Summer Reading List
AP Language and Composition
Welcome to AP Language and Composition. The AP English Language course emphasizes a mix of
politics, history, social sciences, current events and non-fiction prose. This class is different from most English
classes you have taken before; it will ask you to analyze writing, develop sound reasoning and argumentation,
as well as examine the power of language. This summer assignment offers you a chance to create a database of
information you will use throughout the school year.
You are required to actively engage in reading, writing and viewing prior to taking this class. You will
compile a portfolio of writing in a three-ring binder based on your experiences as a reader and a writer, which is
due the first day of class and will be a significant portion of your trimester grade. We will be referring to the
summer reading texts throughout the entirety of the course, so you are encouraged to annotate the readings and
take detailed notes on all of the pieces, which will be valuable for in-class activities, comprehension, and
retention.
Students taking AP Language and Composition will complete a Dialectical Journal for the summer reading
nonfiction piece. Dialectical Journals are to be completed over the summer. Students will be then responsible
for an evaluation based on the Dialectical Journal at the beginning of school. They are due the first day of
school. Books available at Barns and Nobel at The Mall of Georgia, Amazon.com, local bookstores and
local public libraries. This is a non-fiction course on rhetorical structures of literature.
1.
REQUIRED BY EVERY STUDENT:
THE FOLLOWING ARE FOR YOUR SUMMER READINGS: Journal due 1st day of school
Unbroken: A World War II Story of Survival, Resilience, and Redemption – Laura Hillenbrand
(author of Seabiscuit)
Stiff: The Curious Lives of Human Cadavers -- Mary Roach
a. Dialectical Reading Journals are required.
Dialectical Journals include personal responses to every 20+ pages using at least 20 devices
discussing the writer's use of rhetorical and argumentative devices to reveal syntax, images,
diction, descriptive language, subject, occasion, audience, purpose, themes, tone, symbols, style
of writing, argumentative devices, etc. In other words, you will complete AT LEAST 20
PERSONAL RESPONSES for Unbroken and AT LEAST 15 PERSONAL RESPONSES
for Stiff.
b. There are many devices and you must consider as many as are present. If you are unfamiliar with
rhetorical and argumentative devices, it is suggested that you investigate rhetorical and
argumentative device definitions and examples in other pieces of literature using a search engine on
the internet. A firm foundation using technology will be necessary for next year. You must be
familiar with using the internet for information.
c. A Dialectical Journal must be typed and turned in the first day of school. Another grade will be
taken again by the end of the first week. Please type into a chart like the example below. MUST
BE IN CHART FORMAT. You must give a definition, chapter and page #, quote, and explanation
for the quote.
d. You must use the devices on the list: There are 102 rhetorical devices and 13 essay devices –
the list also has additional terms defined that you may choose to use. KEEP THESE LISTS –
YOU WILL BE USING THE TERMS ALL YEAR.
2.
REQUIRED BY EVERY STUDENT:
RELATED VISUAL: Journal due 1st day of school
a. For EACH summer reading text, collect a visual source that relates to an issue in the text. Visuals can be ads,
cartoons, posters, photos, tables, graphs, charts, sculptures, paintings, etc.
b. Copy or print out the piece.
c. For EACH visual, complete a Visual Analysis Response Form, using the example below.
3.
REQUIRED BY EVERY STUDENT:
MLA Citations – ALL YOUR SUMMER WORK MUST BE DOCUMENTED IN THE MLA
FORMAT -- An excellent resource for MLA citations can be found at
http://owl.english.purdue.edu/owl/resource/557/01/
Look at the reading in more depths and with greater analysis. Attempt to move to the evaluative level of
reading and thinking. An objective evaluation will be required during the first week of school. Feel free to
contact Dr. Galati during the summer with your questions.
Dr. Rhea Galati, Advanced Placement English Language and Composition Instructor
rgalati@habersham.k12.ga.us OR galati@windstream.net
Checklist for Summer Assignments
1.
Read and annotate Unbroken: A World War II Story of Survival, Resilience, and Redemption –
Laura Hillenbrand (author of Seabiscuit). Be sure to annotate – this means write in your book or
place sticky notes in it where you want to make comments or ask questions – because we will refer
to this piece throughout the year.
2.
