Maryvale High School
English 5/6: Advanced Placement (AP)
Language and Composition
Summer Reading Project
Due Monday, August 3, 2015
Summer Reading Project Purpose: First, the summer reading assignment is an integral part of
your experience in AP Language and Composition. Reading is a necessary skill for all lifelong
learners. Statistics have suggested the more students read the higher they may score on the
ACT/SAT and AP Exam. Research has also noted that practice with reading may result in better use
of the spoken and written word and prepares students for success in college and in life.
Second, the first two weeks of school are devoted to the use of the Summer Reading Project. You
will write essays, take multiple choice tests, and complete activities surrounding the Project. You
must have all readings and related assignments completed by the first day of school.
To help you plan and organize your time, a blank calendar has been attached for your use. All of
your work should be either in one notebook and/or organized into a folder.
ASSIGNMENT #1: Catcher in the Rye by J.D. Salinger
It is in your best interest to buy the book. You can find it at Bookman’s, Half-Price Books (for
cheaper copies, possibly used), Barnes & Noble (if you really want to pay extra for a brand new copy)
or online at Amazon.com (also very cheap). If this is impossible, you are also able to pick up a copy
from any local city or county library.
Synopsis of Catcher in the Rye: Holden Caulfield is the main character and a sixteen year old boy. He
narrates the story and is at a private prep school when the story begins. Set in the 1950’s, this story
takes place over the course of a few days.
This books is approximately 224 pages long. If you read 11 pages a day, you will finish the book in
three weeks.
Dialectical Journal
You will be keeping a dialectical journal as you read the novel.
What is a Dialectical Journal?
A dialectical journal is another name for a double-entry journal or a reader-response journal. A
dialectical journal is a journal that records a dialogue, or conversation between the ideas in the text
(the words that you are reading) and the ideas of the reader (the person who is doing the reading).
This is what you must do in your journal-keep a dialogue with yourself. In your journal, have a
conversation with the text and yourself. Write down your thoughts, questions, insights, and ideas
while you read. A dialectical journal can include all sorts of things: class notes, notes on discussions,
notes on papers, reactions to readings. The important part is that you, the reader, are reading
something and then responding to it with your feelings and ideas!
What type of Notebook Should I Use?
Your journal must either be a composition notebook or a spiral-bound notebook. Loose-leaf paper
and folders are not appropriate. Alternatively, you can type your journal.
How Do I Keep A Dialectical Journal?
Your journal will use a two-entry form:
 Fold the page in half (or create columns in a word processing program).
 In the LEFT COLUMN, write down parts of paragraphs from our books and articles, quotes,
or notes from class that you think are interesting or important along with MLA citation.
 In the RIGHT COLUMN, write down YOUR OWN thoughts, commentary, and questions about
the information in the LEFT COLUMN.
Paragraphs and quotes from the book using
MLA citation
Your thoughts, comments and questions related
to the paragraphs and quotes
When I am writing in my Dialectical Journal, is there a Right and Wrong Answer?
NO! A dialectical journal shows your own thoughts and ideas about what you read. When you right
in your journal, you should be as original and creative as you can be. The sky’s the limit!
However, consider the following to guide you responses:
 Who are the characters? What do their actions tell you about them?
 What are the themes in the novel? How do these themes connect in the novel? How do
they connect to you as the reader?
 What were the major events in each chapter? How do these events shape the conflict,
characters, or themes?
 What passages stand out as important to you? Why do you think they are important?
 Do you notice any patterns in the novel of objects, phrases, situations, or ideas? Why do
