AP Language and Composition
Summer Work Assignment
AP Language and Composition
Summer Reading Assignment
Congratulations on your decision to take Advanced Placement Language and Composition, a full-year college level course in rhetoric. Students will read mostly non-fiction work and study the approaches of various authors/speakers to a wide variety of subjects. You will respond to reading in multiple ways, including timed-writing practices, multiple-choice practice, at least one research paper, and multiple formal essays. This course runs on a seminar format requiring active participation every day. Students will also prepare for the AP examination on Language and Composition in May, for which a fee is charged by the College Board. This course demands considerable time, effort, and commitment. If you have lukewarm feelings about English as a subject, reconsider. Seriously.
Failure to do any of the required assignments or to meet any of the deadlines except due to extenuating circumstances will result in a significant late penalty or zero on a significant grade. Work that indicates a lack of full engagement in the course will initiate an early student-parent-teacher conference to discuss the feasibility of continuing in this full-year credit.
Task #1: Read the Pros, Collect their Writing Tips, and Reflect on your Own
Read Bird by Bird by Anne Lamott and two photocopied essays entitled “The Maker’s Eye” by Donald Murray, and the paired essays “The Death of a Moth” and “How I wrote the Moth Essay – And Why” by Annie Dillard. Synthesize writing advice from all the authors into a list of 10 tips or insights about writing. You’re looking for ideas that percolate across texts rather than ideas isolated within one individual text. Include quotes or snatches of ideas from individual authors (with page numbers) that support your conclusions about what Lamott, Murray, and Dillard suggest.
Links to texts:
"The Maker's Eye"
"The Death of a Moth"
"How I Wrote the Moth Essay - and Why"
Bird by Bird the book is also available in most libraries or you can contact me
Following these tips, write a reflection about your own process of writing. Which of the tips you collected resonate with you? What are your inspirations as a writer? What is a writing task that you particularly enjoyed and why? What have been your greatest strengths or weaknesses as a writer? How do you hope to grow? Don’t write what you think I want to hear; let me start getting to know your individual voice.
Task #2 Read, Annotate, and Analyze 2 movie reviews
Read and annotate two movie reviews about the same recent movie from two different reputable sources. Writing should be from 2012 or 2013 and must be appropriately well-developed (700-1000 words)
Here are some suggested places to browse for model reviews.
NPR http://www.npr.org/sections/movies/
New York Times http://movies.nytimes.com/pages/movies/index.html
The Boston Globe http://www.boston.com/ae/movies/
The Atlantic http://www.theatlantic.com/entertainment/category/film/
Time Magazine http://www.time.com/time/arts/
New York Magazine http://nymag.com/movies/
Good annotators mark entire text, individual words/phrases as well as longer passages;
make explanatory notations in margins; ask questions, summarize, analyze, identify purpose/theme of work; and identify unfamiliar vocabulary, apply literary terms, consider structure.
In sum, annotations create a record of your active interaction with the text. Choosing insubstantial and/or inappropriate sources or superficial annotations will result in an early conversation with me regarding your seriousness of purpose. Afterwards, complete a thorough “Textual Analysis” sheet for each piece analyzing rhetorical choices.
Textual Analysis Sheets
Task #3: View a movie and write a review
This can be a new movie showing in a local theater or one available on DVD; multiple students may write a review on the same movie, but each review should demonstrate the author’s personal voice; it may NOT be the same movie featured in the essays analyzed for Task #2. I would NOT suggest reading a review of the movie you plan to review yourself; it will only hamper your attempts to be fresh and original.
For assistance, re-read Bird by Bird pages 23-27 for Lamott’s experiences writing food reviews; this may similarly describe your own process. Then, view and write a review of the movie, offering a convincing argument about its merits. Is it worth it? Craft a good hook, embrace your personal style, and use specific details. Remember Murray, Dillard, and Lamott’s advice and write something really polished.
ALL WORK IS DUE ON THE FIRST DAY OF CLASS.
I look forward to our year together. Email me if you have any questions about what is required; do not wait until the day it is due. Visit my website for other course information, including this document as a .pdf as well as live links to the suggested movie review sites for your use; bookmark it.
[email protected] msmunson.weebly.com
2013 AP LANG/COMP Summer Assignment Scoring Rubric
TASK #1 – DUE THE FIRST DAY OF CLASS
Writing Tips
4 Compelling evidence of thorough attention to the substance of all three texts is recorded with meaningful and substantial tips synthesized from all three texts in an attempt to see convergence and divergence among the writers’ ideas. Tips are cross-referenced with specific portions of source material with illuminating explanation. Reflection to writing process is rich and thoughtful, revealing personal voice through references to illuminating detail.
3 Sufficient evidence of attention to the substance of all three texts is recorded with meaningful tips gathered from all three texts. Tips are cross-referenced with specific portions of source material with cursory explanation. Reflection to writing process is satisfactorily detailed with and does not contain distracting errors.
