Advanced Placement Literature and Composition
Summer reading assignments
2014-2015
Please read carefully. You are responsible for completing the enclosed reading and assignments by
the listed due dates. No late assignments will be accepted for summer work. If you have questions,
please contact me by e-mail (rdibble@starkville.k12.ms.us).
This course requires extensive reading and writing. It can be time-consuming and challenging,
but most students who work hard earn college credit for Comp. I and/or Comp. I and II by taking
the AP exam in May and scoring a 3, 4, or 5. Please enroll in this class if you are prepared to work
at the college level, can or want to learn to read analytically, can or want to write using high-level
skill, and want to challenge yourself intellectually.
English IV Acc/AP Calendar
1st
class meeting: all mythology work, chapter summaries from AP Literature and
Composition text (Bedford/St. Martins), and independent novel assignments are due
Advanced Placement Literature and Composition
Instructor: Mrs. Robin Kimbrough-Dibble
Course Description:
This college level course focuses on the reading and analysis of literary works and the writing of critical essays.
Students will study various genres from world literature, employing advanced reading strategies and
examination of literary devices and their effectiveness. We will "measure" literature against the history of
philosophy to understand how literature fits into its own time as well as in all time. We will ask, "What is art?"
and try to determine the qualities of great literature. In addition, our literary analysis will look at style and
structure and a writer's diction, imagery, use of detail, language and syntax and to what effect. Writing well
about literature is a key component of the class. The course presupposes writing efficiency but will focus on
improving critical analysis and include a study of grammar, mechanics, usage, and vocabulary. Students will
keep a writing log over the course of the year to document their improvement and to engage themselves in
thinking about their writing. The course also emphasizes public speaking, listening skills, and group
collaboration. Students who take the class will be required to take the national AP exam and pay the test fee.
Course Outcomes:
1. to give students knowledge and skills they need to score a 3 or higher on the AP English Literature and
Composition exam. It is an expectation of the class that all students will take the AP exam in May
2. to promote students' imaginative abilities in reaction to literature
3. to help students find and explain (through discussion and writing) what is of value in literature
4. to understand the nature of literature in an artistic sense and in its historical & universal sense
5. to study vocabulary in the context of the literature and with college level word lists; to help students
advance in vocabulary skills to cope with unfamiliar language
Methods of Instruction: Discussion is the primary way in which students come to understand a particular work
of fiction or poetry. We will share ideas collectively but not at the expense of independent thought and
expression. Discussion will be in both large group and small groups and will often be student-led. Cooperative
learning groups are also used extensively in this class. There are projects done individually as well.
Texts: Jago, et al’s Literature & Composition: Reading, writing, thinking, Elements of Literature, practice tests,
and trade paperbacks (possible novels & plays: The Awakening, Oedipus Rex, Hamlet, Death of a Salesman,
Kite Runner, Ethan Frome, Rosencrantz and Guildenstern Are Dead, Their Eyes Were Watching God, Heart of
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Darkness, Wuthering Heights, The Hitchhiker’s Guide to the Galaxy, The Mayor of Castorbridge, Angela’s
Ashes, The Importance of Being Ernest), multiple poems.
Required Materials: loose leaf notebook (2” minimum), 12 notebook dividers, black or blue ink pens; loose leaf
lined paper, post-it notes, colored ink pen, highlighter, pencil.
Make-up Tests and Extra Help: Make up tests and extra help are available at times mutually agreeable to both
student and teacher.
Late Work: District policy—late work penalty is factored into individual assignment rubrics. My usual penalty is
10 points for 1-3 days late. No late work accepted after 3 days.
Grading Policy:
9 weeks exam = 25%
Major Essays, projects, and tests = 40%
Quizzes/Homework/ Daily work/ Works folders= 35%
I look forward to an enjoyable year with you. I want AP English to be challenging and fun. Feel free to contact
me by e-mail over the summer with questions (rdibble@starkville.k12.ms.us). Happy reading!
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SUMMER ASSIGNMENTS IN A NUTSHELL (DETAILS FOLLOW)
1.
Background readings
“Close Readings” article / sample (in packet)
How to Read Like a Professor, chapter 1
Literature and Composition text, chapters 1 & 2 (w/ assignment)
2. Mythology research and assignments (see packet)
3. Independent novel reading and assignment
All the above assignments are detailed in the pages that follow and are due the first
day of class.
