AP Literature and Composition
Summer Reading Assignment
Mrs. Koett / May 2015
Total Points: 350
Welcome to AP Literature & Composition! I am excited that you have chosen to challenge yourself, and I hope
that we will have a fantastic year together. The first key to a successful year is to ensure you keep practicing
your critical reading skills over the summer. The English Department has carefully considered the needs of
incoming AP students in selecting this year’s texts. It is vital that you complete all parts of the summer
reading assignments. Do yourself a favor and do not put this off until August. All summer reading
assignments are due on the first day of class; there is no exception to this rule, so do not ask! If you have
any questions about the summer reading assignment, you should contact me at ckoett@lexca.org.
Every student enrolled in the AP English Literature and Composition course is expected to complete the
following assignments during the summer. These assignments are my first indication of you as a student. The
Advanced Placement/College Board encourages summer reading as it provides a jump-start on the year,
improves critical reading abilities, and encourages vocabulary growth. Most AP English instructors require
3-4 texts to be read during the summer.
This assignment is designed to help you prepare for college and the AP exam, where skills developed by avid
reading are essential. Only the well-read student can respond intelligently to the open essay question on the
AP exam; therefore, summer reading is vital to your success. This summer assignment packet contains
directions, assignment descriptions, examples and an essay rubric. Remember to pace yourself accordingly
during the summer break.
The summer assignment for AP Literature not only indicates your willingness to work hard, but it also
measures your commitment to the course. Other reasons for the summer assignment include: time
constraints during the school year – there just isn’t enough time to read all the material necessary to
adequately prepare for the AP English Literature and Composition Exam, as well as the need for continuous
brain exercise during the summer months. NO ONE can afford the cost of having their brain in “stand-by”
mode for the summer.
Part I: Write Your Reader Profile Due: July 20, 2015
Before you begin any of the reading for this summer, construct a well-written profile of yourself as a reader.
What are your strengths and weaknesses in reading? What purposes does reading serve for you? What are
your passions and peeves? Be as honest and forthcoming as you possibly can be. This portion of the
assignment should be no more than 250 words. This assignment is worth 25 points. Email your profile to
ckoett@lexingtonchristian.org.
Part II: Read The Screwtape Letters by C.S. Lewis
As you read The Screwtape Letters, you are required to keep a dialectical journal. Dialectics is a method made
popular by Plato in ancient times. Essentially, dialectics is a dialogue between two people. So, think of this
journal as a dialogue between you and the book wherein you question it, notice good/bad points, etc. It
should NOT be a summary of what happened in the book. Attached is a guide that will help you know what
sorts of comments to make. You must have 35 total entries, and at least one entry from each letter. This part
of the summer reading is worth 75 points. You will NOT receive credit for any summaries. Each entry is
worth 2 points. You will receive 5 points for putting assignment in correct journal and writing in blue or
black pen. You are required to write in a bound composition book (speckled-type, color not important). I will
NOT accept journals that are written in other types of notebooks. You will continue to use this journal
throughout the year. I do read your comments. You should not have the same comments as other students.
This is cheating and will be treated as such. Please review LCA’s cheating policy if you have any questions.
Part III: Read Crime and Punishment by Fyodor Dostoyevsky
1. Closely read and annotate (mark up the book) the novel – I will collect the novel and check for
annotations. See annotation rubric for specific instructions.
2. Complete a Major Works Data Sheet for the novel due on the first day of school
3. You will take a timed writing on Crime and Punishment when you return from summer break.
Part IV: Read A Midsummer Night’s Dream by William Shakespeare
1. You will take a test on this play when you return from the break.
2. Complete the questions attached to this packet. This will serve as your study guide for the test. This
is due on the first day of school. I will not accept packets that I cannot read. Use your very best
handwriting when completing the questions.
Dialectical Journal (for The Screwtape Letters)
The function of your "Dialectical Journal" is not to have you summarize your books, but instead to
facilitate and/or record your thoughts, questions, confusions, frustrations and enlightenments
resulting from your reading. Credit will NOT be given for simple summary!
