White Station High School
Adrien Alsobrook
alsobrooka@mcsk12.net
Please read all pages. Some assignments are typed, some written in the text,
some posted to the class discussion board. If you have any questions, please
email me.
Advanced Placement English Language & Composition
Grade 11
Summer Reading
An American Childhood, Annie Dillard
Ethan Frome, Edith Wharton
The Grapes of Wrath, John Steinbeck
Attached is a separate assignment for each book.
Please note that assignments for Ethan Frome and
The Grapes of Wrath must be typed.
DUE THE FIRST DAY OF SCHOOL
NO LATE OR INCOMPLETE WORK ACCEPTED
If you are to be absent on this day, send your work to school
with a friend, a parent, or a classmate.
One additional note: Please have a copy of the second edition of They Say / I Say:
The Moves That Matter in Academic Writing the first day of school. Be sure your
title is exactly this, as there is a book with a similar title that substitutes another
word for academics.
Advanced Placement English 11 Language and Composition Summer Reading
Book-Marking Assignment for An American Childhood
Below are the instructions for book marking. Marking a book allows you to:
 have a personal dialogue with the text
 identify and appreciate the tools the author employs
 comprehend and remember what you read
 refer to specifics within the story with ease
This skill of book marking will assist you with the in-class writing and discussion activities
centered on the books that will occur in the first weeks of school. The following are the
expectations for your book marking:
1. On the inside cover of the book, keep a list of the characters you encounter, the page on which
they first appear, and a brief description. You may need to add to the description as the plot unfolds.
This will be a comprehensive list of characters.
2. At the end of each chapter, write a brief summary of the plot as it occurred in that chapter. This
does not have to be long or greatly detailed, but should include all major events in the chapter.
3. Within the text of the book, highlight anything that strikes you as important, significant,
memorable, etc., AND comment in the side margins about why you highlighted it. Focus on
symbols, elements of the archetypal hero, the journey of the character, obstacles, etc. The expectation
is that you will think and comment critically about what you are reading. Although this may not
occur on every page, it will be a significant part of the end product.
4. Within the text of the book, circle any words that are unfamiliar to you. Look them up and jot a
brief definition or synonym nearby. There are many opportunities for vocabulary enrichment
throughout the books; read carefully.
5. At the beginning of each chapter, make up a title that you write under the chapter number. This
will help you solidify what each chapter is about in just a few words. Don’t forget to go back and do
this after you finish each reading each chapter!
6. Write an open-ended question for each chapter. It should be one that you might use for a short
answer or essay question.
Your book-marking assignment will be due the first day of the school year. Enjoy your summer
reading.
Advanced Placement English Language and Composition Summer Reading
Assignment for Ethan Frome -Maximum length = 4 typed pages
During the summer one of the books you are to read is Ethan Frome. After you read this book,
complete each section of the assignment. This assignment must be typed. 12 pt. Times New
Roman, double spaced. Your grade will be determined by how well you complete this assignment:
depth of analysis, demonstrated understanding of the topics discussed, completeness. DO NOT SKIP
SECTIONS. Each section should be about one-half page in length. This is due the first day of
school. No late assignments will be accepted. DO NOT WAIT UNTIL THE LAST MINUTE; GET
STARTED BY JUNE 1!
CHARACTER: General comments: Flat/round? Static/dynamic? Believable? How are characters
revealed? How complex? How many? Protagonist/antagonist? Role of minor characters? Then describe
four to six central characters: name, age, three descriptive adjectives, appearance, personality, function in
novel, significance of name, a key quotation that reveals character with an explanation of what the
quotation reveals.
SETTING: Where and when does the novel occur? How is the environment described? Any symbolic
meanings in the setting? How does the author use setting? What ATMOSPHERE is created by the
setting? How important is setting to the novel?
