Grassfield High School AP Language and Composition
Summer Reading for 2015-2016 School Year
Welcome to Advanced Placement Language and Composition. This course is a study of rhetoric
(how writers use language) and also of argument. As an active participant in this class, you will
interpret and analyze selected works, study and practice critical analysis, and focus on
developing your writing style. The goal is to make you a better reader, thinker, and writer,
giving you the intellectual resources you will need for college and adult life.
As a member of this class, you make a commitment to undertake what is required in the
curriculum and Standards of Learning. This course moves at a faster pace than most honors
courses. It is important for you to keep up with the assignments.
Below are the two summer reading requirements and their assessments.
1) Dialectic Response Journal to Stephen King’s On Writing. This is due the first day of class
in September.
 Students will create – on either loose-leaf paper or the blank dialectic notes pages – a
two-column dialectic journal for King’s On Writing which interacts with the text. All
journal entries must be handwritten.
 Journal entries should reflect an overall impression of King’s book, as well as comments
on his manuscript and reading suggestions. (See example)
 Because King’s On Writing is a non-fiction book primarily about his writing process,
students should consider the following while making dialectic journal entries:
 Part I: (write 10 entries) Journal entries should reflect impressions and commentary
regarding King’s autobiography. Think about King as a person: how is his personality
conveyed through his use of language?
 Parts II and III (“Toolbox” and “On Writing”): (write 5 entries each section = a
total of 10) These sections deal with King’s writing techniques and process. Entries
should concentrate on reactions to King’s ideas and opinions about writing.
 Parts IV, V, and VI (“On Living,” “And Furthermore Part I,” and “And Furthermore Part
II”): (write 5 entries total) These sections are the shortest in the book; however, they
offer quite a bit concerning writing. Entries should concentrate on reactions to King’s
ideas and opinions about writing.
2) In-class rhetorical analysis on Richard Wright’s Black Boy. This essay assignment will be
given the first week of class.
 Students should purchase this text so they may annotate it as they read it. While reading,
students should note how Wright uses language to define himself. Students will need to
incorporate important quotes from the text to support their analysis.
If you have any questions about these assignments, feel free to e-mail me over the summer at
Tina.Vermillion@cpschools.com. I look forward to working with you this upcoming school
year.
How to create and keep a Dialectic Journal
*The term dialectic indicates the tension between a reader and a text that occurs when
students struggle to derive meaning from a difficult or unfamiliar work.
What is a dialectic journal?
The JOURNAL is a double-entry note-taking process done while
the student is reading literature. It provides the student with two
columns which are IN DIALOGUE WITH ONE ANOTHER,
not only developing a method of critical reading, but also
encouraging habits of reflective questioning.
How is it done?
The student begins by drawing a line down the middle of
notebook paper, thereby making two columns. The left column
is used for traditional note-TAKING of DIRECT
QUOTATIONS, PARAPHRASES, or SUMMARIES. The
right column is used for note-MAKING that is commenting on
the left-column notes. As the student keeps taking notes, he or
she should regularly re-read his or her previous page(s) of notes
and comments, drawing any new connections in a right-column
summary before starting another page of note-taking/notemaking.
Note-TAKING
Text--------------------------------------(parenthetical citation)
Text--------------------------------------(parenthetical citation)
Note-MAKING
Why is this important? How does it change
the meaning?
Why did I include this? Why is it important
when I paraphrase like this?
quote from another page–
-------------------------------------------------------------------------------------------------------------------------------------------------(parenthetical citation)
I wonder why the author did this?
Is there any connection here to his
previous actions/words? What is significant
to me?
Why is it important?
In the right-hand column, students “own” the new facts by
putting them in their own words or by raising their own
questions. They analyze rhetorical conventions of the author’s
writing style, looking for effective use of sentence structure and
diction. This dialogue with the text is essential.
What to do in the note-TAKING
Column:
direct quotes, observed notes, fragments, lists, and images
always with parenthetical citations
What to do in the note-MAKING
Column:
comments about notes, summaries, formulations, revisions,
editorial suggestions, comments about comments, comparisons,
contrasts, inferences, judgments, and questions
AP Language and Composition Dialectic Journal Example
Name_______Ima Smart
Name of Piece__Stephen King’s On Writing____________________________________
CONCRETE
Summaries, Paraphrases,
Quotations, Phrases, Words (with
parenthetical citations)
Part I
ABSTRACT
Observation, Reactions, Responses, Connections,
Speculations, etc.
1) “I lived an odd, herky-jerky
childhood, raised by a single parent
who moved around a lot in my
earliest years and who—I am not
completely sure of this—may have
farmed my brother and me out to
one of her sisters for a while
because she was economically or
emotionally unable to cope with us
for a time” (King 3).
This is only the second paragraph of King’s book,
and already his attitude is puzzling to me. His tone is
quite flippant when he talks about what should be a
serious time in his childhood. His word choice of
being “farmed out” seems like it was no big deal
that his mom couldn’t take care of him and his
brother. It also makes me think he feels like his mom
treated them casually like pets or livestock rather
than children, so it was easier for her to pass them
along to a sister. The content of this paragraph lets
his readers know that his childhood was not easy, but
his diction illustrates how King will deal with
sharing it. It may be easier for him to be casual about
this time of his life, like some sort of coping
mechanism. Also, I find it surprising that I know
King as this serious horror fiction writer, but already
his diction in this nonfiction piece reveals him to
be more lighthearted.