There is to be NO collaboration with other students. Any assistance from the Internet, movies, or secondary
sources such as Sparknotes or Cliff Notes will be viewed as cheating. If you have questions about format, email me! The format of a dialectical journal has two distinct sections: the left side is the page number and
quote or summary of an issue in the text; the opposite side discusses your thoughts on the issue or quote.
Consider the following for reflection in your journal (as well as other thoughts you will have). You may use
any or none of the following ideas – You might write about:
1. Any passage or item that puzzles you
2. Any item that intrigues you and why
3. Things you agree with and why
4. Things that you don't agree with and why
5. How something makes you feel and why
6. What you think will happen next and why
7. New concepts and your ideas about them
8. How this reading relates to your life
9. Things this reading has in common with ___________
10. What you think the author is/was like and why
11. Why you think _____ acts as s/he does
12. What you think it would be like to live in _____ and why
13. Your reaction to _____ and why
14. Things you would like the class to discuss and why
15. Ideas on causes/effects and why
16. What you would do if you were _________ and why
17. Something the reading reminds you of and why
18. Why _____ is important
19. What you think of a particular cultural element and why
20. Anything that causes you to say "Ah Ha!" and why
While there is no required length for each entry, it should be clear that you are employing higher-level
thinking skills. In other words, you would be writing more than 1 sentence!
SAMPLE ENTRY: Page #
Passage
Response
82
“Death wrapped itself around me till I
was stifled. It stuck to me. I felt that I
could touch it. The idea of dying, of no
longer being, began to fascinate me. Not
to exist any longer”
This is a sad moment for Elie. He has
fought to survive, but cannot fight any
longer. I can’t imagine being fourteen
and wanting to die. I can’t imagine being
fourteen and loosing my family, my
dignity, my soul. What a tragedy. Wiesel
personifies death to show the control it
has over those who are suffering in the
camps. This is important because we see
that Elie has reached a breaking point.
Death has come for him so many times
but has failed. This time, however, Elie is
too tired to run, too tired to fight. He has
had enough. Death is offering a gift—an
escape from this hellish existence.
Annotation Rubric for Crime and Punishment
Annotations will be worth 25 points:
Excellent (A): 23-25 points
the writing; variety of topics marked for discussion; variety of stylistic devices marked
– thinking goes beyond the surface level of the text.
Thoughtful connections are made to other texts, life experiences.
sh a great variety of purposes.
Proficient (B): 20-22
as well as the writing.
ts demonstrate some analysis and interpretation – thinking somewhat beyond the surface level
of the text. Attempts at making connections are evident.
Adequate (C): 18-19
the text rather than throughout. There is little or no attempt to make connections.
Inadequate (D/F): 17 or below
AP English Literature and Composition
Name _______________________________________
Major Works Data Sheet: Do not cut/paste from a website, which is a form of plagiarism.
Title __________________________________________
Author ________________________________________
Date of Publication ______________________________
Genre _________________________________________
Significance of Opening Scene
Plot Summary (100-150 words):
Setting
CHARACTERS
NAME
ROLE IN STORY
SIGNIFICANCE
ADJECTIVES
Describe the author’s style (diction, detail, imagery,
syntax, tone, point-of-view)
An example that demonstrates the author’s style:
Memorable Quotes (5-7 quotes)
Quotes
Significance
SYMBOLS
WHAT THE SYMBOLS REPRESENT
EXPLAIN THE MEANING OF THE TITLE
SIGNIFICANCE OF THE ENDING/CLOSING SCENE
POSSIBLE THEMES-TOPICS OF DISCUSSION
CONFLICTS
FIGURATIVE LANGUAGE
MAJOR WORKS DATA SHEET RUBRIC
TITLE
SETTING
OPENING SCENE
PLOT SUMMARY
CHARACTERS
STYLE
STYLE EXAMPLE
QUOTES
SYMBOLS AND WHAT
THEY REPRESENT
MEANING OF TITLE
ENDING
THEMES
CONFLICTS
FIGURATIVE LANGUAGE
/5
/5
/5
/10
/10
/5
/5
/10
/5
TOTALS
/100
/10
/10
/5
/5
/10
MAJOR WORKS DATA SHEET
A copy of the Major Works Data Sheet should be completed for each of the novels
you read this summer.
