Ap language and Composition ap junior English Summer Assignment 2013

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AP Language and Composition

AP Junior English

Summer Assignment 2013
If you have any questions regarding this assignment, check with Mrs. Cupryk in room

244 (during the summer rkcupryk@mpsaz.org or 480-326-6027) OR Mrs. Edens in room 124 (during the summer cbedens@mpsaz.org or 480-472-8172). This is also posted at


Junior AP English will focus on preparing you for the AP Language and Composition exam as well as for AP Literature and Composition (Senior AP English) and college-level courses. The AP exams are given each May and provide an opportunity for students to earn three to nine hours of college English credit (depending on the student’s exam score and the standards/policy of the individual college/university).

Make sure you complete the ENTIRE summer project.

Step 1: Purchase and read the book On Writing Well by William Zinsser (ISBN # 0-06-089154-8 OR ISBN # 978-0-06-089154-1). Check for used copies (abebooks.com, barnesandnoble.com, amazon.com, former AP Language Students) or ask a current AP Lang junior who is done with his/her book.

Read all of Part 1 and 2 (or chapters 1-10) of Zinsser’s book.

For Parts 3 & 4 of Zinsser’s book, choose two chapters from these eight: 11, 18, 19, 20, 21, 22, 23, 25. ALL of them are worth reading, but you only need to choose 2 from the 8 listed (after you’ve read the first 10 chapters).

Step 2: While reading On Writing Well, take careful Cornell-style notes by chapter (12 chapters total), including your comments and questions on what you have read. Bring your notes on the first day of class. For Cornell notes explanation and example – go tohttp://coe.jmu.edu/LearningToolbox/cornellnotes.html ORhttp://www.freewebs.com/lanzbom/cornellnotes.pdf

(use the key notes section to include your individual comments and questions about the material)

Step 3: Choose and read 1 piece of writing from the list provided at the end of the directions. You only need to choose one piece, either a speech, an essay or letter, or a short story from the list. THE LIST IS POSTED BELOW, FOLLOWING THE ASSIGNMENT INSTRUCTIONS.

Step 4: Based on the piece you chose, read, and analyzed, respond to the following analysis questions.

  • Type your answers making sure the purpose/topic of your response is clear for each numbered item (in other words, restate the question as part of your answer).

  • You are ONLY being asked to this for ONE piece of writing, so be as specific and detailed as possible in your responses.

  • When possible and appropriate, use evidence/quotes from the piece to illustrate or defend your response.

1. What is the SUBJECT or topic of your piece?

2. What is the OCCASION (social and historical context) of when and why your piece was written?

3. Who is the intended primary AUDIENCE for your piece (and don’t say “anyone who can read” or “everyone” or any similar broad over-generalization)?

4. What is the PURPOSE of your piece? Why did the author write it? What is his or her intent or goal in writing it? What is the intended lesson/message of the piece?

5. Who is the SPEAKER or narrator of the piece (and don’t say “the author”)? What type of person is he/she?

6. What is the TONE of the piece? Cite two specific examples of how the author creates this tone. Be specific, clear, and descriptive (for example: sarcastic, somber, impassioned, pedantic, mocking, etc). For a more complete list of tone words, go to http://www.mpsaz.org/rmhs/staff/rkcupryk/aplang_comp/rhet

7. Was the author successful and effective in conveying his message or argument? How so and why OR how not so and why not?

8. Based on your Zinsser reading, what did this author do well? Be specific and refer to elements and skills that Zinsser presents (you may even quote or reference Zinsser to help clarify).

9. Based on your Zinsser reading, what were this author’s weaknesses? What did he/she NOT do well? Be specific and refer to elements and skills that Zinsser presents (you may even quote or reference Zinsser to help clarify). And don’t say “nothing” or any similar statement of blind adoration for the piece or the author.

10. If you were to write a rhetorically analytical essay on this piece, what would your thesis statement be for the following prompt?

How does the author of your chosen piece use rhetorical strategies to express his/her view/opinion?

(make sure you identify that view/opinion as well as the rhetorical strategies)

(see the samples of good and bad thesis statements below to guide you as you compose your own)
Sample Thesis Statements for Rhetorical Analysis Thesis:

The emotional appeal of Florence Kelley’s speech, coupled with overwhelming populous data, delivers the burden of responsibility and guilt shared by all who allow child labor to occur.

Through a potent mix of general pathos and specific legislative examples, Kelley creates a powerful argument against child labor.
With a tone of mystery and suspense, Coleridge employs profuse imagery, symbolism, similes, and metaphors to articulate man’s need to love all things: mankind, nature, and all beings alike.

Florence Kelley uses many techniques to argue against child labor. The main thing she does is use facts that make the reader stop and think about what is really happening.

