AP Language Summer Reading Assignments 2012-2013
Due Date: The first day of school, Monday, August 6, 2012
1. Newspaper/magazine editorial reading assignment: The purpose of this assignment is to introduce
the student to the focus of AP Language: analyzing non-fiction. Throughout the course, students will be
required to keep up with major societal issues. This assignment introduces the student to the process of
looking for reliable, accurate news sources, identifying major issues, and identifying textual evidence as
the basis for validation of arguments.
Directions:
a) Get a three-prong folder. This will serve as a journal. Over the summer, read, clip and
place into the journal at least five editorials or commentaries/essays (all nonfiction, not
news articles or informative features) from reputable newspapers or issues-based
magazines. Each article should be on a different societal issue e.g., Obama Care, gas prices,
inflation, recession, bullying, same-sex marriages, genocide, campaign reform, etc.
**Editorials are articles that assert the writer’s opinion about a topic. The articles chosen
should be about relevant current events happening in the world. Use at least three different
sources (i.e. not all five pieces should come from the same newspaper/magazine). DO NOT
USE SOURCES SUCH AS USA TODAY, PEOPLE, SEVENTEEN, ETC. BLOGS ARE
NOT RELIABLE SOURCES!
b) Examples of reliable news sources (most, if not all, of which can be accessed online,
sometimes by signing up to the website for free):
The New York Times (N)
The Washington Post (N)
The State (N)
The Herald-Journal (N)
The Post and Courier (N)
The Atlanta Journal-Constitution (N)
The Miami Herald (N)
The Los Angeles Times (N)
The New Yorker (M)
Atlantic Monthly (M)
Harper’s (M)
The Economist (M)
Newsweek (M)
c) Then, secure each article in the journal. For each article identify and list the following
information:
1. The author, date, and source of the article
2. The issue being discussed
3. The author’s opinion (point of view) on the issue
4. The student’s position on the issue: Clearly state do you agree, disagree, or qualify
the author’s point of view.
5. Provide reasoning for the student’s position.
6. Three major points from the article that validate the author’s opinion: the student
will need to write verbatim each point as identified in the article
7. The counter –argument (the opposing view) as identified by the author in the article:
the student will need to write verbatim the counter argument as identified in the article
8. A one sentence summary of the article that includes the author’s name, the title of
the article, focus of the article, and the author’s purpose for writing the article.
2. Analytical Writing Assignment: The purpose of this assignment is to prepare students to recognize
and analyze theme development and to provide supporting details for validation of theme.
Throughout the course, students will be required to demonstrate understanding of texts and identify
evidence examples of literary elements in a variety of texts of different genres using textual support
as basis for validation.
Directions: Select one (1) set of novels. Read both novels and then develop one (1) analytical
essay that represents a comparison/contrast of the theme of the two novels. The essay must
include a well-developed introduction, body, and conclusion. The introduction must include the
authors, titles, and the introduction of main characters, major conflicts, and resolutions of
both novels. The introduction should also include the common theme of the novels. The
introduction must end with a thesis: the thesis is a one-sentence statement that includes a fact and
opinion that will summarize the major focus of the paper. The essay should not include any firstperson (I, me, my, mine, myself, us, our, ourselves, or we) or second-person (you, your, yours,
yourself) pronouns. The body must include at least three major points that will be addressed in
regards to the common theme and each major point must have at least two quotes from each text
to support the development of the theme. Each quote must be documented with MLA
parenthetical citations. Be sure to elaborate on each quote and link it back to support of the
thesis. The essay should end with a well-developed conclusion that restates or paraphrases the
thesis, summarizes the main points, and provides insight gained or the lesson learned.
Novel Selections:
1.
2.
3.
4.
5.
6.
7.
Bless Me Ultima, Rudolfo Anaya/ The Scarlet Letter, Nathaniel Hawthorne
The Giver, Lois Lowry/ A Prayer for Owen Meany, John Irving
Heart of Darkness, Joseph Conrad/ Apocalypse, Tim Bowler
Allegory of the Cave, Plato/ Body Ritual Among the Nacirema, Horace Miner
China Cry: The Nora Lam Story, Nora Lam, Richard H. Schneider/ Speak, Memory, Vladimir Nabokov
The Things They Carried, Tim O’Brien/ In the Lake of the Woods, Tim O’Brien
102 Minutes: The Untold Story of the Fight to Survive Inside the Twin Towers, Kevin Flynn and Jim
Dwyer/ The Worst Hard Time: The Untold Story of Those Who Survived the Great American Dustbowl,
Timothy Eagon
All assignments must be typewritten in size 12 font Times New Roman. The essay must be double-spaced
and free of all grammatical errors.
Grading Criteria:
Analytical Writing Assignment
Introduction
Author(s)
______/10
Title(s)
______/10
Main Character(s)
______/10
Major Conflict(s)``
______/10
Theme
______/10
Thesis (Fact/Opinion)
______/10
Body:
Logical development, fluency, and cohesion
3 Major Points
6 Quotes and/or Paraphrases
Quote Elaboration
6 MLA Parenthetical Citations
Conclusion
Paraphrased Thesis
Insight Gained
______/10
______/15
______/30
______/30
______/30
______/10
______/5
______/10
Newspaper/magazine editorial reading assignment per article
Actual Articles
______/10
Author, date, and source of the article
______/15
Major Issue
______/5
Author’s Opinion (point of view) on the issue ______/5
Student’s Position
______/5
Student Reasoning for Position
______/5
Three Major Points
______/15
Counter –argument (the opposing view)
______/5
One-sentence Summary of the Article
______/10
**Students transferring from other districts and/or schools and registering after Friday, July 27, 2012 will need to
provide proof of registration date and speak with teacher concerning deadline. Please note the counseling
department will have a copy of the summer reading assignment for distribution during registration.