Setting--Students should include the time, era, place, location, weather, etc. of the
novels and include any changes.
Significance of Opening Scene--How does the author begin the story (characters
introduced, setting, etc.) and how does that help you understand the remainder of
the storyline. (You may need to read entire novel before answering.)
Plot Summary--Summarize the major events of the story. Prove that you have read
the novel and have not copied a summary from Spark Notes or a similar site.
Characters—Include all major characters throughout the novel and what makes
them important to the plot. Include at least 2-3 adjectives per character.
Author’s Style—Explain how the author uses one of the following styles to create
meaning in the story: diction, detail, imagery, syntax, tone, or point-of-view. Find
an example of this style. Note the page number and include a quoted passage.
Memorable Quotes—Find 5-7 quotes throughout the novel that exemplify the
theme(s) of the novel. Include page numbers for each quote. Explain why each
quote is significant to the theme(s).
Symbols—List 2-3 symbols used throughout the novel. (Example: In The Three
Little Pigs, the straw house symbolizes the weakness and laziness in that pig
whereas the brick house symbolizes the strength and wisdom of the third pig.)
Explain what these symbols represent in the story.
Explain the Meaning of the Title—How is the title representative of the novel?
Explain the Significance of the Ending(closing)—Did the final scene provide
evidence of change in the characters? Were you satisfied with the ending? Explain.
Possible Themes-Topics of Discussion—Find 2-3 themes in the novel. What
lesson(s) can be learned from the events of the story? (Example: In The Three Little
Pigs, one theme could be that hard work and planning pay off in the end.) Keep in
mind that a theme is rarely stated in just one word!
Conflicts—Describe different conflicts (internal and external) that are associated
with the protagonist.
Figurative Language—Find examples of at least three different literary devices (i.e.
metaphor, simile, personification, hyperbole, oxymoron, onomatopoeia,
foreshadowing, or flashback). Quote the example, page number, and type of
figurative language.
A Midsummer Night’s Dream Questions
Name: ________________________________________________________________
ACT I, SCENE I
1. How is Hippolyta’s reasoning concerning how quickly the next four days will pass different from
that of Theseus? Note how Shakespeare portrays the patience and calmness of Hippolyta in contrast
to the impatience and need for action of Theseus.
2. Why has Egeus brought his daughter and her two suitors to Theseus? What does Egeus expect him
to do?
3. What was the proper role for women/daughters in Athenian society according to Egeus and
Theseus?
4. What is Theseus’s ruling concerning Hermia?
5. How does Lysander’s comment about Demetrius’s previous love affair with Helena complicate
things?
6. What do Lysander and Hermia plan to do about this seemingly impossible situation?
7. Why do they tell Helena what they plan to do?
8. Even though Helena loves Demetrius and is Hermia’s best friend, why does she decide to tell
Demetrius of Hermia and Lysander’s plans?
ACT I, SCENE II
1. Why does Nick Bottom want to play all the parts?
2.
How do you suppose the threat of being handed if they scare the ladies will affect the artisans’ interpretation
of the tragedy of Pyramus and Thisby?
3.
In what way is this scene funny? Why do you suppose Shakespeare included this scene?
4.
Where are the actors to meet the following night? Who else is meeting in these same woods at the same time?
ACT II, SCENE I
1. What does the reader find out about the current relationship between Oberon, King of the Fairies, and Titania,
Queen of the Fairies, from Puck and the first fairy?
2.
How have Oberon and Titania been involved in the past with Theseus and Hippolyta, and why have they come
to Athens?
3.
What effect has their quarrel had on nature, on the seasons, on humans?
4.
Why won’t Titania give up the changeling to Oberon?
5.
What does Oberon send Puck to find?
6.
What are Oberon’s plans for Titania?
7.
How does Helena react to Demetrius’s verbal abuse?
8.
What is her response to his threats of physical abuse?
9.