you think these patterns were included?
 Question – ask about something in the passage that is unclear.
 Connect – make a connection to your life, the world, or another text.
 Predict – anticipate what will occur based on what’s in the passage.
 Clarify – answer earlier questions or confirm/disaffirm a prediction.
 Reflect – think deeply about what the passage means in a broad sense – not just to the
characters in the story/author of the article. What conclusions can you draw about the
world, about human nature, or just the way things work?
 Evaluate - make a judgment about what the author is trying to say.
How many entries should I have?
You should have a minimum of seventy-five (75) entries.
For additional information, see the attached EXPANDED EXPLANATION OF DIALECTICAL JOURNALS.
ASSIGNMENT #2: Into the Wild by Jon Krakauer
It is in your best interest to buy the book. You can find it at Bookman’s, Half-Price Books (for
cheaper copies, possibly used), Barnes & Noble (if you really want to pay extra for a brand new copy)
or online at Amazon.com (also very cheap). If this is impossible, you are also able to pick up a copy
from any local city or county library.
Synopsis of Into the Wild: In April 1992 a young man from a well-to-do family hitchhiked to Alaska
and walked alone into the wilderness north of Mt. McKinley. He had given $25,000 in savings to
charity, abandoned his car and most of his possessions, burned all the cash in his wallet, and
invented a new life for himself. Four months later, his decomposed body was found by a moose
hunter. How McCandless came to die is the unforgettable story of Into the Wild.
This book is approximately 203 pages long. If you read 10 pages a day, you will finish this book in 3
weeks.
Rhetorical Analysis
As you read the novel, answer and complete the following questions. Your responses should be
thorough and display your understanding of the novel. Use textual evidence to support your
responses. You must use MLA style citations.
1. What is the rhetorical situation?
What occasion gives rise to the need or opportunity for this writing? What is the historical
occasion that would give rise to the composition of this text?
2. Who is the author/speaker?
How does he or she establish ethos (personal credibility)? Does he/she come across as
knowledgeable? Fair? Does the speaker's reputation convey a certain authority?
3. What is his/her intention in speaking?
To attack or defend? To exhort or dissuade from certain action? To praise or blame? To
teach, to delight, or to persuade?
4. Who makes up the audience?
Who is the intended audience? What values does the audience hold that the author or
speaker appeals to? Who have been or might be secondary audiences?
5. What is the content of the message?
Can you summarize the main idea? What are the principal lines of reasoning or kinds of
arguments used? How does the author or speaker appeal to reason? To emotion?
6. What is the form (organization) in which it is conveyed?
What is the structure of the communication; how is it arranged? What oral or literary genre
is it following? What figures of speech (analogies, similes, metaphors, etc.) are used? What
kind of style and tone is used and for what purpose?
7. How do form (organization) and content (main ideas) connect?
Does the form complement the content? What effect could the form have, and does this aid
or hinder the author's intention?
8. Does the message/speech/text succeed in fulfilling the author's or speaker's intentions?
For whom? Does the author/speaker effectively fit his/her message to the circumstances,
times, and audience? Can you identify the responses of historical or contemporary
audiences?
9. What does the nature of the communication reveal about the culture that produced it?
What kinds of values or customs would the people have that would produce this? How do
the allusions, historical references, or kinds of words used place this in a certain time and
location?
ASSIGNMENT #3: Editorials/Articles and Themes
SOAPSTone
The acronym ―SOAPSTone – is a helpful way for you to remember essential elements for analysis of
texts such as essays, articles, and other non-fiction works. You will be completing several
SOAPSTones for non-fiction articles.






Speaker—the voice that tells the story—includes name of author as well as important facts
about author that help assess assumptions underlying his or her position.
Occasion—the time and place of the piece—the context that encouraged the writing to
happen— usually both a large and an immediate occasion.
Audience—the group of readers to whom the piece is directed.
Purpose—the reason behind the text—what the speaker wants the audience to think or do.
Subject—the general topic, content, and ideas contained in the text.
Tone—the attitude of the author—helps to extend meaning beyond the literal.
What do I need to do?
After reading both novels, identify the overarching themes and/or issues present in both novels.
Using this information complete the following tasks:
1. Select and read five (5) editorial columns or articles that relate to the connected
themes/ideas from the two novels. Consider such sources as The New York Times, The LA
Times, The Arizona Republic, The Washington Post, The Miami Herald, CNN, MSN, etc.
2. Cut and paste all of these columns on pieces of paper or print them from the electronic
version of the paper on the Internet. Be sure to include a variety of authors.
3. Annotate/mark the text on all FIVE of the editorials/articles.
4. Complete a SOAPSTone for each article. A copy of the SOAPSTone strategy is attached for
your use. You can make additional copies and/or draw your own.
Possible topics to consider while determine theme:



Alienation
Phoniness in the adult world
The process of growing up
ASSIGNMENT #4: Images and Themes
OPTIC
The OPTIC Strategy for use with artwork, political cartoons, and other visuals. You will be
completing OPTICS for several images.
OVERVIEW Look at the artwork for at least 10 seconds. Generate questions. For example: What is
the subject? What strikes you as interesting, odd, etc.? What is happening?
PARTS Look closely at the artwork, making note of important elements and details. Ask additional
questions, such as: Who are the figures? What is the setting and time period? What symbols are
present? What historical information would aid understanding of this piece?
TITLE Look at the title. Consider what the title and any written elements of the text suggest about
meaning. How does the title relate to what is portrayed?
INTERRELATIONSHIPS Look for connections between and among the title, caption, and the parts of
the art. How are the different elements related?
CONCLUSION Write your conclusion about the meaning of the visual. Remember the questions you
asked when you first examined it. Be prepared to support your conclusions with evidence.
What do I need to do?
After reading both novels, identify the overarching themes and/or issues present in both novels.
Using this information complete the following tasks:
1. Find three (3) images (graphs, pictures, cartoons, paintings, etc.) that relate to the
connected themes/ideas from the two novels. Consider such sources as USA Today, The
New York Times, The LA Times, The Arizona Republic, CNN, MSN, etc.
2. Cut and paste all of these images on pieces of paper or print them from the electronic
version of the paper on the Internet.
3. Complete an OPTIC for each image. A copy of the OPTIC strategy is attached for your use.
You can make additional copies and/or draw your own.
Final Thoughts:
Remember, all of your work should be either in one notebook and/or organized into a folder.
If you need another copy of this assignment, you can find it on the Maryvale English Department
website: Maryvale High School > Academics > Academic Departments > English > Summer Reading
Projects.
If you have any questions or confusion about the assignments, I would be happy to answer your
questions and/or clarify the assignment for you. When you contact me, please include your name,
the best e-mail address to respond to you, and your questions. My e-mail address is
hasemeyer.mvhs@gmail.com
Happy summer reading!
Mrs. Hasemeyer – Room 908
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EXPANDED EXPLANATION OF DIALECTICAL JOURNALS
To encourage active reading, you are required to complete a Dialectic Response Journal for
the reading selection you have been assigned. Below are the general requirements as well
as a list of prompts for you to consider as you complete your dialectic response journal.
Requirements
1.
2.
3.
4.
You must have a minimum of seventy-five (75) entries for each chapter of the selection.
Entries should be evenly distributed among the beginning, middle, and end of the novel
Each entry must be approximately a half-page in length.
Your entries should be in MLA format. If typed, they should be 12-point font Times New
Roman and should include the date the entry was written. See example provided.
5. Be sure to elaborate with specific examples from the text as you express your thoughts.
6. Make clear connections to the prompt selected.
Journal Prompts
The following are possible starter sentences for your response to quoted passages in your
journal:
1. I do not understand…
2. I noticed that…
3. I now understand…
4. This character reminds me of myself…
5. I think the setting is important because…
6. I think the relationship between _______ and _______ is interesting because…
7. I really like this (idea, person, attitude, etc.) because…
8. Something I noticed (appreciated, wondered, etc.) is…
9. My favorite passage (or quote) is ____________ because…
10. I like (dislike) __________ because.
Journal/Reading Tips
o
o
o
o
o
Make connections with your life or other texts, concepts, events, etc.
Underline or highlight key words or phrases.
Underline or highlight any difficult vocabulary that you come across.
Jot down any ideas, questions, images, etc. that strike you as you are reading.
Try to determine what point the author was trying to make. This could be after a
certain chapter you’ve read or after the whole book is completed.
o Periodically ask yourself if you understand what you just read.
Dialectical Journal Example
House on Mango Street by Sandra Cisneros
Taking Notes
(quotations taken from reading)
August 22, 2009
“The house on Mango Street is ours, and we don’t have to
pay rent to anybody, or share the yard with the people
downstairs, or be careful not to make too much noise, and
there isn’t a landlord banging on the ceiling with a broom”
(Cisneros 3).
Citation includes the author’s last name and page number
where quote was found.
August 25, 2009
“But my mother’s hair, my mother’s hair, like little
rosettes, like little candy circles all curly and pretty
because she pinned it in pincurls all day, sweet to put your
nose into when she is holding you, holding you and you
feel safe, is the warm smell of bread before you bake it, is
the smell when she makes room for you on her side of the
bed” (Cisneros 6).
Making Notes
(response to the quotations selected)
I noticed that she is listing experiences
people who rent homes and apartments
might have experienced as well. This might
pull those readers closer to her through
common experience. It also serves to pull the
reader who has never rented into her
narrative. She lists multiple inconveniences
and negative aspects of this lifestyle (paying
rent, sharing yard, having to be quiet) and
this begins to create an image. While
Esperanza’s family no longer has to deal with
these problems their neighbors on Mango
Street do. It provides a window into a
lifestyle.
Something I concluded here is that the long
list of similes and metaphors describing her
mother’s hair must be important. She
describes her father’s hair in one sentence –
as well as the hair of the other family
members. The repetition of “holding you” is a
clue as well. She obviously has a strong
connection to her mother and it must be the
most important relationship in her life – at
least in her family. Other evidence of this
closeness is the association of a smell – the
smell of bread – with her mother. Olfactory
memories are some of the strongest. It
reminds me of smell associations I have. Like
Coppertone sunscreen and the trip my
husband and I took to Pie de la Cuesta just
before we moved away from Mexico. Every
time I smell it I am transported back to that
carefree time – and for this reason I keep
buying it. Warm bread connotes comfort and
care. It takes time and patience to bake bread
– just like being a mom.
SOAPStone
Response (Include Text Support)
Title of Article:
The general topic:
Subject
Occasion



Consider the title
What is the text mainly about?
Summarize key events/details
here…
Context:



The time and place of the piece
What is the historical context?
What’s the genre? (speech,
poem, sermon…)
WHO is it for?
Audience



Who is hearing or reading or
seeing the text?
Is it one person, a small group, or
a large group?
What qualities, beliefs, or values
might the audience members
have in common?
So WHAT?
Purpose


WHY is the author presenting
these ideas?
What does he or she want the
audience to do, feel, say or
choose?
WHO is speaking?
Speaker


Whose voice tells the story?
What do we know about the
writer’s life and views that shape
this text?
Emotional Mood or Effect:

Tone
What emotions describe the
attitude of the speaker?

Which words or details let you
know?

Which persuasive techniques or
appeals are used to enhance the
tone or mood?
Examples: angry, threatening, lighthearted, cheerful…
OPTIC
Title of Piece:
Overview
Look at the artwork for at least 10
seconds. Generate questions; e.g.,
What is the subject? What strikes
you as interesting, odd, etc.? What
is happening?
Parts
Look closely at the artwork, making
note of important elements and details.
Ask additional questions, such as: Who
are the figures? What is the setting and
time period? What symbols are
present? What historical information
would aid understanding of this piece?
Title
Consider what the title and any
written elements of the text suggest
about meaning. How does the title
relate to what is portrayed?
Inter-relationships
Look for connections between and
among the title, caption, and the
parts of the art. How are the
different elements related?
Conclusion
Form a conclusion about the
meaning/theme of the text.
Remember the questions you
asked when you first examined it.
Be prepared to support your
conclusions with evidence.
Artist:
Type of artwork:
June
May 2015
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Last
Day of
School
25
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27
Get your copy of Catcher in the Rye
and Into The Wild this month.
Purchase your Composition book
or Spiral notebook.
-
-
-
You should be reading and
completing your Dialectical
Journal.
Catcher in the Rye is 224 pages
long. If you read 11 pages a
day, you will finish this month.
You should be reading Into the
Wild by the last week of the
month.
Into the Wild is 203 pages long.
If you read 10 pages a day, you
will finish this month.
-
-
-
Cathcher in the Rye and the
Dialectical Journal should be
complete.
Into the Wild should be near
completion. Start working
on questions.
Finish your SOAPStone and
OPTIC assignments on
theme this month. School
starts the first week of
August.
Summer Reading Project Rubric
Assignment #1
___/15
___/35
___/150
___/150
Dialectical Journal
Properly formatted as directed.
Every entry has a MLA citation, and indicates selections
from beginning, middle, and end of book.
“from text” are one or more complete sentences; 75 or more from entire
book; contains no spelling errors.
“from me” have two or more complete sentences; shows fully developed
thoughts/connections; 75 or more total entries; contains no spelling errors.
Total: __________________/ 350
Assignment #2
___/150
Rhetorical Analysis
Answered all questions; responses are thorough and display understanding
of the novel; uses textual evidence to support responses; responses are
written in complete sentences; contains minimal grammatical errors; used
MLA citations.
Total: __________________/ 150
Assignment #3
___/25
___/50
___/90
SOAPSTone
Five (5) editorials/articles related to the connected themes/ideas.
Each article is annotated.
Five (5) SOAPSTones completed; responses include textual support.
Total: __________________/ 165
Assignment #4
___/15
___/75
OPTIC
Thee (3) images related to the connected themes/ideas.
Three (3) OPTICs completed; responses include textual support.
Total: __________________/ 90