Ap english Language and Composition/ce english 151 Summer Reading 2017
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| AP English Language and Composition/CE English 151
Summer Reading 2017 To maintain—rather than lose (i.e., the summer effect)—the valuable thinking, reading, and writing skills that you developed throughout the 2016-2017 school year and to prepare you for the academic challenges of English 151/AP English Language & Composition, you are asked to complete several summer reading assignments. These reading assignments reinforce concepts that you have previously learned and will continue to utilize throughout the new school year, provide ideas and strategies for essays that you will write, and, perhaps, 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 2017-2018 school year. Typically, follow-up assignments associated with the summer reading will be scored during quarter one; however, terms and some strategies will be utilized throughout the school year. Scores for summer assignments will be entered as formative assessments (10%) for your high school grade. Summer reading assignment scores will not be part of the grade submitted to SMSU.
Have a fun summer! See you in September. Mrs. Ide
http://www.nytimes.com/books/specials/writers.html Timeless Advice on Writing: The Collected Wisdom of Great Writers--Brain Pickings https://www.brainpickings.org/2013/05/03/advice-on-writing/ *You may opt to read a single book by one author such as Ray Bradbury’s Zen in the Art of Writing or Stephen King’s On Writing—A Memoir of the Craft. Based on your reading, what philosophy, ritual, advice, wisdom resonates with you? Back your position with data from the essays or book excerpts that you read, citing at least five different authors. (If you chose the one book option, cite only data from that author.) You will present your thoughts to the class the first week of school. Assignment Two: Read one (or two) nonfiction book about arguing. The following titles are available for checkout in the IMC: Nonsense: Red Herrings, Straw Men, and Sacred Cows; Illustrated Book of Bad Arguments; and Thank You for Arguing. In a notebook or electronic document, note terms (persuasive appeals and logical fallacies) and their definitions, providing yourself an example if needed. Persuasive appeals and logical fallacies may appear on some quizzes and test throughout the year. Assignment Three: Read a nonfiction book from any author about language use. Suggested titles (some available for checkout in the IMC) include Anguished English, Woe is I, Eats Shoots and Leaves, I never metaphor I didn’t like, and Elements of Style. As you read, note in a reading journal at least five mistakes you hope to avoid as you write next year and five valuable strategies that you will apply to your own writing throughout the school year. Be prepared to share these notes with your classmates during the first few weeks of the 2017-2018 school year and to make use of them during writing and/or peer review sessions. Assignment Four: Read at least one article per week (10 total) from the New York Times, Atlantic, Star Tribune, or other reputable newspaper or magazine. Certainly choose topics that pique your interest, but do not avoid reading those articles that present topics your dislike or views with which you disagree. Keeping abreast of current events will aid in your writing of the Debatable Issue Essay Series for English 151 and in your writing of the AP English Language 40-minute argument essay. For each article, complete a rhetorical précis. Basic instructions are given in the chart that follows; however, for more details about the rhetorical précis, go tohttp://oregonstate.edu/instruct/phl201/modules/rhetorical-precis/sample/peirce_sample_precis_click.html Completion points only will be awarded, so do not worry how well you write each précis. We will improve upon writing the rhetorical précis as we work through an annotated bibliography. The Rhetorical Précis Format a) In a single coherent sentence give the following: -name of the author, title of the work, date in parenthesis; -a rhetorically accurate verb (such as "assert," "argue," "deny," "refute," "prove," disprove," "explain," etc.); -a that clause containing the major claim (thesis statement) of the work. b) In a single coherent sentence give an explanation of how the author develops and supports the major claim (thesis statement). c) In a single coherent sentence give a statement of the author's purpose, followed by an "in order" phrase. d) In a single coherent sentence give a description of the intended audience and/or the relationship the author establishes with the audience. Assignment Five: Most of these terms have been introduced and studied in Freshman Literature and Composition, American Literature and Composition, and AP Literature, but be sure you can define and/or recognize examples of any term on the list.. Add unfamiliar terms and definitions to your existing rhetorical/literary terms file. All terms are fair game on quizzes and tests throughout the school year. *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).  Directory: cms -> lib -> MN01909640 -> Centricity -> Domain lib -> 1. naclo 2015 – North American Computational Linguistics Olympiad lib -> 1. naclo 2017 – North American Computational Linguistics Olympiad lib -> Chem I honors Unit 2 Notes: Numbers in Chemistry Measurement lib -> Sanderson High School ap human Geography Summer Assignment 2016 lib -> Find fantastic ousd elementary music programs lib -> American Studies Pacing Calendar 2014-2015 lib -> The ap history Timeline 8000bce-the Present lib -> Absolutism in Europe Domain -> Mid-Atlantic States/Capitals Download 68.4 Kb. Share with your friends:
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