…………………………………………
Complete entries 2)-10)
…………………………………..
Part II
1) “…use the first word that comes to
your mind, if it is appropriate and
colorful” (King 110).
Complete entries 2)-5)
King makes a valid point when discussing vocabulary
usage. However, it is contradictory to what I’ve been
taught about building my vocabulary to sound more
collegiate (or should I just say smarter?) But if I
spend too much time ruminating (thinking over) a
word, I’m wasting time on a timed writing and also
losing my focus. I guess I could use the first word
that comes to mind and then if I have time, I could go
back and revise my vocabulary as long as I still
maintain my voice and meaning. King does give
some good (and funny) examples of just going with
the first word that comes to mind because the writer
maintains his intended meaning rather than replacing
certain words with thesaurus words and making it
sound silly rather than educated (or should I say
erudite?).
AP Language and Composition Dialectic Journal (cont.)
Page: ____2_____
Student Name____Ima Smart_____________________________
CONCRETE
Summaries, Paraphrases, Quotations,
Phrases, Words (with parenthetical
citations)
Part III
ABSTRACT
Observation, Reactions, Responses,
Connections, Speculations, etc.
1) “If you want to be a good writer, read a
lot and write a lot” (King 139).
I do like to read, and I feel like reading helps my
vocabulary and my imagery skills. I try to
emulate good writers, but I feel like my writing
will never be as good. However, I can tell
students who are avid readers when I read their
writing. They always have a good voice in their
writing, and I think this comes from “hearing”
the voices of good writers. It is easier for me to
read a lot than it is to write a lot. I like to write,
but I don’t usually tap on my keyboard at any
spare moment. I write when I’m given an
assignment. So I think this bit of advice from
Stephen King will be hard for me to adopt.
Complete entries 2)-5)
…………………………………………
Parts IV, V, VI
1) “The scariest moment is always just
before you start” (King 274).
Complete entries 2)-5)
…………………………………………
I think this is why I don’t hit the keyboard or
pick up a pencil at any spare moment to just
write because I don’t know what to write or
where to start. This is what worries me about
timed writings. Will I have the ideas to answer
the prompt? Will I be able to put those ideas into
the right words on paper and wow my reader?
Will I be able to stay on topic? It’s like I have a
writing rubric in my head that doesn’t allow for
any imagination to take over. It helps me to
realize, though, that great writers like Stephen
King have the same fears about starting. And he
is right; usually once I get going, “it only gets
better.” I think this quote applies to anything in
life. So maybe if I make the analogy of
beginning writing to beginning anything else in
life-- new school year, new sport, new
relationship-- this comparison will make me less
afraid or maybe just more comfortable. Or at
least the analogy will give me some place to
start.
AP Language and Composition Dialectic Journal
Student Name_____________________________________________
Name of Piece_____________________________________________
CONCRETE
Summaries, Paraphrases, Quotations,
Phrases, Words (with parenthetical
citations)
ABSTRACT
Observation, Reactions, Responses,
Connections, Speculations, etc.
AP Language and Composition Dialectic Journal (cont.)
Page: _________
Student Name______________________________________
CONCRETE
Summaries, Paraphrases, Quotations,
Phrases, Words (with parenthetical
citations)
ABSTRACT
Observation, Reactions, Responses,
Connections, Speculations, etc.
See Next Page for Rubric
Student Name: __________________________
Teacher’s Name: ________________________
Title of Course: _________________________
Date: (Day Month Year): _________________
AP Language and Composition
Dialectic Journal for Stephen King’s On Writing – Rubric
A
B
C
D
E
Detailed, meaningful passages; quotations that deal with author inquiry and style; poignant
interpretation and commentary about the text and its purpose; avoids clichés; avoids merely
summarizing and restating; makes insightful, personal connections and asks thought-provoking
questions; coverage of text is complete and thorough; journal is neat and organized; and student has
followed directions.
Less detailed, but good, solid quote selections; intelligent interpretation and commentary; makes some
connections; tries to avoid summarizing and restating; some personal connection; asks pertinent
questions; adequately addresses all parts of text; journal is somewhat neat and readable; and student
has followed directions.
Some good details from the text; most of the commentary is vague and unsupported; student
paraphrases and summarizes much of the entries; limited personal connections; asks few or obvious
questions; addresses most of the text, but journal is not very long or thorough; journal is relatively
neat, but may be difficult to read; student may not have followed all the directions.
Few good details from the text; most of the notes are plot summary or paraphrased; virtually no
discussion on meaning; virtually no personal connections; student asks no relevant questions; limited
coverage of text; journal is too short, difficult to read, and hard to follow; student did not follow
instructions.
Journal is not complete; student applied no effort in covering the text, offers vague summaries, and
asks no questions.
Submit this rubric with your completed journal the first day of class.