ENG 151 and Senior Literature & Composition
Summer Reading and Viewing Program (2015)
To maintain—rather than lose (i.e., the summer effect)—the valuable thinking, reading, and writing
skills that you developed throughout the 2014-2015 school year and to prepare you for the academic
challenges of English 151/AP English Language & Composition or Senior Literature & Composition,
you are instructed to complete a variety of summer reading or viewing assignments. These
assignments reinforce skills that you have previously learned and will apply throughout the new
school year, provide research for a number of essays that you will write, and introduce terms that will
help you grow as “skilled readers of prose written in a variety of contexts” and as “skilled writers
who compose for a variety of purposes” (College Board).
All assignments are due the first day of the 2015-2016 school year. A completion score will be
entered in the quarter one “Formative Assessment” category (10%) for Senior Literature &
Composition students. For English 151 students, the completion score will be entered in the semester
one “Essay 6” category (10%). Be aware that a number of 2015-2016 assignments will utilize the
summer reading; consequently, not completing the summer reading will adversely impact your
overall course grade. Because late work will not be accepted for the completion scores, avoid
waiting until August to complete the assignments. Plan! Add reading/viewing times to your summer
activities calendar. (See the sample below.)
I encourage you to enjoy your summer with family and friends as well as devote time to your
continued academic growth. Please contact me at jide@central.k12.mn.us if you have any questions
concerning the assignments.
Have a fun summer! See you in September.
Mrs. Ide
June 8-11, 15-20
(Options: read one hour a
day/1-2 chapters per day/other)
July 6-9, 13-16
(Options: read one hour a
day/1-2 chapters per day/other)
August 10-13, 17-21
(Options: read one hour a
day/1-2 chapters per day/other)
Read Nonfiction Book &
Complete Journal
Read Fiction Book &
Complete Journal
(ENG 151 Only) Read Writing
Book & Complete Journal
June 29 (about two hours)
July 30 (about one hour)
August 27 (about one hour)
View Documentary &
Complete SOAPSTone notes
Define 21 Terms
(non-bolded)
Define 21 Terms
(non-bolded)
Assignment One: Essay Portfolio—Topic Exploration (All Seniors)
During semester one, all students will write three academic essays: Explaining a Concept, Reviewing
Opposing Viewpoints, and Arguing a Position. English 151 students are encouraged to use the same
general subject for all three essays, narrowing the topic to fit each essay’s purpose. Senior Literature
& Composition students may change topics for each essay. Regardless, to decrease the amount of
topic selection and research time and to increase the amount of writing and revision time during the
school year, you can use the summer months to decide upon a topic and conduct some initial research.
Consider choosing a book that relates to your anticipated field of study (college) or future career.

Read a nonfiction book about a topic of your choice. Discover popular non-fiction at
http://www.goodreads.com/list/show/25962.AP_Non_Fiction , other online book sites,
bookstores, or your local public library.
o As your read, complete journal entries. For every chapter of the book, summarize key
concepts or memorable quotations and passages. Provide also personal reactions to
the content.

View and analyze 1-2 documentaries related to the topic of your nonfiction book.
The following websites link to a multitude of documentaries: www.pbs.org (Click on
Programs and then on the Frontline icon to access documentaries.),
www.topdocumentaryfilms.com/watch-online/ , www.watchdocumentary.org , or
Netflix (if you subscribe)
o Take notes. For each documentary that you view, make brief notes applying the
SOAPSTone method. See sample note sheet below (by Denise Ferguson) and refer to
Appendix A for SOAPSTone information.
MLA CITATION: Begley, Sharon. “How Quickly We Forget.” Newsweek. 7 May 2010: NP. Web.
SPEAKER/AUTHOR: Begley, an environmentalist author
OCCASION: The recent oil spill in the Gulf of Mexico
AUDIENCE: American public
PURPOSE: Exposition possibly to chastise those who have grown complacent
SUBJECT: Oil spills and their effects
TONE: Indignantly pessimistic: oil spills have become far too common; American citizens have been
desensitized to the risks of energy production.
MAIN POINTS: 1) The author cited previous oil spills like the Exxon Valdez near Alaska in 1989, but
notes that after a period of public outrage, the public returns to normal life with no changes. 2) Previous
public apathy is shown by the quick return to normalcy after pandemic warning about avian and swine
flu.
RESPONSE: I agree that oil spills and other natural disasters draw public attentions and sympathy for a
time, but that public attention is quickly drawn to the next sensational story without much real action.

