AP Literature and Composition Required Summer Reading and Coursework: Frankenstein, Mary Shelley Madame Bovary, Gustave Flaubert How to Read Literature Like a Professor, Thomas C. Foster Choose ONE of the following titles IN ADDITION to the above titles: Pride and Prejudice, Jane Austen Emma, Jane Austen Sense and Sensibility, Austen Invisible Man, Ralph Ellison Wuthering Heights, Emily Bronte The Tenant of Wildfell Hall, Anne Bronte As I Lay Dying, William Faulkner The Sound and the Fury, William Faulkner The Grapes of Wrath, John Steinbeck East of Eden,John Steinbeck Love in the Time of Cholera, Gabriel Garcia Marquez One Hundred Years of Solitude, Gabriel Garcia Marquez The Bell Jar, Sylvia Plath Tracks, Louise Erdrich Anna Karenina, Leo Tolstoy To the Lighthouse, Virginia Woolf The Handmaid’s Tale, Atwood The Kite Runner, Hosseini The Alchemist, Paulo Coelho The English Patient, Michael Ondaatje 

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An Exploration of a Rich Passage will be written for Frankenstein and Madame Bovary. Please see attached instructions. There is a reflection portion to these papers you must also complete. Please see attached document; answer questions on sheet (make two copies, one will be submitted for Frankenstein, one for Madame Bovary). Daybook notes are required for the three novels. I am not going to tell you how much you have to write. You are AP students, I am trusting you to be cognizant of the expectations required of such a standing. Please see rubric and specific instructions as to how these are to be completed. Do not insult me or yourself by trying to plagiarize these notes. The novel of your choosing does not require a paper over the summer, but will be a part of your exam on the first day of classes. You must inform me of this additional novel by the end of June. [email protected] Please see rubrics included in this packet so that you are aware of how your writing will be assessed. Due on first day of class: two exploration of rich passage papers, reflections attached to top of paper, rubrics are the last documents to be attached. Daybook due on first day. If you have any questions that arise during the summer, you may contact me at : [email protected]

Daybook Structure

Quotations from the text

My reactions/annotations

Peer Feedback

Additional feedback (teacher or your response to peer feedback)

This is where you explain the significance of the quote or observations you have made, list any questions, share reactions, etc (review rubric for further expectations)

This is where your classmate will comment on your annotations.

This is where you will respond back to your peer---answer a question or respond to her commentary. This is the place I will comment to you.

Remember: Everything you are thinking about as you read should be in your notes. Also, remember that your observations and annotations, and your comments to your peers should be thoughtful and meaningful. You are analyzing and interpreting---this is not plot summary. You may write these out or you may type them. If you type them, you must then paste into the notebook. The notebook must be a composition sized notebook.

Please include your name on the front cover and your school email address.

Daybook Rubric

CRITICAL

CONNECTED

THOUGHTFUL

LITERAL

LIMITED

READER

READER

READER

READER

READER

80-89

75-79

90-100

70-74

Below 70

Detailed, elaborate responses.

Detailed responses.

Somewhat detailed responses.

Simple, factual responses.

Perfunctory responses.

You can “read between the

You can construct a thoughtful, believable interpretation of the text.

You make connections to your own past experiences, feelings, or knowledge, but don’t explain in enough detail.

You accept the text literally without thinking of different possibilities in meaning.

You find the text confusing, but don’t attempt to figure it out.

You think about the meaning of the text in terms of a larger or universal significance, as aspect of self or life in general.

You fill in caps in the text and show some ability to make meaning from what you read.

You rarely change your ideas about the text even after you reread it.

You are reluctant to change your ideas about the text, even after re-reading it.

You don’t change your ideas about the text after re-reading it.

You create your own meaning through personal connections and references to other texts.

You create your own meaning through personal connections and references to other texts.

You may agree or disagree with ideas in the text, but you don’t thoroughly explain or support your opinions.

You don’t reach beyond the obvious to make connections to the text; you make few connections, which lack sufficient detail.

You make few or no connections to the text and your ideas lack development.

You consider different possible interpretations as you read

You can explain the more general significance of the text beyond the facts.

You ask simple questions about the text.

You are sometimes confused by unclear or difficult sections of the text.

You create little or no meaning from the text.

You experiment with different ideas or think up original or unpredictable responses

You raise important questions about the text.

You carry on an ongoing dialogue with the writer; you question, agree, disagree, appreciate, or object.

You explain why you disagree or agree with something in the text, and you explain and support your reaction.

lines” of the text.