2 Limited evidence of attention to the substance of all three texts is recorded with superficial tips gathered from all three texts. Tips are cross-referenced with specific portions of source material with no explanation. Reflection may be underdeveloped, reflect mechanical or cursory response to prompt, or contain distracting errors.
1 Little evidence of attention to the substance of one or more of the three texts is recorded with superficial tips and rushed work. Refection is cursory or error-ridden.
10 Writing Tips x 11 = (out of 44)
____________
TASK #2 – DUE THE FIRST DAY OF CLASS
Annotations:
4 Compelling evidence of a meaningful conversation with well-chosen text from reputable source. The entire text is marked, words/phrases as well as longer passages, markings correspond with notations in margins, notations ask questions, summarize, analyze, identify purpose/claim/tone/audience of work, identify unfamiliar vocab, apply literary terms.
3 Sufficient evidence of engagement and interaction with the text from appropriate source. The entire text is marked in a way that demonstrates solid thinking in connection with reading.
2 Limited evidence of engagement or interaction with the text, cursory annotations, and/or text from inappropriate source.
1 Little record of engagement or interaction with the text and/or text from inappropriate source.
Review 1 Review 2 x 1.5 = (out of 12)
Textual Analysis Worksheets:
4 Compelling evidence of thoughtful, attentive analysis of text. Strong initial thinking and serious rhetorical analysis is recorded in detailed responses to each question.
3 Sufficient evidence of analysis of text. Satisfactory initial thinking and rhetorical analysis is recorded in complete responses to each question.
2 Limited evidence of attentive consideration of the text. Cursory thinking and analysis is recorded in predominantly underdeveloped responses.
1 Little evidence of attention to the text. Worksheet records perfunctory responses with scant analysis.
Review 1 Review 2 x 1.5 = (out of 12)
___________
TASK #3 – DUE THE FIRST DAY OF CLASS
Movie Review
4 Compelling evidence of attention to the task yields a well-developed, thoughtful, well-composed distillation of personal response to the experience of watching the movie alongside the details behind that response. Summary of movie plot is only used to illustrate response to movie. Review demonstrates considerable polish pointing to careful revision and editing.
3 Sufficient evidence of attention to the task yields an adequate response to the movie alongside at least superficial details from the movie supporting that response. Summary of plot is heavier but does not dominate review. Review does not contain distracting errors. Review is sufficiently developed (700-1000 words).
2 Limited evidence of attention to the task yields a review dominating on the summary of plot instead personal response. May be underdeveloped or contain distracting errors.
1 Little evidence of attention to the task yields a too brief or error-ridden movie review.
Movie Review x 8 = (out of 32)
Total Score (out of 100)
AP Language and Composition
Summer Reading Assignment
Congratulations on your decision to take Advanced Placement Language and Composition, a full-year college level course in rhetoric. Students will read mostly non-fiction work and study the approaches of various authors/speakers to a wide variety of subjects. You will respond to reading in multiple ways, including timed-writing practices, multiple-choice practice, at least one research paper, and multiple formal essays. This course runs on a seminar format requiring active participation every day. Students will also prepare for the AP examination on Language and Composition in May, for which a fee is charged by the College Board. This course demands considerable time, effort, and commitment. If you have lukewarm feelings about English as a subject, reconsider. Seriously.
Failure to do any of the required assignments or to meet any of the deadlines except due to extenuating circumstances will result in a significant late penalty or zero on a significant grade. Work that indicates a lack of full engagement in the course will initiate an early student-parent-teacher conference to discuss the feasibility of continuing in this full-year credit.
Task #1: Read the Pros, Collect their Writing Tips, and Reflect on your Own
Read Bird by Bird by Anne Lamott and two photocopied essays entitled “The Maker’s Eye” by Donald Murray, and the paired essays “The Death of a Moth” and “How I wrote the Moth Essay – And Why” by Annie Dillard. Synthesize writing advice from all the authors into a list of 10 tips or insights about writing. You’re looking for ideas that percolate across texts rather than ideas isolated within one individual text. Include quotes or snatches of ideas from individual authors (with page numbers) that support your conclusions about what Lamott, Murray, and Dillard suggest.
Links to texts:
"The Maker's Eye"
"The Death of a Moth"
"How I Wrote the Moth Essay - and Why"
Bird by Bird the book is also available in most libraries or you can contact me
Following these tips, write a reflection about your own process of writing. Which of the tips you collected resonate with you? What are your inspirations as a writer? What is a writing task that you particularly enjoyed and why? What have been your greatest strengths or weaknesses as a writer? How do you hope to grow? Don’t write what you think I want to hear; let me start getting to know your individual voice.
Task #2 Read, Annotate, and Analyze 2 movie reviews
Read and annotate two movie reviews about the same recent movie from two different reputable sources. Writing should be from 2012 or 2013 and must be appropriately well-developed (700-1000 words)
Here are some suggested places to browse for model reviews.