(Optional) Conduct additional research, selecting articles from reputable newspaper,
magazines, or journals.
o Print articles and make brief notes applying the SOAPSTone Method.
Assignment Two: Reading Fiction (All Seniors)
 Read a novel of your choice. Be prepared to write an essay or create a presentation about the
book during quarter one; thus keeping a reading journal or taking notes is advised.
Assignment Three: Reading about Writing (Eng 151 Students Only)
 Read a nonfiction book about writing. Visit http://www.goodreads.com/shelf/show/aplanguage-and-composition-reads or other websites for ideas such as
Eats, Shoots & Leaves: The Zero Tolerance Approach to Punctuation (Lynne Truss),
The Writing Life (Annie Dillard), The Elements of Style (William Strunk Jr.), On
Writing (Stephen King), Zen in the Art of Writing (Ray Bradbury), Bird By Bird: Some
Instructions on the Writing Life (Anne Lamott).
o
As you read, complete journal entries. For every chapter of the book, summarize key
concepts or memorable quotations and passages. Be prepared to write an essay or
create a presentation about the book. Book material should also be referenced during
our class discussions about writing.
Assignment Four: Rhetorical/Literary Terms (Eng 151 Students—Required; Senior Literature
& Composition Students--Suggested)
 Define the following non-bolded terms. You will add examples to the definitions as the
school year progresses. These terms will show up on quizzes throughout the year.
FYI—Bolded Terms: These terms have been introduced and studied in Freshman Literature and
Composition, American Literature and Composition, and British Literature and Composition.
Definitions for these terms are not required but may prove helpful.
*Schemes: Deviation from the ordinary pattern or arrangement of words, letters, sounds
(transference of order).
**Tropes: Deviation from the ordinary and principal meaning of a word
(transference of meaning).
Alliosis*
Alliteration*
Allusion
Ambiguity
Amplification
Anadiplosis*
Analogy
Anaphora*
Anapodoton*
Anastrophe*
Anecdote
Antanagoge
Antecedent
Antimetabole*
Antithesis*
Aphorism
Aporia**
Apostrophe**
Appendix A
Asyndeton*
Chiasmus*
Climax/Gradatio*
Colloquialism
Conceit**
Conduplicatio*
Cumulative Sentence
Diacope *
Distinctio
Ellipsis*
Enumeration
Epanalepsis *
Epistrophe/Antistrophe*
Erotema**
Euphemism
Exemplum
Expletive
Extended Metaphor**
Force Teaming
Hyperbaton*
Hyperbole**
Hypophora
Hypotaxis
Idiom**
Imagery
Irony**
Isocolon*
Juxtaposition
Litotes**
Metabasis
Metaphor**
Metonymy**
Motif
Oxymoron**
Paradox**
Parallelism*
Parataxis
Parenthesis*
Periodic Sentence
Personification**
Polysyndeton*
Praeteritio/Apophasis
Procatalepsis
Rhetorical Modes
Rhetorical Question/Erotesis**
Scesis Onomaton
Sententia
Simile**
Symbol**
Syntax
Synedoche**
Symploce*
Understatement/Meiosos**
APPENDIX A
SOAPSTone (Speaker, Occasion, Audience, Purpose, Subject, Tone)
Originally conceived as a method for dissecting the work of professional writers, SOAPSTone provides a concrete strategy
to help students identify and understand the main components of writing, including their own writing. SOAPSTone provides
a series of questions that students must first ask themselves, and then answer, as they begin to analyze texts and/or plan
for their own writing assignments.
S—Speaker
Question: Who is the Speaker?
The individual or collective voice of the text. Whether this voice belongs to a fictional character or to the writers themselves,
students should determine how a writer develops the personality/character/credibility of the speaker or narrator that will
influence the overall meaning of the text. Think about: What assumptions can you make about the speaker? (e.g. age,
gender, emotional state, etc.) What is the speaker’s point of view?
O—Occasion
Question: What is the Occasion?
The context and catalyst that prompted the writing. All writers are influenced by the larger occasion: an environment of
ideas, attitudes, and emotions that swirl around a broad issue. Then there is the immediate occasion: an event or situation
that catches the writer's attention and triggers a response. Think about: What else was going on in the world when the
author was writing?
A-Audience
Question: Who is the Audience?
The group of readers to whom this piece is directed. It may be one person or a specific group. This choice of audience will
affect how and why writers write a particular text. Think about: Who does the author want to be affected by the text?
P—Purpose
Question: What is the Purpose?
The reason behind the text. Writers need to clearly consider the purpose of their text in order to develop the thesis or the
argument and its logic, or in the case of fiction, to develop a theme. Writers should ask themselves, "What do I want my
audience to think or do as a result of reading my text?"
S—Subject
Question: What is the Subject?
The general topic of the text. What is the speaker literally saying?
T—Tone Question: What is the Tone?
The attitude of the author toward his/her subject. With the written word, tone is created by conscious choices in diction,
syntax, figurative language, imagery and selection of details to extend meaning beyond the literal. Does the speaker seem
sarcastic, aggressive, wistful, pessimistic, hopeful, bitter, reflective, skeptical, etc.?
DIDLS (Diction, Images, Details, Language, Syntax)
The acronym DIDLS is used to help students analyze the tone of a passage. By dissecting argumentative pieces, and
considering their parts, passages should be much easier to comprehend.
D—Diction
I—Images
D—Details
L—Language
S—Syntax
Questions: What words does the author use?
How do these words characterize the passage?
Questions: What images does the author create?
How do these images imbue the piece with sensory input?
Questions: Which details does the author include and omit?
How do these details inform your understanding?
Questions: What type of language doe the author use?
How will this type of language work with the audience the writer has in mind?
Questions: What types of sentences are used?
How are words ordered?
Where are points of emphasis?