DICTION: Analyze the author’s word choices. First discuss the work in general: is the diction informal,
formal, neutral, colloquial? Explain and give examples. Does the author use much imagery? Metaphoric
and/or ironic devices? Is the language plain? Flowery? Concise? Strong? Lyrical? Does diction indicate
social status, education, region? How much dialogue is used? How different is the dialogue from the
narrative voice? How distinct is the dialogue from character to character?
CONCRETE DETAIL/IMAGERY: Words or phrases that appeal to the five senses – most commonly
visual. Look for recurring images. What function does the imagery seem to have? Use direct quotations
from the text to support your observations.
SYMBOLISM: When an image is used to suggest complex or multiple meanings (for example, “hawk”
for war, “dove” for peace, “swan” for stately beauty, etc.), it becomes a symbol. Is the novel highly
symbolic? Allegorical? Point out images used as symbols. What function does the symbolism seem to
serve? Use direct quotations from the text to support observations.
TONE: Author’s attitude toward subject, characters, and reader. This could be playful, serious, angry,
ironic, formal, somber, satiric, etc. Generally an author uses a limited variety of tones, often two or three
complementary ones. Discuss the book’s tone and observe how the author creates it through plot, diction,
syntax, imagery, figurative devices. Use direct quotations from text to support observations.
THEME: Refers to the book’s controlling idea or central insight. Identify the book’s central theme.
Identify any prominent secondary themes. Express the theme as a statement with subject and predicate,
not as a word or phrase (e.g., Wrong: “loyalty,” or “loyalty to country”; Right: “Loyalty to country often
inspires heroic self-sacrifice.” Wrong: “the futility of evil”; Right: “Evil is futile.”) Discuss any motifs
you can identify. (Motifs: dominant ideas in a work of literature, a part of a major theme. They may
consist of a character, a recurrent image or a verbal pattern.) Discuss the author’s intention.
SIGNIFICANCE OF THE TITLE: Comment on the book’s title. What message does the author want to
convey with the title? Does the meaning of the title change for the reader from pre- to post-reading?
Advanced Placement English Language and Composition Summer Reading
This assignment must be typed!!! 12 pt. Times New Roman, double spaced
NO LATE OR INCOMPLETE WORK WILL BE ACCEPTED!!!
The Grapes of Wrath - John Steinbeck
This novel is very important in the study of both language and American literature. There is no
predetermined format for the assignment below, but make sure that it is as complete and organized as
possible. Your grade will be based on the thoroughness of this assignment; however, the maximum
length is 2 pages, double-spaced.
Take notes on the following aspects of the novel:
1. WORD CHOICE. What can you say about the author’s use of language? Is it formal or informal?
How is the use of particular words appropriate to the plot, characterization, setting, and theme?
2. PLOT. What do you think is the single most important event that takes place in the novel? First,
describe the event. Next, explain why you feel it is important—give at least three specific reasons.
Last, consider the following question: Is the event realistic? If your answer is yes, describe what
makes the event believable. If your answer is no, give your reasoning.
3. CHARACTERIZATION. Choose one character in the novel that you consider most important.
What makes this character so pivotal to the plot or theme? Then choose one character whom you
believe to be superfluous to the plot. Explain why you feel it would have been okay for the writer to
leave this character out of the story.
4. GOOD WRITING. Choose a passage from the novel which is especially effective, one that you
feel has powerful writing. The passage may be one or two paragraphs, or it may be several pages.
First, indicate where it is located; then explain what gives it power. Explain thoroughly what makes
this particular passage an example of good writing.
The following section of this assignment should be posted to the class
discussion board. Here is the address and log-in information:
OPENING QUESTIONS - MINI-REVIEW:
What is your opinion of the novel? Should others read
it? Why or why not? Offer your insight about the
novel.
Please be concise, use complete sentences, and treat
this as you would a discussion in my classroom; mind
your Internet dialogue manners (or acquire some now!)
This will begin our discussion of the novel. Others may pose questions for further comment.
I also may post a discussion question or two. Check in often to read your friends’ comments.
Website: http://www.nicenet.org
Go to: Join a class
Class name = WSHS AP Lang 2013-2014
Class Key = R644X9U48