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AP requires careful and close reading of every text. Please read
and take to heart the following suggestions.
Writing about a story or novel can be difficult because fiction is generally very complex and usually
includes several points or themes. To discover these interwoven meanings, you must read the work
closely. Below are three techniques for reading fiction actively and critically. Close reading takes more
time than quick, superficial reading but will provide a depth of understanding not available from light
reading. Close reading is a habit you must practice in order to write analytical essay on literature.
Close Reading a Text
Close Reading is a technique that is vital to understanding literature. Reading for pleasure or entertainment does not
require close reading—reading for analysis does.
Use these "tracking" methods to yield a richer understanding of the text and lay a solid ground work
for your thesis.
1. Use a highlighter or underline, but only after you've read for comprehension. The point of
highlighting and underlining at this stage is to note key passages, phrases, turning points in the
story, literary devices, etc.
****TIP: when you are not reading a book you own, use post-it notes in lieu of highlighting****
Pitfalls:
Highlighting too much
Highlighting without notes in the margins
2. Write marginal notes in the text (see tip above)
These should be questions, comments, dialogue with the text itself.
A paragraph from Doris Lessing's short story "A Woman on a Roof" serves as an example; the
second paragraph could have a note from the reader like this:
Marginal Notes
Text
Why is the man annoyed by
the sunbather? Is Lessing
commenting on sexist
attitudes?
Then they saw her, between chimneys, about fifty yards away. She lay face down on a
brown blanket. They could see the top part of her: black hair, a flushed solid back,
arms spread out.
"She's stark naked," said Stanley, sounding annoyed.
3. Keep a notebook for free-write summaries and response entries.
Write quickly after your reading: ask questions, attempt answers and make comments about
whatever catches your attention. A good question to begin with when writing response entries
is "What point does the author seem to be making?"
4. Step back.
After close reading and annotating, can you now make a statement about the story's meaning?
Is the author commenting on a certain type of person or situation? What is that comment?
(see sample annotation of a page---novels will not require such detail)
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Summer Reading
Background in Literature: Literature and Composition (copies have not arrived, so please
find attached a photocopy of chapters 1 & 2)
This reading will provide you with information about how to read fiction for more than
entertainment. Read each chapter and write a 1 – 2 page summary to be turned in on the first
day of class.*
Chapter 1: pp. 1-17
Chapter 2: pp. 19-36 (the latter part of the chapter will be covered in class together)
Lit & Comp Chapter Summaries Rubric
Total pts earned
Chap. 1
50 pts.
1 – 2 page summary that is thorough
and thoughtful
Chap. 2
50 pts.
Notes with all headings and
definitions, examples, explanations
of each, e.g. “What Is Close
Reading?” – explication
of text, including both
details and larger
ideas; includes what a
piece means and how that
meaning comes about;
involves strategies for
better understanding
Summative score
*complete the assignment in the rubric above—you do not need to complete the
suggested activities and/or questions in the chapters themselves.
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AP Literature / Composition Summer Research Assignment
Mythology
Most western literature assumes at least a passing familiarity with classical mythology and
Christian theology/history. Without a good general knowledge of Greek mythology, many
allusions and references will have no meaning for you, therefore, I expect you to familiarize
yourself with the information in the Mythology rubric. The instructions are contained in the
rubric, so read it carefully.
The mythological information you will need to be familiar with is available in Edith Hamilton’s
Mythology, a classic text, based on Greek mythology. You are welcome to use the Internet
or other sources if you wish. Be sure you read, synthesize, and summarize…use your own
words and understanding to summarize….DO NOT COPY. Don’t be confused if you find
variations of the duties or descriptions of gods/goddesses or details of myths. Since these
were based on oral traditions, written versions contain minor differences. Also, don’t be
confused or disturbed by different spellings you may encounter. This is the result of varying
translations from the original Greek.
By the first day of class, you will need to be familiar with the gods, goddesses, heroes, and
stories in Greek mythology listed on the attached rubrics (3 separate rubrics). Everything on
the rubrics will be turned in on the first day of class. Place rubric (clipped) on top of
assignment to turn in. The allusions must be studied for familiarity. They will appear on the
Mythology test.
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Mythology Research
Rubric
Assignment
Part 1
value
earned
Create a family tree of the major gods and goddesses, 30
beginning with Uranos and Gaea; complete on blank
typing paper. Use any format you want and can
understand. Do NOT download from the Internet.
