AP Language and Composition Summer Assignment 2013
June 2013
Dear AP English Language and Composition Student,
You are about to embark on an exciting year, filled with copious amounts of writing and
learning to read in new ways. You will need to work hard even before the beginning of the
academic year right up to the AP Language and Composition Exam in May 2014! Based
primarily on non-fiction prose, this class will challenge you and enhance your ability to evaluate,
reason and problem solve. You will develop skills in analyzing and responding to rhetorical
situations and will increase your sensitivity to the nature of language and implications of
various language functions. And, as if all this isn’t enough, your hard work may pay off with
college credit for passing the AP Language and Comp exam.
There are a few things that you need to know that will make the coming academic year go
smoothly. Your success, both in class and on the AP exam, depends entirely on you and your
commitment to fulfill the requirements of the course. Unlike most AP classes, AP Language and
Composition is a skill-based course. In order to succeed, you must build on each skill; there are
no short cuts.
1. You will need to complete the summer assignment and have your work with you on the
FIRST day of school. This is a graded assignment, the first of the year – it is NOT
optional!
2. You will be doing massive amounts of writing and reading. Most of the reading will be
short essays, but you will have reading homework almost every night.
3. You MUST stay up-to-date on your work.
4. You MUST come to class every day ready and willing to work and give 100% effort.
Your success – both in the course and on the exam – is directly proportional to your
attendance and commitment,
All parts of the summer assignment are due on the first day of class; therefore, I strongly
suggest that you pace yourself so that you are not trying to complete everything the week
before school starts. This will be excellent practice for the coming year in developing your time
management skills, especially important when you are taking more than one AP course.
Priorities: What are yours? Your presence in this class suggests that you have high academic
standards and goals. To achieve them, you must develop strong time management skills, i.e.,
you must discipline yourself. This is not only desirable, it is essential. Work on these skills over
the summer. You will be glad you did.
I hope that during the next year, you will encounter works that you will enjoy discussing and
writing about. You will be a better writer and reader at the end of this class, no matter what
your score on the AP exam is. If you have any questions or comments about the summer
assignment or the course please email me at: derrg@edmonds.wednet.edu. I WILL get back to
you as quickly as I can. I will have my computer and will be on it DAILY!
I would also like for you to get in the habit of checking on my website. It can be found at:
derrg.weebly.com. We will be using this website all year long. I post homework, reference
materials, notes to students, etc., on this site. If you lose your summer assignment (not a good
omen for a serious AP level student) you will find it posted on this site.
Have a wonderful and productive summer!
LET THE LEARNING BEGIN!
ASSIGNMENT
NOTE: this assignment is in multiple parts. You are responsible to complete them ALL.
1. READING – You will be reading two books – one is fiction and one is non-fiction.
2. REFLECTIVE Journal and CRITICAL THINKING Essay – You will be keeping a reflective
Journal for all of your reading assignments and then you will write an opinion essay.
3. VOCABULARY – Both academic rhetorical vocabulary and general vocabulary.
4. E-mail - You are to send me an email so I will have your email address.
READING: Please purchase your own books as you will be marking in them directly. For most
students annotating is a new skill and all the practice you can get will be important to becoming
a close reader.
I am asking students to read one piece of fiction. We read very little fiction in AP Language and
Composition so this is your chance to read a novel. The assignment for the novel is due on the
first day of class.
You will also be reading a piece of non-fiction. The book I have selected was first written and
published in 2001. The edition you will be reading was edited in 2008 and has an “Afterword”
that keeps this book current. Some of the actual numbers (wages) in the book are dated, but I
am sure you can do just a little math and add for inflation and somewhat higher wages. I am
sure it is still a good read and appropriate for us today.
SUMMER BOOKS TO PURCHASE:
Great Expectations, by Charles Dickens.
You can purchase this book ANYWHERE and if you get the Dover Thrift Edition it will cost as
little as $1.50. You can purchase it from Amazon.com for $3.39.