Exploration of a Rich Passage I am expecting papers to contain deep critical thinking and analysis. (Note: Your analysis should NOT be taken from Sparknotes.com or a Google search. I want YOUR OWN thinking here!) Papers should also be focused, concise, organized, well written, clean and approximately two and half to three pages in length (not including the passage). The goal of this assignment is to focus your attention on a specific passage that is important but not immediately accessible, and to provide new and deeper understanding of it. This assignment will be challenging by definition because you have to grapple with something puzzling, without one right answer or one right way to proceed, but it is an invaluable approach that we will practice throughout the year. Good Luck and Happy Searching, Reading, Thinking, and Writing! 1. Pick an especially rich passage, one that you sense contains a lot of significance that is not readily visible. Look for passages that seem confusing, contradictory, uncharacteristic, symbolic, realizing that the most worthwhile insights lurk behind the most challenging mysteries. You must then: 1. Quote and cite your chosen passage exactly at the top of the paper. i.e. introduction, “Quote” (Steinbeck 45). This passage will be longer than just one or two sentences. This is a longer passage that will reveal a deeper sense of the story than just a few words can convey. 2. Mies van der Rohe, a famous architect, once said, “God is in the details.” You can’t appreciate a building or the conceptions behind it without looking at its individual parts.This is where all of your wonderful notes from your daybook and our discussions will be incredibly helpful! Hopefully, you have been annotating your novel as suggested. 3. Analysis: Since analyze means “to break down; to examine individual parts as if under a microscope,” don’t just generalize about one overarching theme. Since you have picked a rich, complex passage, you should raise questions and speculate on potential answers, aiming to provoke and stretch both your thought and mind. If you choose to analyze a passage we discussed in class, you may not just regurgitate what we said, you must stretch your thinking and go beyond – look deeper! You must then: 1. Write a paragraph or two about the meaning of the passage you have selected. a. Be sure to think about your Claim. 2. Develop and analyze the possibilities so you aren’t just listing them. 3. Integrate quoted phrases from the passage, noting the author’s chosen words, and add commentary explaining the meaning behind those words. 4. Synthesis: The significance of any part will expand as you connect it to elements outside of itself, rather than just looking at it in isolation. You must then: 1. Write a paragraph or two in which you consider how it relates to the passage as a whole and the novel as a whole. a. Think about how is it characteristic or uncharacteristic. What does it reveal about the characters, themes, and style? 5. Revision: Look over your piece of writing. See where you can revise for clarity and effectiveness of expression. You must then: 1. Check for grammatical, usage, and mechanical errors. 2. Give your piece a title that is not the title of the book you have read. 3. Keep the writing organized and focused. 4. Pass in all drafts on the due date (if required). A hard copy is due at the START OF CLASS on:

Due on Turnitin.com by: Use this guide when revising your paper before turning in your final draft. A

-Highly Effective Goes above and beyond the requirements. Shows sophistication in critical thinking through text annotations and in writing assignment. Claim is strong and proven though sophisticated analysis and explanation. Prose is particularly impressive in the control of language. Paper shows confidence and student voice. No grammatical, spelling, or typing errors; paper is flawless. Follows the MLA format correctly.

B

- Effective Contains all of the requirements. Shows critical thinking through text annotations and in writing assignment. Claim is presented and proven though analysis and explanation. Prose demonstrates a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless. Paper shows some confidence and student voice. Minimal grammatical, spelling, or typing errors. Follows all but one of the MLA format requirements correctly.

C

- Adequate Contains all but one of the requirements. Shows little critical thinking through text annotations and in writing assignment. Claim is vague and contains lapses in analysis and explanation. Contains lapses in diction or syntax, but generally the prose is clear. Paper shows little confidence and student voice. Few grammatical, spelling, or typing errors. Few MLA format errors.

D

- Inadequate Contains few of the requirements. Shows little to no critical thinking through text annotations and in writing assignment. Claim, analysis, and explanation are weak, unclear, and/ or unfocused. Prose is inconsistent and contains many lapses in diction or syntax. Paper shows little confidence and student voice. Many grammatical, spelling, or typing errors. Many MLA format errors.

F

- Fail Paper is incomplete.

Literary Analysis Reflection Questions Name____________________________________________Title work___________________ Please answer questions and attach to the front of your paper. One sheet per work of literature. 1. What part of your paper are you especially proud of? 2. What do you think you could improve? What do you want suggestions on when I read your paper? 3. Using the rubric provided (and the one I will use to assess your writing), what do you believe you have earned? 4. Is there anything else you think I need to know in order to assess your paper fairly? Respond below line ____________________________________________________________________________

Writing Rubric

CATEGORY Thesis

Above Standards The thesis statement provides a clear, specific, and debatable statement of the author's position on the topic. It shows originality and is not an obvious idea. 15 PTS

Meets Standards The thesis provides a statement of the author's position on the topic, but needs minor revisions for clarity. Thesis could be considered obvious to most readers. 13 PTS

Intro and Conclusion

The intro is skillfully written and inviting. It is structured from general to specific, ending with the thesis. It flows smoothly, leaving no gaps for the reader to fill in. The conclusion restates the thesis in a new way. Effectively summarizes and connects main points to the argument. Provides a sense of closure to the essay.

The intro is competently written, structured from general to specific, and ends with the thesis, but is less inviting. It flows rather smoothly with minimal gaps that leave the reader with questions. The conclusion restates the thesis in a new way, summarizes main points to the argument, and provides a sense of closure to the essay.