Include: Gaea, Uranos, Rhea, Cronus, Coeus, Phoebe,
Atlas, Prometheus, Artemis, Hephaestus, Demeter ,
Persephone, Dionysus, Pan, Apollo, Aphrodite,
Hermes, Hera, Athena, Hestia, Zeus, Poseidon, Hades
Fill in the accompanying chart/table of the major gods
and goddesses showing their “realm” and at least one
associated symbol or object; include the Roman name
counterpart (example has been done for you)
30
Read the following love stories and write a ½-1 page
typed, double-spaced summary of the story; title each
with the lovers’ names (10 each)
 Pyramus and Thisbe
 Cupid and Psyche
 Pygmalion and Galatea
 Echo and Narcissus
40
Total
100
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Part 2
Read the following stories of heroes and write a 1-2
page typed, double-spaced summary of the hero’s
adventures and exploits; include a list at the end of
major personality / character traits of that hero, i.e.,
“physically strong but quick to anger” (9 each)
 Hercules
 Perseus
 Theseus
 Odysseus
Read about the following characters and/or stories and
write a ½ - 1 page typed, double-spaced summary of
each (9 each)
 Sisyphus
 Pandora
 Icarus
 Prometheus
 Atlas
 The Muses
 The Fates
Total earned
36
63
100
9
Chart
God/Goddess
Realm
Object/symbol
Zeus
Hera
Poseidon
Ares
Apollo
Aphrodite
Athena
Hephaestus
Artemis
Demeter
Persephone
Dionysus
Hermes
Cupid
Atlas
Pan
Heaven/sky
thunderbolt
Roman
counterpart
Jupiter
Venus
Agriculture
Bow & arrow
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Allusions from Mythology:
After careful study, write an original sentence using each of
the allusions.
1. Icarus/fly too Close to the Sun
In Greek mythology, Icarus and his father, Daedalus, escaped from the island
of Crete, by means of wings constructed by Daedalus. The wings were held on
by means of wax, and although Daedalus had warned Icarus not to fly too close
to the sun, Icarus did not heed the warning; the wax melted, and he fell to his
death in the Aegean Sea.
To be “an Icarus” or to “fly too close to the sun” is to fail or be destroyed because of lack of caution or
excessive ambition.
Examples
In Ray Bradbury’s novel Fahrenheit 451, the protagonist, Montag, is finally turned in to the authorities for daring to keep books in
his house. Beatty, the antagonist, comments: “’Well,’ said Beatty, now you did it. Old Montag wanted to fly near the sun and now
that he’s burnt his damn wings, he wonders why.’”
When I told my roommate I thought I could attend the all-night party and still do well on my final exams the next day, he said, “I
have just one word for you—Icarus.”
2. Tantalus
In Greek mythology, Tantalus was a king who offended the gods and was condemned to suffer eternal
hunger and thirst in Hades. He stood in water up to his chin, but when he, bent to drink the waters
receded. Beautiful, ripe fruit hung overhead, but each time he reached for a piece, the wind blew the
boughs out of his reach.
To be “tantalized” or to be like Tantalus, is to be offered something desirable which is then withheld.
Examples
After being nominated for an Emmy Award numerous times and always seeing the
award presented to someone else, the actress began to feel like Tantalus.
The poor peasants were tantalized by the aromas drifting down the street from the
palace banquet.
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3. Narcissus/narcissism
In Greek mythology, Narcissus was a young man of extraordinary beauty.
He cruelly rejected many admirers, including the nymph Echo. One day,
as he bent to drink from a pool. Narcissus saw his own reflection, and
immediately fell in love with it. In some versions of the story,
Narcissus tried to embrace his reflection, fell into the pool, and
drowned. In others, unable to tear himself away from his reflection,
he wasted away and died. In either case, his obsession with his own
beauty led to his death.
The term “narcissism” is derived from the story of Narcissus. It refers
to obsessively focusing on one’s self, particularly one’s physical
appearance.
Examples
I got the feeling Janet was a bit narcissistic when I noticed that she had a least three mirrors hanging in every room of her house.
When Michael asked me why I accused him of narcissism, I told him it was because he has a way of turning the focus of every
conversation toward himself.