Kelley has a very keen sense and ability to share her message using many different rhetorical devices.
Using a variety of rhetorical techniques, Coleridge presents a theme about love.

Junior AP Language & Composition

Reading List

Abbey, Edward:The Right to Arms - ESY

Adams, Abigail: Letter to Her Daughter from the New White House - LTR

Anthony, Susan B.: Women's Right to Vote - SPCH

Bear, Luther Standing: What the Indians Means. - ESY

Benet, Stephan Vincent: A Creed for Americans - SPCH

Bush, George W.: 9/11 Address - SPCH

Cather, William: A Wagner Matinee - SS

Chesnut, Mary: Civil War - JRNL/ESY

Chopin, Kate: A Pair of Silk Stockings - SS

Christopher Columbus: Journal OF the First Voyage to America - JRNL/ESY

Cisnero, Sandra: Straw into Gold - SS

Cooper, James Fenimore: Notions Of The Americans - ESY

Crane, Stephen: The Mystery of Heroism - SS

De Vaca, Cabeza: A Journey through Texas - JRNL/ESY

DeCrevecouer, Jean: Letter From and American Farmer - LTR

Dillard, Annie: The Writing Life - LTR

Douglass, Frederick: Independence Day Speech at Rochester - SPCH

Dove, Rita: For the Love of Books - ESY

Earl of Spencer’s: “Eulogy for Princess Diana - SPCH

Edelman, Marian Wright: A Family Legacy - ESY

Elizabeth, Queen: Farewell to Diana - SPCH

Frazier, Ian: Coyote vs. Acme - ESY

Frost, Robert: Nobel Prize Acceptance Speech - SPCH

Faludi, Susan: Blame it on Feminism - ESY

Fulgham, Robert: All I need to Know I Learned in Kindergarten - ESY COLLECTION

Gilman,Charlotte Perkins: The Yellow Wallpaper - SS

Glaspell, Susan: A Jury of Her Peers - SS

Hemingway, Ernest: Hills Like White Elephants - SS

Hester, General: Address to His Troops on the anniversary of Pearl Harbor - SPCH

Houston, Jeanne Wakatsuki: A Tapestry of Hope - ESY

Joliffe, David: Pre Paring For The 2007 Synthesis Question: Six Moves Toward Success.- ESY

Joseph, Chief: I will fight no more for ever - SPCH

Kennedy, John F.: Inaugural Address - SPCH

King, Martin Luther Jr.: Letter from Birmingham Jail - LTR

Lee, Robert E.: Letter to His Son - LTR

Lewis, Meriwether: Crossing The Great Divide. - JRNL/ESY

Lincoln, Abraham: The Gettysburg Address -SPCH

Lincoln, Abraham: Emancipation Proclamation- SPCH

Lutz, William: Weasel Words The Art of Saying Nothing at All - ESY

Miller, Arthur: On Social Plays - ESY

Momday, N. Scott: The Names - SS

O’Connor, Flannery: The Fiction Writer and his Country - ESY

Pipher, Mary: Saplings in the Storm - JRNL/ESY

Poe, Edgar Allen: The Fall of the House of Usher - SS

Poe, Edgar Allen: the Philosophy of Composition - ESY

Porter, Katherine Anne: Race at Morning - SS

Porter, William Sydney (O. Henry): The Last Leaf- SS

Pound, Ezra: A Few Don’t by an Imagiste - ESY

President Obama: Inaugural Speech and Commemoration of the NAACP - SPCH

Purinton, Edward: Big Ideas from big Business - ESY

Roosevelt, Franklin D.: Petition to Wage War on Japan - SPCH

Roosevelt, Franklin D.: Post Pearl Harbor attack - SPCH

Roosevelt, Theodore: Duties of American Citizenship - SPCH

Smith, John: The General History of Virginia - SS

Steinbeck, John: The Chrysanthemums' - SS

Sullivan, Andrew: I-Pod World: The End of Society? - ESY

Tan, Amy: Mother Tongue - ESY

The Metamaorphosis of the Everyday - ESY

Truth, Sojourner’s: An Account of an experience with Discrimination - ESY

Turner, Frederick Jackson: The Significance of the Frontier in American History - ESY

Twain, Mark: American Language and Slang as it is Slung - ESY

Twain, Mark: Two Ways of Seeing a River - ESY (autobiography excerpt)

Weiner, Robert: Pro Bono Work Still Valued - ESY

Welty, Eudora: Becoming a Writer - ESY

Winkle, Rip Van: from Herman Melville’s Moby Dick - ESY

Wu, John: Making and Unmaking the Model Minority - ESY

X, Malcolm: Coming to an Awareness of Language - ESY

LEGEND: ESY = essay LTR = letter SS = short story JRNL = journal SPCH = speech

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