Nickel and Dimed: On (Not) Getting by in America, by Barbara Ehrenreich.
Be sure to get the edition with the “Afterword” and “Reader’s Guide” at the end. You can order
this from Amazon.com for $12.68.
(What about Kindle and other reader editions? You will be ANNOTATING these books so having
a Kindle edition is ok for the reading purposes, BUT will NOT work for ANNOTATING. Thus, you
MUST have a hard copy of both books. If you want to read for pleasure then re-read for
annotating then by all means feel free to get both editions of the books.)
To help you pay close attention to your reading I would like for you to get used to using Close
Reading Techniques. We will do this all year. For now I want you to begin by WRITING IN
YOUR BOOKS! This is an important academic reading skill. Make notes in the margins,
underline what you find interesting, write out words you do NOT know in the margin and LOOK
them up. Question what the writer is doing. Is the author being meaningful and effective? You
will use these notes to help create your critical thinking reading journal. Yes, I will be looking
at your books and grading your close reading! From this point on (at least for this class)
ALWAYS be ready to read with a pen or pencil in your hand. You will find an attachment to this
assignment regarding How to Annotate a Book.
Reading Assignment:
THIS IS DUE THE FIRST DAY OF CLASS!!!!
Great Expectations, is a piece of fiction written in the mid-1800’s, while Nickel and Dimed is a
work of non-fiction written in 2001. Though hundreds of years apart both share a common
premise; class distinctions have an influence on a society. Keep this in mind as you read both
books.
Part I:
Annotate as you read!
Part II:
Reflective Journal and Critical Thinking Essay
For each of the characters/people below write a reflection on how class distinctions in their
society influence their daily lives.
Dickens
Pip
Estella
Miss Havisham
Jaggers
Herbert Pocket
Uncle Pumblechok
Mrs. Joe
Ehenreich
Ehenreich in each situation
Gail (in Florida)
George (in Florida)
Maddy (in Maine)
Holly (in Maine)
Ted (in Maine)
Isabelle (in Minnesota)
Critical Thinking Opinion Essay
What role does social class play in Great Expectations and in Nickel and Dimed? What lessons
are learned about how social class distinctions have an impact on a particular society? Write an
essay in which you discuss how society would look differently without class distinctions. You
might want to propose some ideas that would make life better for humanity in general.
Your essay should show me what you know about academic writing. Have an introduction,
body paragraphs and a conclusion. Show me how you would write an academic essay. This will
not be scored for a letter grade, rather you will receive credit for writing your best academic
essay. I do expect that your essay is typed, double-spaced, 14 point font, Tahoma or Verdana
(usually you are asked to use 12 pt. font, but I have diabetic eyes and like a slightly larger font –
thanks!). Given the size of the font, I would think your essay will be in the neighborhood of 3 to
5 pages.
VOCABULARY FLASH CARDS: You need to purchase 2 colors of flash cards. One will be for
your Academic Rhetorical Vocabulary and the other for your General Vocabulary. (There are
over 180 Academic Rhetorical words and 140 General words.)
Rhetorical Vocabulary:
You will find a list of Academic Rhetorical Vocabulary in the AP Exam Prep textbook that you
will be buying for this class. They are found in the Glossary section at the very end of the book.
Learning the academic language for this course is important. Prior to the beginning of the
school year you will have already made your flash cards. Be sure you have both the definition
and an example of how this device is used in practice. This is what you should put on these
flash cards:
Side 1: (the word of the strategy or device)
ABSOLUTE
Side 2: (Definition AND Example – underline the “key” words in the example)
A word free from limitations or qualifications (definition)
The only way to describe her dress was uniquely perfect. (example in practice)
These are NOT easy to always get examples of. You will most likely have to become friendly
with your computer search function. A word to the wise…do NOT let this slide until too late as
these are often HARD to find, thus taking a bit of time. Be forewarned.
You will be tested approximately 15 words per week, however you MUST have ALL of the
rhetoric flash cards completed by the first day of school. The first vocabulary test will be the
first Friday of the first full week of the school year.