4. Sword of Damocles
According to legend, Damocles was a courtier of a Greek king, and Damocles constantly flattered the
king by speaking of what a wonderful life the king led. Tired of the flattery, the king held a banquet,
and Damocles was seated in the king’s own chair under a sword that was suspended from the ceiling
by a single thread. The king wanted Damocles to experience what it really felt like to be king: along
with the privileges of kingship, the king was always aware of impending dangers and thus was never
entirely at ease.
The phrase “sword of Damocles” refers to an awareness of impending or imminent danger.
Examples
Although Constance enjoyed her
job at the factory, she and her
co-workers knew that the sword
of Damocles could fall at any
minute and they would be laid
off because of budget problems.
His father’s return from
work was a sword of
Damocles for Lewis
because Lewis knew he
would have to explain
the new dent in his
father’s car.
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5. Achilles’ Heel
This term is from Greek Mythology. According to myth,
when Achilles was a baby, his mother dipped him in the
River Styx because the waters from this river gave
immortality to humans. His mother held him by his heel,
so that was the only place on his body not touched by the water. From then on, Achilles’ heel was his
one area of vulnerability. Eventually, Achilles was killed during the Trojan Was when a poisoned
arrow struck his heel.
Today, the term has come to refer to a person’s area of particular vulnerability.
Examples
Her inability to resist rich desserts was her Achilles’ heel, keeping her from losing the ten pounds she wanted to lose.
The politician’s desire to be liked by everyone was his Achilles’ heel, preventing him from taking a strong stand on any issue and
leading to his defeat in the election.
6. Sirens
In Greek mythology, Sirens were sea creatures who lured sailors to their deaths on the rocky shores by
singing a beautiful, irresistible song. They are usually depicted as women, or as half-woman, half bird.
In modern usage, “sirens” can refer to anything that tempts a person away from safety and toward a
destructive path. A “siren song” is the temptation used to lure a person.
Examples
In his Speech in the Virginia Convention, Patrick Henry urged his listeners not to be fooled by an “illusion of hope,” saying, “We are
apt to shut our eyes against a painful truth, and listen to the song of that siren, till she transforms us into beasts.”
He is comparing false hope both to the sirens and
to Circe, who turned Odysseus’ men into swine.
I had intended to stay home and study for finals,
but the siren song of my friends describing all the
fun we could have at the lake was too much for
me to resist.
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7. Gordian Knot
According to legend, Gordius was a Greek king. He tied an extremely complex knot, and an oracle
prophesied that whoever untied it would rule all of Asia. Alexander the Great “untied” the knot simply
by cutting through it with his sword.
A “Gordian knot” is any extremely complex problem,
and “cutting the Gordian knot” refers to solving such a
problem in a quick, decisive manner.
Examples
Each year, school counselors face the Gordian knot of scheduling classes so that teachers will have reasonable class sizes and
students will have the opportunity to take the classes they need.
The councilwoman cut the Gordian knot of which of the two worthy programs would have to be eliminated when she proposed a
money-saving strategy that would enable both programs to continue.
8. Janus
Janus was the Roman god of gates and doorways. Thus, he was associated with entrances and
beginnings. Our month of January is named for Janus. He was usually depicted with two faces, one
looking forward into the future, and one looking backward at the past.
Calling someone a “Janus” can be either a positive or a negative statement. It can refer to the wisdom
and knowledge of a person who sees everything, or to the two-faced, hypocritical nature of a person
who presents two different appearances, depending on the circumstances. Thus, Janus represents
duality in several ways.
Examples
One investment company calls itself “Janus,” implying that their firm has the big picture on investments, learning from the past
and projecting the future of the markets.
Appropriately, Shakespeare’s villainous, hypocritical character Iago swears by the god Janus. Iago pretends to be Othello’s friend,
but he is determined to bring about Othello’s ruin.
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Mythological Allusions:
In addition to your sentences from the previous words/phrases derived from mythology, you are
to find at least 3 other words or phrases that we use today that had their beginnings in
mythology (Greek, Roman, Norse, or any other culture will do). For example, the word “nemesis”
means “one who inflicts retribution or punishment.” The word is derived from the Greek goddess
whose name means “righteous justice.” Follow the format used in samples 1-8 by explaining the
original reference, underlining key terms, explaining the reference in contemporary usage and
using the word in one sentence with context clues. Pictures are not required.
Part 3: Allusions Rubric
Original sentences 1-8
3 additional allusions following format
total
5 pts.
Each
(40)
20 each
(60)
100
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1
AP Summer Independent Novel Project
From the list below, you will choose one book to read over the summer. In addition, you will complete
the activities that follow.