In what way is Helena’s behavior inappropriate for Athenian women?
10. What does Oberon tell Puck to do about Demetrius and Helena?
ACT II, SCENE II
1. Why does Oberon want Titania to wake and fall in love with some vile thing?
2.
Why does Hermia insist Lysander sleep a little ways from her?
3.
Why does Puck anoint Lysander’s eyes?
4.
How does Helena react to Lysander’s sudden love for her when he awakens?
5.
How is Hermia’s dream a reflection of reality?
ACT III, SCENE I
1. How are the actors going to keep from scaring the ladies when Pyramus kills himself or when the lion roars?
2.
How are the actors going to manage the setting/scenery such as the moonlight and the wall?
3.
Why do the rest of the actors run off when Bottom reappears?
4.
What does Puck plan to do when he follows after the other actors?
5.
How does Bottom react to Titania and the other fairies?
6.
Bottom says, “…reason and love keep little company together nowadays.” Why is this such an apt statement
at this point in the play?
ACT III, SCENE II
1. What does Hermia accuse Demetrius of doing?
2.
How are Puck and Oberon going to correct Puck’s earlier mistake?
3.
Why is Helena upset when Demetrius says he loves her? Isn’t this what she had wanted all along?
4.
Of what does Helena accuse Hermia?
5.
How close had Hermia and Helena been in the past?
6.
How does Lysander treat Hermia? Why can’t she believe what he says?
7.
Of what does Hermia accuse Helena?
8.
Why is Helena afraid of Hermia?
9.
What are Lysander and Demetrius going off to do?
10. What does Oberon tell Puck to do about the two young men?
11. What is Oberon going to do about Titania?
12. Why doesn’t Oberon fear the coming of day?
13. How well does Puck’s trickery work?
ACT IV, SCENE I
1. How has Bottom adjusted to the attention of Titania and her fairies?
2.
What is Oberon’s reaction to Titania’s infatuation with Bottom?
3.
What sort of explanation will Oberon make to Titania’s question about what happened to her? Do you think
he will tell her the truth?
4.
Why are Theseus, Hippolyta, Egeus, and the others out in the woods so early in the morning?
5.
What is Theseus’s first explanation of why the young people are asleep in the woods?
6.
What explanation does Demetrius make? Why does he compare his love for Hermia to an illness?
7.
What is Theseus’s decision concerning the four young people?
8.
Why can’t the young people be sure whether they are awake or dreaming?
9.
Bottom believes he too has had a dream. How is he going to use that dram to entertain the Duke?
ACT IV, SCENE II
1. What opinion do the other artisans now have of Bottom since they think he is lost?
2.
What do they most regret losing by not being able to perform the play?
3.
Why must the artisans hurry to the Duke’s palace?
ACT V
1. Why does Theseus dismiss the stories of the four young people?
2.
Why does Theseus choose to see the play about Pyramus and Thisby rather than the other entertainments?
3.
Why does Philostrate try to keep Theseus from seeing the play? What does he say is wrong with it?
4.
What does Theseus mean by the lines, “For never anything can be amiss, when simpleness and duty tender
it”?
5.
What is accomplished by having the Prologue tell the whole story that the actors are then going to enact?
6.
How does Shakespeare use the comments from the audience to enhance the humor of the play that they are
watching?
7.
What is Hippolyta’s reaction to the play?
8.
In what way is Thisby’s final speech humorous?
9.
What does Oberon tell the fairies to do?
10. What is the purpose of Puck’s final speech?
AP Literature and Composition
Summer Reading Checklist
Assignment
Reader Profile – emailed to Mrs. Koett
ckoett@lexingtonchristian.org
Screwtape Letters Dialectical Journal
Annotated copy of Crime and Punishment
Major Works Data Sheet for Crime and
Punishment
Midsummer Night’s Dream questions
Crime and Punishment timed writing
Midsummer Night’s Dream exam
TOTAL SUMMER POINTS
Point Value
25
Due Date
7/20/15
75
25
100
8/12/15
8/12/15
8/12/15
25
50
50
350
8/12/15
8/17/15
8/14/15