General Vocabulary:
You will also find attached the General Vocabulary Word List. You will note that this list is in 10
word sections. You will be tested on 10 words each week. In the case of the general
vocabulary you do not have to have all of the flash cards done in advance of class starting in
September. I expect you to have at least the first 10 done on the first day of class and there will
be a test on the first Friday of the first full week of the school year. These flash cards just need
to be completed in the old fashioned way – word on one side, definition on the other.
The two sets of flash cards should be kept separate. Place a single hole punch at the top of
each card and keep each type of card together with an 0 ring. We will use these often in-class
and you will be studying them all the time outside of class!
E-mail:
I want to hear from you! More importantly I will be setting up a class list with each of our email addresses. It is not uncommon for me to communicate with you throughout the summer
and certainly in the coming academic year via e-mail. You may use my e-mail at any time this
summer if you have any questions about the assignment or the class.
derrg@edmonds.wednet.edu.
ALL ASSIGNMENTS ARE DUE ON THE FIRST DAY OF CLASS AND I WILL NOT
ACCEPT LATE WORK FROM AP LEVEL STUDENTS!
OTHER THINGS TO DO OVER THE SUMMER
Because we write CONSTANTLY in our text books it is essential that you PURCHASE your own
texts. There are 2 texts that you must purchase. I expect you to have them both in your HAND
by the first day of school! I will check to be sure you have these texts and if you do NOT it will
reflect in your grade. (I do understand that for some of you this is a financial hardship.
Unfortunately, as I am sure you already know, there is NO money from anyone other than ME
for these purchases. If you are truly indigent [and that means you really cannot scrap together
the funds] let me know IMMEDIATELY! I understand if you really cannot buy your books, but it
truly must be because it is IMPOSSIBLE for you and your family to make these important
educational purchases.)
TEXTS TO PURCHASE:
50 Essays: A Portable Anthology / Edition 3
($26.25 from Amazon.com)
by Samuel Cohen
Please be careful to buy ONLY the edition of the text I am requesting – 3rd EDITION. They do
make changes in the text from year to year and I do not want you to miss out because you have
a different edition.
Barron’s AP English Language and Composition, 5th Edition
by George Ehrenhaft. ($11,99 from Amazon.com)
Be sure you get English LANGUAGE. You can also order the book with CD-ROM for $25.15 and
this will give you more practice tests. I am only requiring the one without the CD-ROM as it is
less expensive.
AP EXAM
It is my expectation, and the expectation of the AP program at MTHS, that ALL
AP students take the appropriate AP exam. The exam is costly - $87 per person,
per exam. Start saving up your $$’s NOW. You will need to pay for the exam in
January or February. If you are on free and reduced lunch the state, has in the
past, given a scholarship and you will only pay $5 for the test. AP does have some
scholarship money available, but that is very limited. I would say, be prepared to
show AP the money. Again, this is NOT an option. If you do not take the national
exam you will take an AP exam in class on the day of the national exam and it will
count!
English 11 – Vocabulary List
WEEK1
COPIOUS
TENACIOUS
SURREPTITIOUS
VORACIOUS
OFFICIOUS
SPURIOUS
ONEROUS
GREGARIOUS
PIOUS
SCRUPULOUS
abundant; plentiful
tough; stubborn; not letting go
done or acting in a secret, sly manner
an insatiable appetite for an activity or pursuit; eager to consume
ready to serve; eager in offering unwanted services or advice
not genuine, false
troublesome or oppressive; burdensome
seeking and enjoying the company of others; sociable
devout or virtuous; holy
careful of small details; honest; conscientious
WEEK 2
ATTRITION
EDIFICATION
ABLUTION
ELOCUTION
WRITHE
PEDESTRIAN
CARRION
PINION
KISMET
AMBIVALENCE
a gradual reduction or weakening; a rubbing away
enlighten; instruct
a cleansing with water or liquid, especially as a religious ritual
the art of public speaking
to cause to twist or bend; to suffer acutely, as in pain or embarrassment
ordinary; moving on foot
dead and rotting flesh
bind the wings so as not to fly; confine
fate
indecision; experiencing contradictory emotions
WEEK 3
DEPLOY
CAVALIER
to arrange strategically
casual; carefree and nonchalant; arrogant; disregard
EGG
METE
NULLIFY
EMBROIL
WAFFLE
ASCRIBE
ENHANCE
IMPAIR
to encourage or incite to action
to distribute by or as if by measure; allot
to make useless; cancel; undo
to involve in argument or hostile action; to throw in disorder
to speak or write evasively
to attribute to a specific cause,, source, or origin
to improve; to intensify
to cause to diminish, as in strength, value, or quality
WEEK 4
TERSE
COERCE
DIVERSE
ABATE
ABIDE
GAMBIT
JAUNT
FRANK
LITHE
AESTHETIC
brief and to the point; concise
to force someone by threatening or physically overpowering him
different; varied
to reduce
to remain; continue; stay; endure
to take a risk for some advantage
a short pleasure trip
straightforward; open and sincere in expression
bending easily and gracefully
laving to do with artistic beauty
WEEK 5
GULLIBLE
MAWKISH
RAFFISH
CONTINUUM
TRAVAIL
INTREPID
LANGUID
EXODUS
INFLUX
ABASH
easily cheated or fooled
excessively and objectionably sentimental
cheaply vulgar in appearance or nature; tawdry; disreputable
a continuous whole without clear division into parts
strenuous physical or mental labor or effort; the labor of childbirth
fearless; bold
lacking energy; weak; showing little interest in anything
a mass departure
a mass arrival or incoming; a continuous coming
to make ashamed or uneasy
WEEK 6
INCESSANT
LATENT
ELOQUENT
DIFFIDENT
continuing without interruption; nonstop
laying hidden or undeveloped; potential
extremely expressive e in speech, writing, or movement
lacking self-confidence; timid
MALCONTENT
EMINENT
WINCE
PRUDENT
AUGMENT
EBULLIENCE
dissatisfied with existing conditions
stand out, renowned; distinguished; prominent
to flinch; to shrink back or state aside, as from a blow or pain
cautious; discreet; exercising good judgment
to make or become greater
enthusiastic; bubbling with excitement
WEEK 7
RHETORIC
DOGMATIC
PHILIPPIC
PANDEMIC
IDYLLIC
CRYPTIC
CHOLERIC
PECCADILLO
EMPHATIC
LOGISTICS
the art or study of using language effectively and persuasively
characterized by an authoritative, often arrogant, assertion of opinions
a verbal denunciation characterized by harsh, insulting language
widespread; general
charming in a rustic way; naturally peaceful
having an ambiguous or hidden meaning
hot-tempered; quick to anger
a slight or trifling sin; a minor offense
forcibly expressive
the management of the details of an operation
WEEK 8
CIRCUMSPECT
ABSTRACT
DEFUNCT
SUCCINCT
PALPABLE
ACCOUNTABLE
OSTENSIBLE
PLIABLE
ADROIT
BAUBLE
cautious; heedful of situations and potential consequences
difficult to understand; impersonal; theoretical
dead or inactive; having ceased to exist
brief and to the point; concise and terse
capable of being touched or felt
expected to answer for on3e’s actions; responsible, liable, answerable
appearing as such; offered as genuine or real
receptive to change; easily persuaded or controlled; easily bent
skillful; deft
a small, inexpensive trinket
WEEK 9
SKULLDUGGERY
ANCILLARY
SEDENTARY
trickery; underhandedness]
helping; providing assistance; subordinate
characterized by or requiring much sitting; accustomed to little exercise
CURSORY
PREDATORY
SYMMETRY
TAWDRY