NPR http://www.npr.org/sections/movies/
New York Times http://movies.nytimes.com/pages/movies/index.html
The Boston Globe http://www.boston.com/ae/movies/
The Atlantic http://www.theatlantic.com/entertainment/category/film/
Time Magazine http://www.time.com/time/arts/
New York Magazine http://nymag.com/movies/
Good annotators mark entire text, individual words/phrases as well as longer passages;
make explanatory notations in margins; ask questions, summarize, analyze, identify purpose/theme of work; and identify unfamiliar vocabulary, apply literary terms, consider structure.
In sum, annotations create a record of your active interaction with the text. Choosing insubstantial and/or inappropriate sources or superficial annotations will result in an early conversation with me regarding your seriousness of purpose. Afterwards, complete a thorough “Textual Analysis” sheet for each piece analyzing rhetorical choices.
Textual Analysis Sheets
Task #3: View a movie and write a review
This can be a new movie showing in a local theater or one available on DVD; multiple students may write a review on the same movie, but each review should demonstrate the author’s personal voice; it may NOT be the same movie featured in the essays analyzed for Task #2. I would NOT suggest reading a review of the movie you plan to review yourself; it will only hamper your attempts to be fresh and original.
For assistance, re-read Bird by Bird pages 23-27 for Lamott’s experiences writing food reviews; this may similarly describe your own process. Then, view and write a review of the movie, offering a convincing argument about its merits. Is it worth it? Craft a good hook, embrace your personal style, and use specific details. Remember Murray, Dillard, and Lamott’s advice and write something really polished.
ALL WORK IS DUE ON THE FIRST DAY OF CLASS.
I look forward to our year together. Email me if you have any questions about what is required; do not wait until the day it is due. Visit my website for other course information, including this document as a .pdf as well as live links to the suggested movie review sites for your use; bookmark it.
[email protected] msmunson.weebly.com
2013 AP LANG/COMP Summer Assignment Scoring Rubric
TASK #1 – DUE THE FIRST DAY OF CLASS
Writing Tips
4 Compelling evidence of thorough attention to the substance of all three texts is recorded with meaningful and substantial tips synthesized from all three texts in an attempt to see convergence and divergence among the writers’ ideas. Tips are cross-referenced with specific portions of source material with illuminating explanation. Reflection to writing process is rich and thoughtful, revealing personal voice through references to illuminating detail.
3 Sufficient evidence of attention to the substance of all three texts is recorded with meaningful tips gathered from all three texts. Tips are cross-referenced with specific portions of source material with cursory explanation. Reflection to writing process is satisfactorily detailed with and does not contain distracting errors.
2 Limited evidence of attention to the substance of all three texts is recorded with superficial tips gathered from all three texts. Tips are cross-referenced with specific portions of source material with no explanation. Reflection may be underdeveloped, reflect mechanical or cursory response to prompt, or contain distracting errors.
1 Little evidence of attention to the substance of one or more of the three texts is recorded with superficial tips and rushed work. Refection is cursory or error-ridden.
10 Writing Tips x 11 = (out of 44)
____________
TASK #2 – DUE THE FIRST DAY OF CLASS
Annotations:
4 Compelling evidence of a meaningful conversation with well-chosen text from reputable source. The entire text is marked, words/phrases as well as longer passages, markings correspond with notations in margins, notations ask questions, summarize, analyze, identify purpose/claim/tone/audience of work, identify unfamiliar vocab, apply literary terms.
3 Sufficient evidence of engagement and interaction with the text from appropriate source. The entire text is marked in a way that demonstrates solid thinking in connection with reading.
2 Limited evidence of engagement or interaction with the text, cursory annotations, and/or text from inappropriate source.
1 Little record of engagement or interaction with the text and/or text from inappropriate source.
Review 1 Review 2 x 1.5 = (out of 12)
Textual Analysis Worksheets:
4 Compelling evidence of thoughtful, attentive analysis of text. Strong initial thinking and serious rhetorical analysis is recorded in detailed responses to each question.
3 Sufficient evidence of analysis of text. Satisfactory initial thinking and rhetorical analysis is recorded in complete responses to each question.
2 Limited evidence of attentive consideration of the text. Cursory thinking and analysis is recorded in predominantly underdeveloped responses.
1 Little evidence of attention to the text. Worksheet records perfunctory responses with scant analysis.
Review 1 Review 2 x 1.5 = (out of 12)
___________
TASK #3 – DUE THE FIRST DAY OF CLASS
Movie Review
4 Compelling evidence of attention to the task yields a well-developed, thoughtful, well-composed distillation of personal response to the experience of watching the movie alongside the details behind that response. Summary of movie plot is only used to illustrate response to movie. Review demonstrates considerable polish pointing to careful revision and editing.
3 Sufficient evidence of attention to the task yields an adequate response to the movie alongside at least superficial details from the movie supporting that response. Summary of plot is heavier but does not dominate review. Review does not contain distracting errors. Review is sufficiently developed (700-1000 words).
2 Limited evidence of attention to the task yields a review dominating on the summary of plot instead personal response. May be underdeveloped or contain distracting errors.
1 Little evidence of attention to the task yields a too brief or error-ridden movie review.
Movie Review x 8 = (out of 32)
Total Score (out of 100)