least two sources but may misunderstand,
misrepresent, or oversimplify either their own argument or the sources they include. The link between the
argument and the sources is weak. The prose of 4 essays may suggest immature control of writing.
*For the purpose of scoring, synthesis refers to combining the sources and the writer’s position to form a cohesive, supported argument, and accurately citing sources.
© 2013 The College Board. All Rights Reserved
Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents).
AP® English Language and Composition
2013 SUMMER READING SCORING GUIDELINES
NorthLawndaleCollegePrepHigh School
3 Essays earning a score of 3 meet the criteria for a score of 4 but demonstrate less
understanding of the sources, less success in developing their own position, or less
control of writing.
2
Little Success
Essays earning a score of 2 demonstrate little success in arguing how the short story, a film of the
student’s choosing and a piece of art at “The Modern Wing” of the Art Institute of Chicago develop the same
theme. They may merely allude to knowledge gained from reading/viewing the sources rather than
citing the sources themselves. These essays may misread the sources, fail to present an argument,
or substitute a simpler task by merely responding to the summer reading assignment tangentially or
merely summarizing the sources. The prose of 2 essays often demonstrates consistent weaknesses
in writing, such as a lack of development or organization, grammatical problems, or a lack of
control.
1 Essays earning a score of 1 meet the criteria for a score of 2 but are especially
simplistic, are weak in their control of writing, or do not cite even one source.
0 Indicates an on-topic response that receives no credit, such as one that merely repeats the
prompt.
—
Indicates a blank response or one that is completely off topic
© 2013 The College Board. All Rights Reserved
Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents).