English 4 AP and AP/Dual 2015 Summer Reading
Oedipus Rex by Sophocles
Primary Text: Oedipus Rex by Sophocles is your primary text; it is also called Oedipus and
Oedipus the King. It often appears in anthologies with Antigone and Oedipus at Colonus. You
may obtain a copy at any local bookstore or library or you may read it online at Project Gutenberg
(http://www.gutenberg.org/).
Assignment: Read Oedipus Rex. Then write a 500-750 word, typed, double-spaced essay responding to the
following prompt:
Aristotle argues that the demise of a tragic figure “is brought about not by vice or depravity, but by some error or
frailty,” a tragic flaw. Does Oedipus possess a tragic flaw? If so, what is it and how does it lead to his demise? If
he does not possess a tragic flaw, explain who or what is responsible for his downfall. Ultimately how does
Oedipus’ tragic flaw, or lack thereof, contribute to the meaning of the work as a whole (theme)?
You must incorporate quotations from at least 2 of the secondary texts listed below and include a Works Cited
page. Use OWL Purdue online for help with MLA formatting. The essay will be due Monday, August 31.
Secondary Texts: You may find these on the Warren website under “Summer Reading”:


“Oedipus Rex as the Ideal Tragic Hero of Aristotle” by Marjorie Barstow
“On Misunderstanding the Oedipus Rex” by E. R. Dodds (published in Bloom’s Modern Critical
Interpretations)

“The Innocence of Oedipus: The Philosophers on Oedipus the King, Part III” by Thomas Gould
(published in Bloom’s Modern Critical Interpretations)
Assignment: Read and annotate each article in preparation for daily grades. It is recommended you read the
articles in the order above. Each will be due within week one.
Preliminary Calendar
Below is the calendar we will follow for the first three weeks (subject to change based on class and school needs).
Sunday
8/23
8/30
Monday
Tuesday
Thursday
Friday
8/25
8/26
8/27
8/28
Introductions and
Syllabus
Oedipus Notes
Oedipus Notes
Oedipus Notes
Writing
Workshop:
Thesis & MLA
8/31
9/1
9/2
9/3
9/4
Summer Essay
due
Oedipus Rex and
“Jocasta”
Socratic Seminar
Writing
Workshop:
Analysis
(examples)
Writing
Workshop:
Analysis (apply)
Oedipus Timed
Writing (major
grade)
9/8
9/9
9/10
9/11
College
Application
Essay (major
grade due 9/14)
Worst College
Essays
“Clash of the
Gods – Beowulf”
Beowulf Notes
“Jocasta”
9/6
Wednesday
8/24
9/7
SCHOOL
HOLIDAY
Saturday
8/29
9/5
9/12
AP English: Literature and Composition Rubric
Based on 2008 Scoring Guide
This rubric will be used to assess the summer essay:
9–8
7–6
5
4–3
2–1
These essays offer a well-focused and persuasive analysis of the topic. Using
apt and specific textual support, these essays fully explore the topic and
demonstrate what it contributes to the meaning of the work as a whole.
Although not without flaws, these essays make a strong case for their
interpretation and discuss the literary work with significant insight and
understanding. Generally, essays scored a 9 reveal more sophisticated analysis
and more effective control of language than do those scored an 8.
These essays offer a reasonable analysis of the topic. They explore the topic
and demonstrate what it contributes to the meaning of the work as a whole.
These essays show insight and understanding, but the analysis is less thorough,
less perceptive, and/or less specific in supporting detail than that of those in the
9–8 range. Generally, essays scored a 7 present better-developed analysis and
more consistent command of the elements of effective composition than do
those scored a 6.
These essays respond to the assigned task with a plausible reading, but they
tend to be superficial or underdeveloped in analysis. They often rely on plot
summary that contains some analysis, implicit or explicit. Although the essays
attempt to discuss the topic and how it contributes to the work as a whole, they
may demonstrate a rather simplistic understanding of the work. Typically, these
responses reveal unsophisticated thinking and/or immature writing. They
demonstrate adequate control of language, but they may lack effective
organization and may be marred by surface errors.
These lower-half essays offer a less than thorough understanding of the task or
a less than adequate treatment of it. They reflect an incomplete or
oversimplified understanding of the work. They may not address or develop a
response to how that relationship contributes to the work as a whole, or they
may rely on plot summary alone. Their assertions may be unsupported or even
irrelevant. Often wordy, elliptical, or repetitious, these essays may lack control
over the elements of college-level composition. Essays scored a 3 may contain
significant misreading and demonstrate inept writing.
Although these essays make some attempt to respond to the prompt, they
compound the weaknesses of those in the 4–3 range. Often, they are
unacceptably brief or are incoherent in presenting their ideas. They may be
poorly written on several counts and contain distracting errors in grammar and
mechanics. The ideas are presented with little clarity, organization, or
supporting evidence. Particularly inept, vacuous, and/or incoherent essays must
be scored a 1.
Score Point Grading Scale:
9 =98-100
8=95
7=90
6=85
5=80
4=75
3=70
2=65
1=0-60
Writing in the Margins: Six Strategies at a Glance
This table provides six strategies that help readers understand texts by writing notes in the
margins.
Visualize what the author is saying and
Summarize paragraphs or sections of a
draw an illustration in the margin.
text. Summarizing is a good way to keep
Visualizing what authors say will help
track of essential information while
you clarify complex concepts and ideas.
gaining control of lengthier passages.
When visualizing, ask:

What does this look like?

How can I draw this
concept/idea?

What visual and/or symbol best
represents this idea?
Clarify complex ideas presented in the
text. Readers clarify ideas through a
process of analysis, synthesis, and
evaluation. Pausing to clarify ideas will
increase your understanding of the ideas
in the text.
In order to clarify information, you might:

define key terms

reread sections of the text

analyze or connect ideas in text

paraphrase or summarize ideas
Respond to ideas in the text as you read.
Your responses can be personal or
analytical in nature. Thoughtful
responses will increase engagement and
comprehension.
Readers will often respond to:

interesting ideas

emotional arguments

provocative statements

author’s claims

facts, data, and other support
From AVID, Quick Reference 7.1
Summaries will:

state what paragraph is about

describe what author is doing

account for key terms/ideas
Connect within the reading to your own
life and to the world. Making connections
will improve your comprehension of the
text.
While reading, you might ask:

How does this relate to me?

How does this idea relate to
other ideas in the text?

How does this relate to the
world?
Question both the ideas in the text and
your own understanding of the text.
Asking good questions while reading will
help you become a more critical reader.
While reading, you might ask:

What is the author saying here?

What is the author doing?

What do I understand so far?

What is the purpose of this
section?

What do I agree/disagree with?