Novel Choices
1984 – George Orwell
Brave New World – Aldous Huxley
Dune – Frank Herbert
Fahrenheit 451 – Ray Bradbury
The Left Hand of Darkness – Ursula Le Guin
I Robot – Isaac Asimov
Martian Chronicles – Ray Bradbury
Slaughterhouse Five – Kurt Vonnegut
You may notice that one thing all the above novels have in common is their genre: science fiction. The
second thing they all have in common is that they are considered novels of “literary merit.” In other
words, they are worthy to write about on the AP Literature and Composition national exam.
You will need to purchase a copy of the book to have to bring to class in August when school begins. A
used copy is fine. I suggest you check out the upstairs section of Book Mart downtown, Palmer Thrift
Store, Amazon.com, Half.com, or ebay.com to find a book less than new market price. If you have a
copy already, that is fine! You will need to be able to write in these books or as an alternative use sticky
notes.
When you arrive at school next fall, you will turn in the assignments below. We will, as a class, divide
into groups of readers of the same novel to conduct further activities.
NOVEL ASSIGNMENTS
A note on the quality of your work: One observation from AP readers is that students are not able to
wrestle with complex texts. I am not so sure that the ability is lacking. Rather, I think it is the desire or
the willingness to read hard texts and think deeply about them that is sometimes missing. It does
require discipline to train yourself to read complex texts, but so worth it, not only for the AP tests, but
also for college and beyond. Lazy thinking gives you mud for brains. Use these assignments as exercises
in compressing your brain mud into diamonds. In other words, sloppy, lazy, 9th grade work is not going
to cut it.
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Reading Journals
You will be asked to keep a reading journal for the novel of your choice. Your journals can be typed or handwritten
(neatly, in blue or black ink). Please turn in something that screams how proud you are of the
work. Each journal has three distinct parts as shown below.
A. Introductory information (record all this information in order)






Title of work and author
Protagonist(s) and description (both physical and
personality/character)
Antagonist(s) and description
Brief ( no more than 200 words) plot summary
Key themes: the main two or three
Significant literary elements, such as symbols, motifs, allegory, allusions, special structure,
point of view, etc. Don’t just say the book has a lot of symbols, list some and describe
them.
B. 5-7 journal entries (approximately 1,200 words total). As you read, use close reading techniques (see your packet for
background and examples) to improve them. Keep a journal in addition to any notes you may make in that process. Your
close reading may and should prompt ideas for journal entries. Use any of the following starters for journal entries. Never
summarize the text!! All journal entries are to be analytical exercises. Be sure to vary your entry types (don’t do the same
think over and over again).





Start with a quotation from a chapter and comment on it. Why is it important? Extend
beyond the text itself. Example: maybe the passage is important for a character, but how
about us?
 Pull out a short scene and analyze it. Why is it important? What is
revealed, etc.?
 Reading between the lines. Sometimes it’s what characters don’t say that
matters. Cite a passage and explain what’s really going on. Be sure to show
how you know it.
Analyze the development of a dynamic character: how is it she/he grows, learns, etc.?
Cite and explain ironic passages. How does irony function in the work?
Cite a passage and analyze the author’s style: choice of words, syntax, tone, etc. Why do
you think the author used this style for this work? How effective is the passage at
achieving the author’s purpose?
Something else? Think of something.
Important note: any time you cite a passage, it DOES NOT count toward the word count
for your journal entry. You do not have to copy an entire passage though. Why not include a photocopy
or, if digital, cut and paste.
C. Final Overview
Choose any of the following (400-500) words). For any of these choices, cite the text in support of
what you say.
 Personal reflection: why you liked this book (or disliked) and reasons.
 Recommendation: choose a person you know, and write an email to him/her giving your
recommendation and reasons.
 What did you learn about yourself as a reader? What did you learn from this analyzing this
book? Be specific.
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Name__________________________________________
Rubric for Reading Journals: Independent Novel
Trait
Pts.
Pts. Earned
comments
Possible
Intro Info is complete
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Title, author, protagonist(s)’ description,
antagonist(s)’ description, plot summary,
key themes, significant literary elements
5-7 journal entries
Vary in content, are analytical in nature, of
appropriate length
Final Overview
Thoughtful, analytical, examples
Follows instructions for formatting
50
total
100
15
10
This will be turned in on
top of your journal!
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