15 PTS

13 PTS

Evidence and Analysis

All arguments are skillfully supported by a sufficient amount of relevant and credible evidence (quotes, real-life examples, etc.) Analysis is thorough and fully explains how the examples support the topic sentences and thesis.

Argument is competently supported by relevant evidence but could use further or better support and/or argument needs further explanation as to how evidence supports and connects to topic sentence and thesis.

30 PTS

26 PTS

Approaching Standards The thesis is present but does not accurately represent the author's main point, and/or make a debatable argument. and/or is too broad. It needs major revision. 11 PTS

Below Standards There is no thesis or the thesis is a fact from the text.

9 PTS

The intro basically written with an attempt to structure from general to specific and ends with the thesis. Lacks enthusiasm but flows somewhat smoothly with a few gaps that leave the reader with questions. The conclusion restates the thesis almost identically, summarizes main points but may introduce new ideas. A sense of closure not necessarily present. 11 PTS

The introduction is undeveloped, lacks structure, and/or does not end with a thesis. Several areas exist that leave the reader questioning. It needs more information. The conclusion restates the thesis identically, does not summarize main points or does it minimally. New ideas presented and doesn’t provide closure to the essay. 9 PTS

Argument is somewhat supported by relevant evidence but needs further support, evidence with more relevance, and/or argument needs further explanation as to how evidence supports and connects to topic sentences and thesis. 23 PTS

Evidence and examples are minimally relevant AND/OR are not explained. Most arguments are not adequately supported.

20 PTS

Paragraph Coherence and Sequencing

Grammar and Style

Citations

Voice

All body paragraphs have a clear focus; include an interpretive and specific topic sentence that relates to the main argument, defining sentences, evidence (an example, specific reference to the text, quote, etc). example(s), and analysis. Arguments & support are provided in a logical order that makes it easy and interesting to follow the author's train of thought. Transitions are used to show how ideas are connected.

The majority of paragraphs have a clear focus but one needs a clearer focus (too much information), or need development (not enough evidence or support for the argument) and/or topic sentences may need minor revision, and/or paragraphs breaks may be needed. Arguments & support are provided in a fairly logical order that makes it reasonably easy to follow the author's train of thought. However, some content may need to be moved, and/or transitions need to be revised.

15 PTS Essay is written in present tense consistently. Writing is clear, and/or has no spelling errors and/or no more than 3 grammatical errors. Uses a variety of sentence structures, and has an appropriate writing style for an academic audience.

13 PTS Essay is mostly written in present tense with 1-2 errors. Writing is unclear in a few areas, and/or has 1-2 spelling errors &/or no more than 4 grammatical errors. Sentences contain words that are necessary for the meaning to be clear. Sentences vary in beginnings, length, and structure. Most sentences sound smooth and rhythmic.

15 PTS All quotes and paraphrased information are appropriately cited using MLA format within the essay and in the Work Cited. 5 PTS The writer’s personality is expressed; confidence and feeling are apparent. Individual, powerful commitment to the topic is obvious. Connection to audience and purpose is excellent. Writing evokes strong emotion in the reader. 5 PTS

Some paragraphs have a clear focus but a couple need a clearer focus (too much information), or need development (not enough evidence or support for the argument) and/or topic sentences may need minor revision, and/or paragraphs breaks may be needed. A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay unclear. Some content may need to be moved, and/or transitions need to be revised. 11 PTS Essay is mostly written in present tense w/3-4 errors. Writing unclear in a few areas, and/or has 3-4 spelling errors and/or 5 grammatical errors. Sentences are choppy and/or are run-ons and several sentences are unclear.

Most paragraphs need a clearer focus (too much information), or need development (not enough evidence or support for the argument) and/or topic sentences are all factual, and/or paragraphs breaks may be needed. Many of the support details are not in an expected or logical order, distracting the reader and making the essay very confusing. Transitions may need major revision, and/or may be nonexistent.

13 PTS All quotes & paraphrased info are cited in MLA format within the essay and in Work Cited, but format contains 1 to 2 errors.

11 PTS All quotes & paraphrased info are cited in MLA format within the essay and in Work Cited but format contains 3 to 4 errors.

9 PTS Some or no quotes or paraphrased info are not cited. The essay could have a Work Cited but no citations. Or Work Cited missing.

4 PTS

3 PTS

1 PTS

Writer’s personality is undefined; writing is cautious. Commitment to topic is limited. Connection to audience and purpose is limited. Writing evokes limited emotion in the reader.

Writer’s personality is not evident. Commitment to topic is lacking. Connection to audience and purpose is lacking. Writing evokes minimal emotion in reader.

3 PTS

1 PTS

Writer’s personality pokes through; confidence and feeling fade in and out. A commitment to the topic is apparent. Connection to audience and purpose is appropriate. The writing evokes some emotion in the reader.

4 PTS

9 PTS The writer makes excessive errors in grammar and/or spelling that distract the reader from the content, and make the paper difficult to read. Sentences contain unnecessary words that detract from the meaning. Sentences offer little or no variety in beginnings, length, and structure. Sentences lack rhythm or pattern.