AMBULATORY
IDOLATRY
PECUNIARY
rapid and superficial; performed with haste and scant attention to detail
victimizing or destroying others for one’s own gain; pillaging
exact correspondence of form on opposite sides of a dividing line
gaudy and cheap in appearance or nature
of or for walking; capable of walking
blind or excessive devotion to something
consisting of or relating to money
WEEK 10
PANORAMA
SAGA
PLETHORA
GRADIENT
ADHERENT
VENT
ARMAMENT
PRESENTIMENT
CORPULENT
CIRCUMVENT
an unbroken view of a wide area
a long story, often telling the history of a family
a state of excessive fullness; superabundance
a rate of inclination; a slope
a follower of a leader; supporter
a means of escape or release; an outlet; a small hole
military supplies and weapons; the process of arming for war
a sense that something is about to occur; a premonition
fat; obese
to surround; enclose; bypass
WEEK 11
ATONE
DEVOID
REPLETE
MAMMOTH
BALEFUL
DIMINUTION
PURBLIND
ETHEREAL
LACKADAISICAL
BLAND
to make amends
entirely without; lacking
full or supplied to the utmost; gorge
huge; gigantic
threatening; hurtful; malignant; ominous
the act or process of diminishing; reduction
having poor vision; nearly or partly blind
very light; airy; delicate; heavenly
showing lack of interest; listless
lacking flavor or zest; dull
WEEK 12
CASCADE
PALISADE
a waterfall; anything resembling a waterfall
a fortification of timbers set in the ground; an extended cliff
FUSILLADE
PARABLE
PARADIGM
PATRIARCH
MALADROIT
MALAISE
MALICE
MALODOR
a rapid outburst or barrage
a simple story illustrating a moral or religious lesson
a pattern that serves as a model or example
the leader of a family or tribe
clumsy; inept
a vague feeling of bodily discomfort, as at the beginning of an illness
a desire or intention to harm others or see them suffer
a bad odor
WEEK 13
PARAGON
STRIFE
APPEASE
LAMPOON
BOON
POLTROON
BRAZEN
CONUNDRUM
COVERT
BOOTLEG
a model or pattern of excellence
bitter conflict; quarrel; fight
to soothe; to pacify or relieve by giving into
a light, good-humored satire
a timely benefit; a blessing
a coward
bold, shameless; imprudent; also like brass
a dilemma; any problem or puzzle
secret; hidden; concealed
to smuggle; to make, sell or transport for sale illegally
WEEK 14
DIATRIBE
OFFAL
PARLEY
FRAY
LAMBASTE
CATACLYSM
ESCAPADE
ESCHEW
RANSACK
CAMARADERIE
a bitter verbal attack
waste parts especially of a butchered animal; rubbish
a conference, especially between enemies
fight or scuffle; brawl
to give a thrashing; scold
a violent upheaval or change
an adventurous unconventional act
to avoid or shun
to search thoroughly; pillage
comradeship; friendship
How to Annotate a Text
Annotating a book allows you to:
Have a personal dialogue with the text
Identify and more deeply appreciate the tools the author employs
Comprehend and remember more of what you read
Refer to specifics within the text with greater care
The skill of annotating will assist you with the in-class writing and discussion activities that will
accompany each text we read.
•
Within the text of the book: Identify anything that strikes you as important, significant,
memorable, etc. AND comment within the side margins about why you are noting it.
NOTE: Write – do not highlight! If you underline something, add a comment.
Underlining without a response is as meaningless as massive amounts of yellow highlighting.
A day later, you won’t have a clue about the significance. The expectation is that you will
think and comment critically about what you are reading. Although this may not occur on
every page, it will be a significant part of the end product.
•
Within the text of the book: Circle any words that are unfamiliar to you. Look them up as
you read and write a brief definition or synonym nearby. There are many opportunities for
vocabulary enrichment in these readings. Take advantage of them.
•
After you have finished each chapter: Give it a title if it does not already have one. If the
chapter contains a title, comment on it. This will help you solidify what each chapter is about
in just a few words.
•
Write an open-ended question for each chapter that relates to an aspect of language. The
question should be one that you might use for a short answer or essay.