Honors English II Summer Assignment
– READ THOROUGHLY and DO NOT
PROCRASTINATE
Failure to complete summer assignment will result in a zero for the assignment. The summer assignment can be turned in one day late. After one day late the summer assignment will NOT be accepted.
Our first unit in honors English II is based on culture/cultural identity. We will be studying a variety of types of literature related to this theme. Remember, analysis means taking an idea and breaking it into parts for better understanding, discovery, exposure, etc. So with “literary analysis” you will take what you read and breaking it down in some way (characters, themes, symbols, etc.) to better understand the “guts” of the work. Your summer assignment will focus on reading and writing analytically, which you will be during all year.
The majority of YOUR SUMMER ASSIGNMENT (essay) is DUE on THE FIRST DAY OF SCHOOL. Below is a breakdown of each part of your summer assignment (and what to expect when school starts)
A.
Read the play The Glass Menagerie
B.
Write literary essay with a works cited page – due on the first day of school
C.
Take a test - on the first/second day of school
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Part 1 : Read The Glass Menagerie by Tennessee Williams (you will need to rent or purchase the play)
The best strategy is to purchase your own copy so that you can mark it up as you read—underline important lines, mark ideas you don’t understand or parts you have questions about. This type of active reading will help you participate in our discussion about the play, and will help you prepare for the test over the play.
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Part 2 : Compose a Literary Analysis Essay— MUST BE TYPED AND DOUBLE-SPACED and follow MLA format. The draft you turn in on the first day of school should demonstrate your very best writing.
I will not accept an essay written in pencil and/or not double-spaced. You will want to have this essay typed so edits and revisions will be easy to make.
After reading the entire play, write an essay which responds to the prompt. The essay should be WELL-
STRUCTURED, FIVE PARAGRAPHS, AND CORRESPOND TO THE “WRITING STRUCTURE
HANDOUT” ENCLOSED WITH THIS ASSIGNMENT (read it thoroughly as it states sentence requirements and content).
Your essay must be typed, double-spaced, saved to hard drive or USB (you will be editing and revising this draft at some point). On the first day of school your essay must be PRINTED OUT (prior to class starting. If your draft is not printed out and with you on at the start of our class period – it is LATE). Read the prompt carefully, and answer in a clear and specific essay. Again, be sure to follow the directions on the writing structure handout.
Before you begin, make sure you do the following:
--Read the writing structure handout carefully AND read the scoring guide!
--Read the prompts carefully and choose wisely. Pick the prompt that will best demonstrate your ability
to write a literary analysis essay.
When writing your essay follow the Modern Language Association’s rules, procedures, formats etc. for our writing and citing (MLA format will be part of your scoring guide for this assignment). If you are unsure what
MLA is you can use OWL Purdue (type that into Google) to help you learn about MLA requirements or you can purchase an MLA book.
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Prompt: “Nobody, not even the rain, has such small hands.” – e.e. cummings
How does the epigraph represent the play and bring out a major theme of the play?
Here are the steps to follow for completing your essay:
A.
Read your play
B.
Using the prompt above write your literary essay. Set up your paper following MLA requirements and format and type it. In the title area of your paper, write the prompt.
C.
Print it out and bring the paper with you on the first day of school
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Part 3 : Be prepared for a thorough test over the play on the first day of class. The test will cover everything from context, to vocabulary in context, to development, to themes, to symbols, to character motivation, etc.
Even though the test will be multiple choice (with a short essay response) does not mean you will not have to answer analysis questions. The questions will require you to use high-level thinking. You should thoroughly know the play! BE PREPARED FOR AN IN-DEPTH TEST ON THE FIRST DAY OF SCHOOL.
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To review, the following work is due ON THE FIRST DAY OF SCHOOL:
1.
Complete reading of the play. (YOU WILL BE GIVEN A TEST OVER THE PLAY on the first day).
2.
A complete essay (non-complete essays will not be accepted) over the chosen prompt. The essay should follow the Writing Structure handout. It should be typed, double-spaced (non-typed and double spaced essays will not be accepted) and printed ready to turn in when class starts (if it is not printed when class starts it is LATE). Don’t forget that MLA should have been followed in writing and citing your work .
3.
Test over the play
If you lose these handouts, you may get a new copy of the assignment off of Simon Kenton’s web page.
If you have any questions about the reading or writing assignment, you may send an email to my school address
(bottom of this page). I will be checking email and will be happy to help you understand/work through any part of the assignment.
Failure to complete this assignment will result in zero being earned for this assessment. The summer assignment may be turned in one day late. After one day late the assignment will not be accepted.
I look forward to seeing you in at the start of the school year! Happy reading and writing!
Micele.Sturm@kenton.kyschools.us Ms. Micele Sturm
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Reminders:
1.
DO NOT use first or second period pronouns (I, Me, My, You, Your, etc.) unless in a direct quote taken from the play.
2.
DO NOT use vague words: things, get/got, stuff, a lot, etc. unless in a direct quote taken from the play.
3.
DO NOT use passive voice/verbs. USE active voice/verbs.
4.
USE present tense verbs, unless in a direct quote taken from the play.
5.
USE correct grammar and spelling. PROOFREAD.
6.
Make sure to analyze! DO NOT give plot summary . You are writing for an audience that has read the play.
Writing Structure Handout—Critical Essay
Most forms of analytical writing can be developed using the same basic writing structure. This structure, the standard five paragraph essay, is used for a variety of writing modes and types and can be modified in any number of ways. Below you will find the basic structure, modified for the purposes of a critical essay.
Paragraph 1: Introductory Paragraph—lets reader know what topic you are addressing and the main idea of your piece (approximately 5 or more sentences for the overall first paragraph).
A.
Your introduction provides a relevant hook to get the reader’s (3 to 5 sentences)
Do not start your essay with a question, you should be trying new and creative ways to grab your audience
Your introduction should introduce issues that you are analyzing in your essay. (i.e. identity, or voice, or culture, etc.)
B. Your next sentence should be a “bridge” sentence. This sentence takes your topic(s) and mentions how it/they is present in literary works. Then, the next sentence(s) introduce the book and essay topic (2 sentences)
C. The final sentence states the main idea that will be addressed throughout the essay. This is where you would define the theme present in the play. (THESIS STATEMENT – 1 sentence) a. A thesis statement lets your reader know what your essay will analyze.
Paragraphs 2-4 Body Paragraphs—each body paragraph provides one reason or example that supports your thesis.
Make sure to use high-level transitions throughout your paragraphs (approximately 7 or more sentences per body paragraph).
A.
(TOPIC SENTENCE) - The first sentence introduces the topic of the body paragraph (an example that supports your thesis. (1 sentence and it should connect back to your thesis). Your topic sentence lets your reader know what part of your thesis they paragraph is analyzing.
DO NOT start the paragraph with a quote. The quote should come later on in the paragraph.
B.
The next group of sentences explains the example so that it can be easily understood by the audience (You must include the detailed facts of the specific example you have chosen. This section of the paragraph is typically (3-7 sentences in length or more.) Your MLA quote should be part of this section of the paragraph.
Use transitions throughout your paragraphs .
C. The next group of sentences in the paragraph provides an explanation which demonstrates how that example brings out the major theme. In other words, WHY does that example demonstrate the universal concept you chose? (This is called the “connection” section of the paragraph and is typically (2-6 sentences in length or more)
D. The closing sentence of the paragraph restates and/or summarizes the main idea for the paragraph and possibly transitions into the next paragraph (1 to 2 sentences at least)
Paragraph 5: Concluding Paragraph—restates thesis and ideas. It also provides a particular relevance/importance regarding the topic for the reader to consider (approximately 5 or more sentences for the last paragraph).
* This paragraph should NOT be an exact duplicate of the first paragraph. All sentences and points made should be reworded.
A. The opening sentence should restate your topic(s) and then restate thesis statement (1 to 2 sentences at minimum)
B. The next two to four sentences should provide a specific relevance/importance for the reader to consider
(how the prompt you chose brought out a major theme in the play)
C. The final sentence should be a powerful statement/thought that brings closure to the piece and will make the reader remember your essay.
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Literary Analysis Scoring Guide –
Interpretation:

The essay thoughtfully and accurately analyzes the literary prompt. The essay makes insightful and analytical connections using the prompt as a guide.
Analysis:

In-depth, the how/why of the analysis (at least 2 to 3 sentences of analysis after a quote and examples are present (follows sentence requirements [at minimum per paragraph]). o 1 st paragraph – 5 or more o 2 nd -4 th paragraphs – 7 or more o
5 th paragraph – 5 or more
Development:

The essay uses ample convincing evidence drawn from the play to support the writer’s analysis. o Ideas are thoroughly explained.

The essay maintains a clear and consistent focus on critical analysis. o The essay includes references to the play; their relevance to the analysis is consistently clear and effective.
Organization:

Organization is unified and coherent, with a logical progression of ideas o Student followed the critical essay outline

High-level transitions clarify relationships among ideas.

The essay includes a clear, engaging introduction

An effective conclusion that may extend or elaborate ideas.
Language:

Well-constructed sentences

Precise word choice clearly and effectively convey ideas. o DO NOT use first or second period pronouns (I, Me, My, You, Your, etc.) unless in a direct quote taken from the play. o DO NOT use vague words: things, get/got, stuff, a lot, etc. unless in a direct quote taken from the play. o DO NOT use passive voice/verbs. USE active voice/verbs. o DO NOT use contractions (unless in direct quote) o
USE present tense verbs, unless in a direct quote taken from the play. o USE correct grammar and spelling. PROOFREAD.

Voice and tone are appropriate to the writer’s purpose and are maintained throughout the essay.

Although there may be a few minor errors in grammar, usage, and mechanics, meaning is clear throughout the essay. o See reminders above the scoring guide to help
MLA

Followed MLA formatting for paper

Correct MLA quotations and citations are present and cited correctly

Minimum of three total quotes

Created a Works Cited Page with correct formatting
COMMENTS:
20
20
20
20
20
TOTAL
______/100
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