Heather McBroom
AP English III
hmcbroom@lafourche.k12.la.us
AP English III Summer Reading Assignment
Descriptions 2012-2013
1. Vocabulary

Using the list of 100 Most Commonly Used SAT Words (Which are also common words on the AP
exam), create note cards and begin studying them. On the note cards please include the word, definition,
part of speech. Place the note cards on a ring, and bring them to school with you on the first day. There
will be a random quiz at some point during the first week. This can be found on the back of the last
page.
2. Catch-22

Assignment – Double-Entry Journals – due on the first day of classes – NO LATE WORK
ACCEPTED! The Double Entry Journal assignment is intended to do two things: help you develop your
active reading skills, and show that you are noticing more about the text than the simple plot line. As
you read, focus on the themes of the novel.
Double-Entry Journal Directions:
  journal entries – evenly balanced from content throughout the novel, meaning some from the
beginning, middle, and end of the book.
 One journal entry per page – typed in 12-point Times New Roman or Arial font or, if you are absolutely
unable to type your entries, handwritten neatly in blue or black ink ONLY.
 If journals are handwritten, please use standard 8 ½ x 11” college-ruled binder paper – NO SPIRAL
NOTEBOOK PAPER!
 Follow the format outlined in these instructions – notify us immediately if you have any questions about
the format.
 At the beginning of your compilation of entries for each novel, please create a citation for the novel in
MLA format (see example).
 Fold your paper in half lengthwise (or draw a line down the center of the page). On the left side write
the passage you will address in the entry; on the right side write your response (see below for
guidelines) and a word count for your response. Your response should be AT LEAST 150 words. You
must count the words for each response. Your grade will be adversely affected if you do not write at
least 150 words.
Each response should be about a full half page, at least 150 words. (Remember that your page is already split in half by the line
you’ve drawn down the center – your entry should fill that half page.) Journals shorter than this will not receive full journal credit.
Count the words at the end of each entry and write it at the bottom of the column. This is where you show what you are thinking as
you read. Explain why the passage engaged your interest. Some ways to show active reading are:

Analyze: Pick a device (rhetorical/literary) and dissect it, providing the AIM (Author’s Intended Meaning) behind
the device, the EFFECT (feeling or emotion established by the device), and the HOW(how is the device used/or how
does it work). Then, connect that device found within the quote to the overall theme/themes of the novel.

Evaluate: Give your opinion of the character/event/word/sentence/message. What makes this passage effective?
What do you like or dislike about it? Support this with evidence from the text.
Heather McBroom
AP English III
hmcbroom@lafourche.k12.la.us
Sample Journal Entry
[Typed in 12-point Times New Roman. Entries should be about this long with 1 ½ line spacing.]
Novel: Golding, William. Lord of the Flies. New York: Riverhead Books, 1997.
Evaluate: This passage in the novel has always struck me
“His voice rose under the black smoke before the
as being particularly imagistic – the language Golding uses
burning wreckage of the island; and infected by that
to describe Ralph’s grief is extremely effective. I can
emotion, the other little boys began to shake and sob
picture Ralph as a dirty little boy who has seen and
too. And in the middle of them, with filthy body,
experienced things that no one should ever have to
matted hair, and unwiped nose, Ralph wept for the
experience, much less a child. And the small children that
end of innocence, the darkness of man’s heart, and
the fall through the air of the true, wise friend called
Piggy” (235).
surround Ralph in their grief just amplify the grief – and
relief – of the situation. They are safe.
Connect – Text to Self: I can relate to Ralph’s delayed
mourning for a loved one. When I was in 8th grade, I lost
my grandfather and, while I was extremely upset, I didn’t
have a long time to mourn his passing. The day after he
died, his wife (my grandmother) had a massive stroke and
was left in a coma. She died three weeks later and I wasn’t
able to express my grief at the time – my mother needed
me to help around the house because she was dealing with
her own depression. It wasn’t for almost a year that I was
able to properly grieve for the loss of my grandmother, and
even then I didn’t feel like I was a good granddaughter.
I’m still dealing with that loss today – nearly 15 years
later. (215 words)
Heather McBroom
AP English III
hmcbroom@lafourche.k12.la.us
3. 102 Minutes

Assignment – Everything’s an Argument Directions:

Top Five Passages: Select the five most influential passages that illustrate interesting arguments in the text.
For each passage:

Write the sentence (or sentences), complete with page number citation in MLA format.

Discuss the use of this sentence or sentences in the context of the text. Why did you select this passage? How
does a thorough understanding of this passage play an important role in understanding the author’s purpose?

Label the tone of this passage. How does the author use specific strategies(word
choice/syntax/context/audience/culture/author) to create this tone?
**Use a split page set-up like the Double Journal. MLA Works Cited entry above. Passage on the left with page number;
analysis on the right with word count.