Read and annotate Stiff: The Curious Lives of Human Cadavers -- Mary Roach. Be sure to annotate
Be sure to annotate – this means write in your book or place sticky notes in it where you want to
make comments or ask questions – because we will refer to this piece throughout the year.
3.
Complete a Dialectical Reading Journal for Unbroken: A World War II Story of Survival,
Resilience, and Redemption. You will complete AT LEAST 20 PERSONAL RESPONSES for THE
TOTAL BOOK of Unbroken. You MUST cover the ENTIRE book with your journal.
4.
Complete a Dialectical Reading Journal for Stiff: The Curious Lives of Human Cadavers. You will
complete AT LEAST 15 PERSONAL RESPONSES for THE TOTAL BOOK of Stiff. You MUST
cover the ENTIRE book with your journal.
5.
Collect ONE visual source that relates to an issue in the text, copy or print out the piece, and
complete a Visual Analysis Response Form for Unbroken: A World War II Story of Survival,
Resilience, and Redemption.
6.
Collect ONE visual source that relates to an issue in the text, copy or print out the piece, and
complete a Visual Analysis Response Form for Stiff: The Curious Lives of Human Cadavers.
7.
Complete The Columnist Project: Writing a Precis for EIGHT (8) different articles using the
enclosed form. The following is your calendar for collecting and creating a précis for your
editorials/articles.
May 27-June 2 – NO editorial/article
June 3-9 – One editorial/article
June 10-16 – One editorial/article
June 17-23 – One editorial/article
June 24-30 – One editorial/article
July 1-7 – One editorial/article
July 8-14 – One editorial/article
July 15-21 – One editorial/article
July 22-28 – One editorial/article
July 29-August 15 – NO editorials/articles
The Columnist Project: Writing a Precis
Rationale: A précis reveals your understanding of the arguments and points authors make in a specific piece.
Composing a précis can be particularly useful when organizing sources for a research project or determining the
utility of them
Directions: When writing your one-page response, objectively summarize the article accurately in your own
words by composing a précis. Below the précis, compose your response, noting any questions, objections or
enlightenment generated by the column.
Note: Before you begin writing your précis, read the column a number of times to make sure you completely
understand the author’s rhetorical situation.
Example Precis




The first sentence identifies the essay’s author and title, provides the article’s date in parentheses, uses
some form of the verb “says” (claims, asserts, suggests, argues) followed by “that,” and the essay’s
thesis (paraphrased or quoted). Example: In his “In Defense of Prejudice” (1995), Jonathan Rauch
argues that prejudice in society should not be eliminated.
The second sentence describes the author’s support for the thesis, usually in chronological order.
Example: Rauch supports his position by providing anecdotal and historical evidence culled from
segments of society which illustrates the futility and harm associated with attempts to eliminate
prejudice.
The third sentence analyzes the author’s purpose using an “in order to” statement. Example: Rauch
hopes to shift the paradigm away from absolutism, the idea of punitive action against racism and
prejudice, in order to move society toward rejection, the idea of societal pressure when grappling with
racist and prejudicial attitudes.
The fourth sentence describes the essay’s intended audience and/or the relationship the author
establishes with the audience. Example: The author uses an erudite, yet defensive tone indicating that
he primarily addresses a rather liberal intellectual audience.
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http://www.creators.com/
Here you will find columnists categorized according to their political predisposition. Look under "conservative
opinion" or "liberal opinion." Remember: you will benefit more if you engage with a columnist you are inclined
to challenge.
http://www.realclearpolitics.com/links.html
Links to columnists and all things political
http://www.drudgereport.com/
The Drudge Report
Scroll down the home page for links to newspapers and columnists
http://blueagle.com/index.html
Blue Eagle Commentary Links to over 700 columnists
Name___________________
Visual Analysis Response
Name of Artist _____________________________________________________________________________
Title of Piece ______________________________________________________________________________
Name of Source __________________________________________________________ Date _____________
Artist’s Topic:
Artist’s Stance on the Topic:
Supporting Evidence:
1.
2.
3.
Defend, challenge, or qualify the artist’s stance:
Select five specific techniques that the artist employs. For each technique, explain how this device impacts the
viewer.
Technique
1. __________________________
2. __________________________
3. __________________________
4. __________________________
5. __________________________
What is the tone of the piece? How does the artist create this tone?
Impact on the Viewer